This study examined the concurrent and longitudinal associations between stability in bullying and victimization, and social adjustment in childhood and adolescence. Participants were 189 girls and 328 boys who were studied in primary school and in secondary school. The mean age of the participants was 11.1 years in primary school and 14.1 years…

The generality of S. K. Egan and D. G. Perry's (2001) model of gender identity and adjustment was evaluated by examining associations between gender identity (felt gender typicality, felt gender contentedness, and felt pressure for gender conformity) and social adjustment in 863 White, Black, and Hispanic 5th graders (mean age = 11.1 years).…

This paper presents the methodology and main results of a longitudinal study in Greece that explored the learning and psychosocial difficulties of immigrant pupils, as compared with those of their Greek classmates. The "Teacher-Child Rating Scale" (T-CRS) and "Child Rating Scale" (CRS) were used as instruments to measure the…

The current study examined the extent to which teacher-child relationship contributed to school adjustment among 1310 elementary school-aged students and the degree to which this relationship was moderated by significant child characteristics. The results suggest a consistent and comparable effect for children across grades, gender, and types of…

External correlates of a teacher-rated typology of child adjustment developed using the Behavior Assessment System for Children were examined. Participants included 377 elementary school children recruited from 26 classrooms in the southeastern United States. Multivariate analyses of variance and planned comparisons were used to determine whether…

The need for objective evaluation of the social and emotional adjustment of elementary school children has become increasingly acute, yet few tools are available which can provide data on the epidemiology of psychopathology in the school-age child. The present study undertook to cross-validate a behavior checklist for boys, the Pittsburgh…

Results indicated that it is possible to distinguish children on predispositions such as social and task orientation and self-assurance sufficiently well to predict their behavior in certain specific situations. (Authors)

This study examines interpersonal competence configurations in relation to students' concurrent behavior problems and social risks for later adjustment difficulties. Participants are 648 (345 girls, 303 boys) fourth-grade students (65% White, 6.9% African American, 19.5% Hispanic, 4.6% Asian, and 4.0% Other) from the suburbs of a major Midwestern…

Two studies addressed the normative aspects of attachments to mothers and fathers in middle childhood. Using both cross-sectional and longitudinal comparisons, we tested the hypothesis that children show no changes in perceptions of availability of attachment figures across the later middle childhood years, but do utilize attachment figures less…

Assessed third and fifth graders' feelings of loneliness, social anxiety, and social avoidance and their attributions for social outcomes. Compared with peers, rejected children reported more loneliness and were more likely to attribute relationship failures to external causes. Among socially distressed children, attribution patterns varied with…

This paper discusses the special characteristics and needs of Cuban school children and the resulting implications for counselors. (RWP)

The Social Development Program was originated under Title I to aid socially maladjusted students, particularly disadvantaged Negro students, to adjust socially and academically. Group dynamics were used to influence the self-concepts of sixth and seventh graders from five participating schools. This report states the formal definition of the…

These results lend additional support to the theorized importance of parental identification in the early development of behavior disorders. (Author)

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…