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About this paper symposium
| Panel information |
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| Panel 10. Health, Growth, Injury |
| Paper #1 | |
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| Factors Shaping Resilience in Children Facing Genetic Vulnerability and Adverse Home Environments | |
| Author information | Role |
| Danielle Marie Seay, Department of Psychology, The Pennsylvania State University, United States | Presenting author |
| Miglena Y. Ivanova, Department of Psychology, The Pennsylvania State University, United States | Non-presenting author |
| Jody M. Ganiban, Departments of Clinical and Developmental Psychology, George Washington University, United States | Non-presenting author |
| Daniel S. Shaw, Department of Psychology, University of Pittsburgh, United States | Non-presenting author |
| Leslie D. Leve, Department of Counseling Psychology and Human Services, University of Oregon, United States | Non-presenting author |
| Misaki N. Natsuaki, Department of Psychology, University of California, Riverside, United States | Non-presenting author |
| Jenae M. Neiderhiser, Department of Psychology The Pennsylvania State University, United States | Non-presenting author |
| Abstract | |
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Genetic vulnerability to psychopathology and adverse home environments are robust predictors of detrimental outcomes across the lifespan and multiple domains of health and well-being. Yet, many children show resilient functioning or successful adaptation despite risk exposure (Masten et al., 2021). One explanation is that genetic, rearing, and individual factors jointly shape developmental resilience (Feder et al., 2019). However, behavioral genetic research exploring the origins of resilience remains limited. This study focuses on early childhood—a critical developmental period—to examine whether individual (i.e., child persistence), heritable (i.e., emotion regulation), and family (i.e., parental warmth) assets account for more positive child outcomes within the context of heritable (i.e., psychopathology) and environmental (i.e., adoptive parents’ [AP] hostility and depressive symptoms) risks. We tested hypotheses using a genetically informed sample and the “residuals” approach (Kim-Cohen et al., 2004). Participants included 561 adopted children (42.8% girls), their birth parents (BP), and their APs (70% and 92% White, 13% and 4% Black, 7% and 2% Latinx, respectively), assessed between 2003–2017. BP externalizing and internalizing problems were used to index inherited vulnerability for psychopathology (Marceau et al., 2019). We accessed suboptimal family environments at 27 months with the Beck Depression Inventory (Beck et al., 1988) assessing APs’ depressive symptoms and the Iowa Family Interaction Scales (Melby 1989) assessing APs’ hostility towards their child. At 27 months, we accessed resilience-promoting factors at the genetic, family, and behavioral levels. At the genetic level, BP effortful control was used to index inherited protection for emotion regulation. At the family level, we used the Iowa Family Interaction Scales (Melby 1989) to assess APs’ warmth toward their child. At the behavioral level, we measured child persistence using the Interest/Persistence subscale of the Toddler Behavior Assessment Questionnaire (Goldsmith, 1996). At 54 months, we utilized APs’ reports on the Child Behavior Checklist (Achenbach & Rescorla, 2000) to assess child internalizing and externalizing symptoms and APs’ reports on the Cooperation subscale of the Social Skills Improvement System (Gresham et al., 2011) to assess child cooperation. Higher AP hostility predicted more child externalizing and internalizing symptoms and less cooperation. APs’ depressive symptoms were related to higher child internalizing symptoms. Higher BP psychopathology predicted lower child cooperation (see Figure 1). Residual scores, which reflect how much better or worse individuals are functioning compared to others with similar levels of genetic and environmental risk, were extracted from the model for subsequent analyses. These scores indicate an individual's degree of "vulnerable to resilient" functioning, with higher scores reflecting better functioning relative to the level of risk. Analyses suggested that AP warmth and BP effortful control were positively related to child behavioral resilience and social resilience. Child persistence was positively related to their emotional resilience (see Figure 2). Results support recent perspectives on resilience as a multifaceted construct shaped by protective processes operating across genetic, environmental, and individual pathways, only some of which overlap across the various domains of resilient functioning. Future research should continue to explore the interplay of genetic and environmental factors in shaping resilience. |
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| Paper #2 | |
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| Multidimensional Resilience of Youth Mental Health and Competency After Parental Bereavement | |
| Author information | Role |
