Two studies examine the convergence between measures of friendship and measures of liking in the assessment of friendship and peer acceptance. In the first study, 551 (301 boys and 250 girls) Canadian primary school children (ages 8-11) nominated friends and liked-most classmates. In the second study, 282 (127 boys and 155 girls) US primary school…

This study evaluated the relations of peer status, self-perceptions, and other-perceptions of social competence among 9- and 11-year-old children. Self-esteem, self-perception in different domains, and teachers' assessments were examined along with peer status. (PCB)

Measures of peer acceptance and peers' social reputation were administered to 8 and 10 year olds in Shanghai, China, and Ontario, Canada. Results indicated that sociability was correlated with peer acceptance, and aggression with peer rejection, in both countries. Shyness was negatively correlated with peer acceptance in the Canadian sample. (BC)

Residential programming has become an important treatment modality for adolescents with psychiatric disturbances. The importance of peer relations in treatment settings suggests a need for an objective assessment of these relations. Sociometric procedures were used to study the peer relationships of adolescents in a 15-bed residential treatment…

Presents research data on the social integration of visually handicapped students in Quebec's regular schools. Notes that the social acceptance of visually handicapped students, as measured by sociometric status, was significantly less than that of children without visual problems, regardless of age. Emphasizes the need for further research. (SB)

Elementary-school children in Cuba and Canada participated in measures of loneliness, sociometric status, friendship, aggression, and social withdrawal. Withdrawal was associated with loneliness in the Cuban data from both cohorts, Grade 4 and Grade 6. In the Canadian data, withdrawal was only linked to loneliness in Grade 6. In contrast with…

Sociometric peer ratings, teacher ratings, and direct observation were employed in the classification of two groups of third-graders as either neglected (socially isolated) (N=12) or rejected (N=12) in their social relationships. Both groups profited significantly from social skills training compared to no changes observed in a control group. (JW)