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socio-bio interplay SIGNED

It’s not my fault I am aggressive, they picked on me: How early peer relations affect DNA methylation and neurocognitive development in children

Total Cost €

EC-Contrib. €

Partnership

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Outcomes and
results

socio-bio interplay project word cloud

Explore the words cloud of the socio-bio interplay project. It provides you a very rough idea of what is the project "socio-bio interplay" about.

comprehensively peers few took observational neurocognitive experiences genetic social altered relations poorly underlying hypothesize exclusion influences teacher accentuation classmates victim hypotheses aggression cascading rejected functions monozygotic experimental positive bully sex child explore differences versus dna first lab thereby protective time linked 15 worried peer function stress cross day twins multiple adverse poor understand self bullied multidisciplinary children kindergarten think implicated buffering teachers final friends victimization methylation strengths unravel bullying school regulation stable elementary twin genes chronically neurobiology differing

Project "socio-bio interplay" data sheet

The following table provides information about the project.

Coordinator	STICHTING VU Organization address address: DE BOELELAAN 1105 city: AMSTERDAM postcode: 1081 HV website: www.vu.nl contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.
Coordinator Country	Netherlands [NL]
Total cost	1˙962˙679 €
EC max contribution	1˙962˙679 € (100%)
Programme	1. H2020-EU.1.1. (EXCELLENT SCIENCE - European Research Council (ERC))
Code Call	ERC-2014-CoG
Funding Scheme	ERC-COG
Starting year	2015
Duration (year-month-day)	from 2015-07-01 to 2020-06-30

Partnership

Take a look of project's partnership.

#	participants	country	role	EC contrib. [€]
1	STICHTING VU STICHTING VU Organization address address: DE BOELELAAN 1105 city: AMSTERDAM postcode: 1081 HV website: www.vu.nl contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.	NL (AMSTERDAM)	coordinator	1˙389˙026.00
2	ERASMUS UNIVERSITEIT ROTTERDAM ERASMUS UNIVERSITEIT ROTTERDAM Organization address address: BURGEMEESTER OUDLAAN 50 city: ROTTERDAM postcode: 3062 PA website: www.eur.nl contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.	NL (ROTTERDAM)	participant	573˙652.00

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Project objective

Think about the day you took your child to kindergarten for the first time. You were worried. Worried about the social experiences of your child. Would peers like your child, or would it get bullied, or rejected by classmates? Many children have positive social school experiences, but 10-15% of children become rejected, victim of bullying, have few friends and have poor relations with teachers. Such experiences have been linked to aggression development, but we poorly understand how. I hypothesize that adverse social experiences in kindergarten and elementary school affect the neurobiology of children. Specifically, I aim to study how adverse social experiences (1) affect DNA methylation of genes implicated with stress regulation, and (2) affect neurocognitive functions underlying self-regulation, thereby increasing aggression. I will use a multidisciplinary approach to comprehensively study these hypotheses by using the strengths of twin-, observational and experimental studies. I will first study the impact of bully-victimization on children’s methylation of DNA and neurocognitive function development in monozygotic twins differing in bully-victimization, to test whether bully-victimization affects the neurobiology above and beyond possible genetic effects. I will then focuses on cross-time influences of multiple social experiences on DNA methylation and neurocognitive functions. Adverse versus protective effects of peer- and teacher-relations on DNA methylation and neurocognitive functions will be studied to explore possible cascading, accentuation, and buffering effects. Further, sex differences will be addressed. In the final set of (lab-experimental) studies I aim to unravel how DNA methylation of genes implicated with stress system responses, and altered neurocognitive functions lead to aggression by studying differences between chronically rejected and stable non-rejected children in stress-, and self-regulation following a social exclusion experience.

Publications

List of publications.
year	authors and title	journal	last update
2018	Jacintha M. Tieskens, J. Marieke Buil, Susanne Koot, Lydia Krabbendam, Pol A.C. van Lier Elementary school children\'s associations of antisocial behaviour with risk-taking across 7-11Â years published pages: 1052-1060, ISSN: 0021-9630, DOI: 10.1111/jcpp.12943	Journal of Child Psychology and Psychiatry 59/10	2019-05-07

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