ORIGIN OF MENTAL HEALTH PROBLEMS IN THE FAMILY

描述(改编自申请人的摘要)：此目的 研究保持不变：记录下 在过渡过程中工作的家庭。1983年，申请人开始 青少年心理健康问题发展的前瞻性研究 以18个月大的儿童为主要纵向样本的家庭 来自185个家庭；这些孩子分别在30个月、4岁、7岁和 10岁。1987年，一项名为“父亲”的研究从107开始 来自高危社区的儿童和另外90个家庭 与原始的原始样本非常匹配。这里的孩子们 这个样本是5岁的，7岁和7岁时也进行了研究 11.使用家庭管理变量对这些家庭进行了检查 关于纪律、监督、问题解决和亲社会培养 在俄勒冈州社会学习中心和维果茨基的 脚手架结构或引导参与的结构。此外，情绪化 对儿童的支持进行了测量(主要是依恋测量) 以及家庭情感支持的衡量标准。早期育儿变量 被发现可以预测儿童的社交和认知能力 他们进入了学校。对友谊和同伴关系的深入探讨 在7岁时，研究了父母教养变量与同伴关系的关系。 当孩子们10岁和11岁时，问卷数据收集在 家庭关系和孩子被看到在实验室里有一个 佩尔。还收集了关于学校表现和法庭记录的数据 数据。 在研究的所有阶段，男孩和女孩的数据都是 分别分析了不同的发展过程以及 孩子们解释他们问题的方式不同， 已经找到了能力。此应用程序建议查看 13/14的孩子，并将继续检查父母、孩子和同龄人 这些变量以及收集学校和法院的数据。在16/17 a 诊断性面试、附件Q分类和职业面试将 完成后，将再次收集学校和法院的数据。

DESCRIPTION (Adapted from applicant's abstract): This purpose of this study remains the same: to document both the successes and failures of families as they work through transitions. In 1983, the applicant began a prospective study of the development of mental health problems within the family with a primary longitudinal sample of 18-month-old children from 185 families; these children have been seen at 30 months, 4, 7, and 10 years of age. In 1987, a study called Fathers was began with 107 children from high-risk neighborhoods and an additional 90 families who were a close match for the original Origins sample. The children in this sample were 5 years old and have also been studies at ages 7 and 11. These families were examined using the family management variables of Discipline, Monitoring, Problem Solving, and Prosocial Fostering developed at Oregon Social Learning Center, as well as Vygotsky's construct of scaffolding or guided participation. In addition, emotional support has been measured in the child (primarily attachment measures) and family measures of emotional support. Early parenting variables were found to predict children's social and cognitive competencies as they enter school. An intensive probe of friendship and peer relations at age 7 examined the relation of parenting variables to peer relations. When the children were 10 and 11 questionnaire data were collected on family relationships and the child was seen in the laboratory with a peer. Data was also collected on school performance and court records data. At all stages of the study, the data from boys and girls have been analyzed separately and different developmental processes as well as differences in the way that the children interpret their problems and competencies have been found. This application proposes to see the children at 13/14 and will continue to examine parent, child, and peer variables as well as to collect school and court data. At 16/17 a diagnostic interview, an attachment Q-sort, and a career interview will be completed and school and court data will again be collected.