EMOTION REGULATION IN PRESCHOOLERS AT RISK FOR DISRUPTIVE BEHAVIOR DISORDERS

面临破坏性行为障碍风险的学龄前儿童的情绪调节

• 批准号: 3759487
• 负责人: P COLE
• 金额: --
• 依托单位: NATIONAL INSTITUTE OF MENTAL HEALTH
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/3759487
• 关键词: angers; anxiety; behavior prediction; behavior test; bipolar depression; child behavior disorders; child psychology; clinical depression; disease /disorder proneness /risk; emotional adjustment; frustration; human subject; interview; longitudinal human study; mood disorders; preschool child (1-5); psychophysiology

The purpose of this project is the identification of patterns of emotion regulation in young children at risk for developing disruptive behavior disorders. This project examines the regulation of emotion, particularly anger, in relation to behavioral difficulties in preschool age children with the goal of understanding how emotional regulation patterns relate to particular symptom clusters. Observational and self-report data from experimental tasks that challenge self-control were collected. Observational procedures examine preschoolers' adaptive and maladaptive behaviors under conditions of disappointment, frustration, and temptation. Analyses of disappointment data indicate that at risk boys do not mask anger,and their anger predicts disruptive behavior during the procedure and externalizing symptoms reported by mothers and teachers. At risk girls do mask,and they continue to minimize negative emotion even when low risk girls express it; girls' minimization of negative emotion predicts attention deficit symptoms.

这个项目的目的是识别情绪模式 对有破坏性行为风险的幼儿的监管 紊乱 这个项目研究情绪的调节，特别是 愤怒与学龄前儿童行为困难的关系 目的是了解情绪调节模式与 特定的症状群。 观察和自我报告数据来自 收集挑战自我控制的实验任务。 观察程序检查学龄前儿童的适应性和适应不良 在失望、沮丧和 诱惑 对失望数据的分析表明， 他们不会掩饰愤怒，他们的愤怒预示着他们在工作中的破坏性行为。 母亲和教师报告的程序和外在症状。 处于危险中的女孩会伪装，她们会继续尽量减少负面情绪， 当低风险女孩表达时，女孩的负面情绪最小化 预测注意力缺陷症状。