Ialongo N, Edelsohn G, Werthamer-Larsson L, Crockett L, Kellam S
Department of Mental Hygiene, School of Hygiene and Public Health, John Hopkins University, Baltimore, Maryland 21205, USA.
J Abnorm Child Psychol. 1996 Aug;24(4):445-56. doi: 10.1007/BF01441567.
We studied the course of aggressive behavior in an epidemiologically defined sample of first graders with and without comorbid anxious symptoms. Our primary purpose in doing so was to understand whether the stability of aggression in young children was attenuated or strengthened in the presence of comorbid anxiety. Previous studies of older children and adolescents had produced equivocal findings in this regard. Data on anxious symptoms were obtained through an interview of the children, whereas aggressive behavior was assessed through the use of a teacher interview and peer nominations. Assessments were performed in the fall and spring of first grade. In contrast to children classified as aggressive alone in the fall of first grade, boys and girls classified as aggressive and anxious in the fall of first grade were significantly more likely to be classified as aggressive in the spring in terms of teacher ratings and/or peer nominations of aggression. Thus our findings suggest that the link between early and later aggression may be strengthened in the presence of comorbid anxious symptoms, rather than attenuated. Future studies are needed to identify the mechanisms by which the course of aggression is influenced by the presence of comorbid anxiety.
我们在一个根据流行病学定义的一年级学生样本中，研究了有和没有共病焦虑症状的攻击行为过程。我们这样做的主要目的是了解在存在共病焦虑的情况下，幼儿攻击行为的稳定性是减弱还是增强。以往针对大龄儿童和青少年的研究在这方面得出了模棱两可的结果。焦虑症状的数据通过对儿童的访谈获得，而攻击行为则通过教师访谈和同伴提名进行评估。评估在一年级的秋季和春季进行。与一年级秋季仅被归类为有攻击行为的儿童相比，一年级秋季被归类为有攻击行为且焦虑的男孩和女孩，在春季根据教师对攻击行为的评分和/或同伴提名，被归类为有攻击行为的可能性显著更高。因此，我们的研究结果表明，在存在共病焦虑症状的情况下，早期和后期攻击行为之间的联系可能会增强，而不是减弱。需要进一步的研究来确定共病焦虑影响攻击行为过程的机制。
