Document Detail


Biological sensitivity to context moderates the effects of the early teacher-child relationship on the development of mental health by adolescence.
MedLine Citation:
PMID:  21262045     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher-child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher-child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher-child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher-child relationship main effects, all four Reactivity x Teacher-Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher-child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed.
Authors:
Marilyn J Essex; Jeffrey M Armstrong; Linnea R Burk; H Hill Goldsmith; W Thomas Boyce
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Publication Detail:
Type:  Journal Article; Research Support, N.I.H., Extramural    
Journal Detail:
Title:  Development and psychopathology     Volume:  23     ISSN:  1469-2198     ISO Abbreviation:  Dev. Psychopathol.     Publication Date:  2011 Feb 
Date Detail:
Created Date:  2011-01-25     Completed Date:  2011-04-25     Revised Date:  2014-09-19    
Medline Journal Info:
Nlm Unique ID:  8910645     Medline TA:  Dev Psychopathol     Country:  United States    
Other Details:
Languages:  eng     Pagination:  149-61     Citation Subset:  IM    
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MeSH Terms
Descriptor/Qualifier:
Adolescent
Autonomic Nervous System / physiology
Child
Child Development / physiology
Child Psychology*
Child Rearing / psychology
Faculty*
Female
Humans
Interpersonal Relations*
Male
Mental Health*
Psychiatric Status Rating Scales
Regression Analysis
Stress, Psychological / physiopathology,  psychology
Temperament
Grant Support
ID/Acronym/Agency:
P50 MH052354-060005/MH/NIMH NIH HHS; P50 MH052354-070005/MH/NIMH NIH HHS; P50 MH052354-07S10005/MH/NIMH NIH HHS; P50 MH052354-080005/MH/NIMH NIH HHS; P50 MH052354-090005/MH/NIMH NIH HHS; P50 MH052354-100005/MH/NIMH NIH HHS; P50 MH069315/MH/NIMH NIH HHS; P50 MH069315-010005/MH/NIMH NIH HHS; P50 MH069315-020005/MH/NIMH NIH HHS; P50 MH069315-030005/MH/NIMH NIH HHS; P50 MH069315-040005/MH/NIMH NIH HHS; P50 MH069315-050005/MH/NIMH NIH HHS; P50 MH084051/MH/NIMH NIH HHS; P50 MH084051-010002/MH/NIMH NIH HHS; P50 MH084051-020002/MH/NIMH NIH HHS; P50 MH084051-030002/MH/NIMH NIH HHS; P50-MH052354/MH/NIMH NIH HHS; P50-MH069315/MH/NIMH NIH HHS; P50-MH084051/MH/NIMH NIH HHS; R01 MH044340/MH/NIMH NIH HHS; R01 MH044340-09/MH/NIMH NIH HHS; R01 MH044340-09S1A1/MH/NIMH NIH HHS; R01 MH044340-09S2/MH/NIMH NIH HHS; R01 MH059785/MH/NIMH NIH HHS; R01 MH059785-08/MH/NIMH NIH HHS; R01 MH059785-09/MH/NIMH NIH HHS; R01-MH44340/MH/NIMH NIH HHS
Comments/Corrections

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