EMOTION REGULATION AND EARLY BEHAVIOR PROBLEMS

情绪调节和早期行为问题

• 批准号: 6196680
• 负责人: CYNTHIA A. STIFTER
• 金额: $ 26.94万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 1994
• 资助国家: 美国
• 起止时间: 1994-09-30 至 2005-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6196680
• 关键词: angers; behavioral /social science research tag; child behavior disorders; child psychology; clinical research; depression; early experience; emotions; family structure /dynamics; human subject; infant human (0-1 year); interview; longitudinal human study; marriage /marital status; maternal behavior; mother child interaction; personality; preschool child (1-5); psychological stressor; psychological tests; psychophysiology; social behavior; sympathetic nervous system; vagus nerve; videotape /videodisc

DESCRIPTION (adapted from the investigator's abstract): High reactivity, uncooperativeness, and lack of impulse control are characteristics of behavior problems in early childhood. The inability to control or regulate emotions, particularly negative emotions, may be an important antecedent to these disorders. In the present study, we propose to follow a sample of 150 infants, recruited and tested since they were 2 weeks of age, and their parents through the preschool years until 6 moths into their first grade experience, a period when the social contexts of the child expand and study examining the development of emotion regulation and its relation to early behavior problems. This multilevel (infant physiology, infant temperament, parent behavior), multi-informant (mothers and fathers) study has provided a rich database from which continue investigation the developmental pathways toward behavior problems. In the present study we propose to expand our investigation of infant physiology by adding a measure of sympathetic activation (pre-ejection period), observing temperament behaviors, specifically anger reactivity, measuring child behavioral control and regulatory responses, and assessing parent behaviors when subjects are 4.5 and 5.5 yeas of age. Subjects will also participate in a peer interaction before entry into first grade and six months after school entry, teachers and parents will rate problem behavior. Finally, measures of depression, marital satisfaction, life stresses, child rearing disagreements, parent regulatory strategies and family structure will be obtained. By identifying the processes by which children develop problem behavior, preventions and interventions can be more effectively designed and implemented.

描述（根据研究者的摘要改编）：高反应性， 不合作性和缺乏冲动控制是行为的特征 幼儿时期的问题。无法控制或调节情绪， 特别是负面情绪，可能是对这些的重要前提 疾病。在本研究中，我们建议遵循150名婴儿的样本， 从2周大的时候就招募和测试了，他们的父母通过 幼儿园，直到有6个飞蛾进入一年级的经验，这是一段时间 当孩子的社会环境扩展和研究检查 情绪调节及其与早期行为问题的关系。 这种多级（婴儿生理学，婴儿气质，父母行为）， 多信息（母亲和父亲）研究提供了一个丰富的数据库 继续调查行为的发展途径 问题。 在本研究中，我们建议扩大对婴儿的研究 生理学通过添加一定的交感神经激活量度（注射前时期）， 观察气质行为，特别是愤怒的反应性，测量儿童 行为控制和监管反应，并评估父行为 当受试者年龄为4.5和5.5时。受试者也将参加 在进入一年级和放学后六个月之前的同伴互动 入学，老师和父母将评估问题行为。最后，措施 抑郁，婚姻满意度，生活压力，抚养儿童分歧， 将获得家长监管策略和家庭结构。经过 确定儿童发展问题行为的过程， 可以更有效地设计和实施预防和干预措施。