Coaching Children in Social Skills for Friendship Making

Oden, Sherri; Asher, Steven R.

doi:10.1111/j.1467-8624.1977.tb01189.x

Cited by 319 publications

(163 citation statements)

References 14 publications

Supporting

Mentioning

151

Contrasting

Unclassified

Order By: Relevance

“…Peer ratings have been demonstrated to be reliable and valid indices of social acceptance [40]. Test-retest reliabilities of 4-and 6-week intervals have been reported to be .81 and .84 respectively [41,42]. Test-retest reliability in the present study was .81 over a 6 months interval.…”

Section: Actual Acceptancesupporting

confidence: 46%

Positively Biased Self-Perceptions: Who Has Them and What are Their Effects?

Stephens

Lynch

Kistner

2015

Child Psychiatry Hum Dev

View full text Add to dashboard Cite

This study examined demographic and social competency characteristics of children who hold overly-positive self-perceptions of their social acceptance (positive bias). The effects of holding positive bias on aggressive and depressive symptoms were examined in a sample that excluded children on the extreme negative end of the bias continuum. Measures of peer-rated and self-perceived acceptance were obtained for 366 children in the 3rd through 5th grades. Peer-rated aggressive behavior and self-reported depressive symptoms were also collected. Results demonstrated sex, ethnicity, and social preference were uniquely associated with positive bias. Positive bias was related to aggression beyond the effects of social preference. Positive bias was not related to depressive symptoms. This study clarified who is likely to hold positive bias and replicated findings that suggest positive bias is a risk factor for aggressive outcomes. The idea that positive bias is neither a risk nor protective factor for depressive symptoms is discussed.

show abstract

Section: Actual Acceptancesupporting

confidence: 46%

Positively Biased Self-Perceptions: Who Has Them and What are Their Effects?

Stephens

Lynch

Kistner

2015

Child Psychiatry Hum Dev

View full text Add to dashboard Cite

show abstract

“…their peers should be organized regularly, as well as a network of resources for the children to call upon to avoid social isolation as much as possible. Problem solving and social skills should be developed along the lines suggested by Bierman (1986), Gresham and Nagel (1980), Ladd (1981), aden andAsher (1977) in order to foster social interactions. Sensibilization of the family regarding the importance of good functional relations with the child even before school registration should be seriously considered.…”

Section: Resultsmentioning

confidence: 99%

Social network, interpersonal concerns and help-seeking in primary grade school children as a function of sex, performance and economic status

Vincent‐Salomon

Strobel

1997

Eur J Psychol Educ

View full text Add to dashboard Cite

Three hundred thirty primary grade school children between 9 and 13 years ofage participated in a study oftheir social network, interperonal concerns, and help-seeking behavior, as a function of sex, school performance and economic status. Girls showed more affective association and looked for help more readily than boys. Children with poor academic performance had difficulties in forming social relationships, were less sensitive of the social consequences of their behavior and enjoyed less supportfrom friends, their immediate family and even animals. Results in general were most unfavorable for economically disadvantaged boys. Various strategies to counteract the negative effects of poor school performance are discussed.

show abstract

“…Children can be taught skills necessary for initiating, maintaining, and terminating interactions, acquire conversational skills, the capacity for self-disclosure, conflict resolution, and social problem-solving. There exists a large number of social skills training programs for children with social difficulties (e.g., Bierman, 1986;Gottman, Gonso, & Schuler, 1976;Gresham & Nagle, 1980;Ladd, 1981;LaGreca & Santogrossi, 1980;Oden & Asher, 1977). These programs include coaching, modelling, role playing, practising skills, feedback, and positive reinforcement.…”

Section: Implications For School-based Interventionsmentioning

confidence: 99%

Teachers and children’s loneliness: A review of the literature and educational implications

Galanaki

Vassilopoulou

2007

Eur J Psychol Educ

View full text Add to dashboard Cite

The present study is a critical review of the research literature concerning the links between the teacher and children's loneliness. More specifically, the issue of children's loneliness in the school is summarized. Research data documenting that loneliness is a risk factor in children's development are briefly reviewed. Next, hypotheses and research data are reviewed on the following aspects: (I) the association between children's loneliness and the quality of the teacher-child relationship from the viewpoint of attachment theory; (II) the teacher's attitude toward children's loneliness and his or her perceptions of his or her effectiveness in dealing with it; (III) the teacher's ability to identify lonely children; and (IV) the children's perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the existing data, critical questions are formulated, suggestions for future research are made, and educational implications for teacher training and school-based interventions are discussed.

show abstract

Coaching Children in Social Skills for Friendship Making

Cited by 319 publications

References 14 publications

Positively Biased Self-Perceptions: Who Has Them and What are Their Effects?

Positively Biased Self-Perceptions: Who Has Them and What are Their Effects?

Social network, interpersonal concerns and help-seeking in primary grade school children as a function of sex, performance and economic status

Teachers and children’s loneliness: A review of the literature and educational implications

Contact Info

Product

Resources

About