EMOTION REGULATION AND EARLY BEHAVIOR PROBLEMS

描述（改编自研究者摘要）：高反应性， 不合作和缺乏冲动控制是行为的特征 儿童早期的问题。无法控制或调节情绪， 特别是负面情绪，可能是这些情绪的重要前因。 紊乱在本研究中，我们建议跟踪150名婴儿的样本， 招募和测试，因为他们是2周龄，和他们的父母通过 学前几年，直到6个月进入他们的一年级的经验，一个时期， 当孩子的社会背景扩大， 情绪调节的发展及其与早期行为问题的关系。 这个多层次（婴儿生理学、婴儿气质、父母行为）， 多信息提供者（母亲和父亲）研究提供了丰富的数据库， 他们继续研究行为的发展途径 问题 在本研究中，我们建议扩大我们对婴儿的调查， 生理学通过增加交感神经激活的测量（射血前期）， 观察气质行为，特别是愤怒反应，测量儿童 行为控制和调节反应，以及评估父母的行为 在4.5岁和5.5岁的受试者中。受试者还将参加 进入一年级前和放学后六个月的同伴互动 入学后，老师和家长会对问题行为进行评分。最后， 抑郁症，婚姻满意度，生活压力，抚养孩子的分歧， 将获得父母的调控策略和家庭结构。通过 确定儿童发展问题行为的过程， 可以更有效地设计和实施预防和干预措施。

DESCRIPTION (adapted from the investigator's abstract): High reactivity, uncooperativeness, and lack of impulse control are characteristics of behavior problems in early childhood. The inability to control or regulate emotions, particularly negative emotions, may be an important antecedent to these disorders. In the present study, we propose to follow a sample of 150 infants, recruited and tested since they were 2 weeks of age, and their parents through the preschool years until 6 moths into their first grade experience, a period when the social contexts of the child expand and study examining the development of emotion regulation and its relation to early behavior problems. This multilevel (infant physiology, infant temperament, parent behavior), multi-informant (mothers and fathers) study has provided a rich database from which continue investigation the developmental pathways toward behavior problems. In the present study we propose to expand our investigation of infant physiology by adding a measure of sympathetic activation (pre-ejection period), observing temperament behaviors, specifically anger reactivity, measuring child behavioral control and regulatory responses, and assessing parent behaviors when subjects are 4.5 and 5.5 yeas of age. Subjects will also participate in a peer interaction before entry into first grade and six months after school entry, teachers and parents will rate problem behavior. Finally, measures of depression, marital satisfaction, life stresses, child rearing disagreements, parent regulatory strategies and family structure will be obtained. By identifying the processes by which children develop problem behavior, preventions and interventions can be more effectively designed and implemented.