Strengthening through adversity: The hormesis model in developmental psychopathology.

adversity brain-by-developmental context default mode network (dmn) equifinality hormesis multifinality neuroplasticity resting-state functional connectivity resilience steeling

Journal

Development and psychopathology
ISSN: 1469-2198
Titre abrégé: Dev Psychopathol
Pays: United States
ID NLM: 8910645

Informations de publication

Date de publication:
27 Mar 2024
Historique:
medline: 27 3 2024
pubmed: 27 3 2024
entrez: 27 3 2024
Statut: aheadofprint

Résumé

Employing a developmental psychopathology framework, we tested the utility of the hormesis model in examining the strengthening of children and youth through limited levels of adversity in relation to internalizing and externalizing outcomes within a brain-by-development context. Analyzing data from the Adolescent Brain and Cognitive Development study ( A cubic association was found between threat and youth internalizing problems; low-to-moderate family conflict levels reduced these problems. Deprivation also displayed a cubic relation with youth externalizing problems, with moderate deprivation levels associated with fewer problems. Unpredictability linearly increased both problem types. Change in DMN rsFC significantly moderated the cubic link between threat levels and internalizing problems, with declining DMN rsFC levels from Time 1 to Time 5 facilitating hormesis. Hormetic effects peaked earlier, emphasizing the importance of sensitive periods and developmental timing of outcomes related to earlier experiences. Strengthening through limited environmental adversity is crucial for developing human resilience. Understanding this process requires considering both linear and nonlinear adversity-psychopathology associations. Testing individual differences by brain and developmental context will inform preventive intervention programming.

Sections du résumé

BACKGROUND BACKGROUND
Employing a developmental psychopathology framework, we tested the utility of the hormesis model in examining the strengthening of children and youth through limited levels of adversity in relation to internalizing and externalizing outcomes within a brain-by-development context.
METHODS METHODS
Analyzing data from the Adolescent Brain and Cognitive Development study (
RESULTS RESULTS
A cubic association was found between threat and youth internalizing problems; low-to-moderate family conflict levels reduced these problems. Deprivation also displayed a cubic relation with youth externalizing problems, with moderate deprivation levels associated with fewer problems. Unpredictability linearly increased both problem types. Change in DMN rsFC significantly moderated the cubic link between threat levels and internalizing problems, with declining DMN rsFC levels from Time 1 to Time 5 facilitating hormesis. Hormetic effects peaked earlier, emphasizing the importance of sensitive periods and developmental timing of outcomes related to earlier experiences.
CONCLUSIONS CONCLUSIONS
Strengthening through limited environmental adversity is crucial for developing human resilience. Understanding this process requires considering both linear and nonlinear adversity-psychopathology associations. Testing individual differences by brain and developmental context will inform preventive intervention programming.

Identifiants

pubmed: 38532735
pii: S0954579424000427
doi: 10.1017/S0954579424000427
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

1-17

Auteurs

Assaf Oshri (A)

Department of Human Development and Family Science, University of Georgia, Athens, GA, USA.

Cullin J Howard (CJ)

Department of Human Development and Family Science, University of Georgia, Athens, GA, USA.

Linhao Zhang (L)

Department of Human Development and Family Science, University of Georgia, Athens, GA, USA.

Ava Reck (A)

Department of Human Development and Family Science, University of Georgia, Athens, GA, USA.

Zehua Cui (Z)

Department of Psychology, University of Maryland, College Park, MD, USA.

Sihong Liu (S)

Graduate School of Education, Stanford University, Palo Alto, CA, USA.

Erinn Duprey (E)

Department of Psychology, University of Rochester, Rochester, NY, USA.

Avary I Evans (AI)

Department of Human Development and Family Science, University of Georgia, Athens, GA, USA.

Rabeeh Azarmehr (R)

Department of Human Development and Family Science, University of Georgia, Athens, GA, USA.

Charles F Geier (CF)

Department of Human Development and Family Science, University of Georgia, Athens, GA, USA.

Classifications MeSH