EMOTION REGULATION IN PRESCHOOLERS AT RISK FOR DISRUPTIVE BEHAVIOR DISORDERS

本项目的目的是对情绪模式进行识别 幼儿的管理作为其发育风险的一种功能 破坏性行为障碍。这些疾病已经被研究为 行为障碍与相关情感障碍的性质 目前还没有对干扰进行研究。本项目审查条例 情绪，尤其是愤怒，与行为障碍有关 学龄前儿童。观察性和自我报告数据来自 挑战自我控制和内部状态的实验性任务 收集了暴露于特定情绪刺激期间的变化。 这些数据解决了潜在的情绪动态的质量 学龄前儿童，在失望、沮丧条件下的行为， 和诱惑。心理生理学数据评估心率的变化， 迷走神经张力和皮肤电导作为暴露于特定环境中的函数 情感刺激。初步分析表明，学龄前儿童揭示了 在令人沮丧的情况下，更多的负面影响和更多的破坏性 比低风险学龄前儿童，特别是在成年人在场的情况下。 负面情绪似乎先于颠覆性。

The purpose of this project is the identification of pattern of emotion regulation in young children as a function of their risk for developing disruptive behavior disorders. These disorders have been studied as behavioral disturbances and the nature of the associated affective disturbances have not been studied. This project examines the regulation of emotion, particularly anger, in relation to behavioral difficulties in preschool age children. observational and self-report data from experimental tasks that challenge self-control, and internal state changes during exposure to specific emotion stimuli, were collected. These data address the emotional dynamics underlying the quality of preschoolers, behavior under conditions of disappointment, frustration, and temptation. Psychophysiological data assess changes in heart rate, vagal tone, and skin conductance as a function of exposure to specific emotion stimuli. Preliminary analyses indicate that preschoolers reveal more negative affect and more disruptiveness in frustrating situations than low risk preschoolers, particularly when an adult is present. Negative emotion appears to precede disruptiveness.