Context and development in children's school-based peer relations: implications for research and practice

Brownell, Celia A.; Gifford-Smith, Mary E.

doi:10.1016/s0022-4405(03)00052-9

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…Research suggests that friendships formed during the early school years predict subsequent friendship success, and that popular children who are well-liked by their peers at school entry are more likely to maintain stable relationships over time [11]. Thus, the early school-age period represents a critical period of learning to relate to peers that sets the stage for later friendships in middle childhood [12, 13]. …”

Section: Introductionmentioning

confidence: 99%

Longitudinal Associations Between Preschool Psychopathology and School-Age Peer Functioning

Danzig

Bufferd

Dougherty

et al. 2013

Child Psychiatry Hum Dev

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The current study examined the effects of preschool psychopathology on peer functioning around school entry. Children (N = 211) were assessed at ages 3 and 6. A semi-structured diagnostic interview, the Preschool Age Psychiatric Assessment, was administered to a parent at both time points to assess psychopathology. The peer functioning constructs examined at age 6 included child popularity, socially inappropriate behavior, and conflicted shyness. Simultaneous multiple regressions revealed that age 3 anxiety disorder diagnosis was the only unique diagnostic predictor of age 6 socially inappropriate behavior and conflicted shyness, with age 3 anxiety dimensional scores uniquely predicting all three peer constructs. Age 3 anxiety disorder had direct effects on both socially inappropriate behavior and conflicted shyness, which were not mediated by concurrent anxiety disorder at age 6. Thus, preschool anxiety disorders may have enduring effects on child peer relationships in the early school-age years. Possible explanations and implications are explored.

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Section: Introductionmentioning

confidence: 99%

Longitudinal Associations Between Preschool Psychopathology and School-Age Peer Functioning

Danzig

Bufferd

Dougherty

et al. 2013

Child Psychiatry Hum Dev

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“…Conversely, children who display less socially appropriate behaviors experience more peer rejection than their well-liked, socially appropriate classmates (Dubow, 1988) and greater academic difficulty (Bulotsky-Shearer, Fernandez, Dominguez, & Rouse, 2011). Thus, it is critical that children learn to display socially appropriate behaviors during the early school-age period, as this sets the stage for a range of socioemotional outcomes in middle childhood and beyond (Brownell & Gifford-Smith, 2003; Parker & Asher, 1987; Parker et al, 2006). …”

mentioning

confidence: 99%

Positive Parenting Interacts With Child Temperament and Negative Parenting to Predict Children's Socially Appropriate Behavior

Danzig¹,

Dyson²,

Olino³

et al. 2015

Journal of Social and Clinical Psychology

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This study examined the effects of parents’ positive and negative affect and behavior while interacting with their preschool child and the moderating role of child temperament in predicting children’s subsequent difficulty with socially appropriate behavior around school-entry. Independent observational measures were used to assess child temperament (dysphoria; exuberance) and parenting at age 3, and multi-informant reports of child socially appropriate behavior were collected at age 6 (N = 219). Hierarchical multiple regression analyses revealed that children’s temperamental dysphoria moderated the relationship between positive parenting and later socially appropriate behavior. High- and low-dysphoric children trended in opposite directions; highly dysphoric children experienced greater difficulty with socially appropriate behavior as levels of positive parenting increased, whereas low-dysphoric children experienced less difficulty with socially appropriate behavior with higher levels of positive parenting. There was also an interaction between positive and negative parenting, whereby the combination of elevated positive and negative parenting predicted children’s later difficulty with socially appropriate behavior. The findings suggest that positive parenting interacts with early child temperament and negative parenting to impact the development of children’s socially appropriate behavior.

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“…With the advancement of the measurement of relational aggression and coping strategies specific to the context of conflict within friendships, researchers can begin to understand how the perceived harmfulness of relational aggression influences children's coping strategies and vice versa. It is important to consider cultural and contextual factors that may influence both the perception of stress and the way in which children cope with relational aggression (Brownell & Gifford-Smith, 2003;Sheridan et al, 2003).…”

Section: Implications and Future Directionsmentioning

confidence: 99%

Peer Victimization Among Urban, Predominantly African American Youth: Coping With Relational Aggression Between Friends

Waasdorp

Bagdi

Bradshaw

2009

Journal of School Violence

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Although there is a growing body of research documenting the deleterious effect of experiencing relational aggression, few studies have explored how children cope with relational aggression, especially when it occurs between close friends. Moreover, relational aggression is understudied among urban African American children. Using data from a sample of 126 urban, low-income predominantly African American children we examined children's beliefs concerning relational aggression and their use of coping strategies when faced with relational aggression in their close friendships. Findings suggested that relational aggression was perceived to be prevalent and harmful by both the boys and the girls. Both boys and girls reported they would use ruminative/avoidance coping strategies when experiencing relational aggression in a close friendship. Implications for future research and the development of gender-sensitive prevention programs are discussed.

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Context and development in children's school-based peer relations: implications for research and practice

Cited by 7 publications

References 2 publications

Longitudinal Associations Between Preschool Psychopathology and School-Age Peer Functioning

Longitudinal Associations Between Preschool Psychopathology and School-Age Peer Functioning

Positive Parenting Interacts With Child Temperament and Negative Parenting to Predict Children's Socially Appropriate Behavior

Peer Victimization Among Urban, Predominantly African American Youth: Coping With Relational Aggression Between Friends

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