RELATION BETWEEN SELF AND TEACHER REPORTS OF SOCIAL EMOTIONAL ADJUSTMENT

本研究所要解决的问题是， 儿童报告的消极情感状态，不良的社会 与家庭成员和/或同龄人的关系，以及 学校适应儿童的水平（学术） 表现，情绪调节，与同龄人的社会关系， 成人权威）在学校的设置。 第二个问题是 学校环境中的适应模式 与父母的精神病理学有关 120个孩子（整个年长的兄弟姐妹群体） 在NIMH纵向研究中，年度报告Z 01 MH 02207 -05）8至 11岁的儿童进行儿童评估计划 (CAS)一个结构化的精神病学访谈。 此外该 儿童教师填写了Achenbach儿童行为 检查表-学校版本。 在Achenboach，教师们 要求报告儿童与他人交往的能力 孩子们的行为，孩子们的学业 成就

The question addressed by this study is the extent to which the children's reports of negative affective states, poor social relationships with family members and/or peers, and problems in school correspond to the child's level of adaptation (academic performance, mood regulation, and social relations with peers and adult authority) in the school setting. A secondary question is the extent to which patterns of adaptation in the school context relate to parental psychopathology. One hundred and twenty children (the entire group of older siblings in the NIMH Longitudinal Study, Annual Report Z01MH02207-05) 8 to 11 years of age were administered the Child Assessment Schedule (CAS), a structured psychiatric interview. In addition, the children's teachers filled out the Achenbach Child Behavior Checklist - School Version. On the Achenboach the teachers are asked to report on the children's ability to relate to other children, the children's behavior, and the children's academic achievement.