Development Of Disruptive Behavior Disorders From Early

破坏性行为障碍的特征是反社会、攻击性行为。外化问题是儿童时期最常见的心理健康问题。随着时间的推移，它们趋于稳定，对治疗有抵抗力，并与青春期和成年期的精神疾病有关。早期发作的攻击行为是终生持续的反社会行为的前兆。然而，对于导致不同发育结果的体质和环境因素及其相互作用，我们所知甚少。在随后的三个时间点对82名4-5岁的儿童进行了研究，这些儿童具有低、中或高风险的后期破坏性行为障碍（基于外化问题的初始水平）；6-7岁，8-10岁，12-13岁。社会，情感，认知和儿童功能的生理领域，结合社会化经验进行检查。目标是确定导致幼儿行为问题的连续性和随时间变化的关键因素。一些儿童和父母的风险和保护因素有助于儿童中期问题的连续性和改善。下面总结四个新项目的研究结果。(1)随着时间的推移，观察到的社会化过程有助于破坏性问题的连续性和变化模式。即使在学前问题得到控制的情况下，母性情绪对早期外化问题的稳定性和改善的发展也起着至关重要的作用。特别是，那些对捣乱的孩子表现出较少愤怒的母亲，她们的孩子随着年龄的增长表现出较低的攻击性。(2) 5 ~ 7岁儿童在象征性游戏中对冲突和痛苦的表征具有较强的连续性。男孩表现出更多的愤怒和强势、失调的攻击行为，而女孩则表现出更多的悲伤、从属、补偿和安慰行为。这些基于性别的主题随着年龄的增长而加剧，表明随着时间的推移，男孩和女孩出现的情感和行为问题类型的差异所涉及的过程。(3)早期皮质醇反应，一种生理应激反应，预测了母亲和教师同时报告的内化问题（焦虑、抑郁、躯体抱怨）和外化问题（攻击、反社会、破坏性行为），以及随后两个时间点的内化问题。男孩更容易出现注意力问题，而女孩更容易出现抑郁、焦虑和攻击性问题。(4)将一组没有严重问题的儿童与日本儿童进行比较，以确定文化在幼儿对挫折情况的反应社会化中的作用。在这些规范样本中，日本母亲更注重以和谐、相互依赖的方式解决这些问题。相反，美国母亲强调独立和个性在解决问题上的重要性。

Disruptive behavior disorders are characterized by antisocial, aggressive behaviors. Externalizing problems are the most commonly diagnosed mental health problems of childhood. They tend to be stable over time, resistant to treatment, and linked to psychiatric disorders in adolescence and adulthood. Early onset aggression is a precursor of life-course persistent antisocial behavior. Little is known, however, about constitutional and environmental factors, and their interactions, that contribute to different developmental outcomes. Eighty-two 4-5 year-old children at low, moderate or high risk for later disruptive behavior disorders (based on initial levels of externalizing problems), have been studied at three subsequent time points; 6-7, 8-10, and 12-13 years. Social, emotional, cognitive, and physiological areas of child functioning are examined, in conjunction with socialization experiences. The goal is to identify key factors that contribute to continuity and change over time in young children's behavioral problems. Several child and parent risk and protective factors that contribute to continuity versus amelioration of problems during middle childhood were previously reported. The findings from four new projects are summarized next. (1) Observed socialization processes contributed to patterns of continuity and change in disruptive problems over time. Maternal emotion played a crucial role in the development of stability and improvement of early externalizing problems even when the presence of preschool problems was controlled. In particular, mothers who showed less anger toward their disruptive children had children who showed lower levels of aggression as they grew older. (2) Children's representations of conflict and distress during symbolic play showed substantial continuity from 5 to 7 years of age. Boys showed more anger and forceful, dysregulated aggression, while girls showed more sadness, affiliation, reparation and comforting behaviors. These gender-based themes intensified with age, indicating processes implicated in differences in the types of emotional and behavioral problems that emerge in boys and girls over time. (3) Early cortisol reactivity, a physiological stress response, predicted mother and teacher reports of internalizing problems (anxiety, depression, somatic complaints) and externalizing problems (aggression, antisocial, disruptive behaviors), both concurrently and at two later time points. Attentional problems were predicted more consistently for boys, whereas depression, anxiety, and aggression were predicted more consistently for girls. (4) A subset of children without serious problems was compared with Japanese chldren in determining the role of culture in the socialization of young children's responses to frustrating situations. IN these normative samples, Japanese mothers focused more on achieving solutions to these problems in a harmonious, interdependent manner. In contrast, U.S. mothers emphasized the importance of independence and individuality in problem resolution.