The Pubertal Stress Recalibration Hypothesis: Potential Neural and Behavioral Consequences

Autor/inn/en	DePasquale, Carrie E.; Herzberg, Max P.; Gunnar, Megan R.
Titel	The Pubertal Stress Recalibration Hypothesis: Potential Neural and Behavioral Consequences
Quelle	In: Child Development Perspectives, 15 (2021) 4, S.249-256 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DePasquale, Carrie E.) ORCID (Herzberg, Max P.) ORCID (Gunnar, Megan R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8592
DOI	10.1111/cdep.12429
Schlagwörter	Puberty; Stress Variables; Psychopathology; Brain; Physiology; Neurological Organization; Behavior Change; Adolescents + Suchen Sie Ihr Suchwort? Pubertät; Psychopathologie; Gehirn; Physiologie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Recent research has suggested that the pubertal period provides an opportunity for recalibrating the stress-responsive systems in youth whose responses to stress have been altered by early adversity. Such recalibration may have cascading effects that affect brain and behavioral development. In this article, we consider a large, cross-species literature to demonstrate the potential importance of pubertal stress recalibration for understanding the development of psychopathology following early deprivation by caregivers. We review the evidence for recalibration of the hypothalamic-pituitary-adrenal axis in humans, examine research on rodents that has established mechanisms through which stress hormones affect brain structure and function, and summarize the literature on human neuroimaging to assess how these mechanisms may translate into changes in human behavior. Finally, we suggest ideas for elucidating the consequences of pubertal stress recalibration that will improve our understanding of adaptive and maladaptive adolescent behavior following early adversity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01