2009 |
Ostrov, Jamie M |
R03Activity Code Description: To provide research support specifically limited in time and amount for studies in categorical program areas. Small grants provide flexibility for initiating studies which are generally for preliminary short-term projects and are non-renewable. |
Relational Aggression, Victimization, and Adjustment During Middle Childhood @ State University of New York At Buffalo
DESCRIPTION (provided by applicant): Aggression and victimization are both risk factors for social-psychological adjustment problems and future psychopathology. The study of the developmental course of aggression and victimization among children is crucial for identifying children most at risk for future psychopathology (Cummings, Iannotti, &Zahn-Waxler, 1989;Keenan &Shaw, 1994). In children, subtypes of aggression and victimization (i.e., physical and relational) have been extensively studied and developmental psychopathologists have documented links between these behaviors and both externalizing and internalizing problems (Dodge, Coie &Lynam, 2006;Crick, Ostrov, &Kawabata, 2007). Peer relations researchers have revealed robust associations between relational aggression and victimization and hostile attribution biases, loneliness, and depressive symptoms (Crick et al., 2007). However, to date, these associations have been concurrent and possible developmental mechanisms have not been studied in prospective designs. Therefore, the proposed study will conduct a secondary data analysis of the NICHD Study of Early Child Care and Youth Development to test three hypotheses. We hypothesize that hostile attribution biases for relational provocations, loneliness and depressed affect with independently partially mediate the prospective associations between relational aggression and relational victimization. PUBLIC HEALTH RELEVANCE: The goal of this research is to better understand the types of behaviors that may be associated with maladaptive developmental trajectories for both boys and girls. The proposed research will permit the field to move closer toward understanding the developmental mechanisms that promote peer victimization and will provide implications for the development of prevention and intervention efforts during middle childhood.
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0.958 |
2015 — 2018 |
Murray-Close, Dianna Ostrov, Jamie |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
The Development of Forms and Functions of Aggression During Early Childhood
Aggressive behaviors in children can be harmful and disruptive and frequently indicate risk for psychological disorders. The contributors to and consequences of aggression depend on both the form (i.e., physical versus relational) and function (i.e., initiating versus reacting) of such conduct. This project is among the first to examine early behavioral precursors to these different types of aggression among preschoolers. This study's unique contribution is to follow children's development over time to capture how different pathways lead to different types of aggression.
A multi-method study using psychophysiological and behavioral observation measures will identify the physiological and early personality features that precede and predict different types of aggression. 230 preschoolers will be assessed at three time points over a 15 month time period. The first objective is to test distinct longitudinal pathways to forms and functions of aggression, including: 1) a developmental pathway resulting from emotion dysregulation; and 2) a developmental pathway resulting from temperamental fearlessness. The second objective is to model the mediating processes through which each personality profile leads to subtypes of aggression. This project will benefit Dr. Ostrov's ethnically and racially diverse graduate and undergraduate research assistants who will be trained on valuable research skills in the psychological and developmental sciences. These formative experiences have the potential to shape the next generation of scientists. Moreover, the proposed project has the potential to impact a significant portion of children, families, and schools within society at large.
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0.946 |
2019 — 2020 |
Murray-Close, Dianna (co-PI) [⬀] Ostrov, Jamie M |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Peer and Family Adversity, Neuroendocrine Regulation, and School Readiness Across the Transition to Kindergarten @ State University of New York At Buffalo
This is a multi-method, longitudinal study of the role of early adversity in the development of school readiness, which has clear theoretical, educational, clinical, and policy implications. We propose to assess the unique and interactive effects of family adversity (e.g., harsh and inconsistent parenting, low income) and peer adversity (i.e., peer victimization, peer rejection, and friendlessness), on the development of multiple indicators of school readiness (academic functioning, executive functioning, and social behavioral skills) that are critical for a successful transition to school. Further, we will examine whether early family and peer adversity ?get under the skin? by altering stress system functioning, as measured by the hormone cortisol, and whether stress dysregulation in turn impairs school readiness. We will test the legacy of early experiences on kindergarten school readiness, beyond the role of ongoing adversity. Data will be collected from 400 children diverse in SES and race/ethnicity across the transition from preschool to kindergarten. We will use multiple methods (direct academic assessments, cortisol, caregiver and teacher reports) to assess early predictors of school readiness across this significant school transition. The current proposal will use advanced techniques including hair analysis for cortisol to obtain an index of chronic stress exposure. Investigating the unique and interactive effects of both family and peer adversity provides a critical next step in research on the biological embedding of early adversity and its consequences for the transition to school, as few studies have examined the role of both family and peer processes in dysregulated stress system function or school readiness. Understanding these pathways to school readiness is critical to informing content and timing of preventive interventions. The proposed project will provide a rich dataset with opportunities for additional exploratory analyses related to directionality of associations and gender moderation. The proposed project is well positioned to advance a major initiative of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (Child Development and Behavior Branch): Advancing research on the psychological, psychobiological, language, behavioral, and educational development of children.
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0.958 |