Rice K G, Herman M A, Petersen A C
Department of Educational Studies, Purdue University, West Lafayette, IN 47907-1446.
J Adolesc. 1993 Sep;16(3):235-51. doi: 10.1006/jado.1993.1023.
This paper presents a conceptual model for understanding the nature, timing, synchronicity and impact of developmental stressors and their implications for adolescent mental health trajectories. The model is derived, in part, from a longitudinal program of research investigating the development of adolescent mental health. Developments in the areas of life-span development, developmental psychopathology, and stress and coping also inform the model. In this model, stressors are viewed as challenges to the coping responses and resources of adolescents. Some challenges can be risks to adolescent mental health while others can be opportunities for further growth and development. Moderators of the association between challenge and mental health outcomes include internal/personal and external/interpersonal resources. This model has led to a psycho-educational program to enhance coping and reduce depression. Its design and some preliminary results from a longitudinal study of the short- and long-term effectiveness of the program in enhancing adolescent mental health are described.
本文提出了一个概念模型，用于理解发育应激源的性质、时机、同步性和影响，以及它们对青少年心理健康轨迹的影响。该模型部分源自一项关于青少年心理健康发展的纵向研究项目。生命跨度发展、发展心理病理学以及压力与应对等领域的进展也为该模型提供了依据。在这个模型中，应激源被视为对青少年应对反应和资源的挑战。一些挑战可能对青少年心理健康构成风险，而另一些则可能是进一步成长和发展的机会。挑战与心理健康结果之间关联的调节因素包括内部/个人资源和外部/人际资源。这个模型催生了一个心理教育项目，以增强应对能力并减少抑郁。文中描述了该项目的设计以及一项关于其增强青少年心理健康的短期和长期效果的纵向研究的一些初步结果。
