Dadds M R, Barrett P M, Rapee R M, Ryan S
School of Applied Psychology, Griffith University, Brisbane, Australia.
J Abnorm Child Psychol. 1996 Dec;24(6):715-34. doi: 10.1007/BF01664736.
Barrett, Rapee, Dadds, and Ryan (1996) described a phenomenon whereby family discussions magnified the style of children's problem solving in a way characteristic of their particular clinical diagnosis. That is, anxious children became more avoidant, aggressive children more aggressive, and nonclinic children more prosocial, after discussing ambiguous hypothetical situations with their parents. This study examined specific sequences of communications exchanged between parents and children hypothesized to underlie this family exacerbation of child cognitive style. Family discussions were videotaped and categorized for groups of anxious, aggressive, and nonclinic children and their parents. Results revealed differences between groups of parents in frequency of agreeing with and listening to their child and the frequency of pointing out positive consequences. Conditional probability analyses showed that parents of anxious children were more likely to reciprocate avoidance, while parents of nonclinic children were more likely to agree with and listen to prosocial plans from their child. Differences in parent behaviors observed during the family discussions were reliably associated with the child's response to the ambiguous situation proposed after the family discussion. Results support a model of developmental anxiety and aggression that emphasizes the interaction of family processes and social-cognitive development in the child.
巴雷特、拉皮、达兹和瑞安（1996年）描述了一种现象，即家庭讨论以符合孩子特定临床诊断特征的方式放大了他们解决问题的风格。也就是说，焦虑的孩子在与父母讨论模糊的假设情境后变得更加回避，攻击性强的孩子变得更具攻击性，而非临床儿童则变得更具亲社会行为。本研究考察了父母与孩子之间交流的特定顺序，这些顺序被认为是导致家庭加剧孩子认知风格的潜在因素。对焦虑、攻击性强和非临床儿童及其父母的家庭讨论进行了录像并分类。结果显示，不同组别的父母在同意并倾听孩子的意见以及指出积极后果的频率上存在差异。条件概率分析表明，焦虑孩子的父母更有可能回应回避行为，而非临床儿童的父母更有可能同意并倾听孩子的亲社会计划。在家庭讨论中观察到的父母行为差异与孩子在家庭讨论后对模糊情境的反应存在可靠关联。研究结果支持了一种发展性焦虑和攻击行为模型，该模型强调家庭过程与孩子社会认知发展之间的相互作用。
