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Parental Coping Socialization is Associated with Healthy and Anxious Early-Adolescents’ Neural and Real-World Response to Threat

Butterfield, Rosalind and Siegle, Greg and Lee, Kyung Hwa and Ladouceur, Cecile and Forbes, Erika and Dahl, Ronald and Ryan, Neal and Sheeber, Lisa and Silk, Jennifer (2019) Parental Coping Socialization is Associated with Healthy and Anxious Early-Adolescents’ Neural and Real-World Response to Threat. Developmental Science. (In Press)

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The ways parents socialize their adolescents to cope with anxiety (i.e. coping socialization) may be instrumental in the development of threat processing and coping responses. Coping socialization may be important for anxious adolescents, as they show altered neural threat processing and over-reliance on disengaged coping (e.g., avoidance and distraction), which can maintain anxiety. We investigated whether coping socialization was associated with anxious and healthy adolescents’ neural response to threat, and whether neural activation was associated with disengaged coping. Healthy and clinically anxious early-adolescents (N=120; M=11.46 years; 71 girls) and a parent engaged in interactions designed to elicit adolescents’ anxiety and parents’ response to adolescents’ anxiety. Parents’ use of reframing and problem-solving statements was coded to measure coping socialization. In a subsequent visit, we assessed adolescents’ neural response to threat words during a neuroimaging task. Adolescents’ disengaged coping was measured using ecological momentary assessment. Greater coping socialization was associated with lower anterior insula and perigenual cingulate activation in healthy adolescents and higher activation in anxious adolescents. Coping socialization was indirectly associated with less disengaged coping for anxious adolescents through neural activation. Findings suggest that associations between coping socialization and early adolescents’ neural response to threat differ depending on clinical status and have implications for anxious adolescents’ coping.


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Item Type: Article
Status: In Press
CreatorsEmailPitt UsernameORCID
Butterfield, Rosalindrde11@pitt.edurede11
Siegle, Greg
Lee, Kyung Hwa
Ladouceur, Cecile
Forbes, Erika
Dahl, Ronald
Ryan, Neal
Sheeber, Lisa
Silk, Jennifer
Date: February 2019
Date Type: Publication
Journal or Publication Title: Developmental Science
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
Article Type: Research Article
Date Deposited: 01 Apr 2019 17:25
Last Modified: 01 Apr 2019 17:25


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