| 书目名称 | Children’s Peer Relations: Issues in Assessment and Intervention | | 副标题 | Issues in Assessment | | 编辑 | Barry H. Schneider,Kenneth H. Rubin,Jane E. Leding | | 视频video | http://file.papertrans.cn/226/225280/225280.mp4 | | 图书封面 |  | | 描述 | Willard W. Hartup This volume amounts to an anniversary collection: It was 50 years ago that Lois Jack (1934) published the findings from what most investigators consider to be the first intervention study in this area. The experiment (later replicated and extended by Marjorie Page, 1936, and Gertrude Chittenden, 1942) concerned ascendant behavior in preschool children, which was defined to include: (a) The pursuit of one‘s own purposes against interference and (b) directing the behavior of others. Individual differences in ascendance were assumed to have some stability across time and, hence, to be important in personality development. But ascendance variations were also viewed as a function of the immediate situation. Among the conditions assumed to determine ascendance were "the individual‘s status in the group as expressed in others‘ attitudes toward him, his conception of these attitudes, and his previously formed social habits" (Jack, 1934, p. 10). Dr. Jack‘s main interest was to show that nonascendant children, identified on the basis of observations in the laboratory with another child, were different from their more ascendant companions in one important respect: They lacke | | 出版日期 | Book 1985 | | 关键词 | Children; Evaluation; Peers; Training; assessment; development; interaction; intervention; stability | | 版次 | 1 | | doi | https://doi.org/10.1007/978-1-4684-6325-5 | | isbn_softcover | 978-1-4684-6327-9 | | isbn_ebook | 978-1-4684-6325-5 | | copyright | Springer-Verlag New York, Inc. 1985 |
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Front Matter |
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Facets of Social Interaction and the Assessment of Social Competence in Children |
Kenneth A. Dodge |
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Abstract
The number of definitions of social competence in the developmental literature today approaches the number of investigators in the field. Certainly, most definitions have in common several features, such as a child’s response to an environmental stimulus and an emphasis on social effectiveness. These definitions, however, have emphasized different facets or aspects of social interaction. One theorist may emphasize specific behaviors, such as assertion (Bornstein, Bellack, & Hersen, 1977) and frequency of interaction (Furman, Rahe, & Hartup, 1979), whereas another theorist may emphasize a child’s self-concept (Harter, 1982), and still another may emphasize cognitive skills (Gottman, Gonso, & Rasmussen, 1975). These differences are not trivial, for they lead researchers to measure competence in highly divergent ways, and they lead clinicians to intervene with divergent goals in mind. While theorists could debate which of each of these approaches “truly” constitutes a study of social competence, it is probably more fruitful to recognize that each of these facets represents a component of social interaction and that each facet is relevant to understanding competence. How these componen
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Social Competence and Skill: A Reassessment |
Hyman Hops,Melissa Finch |
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Abstract
This chapter reports on a study of social and nonsocial variables hypothesized to contribute to social competence among preschool children. Three areas of basic skill in the child’s repertoire were examined—language, motor, and social. We also examined a sample of parents’ child-rearing skills in the home setting. As a measure of social competence, the judgments of children by social agents in their environment—parents, peers, and teachers—were used.
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What’s the Point? Issues in the Selection of Treatment Objectives |
Wyndol Furman,Philip Robbins |
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Abstract
A number of intervention programs have been developed to teach children the skills necessary for effective interactions with others (see Furman, 1984; Hops, 1982). Some investigators have developed programs to improve the sociometric status of children who are not liked or who are disliked by their peers. Others have designed interventions to increase the rates of peer interaction of children who are isolated from their peers. Although there is considerable controversy concerning which of these approaches is more appropriate, the objective of both is to enhance children’s relationships with their ..
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Observational Assessment of Social Problem Solving |
Linda Rose-Krasnor |
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Social competence is an elusive construct, and there has been relatively little agreement on its operational definition. Recently, however, there as been some convergence on social effectiveness and acceptability as critical components of the competency construct (Foster & Ritchey, 1980; O’Malley, 1977; Weinstein, 1969). Ford (1982), for example, defined social competence as “the attainment of relevant social goals in specified social contexts, using appropriate means and resulting in positive developmental outcomes” (p. 324). This definition may also be used to describe the phenomenon known generally as social problem solving.
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Children’s Peer Relations: Assessing Self-Perceptions |
Shelley Hymel,Sylvia Franke |
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Abstract
Graham was a fourth-grader who appeared to be socially rejected by his peers. Several pieces of information supported this conclusion. For example, on a rating-scale sociometric measure, Graham received an average rating of 1.5 from his classmates, with 1 being the lowest possible rating one could receive on a 5-point scale. In addition, the classroom teacher had intercepted a note being passed around class which read, “Everybody who hates Graham, sign here” The page was filled with signatures. Graham’s social rejection, then, seemed quite clear. However, Graham characterized himself as the most popular child in the class, based on several pieces of seemingly convincing behavioral evidence. For instance, he was always chosen first for teams on the playground and was often voted leader for group projects. According to the teacher, Graham was quite competent in sports and highly intelligent, and peers often “used” him to their own advantage, leading Graham to believe he was well-accepted by his peers. Graham’s apparent misperception of his own social status clearly influenced his social behavior as well as his interpretations of peer behavior directed toward him. His self-perceptions
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Assessment of Children’s Attributions for Social Experiences: Implications for Social Skills Trainin |
Michael P. Sobol,Brian M. Earn |
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A considerable amount of research has been generated linking attributions for achievement success and failure to expectations about and production of future behavior (cf. Dweck, 1975; Weiner, 1979). Very little effort, however, has been directed toward studying the relations between attributions and success and failure in the realm of social relationships. It seems likely, as Weiner (1979) has suggested, that the same or similar cognitive mediators as those that have been identified as being important in the achievment sphere would also be important in determining reactions and behavior in any situation where one can succeed or fail. As has been previously noted in this volume, one set of situations that has crucial implications for children is social relationships. By examining children’s attributions for social success and failure the causal and maintenance conditions of sociometric status should become more apparent.
