The Walker-Mcconnell Scale of Social Competence and School Adjustment: A Social Skills Rating Scale for Teachers

Walker, Hill M.; McConnell, Scott R.; Lewis, Tim

doi:10.1177/019874299101600208

Cited by 127 publications

(163 citation statements)

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“…Finally, we used the 33 social behaviour items from the Walker-McConnell Social Competence Scale (Walker and McConnell 1995). The items have a broad focus and relate to a range of teacher-preferred and peer-preferred social behaviours (although it should be noted that two of the 33 items related to 'appropriate' or 'constructive' responses to aggression from others).…”

Section: Methodsmentioning

confidence: 99%

Depression and Social Anxiety in Children: Differential Links with Coping Strategies

Wright

Banerjee

Hoek

et al. 2009

J Abnorm Child Psychol

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Strategies that children use for coping with stressors are known to be related to emotional adjustment, but not enough is understood about specific links with social anxiety and depression. The present investigation tested differentiated associations of social anxiety and depression with specific types of coping strategies, and evaluated the direction of these associations over time. In Study 1, 404 children aged 8-13 years completed a coping scale modified from Kochendefer-Ladd and Skinner (Developmental Psychology 38:267-278, 2002) in order to evaluate factor structure and subscale internal consistency. In Study 2, 270 8-11-year-old children completed depression and social anxiety scales, a sociometric survey, and the coping scale from Study 1, with a follow-up timepoint 9 months later. In Study 1, factor analysis revealed six internally consistent coping subscales. In Study 2, social anxiety and depression were found to have distinctive longitudinal associations with subsequent coping strategies. Decreased problem-solving, social support-seeking, and distraction were uniquely predicted by depression but not by social anxiety. Internalising coping was a stronger outcome of social anxiety, and increased externalising was uniquely predicted by depression. There was also some evidence for a moderating role of peer relations. However, none of the coping strategies predicted changes in depression or social anxiety over the two timepoints. These results highlight the impact that emotional adjustment may have on children's coping strategies, and clarify important distinctions between social anxiety and depression in relation to coping.Keywords Social anxiety . Depression . Coping . Peer relations . LongitudinalResearch has shown that social anxiety and depression regularly co-occur (Ingram et al. 2001). For instance, of people with a lifetime diagnosis of social phobia, 37.2% also had a lifetime diagnosis of major depression (Kessler et al. 1994). There is also substantial co-morbidity between depression and social anxiety in childhood, with a review by King et al. (1991) finding correlations based on self-reports ranging from 0.40 to 0.70 in clinical and non-clinical samples. Nonetheless, there is also clear evidence of differentiation between social anxiety and depression with respect to various behavioural, emotional and cognitive characteristics (Brady and Kendall 1992;Ogul and Gencoz 2003;Hong 2007).In an attempt to understand these similarities and differences, the tripartite model of anxiety and depression Psychol (2010) 38:405-419 DOI 10.1007 (Clark and Watson 1991) proposes that there is a common core of high negative affect (e.g., feeling upset) in both disorders, but also that positive affect (e.g., enthusiasm) is low especially in depression, whereas physiological hyperarousal (e.g., nervousness) is high especially in anxiety. This model has also been used as a framework for understanding these conditions in children (e.g., Crook et al. 1998;Laurent and Ettelson 2001), and though there has bee...

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Section: Methodsmentioning

confidence: 99%

Depression and Social Anxiety in Children: Differential Links with Coping Strategies

Wright

Banerjee

Hoek

et al. 2009

J Abnorm Child Psychol

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“…Teachers (Walker & McConnell, 1995) using a 5-point Likert scale-1 (Never) to 5 (Frequently). This 43-item measure includes items such as compromises with peers when situations call for it, plays or talks with peers for extended periods of time, is sensitive to the needs of others, and invites peers to play or share activities.…”

Section: Methodsmentioning

confidence: 99%

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Leve¹,

Fisher²,

DeGarmo³

2007

Merrill-Palmer Quarterly

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Converging research indicates that foster children with maltreatment histories have more behavior problems and poorer peer relations than biologically reared, nonmaltreated youth. However, little is known about whether such deficits in peer relations work independently or as a result of increased behavior problems, and whether outcomes for foster children differ by sex. To address these questions, multiagent methods were used to assess peer relations at school entry among maltreated foster children and a comparison sample of low-income, nonmaltreated, biologically reared children (N = 121). Controlling for caregiver-reported behavior problems prior to school entry, results from a multigroup SEM analysis suggested that there were significant relationships between foster care status and poor peer relations at school entry and between foster care status and the level of behavior problems prior to school entry for girls only. These Sex × Foster care status interactions suggest the need for gender-sensitive interventions with maltreated foster children. Keywordsfoster care; maltreatment; peer relations; sex differences; school entry When children enter formal educational settings, they are expected to possess competencies that make it possible for them to respond to the demands of the school environment. Children who lack basic social skills and fail to develop successful peer relations during school entry are at greater risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence (Brendgen, Vitaro, Bukowski, Doyle, & Markiewicz, 2001;Dishion 1990;Snyder et al., 2005). Foster children are at particularly high risk for difficulties in this area. There are currently more than 500,000 foster care children in the United States, with more than 230,000 children entering foster care yearly (U.S. Department of Health & Human Services, 2000). Beginning in early childhood, foster children show deficits on indicators of behavioral and mental health (Pilowsky, 1995). Early placement in foster careprior to age 5-appears to be particularly detrimental to later outcomes (Keiley, Howe, Dodge, Bates, & Pettit, 2001). Once foster children enter school, they show more behavior problems than nonmaltreated, biologically reared children and fare worse than their peers on indicators of school performance, including achievement, peer competence, high school completion rates, and special education service needs (Wodarski, Kurtz, Gaudin, & Howing, 1990). Though extensive behavioral and educational disparities among foster children have been well documented, few studies have examined whether behavior problems that emerge during the preschool period lead to subsequent poor outcomes or whether foster care elicits unique effects on peer relations over and above those associated with behavior problems.Correspondence regarding this paper should be addressed to Dr. Leslie D. Leve, Oregon Social Learning Center, 160 East 4 th Avenue, Eugene, OR 97401-2426. E-mail: lesliel@oslc.org. Landsverk, Ganger, ...

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“…Higher scores indicate greater social skills. The manual (Walker & McConnell, 1995) provides numerous examples of high reliability and validity, with alpha of .97; in this sample, alpha = .93.…”

Section: Walker-mcconnell Scale Of Social Competence and Schoolmentioning

confidence: 95%

Empirical Support for a Treatment Program for Families of Young Children With Externalizing Problems

Feinfield¹,

Baker²

2004

Journal of Clinical Child & Adolescent Psychology

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The Walker-Mcconnell Scale of Social Competence and School Adjustment: A Social Skills Rating Scale for Teachers

Cited by 127 publications

References 0 publications

Depression and Social Anxiety in Children: Differential Links with Coping Strategies

Depression and Social Anxiety in Children: Differential Links with Coping Strategies

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Empirical Support for a Treatment Program for Families of Young Children With Externalizing Problems

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