Hard-to-manage preschool boys: family context and the stability of externalizing behavior.
Hard-to-manage preschool boys: family context and the stability of externalizing behavior.
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难以管理的学龄前男孩：家庭背景和外化行为的稳定性。
DOI：
10.1007/bf00911233
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发表时间：
1991
影响因子：
3.6
通讯作者：
Szumowski,EK
中科院分区：
文献类型：
--
作者：
Campbell,SB;March,CL;Pierce,EW;Ewing,LJ;Szumowski,EK
将42名被老师认定为活跃、注意力不集中和冲动的学龄前男孩（N=42）与匹配的教室对照组（N=43）和家长认定的问题男孩（N=27）进行比较，测量与儿童问题行为相关的家庭功能，包括精神病理学家族史、压力生活事件和家庭组成。老师认定的问题男孩和父母认定的问题男孩在家庭逆境的测量上没有差异，而且这两组男孩都来自功能较差的家庭。当观察到问题男孩的母亲在依从性任务中对他们的儿子表现出更消极和控制的态度，而不考虑转诊来源。儿童的问题行为在一年的随访期间保持适度稳定；初始症状水平、母亲自我报告的抑郁和阴性母亲控制预测外化问题的随访评分。
Preschool boys identified by their teachers as active, inattentive, and impulsive (N=42) were compared with matched classroom controls (N=43) and with parentidentified problem boys (N=27) on measures of family functioning often associated with children's problem behaviors, including family history of psychopalhology, stressful life events, and family composition. Teacher-identified and parent-identified problem boys did not differ on measures of family adversity, and both groups came from less well functioning families than comparison boys. Mothers of problem boys, regardless of referral source, were more negative and controlling toward their sons when observed in a compliance task. Children's problem behaviors were moderately stable over a oneyear follow-up period; initial symptom levels, maternal self-reported depression, and negative maternal control predicted follow-up ratings of externalizing problems.