PATHWAYS OF ADOLESCENT ANTI-SOCIAL BEHAVIOR

这项研究调查了导致疾病发生和发展的途径 在青春期早期参与反社会行为并寻求 确定此类风险的关键监管机构。应用Sameroff和 同事的发展-交易模型，本项目以其 任务：1)澄清预防工作的重点结果 努力；2)识别显著触发标记行为 确定的开发序列；3)关键时间段的确定 问题包括开始年龄和疾病进展的时间速度 从一个标记行为到另一个标记行为；4)显著风险的说明 影响发育顺序的因素。这些发现具有重要的意义 对预测和预防青少年反社会行为的影响 犯罪行为。 将对500名5年级和7年级的男性进行研究。这个年龄段的人是 重点关注是因为过去的研究发现青春期早期是一种 反社会行为形成的关键时期。这些受试者 他们的家人和教师将在五年内接受四次调查 句号。在每个调查点，受试者将完成一份自我报告 关于几个方面的违约率测量和其他问卷 家庭功能、同伴和个人社交网络、压力以及 应对。此外，还将从家长那里获得多项调查数据 和老师，家庭互动将被观察，官方警察和 法庭记录将被记录下来，学术功能将被编码 从学校记录上看。 分析的重点有四个方面：1)确定 反社会行为；2)检验模式的预测和效果 反社会参与；3)评估变化的动态交互作用 行为和心理-社会预测状态；4)评估预测因素 以及反社会行为的影响。各参数之间的相互关系 反社会行为，如入会年龄、进展率、参与度 将研究级别、长期性和官方地位。分析还将 评估弹性因素、早期启动和延迟启动的差异 分组，以及预测者显著程度的变化。

This research investigates the pathways leading to the onset and participation in antisocial behaviors during early adolescence and seeks to identify the key regulators of such risk. Applying Sameroff and colleagues' developmental-transactional model, this project takes as its tasks: 1) the clarification of outcomes that are the focus of preventive efforts; 2) the identification of salient triggering marker behaviors along the identified development sequences; 3) identification of critical timing issues including age of initiation and temporal rate of progression from one marker behavior to the next; and 4) the elucidation of salient risk factors for developmental sequences. The findings have important implications for prediction and prevention of adolescent antisocial and delinquent behaviors. A sample of 500 5th and 7th grade males will be studied. This age group is focused on because of past findings implicating early adolescence as a critical time in the formation of antisocial behavior. These subjects, their families, and teachers will be surveyed four times over a five year period. At each survey point, the subjects will complete a self-report delinquency measure and other questionnaires dealing with several aspects of family functioning, peers and personal social networks, stress, and coping. In addition, multiple survey data will be obtained from parents and teachers, family interactions will be observed, official police and court records will be recorded, and scholastic functioning will be coded from school records. The focus of analyses is four-fold: 1) determining causes and effects of antisocial behavior; 2) testing prediction and effects of patterns of antisocial involvement; 3) evaluating dynamic interaction of change in behavior and psycho-social predictor status; and 4) evaluating predictors and effects of antisocial behavior. The interrelationship of parameters of antisocial behavior such as initiation age, progression rate, involvement level, chronicity, and official status will be studied. Analyses will also evaluate resiliency factors, differences in early and late initiations groups, and variations in predictor salience.