ANTISOCIAL BEHAVIOR AND SOCIAL REJECTION IN CHILDHOOD

该项目的目标是确定行为模式 直接导致反社会攻击和社会排斥 城市黑人小学男生。社会上被排斥的男孩在这个 已知人群处于较晚精神病态、行为的风险中 精神错乱和犯罪。为了设计有针对性的干预计划 在提高社会能力和防止后来的不良适应结果方面 这个群体，导致社会排斥的行为路径一定是 已确认身份。将使用三种策略来确定这些路径。这个 第一个策略将是成年人的观察。在以前的rearch中，PI 开发了一种新的方法来研究同龄人的出现 身份，即以前的一个游戏小组的建立 不认识的同龄人随着时间的推移被成年人观察为同龄人状态 出现了。这一方法将在这个项目中使用。另外，男孩们也会 在他们的课堂同龄人小组中被观察，在开始 随着地位的发展而变化的学年。观察的重点也将是 新奇之处在于，男孩对特定的、自然发生的情况的反应 将通过顺序分析进行编码和评估。情况： 兴趣包括对等组进入事件、对等冲突解决 并试图说服同龄人。第二个战略将包括 采访游戏小组中的男孩，了解他们对 同行及其贴标签和差异化行为的基础 同伴们。第三种策略包括让男孩观看其他人的录像带 男孩(他们从未见过面)和回答关于基地的问题 因为他们接受或拒绝了那些男孩。假设将是 测试表明，存在两种截然不同的导致社会排斥的途径 涉及攻击性的。对于一个群体来说，这种攻击性有助于 这些男孩使用强制策略来获得对 同伴们。对于第二类人来说，攻击性是对挫败感的一种反应 社会无效性和同龄人误解造成的结果 意图。如果这种概念化从经验上得到支持，那么 可以设计预防性干预方案。

The goal of this project is to identify the patterns of behavior that contribute directly to antisocial aggression and social rejection among urban black elementary school boys. Socially rejected boys in this population are known to be at risk for later psychopathology, behavior disorders, and delinquency. In order to design intervention programs aimed at enhancing social competence and preventing later maladaptive outcomes in this population, the behavioral paths leading to social rejection must be identified. Three strategies will be used to identify these paths. The first strategy will be observation by adults. In previous rsearch, the PIs have developed a novel methodology for studying the emergence of peer status, namely, the establishment of a play group of previously unacquainted peers who are observed by adults over time as peer status emerges. This methodology will be used in this project. Also, boys will be observed in their classroom peer groups, during the beginning of a school year as status develops. The focus of observation will also be novel, in that boys' responses to specific, naturally-occurring situations will be coded an evaluated through sequential analyses. Situations of interest include peer group entry episodes, resolution of peer conflicts, and attempts to persuade a peer. The second strategy will consist of interviews with boys who are in the play groups about their reactions to peers and the bases for their labelling and differential bahavior toward peers. The third strategy consists of having boys view videotapes of other boys (whom they have never met) and responding to questions about the bases for their acceptance or rejection of those boys. The hypothesis will be tested that there exist two distinct paths to social rejection, both involving aggression. For one group, the aggression is instrumental in that these boys use coercive strategies in order to gain dominance over peers. For the second group, aggression is a response to frustration which results from social ineffectiveness and the misconstrual of peers' intentions. If this conceptualization is supported empirically, distinct preventive intervention programs can be designed.