Always on my mind: Cross-brain associations of mental health symptoms during simultaneous parent-child scanning

Parent-child physiological concordance predicts stronger observational fear learning in children with a less secure relationship with their parent

Observational fear learning is common in children as they learn to fear by observing their parents. Although adaptive, it can also contribute to the development of fear-related psychopathologies such as anxiety disorders. Therefore, it is important to identify and study the factors that modulate children's sensitivity to observational fear learning. For instance, observational fear learning can be facilitated by the synchronization of biological systems between two people. In parent-child dyads, physiological concordance is important and varies according to the attachment relationship, among others. We investigated the joint effect of parent-child physiological concordance and attachment on observational fear learning in children. A total of 84 parent-child dyads participated in this study. Parents were filmed while exposed to a fear-conditioning protocol, where one stimulus was associated with a shock (CS+) and the other was not (CS-). This recording was then shown to the children (observational learning). Thereafter, both stimuli (CS+ and CS-) were presented to the children without any shock (direct expression test). For both the parent and child, skin conductance activity was recorded throughout the entire procedure. We measured physiological concordance between the parent's phasic skin conductance signal during conditioning and the child's signal during the observational learning stage. Children showing stronger concordance and a less secure relationship with their parent exhibited higher levels of fear to the CS+, as indicated by a heightened skin conductance response during the direct expression test. Thus, when children have an insecure relationship with their parent, strong physiological concordance may increase their sensitivity to observational fear learning.

Helicopter Parenting and Emotional Problems in Chinese Emerging Adults: Are there Cross-lagged Effects and the Mediations of Autonomy?

Although evidence suggests that helicopter parenting causes emotional problems in emerging adults, how emotional problems in emerging adults affect helicopter parenting and the mediating role of autonomy in reciprocal relationships is little known. Therefore, this study collected data from 418 Chinese university students (80.1% female; M_age = 18.71, SD = 1.15) three times (in the second, fourth, and fourteenth months after enrollment) about perceived helicopter parenting, emotional issues (anxiety and depressive symptoms), and autonomy. The results of the cross-lagged panel models showed that emotional problems in emerging adults predicted the later assessment of helicopter parenting, the reverse relationship between the two variables was not the case. Emerging adults' emotional issues at Time 1 reduced their autonomy at Time 2, leading to increased helicopter parenting behaviors at Time 3. However, helicopter parenting at Time 1 did not affect emerging adults' autonomy at Time 2, which also had no relation to their emotional problems at Time 3. These findings suggest that helicopter parenting is more likely a reaction to maladjustment in emerging adults than an influencing factor. The research clarifies changes in parent-child interactions during the transition to adulthood and will help promote the adaptation of emerging adults in college.

Real-Time Functional Magnetic Resonance Imaging Dyadic Neurofeedback for Emotion Regulation: A Proof-of-Concept Study

Real-time fMRI (rt-fMRI) neurofeedback can be used to non-invasively modulate brain activity and has shown initial effectiveness in symptom reduction for psychiatric disorders. Neurofeedback paradigms often target the neurocircuitry underlying emotion regulation, as difficulties with emotion regulation are common across many psychiatric conditions. Adolescence is a key period for the development of emotion regulation, with the parent-adolescent relationship providing an important context for learning how to modulate one's emotions. Here, we present evidence for a novel extension of rt-fMRI neurofeedback wherein a second person (the parent) views neurofeedback from the focal participant (adolescent) and attempts to regulate the other person's brain activity. In this proof-of-concept study, mother-adolescent dyads (n = 6; all female) participated in a dyadic neurofeedback protocol, during which they communicated via active noise-canceling microphones and headphones. During the scan, adolescents described current emotionally upsetting situations in their lives, and their mothers responded while viewing neurofeedback from the adolescent's right anterior insular cortex (aIC)-a key hub for emotion-related processing. The mother was instructed to supportively respond to her daughter's negative emotions and attempt to downregulate the aIC activity. Mean right aIC activation during each run was calculated for each adolescent participant, and results revealed a downward trend across the session (β = -0.17, SE β = 0.19, Cohen's f 2 = 0.03). Results of this proof-of-concept study support further research using dyadic neurofeedback to target emotion-related processing. Future applications may include therapist-client dyads and continued research with parents and children.

Clinical Trial Registration

[www.ClinicalTrials.gov], identifier [NCT03929263].

Parent-Child Synchrony After Early Childhood: A Systematic Review

Parent-child synchrony, or the coordination of biological and behavioral processes between parent and child, is thought to promote healthy relationships and support youth adjustment. Although extensive work has been conducted on parent-child synchrony during infancy and early childhood, less is known about synchrony in middle childhood and adolescence and the contextual factors that impact synchrony, particularly physiological synchrony. This is a systematic and qualitative review of 37 studies of behavioral and physiological synchrony in parent-child interactions after early childhood (parents with youth ages 5-18). Behavioral and physiological synchrony were typically identified in youth and their parents beyond early childhood and related to positive outcomes; however, research on father-child synchrony is rarer with mixed findings. Multiple factors are associated with synchrony, including parent and youth psychological symptoms and disorders, parenting factors, such as over-controlling parenting, and parent characteristics, such as interparental aggression and conflict. Few studies have examined behavioral and physiological synchrony simultaneously and longitudinally, limiting our ability to understand the relationship between types of synchrony and later adjustment. Available studies suggest that the context, such as presence of psychopathology or exposure to trauma, influences whether synchrony is associated with positive or negative outcomes. This review highlights the need for additional research to understand the relationship between types of synchrony and the long-term effects and contextual factors that impact youth outcomes.

Effects of Parent Emotion Socialization on the Neurobiology Underlying Adolescent Emotion Processing: A Multimethod fMRI Study

Parents' emotion socialization (ES) practices impact socioemotional development throughout adolescence. Little is known, however, regarding the neurobiology underlying these effects. This study used functional magnetic resonance imaging (fMRI) to examine how parent ES practices relate to adolescent brain function during emotion processing. Thirty-three adolescents (ages 14-16) reported on ES practices of a focal parent (primarily mothers) using the Emotions as a Child (EAC) Scale. Adolescents also completed a conflict discussion task with this parent, and parents' statements were coded for emotional valence. Adolescents performed two fMRI tasks: a standard emotion processing (EP) task (n = 32) and the Testing Emotional Attunement and Mutuality (TEAM) task (n = 27). The EP task consisted of viewing emotional pictures and either reacting naturally or using cognitive reappraisal to regulate emotional responses. The TEAM task was performed with the parent and included trials during which adolescents were shown that their parent made an error, costing the dyad $5. Parent negative verbalizations during the conflict discussion were associated with greater activity in the thalamus during the emotion reactivity condition of the EP task and in the thalamus, superior medial and superior frontal gyri, anterior insula, and dorsolateral prefrontal cortex during the costly error condition of the TEAM task. Unsupportive ES was associated with greater activity in the supplementary motor area and less activity in the paracentral gyrus and amygdala during the costly error condition of the TEAM task. This study supports the premise that ES influences adolescents' emotion-related neural processing, particularly when using ecologically valid tasks in social contexts.