Longitudinal Study of Neuropsychological Functioning and Internalizing Symptoms in Youth With Spina Bifida: Social Competence as a Mediator

Abstract

Youth with SB with lower levels of neuropsychological functioning may be at risk for poorer social competence and, as a result, greater internalizing symptoms. Interventions that promote social competence, while being sensitive to cognitive capacities, could potentially alleviate or prevent internalizing symptoms in these youth.

Peer Attachment, Perceived Parenting Style, Self-concept, and School Adjustments in Adolescents with Chronic Illness

“…Moreover, peer-support is consistently identified as an important factor for school adjustment of adolescents. Higher peer-support predicts fewer adjustment problems, while peerrejection is associated with increased adjustment problems [25]. Adolescents with chronic illness are no exception to this rule, so it will be both important and helpful for them to encourage all forms of socialization with peers.…”

A Longitudinal Examination of Health-Related Quality of Life in Children and Adolescents With Spina Bifida

“…It is also possible that the child with SB adapts to his or her physical and social limitations, while parents continue to compare their child's quality of life with that of typically developing siblings or peers. Furthermore, due to the neurocognitive impairments associated with SB, discrepancies between parent and youth reports may reflect impairments in higher-level metacognitive abilities needed for self-assessment (Lennon, Klages, Amaro, Murray, & Holmbeck, 2015). Perhaps more importantly, noted discrepancies highlight the need to follow the suggestion provided by many experts in the field (e.g., Modi & Quittner, 2003;Palermo et al, 2008) that data should be collected from both children and parents.…”

Investigating a Proposed Model of Social Competence in Children With Traumatic Brain Injuries

“…Considering that peer difficulties have been associated with later maladjustment including depressive symptoms, social anxiety, and antisocial behaviors, the clinical implications of these findings are significant (Laird, Jordan, Dodge, Pettit, & Bates, 2001;Reijntjes, Stegge, & Terwogt, 2006). Incorporating social skills components in interventions for children with TBI is critical for minimizing the risk for these outcomes.…”

“…One of the key elements of social competence is EF, which comprises cognitive resources related to attentional control, mental flexibility, and goal setting. The critical skills associated with the construct of EF are putatively essential for adaptive behavioral regulation and the development of social competence (Anderson, 2008;Holbein et al, 2015;Lennon, Klages, Amaro, Murray, & Holmbeck, 2015). Thus, for the purposes of this study, we focused on the relations between EF, social behavior, and peer acceptance.…”