EMOTION REGULATION IN PRESCHOOLERS AT RISK FOR DISRUPTIVE BEHAVIOR DISORDERS

这个项目的目的是识别情绪的模式 对易发生破坏性行为的幼儿的监管 精神错乱。这个项目考察了情绪的调节，特别是 愤怒与学龄前儿童行为障碍的关系 目的是了解情绪调节模式之间的关系 到特定的症状群。观察性和自我报告数据来自 收集了挑战自我控制的实验任务。 观察性程序检查学龄前儿童的适应和适应不良 在失望、沮丧和沮丧的情况下的行为 诱惑。对失望数据的分析表明，处于危险中的男孩 不要掩饰愤怒，他们的愤怒预示着在 母亲和老师报告的程序和外化症状。 处于危险中的女孩确实会戴上面具，她们甚至会继续最小化负面情绪 当低风险女孩表现出来时；女孩最大限度地减少负面情绪 预测注意力缺陷症状。

The purpose of this project is the identification of patterns of emotion regulation in young children at risk for developing disruptive behavior disorders. This project examines the regulation of emotion, particularly anger, in relation to behavioral difficulties in preschool age children with the goal of understanding how emotional regulation patterns relate to particular symptom clusters. Observational and self-report data from experimental tasks that challenge self-control were collected. Observational procedures examine preschoolers' adaptive and maladaptive behaviors under conditions of disappointment, frustration, and temptation. Analyses of disappointment data indicate that at risk boys do not mask anger,and their anger predicts disruptive behavior during the procedure and externalizing symptoms reported by mothers and teachers. At risk girls do mask,and they continue to minimize negative emotion even when low risk girls express it; girls' minimization of negative emotion predicts attention deficit symptoms.