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Development and Influence of Mentor-Child Relationships

师子关系的发展与影响

基本信息

批准号：
6757953
负责人：
THOMAS E KELLER
金额：
$ 7.63万
依托单位：
UNIVERSITY OF CHICAGO
依托单位国家：
美国
项目类别：
财政年份：
2003
资助国家：
美国
起止时间：
2003-07-01 至 2007-06-30
项目状态：
已结题

项目摘要

DESCRIPTION (provided by applicant): Children who demonstrate healthy social and emotional adjustment despite facing environmental risk and adversity are commonly distinguished by reliable support from a caring and competent adult. Non-parental adults who establish enduring, emotionally close relationships with children may play a role in preventing mental health problems and promoting positive development. Several preventive interventions emphasize the development and maintenance of supportive intergenerational relationships. This prospective study will focus on relationships created in a Big Brothers Big Sisters mentoring program to investigate basic interpersonal processes in the development and influence of children's relationships with non-parental adults. Interviews will be conducted with child participants, their patents/guardians, and volunteer mentors prior to the introduction of child and mentor and again ten months after the initiation of the match. The study will evaluate whether the child's attachment security with parent is associated with the child's subsequent pattern of relating to the mentor and the extent to which the child uses the mentoring relationship as a resource. The contribution of the mentor's working model of attachment to the development of the relationship will also be examined. In addition, the study will determine whether the quality of the mentoring relationship is associated with child behavior and mental health, controlling for baseline assessments. Several potential protective mechanisms describing interaction between the mentor-child relationship and the environmental risk will be modeled. For example, the value of a relationship established with a supportive, non-parental adult may depend upon the ways in which a mentoring relationship may have an effect. The influence of the mentoring relationship may be mediated through functional support that the mentor provides to help the child cope with stress. The mentoring relationship also may enhance the child's self-concept and self-efficacy, thereby improving the child's capacity to face adversity. Insights into the interpersonal processes involved in the formation and function of children's relationships with significant non-parental adults should translate into more effective preventive interventions.

描述（由申请人提供）：尽管面临环境风险和逆境，但表现出健康的社会和情感适应能力的儿童通常会得到关心和有能力的成年人的可靠支持。非父母的成年人与儿童建立持久的，情感上亲密的关系，可能在预防心理健康问题和促进积极发展方面发挥作用。一些预防性干预措施强调发展和维持支持性的代际关系。这项前瞻性研究将集中在一个大哥哥大姐妹篇辅导计划，调查基本的人际关系过程中的发展和影响的儿童与非父母的成年人的关系中创建的关系。在介绍儿童和导师之前，将与儿童参与者，他们的专利/监护人和志愿者导师进行访谈，并在比赛开始后10个月再次进行访谈。这项研究将评估儿童与父母的依恋安全性是否与儿童随后与导师的关系模式以及儿童将导师关系作为资源的程度相关。导师的工作模式的依恋关系的发展的贡献也将被检查。此外，该研究将确定指导关系的质量是否与儿童行为和心理健康相关，控制基线评估。几个潜在的保护机制，描述之间的相互作用的辅导员与儿童的关系和环境风险将被建模。例如，与一个支持性的、非父母的成年人建立的关系的价值可能取决于指导关系可能产生影响的方式。指导关系的影响可能通过指导者提供的帮助儿童科普压力的功能支持来调节。辅导关系还可以增强儿童的自我概念和自我效能，从而提高儿童面对逆境的能力。深入了解儿童与重要的非父母成年人关系的形成和功能所涉及的人际过程，应转化为更有效的预防干预措施。