In this study, we explore the effects of acute early life stress (ELS) on adult anxiety behaviors and anxiety-induced corticosterone (stress hormone) release in mice. Specifically, we are looking into the potential stress-mitigating effects of social buffering (interactions between the mouse pup and mother/littermates that can reduce negative effects of stressors). We used footshocks to induce ELS in mouse pups and, following the stress session, we placed pups in isolation or with their mother and littermates to observe the effects of social buffering on footshock stress in contrast to post-stress isolation. In adulthood, the mice from all groups were subjected to an open-field test in order to monitor anxiety-like behaviors within the field. Mice spent the first four minutes in the open-field in complete darkness to get a baseline understanding of their behavior in the novel environments. Four minutes into the open field session, a bright light was turned on to establish a brightness gradient inside the open field in order to induce intermediate stress. Anxious behaviors and blood plasma corticosterone levels will be analyzed, where anxious behaviors are explored through movement, bright light avoidance, and field positioning. We expect the ELS (footshocks) to have an anxiety-enhancing effect in adulthood, resulting in higher corticosterone release and more anxious behavior in the open field test. Conversely, we expect mice that underwent social buffering to have reduced elevation in corticosterone secretion and fewer anxious behaviors than the mice that were isolated, demonstrating that social buffering is anxiolytic and reduces the effects of ELS on the mice pups later in life. While this study will help us understand the effects of social buffering on ELS, this study also gives us an opportunity to explore the world of neuroscience research and become competent in neuroscience research procedures.
Authors: Caroline Buchheit, Brandon Horn, Brynne Menkhaus, Shannon Seabolt, and Chelsea Worrell
Faculty Advisor: Jennifer Quinn, Psychology
You must be logged in to post a comment.