Departments of Psychiatry and Pediatrics, University of California, San Francisco.
Dev Psychopathol. 2020 Feb;32(1):163-174. doi: 10.1017/S0954579418001499.
Harsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher-child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher-child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher-child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher-child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.
严厉和限制型的养育方式是导致儿童对立违抗性障碍（ODD）发展的既定因素。然而，很少有研究探讨家庭环境之外的人际关系是否会减轻与严厉养育方式相关的 ODD 风险。本研究测试了教师-儿童亲密关系和同伴接纳的多报告者衡量标准，以调节严厉养育方式与儿童 ODD 之间的关系，因为儿童的社交世界在幼儿园期间会扩大（N=338 名儿童，48%为女孩，平均年龄=5.32 岁）。严厉的养育方式与同伴提名的同伴接纳以及儿童报告的教师-儿童亲密关系相互作用，以预测春季儿童的 ODD 症状，同时调整秋季症状。与那些被提名更受欢迎/接纳的玩伴和与教师关系更密切的儿童相比，暴露于严厉养育方式的儿童表现出更大的症状增加。然而，对于那些被提名具有更高同伴接纳水平的儿童和那些报告与教师关系更密切的儿童来说，严厉的养育方式与症状变化无关。使用教师报告的同伴接纳或教师报告的师生亲密关系没有显著的相互作用。研究结果强调了积极的同伴和教师关系是干预暴露于严厉养育方式的儿童的有希望的目标，并支持评估儿童社交功能的多个视角的重要性。
