RELATION BETWEEN SELF AND TEACHER REPORTS OF SOCIAL EMOTIONAL ADJUSTMENT

123名儿童(整个年长群体 在NIMH育儿研究中，8-11岁的兄弟姐妹 按结构管理儿童评估计划(CAS) 精神科面谈。此外，孩子们的老师们还挤满了 Achenbach儿童行为检查表-学校版。 Achenbach要求老师们报告孩子们的 与其他孩子相处的能力，孩子的行为，以及 孩子们的学业成就。 这项研究解决的问题是，在何种程度上 儿童对消极情绪状态、不良社交状况的报告 与家庭成员和/或同龄人的关系，以及 学校与孩子的适应水平相对应(学术 表现、情绪调节和与同伴的社会关系 成人权威)在学校环境中。第二个问题是 学校环境中的适应模式的程度 与父母的精神病态有关。

One hundred and twenty-three children (the entire group of older siblings in the NIMH Childrearing Study, 8-11 years of age were administered the Child Assessment Schedule (CAS), as structured psychiatric interview. In addition, the children's teachers filled out the Achenbach Child Behavior Checklist - School Version. The Achenbach asks the teachers to report on the children's ability to relate to other children, the children's behavior, and the children's academic achievement. 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.