Development Of Disruptive Behavior Disorders From Early

破坏性行为障碍的早期发展

• 批准号: 6675610
• 负责人: Carolyn Zahn-Waxler
• 金额: --
• 依托单位: NATIONAL INSTITUTE OF MENTAL HEALTH
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/6675610
• 关键词: adolescence (12-20); aggression; antisocial personality; attention deficit disorder; child (0-11); child behavior disorders; child psychology; clinical research; conduct disorder; disease /disorder etiology; disease /disorder onset; disease /disorder proneness /risk; gender difference; human subject; interview; mental disorders; pathologic process; social behavior

Disruptive behavior disorders are characterized by antisocial, aggressive behaviors. Externalizing problems are the most commonly diagnosed mental health problems of childhood. They tend to be stable over time, resistant to treatment, and linked to psychiatric disorders in adolescence and adulthood. Early onset aggression is a precursor of life-course persistent antisocial behavior. Little is known, however, about constitutional and environmental factors, and their interactions, that contribute to different developmental outcomes. Eighty-two 4-5 year-old children at low, moderate or high risk for later disruptive behavior disorders (based on initial levels of externalizing problems), have been studied at three subsequent time points; 6-7, 8-10, and 12-13 years. Social, emotional, cognitive, and physiological areas of child functioning are examined, in conjunction with socialization experiences. The goal is to identify key factors that contribute to continuity and change over time in young children's behavioral problems. Several child and parent risk and protective factors that contribute to continuity versus amelioration of problems during middle childhood were previously reported. The findings from four new projects are summarized next. (1) Observed socialization processes contributed to patterns of continuity and change in disruptive problems over time. Maternal emotion played a crucial role in the development of stability and improvement of early externalizing problems even when the presence of preschool problems was controlled. In particular, mothers who showed less anger toward their disruptive children had children who showed lower levels of aggression as they grew older. (2) Children's representations of conflict and distress during symbolic play showed substantial continuity from 5 to 7 years of age. Boys showed more anger and forceful, dysregulated aggression, while girls showed more sadness, affiliation, reparation and comforting behaviors. These gender-based themes intensified with age, indicating processes implicated in differences in the types of emotional and behavioral problems that emerge in boys and girls over time. (3) Early cortisol reactivity, a physiological stress response, predicted mother and teacher reports of internalizing problems (anxiety, depression, somatic complaints) and externalizing problems (aggression, antisocial, disruptive behaviors), both concurrently and at two later time points. Attentional problems were predicted more consistently for boys, whereas depression, anxiety, and aggression were predicted more consistently for girls. (4) A subset of children without serious problems was compared with Japanese chldren in determining the role of culture in the socialization of young children's responses to frustrating situations. IN these normative samples, Japanese mothers focused more on achieving solutions to these problems in a harmonious, interdependent manner. In contrast, U.S. mothers emphasized the importance of independence and individuality in problem resolution.

破坏性行为障碍的特征是反社会，攻击性行为。外化问题是儿童时期最常见的心理健康问题。它们往往随着时间的推移而稳定，对治疗有抵抗力，并与青春期和成年期的精神疾病有关。早发性攻击是终生持续性反社会行为的前兆。然而，人们对导致不同发育结果的体质和环境因素及其相互作用知之甚少。82个4-5岁的儿童在低，中度或高风险的后期破坏性行为障碍（基于初始水平的外化问题），已在随后的三个时间点进行了研究; 6-7，8-10，和12-13年。儿童功能的社会，情感，认知和生理领域的研究，结合社会化的经验。我们的目标是确定关键因素，有助于随着时间的推移，在幼儿的行为问题的连续性和变化。一些儿童和父母的风险和保护因素，有助于在童年中期的问题的连续性与改善以前的报告。下文概述了四个新项目的调查结果。(1)观察到的社会化过程有助于随着时间的推移，破坏性问题的连续性和变化的模式。母亲的情绪发挥了至关重要的作用，在发展的稳定性和改善早期外化问题，即使存在的学前问题得到控制。特别是，那些对破坏性孩子表现出较少愤怒的母亲，他们的孩子随着年龄的增长表现出较低的攻击性。(2)儿童在象征性游戏中表现出的冲突和痛苦表现出实质性的连续性，从5岁到7岁。男孩表现出更多的愤怒和强有力的，失调的攻击，而女孩表现出更多的悲伤，从属关系，赔偿和安慰行为。这些基于性别的主题随着年龄的增长而加强，表明随着时间的推移，男孩和女孩出现的情感和行为问题类型的差异所涉及的过程。(3)早期皮质醇反应，生理应激反应，预测母亲和教师报告的内化问题（焦虑，抑郁，躯体投诉）和外化问题（侵略，反社会，破坏性行为），同时在两个稍后的时间点。注意力问题的预测更一致的男孩，而抑郁，焦虑和侵略性的预测更一致的女孩。(4)没有严重问题的儿童的一个子集进行了比较，日本chlelae在确定文化的作用，在社会化的幼儿的反应，令人沮丧的情况。在这些规范样本中，日本母亲更注重以和谐、相互依存的方式解决这些问题。相比之下，美国母亲强调独立和个性在解决问题中的重要性。