This study is concerned with whether developmental group counseling will improve peer relations in the elementary school classroom. It was hypothesized that developmental group counseling would improve peer relations. Group counseling in the schools seems particularly appropriate because of the nature of both the setting and the students. The…

A Cancer Knowledge Questionnaire was developed to assess the relationship of cancer knowledge to attitudinal predispositions to accept and interact with children with cancer. Results are discussed. (Author/DF)

Examines the effects of social skills training and peer involvement on the peer acceptance of disliked preadolescents. Identified as unaccepted by peers and deficient in conversational skills, 56 fifth- and sixth-grade children were randomly assigned to one of four treatment conditions involving conversational skills training and/or peer…

The authors relate their experience in working with a model that is designed to have children, through experiencing group processes and change, assess and evaluate their feelings and behaviors as (1) members of a group, and (2) members welcoming new members into their group, and (3) new members entering an ongoing, previously established group.…

Third- and fifth-grade children were given three sociometric measures and were later individually interviewed on two occasions in response to three cartoon themes: (1) a child being teased by peers, (2) a child being yelled at by a peer, and (3) a child having a schoolwork problem. (JMB)

Children of mothers who were more assertive in their disciplinary styles tended to be less accepted by peers and to expect successful outcomes for unfriendly assertive methods for resolving peer conflict. Children who expected unfriendly assertive strategies to lead to self-oriented gains were less accepted by peers. (RH)

Investigated effects of structured peer tutoring program on social acceptance of students. Paired third and fourth graders perceived as not socially accepted with students rated as well liked. Both served as tutors and tutees. Findings were significant for type of student (liked, disliked). Findings suggest that, regardless of role (tutor or…

Reports two studies investigating how performance information affects interpersonal attraction in children. In both experiments children worked on perceptual problems in simulated groups, received feedback about their own and other group members' performance, and then indicated their desire to interact with selected group members in various…

Investigated males' and females' sociometric evaluation of same- and opposite-sex elementary school classmates. Sex differences were noted. (Author/DB)

Fourth and fifth grade boys who were or were not rejected by peers reported how they would handle conflictual interactions described in vignettes. Rejected boys who were aggressive or residual, that is, neither aggressive nor submissive, exhibited less integration of personal and relational goals than did nonrejected boys. (BC)

Describes eight-session social skills training groups designed to improve elementary school students' social interaction skills, thus promoting more positive peer relationships and giving children vehicle for social acceptance by others. Discusses group membership and structure; behavior management; getting started; and session format. Each…

Shows that, at each grade level and overall in grades 1-6, poor readers are not seen by their peers or by themselves as personally and socially as "good" as are good readers. (SR)

This study examined who among the 526 fourth to sixth graders are nominated as among the coolest kids in their class. There were two questions: (1) Are popular-aggressive (tough) children nominated as cool by a broad spectrum of their peers, or only by a select few? (2) Does variability in children's cool nominations more closely follow their…

Although considerable research exists on the behavioral characteristics of low-accepted children, few studies have examined gender differences in the types of behavior which distinguish between low-accepted children and their better-accepted classmates. This study examined the relative power, for each gender, of different behavioral…

Experimental group consisted of learning disabled children in regular classes with resource room interventions. Control group consisted of non-learning disabled children stratified by sex and classrooms. The resource based program did not result in significant changes in either self-concept or peer acceptance after one year for the LD group.…