Children’s Social–Emotional Development in Contexts of Peer Exclusion

Malti, Tina; Zuffianò, Antonio; Cui, Lixian; Colasante, Tyler; Peplak, Joanna; Bae, Na Young

doi:10.1007/978-3-319-43645-6_18

Cited by 4 publications

(2 citation statements)

References 42 publications

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“…Consequently, there has been an increased interest in understanding the feelings that promote children’s social bonding across socioeconomic spheres (see Malti & Dys, 2018; Malti et al, 2017). At the same time, very little is known about how children from middle and upper-middle socioeconomic status (SES) families feel and reason about excluding economically disadvantaged children.…”

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confidence: 99%

Children’s sympathy and sensitivity to excluding economically disadvantaged peers.

Dys

Peplak

Colasante

et al. 2019

Developmental Psychology

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Economically disadvantaged children often lack the resources to purchase popular goods and participate in their preferred social groups' activities, making it difficult to fit in. Meanwhile, children from middle socioeconomic status (SES) families may have additional influence over whether low SES children are included in such groups. We examined how a middle SES sample of 333 4-and 8-year-olds felt and reasoned about excluding a child who is economically disadvantaged (i.e., a needy child) versus a child who attends another school (i.e., a less needy child). We also examined whether children's dispositional sympathy was associated with their negatively valenced moral emotions (NVMEs) after hypothetically excluding. Older children reported feeling more NVMEs for both targets of exclusion. Furthermore, unlike 4-year-olds, 8-year-olds differentiated between the targets of exclusion by reporting more NVMEs after excluding a child who is economically disadvantaged. Lastly, children's sympathy was positively associated with their NVMEs after excluding a child who is economically disadvantaged but not a child who attends another school. We conclude that with increasing sympathy and age, children likely become more sensitive to the needs of their disadvantaged peers-an effect with meaningful implications for improving peer relationships across socioeconomic spheres.

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confidence: 99%

Children’s sympathy and sensitivity to excluding economically disadvantaged peers.

Dys

Peplak

Colasante

et al. 2019

Developmental Psychology

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“…Empathy for others is an important social-emotional process because it enables children to interact effectively and positively in their social world. Sharing others' emotions can help children understand when to engage in caring, prosocial behavior, and thus establish strong peer relationships [33][34][35]. Although empirical evidence examining other-oriented capacities in the refugee context is limited; there is an indication that empathy for others reflects a strength in this context.…”

Section: Social-emotional Capacities As Protective Factors In the Ref...mentioning

confidence: 99%

Evaluating a Social-Emotional Training Program for Refugee Families and Service Providers: Pilot Study

Al‐Janaideh¹,

Speidel²,

Colasante³

et al. 2023

JMIR Form Res

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Background Refugee children are often exposed to adversities that present a threat to their healthy development. Promoting refugee children’s social-emotional capacities may be an opportune, strengths-based avenue to nurture their resilience, coping strategies, and mental health outcomes amid these risks. Furthermore, supporting caregivers’ and service providers’ capacities to provide strengths-based care may result in more sustainable, caring environments for refugee children. However, culturally adapted initiatives that aim to promote social-emotional capacities and mental health in refugee children, caregivers, and service providers are limited. Objective In this pilot study, we aimed to assess the feasibility and efficacy of a brief, 3-week social-emotional training program for refugee caregivers of children aged between 2 and 12 years and service providers who support refugees. This study had 3 central objectives. First, we examined whether refugee caregivers’ and service providers’ knowledge of core social-emotional concepts increased from pre- to posttraining, whether these increases were maintained 2 months later, and whether caregivers and service providers reported a high use of training-based strategies after the training. Second, we assessed if refugee caregivers reported any improvements in their children’s social-emotional capacities and mental health from pre- to posttraining and 2 months later. Finally, we evaluated whether caregivers and service providers experienced any improvements in their own mental health symptoms from pre- to posttraining and 2 months later. Methods A total of 50 Middle Eastern refugee caregivers of children (n=26) aged between 2 and 12 years and service providers (n=24) were recruited using convenience sampling and participated in a 3-week training program. Training sessions were delivered via a web-based learning management system and involved a combination of asynchronous (video-based) and synchronous (web-based live group) sessions. The training was evaluated using an uncontrolled pre-, post-, and 2-month follow-up design. Caregivers and service providers reported their understanding of social-emotional concepts and mental health at pre-, post-, and 2 months after training and reported their use of training strategies after training. Caregivers reported their children’s social-emotional capacities and mental health through a presurvey, a series of postsurveys (after each module session and 1 week after the training), and a 2-month follow-up survey. The participants also reported their demographic information. Results Caregivers’ and service providers’ knowledge of social-emotional concepts increased significantly from pre- to posttraining, and the service providers’ knowledge increase was sustained at the 2-month follow-up. Both caregivers and service providers reported high levels of strategy use. Furthermore, 2 markers of children’s social-emotional development (ie, emotion regulation and sadness over wrongdoing) improved after training. Conclusions The findings highlight the potential of strengths-based, culturally adapted social-emotional initiatives to support refugee caregivers’ and service providers’ abilities to provide high-quality social-emotional care to refugee children.

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“Never mind”: social class differences in children’s developing emotion attributions to procedural justice outcomes

Acar,

Sivis,

Sienkiewicz

2024

European Journal of Developmental Psychology

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Children’s Social–Emotional Development in Contexts of Peer Exclusion

Cited by 4 publications

References 42 publications

Children’s sympathy and sensitivity to excluding economically disadvantaged peers.

Children’s sympathy and sensitivity to excluding economically disadvantaged peers.

Evaluating a Social-Emotional Training Program for Refugee Families and Service Providers: Pilot Study

“Never mind”: social class differences in children’s developing emotion attributions to procedural justice outcomes

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