Risk and Protective Factors in School Maladjustment

学校适应不良的风险和保护因素

• 批准号: 6631140
• 负责人: GARY W LADD
• 金额: $ 52.78万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-01 至 2008-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6631140
• 关键词: Risk; Protective; Factors; Maladjustment

DESCRIPTION (provided by applicant): This investigation extends a 10-year longitudinal study in which multiple risk and protective factors have been investigated as precursors of children's psychological and school maladjustment. The application's long-term aim is to advance knowledge about the precursors and evolution of psychological and school maladjustment from childhood through adolescence. Specific aims are to identify and track attributes of the child and his or her social ecology, including early behavioral dispositions and relationship histories, that may significantly alter early- and later-emerging forms of dysfunction. These aims are investigated developmentally with both normative and high-risk samples. Currently, participants are entering adolescence. Because adolescence is a time of transition and change, this developmental stage represents a critical juncture in terms of children's adjustment trajectories, perhaps marking a sensitive period in determining life-long patterns of adaptation. Specific aims will be addressed in the context of transactional models that consider how both the child and the environment contribute to stability and change across the life course. Data will be gathered on the same predictor and adjustment indicators assessed during grades K-6, as well as on measures that tap additional forms of psychological and school adjustment--that is, indicators of health and dysfunction that are rooted in the risk profiles and trajectories identified during grade school, but nascent or endemic to adolescence. We will also assess developmental challenges presented by the transition to adolescence, including changes in the child (pubertal maturation) and environment (affiliative transitions, school stress). Novel contributions of the extension include: (a) developing and empirically validating models of continuity and change in adjustment across development; (b) identifying the processes through which early behavioral dispositions and relationship histories influence adolescent health and dysfunction; (c) determining whether early behavioral dispositions and relationship histories affect how children negotiate the transition to adolescence; (d) investigating how adolescent transitions may create discontinuity in adjustment across development; and (e) tracking the distinct developmental trajectories of boys and girls.

描述（由申请人提供）：这项调查扩展了一项为期10年的纵向研究，其中多个风险和保护因素已被调查为儿童心理和学校适应不良的前兆。 该应用程序的长期目标是促进对儿童期到青春期心理和学校适应不良的前兆和演变的了解。 具体目标是识别和跟踪儿童及其社会生态的属性，包括早期行为倾向和关系史，这可能会显着改变早期和后期出现的功能障碍形式。 这些目标进行了调查与规范和高风险样本的发展。 目前，参与者正在进入青春期。 由于青春期是一个过渡和变化的时期，这一发展阶段是儿童适应轨迹的关键时刻，也许标志着决定终身适应模式的敏感时期。 具体目标将在考虑儿童和环境如何促进整个生命过程中的稳定和变化的交易模式的背景下进行处理。 将收集关于K-6年级期间评估的相同预测和调整指标的数据，以及关于利用其他形式的心理和学校调整的措施的数据-也就是说，健康和功能障碍指标植根于小学期间确定的风险概况和轨迹，但在青春期是新生的或特有的。 我们还将评估向青春期过渡所带来的发展挑战，包括儿童（青春期成熟）和环境（亲和过渡，学校压力）的变化。 扩展的新贡献包括：（a）发展和经验验证的连续性和变化的模型，在整个发展的调整;（B）确定的过程，通过早期行为倾向和关系的历史影响青少年的健康和功能障碍;（c）确定是否早期行为倾向和关系的历史影响儿童如何协商过渡到青春期;（d）调查青春期的转变如何可能造成整个发展过程中调整的不连续性;以及（e）追踪男孩和女孩不同的发展轨迹。