ADJUSTMENT OF ANXIOUS WITHDRAWN CHILDREN TO DAY-CARE-CENTERS

This study employs a multi-methodological appproach to address the iss ue of trans-situational consistency of anxious-withdrawn behavior amon g preschool children. 82 children were selected based upon an evaluati on by their preschool teachers using the preschool socioaffective prof ile (PSP). The children were then filmed with their mothers in a labor atory problem solving situation specifically adapted to preschoolers. Children who had been evaluated as anxious-withdrawn displayed a disti nct pattern of behavior during the mother-child problem-solving task, as did their mothers. Specifically, they were found to display more ne gative affect and to be more demanding of their mothers, who were in t urn more controlling and expressed more frustration and disapproval th an average or competent mothers. In contrast, competent children and t heir mothers were more positive and mutually stimulating than the aver age or anxious groups. Mothers encouraged and praised their child more , and both partners expressed more positive affect than the average or anxious groups. Age and sex effects were also evident in this sample, and illustrates the effects of the child's characteristics on materna l behavior across subtypes. Mothers were more controlling and more int eractive in general towards sons and the younger children. The discuss ion emphasizes the role of the child's central relationships as a sour ce of support and competence, or alternatively, a source of chronic st ress and risk factor in the generalization of maladaptive modes of soc ial intercourse.