The Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich (Halldorsdottir, Kurtoic, Müller-Myhsok, Binder); the Center of Public Health Sciences, University of Iceland, Reykjavík (Halldorsdottir); the Department of Molecular and Clinical Pharmacology, Institute of Translational Medicine, University of Liverpool, Liverpool, U.K. (Müller-Myhsok); the Department of Psychiatry and Behavioral Sciences, Emory University School of Medicine, Atlanta (Binder); the Department of Applied Psychology, New York University, New York (Blair); the Department of Human Development and Family Studies, Pennsylvania State University, University Park, and the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill (Family Life Project Key Investigators).
Am J Psychiatry. 2019 Aug 1;176(8):626-634. doi: 10.1176/appi.ajp.2019.18091018. Epub 2019 Apr 5.
Self-regulation includes the volitional and nonvolitional regulation of emotional, cognitive, and physiological responses to stimulation. It develops from infancy through individual characteristics and the environment, with the stress hormone system as a central player. Accordingly, the authors hypothesized that genes involved in regulating the stress system, such as FK506 binding protein 5 (), interact with early-life stress exposure, such as exposure to intimate partner violence (IPV), to predict self-regulation indicators and associated outcomes, including behavioral and learning problems in school.
Study participants were a longitudinal birth cohort of 910 children for whom genotypes were available and who were assessed for exposure to IPV during the first 2 years of life as well as multiple measures of self-regulation: stress-induced cortisol reactivity and fear-elicited emotional reactivity at 7, 15, and 24 months, executive function at 36, 48, and 60 months, and emotional and behavioral difficulties and reading and math achievement in school grades 1, 2, and 5. Data were analyzed using longitudinal clustering and ordinal logistic regression procedures followed by mixed linear modeling.
Children with two copies of a risk haplotype and IPV exposure were significantly more likely to have a developmental trajectory characterized by high, prolonged stress-induced cortisol reactivity and emotional reactivity in toddlerhood, followed by low executive function at school entry and high emotional and behavior problems and low reading ability in the primary school grades.
The interaction of and IPV affects the physiological response to stress early in life, with consequences for emotional and cognitive self-regulation. Targeting self-regulation may present an early intervention strategy for children facing genetic and environmental risk.
自我调节包括对情绪、认知和生理反应的意志和非意志调节，它从婴儿期开始通过个体特征和环境发展，以应激激素系统为核心。因此，作者假设，参与调节应激系统的基因，如 FK506 结合蛋白 5 (FKBP5)，与早期生活应激暴露（如亲密伴侣暴力 [IPV] 暴露）相互作用，以预测自我调节指标和相关结果，包括学校的行为和学习问题。
研究参与者为一个纵向出生队列，共有 910 名儿童，其中有 基因型可用，并且在生命的前 2 年中评估了 IPV 的暴露情况，以及多项自我调节指标：7、15 和 24 个月时的应激诱导皮质醇反应性和恐惧诱发的情绪反应性、36、48 和 60 个月时的执行功能、1、2 和 5 年级时的情绪和行为困难以及阅读和数学成绩。使用纵向聚类和有序逻辑回归程序进行数据分析，然后进行混合线性建模。
携带两个风险 单倍型的儿童和 IPV 暴露的儿童更有可能出现发育轨迹特征为幼儿期皮质醇反应性和情绪反应性高且持续时间长，随后在入学时执行功能低，小学高年级时情绪和行为问题高，阅读能力低。
和 IPV 的相互作用会影响生命早期对压力的生理反应，从而影响情绪和认知的自我调节。针对自我调节可能为面临遗传和环境风险的儿童提供早期干预策略。
