Shirk S R, Van Horn M, Leber D
Department of Psychology, University of Denver, Colorado 80208, USA.
J Abnorm Child Psychol. 1997 Jun;25(3):239-49. doi: 10.1023/a:1025752100781.
This study examined the processing of supportive interactions by dysphoric and nondysphoric preteens and early adolescents. Seventy-two youngsters between the ages of 10 and 13 evaluated the supportiveness and helpfulness of standardized, videotaped interactions between a distressed preadolescent and a maternal figure. The tape presentations varied in terms of the level of depicted maternal support and instructional condition (degree of self-reference). The results indicated that dysphoric youngsters evaluated both the supportiveness and helpfulness of interactions less positively than nondysphoric agemates. Group differences in support evaluations were most pronounced in the self-referenced condition. The level of depicted support did not affect processing differences. Dysphoric subjects reported lower levels of emotional support in prior relationships and a greater tendency to view supportive behavior as ingenuine than nondysphoric peers. Variation in prior support experiences accounted for group differences in the evaluation of the supportiveness of new interactions.
本研究考察了烦躁不安的和正常的青春期前儿童及青少年对支持性互动的处理情况。72名年龄在10至13岁之间的青少年评估了一个处于困境的青春期前儿童与一位母亲形象之间标准化的录像互动的支持性和帮助性。录像展示在描绘的母亲支持水平和指导条件（自我参照程度）方面有所不同。结果表明，烦躁不安的青少年对互动的支持性和帮助性的评价不如正常的同龄人积极。在自我参照条件下，支持评价的组间差异最为明显。描绘的支持水平并未影响处理差异。与正常同龄人相比，烦躁不安的受试者报告称在先前关系中获得的情感支持水平较低，且更倾向于认为支持行为不真诚。先前支持经历的差异解释了在新互动支持性评价中的组间差异。
