School of Applied Psychology, Griffith University, Mount Gravatt Campus, Brisbane, QLD, Australia.
Centre for Mental Health and School of Applied Psychology, Griffith University, Mount Gravatt Campus, Brisbane, QLD, Australia.
Clin Child Fam Psychol Rev. 2024 Jun;27(2):381-406. doi: 10.1007/s10567-024-00489-0. Epub 2024 Jun 10.
Children prone to irritability experience significant functional impairments and internalising and externalising problems. Contemporary models have sought to elucidate the underlying mechanisms in irritability, such as aberrant threat and reward biases to improve interventions. However, the cognitive control processes that underlie threat (e.g., attention towards threats) and reward (e.g., attention towards reward-related cues) biases and the factors which influence the differential activation of positive and negative valence systems and thus leading to maladaptive activation of cognitive control processes (i.e., proactive and reactive control) are unclear. Thus, we aim to integrate extant theoretical and empirical research to elucidate the cognitive control processes underlying threat and reward processing that contribute to irritability in middle childhood and provide a guiding framework for future research and treatment. We propose an expanded conceptual framework of irritability that includes broad intraindividual and environmental vulnerability factors and propose proximal 'setting' factors that activate the negative valence and positive valence systems and proactive and reactive cognitive control processes which underpin the expression and progression of irritability. We consider the implications of this expanded conceptualisation of irritability and provide suggestions for future research.
容易烦躁的儿童会出现明显的功能障碍以及内化和外化问题。当代模型试图阐明烦躁的潜在机制，例如异常的威胁和奖励偏差，以改善干预措施。然而，威胁（例如，对威胁的关注）和奖励（例如，对与奖励相关的线索的关注）偏差的认知控制过程以及影响积极和消极效价系统的差异激活的因素，从而导致认知控制过程（即主动和反应性控制）的适应性激活尚不清楚。因此，我们旨在整合现有的理论和实证研究，阐明威胁和奖励处理的认知控制过程，这些过程导致儿童中期的烦躁，并为未来的研究和治疗提供指导框架。我们提出了一个扩展的烦躁概念框架，其中包括广泛的个体内部和环境脆弱性因素，并提出了近端“环境”因素，这些因素激活了消极和积极效价系统以及主动和反应性认知控制过程，这些过程是烦躁表达和进展的基础。我们考虑了这种扩展的烦躁概念化的含义，并为未来的研究提供了建议。
