Emotional and Physiological Responses to Mild Stress in Daily Life

Chronic exposure to high levels of stress in childhood pose risk for mental health problems. However, the effects of mild daily stress on youth psychological functioning is poorly understood. The three studies in this dissertation utilize intensive repeated data (e.g., daily diaries) to examine how children react to and recover from minor negative events on the same day or the next day. The first study examined children’s emotion reactivity to and recovery from school problems, and assessed their cross-sectional associations with internalizing and externalizing problems in 83 5th and 6th graders. Study used repeated ratings of school problems and positive and negative emotion completed several times a day over five consecutive weekdays. Youths reported more negative emotion and less positive emotion at school and at bedtime on days when they experienced more problems at school. Youths who tended to report more negative emotion on stressful days at school had more symptoms of depression, even after controlling for average levels of exposure to school problems. Youths who tended to recover by bedtime had fewer internalizing problems. The second study examined same day and next day mood responses to school problems over the course of 40 consecutive weekdays in a sample of 47 8-13-year-old youths. On average, youths reported more negative mood and less positive mood on days that they experienced more school problems. School problems were not linked to mood on the next day. Children who tended to report more negative mood or less positive mood on days when they experienced more school problems showed more internalizing problems three years later when they were 11-17 years old. The third study used data from the same sample of 47 children to test the within-and between-person effects of daily negative events – peer problems, academic problems and interparental conflict – on diurnal cortisol, a physiological indicator of stress reactivity. Three indices of diurnal cortisol were derived from saliva samples collected four times a day across eight days: same day diurnal cortisol slope, same day bedtime cortisol, and cortisol at wakeup the next morning. On average, children who reported more peer problems showed flatter slopes of cortisol decline from wakeup to bedtime. However, children secreted more cortisol at wakeup following days when they reported more peer or academic problems than usual. Interparental conflict was not significantly associated with diurnal cortisol. In sum, this dissertation showcases a novel application of intensive repeated methods in developmental psychopathology research. Using this methodology, studies found individual differences in reactivity to and recovery from daily problems, which in turn were associated with youth internalizing problems

Negative and Positive Emotion Responses to Daily School Problems: Links to Internalizing and Externalizing Symptoms

Examining emotion reactivity and recovery following minor problems in daily life can deepen our understanding of how stress affects child mental health. This study assessed children's immediate and delayed emotion responses to daily problems at school, and examined their correlations with psychological symptoms. On 5 consecutive weekdays, 83 fifth graders (M = 10.91 years, SD = 0.53, 51% female) completed brief diary forms 5 times per day, providing repeated ratings of school problems and emotions. They also completed a one-time questionnaire about symptoms of depression, and parents and teachers rated child internalizing and externalizing problems. Using multilevel modeling techniques, we assessed within-person daily associations between school problems and negative and positive emotion at school and again at bedtime. On days when children experienced more school problems, they reported more negative emotion and less positive emotion at school, and at bedtime. There were reliable individual differences in emotion reactivity and recovery. Individual-level indices of emotion responses derived from multilevel models were correlated with child psychological symptoms. Children who showed more negative emotion reactivity reported more depressive symptoms. Multiple informants described fewer internalizing problems among children who showed better recovery by bedtime, even after controlling for children's average levels of exposure to school problems. Diary methods can extend our understanding of the links between daily stress, emotions and child mental health. Recovery following stressful events may be an important target of research and intervention for child internalizing problems

Short‐Term Resilience Processes in the Family

The authors review naturalistic studies of short-term processes that appear to promote resilience in children in the context of everyday family life and argue that warm and supportive family interactions foster resilience through their cumulative impact on children's emotional and physiological stress response systems. In the short-term, these family interactions promote the experience and expression of positive emotion and healthy patterns of diurnal cortisol. Over time, these internal resources - a propensity to experience positive emotion and a well-functioning hypothalamic-pituitary-adrenal axis system -enhance a child's capacity to avoid, or limit, the deleterious effects of adversity. This article highlights naturalistic research methods that are well suited to the study of these short-term resilience processes and points to clinical applications of our conceptual and methodological approach

Children’s expressions of positive emotion are sustained by smiling, touching, and playing with parents and siblings: A naturalistic observational study of family life.

