Social-cognitive Competence, Peer Rejection and Neglect, and Behavioral and Emotional Problems in Middle Childhood

Anxious Solitude, Reciprocated Friendships with Peers, and Maternal Overcontrol from Third through Seventh Grade: A Transactional Model

Guided by a Transactional Model of anxious solitude development, we tested friend and maternal influences on continuity and change in youth anxious solitude from 3rd through 7th grade, as well as the influence of youth anxious solitude on decreased friendship participation and increased maternal overcontrol over time. Participants were 230 American youth (57% girls) selected for longitudinal study from a public-school screening sample (n = 688). Peers reported on anxious solitude, both peers and youth reported on reciprocated friendship, and youth reported on their mother’s overcontrol annually. Stability and incremental change in youth, friend, and maternal factors were tested in an autoregressive cross-lagged panel analytic model. Having few mutual friendships predicted incremental increase in youth anxious solitude in mid-elementary school, then youth anxious solitude predicted the loss of friendships after the middle school transition. Additionally, youth anxious solitude in third grade evoked increased maternal overcontrol in fourth grade, but the reverse direction of effect was not supported. Youth’s participation in few friendships also evoked mothers’ overcontrol, which exacerbated their child’s loss of friendships in elementary school. Taken together, having few mutual friends contributed to youth anxious solitude and maternal overcontrol, and subsequently these factors further exacerbated youth’s loss of friendships.

Meta-analysis data concerning popularity, theory of mind and interaction in experiments

This article describes data of effect sizes in studies on an association between theory of mind (ToM) and popularity. The data included 1946 children from 17 studies (22 effect sizes). The data are suitable for and were subjected to meta-regression to compare effect sizes of an interaction group (ToM was assessed in person) with that of non-interaction (ToM was assessed by computer).

Peer Rejection and Perceived Quality of Relations With Schoolmates Among Children With ADHD

OBJECTIVE

The main aim of the current study was to investigate the links between ADHD diagnosis and the objective and subjective dimensions of social relationships among children from primary schools.

METHOD

We used the data from 36 regular classrooms, consisting of 718 students, with each containing at least one child with an established clinical diagnosis of ADHD (38 children).

RESULTS

For children with ADHD, the level of the perceived quality of social relations was lower than that of children without such a diagnosis. After controlling for sociometric status, the impact of ADHD on perceived status proved to be statistically nonsignificant but the indirect impact of ADHD on this status through sociometric status was statistically significant.

CONCLUSION

Children diagnosed with ADHD are more often rejected by their peers and have a more pessimistic view of their social world. Moreover, ADHD diagnosis does not have a direct influence on the perceived quality of social relations otherwise than through sociometric status.

Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD

We compared the effectiveness of two programs for developing social skills, ‘Play Time/Social Time’ (PT/ST) and ‘I Can Problem Solve’ (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children’s ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.

Neural Correlates of Social Influence Among Cannabis Users

PURPOSE OF REVIEW

Although peer influence is an important factor in the initiation and maintenance of cannabis use, few studies have investigated the neural correlates of peer influence among cannabis users. The current review summarizes research on the neuroscience of social influence in cannabis users, with the goal of highlighting gaps in the literature and the need for future research.

RECENT FINDINGS

Brain regions underlying peer influence may function differently in cannabis users. Compared to non-using controls, regions of the brain underlying reward, such as the striatum, show greater connectivity with frontal regions, and also show hyperactivity when participants are presented with peer information. Other subcortical regions, such as the insula, show hypoactivation during social exclusion in cannabis users, indicating that neural responses to peer interactions may be altered in cannabis users.

SUMMARY

Although neuroscience is increasingly being used to study social behavior, few studies have specifically focused on cannabis use, and therefore it is difficult to draw conclusions about social mechanisms that may differentiate cannabis users and controls. This area of research may be a promising avenue in which to explore a critical factor underlying cannabis use and addiction.

Neural responses to social exclusion in adolescents: Effects of peer status

We examined whether adolescents' neural responses to social exclusion and inclusion are influenced by their own popularity and acceptance and by the popularity of their excluders and includers. Accepted adolescents are highly prosocial. In contrast, popular adolescents, who are central and influential, show prosocial as well as antisocial behaviors, such as peer exclusion. Fifty-two 12-16 year-old adolescents underwent an functional magnetic resonance imaging (fMRI) scan while playing the ball-tossing game Cyberball in which they received or did not receive the ball from other virtual players. The other virtual players were described as either highly popular or average in popularity. Participants' own popularity and acceptance were assessed with peer nominations at school (n = 31). Participants' acceptance was positively correlated with activity of the dorsal anterior cingulate cortex (ACC) during exclusion. Participants' popularity was positively associated with ventral striatum and medial prefrontal cortex activity during exclusion, but only when the excluders were popular virtual players. Participants showed increased rostral ACC activation to inclusion by players who were average in popularity. These findings indicate that peer status plays an important role in adolescents' neural processing of social exclusion and inclusion. Moreover, these findings underscore that popularity and acceptance are distinct types of high peer status in adolescence, with not only distinct behavioral correlates, but also distinct neural correlates.

