Ignite Creation Date:
2024-10-26 @ 3:42 PM
Last Modification Date:
2024-10-26 @ 3:42 PM
Study NCT ID:
NCT06627777
Status:
ENROLLING_BY_INVITATION
Last Update Posted:
None
First Post:
2024-10-02
Brief Title:
From Toddler to Early Adolescent Emotion Regulation Strategies
Sponsor:
None
Organization:
None
Study Overview
Official Title:
From Toddler to Early Adolescent Emotion Regulation Strategies
Status:
ENROLLING_BY_INVITATION
Status Verified Date:
2024-10
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
This study will examine the relation between behavioral emotion regulation ER strategies at toddler age 3 to cognitive ER strategies in early adolescence as part of an ongoing longitudinal study of childrenamp39s typical development Aim 1 is to test whether self-soothingcaregiver-focused and distraction behavioral ER strategies at child age 3 predict avoidant and engaging cognitive ER strategies respectively at a follow-up assessment to be completed when children are 10-14 years old In a completed wave of data collection childrenamp39s ER behaviors were elicited in laboratory tasks characterized by threat novelty and uncertainty at age 3 Avoidant and engaged cognitive ER strategies will be assessed by youth self-report parent-report and interviews with youth after they engage in new laboratory tasks characterized by mild threat Hypothesis 1a Self-soothingcaregiver-focused toddler behavioral ER strategies will predict avoidant cognitive strategies in early adolescence Hypothesis 1b The toddler behavioral ER strategy of distraction will predict engaged cognitive ER strategies in early adolescence To provide additional developmental information Aim 2 is to test whether child age at the follow up assessment ranging 10-14 years moderates the relation between behavioral ER strategies at age 3 and cognitive emotion regulatory strategies in early adolescence Hypothesis 2 Because older children will have undergone more development underlying cognitive ER strategies relations specified in Hypotheses 1a and 1b will strengthen across older ages Finally the Exploratory Aim is to test theoretically-supported individual ie inhibitedfearful temperament and environmental ie family emotional environment variables as potential mediators or moderators of the relation between behavioral ER strategies at age 3 and cognitive ER strategies in early adolescence The investigators expect inhibitedfearful temperament to be involved in the link between behavioral ER strategies and avoidant cognitive ER strategies The investigators expect the emotional family environment to be involved in linking behavioral ER strategies to both avoidant and engaged ER strategies
Detailed Description:
Children 10 to 14 years will be invited to come to a 15 hour laboratory assessment with a parent most likely mothers We will gather parent-reported and children39s self-reported avoidant and engaged cognitive ER strategies worded with third or first person respectively 34Short form34 versions will be used to reduce burden for children The Emotion Regulation Questionnaire for Children and Adolescents provides a 6 item reappraisal scale and a 4 item expressive suppression scale The Avoidance and Fusion Questionnaire for Youth - Short Form provides an 8-item measure of experiential avoidance The extended version of the Children39s Response Styles Questionnaire provides a 5 item scale of problem-solving also 34reflection34 and a 5 item scale of rumination also 34brooding34 Mothers will complete the Children39s Responses to Feelings Checklist which asks about these ER strategies in response to specific emotions to examine specificity to threat uncertaintyfear
The investigators will also assess 34in-vivo34 use of cognitive ER strategies by using an ER strategy interview after children experience uncertainty via laboratory procedures Children will watch a 2-minute clip from a live-action movie validated to elicit emotion in the domain of threat with school-aged children The primary experimenter will interview the child about the cognitive ER strategies they used using open-ended questions with subsequent prompts to allow reports of multiple strategies The primary experimenter will then ask closed-ended yesno interview questions about each of the cognitive ER strategies of focus Children will also complete two 5 minute tasks from the Laboratory Temperament Assessment Battery - Middle Childhood Version with established reliability and validity in the domain of threat In the 34Storytelling34 task the experimenter will instruct the child to stand and tell a story about the previous day in front of them and an unfamiliar research assistant RA enacting a series of standardized pauses and prompts until the child indicates they are finished In the 34Mask34 episode the child enters a room to see an adult RA wearing a mask resembling a disfigured face The RA completes a standardized script of statements and pauses finally taking off the mask and engaging the child in a friendly manner The primary experimenter will repeat the ER strategy interview for the tasks Auxiliary ER-relevant outcomes may supplement the primary focus on cognitive ER strategies Behavioral tasks Storytelling Mask can be coded for behavioral ER strategies distraction self-soothing bids to experimenter The investigators possess the necessary equipment and software for recording and analysis of children39s ECG and respiration to serve as physiological indicators of ER As an additional indicator of family emotional environment the child and mother will be prompted to converse about the activities in the lab
The investigators will also assess 34in-vivo34 use of cognitive ER strategies by using an ER strategy interview after children experience uncertainty via laboratory procedures Children will watch a 2-minute clip from a live-action movie validated to elicit emotion in the domain of threat with school-aged children The primary experimenter will interview the child about the cognitive ER strategies they used using open-ended questions with subsequent prompts to allow reports of multiple strategies The primary experimenter will then ask closed-ended yesno interview questions about each of the cognitive ER strategies of focus Children will also complete two 5 minute tasks from the Laboratory Temperament Assessment Battery - Middle Childhood Version with established reliability and validity in the domain of threat In the 34Storytelling34 task the experimenter will instruct the child to stand and tell a story about the previous day in front of them and an unfamiliar research assistant RA enacting a series of standardized pauses and prompts until the child indicates they are finished In the 34Mask34 episode the child enters a room to see an adult RA wearing a mask resembling a disfigured face The RA completes a standardized script of statements and pauses finally taking off the mask and engaging the child in a friendly manner The primary experimenter will repeat the ER strategy interview for the tasks Auxiliary ER-relevant outcomes may supplement the primary focus on cognitive ER strategies Behavioral tasks Storytelling Mask can be coded for behavioral ER strategies distraction self-soothing bids to experimenter The investigators possess the necessary equipment and software for recording and analysis of children39s ECG and respiration to serve as physiological indicators of ER As an additional indicator of family emotional environment the child and mother will be prompted to converse about the activities in the lab
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None