Institute of Developmental Psychology, School of Psychology, Beijing Normal University, Beijing, 100875, China.
Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, China.
J Abnorm Child Psychol. 2018 Aug;46(6):1267-1281. doi: 10.1007/s10802-017-0359-5.
Children with oppositional defiant disorder (ODD) are at increased risk for developing poor relationships with people around them, but the longitudinal links between ODD symptoms and subsequent interpersonal functioning remain unclear. In the current study, we examined the bidirectional associations between ODD symptoms and children's relationships with parents, peers, and teachers. We included separate analyses for parent vs. teacher reports of ODD symptoms, with regard to subsequent interpersonal relationships. Participants included 256 children with ODD, recruited in China, along with their parents and teachers, assessed at three time points roughly two years apart. Parents and teachers reported child ODD symptoms at each time point, and children reported their perceptions of father- and mother-child attachment, peer relationships, and teacher-student relationships across the three time points. ODD symptoms reported either by parents or teachers predicted impairments in interpersonal functioning. Meanwhile, child interpersonal impairments with peers and teachers predicted subsequent increase in teacher-reported ODD symptoms. These findings highlight the importance of transactional models of influence-and of considering early intervention for ODD in protecting children from developing further deficits and impairments. Additionally, we discuss the perspectives of multiple informants on ODD symptoms, including their different patterns of association with subsequent interpersonal relationships.
患有对立违抗性障碍（ODD）的儿童与周围人建立良好关系的风险增加，但 ODD 症状与随后的人际关系之间的纵向联系仍不清楚。在当前的研究中，我们研究了 ODD 症状与儿童与父母、同伴和老师的关系之间的双向关联。我们分别分析了父母和老师报告的 ODD 症状与随后人际关系之间的关联，对于父母和老师报告的 ODD 症状，分别进行了分析。参与者包括 256 名来自中国的 ODD 儿童及其父母和老师，他们在大约两年的三个时间点接受评估。父母和老师在每个时间点报告儿童的 ODD 症状，而儿童在三个时间点报告他们对父亲和母亲与孩子的依恋、同伴关系和师生关系的看法。父母或老师报告的 ODD 症状预测了人际关系功能的障碍。同时，儿童与同伴和老师的人际障碍预测了随后教师报告的 ODD 症状的增加。这些发现强调了影响的交互模型的重要性，以及考虑对 ODD 的早期干预对保护儿童免受进一步缺陷和障碍的重要性。此外，我们还讨论了多个信息源对 ODD 症状的看法，包括它们与随后的人际关系之间不同的关联模式。
