Zhang Xiaoyan, Merrin Gabriel J, Slavich George M
Department of Social and Behavioral Sciences, School of Global Public Health, New York University, New York, NY, USA.
Department of Human Development and Family Science, David B. Falk College of Sport and Human Dynamics, Syracuse University, Syracuse, NY, USA.
Child Abuse Negl. 2024 Dec;158:107129. doi: 10.1016/j.chiabu.2024.107129. Epub 2024 Nov 12.
Adverse childhood experiences (ACEs) are strong, preventable risk factors for emotion dysregulation in adolescence, but whether ACEs-emotion dysregulation associations differ by race/ethnicity or gender remains unclear.
We examined (a) how race/ethnicity and gender jointly impact latent ACEs classes and emotion dysregulation phenotypes, and (b) how these ACEs classes in childhood (by age 9) transition to latent emotion dysregulation phenotypes in adolescence (at age 15).
Participants were 3,273 children from two waves of data from the Future of Families and Child Wellbeing Study, a large, nationally representative cohort. The sample consisted of 26.6% non-Hispanic (NH) Black boys, 25.4% NH Black girls, 12.9% Hispanic boys, 12.6% Hispanic girls, 11.8% NH White boys, and 10.7% NH White girls.
We estimated latent class models to identify ACEs patterns across ten indicators and dysregulation phenotypes across affective, attentional, and behavioral domains. Latent transition analysis was used to examine how ACEs classes transitioned into dysregulation phenotypes from childhood into adolescence.
The findings revealed significant variation in the number and nature of latent classes of both ACEs and emotion dysregulation across the intersection of race/ethnicity and gender. NH Black and Hispanic children were more likely to be in the Poverty and Parental Separation class than NH White children. Hispanic boys had the highest prevalence of Severe Dysregulation (16%), whereas NH White boys had the highest prevalence of Low Symptoms (52%). Individuals in the Poverty and Parental Separation class had a higher probability of transitioning to the Low Symptoms class. In contrast, those in the Abuse and Family Dysfunction class were more likely to transition to the Severe Dysregulation class, with NH White girls showing the highest probability (.34), nearly twice that of NH Black girls (.19). These gender differences in these transition probabilities were observed for Whites but not Blacks.
These findings thus highlight the need for adopting an intersectional, person-centered approach when studying the effects of ACEs on adolescent development.
童年不良经历（ACEs）是青少年情绪失调的强大且可预防的风险因素，但ACEs与情绪失调之间的关联是否因种族/族裔或性别而异仍不清楚。
我们研究了（a）种族/族裔和性别如何共同影响潜在的ACEs类别和情绪失调表型，以及（b）童年期（9岁时）的这些ACEs类别如何在青少年期（15岁时）转变为潜在的情绪失调表型。
参与者来自“家庭与儿童幸福未来研究”两期数据中的3273名儿童，该研究是一个具有全国代表性的大型队列研究。样本包括26.6%的非西班牙裔（NH）黑人男孩、25.4%的NH黑人女孩、12.9%的西班牙裔男孩、12.6%的西班牙裔女孩、11.8%的NH白人男孩和10.7%的NH白人女孩。
我们估计潜在类别模型，以识别十个指标中的ACEs模式以及情感、注意力和行为领域的失调表型。潜在转变分析用于研究ACEs类别如何从童年期转变为青少年期的失调表型。
研究结果显示，在种族/族裔和性别的交叉点上，ACEs和情绪失调的潜在类别数量和性质存在显著差异。NH黑人和西班牙裔儿童比NH白人儿童更有可能属于贫困和父母分居类别。西班牙裔男孩的严重失调患病率最高（16%），而NH白人男孩的低症状患病率最高（52%）。处于贫困和父母分居类别的个体转变为低症状类别的可能性更高。相比之下，处于虐待和家庭功能障碍类别的个体更有可能转变为严重失调类别，其中NH白人女孩的可能性最高（0.34），几乎是NH黑人女孩（0.19）的两倍。在白人中观察到了这些转变概率的性别差异，但在黑人中未观察到。
因此，这些发现凸显了在研究ACEs对青少年发展的影响时采用交叉性、以个人为中心方法的必要性。
