Social integration: Implications for the association between childhood trauma and stress responsivity.

Abstract

Objective: Childhood trauma is linked to the dysregulation of physiological responses to stress, particularly lower cardiovascular reactivity (CVR) to acute stress. The mechanisms that explain this association, however, are not yet fully understood. Method: Using secondary data from the Midlife in the United States (MIDUS) Biomarker Project (N = 1,148; n = 652 females), we examine whether social integration can help explain the association between childhood trauma and lower CVR. Participants completed a standardized laboratory stress paradigm which involved completing executive functioning (Stroop) and mental arithmetic (MATH) tasks. Cardiovascular measurements were continuously assessed using electrocardiogram (ECG) and Finometer equipment. The Social Well-Being Scale (Keyes, 1998) and the Childhood Trauma Questionnaire (CTQ; Bernstein et al., 2003) measured social integration and trauma, respectively. Results: Regression analyses demonstrated that childhood trauma was associated with lower systolic (SBP; b = À.14, p , .001) and diastolic (DBP; b = À.11, p , .001) blood pressure reactivity but not heart rate (HR) reactivity. Mediation analyses, using Hayes PROCESS Model 4, showed that higher levels of trauma were associated with less social integration and in turn linked to lower reactivity across all biological indices. Moreover, sensitivity analyses showed that this indirect effect via social integration was evident for emotional and physical abuse, emotional and physical neglect, but not sexual abuse. Conclusion: Overall, the results indicated that dysregulated cardiovascular stress responses owing to childhood trauma may be shaped by a lack of social integration. The implications of this, as well as the findings for the individual types of trauma, are discussed. Clinical Impact StatementThese findings highlight the importance of social integration for the health of those made vulnerable by adverse childhood experiences. This knowledge offers a potentially useful and inexpensive approach to support trauma-exposed individuals, potentially reducing some of its longer-lasting impacts on physical health. Although experimental research is needed to provide evidence for socially-based interventions for those who have experienced trauma, this research sets the foundation for further investigation, and points to the implications for policy and practice.

Just as Essential: The Mental Health of Educators During the COVID-19 Pandemic

“…Additionally, these findings align with the APA technical and policy reports to indicate the importance of ongoing research with educators. 17,18…”

“…Furthermore, in the APA technical report, which included qualitative data assessing the needs of educators, the inclusion of educator voices in decision-making was highlighted as necessary in reducing potential psychopathology and burden on educators. 17,18 Investigation of potential mitigating factors, such as coping styles or social support is also important alongside focus on systems, policies, and practices. 49,50 One modifiable factor measured in this study was psychological flexibility, or the ability to engage in values-aligned actions even in the presence of unwanted thoughts or emotions.…”

“…Another system-level priority is retention of educators, underscored by the APA’s 2022 report indicating a pervasive desire or plan to leave the profession. 17,18 When teachers leave a school due to budget cuts or lack of funding, the resulting effects on student performance and school and district fiscal operations are “significant and deleterious.” 61,62 Research has corrected the misconception that low teacher retention is due to limited student enrollment and/or teacher retirement; in actuality, teacher shortages are largely the result of teachers leaving schools or the profession before retirement. 61,62 The cost of this is not only fiscal, but also emotional and psychological, with other teachers, students, and staff potentially facing negative impacts.…”

“…In addition to retention of educators in the profession, the APA’s 2022 report indicated that many teachers experienced violence from students and parents. 17 Characterizing the broader community in which educators are functioning will be a critical component of future research.…”

“…16 Depressive and anxiety symptoms are important to measure among educators during a global pandemic that is likely to amplify the related occupational stressors. This was further exemplified by a policy brief 17 and technical report 18 published by the American Psychological Association, which detailed that approximately half of US educators reported a desire or plan to leave or transfer jobs.…”