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Toward Developing Laboratory-Based Parent–Adolescent Conflict Discussion Tasks that Consistently Elicit Adolescent Conflict-Related Stress Responses: Support from Physiology and Observed Behavior

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Abstract

Parent–adolescent conflict poses risk for youth maladjustment. One potential mechanism of this risk is that stress in the form of increased arousal during conflict interactions results in adolescents’ impaired decision-making. However, eliciting consistent adolescent stress responses within laboratory-based tasks of parent–adolescent conflict (i.e., conflict discussion tasks) is hindered by task design. This limitation may stem from how conflict topics are assessed and selected for discussion. Within a sample of 47 adolescents (ages 14–17) and parents, we investigated whether a modified version of a conflict discussion task could elicit physiological (i.e., arousal) and behavioral (i.e., hostility) displays of adolescents’ conflict-related stress responses. We assessed parent–adolescent conflict via structured interview to identify topics for dyads to discuss during the task. We randomly assigned dyads to complete a 5-min task to discuss either a putatively benign topic (i.e., control condition) or a conflict topic while undergoing direct assessments of continuous arousal. Trained raters coded dyad members’ hostile behavior during the task. Adolescents in the conflict condition exhibited significantly greater levels of arousal than adolescents in the control condition. We observed an interaction between discussion condition and baseline conflict. Specifically, higher baseline conflict predicted greater hostile behavior for adolescents in the conflict condition, yet we observed the inverse relation for adolescents in the control condition. Our modified laboratory discussion task successfully elicited both physiological and behavioral displays of adolescent conflict-related stress. These findings have important implications for leveraging experimental paradigms to understand causal links between parent–adolescent conflict and adolescent psychopathology, and their underlying mechanisms.

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Acknowledgements

This work was partially supported by Predoctoral National Research Service Awards from the National Institute on Drug Abuse (F31-DA033913 Thomas; F31-DA027365 Ehrlich), a Psi Chi Graduate Research Grant (Thomas), and an American Psychological Foundation Elizabeth Munsterberg Koppitz Child Psychology Graduate Student Fellowship (Thomas). This work was also partially supported by a grant from the National Science Foundation (SES-1461392) awarded to Andres De Los Reyes.

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Authors and Affiliations

  1. Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, RI, 02903, USA

    Sarah A. Thomas

  2. Comprehensive Assessment and Intervention Program, Department of Psychology, University of Maryland, College Park, MD, 20742, USA

    Tristan Wilson, Anjali Jain, Danielle E. Deros, Miji Um, Joanna Hurwitz, Irene Jacobs, Lindsay Myerberg & Andres De Los Reyes

  3. Department of Psychology, University of Georgia, Athens, GA, 30602, USA

    Katherine B. Ehrlich

  4. Department of Psychology, Ohio State University, Columbus, OH, 43210, USA

    Emily J. Dunn & Amelia Aldao

  5. University of Maryland, College Park, MD, 20742, USA

    Ryan Stadnik

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Thomas, S.A., Wilson, T., Jain, A. et al. Toward Developing Laboratory-Based Parent–Adolescent Conflict Discussion Tasks that Consistently Elicit Adolescent Conflict-Related Stress Responses: Support from Physiology and Observed Behavior. J Child Fam Stud 26, 3288–3302 (2017). https://doi.org/10.1007/s10826-017-0844-z

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