In recent years, an increased interest in the importance of children's ability to regulate emotions in socially adaptive ways has driven considerable research on the development of emotion regulation. A widely studied emotion regulation strategy known as "expressive suppression" (ES), in which a person attempts to conceal…

This study examined a cumulative model of vulnerability and protective factors at the individual level (children's attachment relationships with father and children's sense of coherence) and at the family level as manifested by fathers' coping resources (fathers' sense of coherence, fathers' active and avoidant coping strategies) in helping to…

The authors propose a heuristic model of the social outcomes of childhood brain disorder that draws on models and methods from both the emerging field of social cognitive neuroscience and the study of social competence in developmental psychology/psychopathology. The heuristic model characterizes the relationships between social adjustment, peer…

Discusses the ways in which nonhostile, self-accepting, realistic humor may be an important coping strategy for children. Offers practical suggestions for parents, teachers, and other caretakers to encourage the development of humor in children. (FMW)

The report summarizes recent and ongoing research on processes involved in the development of antisocial behavior disorders in children and adolescents. Studies address both the applied problem of preventing aggressive behavior and the overall relation of cognition to social behavior. A social information processing model of social competence is…

A study of 20 gifted children (ages 9-14) provides the basis of a model of social and emotional adjustment to stressors presented in this article. Intrapersonal, family, school, and peer influences, as well as functional and dysfunctional patterns of social and emotional adjustment, are explained within the framework of the model. (Author/CR)

The issue of child care is still widely debated, with some scholars arguing that children fare best in parental care, whereas others suggest center care may enhance children's development. Using the Early Childhood Longitudinal Study--Kindergarten Cohort of 1998 to 1999, the author demonstrates how the use of cross-sectional versus longitudinal…

Examined relationship between social support and appraisal of life events in predicting adaptive, externalizing, and internalizing behavior in 265 seven- to 13-year-olds. Found support for both the main effects and moderator models of the association between life events and global social support. Gender differences were found. Appraisal of life…

Tested hypotheses from an organizational-developmental model for childhood resilience among 7- to 9-year olds. Found that caregiving factors and early development differentiated children with resilient and stress-affected adaptations. Variables reflecting emotionally responsive, competent parenting were direct, proximal predictors of resilience…

Examined a risk-resilience model of peer rejection and attention-deficit/hyperactivity disorder (ADHD) in a 5-year longitudinal study of 209 ethnically and socioeconomically diverse girls aged 6-13 at baseline and 11-18 at follow-up. Risk factors were childhood ADHD diagnosis and peer rejection; hypothesized protective factors were childhood…

Claims that children's peer relations are significant in their social, cognitive, and moral development, and are correlated to later problems in social adjustment. Includes a brief historical perspective on the subject, and explores direct and indirect influences. Claims that peer relations develop within ecological frameworks, and identifies the…

Based on McLoyd's (1990) model of African American children's development, this study examined the linkages between poverty, maternal psychological distress, marital conflict, the home environment, and children's outcomes among a sample of 805 African American 4- to 9-year-olds whose families were interviewed in 1992 as part of the National…

This article examines interpersonal cognitive problem-solving (ICPS) skills. Based on more than 20 years of research on specific ICPS skills, intervention methods were developed to test the hypothesis that behavior can be modified by focusing on thinking processes rather than the behaviors themselves. The ICPS skills relate to high-risk behaviors…