| Qiyue Cai, Arizona State University, United States | Presenting author |
| Irwin Sandler, Arizona State University, United States | Non-presenting author |
| Jenn-Yun Tein, Arizona State University, United States | Non-presenting author |
| Rebecca Hoppe, Arizona State University, United States | Non-presenting author |
| Abstract | |
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Introduction. Children and adolescents who experienced major adversities are at a higher risk for multiple mental health problems and lower developmental competencies. The current study investigates resilience across multiple outcomes for parentally bereaved youth. Resilience is conceptualized as stable low problems or high functioning over time after adversities. Prior research that studied one outcome at a time reported that resilience was the most common trajectory following adversity (e.g., Galatzer-Levy et al., 2018). However, others (e.g., Infurna & Luthar, 2017) have argued for a more comprehensive approach to resilience to include multiple domains of functioning, and that resilience across all outcomes after adversities is relatively infrequent from a multidimensional perspective. The current study is the first to take a multidimensional approach to assess resilience in a sample of children following a major adversity -- the death of their parent. Method. Participants included 244 youth (M = 11.29 years, 46% females, 67% White) and their caregivers from 156 families involved in a randomized controlled trial of the Family Bereavement Program (FBP). Using growth mixture modeling (GMM), we identified trajectories for 11 outcomes from Wave 1-3 (baseline, 3-month post-intervention, and 11-month post-baseline) and five outcomes from Wave 1-4 (adding 6-year post-baseline). At baseline, youth had experienced parental death between 3 and 30 months (M = 10.81), and time since death was treated as the time indicator in all growth models. Outcomes of interests included problems and competency reported by youth and caregivers. Results. For the 11 outcomes over Wave 1-3, an average of 48.5% of youth demonstrated resilience on one given outcome, ranging from 6.7% for youth-reported externalizing problems to 82.5% for youth-reported depression. For the five outcomes over Wave 1-4, an average of 34.8% of youth demonstrated resilience on one given outcome, ranging from 3.3% for youth-reported externalizing problems to 86.3% for youth-reported peer competence. Multidimensional resilience was calculated by counting the numbers of resilience trajectories demonstrated across all outcomes, and was normally distributed at both the Wave 1-3 and Wave 1-4 assessments, with few children showing resilient trajectories across all outcomes. On average, youth exhibited resilience on 5.34 out of 11 outcomes from Wave 1-3 and on 1.74 out of 5 outcomes from Wave 1-4. Poisson regressions indicated older youth were more likely to demonstrate high scores on multidimensional resilience across Wave 1-4. All other baseline demographic factors (age, gender, cause of parental death, and intervention status) were not significantly related to multidimensional resilience across Wave 1-3 or Wave 1-4. Discussion. This study is the first to investigate multidimensional resilience among youth after experiencing parental death. Contrary to the previous single outcome approach which reported that resilience was the most common trajectory on internalizing problems, the results indicate that most children experienced non-resilient trajectories on multiple outcomes, and few children experienced resilient trajectories across all outcomes. Future research is needed to understand the short- and long-term impact of multidimensional resilience, paving the way for future targeted interventions to support youth at risk for better adjustment across various aspects of their development. |
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| Paper #3 | |
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| Fostering Resilience for Third-Grade Achievement: Does School Readiness Protect Students with Child Protective Services Experiences? | |
| Author information | Role |
| Jasmine M. Banegas, M.S.W., Institute of Child Development, University of Minnesota, United States | Presenting author |
| Alyssa R. Palmer, Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles, United States | Non-presenting author |
| Amanda Kalstabakken, Pediatrics, University of Minnesota Medical School, United States | Non-presenting author |
| Cynthia K. Hillyer, Minneapolis Public Schools, United States | Non-presenting author |
| Ann S. Masten, Institute of Child Development, University of Minnesota, United States | Non-presenting author |
| Abstract | |
