Prenatal and ETS Exposure: Effects on Child Regulation
In this continuation of a longitudinal, multi-method study, Principal Investigator Dr. Rina Eiden is investigating the impact of prenatal and passive exposure to cigarette smoke on the development of self-regulation and social competence upon entry into kindergarten. The study will also examine developmental trajectories of reactivity and regulation using behavioral and biological indices among cigarette exposed and non-exposed children from birth to early school years. Additional goals of the study are to examine if associations between cigarette exposure and children's self-regulation and social competence may be mediated by developmental trajectories of reactivity and regulation in the infant/toddler years; and to examine if these associations may be moderated by infant perinatal risks, maternal risks (psychopathology, parenting), or cumulative environmental risk. This study addresses several gaps in the literature including examination of multiple levels of self-regulation, long-term developmental pathways associated with cigarette exposure, and consideration of key mediators and moderators of these pathways. Understanding developmental trajectories will inform the timing of prevention/intervention efforts. Understanding mediating processes that predict outcomes, or may act to increase risk or promote resilience will inform the content of interventions. Co-investigators on the study include Pamela Schuetze, Buffalo State College, Craig Colder, UB Department of Psychology, and Gregory Homish, UB School of Public Health and Health Professions. Funded by a grant of $2,988,951 from NIDA, 2012-2017.
Students will participate in data collection and data coding activities on an ongoing longitudinal study of the effects of maternal cigarette smoking during pregnancy and continued environmental tobacco exposure on children. Data collection involves maternal interviews, observational assessments of mother-child interactions involving video recording of these episodes, child developmental assessments, measurement of autonomic responses (heart rate, respiration) to emotion arousing procedures for children, and measures of attentional abilities. The Kindergarten phase of the study also involves assessment of children’s behavioral and emotional regulation. Currently, students working in the lab are trained to record the observational assessments as well as code a mother-child interaction assessment. Students with interests in the social sciences in general, and in developmental psychology in particular will fit well with our program. They will receive training in research protocols with substance using mothers and their children, learn about behavioral assessments of mothers and children in the lab, and learn how data is collected and coded.
In addition to working on the lab visits, project interns will help with various administrative tasks including but not limited to project mailings, photocopying and updating project newsletters. We are looking for candidates who are willing to commit to at least 2 consecutive semesters and have availability on Saturdays and/or week nights. Reliable transportation is a must.
Disciplines: psychology, education, child development
Student Skill-Set Needed: ability to work on a team, attention to detail, open communication
Compensation: Academic Credit, Volunteer
Available: Fall, Spring
For further information on this opportunity, or to apply, contact:
Faculty Member: Jillian King
Department: Research Institute On Addictions (RIA)