Kindergarteners’ Self-Reported Social Inhibition and Observed Social Reticence: Moderation by Adult-Reported Social Inhibition and Social Anxiety Disorder Symptoms

Kiel, Elizabeth J.; Buss, Kristin A.; Molitor, Joseph

doi:10.1007/s10802-014-9925-2

Cited by 6 publications

(4 citation statements)

References 56 publications

(107 reference statements)

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“…For example, the Social Inhibition subscale correlated positively with shyness (Kiel, Buss, & Molitor, 2015), and the Overanxious and Separation Anxiety subscales demonstrated good convergent validity with other theoretically related constructs, including behavioral inhibition (Volbrecht & Goldsmith, 2010) and measures of temperament (shyness and fearfulness) and social fearfulness (Goldsmith & Lemery, 2000). Anxiety composite scores in the current study ranged from .79 to .90 across the six assessment waves.…”

Section: Methodsmentioning

confidence: 99%

Latent Class Profiles of Anxiety Symptom Trajectories From Preschool Through School Age

Kertz

Tillman²,

Luby³

2017

Journal of Clinical Child & Adolescent Psychology

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Anxiety typically arises early in childhood and decreases during school age. However, little is known about the earlier developmental course of anxiety in preschool, especially in at risk children, posing a clinically important problem. Given that anxiety in youth has a chronic course for some and also predicts later development of other mental health problems, it is important to identify factors early in development that may predict chronic anxiety symptoms. At-risk children (oversampled for depression) and caregivers completed 6 assessment waves beginning at preschool age (between 3–5.11 years of age) up through 6.5 years later. Growth mixture models revealed 4 distinct trajectories: 2 stable groups (high and moderate) and 2 decreasing groups (high and low). Important to note, the high stable anxiety group had greater baseline depression and social adversity/risk, higher average maternal depression over time, and poorer average social functioning over time compared to the high decreasing group. The high decreasing group also had greater externalizing/attention deficit hyperactivity disorder scores than the low decreasing group. Children with anxiety in early childhood who also experience high depression, social adversity/risk, maternal depression, and poor social functioning may be at risk for chronic symptoms over time.

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Section: Methodsmentioning

confidence: 99%

Latent Class Profiles of Anxiety Symptom Trajectories From Preschool Through School Age

Kertz

Tillman²,

Luby³

2017

Journal of Clinical Child & Adolescent Psychology

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“…Temperamental shyness is an early emerging fear and inhibition to novel people and social situations that remains modestly stable throughout development (see, e.g., Kagan et al., 1994, for a review). Although shyness is commonly investigated in relation to behavioral indices of maladjustment in childhood (Findlay et al., 2009; Kiel et al., 2015; Schmidt & Miskovic, 2013, 2014; Schmidt & Schulkin, 1999; Tang et al., 2017, 2020), emerging evidence suggests that shyness is associated with some developmental strengths in certain areas of social cognition (Labounty et al., 2017; Lane et al., 2013; MacGowan et al, 2022; Wellman et al., 2011). One social cognitive variable that has yet to be investigated in relation to childhood shyness is automatic self‐other processing.…”

Section: Introductionmentioning

confidence: 99%

Observed shyness leads to more automatic imitation in early childhood

MacGowan

Mirabelli

2022

Developmental Psychobiology

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The authors investigated children's automatic imitation in the context of observed shyness by adapting the widely used automatic imitation task (AIT). AIT performance in 6‐year‐old children (N = 38; 22 female; 71% White) and young adults (17–22 years; N = 122; 99 female; 32% White) was first examined as a proof of concept and to assess age‐related differences in responses to the task (Experiment 1). Although error rate measures of automatic imitation were comparable between children and adults, children displayed less reaction time interference than adults. Children's shyness coded from direct behavioral observations was then examined in relation to AIT scores (Experiment 2). Observed shyness at 5 years old predicted higher automatic imitation one year later. We discuss the latter findings in the context of an adaptive strategy. We argue that shy children may possess a heightened sensitivity to others’ motor cues and therefore are more likely to implicitly imitate social partners’ actions. This tendency may serve as a strategy to signal appeasement and affiliation, allowing for shy children to blend in and feel less inhibited in a social environment.

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“…This is where children observe their peers from a distance and are motivated to socialise, yet are reluctant to approach (Rubin et al, 2009). Social reticence is related to internalising difficulties (Graham & Coplan, 2012;Kiel et al, 2015;Sette et al, 2017) and research suggests that language disorder during childhood is a risk factor for social anxiety into adulthood (Brownlie et al, 2016). Therefore, the coping strategies that children with LDs use to cope with the social environment could be maladaptive to their social development (Redmond & Rice, 1998).…”

Section: Introductionmentioning

confidence: 99%

What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views

Forrest¹,

Jordan

Russell

et al. 2021

Autism & Developmental Language Impairments

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Background and aims Children with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and their peers, and to evaluate explanations for their social behaviour, as understood by parents and practitioners. Methods This study focused on children with LDs who spend school hours with other children with LDs. Three parent focus groups (n = 8) and three practitioner focus groups (n = 10) were conducted with parents of children aged 4–12 attending specialist language schools and practitioners working at these schools. This was a mixed clinical sample. All children of participating parents had LD as their primary area of need, which was the reason they required specialist schooling. Focus groups were conducted across two specialist schools in the UK between March and June 2018. Results An inductive reflective thematic analysis of the data identified three themes; social knowledge, coping strategies, and emotional competence. Parents and school staff reported that children with LDs experience difficulties managing peer interactions due to a combination of challenges including difficulties with understanding and regulating emotions, and difficulties understanding social situations. Some of the children with LDs were described as having developed strategies to cope with their challenges, for example imposing structure on their social interactions to manage uncertainty, which has implications for their social interactions with peers. Conclusions Children with LDs have difficulties understanding emotions, difficulties understanding their peer’s intentions and difficulties resolving conflict situations independently according to their parents and practitioners working with these children. Participants proposed a novel explanation that social withdrawal may be used adaptively by children with LDs to process information. This study demonstrates the complexity of the relationship between Language Disorders and peer interaction profiles. Implications: Suggestions are offered regarding future research directions, such as investigating the specific contribution language skills make to children’s emotion understanding, to better understand the reasons for peer interaction difficulties in children with Language Disorders.

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Kindergarteners’ Self-Reported Social Inhibition and Observed Social Reticence: Moderation by Adult-Reported Social Inhibition and Social Anxiety Disorder Symptoms

Cited by 6 publications

References 56 publications

Latent Class Profiles of Anxiety Symptom Trajectories From Preschool Through School Age

Latent Class Profiles of Anxiety Symptom Trajectories From Preschool Through School Age

Observed shyness leads to more automatic imitation in early childhood

What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views

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