Based on Research Conducted at OSLC
An examination of children’s abilities to self-manage their emotions and of their peer relations at school.
Project Overview
This project was a research study examining family influences on children’s abilities to manage their emotions and children’s adjustment including peer relations at school transition points. With the help of the area school districts, we recruited a representative community sample of 244 families with same-sex siblings. At time 1 (2001-2003), the older siblings transitioned into middle school and younger siblings were in elementary school. At time 2 (2004-2005), older siblings transitioned into high school and the younger siblings were in middle school. Families participated in lab visits and the assessment battery included emotion interviews, dyadic interactions with family and friends, and questionnaires (parent, child, teacher). A dyadic psychophysiological lab was constructed for this project to collect physiological responses during the interactions and to integrate physiology and behavior.
Year Project Began: 2000Funder: National Institute of Mental Health