Alone is a crowd: Social motivations, social withdrawal, and socioemotional functioning in later childhood.

Abstract

The primary goals of this study were to test a conceptual model linking social approach and avoidance motivations, socially withdrawn behaviors, and peer difficulties in later childhood and to compare the socioemotional functioning of different subtypes of withdrawn children (shy, unsociable, avoidant). Participants were 367 children, aged 9-12 years. Measures included assessments of social motivations (i.e., self-reported shyness and preference for solitude) and social withdrawal (observations of solitary behaviors in the schoolyard and self-reports of solitary activities outside of school), as well as self-and parent-reported peer difficulties and internalizing problems. Among the results, both shyness and preference for solitude were associated with socially withdrawn behaviors, which in turn predicted peer difficulties. However, only shyness (but not preference for solitude) also displayed a direct path to peer difficulties. As well, results from person-oriented analyses indicated that different subtypes of socially withdrawn children displayed decidedly different profiles with regard to indices of internalizing problems. For example, whereas unsociable children did not differ from their nonwithdrawn peers on indices of internalizing problems, socially avoidant (i.e., high in both shyness and unsociability) children reported the most pervasive socioemotional difficulties. Findings are discussed in terms of the implications of different forms of social withdrawal for socioemotional functioning in later childhood.

Preschool teachers’ attitudes, beliefs, and emotional reactions to young children's peer group behaviors

“…Previous research has suggested that parents (Coplan et al, 2004) and even young children (Coplan, Closson, et al, 2007;Coplan, Girardi, et al, 2007) make such distinctions. Our results also support previous empirical works suggesting that unsociability is a comparatively benign form of social withdrawal, particularly in early childhood (Coplan & Weeks, 2010b;Coplan et al, 2004;Harrist et al, 1997). Further, these results support the one previous study of kindergarten teachers' attitudes towards unsociable children .…”

“…Bowker and Raja (2011) suggested that because unsociable children simply prefer to play alone (as opposed to actively avoiding social exchanges because of social anxiety), they may engage in 'just enough' peer interaction to be spared most of the negative consequences of social isolation. Notwithstanding, there is some evidence to suggest that unsociable children are still more prone to being excluded by peers (Coplan & Weeks, 2010b). Accordingly, although our findings suggest that unsociable children may not require teachers' immediate attention or concern, teachers should continue to monitor unsociable children, with an eye towards promoting social skills.…”

“…Generally, unsociability is considered to be a relatively benign form of social withdrawal, particularly in early childhood (Coplan & Weeks, 2010a). In support of this notion, unsociability is typically not associated with indices of socio-emotional or academic difficulties (e.g., Coplan & Weeks, 2010b;Coplan, Gavinski-Molina, Lagacé-Séguin, & Wichmann, 2001;Coplan et al, 2004;Harrist, Zaia, Bates, Dodge, & Pettit, 1997).…”

ASD Validity

“…RRBs are commonly expressed in young typically developing children (Harrop et al 2013), but ASD social withdrawal is extremely rare in typical development (Coplan et al 2013). These findings and TD twin study findings (Robinson et al 2011;Ronald et al 2011) argue against a general invariant coupling of ASD social impairment and ASD RRBs in TD.…”

Early Intervention for Stuttering: Similarities and Differences Between Two Programs

“…Her reduced eye contact does not support the development of her communication skills (reducing her ability to attend, listen, and take turns) and her ability to engage and maintain her engagement with others. Lea is also described as being shy, a trait that is associated with socially withdrawn behaviors and reduced peer relations (Coplan, Rose-Krasnor, Weeks, Kingsbury, & Bullock, 2013). Any tendency to avoid social interactions, speaking, or stuttering may contribute to the development of more covert stuttering behaviors, reduced self-esteem and confidence, and increased impact of the stuttering over the longer term.…”