Browsing by Author "Reynolds, Katharine C."
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Item Childhood Sleep Problems as Predictors of Adolescent Internalizing Problems: the Intermediary Role of Emotional Reactivity(2014-05) Reynolds, Katharine C.; Alfano, Candice A.; Tackett, Jennifer L.; Yoshida, HanakoPersistent sleep problems in childhood are predictive of internalizing problems in adolescence (e.g., anxiety and mood disorders), yet limited longitudinal data exist examining the specific types of sleep problems that forecast adolescent internalizing symptoms. Furthermore, possible mechanisms linking these problems over time has received limited empirical attention. The current study examined predictive relations between bedtime and middle of the night sleep problems during third grade and internalizing problems at age fifteen. The mediational role of emotional reactivity in fifth grade (i.e., during pre-adolescence) also was examined. Method: Participants (N=1085) were recruited as part of a large multi-site NICHD study assessing child health and development. Mother reported sleep problems (bedtime problems and nighttime waking problems) during third grade, emotional reactivity during fifth grade, and internalizing symptoms at age fifteen were entered into a series of regression-based Ordinary Least Squares (OLS) process models. Conditional process analyses were used to predict direct and indirect effects of child sleep problems on adolescent internalizing problems through emotional reactivity. Sex was examined as a moderator of mediational models. Results: Bedtime sleep problems, but not nighttime waking problems, were a significant predictor of adolescent internalizing problems. For girls, but not boys, emotional reactivity in fifth grade partially explained the relationship between bedtime problems and internalizing problems in adolescence. Conclusion: Longitudinal associations between childhood sleep difficulties and later internalizing problems appear to vary based on the nature of sleep disturbance. Specifically, problems before the sleep period but not during the sleep period predict later internalizing problems, suggesting that later anxiety may be preceded by behavioral problems possibly related to bedtime anxiety in youth. Findings also suggest that higher levels of emotional reactivity in late childhood/early adolescence serve as a mechanism through which these problems are linked for girls only. These results add to a growing literature underscoring the reciprocal relations between sleep and emotional functioning across development. Limitations of the study and implications for future research and clinical practice are discussed.Item Impact of Experimental Sleep Extension on Adolescent Social Emotion Regulation(2017-08) Reynolds, Katharine C.; Alfano, Candice A.; Viana, Andres G.; Derrick, Jaye L.; Parrish, Danielle E.Approximately 80% of adolescents do not receive adequate sleep. Sleep loss is particularly detrimental to emotional functioning, yet examination of the protective qualities of increased sleep are lacking. The current study sought to expand existing knowledge in this area by comparing teens assigned to either sleep extension (SE) or typical sleep (TS) conditions on multimodal measures of mood, emotional reactivity, and emotion regulation within a social context. A total of 30 adolescents were enrolled. Baseline measures of psychological symptoms, sleep problems/disorders, and mood were completed prior to 7 nights of at-home, typical sleep (Phase 1; baseline phase). Participants were then randomized to either SE (n = 20; required to sleep additional 30 minutes) or TS (n = 10; no sleep directions given) for 5 nights (Phase 2; experimental phase). A total of 10 participants randomized to SE were excluded due to non-compliance with sleep manipulation, resulting in a final sample of n=20 adolescents. Participants returned to the lab following Phase 2 for an assessment of emotional reactivity and emotion regulation via a computerized task (frustrating computer game) and two computerized social interactions (naturalistic and manipulated interactions) designed with specific emotional goals. Both subjective and objective measures of emotion were collected. Results indicated that participants in the SE group displayed greater (i.e., more appropriate) negative facial expression (large effect size) during the frustrating computer game. More effective emotion regulation was also detected in the SE group, demonstrated by an increase in subjective ratings of valence and arousal and objective language (word count) during a goal directed social interaction relative to a naturalistic interaction task (medium effect sizes), even after engaging in a frustrating computer game. These patterns were not observed in the TS group. Together, results suggest that an additional 30 minutes of sleep for 5 nights assisted adolescents in up-regulating positive affect in order to meet social interaction goals. These findings may have meaningful implications for adaptive peer functioning and reduced affective risk during the vulnerable socio-emotional period of adolescence. Although findings need to be replicated in larger samples, preliminary results suggest that an additional 30 minutes of sleep may improve emotion regulation skills in healthy adolescents.