RISK & PROTECTIVE FACTORS IN EARLY SCHOOL MALADJUSTMENT

风险

• 批准号: 2675051
• 负责人: GARY W LADD
• 金额: $ 44.65万
• 依托单位: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-01 至 2002-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2675051
• 关键词: adolescence (12-20); aggression; antisocial personality; behavioral /social science research tag; child behavior; child behavior disorders; clinical research; conduct disorder; disease /disorder proneness /risk; elementary school; human subject; interpersonal relations; longitudinal human study; mental health epidemiology; middle childhood (6-11); outcomes research; parent offspring interaction; peer group; psychological adaptation; questionnaires; social adjustment; social behavior disorders

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).

这项调查作为正在进行的纵向研究延伸， 几种形式的风险（即，生物-心理-社会）进行了调查， 儿童社会情绪和学校适应不良的前兆。 继续扩大调查范围， 从童年到小学后期和青春期早期。 长期 该项目的目标是促进对起源的了解， 在整个发展过程中， 童年和青春期。 具体目标是识别和跟踪 儿童的特点及其社会生态，包括早期 行为倾向和关系经历/历史，可能 增加或减少早期和晚期出现的 功能障碍 这些目标的调查与发展 规范和高风险样本，假设来自一个 风险和失调的累积交易模型。 一个关键 这个模型的前提是，风险和失调的运作， 周期性或交易性的影响，往往会维持或放大 随着时间的推移出现的不适应模式。 几种类型的 适应不良正在调查中，包括早期和后期- 新出现的指标：（a）外化行为和情感 疾病（例如，行为问题、犯罪/暴力行为、 愤怒/爆发性），（B）内化行为和情感障碍 (e.g.,焦虑、抑郁、孤独、自卑），以及（c）学校 故障（例如，学业不良，学业脱离，学校 回避、逃学、停学和辍学）。