Language Competence and Social Preference in Childhood

Abstract. Language competence facilitates making contact with others, interpreting others’ behavior, and communicating one’s own needs. However, evidence on the relation between language competence and social preference, that is, the degree to which someone is accepted or rejected by the peer group, is mixed. The scope of the current study was to examine this relation by conducting a meta-analysis. We included studies published in English, without any restrictions on the form or year of publication. Results of 42 studies and 49 independent samples of 7,077 children (mean age = 6.0 years, SD = 1.9; range: 3.0–11.0 years) revealed a significant relation between oral language competence and social preference, with an effect size of r = .25. Gender, language modality, and methodological characteristics were tested as possible moderators but did not explain variation between studies. Age was a significant moderator, with language competence more important for younger than for older children in gaining social acceptance.

Emotional Arousal and Regulation: Further Evidence of the Validity of the "How I Feel" Questionnaire for Use With School-Age Children

BACKGROUND

The ability to understand and manage emotional experience is critical to children's health. This study confirmed the validity of the How I Feel (HIF) Questionnaire, a measure of children's emotional arousal and regulation, exploring its associations with measures of emotional and social functioning.

METHODS

The sample was comprised of 1379 Italian students (aged 8 to 12 years) who attended schools interested in the study aims. Participants completed the 30-item HIF scale, and measures of emotional self-efficacy and social desirability (SD). Factor structures were assessed using confirmatory factor analysis. Invariance by age and gender, internal consistency, temporal stability, and concurrent validity were also tested.

RESULTS

A 3-factor model was identified: frequency and intensity of (1) positive emotion--PE (8 items, α = .82), (2) negative emotion--NE (12 items, α = .86), and (3) positive and negative emotion control--EC (10 items, α = .77). This factor structure was invariant across age and gender groups. The HIF displayed moderate longitudinal stability over a 15-month period and a low social desirability effect. Positive emotion was positively associated with social acceptance and visibility, and negatively with social withdrawal.

CONCLUSIONS

The HIF is a reliable and valid measure for research and school intervention promoting students' emotional and mental health.

Children with Traumatic Brain Injury: Associations Between Parenting and Social Adjustment

Similarities and differences in parenting practices of children (Mage = 10; range 8-13 years) with traumatic brain injury (TBI) and socially-typical controls were examined. In addition, parenting practices were examined as moderators between injury group status (TBI or socially-typical) and social adjustment in the peer group. Mothers completed assessments of parenting practices; children's peers reported about children's social adjustment. The mothers of children with TBI reported significantly lower levels of nurturance and significantly higher levels of restrictiveness than mothers of socially-typical children. In addition, mothers' nurturance moderated the relation between injury group and peer rejection, such that children with TBI were more rejected by classmates compared to their socially-typical peers at low levels of maternal nurturance. The findings are interpreted as supporting the important role parents play in the development of children with a history of TBI, as well as the implications for family-level interventions.

Altered Neural Processing to Social Exclusion in Young Adult Marijuana Users

Previous studies have reported that peer groups are one of the most important predictors of adolescent and young adult marijuana use, and yet the neural correlates of social processing in marijuana users have not yet been studied. In the current study, marijuana-using young adults (n = 20) and non-using controls (n = 22) participated in a neuroimaging social exclusion task called Cyberball, a computerized ball-tossing game in which the participant is excluded from the game after a pre-determined number of ball tosses. Controls, but not marijuana users, demonstrated significant activation in the insula, a region associated with negative emotion, when being excluded from the game. Both groups demonstrated activation of the ventral anterior cingulate cortex (vACC), a region associated with affective monitoring, during peer exclusion. Only the marijuana group showed a correlation between vACC activation and scores on a self-report measure of peer conformity. This study indicates that marijuana users show atypical neural processing of social exclusion, which may be either caused by, or the result of, regular marijuana use.

A Three-factor Structure of Emotion Understanding in Third-grade Children

Theoretical conceptualizations of emotion understanding generally imply a two-factor structure comprised of recognition of emotional expressions and understanding emotion-eliciting situations. We tested this structure in middle childhood and then explored the unique predictive value of various facets of emotion understanding in explaining children's socioemotional competence. Participants were 201 third-grade children and their mothers. Children completed five different measures, which provided eight distinct indices of emotion understanding. Mothers completed two questionnaires assessing children's socioemotional skills and problems. Results indicated that: (a) emotion understanding in third-grade children was differentiated into three unique factors: Prototypical Emotion Recognition, Prototypical Emotion Knowledge, and Advanced Emotion Understanding, (b) skills within factors were modestly related, (c) factors varied in complexity, supporting theoretical and empirical models detailing developmental sequencing of skills, and (d) skills in Prototypical Emotion Knowledge were uniquely related to mothers' reports of third-grade children's socioemotional competence. Implications regarding elementary-school-age children's social cognitive development are discussed.