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Introduction. Early maltreatment, often indexed by child protection services (CPS) involvement, is a risk factor for academic achievement (Ryan et al., 2018). Indeed, the first years of life are critical for brain development given its malleability to external factors and susceptibility to negative experiences (Shonkoff & Phillips, 2000). However, positive developmental skills typically assessed during preschool screening predict success (Pan et al., 2019). The present pre-registered study examined whether school readiness protected against the risk of early child maltreatment for reading and mathematics achievement in 3rd grade. Based on a risk and resilience framework, we hypothesized that (1) early childhood CPS involvement would have a significant effect on achievement, even after controlling for more recent CPS experiences and (2) school readiness would be a significant moderator of this risk, mitigating the academic risk of early CPS-involvement for later reading and mathematics achievement. Method. Families in a Midwestern U.S. city were invited in 2012 and 2013 during routine pre-kindergarten screening to participate in a longitudinal study predicting academic success through 3rd grade. Over 90% of families with children ages 3 to 6 agreed to participate. Participants for the present study included 476 children (M = 54.3 months, 52.1% females), identified by parents as Black (34.9%), White (43.4%), and Other (21.8%). Screening data were integrated with statewide administrative data (de-identified for analyses). Screening tests assessed language, cognitive, social, and motor skills. Administrative data indicated 26.1% of the children were involved with CPS before screening and 17.2% were involved in grades K-3. Third-grade standardized academic achievement scores were available for 81.5% of the sample in reading and 80.7% in mathematics. Results. All models had acceptable fit (CFI = 1.00, TLI = 1.00, SRMR < .001). Early CPS was associated with third-grade mathematics (beta = -0.09, p < .05) and reading (beta = -0.08, p < .05), controlling for ethnicity/race and screening age. When school-age CPS involvement was included in the model, it significantly predicted mathematics (beta = -0.17, p < .001) and reading (beta = -0.14, p < .001), and effects of early childhood CPS involvement were no longer significant. Early CPS and school-age CPS were significantly correlated (r = 0.25, p <.001), and 48.7% who experienced early CPS also experienced school-age CPS. School readiness before kindergarten demonstrated a positive main effect on mathematics (beta = 0.44, p < .001) and reading (beta = 0.46, p < .001), but school readiness scores did not moderate the relations of early CPS to achievement. A large percentage of children with any CPS-involvement did not meet mathematics or reading standards in 3rd grade (Figure 1). Discussion. Results corroborate the risks of CPS involvement for 3rd grade achievement, but for ongoing or more recent CPS involvement rather than early CPS alone. Risks associated with CPS involvement call for continued multisystem collaborations between schools and CPS agencies to support academic achievement. Positive effects of school readiness on third-grade mathematics and reading outcomes suggest that supporting early developmental skills could benefit all children. |
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| Paper #4 | |
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| Actualizing research on the neuroscience of adverse childhood experiences to foster positive resilience trajectories | |
| Author information | Role |
| Dr. Carl Weems, Ph.D., Human Development and Family Studies, Iowa State University, United States | Presenting author |
| Bethany H McCurdy, Human Development and Family Studies, Iowa State University, United States | Non-presenting author |
| Victor G. Carrion, Stanford University, School of Medicine, United States | Non-presenting author |
| Abstract | |
| This talk will overview an integrative perspective of Traumatic and Adverse Childhood Experiences (TRACEs) which employes a revised adverse childhood experiences (ACEs) pyramid with resilience outcomes (Figure 1). The model emphasizes there is not one “set” outcome that follows TRACEs and identifies multiple levels to target in fostering human resilience in the wake of adversity. Findings from school/community based and community level initiatives will be presented. Preliminary results show how trajectories of multiple indicators of resilience may be positively impacted by interventions designed to protect vulnerable youth populations. First, data (n = 881) from a school system wide wellness intervention featuring yoga and mindfulness components will be presented which shows that such interventions may help place youth on positive developmental trajectories on facets of resilience such as emotion regulation (Figure 2). Impact on neuroendocrine outcomes will also be presented. Five years of data (2018-2022; n = 1,049) from a statewide aftercare services program for youth following foster care placement shows the potential impact on educational and employment outcomes. Future directions in population resilience building and implications for defining and promoting resilience are noted. | |
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Multisystem Approaches to Understanding and Promoting Resilience In Development: From Genes to Policy
Submission Type
Paper Symposium
Description
| Session Title | Multisystem Approaches to Understanding and Promoting Resilience In Development: From Genes to Policy |