The social problem-solving skills of anxious-withdrawn children

Stewart, Shannon L.; Rubin, Kenneth H.

doi:10.1017/s0954579400006532

Cited by 110 publications

(130 citation statements)

References 28 publications

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“…The extant literature suggests that socially withdrawn children are compliant to the requests of others, unassertive and non-managerial when they approach peers, and generally well-behaved (e.g., Stewart and Rubin 1995). The prosocial behavior construct in the present study comprised such items as Someone who is polite, and Someone who waits his or her turn.…”

Section: Predictors Of Initial Status Growth Within Class and Latenmentioning

confidence: 95%

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

Rubin

Bowker

et al. 2008

J Abnorm Child Psychol

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192

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Heterogeneity and individual differences in the developmental course of social withdrawal were examined longitudinally in a community sample (N=392). General Growth Mixture Modeling (GGMM) was used to identify distinct pathways of social withdrawal, differentiate valid subgroup trajectories, and examine factors that predicted change in trajectories within subgroups. Assessments of individual (social withdrawal), interactive (prosocial behavior), relationship (friendship involvement, stability and quality, best friend's withdrawal and exclusion/ victimization) and group-(exclusion/victimization) level characteristics were used to define growth trajectories from the final year of elementary school, across the transition to middle school, and then to the final year of middle school (fifth-to-eighth grades). Three distinct trajectory classes were identified: low stable, increasing, and decreasing. Peer exclusion, prosocial behavior, and mutual friendship involvement differentiated class membership. Friendlessness, friendship instability, and exclusion were significant predictors of social withdrawal for the increasing class, whereas lower levels of peer exclusion predicted a decrease in social withdrawal for the decreasing class. KeywordsSocial withdrawal; Developmental trajectories; Friendship; Exclusion The study of developmental psychopathology has characterized maladjustment as comprising two broad forms of difficulties-undercontrol (e.g., aggression) and overcontrol

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Section: Predictors Of Initial Status Growth Within Class and Latenmentioning

confidence: 95%

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

Rubin

Bowker

et al. 2008

J Abnorm Child Psychol

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233

192

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“…Specifically, socially withdrawn children and young adolescents who are socially anxious and shy (that is, they passively withdraw from peers; Hymel, Rubin, Rowden, & LeMare, 1990) have negative self-perceptions of their social competence and their relationships, experience loneliness, and suffer from depressive symptoms (e.g., Boivin & Hymel, 1997;Gazelle & Ladd, 2003;Nilzon & Palmerus, 1998;Rubin, Chen, McDougall, Bowker, & McKinnon, 1995). Also, relative to nonwithdrawn children, young socially anxious, shy, withdrawn children are socially unskilled (e.g., Gazelle & Rudolph, 2004;Stewart & Rubin, 1995). It is important to note that shyness and social withdrawal become increasingly salient and negative to peers with age.…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

The Best Friendships of Shy/Withdrawn Children: Prevalence, Stability, and Relationship Quality

Rubin

Wojslawowicz

Rose‐Krasnor

et al. 2006

J Abnorm Child Psychol

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343

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The mutual best friendships of shy/withdrawn and control children were examined for prevalence, stability, best friend's characteristics, and friendship quality. Using peer nominations of shy/ socially withdrawn and aggressive behaviors, two groups of children were identified from a normative sample of fifth-grade children: shy/withdrawn (n = 169) and control (nonaggressive/ nonwithdrawn; n = 163). Friendship nominations, teacher reports, and friendship quality data were gathered. Results revealed that shy/withdrawn children were as likely as control children to have mutual stable best friendships. Withdrawn children's friends were more withdrawn and victimized than were the control children's best friends; further, similarities in social withdrawal and peer victimization were revealed for withdrawn children and their friends. Withdrawn children and their friends reported lower friendship quality than did control children. Results highlight the importance of both quantitative and qualitative measures of friendship when considering relationships as risk and/or protective factors.Keywords social withdrawal; friendship; adjustment Long ago, Jean Piaget and Harry Stack Sullivan posited that peer relationships provide children with a unique context for emotional and social development (Piaget, 1932;Sullivan, 1953). Piaget maintained that the symmetrical power relationship unique to peer relationships afforded children the opportunity to develop perspective-taking abilities, social competence, and advanced moral reasoning. Sullivan emphasized the intimacy of children's same-gender chumships, arguing that such intimacy promotes identity development and contributes to later successes in romantic relationships. The implication of their arguments was that children who were not involved in peer relationships would miss out on developmental opportunities important for positive adjustment and growth (Rubin, Burgess, Kennedy, & Stewart, 2003).Today, the peer relationships literature supports Piaget's and Sullivan's early contentions, clearly demonstrating the significance of peer relationships, particularly friendships, in children's emotional and social development (see Rubin, Bukowski, & Parker, 1998 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript development of perspective-taking and moral reasoning skills (e.g., McGuire & Weisz, 1982). Friendship also has been positively associated with measures of self-esteem and feelings of general self-worth (e.g., Bagwell, Newcomb, & Bukowski, 1998) and is considered an important source of social support, particularly under potentially stressful situations (Berndt & Keefe, 1995;Ladd, 1990). Further, researchers have shown that friendship can protect children from the negative externalizing and internalizing "costs" associated with peer victimization (e.g., Hodges, Boivin, Vitaro, & Bukowski, 1999).It also has been shown that children who are without close peer relationships altogether or those who have difficulties with their peers, often experience ...

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“…There is evidence that anxious solitary/inhibited children are less likely than other children to initiate interaction with or make requests of their peers, regardless of whether peers are unfamiliar playmates (Stewart & Rubin, 1995) or familiar classmates (Asendorpf, 1990). Even when interacting with friends, evidence indicates that anxious solitary children, in comparison to other children, engage in less verbal communication (and are less competitive) (Schneider, 1999) and display less positive affect (Panella & Henggeler, 1986).…”

Section: Multilevel Early Childhood Moderators Of Anxious Solitary Chmentioning

confidence: 99%

Early childhood anxious solitude and subsequent peer relationships: Maternal and cognitive moderators

Gazelle

Spangler

2007

Journal of Applied Developmental Psychology

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It was hypothesized that the relation between early anxious solitude and subsequent peer relation would be moderated by early relational (maternal sensitivity) and individual factors (child school readiness). Participants were 1,364 children from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Anxious solitude was assessed by child care providers from 2 to 4.5 years, maternal sensitivity was observed during mother-child interactions from 2 to 4.5 years, school readiness was tested at 3 years, children's interactions with a friend were observed at 4.5 years, and friendship quantity and peer rejection were assessed by first grade teachers. Results indicate that anxious solitary children who had experienced high versus low early maternal sensitivity contributed significantly more actively to positive interaction and less actively to negative interaction with a friend at 4.5 years (these results were contingent on school readiness), and had more friends and were less rejected by peers in first grade. Although high school readiness predicted interactive competency and positive peer relationships in children low in anxious solitude, these benefits were suppressed in anxious solitary children.

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The social problem-solving skills of anxious-withdrawn children

Cited by 110 publications

References 28 publications

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

The Best Friendships of Shy/Withdrawn Children: Prevalence, Stability, and Relationship Quality

Early childhood anxious solitude and subsequent peer relationships: Maternal and cognitive moderators

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