PREVENTING ADOLESCENT SOCIAL & COGNITIVE DISABILITIES

青少年行为问题是成人适应的最好预测因子。 预防青少年社交和认知障碍需要(1) 确定哪些因素是影响行为的主要因素 问题，以便(2)可以明确干预的最佳目标。 这项研究是我们在青春期后期对 对社会和认知能力的相对贡献 (A)儿童的特征，(B)儿童的家庭生活，以及(C) 在社会和经济环境中对出生以来的儿童进行抽样测试。 在一项为期18年的评估中，我们将把儿童能力的连续性与 环境风险的连续性，并检查儿童的行为是否 与累积环境风险得分的相关性比任何 在之前的评估点发现的单一风险因素为4和 13岁。我们将重新联系我们的170名儿童样本和他们的 家庭计划重新测试。孩子们将接受智力评估 健康状况、学业成绩和智力作为结果 措施。对并发预测变量的家庭评估将 包括(1)儿童个性因素，(2)父母养育方式， 表达情感、价值观和心理健康。(3)家庭适应； 组织和压力，(4)邻里组成和问题，以及 (5)家庭社会地位。父母教养方式与父母关系的互动研究 将重新检查社区风险，以确定限制性育儿 促进儿童在高风险环境中的能力，但会降低 在低风险环境中的能力，在13岁时被发现。互动 将重新测试孩子的心理控制点和压力之间的关系，看是否 未知的控制点仍然是高压症的恶化因素 有压力，但不是低压力的环境。两国之间能力的连续性 13年和18年将被审查，以确定更牢固的关系是否 4岁至13岁之间的情况是，女孩比男孩更容易被发现。模型 将进行测试，以比较近距离运动对青少年结局的影响 变量，如育儿方式，以及远端变量，如社交 状态，以便确定因果关系内的干预目标 从风险行为到问题行为的链条。

Adolescent behavioral problems are the best predictors of adult adjustment. Preventing adolescent social and cognitive disabilities requires (1) the identification of those factors that are primary contributors to behavioral problems so that (2) the best targets for intervention can be specified. This study is a continuation during late adolescence of our evaluation of the relative contributions to social and cognitive competence of characteristics of (a) the child, (b) the child's family life, and (c) the social and economic environment in a sample of children tested since birth. At an 18-year-assessment we will relate continuity in child competence to continuity in environmental risk and examine whether child behavior was more strongly related to a cumulative environmental risk score than any single risk factor as was found at prior assessment points at 4 and 13-years of age . We will recontact our sample of 170 children and their families to schedule retesting. The children will be assessed for mental health status, school achievement, and intellectual competence as outcome measures. The family assessment of concurrent predictor variables will include (1) child personality factors, (2) parental childrearing style, expressed emotion, values, and mental health. (3) family adaptation, organization, and stress, (4) neighborhood composition and problems, and (5) family social status. Interactions between parenting style and neighborhood risk will be reexamined to determine if restrictive parenting facilitates child competence in high risk environments but reduces competence in low-risk, environments as was found at 13-years. Interactions between the child's locus of control and stress will be retested to see if unknown locus of control continues to be an exacerbating factor in high-- stress but not low-stress environments. Continuities in competence between 13 and 18 years will be examined to determine if stronger relations are found for girls than boys as was the case between 4 and 13 years. Models will be tested to compare the impact on adolescent outcomes of proximal variables, such as parenting style, and distal variables, such as social status, in order to identify targets for intervention within the causal chains leading from risk to problem behavior.