Meta-Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years

It has been argued that children who possess an advanced theory of mind (ToM) are viewed positively by their peers, but the empirical findings are mixed. This meta-analysis of 20 studies including 2,096 children (aged from 2 years, 8 months to 10 years) revealed a significant overall association (r = .19) indicating that children with higher ToM scores were also more popular in their peer group. The effect did not vary with age. The effect was weaker for boys (r = .12) compared to girls (r = .30). ToM was more strongly associated with popularity (r = .23) than with rejection (r = .13). These findings confirm that ToM development has significant implications for children's peer relationships.

Relational aggression, victimization, and adjustment during middle childhood

A secondary analysis of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development was conducted to test the mechanisms by which relational aggression in third grade was associated both directly and indirectly with relational victimization in sixth grade. A large sample (N = 1,035; 522 girls; M = 8.3 years old; SD = 0.23) and multiple informants (teacher, child, and parent report) and methods were used to test several theoretically driven hypotheses. Our path analysis model suggested evidence for both direct and indirect pathways consistent with the sequential social process model of peer harassment. Relational aggression was significantly associated with future relational victimization even after controlling for physical aggression and gender. Loneliness mediated the direct association between relational aggression and peer victimization. A second model testing the reverse direction of effect revealed that relational victimization in third grade predicted relational aggression in sixth grade and was associated with loneliness and depressive symptoms in fifth grade, but there was no evidence for any of the indirect pathways.

Social functioning in youth with anxiety disorders: association with anxiety severity and outcomes from cognitive-behavioral therapy

Social functioning was assessed using the Child Behavior Checklist and Teacher Report Form for children with anxiety disorders who participated in a randomized clinical trial (N = 161, aged 7-14). Significant relationships were found between severity of children's principal anxiety disorder and most measures of social functioning, such that poorer social functioning was associated with more severe anxiety. Among youth who received cognitive-behavioral therapy (n = 111), significant associations were found between parent-reported social competence and both absence of principal anxiety disorder and lower anxiety severity at posttreatment and 1-year follow-up, controlling for the severity of the child's principal anxiety disorder at pretreatment. Findings support a relationship between anxiety severity and social difficulties, and suggest the importance of social competence for a favorable treatment response.

Social rejection by peers: a risk factor for psychological distress

AIMS

  The study examined the relationship between social rejection by peers, personal resources (potency and perceived social support) and psychological distress among Israeli adolescents.

METHODS

  Five hundred and eleven adolescents aged 12-17 (high-school students from two rural Israeli schools) completed self-report questionnaires consisting of the following measures: peer rejection (PR; ranged from having been ignored, cursed, assaulted, bullied, to having been physically attacked), posttraumatic symptoms (PTS), social avoidance, depression symptoms, potency and perceived social support.

RESULTS

  Thirty-five percent of the students reported experiencing some kind of social rejection (SR). One-way ANOVA and stepwise linear regression tests showed that those who experienced SR had higher levels of depression, PTS symptoms, and social avoidance compared to those who had no such history. In addition, personal resources, potency in particular was found to mediate the distress.

CONCLUSIONS

  Findings indicated that adolescents who reported experiencing peer rejection had higher levels of psychological distress. In addition, the lower the personal resources were, the higher the levels of psychological distress. Potency buffered the level of distress resulting from social rejection by peers. Compared to boys, rejected girls had lower potency levels.

Psychosocial outcomes in children with hemifacial microsomia

OBJECTIVE

To determine whether children with hemifacial microsomia (HFM) have higher risk for psychosocial problems than children without HFM.

METHODS

One hundred and thirty-six children with HFM (64% male, mean age = 6.9 years) were compared to 568 matched controls (50% male, mean age = 7.0 years) on parent and teacher measures of behavior problems and social competence, and teacher rankings of peer acceptance.

RESULTS

Parents of cases and controls reported similar levels of behavior problems and social competence. Teachers reported higher frequencies of internalizing problems, lower social competence and less peer acceptance for cases. Relative to controls, teacher-rated outcomes were worse for female cases, those with younger mothers at the time of birth, those with eye anomalies, and those with one or more malformations in addition to the core features of HFM.

CONCLUSIONS

This study provides the first evidence of relatively poor psychosocial outcomes among children with HFM.