HOW CHRONIC CONDUCT PROBLEMS DEVELOP

这个项目的目标是了解慢性行为问题是如何 从出生发展到青春期。通过前瞻性调查， 将测试一个全面但不是详尽的模型 生物易感性(例如，气质、心率反应性)， 社会文化背景(例如，贫困、暴力社区)和生活 假设经历(例如，身体虐待、同伴社交拒绝) 作为行为问题发生和发展的风险因素。它是 建议将这些风险因素相加，以预测 青春期结果的差异部分，但也是互动的 通过一个因素的协同作用和另一个因素的调节。 据推测，生活经历调节了 性格和背景(例如，难相处的气质和贫穷 使孩子容易经历严厉的父母教育，这会导致 处理问题结果)。此外，这种生态共生发展 模型假设了性格、背景和 生活经历。假设风险因素导致行为 社会知识结构的发展带来的问题 引导接近反社会的认知-情绪过程 行为。发育敏感度表明， 生活经历在不同的发展时期是至关重要的。这 该项目特别关注青春期进程，包括越轨行为 同伴压力、认同感发展和恋人关系。 参与者是来自585名男孩和女孩(100名非裔美国人) 儿童发展项目的三个地理地点和两个队列。 他们从学龄前(5岁)开始每年都被跟踪调查，患有低血压病 自然减员，将在提议的开始时在10年级(或9年级) 项目期，并将一直遵守到第15个项目第18年 高中毕业几个月后。数据收集将包括 采访父母、青少年和他们的恋人， 亲子直接观察，教师报告，精神病学 面谈和档案记录。结构的回归、对比 方程模型和增长曲线图将检验假设。 重点将放在测试特定性别和种族文化上- 反社会发展的特定模式。的主要贡献 该项目将是一个制定和实证测试 慢性行为问题如何发展和发展的综合理论 对普遍预防和预防的间接影响 针对青少年慢性行为高危儿童的干预措施 有问题。

The goal of this project is to understand how chronic conduct problems develop from birth through adolescence. Through prospective inquiry, a comprehensive though not exhaustive model will be tested in which biological predispositions (e.g., temperament, heart rate reactivity), sociocultural contexts (e.g., poverty, violent neighborhood), and life experiences (e.g., physical abuse, peer social rejection) are posited as risk factors for conduct problem occurrence and growth. It is proposed that these risk factors combine additively to predict a large portion of variance in adolescent outcomes but also interactively through synergistic effects and moderation of one factor by another. It is hypothesized that life experiences mediate the effects of disposition and context (e.g., difficult temperament and poverty predispose a child to experience harsh parenting which then leads to conduct problem outcomes). Furthermore, this ecosymbiotic developmental model posits reciprocal influences among dispositions, contexts, and life experiences. It is hypothesized that risk factors lead to conduct problems through the development of social knowledge structures which guide cognitive-emotional processes which are proximal to antisocial actions. Developmental sensitivity suggests that different aspects of life experiences are crucial at different developmental eras. This project focuses specifically on adolescent processes, including deviant peer pressure, identity development, and romantic partner relationships. The participants are the 585 boys and girls (100 African-Americans) from three geographic sites and two cohorts of the Child Development Project. They have been followed annually since preschool (age 5) with low attrition, will be in grade 10 (or 9) at the beginning of the proposed project period, and will be followed until the 15th project year 18 months after high school graduation. Data collection will include interviews with parents, adolescents, and their romantic partners, parent-adolescent direct observation, teacher reports, psychiatric interviews, and archival records. Regressions, contrasts of structural equation models, and growth curve plotting will test hypotheses. Emphasis will be given to testing gender-specific and ethnic culture- specific models of antisocial development. The major contributions of this project will be the formulation and empirical testing of a comprehensive theory of how chronic conduct problems develop and indirect implications for universal preventions and preventive interventions for children at high risk for chronic adolescent conduct problems.