RISK & PROTECTIVE FACTORS IN EARLY SCHOOL MALADJUSTMENT

这项调查延伸为正在进行的纵向研究， 几种形式的风险(即生物-心理-社会)已被调查为 儿童社会情绪和学校适应不良的前兆。 继续调查扩大了这项调查的范围 从童年到小学后期和青春期早期。长期的 这个项目的目标是增进对人类起源和 在#年期间，特定形式的适应不良的演变 童年和青春期。具体目标是识别和跟踪 儿童及其社会生态的属性，包括早年 行为倾向和关系经历/历史可能 增加或降低早期和后来出现的形式的风险 功能障碍。这些目标都是从发展的角度进行调查的 标准样本和高风险样本，以及假设源自 风险和失调的累积交易模型。一把钥匙 这个模型的前提是风险和失调作为 倾向于维持或放大的周期性或交易性影响 随着时间的推移，新出现的不适应模式。几种类型的 适应不良的情况正在调查中，包括早期和后期- 新出现的指标：(A)外化行为和情感 精神障碍(例如，行为问题、犯罪/暴力行为、 愤怒/爆炸性)、(B)内化行为和情感障碍 (例如，焦虑、抑郁、孤独、自卑)，以及(C)学校 失败(例如，成绩不佳、学业脱节、学校 逃避、逃学、停学和退学)。

This investigation extends as ongoing longitudinal study in which several forms of risk (i.e., bio-psycho-social) have been investigated as precursors of children's social-emotional and school maladjustment. Continuation expands the purview of this investigation from early childhood to late grade school and early adolescence. The long-term objective of this project is to advance knowledge about the origins and evolution of specific forms of maladjustment throughout the periods of childhood and adolescence. Specific aims are to identify and track attributes of the child and his or her social ecology, including early behavioral dispositions and relationship experiences/histories that may increase or decrease risk for early- and later-emerging forms of dysfunction. These aims are investigated developmentally with both normative and high-risk samples, and hypotheses are derived from a cumulative-transactional model of risk and maladjustment. A key premise of this model is that risk and maladjustment operate as cyclical or transactional influences that tend to maintain or amplify emerging patterns of maladjustment over time. Several types of maladjustment are under investigation, including early- and later- emerging indicators of: (a) externalizing behavior and affective disorders (e.g., conduct problems, delinquent/violent acts, anger/explosiveness), (b) internalizing behavior and affective disorders (e.g., anxiety, depression, loneliness, low self-esteem), and (c) school failure (e.g., underachievement, scholastic disengagement, school avoidance, truancy, suspensions, and drop out).