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Children who have peer relationship problems have numerous adjustment difficulties in later life. This study compared popular and unpopular children in a multimethod comparison procedure to identify differences between these two populations. Children were identified as being in popular and unpopular groups by two sociometric instruments. Subsequently, differences between the two groups were assessed by teacher reports, classroom observations, an achievement test, and ratings on role-play situations. In addition, experimenters conducted interviews in which knowledge of social skills, responses to hypothetical situations, and a depression self-report measure were collected. Unpopular children were perceived as being more unpopular, depressed, and deviant by teachers than were popular children. Classroom observations indicated that unpopular children spent significantly less time on-task than popular children and engaged in significantly more negative interactions. There was a trend for popular children to perform at a higher academic level than unpopular children, and the latter children were more depressed than children in the former group. No differences were found on measures of knowledge of socially appropriate behavior or in ability to respond appropriately to hypothetical social situations. Similarly, there were no differences in the responses of the two groups in the role-play situations.

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Examined the relationship between marital intimacy and self‐disclosure from a multidimensional framework within a sample of 10 clinical and 10 nonclinical married couples. The linear combination of various parameters of self‐disclosing behavior was able to account for 71.7% (R = 0.853) of the variance in intimacy ratings derived from a structured interview. Results are discussed in terms of both the role that self‐disclosure plays in the development of marital intimacy and its therapeutic benefits and limitations in marital therapy.