A comparative study of the self-esteem, sociometric status, and insight of referred and nonreferred school children

Apodaca, Roberto Flores de; Cowen, Emory L.

doi:10.1002/1520-6807(198207)19:3<395::aid-pits2310190323>3.0.co;2-0

Cited by 6 publications

(2 citation statements)

References 14 publications

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“…Children whose parents have severe psychiatric disturbances are less socially skilled and accepted among their peers than children with psychiatrically healthy parents (see Watt, Anthony, Wynne, & Rolf, 1984). Children referred to clinics, too, are less socially skilled and have poorer peer adjustment, lower achievement, and lower self-esteem than nonreferred children (e.g., Achenbach & Edelbrock, 1981; de Apodaca & Cowen, 1982). Accordingly, both samples are relatively homogeneous and include few well-adjusted children.…”

Section: Methodological and Conceptual Issues In Longitudinal Researc...mentioning

confidence: 99%

Peer relations and later personal adjustment: Are low-accepted children at risk?

Parker¹,

Asher²

1987

Psychological Bulletin

2,207

1,512

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In this review, we examine the oft-made claim that peer-relationship difficulties in childhood predict serious adjustment problems in later life. The article begins with a framework for conceptualizing and assessing children's peer difficulties and with a discussion of conceptual and methodological issues in longitudinal risk research. Following this, three indexes of problematic peer relationships (acceptance, aggressiveness, and shyness/withdrawal) are evaluated as predictors of three later outcomes (dropping out of school, criminality, and psychcpathology). The relation between peer difficulties and later maladjustment is examined in terms of both the consistency and strength of prediction. A review and analysis of the literature indicates general support for the hypothesis that children with poor peer adjustment are at risk for later life difficulties. Support is clearest for the outcomes of dropping out and criminality. It is also clearest for low acceptance and aggressiveness as predictors, whereas a link between shyness/withdrawal and later maladjustment has not yet been adequately tested. The article concludes with a critical discussion of the implicit models that have guided past research in this area and a set of recommendations for the next generation of research on the risk hypothesis.There are striking individual differences in the extent to which children are accepted by their peers. In the extreme, some children are well regarded by all and enjoy many friendships, whereas others are nearly universally disliked and have no friends. In this review, we consider the implication of variability in acceptance or in acceptance-relevant behavior (aggression and shyness/withdrawal) for children's subsequent personal adjustment in three domains: dropping out of school, juvenile and adult criminality, and adult psychopathology. Our goal is to evaluate the empirical support for the premise that poorly accepted children stand a greater chance than others of developing later life difficulties and, therefore, should be considered a group of children at risk. This premise is widespread in the social development literature. Indeed, it serves as the explicit rationale for attempts to delineate the social skills that ensure adequate peer

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Section: Methodological and Conceptual Issues In Longitudinal Researc...mentioning

confidence: 99%

Peer relations and later personal adjustment: Are low-accepted children at risk?

Parker¹,

Asher²

1987

Psychological Bulletin

2,207

1,512

View full text Add to dashboard Cite

show abstract

“…School samples also provide the widest range of variability with respect to acceptance and related behaviors (Parker & Asher, 1987) and have a more heterogenous sample compared to clinical samples. Clinical samples tend to be more homogenous, as these children are often less skilled socially, have poorer peer adjustment, show lower achievement, and have lower self-esteem than non-referred children (Achenbach & Edelbrock, 1981;DeApodaca & Cowen, 1982). The disadvantage to conducting the study with a school population is the relatively low proportion of severe disorders present within the school population (relative to samples drawn from clinical populations), thus a large sample is often needed to find adequate numbers of children with the behavior one is interested in studying.…”

Section: Sociometric Status and Psychopathologymentioning

confidence: 99%

Social status and behavioral observations of children exhibiting comorbid anxiety and ADHD symptoms

Chorney¹

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The development of strong and positive relationships early in childhood is key to later social adjustment. Many behaviors have been shown to be related to children's status among their peers, defining whether they will be seen as popular, rejected, neglected, controversial, or of average status in the child's peer group. Children who display anxious behaviors are often overlooked by their peers, while aggressive and disruptive behaviors can lead to rejection. A small proportion of students display both symptoms of anxiety and ADHD, and prior research fails to show what peer status group most represents these children, or what social interaction skills these children display in a school setting. This study investigated the peer social status of children who display anxious, ADHD, and comorbid behavioral patterns. To further understand the characteristics of these different types of children, playground observations were made to attempt to reveal the proportion of positive, negative, and solitary play exhibited by each group during freeplay interaction with peers in their school environment. Results indicated no significant difference between groups on sociometric status or freeplay behavior. Limitations and future directions are discussed.

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A comparison of aggressive and withdrawn children's self-esteem, optimism and pessimism, and causal attributions for success and failure

Schneider

Leitenberg

1989

J Abnorm Child Psychol

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Aggressive children, withdrawn children, combined aggressive and withdrawn children, and children displaying neither aggressive nor withdrawn behavior were compared on three self-appraisal measures: (a) self-esteem, (b) attributions to ability and lack of ability following success and failure, and (c) optimism and pessimism about one's long-term personal future. From an initial sample of 583 elementary school children, independent and extreme groups were identified by combined ratings of teachers and classmates. Solely aggressive children had higher self-esteem than either solely withdrawn children or children who were both aggressive and withdrawn. The control group of children who were neither aggressive nor withdrawn had the highest self-esteem of all. The control group also attributed success to ability more than the two groups of children with high withdrawal scores but did not differ from the solely aggressive children. There were no significant differences among the groups in attributions to lack of ability following failure or in optimism or pessimism.

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A comparative study of the self-esteem, sociometric status, and insight of referred and nonreferred school children

Cited by 6 publications

References 14 publications

Peer relations and later personal adjustment: Are low-accepted children at risk?

Peer relations and later personal adjustment: Are low-accepted children at risk?

Social status and behavioral observations of children exhibiting comorbid anxiety and ADHD symptoms

A comparison of aggressive and withdrawn children's self-esteem, optimism and pessimism, and causal attributions for success and failure

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