Factors influencing the link between social anxiety and peer acceptance: Contributions of social skills and close friendships during middle childhood

Greco, Laurie A.; Morris, Tracy L.

doi:10.1016/s0005-7894(05)80068-1

Cited by 149 publications

(151 citation statements)

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“…Peer relationships and emotion regulation have also been linked to anxiety. Studies have highlighted that socially anxious children have poor peer relationships (e.g., La Greca & Stone, 1993;Greco & Morris, 2005;Inderbitzen et al, 1997). Anxiety symptoms have also been linked to children's difficulty in identifying and regulating their emotions (see Suveg & Zeman, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…Socially anxious children tend to endorse high levels of negative cognitions (Spence, Donovan, & Brechman-Toussaint, 1999), perceive ambiguous situations as threatening and report threat perception abnormalities (Muris, Merckelbach, & Damsma, 2000), and underestimate their cognitive competence and social performance (Beidel, 1991;Rapee & Lim, 1992). Research also suggests that socially anxious children often experience low levels of peer acceptance (e.g., Greco & Morris, 2005;Inderbitzen, Walters, & Bukowski, 1997;La Greca & Stone, 1993) and low levels of intimacy and support in close relationships (e.g., La Greca & Lopez, 1998;Vernberg, Abwender, Ewell, & Beery, 1992). Therefore, it is important to delineate factors that may play a role in exacerbating or mitigating social anxiety symptoms.…”

Section: Introductionmentioning

confidence: 99%

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Mother–child attachment and social anxiety symptoms in middle childhood

Brumariu

Kerns

2008

Journal of Applied Developmental Psychology

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Literature suggests that parent-child attachment and anxiety symptoms are related. One purpose of the present study was to assess whether attachment patterns relate differentially to social anxiety aspects (fear of negative evaluation, social anxiety and distress in new situations, and generalized anxiety and distress). The second purpose was to investigate these links both longitudinally and concurrently in middle childhood. Children in grades 3 and 5 (N = 74) completed measures of secure, ambivalent, and avoidant attachments with mothers and a measure of social anxiety symptoms in grade 5. Longitudinal analyses showed that ambivalent attachment was most consistently related to social anxiety. Concurrent measures of attachment and social anxiety showed that lower attachment security and higher ambivalent attachment were most consistently related to higher social anxiety. Concurrent attachment predicted variance in social anxiety after controlling for earlier attachment. Findings suggest that anxiety interventions might target attachment.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mother–child attachment and social anxiety symptoms in middle childhood

Brumariu

Kerns

2008

Journal of Applied Developmental Psychology

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“…This is especially likely if the parents are experiencing their own psychological problems or familial conflict, though dealing with an oppositional and/or avoidant child may contribute to such family conflict (Burke, Loeber, & Birmaher, 2002;Donovan & Spence, 2000). Because these children are not adequately learning how to negotiate interpersonal relationships, negative parent-child and family interactions may impede the development of ageappropriate peer relationships (Drabick et al, 2007;Greco & Morris, 2005;Kendall et al, 1997). In school, oppositional and/or avoidant behaviors can contribute to academic difficulties (Burke et al, 2002;Grover, Ginsburg, & Ialongo, 2005;Maughan & Carroll, 2006).…”

mentioning

confidence: 99%

Co-Occurring ODD and GAD Symptom Groups: Source-Specific Syndromes and Cross-Informant Comorbidity

Drabick

Gadow

Loney

2008

Journal of Clinical Child & Adolescent Psychology

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Despite important clinical and nosological implications, the comorbidity of oppositional defiant disorder (ODD) and generalized anxiety disorder (GAD) has received little attention. A clinicbased sample of 243 boys (ages 6-10 years), their parents, and teachers participated in an evaluation that involved assessments of behavioral, academic, and family functioning. ODD and GAD symptom groups were defined using various combinations of mother and teacher reports. ODD symptom groups were associated with conduct disorder symptoms, and GAD symptom groups with major depressive disorder symptoms, regardless of rater. Attention deficit/ hyperactivity disorder (ADHD) symptoms were associated with ODD and GAD symptom groups; however, covarying ADHD symptoms altered few findings. The ODD+GAD symptom groups were associated with higher rates of co-occurring symptoms and risk factors within (sourcespecific syndromes) and across (cross-informant comorbidity) informants.Although comorbidity is more the rule than the exception among child emotional and behavioral disorders (Angold, Costello, & Erkanli, 1999;Lilienfeld, 2003), the cooccurrence of oppositional defiant disorder (ODD) and generalized anxiety disorder (GAD) has received relatively little attention in spite of the fact that ODD likely alters the course, correlates, and treatment response for children with GAD (Flannery-Schroeder, Suveg, Safford, Kendall, & Webb, 2004;Garland & Garland, 2001;Kendall, Panichelli-Mindel, Sugarman, & Callahan, 1997). For instance, oppositional behavior in the context of an anxiety disorder may lead to reluctance to engage in exposures and comply with treatment. In addition, parents of children with anxiety disorders report that their children's oppositional behavior is particularly difficult to manage (Garland & Garland, 2001). Unfortunately, research to date generally has examined overanxious disorder, which was replaced by GAD in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.[DSM-IV]; American Psychiatric Association, 1994), and/or has combined multiple anxiety or disruptive behavior disorders (for reviews, see Angold et al., 1999;Russo & Beidel, 1994), which obscures specific relations between ODD and GAD. Copyright © Taylor & Francis Group, LLCCorrespondence should be addressed to Deborah A. G. Drabick, Department of Psychology, Temple University, Weiss Hall, 1701 North 13th Street, Philadelphia, PA 19122-6085. ddrabick@temple.edu. Publisher's Disclaimer: The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. NIH Public AccessAuthor Manuscript J Clin Child Adolesc Psychol. Author...

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“…Most often they avoid situations in which one can see their lack of social competence and self-efficacy (Alfano, Beidel & Turner, 2006;Smari, Pétursdóttir & Porsteinsdóttir, 2001), making it difficult to acquire a positive self-image (Oland & Shaw, 2005). They are extremely careful with social norms and show excessive self-control (Hannesdottir & Ollendick, 2007), they are unsure when they run into obstacles, withdrawn, easily confused, and show a lack of self-confidence (Greco & Morris, 2005). Feelings of powerlessness and fear of failure, rigidity, excessive self-criticism, negative expectations and low self-esteem contribute to the avoidance of redressing the reluctance of contact with other people (Mahon et al, 2006).…”

Section: Social Functioning Of Students With Internalizing Behavioralmentioning

confidence: 99%