Longitudinal outcomes of young high-risk adolescents with imaginary companions.
Longitudinal outcomes of young high-risk adolescents with imaginary companions.
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具有想象中同伴的年轻高危青少年的纵向结果。
DOI：
10.1037/a0019815
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发表时间：
2010
影响因子：
4
通讯作者：
Dishion,ThomasJ
中科院分区：
文献类型：
--
作者：
Taylor,Marjorie;Hulette,AnnmarieC;Dishion,ThomasJ
创造和培养一个假想的同伴被认为是儿童早期一种健康的假装游戏形式，但对于拥有这种游戏的大一点的孩子，人们往往持不太积极的看法。为了测试在中学中有一个假想的同伴与积极或消极结果的关联程度，我们对152名具有问题行为高风险的不同种族的中学生进行了关于假想的同伴、应对方式和问题行为的采访。虽然目前有一个假想的同伴（n= 13）与使用更积极的应对策略有关，但同伴提名数据表明，这些儿童对同伴的社会偏好较低。此外，我们的数据表明，与从未有过想象同伴的青少年（n= 108）或过去有过想象同伴的儿童（n= 31）相比，这些儿童被父母认为有更多的问题行为。然而，在高中结束时的纵向随访表明，在中学有想象同伴的儿童在多指标调整结构上表现出更大的积极适应。
The creation and cultivation of an imaginary companion is considered to be a healthy form of pretend play in early childhood, but there tends to be a less positive view of older children who have them. To test the extent that having an imaginary companion in middle school is associated with positive or negative outcomes, an ethnically diverse sample of 152 middle school children at high risk for developing problem behaviors were interviewed about imaginary companions, coping styles, and problem behaviors. Although having a current imaginary companion (n= 13) was associated with using more positive coping strategies, peer nomination data indicated that these children had low social preference with peers. In addition, our data indicated that these children were perceived by their parents as having more problem behaviors compared with young adolescents who never had imaginary companions (n= 108) or children who had imaginary companions in the past (n= 31). However, a longitudinal follow-up at the end of high school indicated that the children who had imaginary companions in middle school showed greater positive adjustment on a multiple-indicator adjustment construct.