The purpose of the study was to examine effects of social development programs on role-taking, problem-solving skills, and classroom adjustment. The results indicated that the children in the experimental group gained in respect for others, ability to generate alternatives to problem situations, creative expression, patience, and self-reliance.…

Examined the relationship between social adjustment and problem solving skills in samples of popular, aggressive, and isolated boys. Popular boys generated more problem solutions than the other groups. Data showed deviant boys are deficient in generating solutions but not in evaluations of presented solutions. (Author/RC)

The convergent validity of the SPAI-C was studied by comparing scores to daily diary ratings of social distress for 10 elementary school children with social phobia, 3 of whom had overanxious disorder, and 10 controls. Results support the ability of the SPAI-C to distinguish social phobic children. (SLD)

Non-confrontative stealing in childhood has been recognized as predictive of social maladjustment in adolescence and adulthood. A conceptual overview of issues that complicate the assessment of stealing and contribute to the maintenance of this behavior in children is provided. Diagnostic recommendations and treatment strategies in schools are…

Children are exposed to violence in media and everyday life, which may promote aggression as a means to solve problems. Skills and strategies of problem solving, conflict resolution, and peace making can be learned through well-organized and frequent exposure to literature. Books that deal with misunderstanding, jealousy, playground skirmishes,…

Coaching and modeling were equivalent procedures for teaching social skills to isolated children. The abbreviated combination of coaching and modeling did not add to the effects. Peer orientation proved to be only a relatively weak modulator of responsiveness to social skills training. (Author)

A study of 25 British students (ages 11-12) found that children with identified special needs did appear to be potentially at risk of being bullied through their social isolation. The most effective way of avoiding being bullied was to ensure there was someone lower down the pecking order than themselves. (CR)

Based upon evidence that peer rejection is a marker variable asociated with maladaptive social-emotional development and the risk of later maladjustment, psychologists have focused both on understanding the factors contributing to peer rejection and on preventive interventions designed to remediate social adjustment problems evident in grade…

Presents research evidence that children with a high verbal-low spatial ability profile tend to respond in the "usual" way to social reinforcement or praise, whereas children with a high spatial-low verbal profile do not find praise reinforcing. Implications for teaching considered in detail. (Author)

Presents an overview of the research literature concerning the significance of adolescent friendship. Topics addressed are (1) the ubiquity of friendships; (2) friendship stability; (3) conditions of friendship, such as reciprocity, commitment, and equality; (4) similarities among friends; and (5) social and emotional development fostered by…

Self-care children were compared with control children in adult care to investigate whether self-care (latchkey) arrangements have negative consequences for children. On several measures of children's social and psychological functioning, no significant differences were found between two matched samples. (Author/DST)

Four types of peer victimizations (physical, direct verbal, indirect verbal, and general) were assessed using a sample of 200 kindergartners. Peer victimization was reported by a large percentage of children, with female and males being equally at risk. Victimized children were compared to nonvictimized children on several social and academic…

Reviews the research methods, design, and main findings of the Austin-Mexico City cross-cultural study of personality and intellectual development using an overlapping longitudinal design. A span of 12 years of development was extrapolated from six years of repeated testing with children ages 6, 9, and 12 years. (SS)

Social adjustment of 46 children with and 199 children without learning disabilities (LDs) who were integrated full time in third grade team approach to mastery (TAM) classrooms were examined. Children with LDs, particularly boys, were well-integrated socially in TAM classes. The mixture of students may enhance acceptance of children with LDs.…

A study was conducted to test the effects of early consistent rejection by peers in early elementary school on children's social and emotional adjustment at the end of elementary school. The study used data from a longitudinal study conducted in the Netherlands between 1986 and 1991. In 1986, a total of 231 kindergarten and first-grade boys from…