Social stress buffering by friends in childhood and adolescence: Effects on HPA and oxytocin activity

被引:46
|
作者
Doom, Jenalee R. [1 ]
Doyle, Colleen M. [1 ]
Gunnar, Megan R. [1 ]
机构
[1] Univ Minnesota, Inst Child Dev, 51 E River Rd, Minneapolis, MN 55455 USA
基金
美国国家科学基金会;
关键词
Social buffering; HPA axis; cortisol; oxytocin; adolescence; PUBERTAL MATURATION IMPLICATIONS; RHESUS-MONKEYS; CARDIOVASCULAR REACTIVITY; EMOTIONAL REACTIVITY; SUBJECTIVE RESPONSES; PSYCHOSOCIAL STRESS; ATTACHMENT SECURITY; PLASMA-CORTISOL; VASOPRESSIN; SUPPORT;
D O I
10.1080/17470919.2016.1149095
中图分类号
Q189 [神经科学];
学科分类号
071006 ;
摘要
Previous research has demonstrated that before puberty, parents are able to buffer, and often completely block, cortisol responses to social evaluative stressors (e.g., Trier Social Stress Test; TSST). However, after puberty, parents no longer provide a powerful buffer of the HPA axis from a social-evaluative stressor. The current study investigates whether friends can buffer the HPA axis in both children and adolescents compared to parents and whether similar stress-ameliorating patterns can also be observed in oxytocin activity. A total of 109 participants (54 children aged 9-10 and 55 adolescents aged 15-16; half of each sex) completed the TSST and were randomly assigned to prepare for their speech with their parent or friend for 5minutes beforehand. Salivary cortisol and urinary oxytocin were measured before and after the TSST. For children, cortisol responses were comparable regardless of who helped the child prepare the speech. For adolescents, however, friends actually amplified the cortisol response compared to parents. In addition, adolescents produced less oxytocin than children, as did males compared to females. Notably, for boys, oxytocin levels decreased across the session if participants prepared with a friend rather than their parent. The mean change was in the same direction but not significant for girls. These results indicate that friends do not take over the social buffering role by age 15-16, which may inform interventions in at-risk children and adolescents.
引用
收藏
页码:8 / 21
页数:14
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