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The Influence of the Evaluator on Assessments of Children’s Social Skills |
Jane E. Ledingham,Alastair J. Younger |
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In the field of assessment of social skills, a great deal of attention has been paid to the issue of what behaviors or skills to assess, while relatively little attention has been paid to the question of . should do the assessing. In the absence of consensual agreement as to what constitutes social competence (Anderson & Messick, 1974; Foster & Ritchey, 1979; O’Malley, 1977), which might foster the development of a more objective index, most individuals in the field have relied upon the judgments of significant others in the natural environment, often in combination. It is our contention that the type of evaluator that we choose can have important implications for the picture of social skills that emerges. It is also our contention that we have too little information at present on the impact of the type of evaluator to allow for unambiguous interpretations of our data.
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Socially Withdrawn Children: An “At Risk” Population? |
Kenneth H. Rubin |
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Recent years have seen the emergence of an interest in children who do not interact often with their peers. This interest has been sparked not only by theoretical considerations of the significance of early interaction for later development (Piaget, 1926; Sullivan, 1953), but also by data-derived suggestions that a deficiency in early peer interactive experiences may have implications for adolescent and adulthood disorders (see Wanlass & Prinz, 1982, for a relevant review).
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Fitting Social Skills Intervention to the Target Group |
John D. Coie |
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Abstract
Much of the current research interest in the application of social skills training to samples of children is tied to the assumption that this is a potentially powerful approach to preventive intervention with children who are at future risk for various forms of disorder. Many of the contributors to this volume, including the present one, share this hope. Obviously those who share such a vision believe that social maladjustment, particularly with child peers, is a significant predictor of future disorder. They further presume that failure to resolve these social adjustment problems adequately is causally related to subsequent manifestations of disorder. Although evidence related to the first of these two assumptions will be considered in the next few pages, there is little existing evidence related to the second assumption.
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An Evolving Paradigm in Social Skill Training Research With Children |
Steven R. Asher |
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Social skill training research with children has accelerated rapidly with more than 30 studies published in the last 7 years (Ladd & Asher, 1985). This research has been extensively reviewed of late (e.g., Asher & Renshaw, 1981; Conger & Keane, 1981; Ladd & Mize, 1983; Wanlass & Prinz, 1982), and it is clear that considerable diversity exists under the general rubric of social skill training research with children.
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Children’s Social Skills Training: A Meta-Analysis |
Barry H. Schneider,Barbara M. Byrne |
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Social skills training (SST) programs for children have been inspired by convincing evidence that childhood social competence is related to psychological adjustment in later years. It has not been clearly established, however, that interventions aimed at increasing childhood competence can improve the outcome for the children involved. Nevertheless, the number and variety of social skills training programs emerging in both the professional literature and commercial market attest to the appeal of this form of therapy. As is the case for most other forms of therapy, little data are available with regard to the relative effectiveness of the various training approaches or the child characteristics that may be associated with successful intervention. Several review articles on social skills training have focused on a given intervention modality (e.g., Combs & Slaby, 1977; Urbain & Kendall, 1980) or target population (e.g., Conger & Keane, 1981; Gresham, 1981). All have concluded that despite conflicting results and methodological problems, there is empirical evidence that provides some support for the positive impact of social skills training.
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Programmatic Research on Peers as Intervention Agents for Socially Isolate Classmates |
Phillip S. Strain |
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Abstract
Over the last 8 years, my colleagues and I have been examining the influence of peer-mediated treatments on the social interactions of young children with significant social, communicative, and cognitive deficits. More specifically, we have devoted most of our efforts toward an examination of social initiations, or interaction bids, and the responses to these interaction bids among various clinical groups.
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Social Behavior Problems and Social Skills Training in Adolescence |
Michael Argyle |
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Adolescence is a very interesting time of life for psychologists to study, but often very difficult for those involved: adolescents and their families. The difficulties lie mainly in the sphere of social behavior, and recent developments in the study of interaction have a lot to contribute here. The main practical application is in devising methods of social skills training for adolescents with social difficulties, and in advising parents and others who deal with them on the most effective ways of doing so.
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Designing Effective Social Problem-Solving Programs for the Classroom |
Roger P. Weissberg |
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Abstract
Several years ago I had a provocative lunch discussion with an argumentative, methodologically sophisticated colleague of mine. After we disagreed about the effects of Reaganomics on the poor, the value of the nuclear freeze, and whether Wayne Gretsky was an established hockey star,. he began talking about the many shortcomings of school-based social problem-solving (SPS) program evaluation research (!).
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Documenting the Effects of Social Skill Training With Children: Process and Outcome Assessment |
Gary W. Ladd |
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Although social scientists have long been interested in methods for guiding children’s behavior and development, the use of skill training procedures as a means of influencing the course of children’s peer interactions and relationships is a relatively recent undertaking. Concern for socially disadvantaged children has been a primary impetus for this work, and recent findings from research on the correlates and antecedents of peer status (see Ladd & Asher, 1985), as well as evidence linking childhood peer problems with later maladjustment (see Kohlberg, LaCrosse, & Ricks, 1972; Ladd & Asher, 1985) have intensified the search for effective interventions. At present, however, little is known about how skill-based interventions may affect children’s social skills or lead to changes in their peer relations.
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