在学前阶段,单一和并发的外部化行为和内部化问题的发展模式之间的关联
Rene Carbonneau1, Frank Vitaro2, Mara Brendgen2
1Department of Pediatrics, Faculty of Medicine, University of Montreal.
Developmental psychology
|July 18, 2024
概括
在学前阶段,与外部化行为 (EB) 和内部化问题同时发生的儿童表现出更高的症状水平. 早期识别这些儿童对于干预至关重要.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 行为科学 行为科学
背景情况:
- 外化行为 (EBs) 和内化问题在幼儿时期很常见.
- 了解它们的发育轨迹和共同发生对于早期干预至关重要.
- 学前年龄是这些行为出现和巩固的关键时期.
研究的目的:
- 调查外部化行为 (EBs) 的不同发展模式.
- 检查EB轨迹与内化问题 (焦虑,抑郁) 之间的关联.
- 确定与学龄前儿童内化症状相关的特定EB模式.
主要方法:
- 隐性生长建模与来自大型出生队列 (N=2,057) 的家长报告一起使用.
- 对单个和同时发生的EBs确定了六个高轨迹类.
- 跨越早期,中期和晚期学前年龄的纵向分析.
主要成果:
- 高水平的同时发生的EB与增加的一般焦虑,分离焦虑和抑郁症状有关.
- 单个EB轨迹在不同时期显示出与内化问题的不同关联.
- 在这些关联中没有发现任何显著的性别差异.
结论:
- 需要对不同的EB进行全面评估,并将问题内部化.
- 患有早期并发性EBS和内化症状的儿童是干预的关键目标群体.
- 研究结果支持对处于危险的学龄前儿童进行早期识别和预防策略.
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