Changing from elementary to secondary school is a life event that every child has to pass. Previous research has shown that some children feel more threatened by the transition than others. In the present study children's expectations concerning the impending transition to secondary school were analyzed and it was investigated how individual…

The purpose of the study was to examine social functioning and adjustment in peer context in Chinese Canadian and European Canadian children. A sample of elementary school children participated in the study. Data on social functioning, peer acceptance and rejection, and victimization were collected from peer assessments and sociometric…

This study investigated factors associated with social anxiety during early adolescence using multiple informants, including self and peer perspectives, teacher ratings, and direct observations. Negative social performance expectations, maladaptive coping strategies, and social skill deficits were examined as correlates of social anxiety and…

A student attitude questionnaire was given to 1,465 gifted and talented adolescents who identified 5 strategies used to deal with potentially stigmatizing events (cover up, lie, placate, be truthful, and cop-out). The placate coping strategy was the most frequently used across scenarios. (DB)

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)

Two studies of gifted 3rd through 7th graders (n=311) enrolled in a summer academic program explored the possibility that social coping strategies could be measured. Six social coping strategies were identified: denying giftedness; minimizing focus on popularity; social interaction; humor; conformity; and denying the impact of giftedness on peer…

An expansion of the Social Coping Questionnaire was used to investigate how 229 gifted students (ages 11-17) coped with being identified as gifted. Results found five social coping factors: denial of giftedness, emphasis on popularity, peer acceptance, social interaction, and the hiding of giftedness. Females were more likely to deny abilities.…

Argues that establishing the purpose of observed inappropriate social behavior could help in understanding reciprocal relationships. Suggests inappropriate behavior can occur because an unpopular child adopts an interpersonal strategy to cope with rejection. Studies show that differential deficiencies in social skills are associated with the type…

This article describes the phenomenon of loneliness and its incidence in children with disabilities, and suggests techniques for detecting and dealing with loneliness at school. Interventions include social skills training, creating opportunities for social interaction, creating an accepting classroom climate, teaching adequate coping strategies,…

This article presents a discussion of peer relationships, family relationships, and the contexts of junior high and high school as experienced by normally developing adolescents and offers implications in each of these areas for adolescents with language disorders. Case studies of adolescents with language impairments are presented. (Contains…