HOW CHRONIC CONDUCT PROBLEMS DEVELOP

慢性行为问题是如何发展的

• 批准号: 6528826
• 负责人: JOHN E BATES
• 金额: $ 15.72万
• 依托单位: TRUSTEES OF INDIANA UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 1998
• 资助国家: 美国
• 起止时间: 1998-08-12 至 2004-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6528826
• 关键词: academic achievement; adolescence (12-20); antisocial personality; behavioral /social science research tag; child psychology; chronic disease /disorder; clinical research; cognition; conduct disorder; culture; disease /disorder proneness /risk; dyadic interaction; early experience; emotional dependency; human subject; interview; longitudinal human study; mathematical model; middle childhood (6-11); neural information processing; outcomes research; peer group; preschool child (1-5); social problems; substance abuse related disorder

The goal of this project is to understand how chronic conduct problems develop from birth through adolescence. Through prospective inquiry, a comprehensive though not exhaustive model will be tested in which biological predispositions (e.g., temperament, heart rate reactivity), sociocultural contexts (e.g., poverty, violent neighborhood), and life experiences (e.g., physical abuse, peer social rejection) are posited as risk factors for conduct problem occurrence and growth. It is proposed that these risk factors combine additively to predict a large portion of variance in adolescent outcomes but also interactively through synergistic effects and moderation of one factor by another. It is hypothesized that life experiences mediate the effects of disposition and context (e.g., difficult temperament and poverty predispose a child to experience harsh parenting which then leads to conduct problem outcomes). Furthermore, this ecosymbiotic developmental model posits reciprocal influences among dispositions, contexts, and life experiences. It is hypothesized that risk factors lead to conduct problems through the development of social knowledge structures which guide cognitive-emotional processes which are proximal to antisocial actions. Developmental sensitivity suggests that different aspects of life experiences are crucial at different developmental eras. This project focuses specifically on adolescent processes, including deviant peer pressure, identity development, and romantic partner relationships. The participants are the 585 boys and girls (100 African-Americans) from three geographic sites and two cohorts of the Child Development Project. They have been followed annually since preschool (age 5) with low attrition, will be in grade 10 (or 9) at the beginning of the proposed project period, and will be followed until the 15th project year 18 months after high school graduation. Data collection will include interviews with parents, adolescents, and their romantic partners, parent-adolescent direct observation, teacher reports, psychiatric interviews, and archival records. Regressions, contrasts of structural equation models, and growth curve plotting will test hypotheses. Emphasis will be given to testing gender-specific and ethnic culture- specific models of antisocial development. The major contributions of this project will be the formulation and empirical testing of a comprehensive theory of how chronic conduct problems develop and indirect implications for universal preventions and preventive interventions for children at high risk for chronic adolescent conduct problems.

这个项目的目标是了解慢性行为问题 从出生到青春期。 通过前瞻性调查， 将测试一个全面但并非详尽无遗的模型， 生物学倾向（例如，气质、心率反应性）， 社会文化背景（例如，贫穷，暴力的邻居），和生活 经验（例如，身体虐待，同伴社会排斥）被假定为 作为行为问题发生和发展的风险因素。 是 提出，这些风险因素联合收割机相加预测大 青少年结果的方差部分，但也相互作用 通过一个因素与另一个因素的协同效应和调节。 据推测，生活经验介导的影响， 处置和上下文（例如，难性与贫穷 使孩子容易受到严厉的养育， 解决问题的结果）。此外，这种生态共生的发展 模型假定性格、背景和 人生经历 据推测，风险因素导致行为 通过发展社会知识结构解决问题， 引导接近反社会的认知情绪过程 行动 发育敏感性表明， 在不同的发展阶段，生活经历至关重要。 这 项目专门关注青少年的过程，包括越轨行为 同伴压力、身份发展和浪漫伴侣关系。 参与者是585名男孩和女孩（100名非洲裔美国人）， 儿童发展项目的三个地理地点和两个群组。 他们从学龄前（5岁）开始每年随访一次， 自然减员，将在10级（或9）在开始的建议， 项目期间，并将遵循，直到第15个项目年18 就在高中毕业几个月后 数据收集将包括 对父母、青少年和他们的浪漫伴侣的采访， 亲子直接观察，教师报告，精神科 访谈和档案记录 回归，结构对比 方程模型和生长曲线图将检验假设。 重点将放在测试性别和种族文化- 反社会发展的具体模式。 的主要贡献 该项目将是一个 关于慢性行为问题如何发展的综合理论， 对普遍预防和预防性疾病的间接影响 对青少年长期行为高危儿童的干预措施 问题