Date
5-23-2025
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Psychology (PhD)
Chair
Natalie Hamrick
Keywords
HPA axis dysregulation, toxic stress, cortisol, oxytocin, intergenerational transmission; self-concept clarity
Disciplines
Physiology
Recommended Citation
Rovnaghi, Cynthia R., "Intergenerational Toxic Stress in Preschool Children" (2025). Doctoral Dissertations and Projects. 6974.
https://digitalcommons.liberty.edu/doctoral/6974
Abstract
Worldwide there is an outcry for understanding, integrating, preventing, coordinating, and collaboratively treating the neuropsychosocial components of intergenerational transmission of trauma-induced toxic stress (ITTS). The purpose of this quasi-experimental, cross-sectional, secondary analysis of the Hair Biomarkers Study Phase I (HBS-I) was to obtain empirical evidence supporting the introduction of the Theory of Neurogenesis Abruption (ToNA) and to standardize the use of hair biomarkers and child developmental scales for early detection of central nervous system (CNS) dysregulation. Birth and developmental outcomes of children born to parents with a diagnosed serious mental health condition (DSMHC) and/or substance (ab)use (SA/SU) disorder (children, n = 148; parents, n = 122) were compared to those born of healthy parents (children, n = 948; parents, n = 1347). The ITTS child group reached significance (alpha = 0.05) for preterm birth, more illnesses, greater comorbid developmental delays, reduced resilience building skills, diminished self-concept, and altered neuroendocrine responses to stress. Specifically, hair cortisol concentrations (HCC) did not decline with increasing age and reduced social support measured by hair oxytocin concentration (HOC) occurred in ITTS children. ITTS parents reported greater concerns for their child’s learning or development (Mann-Whitney U = 64156, p = 0.0125) and greater concerns about their child’s behavior (Mann-Whitney U = 60879, p < 0.0001). ITTS children had significantly reduced motor capacity; compromised personal-social skills; fewer healthy interactions; disturbances in their ability to express and regulate their emotions, activity levels and ability to cooperate with daily routines and requests; and displayed fewer adaptive skills. These results indicate sustained developmental dysregulation, unhealthy foundations for coping techniques, higher risks for problem behaviors, and compromised secure identity formation with self-concept clarity.
