The social behaviours of inhibited children in and out of preschool

Coplan, Robert J.; DeBow, Adrienne; Schneider, Barry H.; Graham, Allison

doi:10.1348/026151008x396153

Cited by 74 publications

(62 citation statements)

References 62 publications

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“…Column 3 indicates that disposition was statistically significantly and negatively correlated to the withdrawn/depressed and internalizing variables, and positively correlated to the aggressive behaviour and externalizing variables, with small to medium effect sizes. This finding is consistent with research indicating that children who are more outgoing or uninhibited tend to display less behaviour indicative of anxiety, compared with inhibited and socially shy children (Coplan, DeBow, Schneider, & Graham, 2009). These findings also support research indicating that children who engage in aggressive behaviour tend to display high levels of activity in class (Nagin & Tremblay, 2001 with executive functioning.…”

Section: Methodssupporting

confidence: 90%

A Teacher Based Checklist for the Assessment of Student Learning and Development

Oborne

Hoh²,

Hutchinson

2014

IJEPL

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This paper reports on two studies that evaluated the statistical validity of the Classroom Learning and Development Questionnaire as a universal screening and early identification observation instrument within the North American context. The Classroom Learning and Development Questionnaire was first proposed and tested in Hong Kong in the mid-1990s. It has been used as an integral part of the school procedures in the Hong Kong school system since it was first launched and has spawned a number of intervention programs for students within the Hong Kong Educational Authority.The Classroom Learning and Development Questionnaire (CLDQ) has been adapted from the Hong Kong study as a Tier I observation instrument to be used in the North American context. Results of the principal component analysis (PCA) in Study 1 (N = 820) extracted six components, which exhibited adequate to high levels of internal consistency. Results of Study 2 (N = 117) indicated statistically significant and negative relationships between the CLDQ subscales and Teacher Rating Form (TRF) (Achenbach, 1991) variables, demonstrating evidence of convergent validity.Based on the findings of these studies, the authors conclude that the screening protocol does present as a robust instrument capable of supporting screening at a primary prevention level. Based on this study, it is argued that classroom teachers hold a wealth of information concerning each student and that this, when presented in a systematic fashion, leads to greater understanding of individual and group learning needs and may lead to pre-emptive actions which would benefit students' learning trajectories.

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Section: Methodssupporting

confidence: 90%

A Teacher Based Checklist for the Assessment of Student Learning and Development

Oborne

Hoh²,

Hutchinson

2014

IJEPL

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“…Starting from early childhood to middle infancy, shyness results associated with peer rejection, exclusion [6], victimization [7] and is considered to be a risk factor for the development of internalizing problems [8][9][10] including low self-esteem, excessive self-consciousness, fear of negative evaluation, and loneliness [11,12].…”

Section: Shyness and Maladjustmentmentioning

confidence: 99%

Shyness and Psychological Adjustment During Adolescence: The Moderating Role of Parenting Style

Tani¹,

Ponti²,

Smorti³

2014

TOPSYJ

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Although shyness constitutes a risk factor for maladjustment, parenting style may influence these developmental trajectories during childhood. Little is known about the role of parental style in the relationship between shyness and psychological adjustment during adolescence.Aims: To explore the relationship between shyness and parenting style and to analyse the moderating role of the quality of parenting in the relationship between shyness and internalizing difficulties during adolescence.Method: 787 11 to 19 year-old participants (divided in early and late adolescents) were recruited for this study. Participants completed Revised Cheek and Buss Shyness Scale, Parental Bonding Instrument and internalizing scale of Youth Self Report.Results: Shy adolescents perceived parents to be less warm and close, less encouraging of their autonomy and independence, and more overprotective and intrusive than did other participants. During early-adolescence participants who perceived their parents as supportive and not intrusive showed significantly fewer internalizing problems related to shyness.

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“…También, muestran habitualmente un comportamiento reservado e índices mayores de ansiedad durante el juego libre con sus compañeros de colegio Coplan, Prakash, O'Neil y Armer, 2004). Fuera del contexto escolar, las madres describen a sus hijos inhibidos como menos activos socialmente con sus semejantes y más propensos a jugar solos en casa con un amigo (Coplan, DeBow, Schneider y Graham, 2009), lo que aumenta el riesgo de presentar malas relaciones, rechazo y exclusión de sus iguales (Coplan et al, 2004). De hecho, uno de los criterios que definen a los niños con alta IC es la presencia de bajas tasas de interacción con sus iguales (Monjas y Caballo, 2002).…”

Section: Características De La Variable Icunclassified

Inhibición Conductual y su Relación con los Trastornos de Ansiedad Infantil

et al. 2013

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ResumenLa literatura científica ha mostrado que la inhibición conductual (IC) se caracteriza por la presencia de ansiedad ante estímulos desconocidos, lo que conlleva conductas de retraimiento y evitación social. El presente estudio realiza una revisión bibliográfica sobre la IC y su relación con los trastornos de ansiedad en la infancia. Dado que la IC puede observarse en edades muy tempranas, la literatura ha examinado su papel predictor en el desarrollo de trastornos de ansiedad. Pese a ello, los estudios revisados apuntan a que no todos los niños ansiosos muestran un comportamiento inhibido ni todos los niños con IC sufren trastornos de ansiedad. Dada esta disparidad, sería necesario estudiar qué otros factores están implicados. Asimismo, los datos apuntan a que una detección precoz de la IC permitiría desarrollar programas de prevención de los trastornos de ansiedad en la infancia. Palabras clave: ansiedad, inhibición conductual, infancia AbstractThe literature has revealed that Behavioral inhibition (BI) is characterized by the presence of anxiety to unknown stimuli, which leads to withdrawal behaviors and social avoidance. The present study is aimed at revising the state-of-the-art on BI and examining its role that plays of childhood anxiety disorders. As the IB can be observed at very early ages, the literature has examined its predictive role in the development of anxiety disorders. Despite this, the reviewed studies suggest that not all anxious children show comorbid BI nor all inhibited children have anxiety disorders. Given this disparity, it would be necessary to consider what other factors are involved in the anxiety disorders. Furthermore, the data suggest that early detection of the BI would contribute to develop prevention programs for anxiety disorders in childhood.

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The social behaviours of inhibited children in and out of preschool

Cited by 74 publications

References 62 publications

A Teacher Based Checklist for the Assessment of Student Learning and Development

A Teacher Based Checklist for the Assessment of Student Learning and Development

Shyness and Psychological Adjustment During Adolescence: The Moderating Role of Parenting Style

Inhibición Conductual y su Relación con los Trastornos de Ansiedad Infantil

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