Research on family socialization of positive emotion has primarily focused on the infant and toddler stages of development, and relied on observations of parent-child interactions in highly structured laboratory environments. Little is known about how children's spontaneous expressions of positive emotion are maintained in the uncontrolled settings of daily life, particularly within the family and during the school-age years. This naturalistic observational study examines three family behaviors - mutual display of positive emotion, touch and joint leisure – that surround 8 to 12 year-old children's spontaneous expressions of positive emotion, and tests whether these behaviors help to sustain children's expressions. Recordings taken of 31 families in their homes and communities over two days were screened for moments when children spontaneously expressed positive emotion in the presence of at least one parent. Children were more likely to sustain their expressions of positive emotion when mothers, fathers or siblings showed positive emotion, touched, or participated in a leisure activity. There were few differences in the ways that mothers and fathers socialized their sons’ and daughters’ positive emotion expressions. This study takes a unique, ecologically valid approach to assess how family members connect to children's expressions of positive emotion in middle childhood. Future observational studies should continue to explore mechanisms of family socialization of positive emotion, in laboratory and naturalistic settings

IL-6 predicts non-suicidal self-injury over 3 months in high-risk adolescents.

BACKGROUND: Suicide is the second leading cause of death in 12- to 17-year-old adolescents in the USA. Research on biological mechanisms contributing to self-harm risk that could be targeted in treatment could help to prevent suicide and self-harm episodes. AIMS: We aimed to evaluate whether markers of inflammation, interleukin-6 (IL-6) and C-reactive protein (CRP), predict self-harm over 3 months within a sample selected for elevated suicide/self-harm risk at project entry. METHOD: Fifty-one adolescents aged 12-19 years selected for elevated suicide/self-harm risk completed three clinical interviews about suicide attempts and non-suicidal self-injury, 3 months apart. At baseline and 3 months, youth also provided blood samples, from which we assayed levels of IL-6 and CRP. RESULTS: Using generalised mixed models, we found that greater levels of IL-6 predicted more self-harm episodes (odds ratio [OR] = 3.3, 95% CI: 1.1, 10.0) and specifically, non-suicidal self-injury (OR = 3.5, 95% CI: 1.1, 11.2), over 3 months. CONCLUSIONS: The study findings increase our understanding of whether and how inflammation may be implicated in risk of self-harm. IL-6 may be a viable biological marker of short-term risk for self-harm

Ozone Pollution, Perceived Support at Home, and Asthma Symptom Severity in the Adolescent Sample of the California Health Interview Survey

BackgroundOutdoor air pollution, including ozone (O3) pollution, and childhood family environments may interact and impact asthma exacerbations in children. Previous epidemiology studies have primarily focused on stress in the home, rather than support, and whether psychosocial factors modify the association between pollution and health outcomes, rather than whether pollution exposure modifies associations between psychosocial factors and health outcomes.MethodsData from the cross-sectional 2003 representative, population-based California Health Interview Survey were linked with air quality monitoring data on O3 pollution from the California Air Resources Board. Adolescents (N = 209) ages 12-17 who reported an asthma diagnosis and lived within 5 mi of the nearest air monitoring station had linked O3 data for a 12-month period preceding the survey interview date. Adolescents reported perceived available support from an adult at home and frequency of asthma symptoms.ResultsIn unadjusted models, for adolescents living in high O3 pollution regions, greater perceived support was related to lower asthma symptom frequency. Follow-up analyses suggested that the most plausible interpretation of the interaction was that O3 exposure modified the association between perceived support and symptom frequency. O3 × perceived support interactions were not statistically significant after adjusting for covariates.ConclusionsThese data provide preliminary evidence that the association between the lack of support in the home environment and worse asthma symptoms may be stronger in areas with higher O3 exposure. Future work may benefit from incorporating personal pollution exposure assessments, comprehensive family environment assessments, and longitudinal follow-up of asthma exacerbations over time

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school‐to‐home spillover

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same-day child reports of higher negative mood. Peer problems were less consistently associated with parent-child interactions over and above the effects of academic problems that day. A one-time measure of parent-child relationship quality moderated several daily associations, such that the same-day link between school problems and child-report of family interactions was stronger among children who were closer to their parents

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school-to-home spillover.

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same-day child reports of higher negative mood. Peer problems were less consistently associated with parent-child interactions over and above the effects of academic problems that day. A one-time measure of parent-child relationship quality moderated several daily associations, such that the same-day link between school problems and child-report of family interactions was stronger among children who were closer to their parents