The experiments proposed in this application will further understanding about why the experience of child abuse leads to a broad range of mental and physical health problems. Although millions of children experience various forms of child abuse each year in the United States, relatively little is understood about how this experience influences brain-behavioral development. The General Aim of this research is to examine how brain circuitry is shaped by environmental experience in ways that lead to childhood mental health problems. The research proposed in this application uses novel neuroscience-informed methods to measure the efficiency of emotional learning in 400 10-16 year old children, half of whom have been victims of child maltreatment.
The Specific Aims are to: (1) determine how children develop sensitivity to emotion-related contingencies in their environments, which is critical for understanding social behavior and related to problems such as anxiety and depression;(2) examine the efficiency with which children integrate and use emotional information using affective neuroscience markers of psychosocial stress as indicators of risk for mental illness;(3) test the extent to which the experience of early psychosocial stress undermines children's regulatory control of emotion processing, relevant to behaviors such as aggression and poor emotion regulation. In sum, this application proposes a continuing program of research that will examine altered emotional regulatory processes associated with child abuse. We will link these measures to mental health outcomes in early adolescents. This project has potential to synthesize key areas necessary to advance prevention and treatment of mental health problems in children and adults. Those include understanding (1) the neural circuitry and neurobiology of the brain's regulation of emotion, with an emphasis on understanding adaptations and squeal of chronic psychosocial stress exposure on affective neural circuits, (2) the development of these circuits, specifically the processes underlying periods of rapid neurobiological development in humans during which the brain may be particularly sensitive to contextual or environmental influences;and (3) defining and specifying ways in which the environment creates long-term effects on brain and behavior. Each of these foci holds tremendous promise for advancement of knowledge and application to improvement of public health.

Public Health Relevance

The research proposed in this application seeks to understand how the experience of child abuse exerts a lasting impact on children's brain development. Millions of children experience various forms of child abuse each year in the United States and it is known that these individuals are at heightened risk for a broad range of mental and physical health problems. But little is understood about how early experiences of psychosocial stress influence the neural systems that can lead to children's emotional and behavioral problems.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Research Project (R01)
Project #
2R01MH061285-11A1
Application #
8287823
Study Section
Psychosocial Development, Risk and Prevention Study Section (PDRP)
Program Officer
Garvey, Marjorie A
Project Start
2000-04-01
Project End
2017-05-31
Budget Start
2012-08-01
Budget End
2013-05-31
Support Year
11
Fiscal Year
2012
Total Cost
$566,828
Indirect Cost
$184,829
Name
University of Wisconsin Madison
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
161202122
City
Madison
State
WI
Country
United States
Zip Code
53715
Hilt, Lori M; Leitzke, Brian T; Pollak, Seth D (2016) Can't Take My Eyes Off of You: Eye Tracking Reveals How Ruminating Young Adolescents Get Stuck. J Clin Child Adolesc Psychol :1-10
Leitzke, Brian T; Pollak, Seth D (2016) Developmental changes in the primacy of facial cues for emotion recognition. Dev Psychol 52:572-81
Hanson, Jamie L; Nacewicz, Brendon M; Sutterer, Matthew J et al. (2015) Behavioral problems after early life stress: contributions of the hippocampus and amygdala. Biol Psychiatry 77:314-23
Leitzke, Brian T; Hilt, Lori M; Pollak, Seth D (2015) Maltreated youth display a blunted blood pressure response to an acute interpersonal stressor. J Clin Child Adolesc Psychol 44:305-13
Pollak, Seth D (2015) Multilevel developmental approaches to understanding the effects of child maltreatment: Recent advances and future challenges. Dev Psychopathol 27:1387-97
Romens, Sarah E; McDonald, Jennifer; Svaren, John et al. (2015) Associations between early life stress and gene methylation in children. Child Dev 86:303-9
Hair, Nicole L; Hanson, Jamie L; Wolfe, Barbara L et al. (2015) Association of Child Poverty, Brain Development, and Academic Achievement. JAMA Pediatr 169:822-9
Chung, Moo K; Hanson, Jamie L; Ye, Jieping et al. (2015) Persistent Homology in Sparse Regression and Its Application to Brain Morphometry. IEEE Trans Med Imaging 34:1928-39
Dismukes, Andrew R; Shirtcliff, Elizabeth A; Hanson, Jamie L et al. (2015) Context influences the interplay of endocrine axes across the day. Dev Psychobiol 57:731-41
Briggs-Gowan, Margaret J; Pollak, Seth D; Grasso, Damión et al. (2015) Attention bias and anxiety in young children exposed to family violence. J Child Psychol Psychiatry 56:1194-1201

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