RELATION BETWEEN SELF AND TEACHER REPORTS OF SOCIAL EMOTIONAL ADJUSTMENT

这项研究解决的问题是，在何种程度上 儿童对消极情绪状态、不良社交状况的报告 与家庭成员和/或同龄人的关系，以及 学校与孩子的适应水平相对应(学术 表现、情绪调节和与同伴的社会关系 成人权威)在学校环境中。第二个问题是 学校环境中的适应模式的程度 与父母的精神病态有关。 120个孩子(整个年长的兄弟姐妹群体 NIMH纵向研究，年度报告Z01MH02207-05)8至 11岁的儿童接受《儿童评估表》 (CAS)，一种结构化的精神病学面谈。此外， 儿童教师填写Achenbach儿童行为量表 核对表-学校版。在Achenboach上，老师们 被要求报告孩子与他人相处的能力 儿童、儿童的行为和儿童的学业 成就。

The question addressed by this study is the extent to which the children's reports of negative affective states, poor social relationships with family members and/or peers, and problems in school correspond to the child's level of adaptation (academic performance, mood regulation, and social relations with peers and adult authority) in the school setting. A secondary question is the extent to which patterns of adaptation in the school context relate to parental psychopathology. One hundred and twenty children (the entire group of older siblings in the NIMH Longitudinal Study, Annual Report Z01MH02207-05) 8 to 11 years of age were administered the Child Assessment Schedule (CAS), a structured psychiatric interview. In addition, the children's teachers filled out the Achenbach Child Behavior Checklist - School Version. On the Achenboach the teachers are asked to report on the children's ability to relate to other children, the children's behavior, and the children's academic achievement.