NATIONAL SURVEY OF CHILDREN & YOUTH: A 6-YEAR FOLLOW-UP

这项研究继续进行纵向研究，旨在加强 评估、分类、流行病学和预测的经验基础 儿童、青少年和年轻人的精神病理学。会的 在10到22岁时重新评估以前是独特的全国样本 1986年通过家庭访谈和标准化评级进行评估，年龄从4岁到 16岁和7岁至19岁的。现有的评估数据包括 行为/情感的多来源(家长、教师、自我)报告 问题和能力，家庭组成，家庭精神障碍， 社会经济地位、儿童保育、安排、福利支持和 1986年至1989年间发生的紧张事件。1989年的评估还包括 包括以下干扰迹象：(A)问题分数 临床范围；(B)转诊精神健康服务；(C)转诊 特殊教育；(D)学校行为问题、停学、开除；(E) 麻烦警察、逮捕、裁决；(F)自杀未遂；(G) 父母认为孩子需要专业帮助的判断；以及综合 (A)至(G)项索引。1989年随访获得数据90.7%(N= 2,479人)，这是1986年最初评估的科目。 通过重新评估在1986和1989年评估的2479个科目，建议的 6年随访的目的是：(1)检验假设， 家长、教师和自我报告问题的标准化测量以及 能力将预测上面列出的干扰迹象，加上 物质滥用；(2)测试家庭变量和干预能力 强调预测干扰迹象和问题分数；(3) 最优扰动信号的比较和模型预测 家庭变量、受试者变量和干预的组合 事件；(4)检验不同发病率和累积患病率 用于解释以下人群中较高精神病发病率的假说 (5)提出诊断的分类学基础 通过测试稳定性、预测力、 8种经验型证候的辨别力及其相关性 在3年和6年内构建；(6)比较8个 症状构建以预测结果；(7)跟踪发展 从青春期到青春期的关键过渡时期的精神病理学 成人期。

This study continues longitudinal research designed to strengthen the empirical basis for assessment, taxonomy, epidemiology, and prediction of psychopathology in children, adolescents, and young adults. It will reassess at ages 10 to 22 a unique national sample that was previously assessed via home interviews and standardized ratings in 1986 at ages 4 to 16 and 1989 at ages 7 to 19. The existing assessment data include multisource (parent, teacher, self) reports of behavioral/emotional problems and competencies, family composition, family mental disorders, socioeconomic status, child care, arrangements, welfare support, and stressful events occurring between 1986 and 1989. The 1989 assessment also included the following signs of disturbance: (a) problem scores in the clinical range; (b) referral for mental health services; (c) referral for special education; (d) school behavior problems, suspension, expulsion; (e) trouble with police, arrest, adjudication; (f) suicide attempts; (g) parent's judgment that the child needed professional help; and a composite index of items (a)-(g). The 1989 follow-up obtained data for 90.7% (N = 2,479) of the subjects originally assessed in 1986. By reassessing the 2,479 subjects assessed in 1986 and 1989, the proposed 6-year follow-up is designed to: (1) test the hypothesis that practical, standardized measures of parent-, teacher-, and self-reported problems and competencies will predict the signs of disturbance listed above, plus substance abuse; (2) test the ability of family variables and intervening stresses to predict the signs of disturbance and problem scores; (3) compare and model predictions of the signs of disturbance from optimal combinations of family variables, subject variables, and intervening events; (4) test the differential incidence and cumulative prevalence hypotheses for explaining higher rates of psychopathology among lower than upper socioeconomic groups; (5) advance the taxonomic basis for diagnosis of child/adolescent disorders by testing the stability, predictive power, discriminative power, and correlates of 8 empirically based syndrome constructs over 3- and 6-year periods; (6) compare the ability of the 8 syndrome constructs to predict outcomes; (7) track the development of psychopathology across the crucial transitional period from adolescence to adulthood.