Barry H. Schneider

Bio: Barry H. Schneider is an academic researcher from Boston College. The author has contributed to research in topics: Friendship & Social competence. The author has an hindex of 42, co-authored 140 publications receiving 7626 citations. Previous affiliations of Barry H. Schneider include Ontario Institute for Studies in Education & University of Ottawa.

The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research

Abstract: Bullying is a serious problem in schools, and school authorities need effective solutions to resolve this problem. There is growing interest in the whole- school approach to bullying. Whole-school programs have multiple components that operate simultaneously at different levels in the school community. This ar- ticle synthesizes the existing evaluation research on whole-school programs to determine the overall effectiveness of this approach. The majority of programs evaluated to date have yielded nonsignificant outcomes on measures of self-re- ported victimization and bullying, and only a small number have yielded positive outcomes. On the whole, programs in which implementation was systematically monitored tended to be more effective than programs without any monitoring.

Child-parent attachment and children's peer relations: a quantitative review

Abstract: The central premise of attachment theory is that the security of the early child-parent bond is reflected in the child's interpersonal relationships across the life span. This meta-analysis was based on 63 studies that reported correlations between child-parent attachment and children's peer relations. The overall effect size (ES) for child-mother attachment was in the small-to-moderate range and was quite homogeneous. ESs were similar in studies that featured the Strange Situation and Q-sort methods. The effects were larger for peer relations in middle childhood and adolescence than for peer relations in early childhood. ESs were also higher for studies that focused on children's close friendships rather than on relations with other peers. Gender and cultural differences in ESs were minimal. The results for the few studies on father-child attachment were inconclusive.

Children's peer relations : issues in assessment and intervention

Abstract: I Delineating the Realm of Social Competence.- 1 Facets of Social Interaction and the Assessment of Social Competence in Children.- Scheme for Conceptualizing Social Interaction.- Judgments of Social Competence.- Social Behaviors.- The Concept of Social Tasks.- The Role of Unconscious Influences.- Social Information Processing.- Conclusions.- 2 Social Competence and Skill: A Reassessment.- Comprehensive View of Skills Underlying Social Competence.- The Study.- Discussion.- 3 What's the Point? Issues in the Selection of Treatment Objectives.- Friendships and Peer Relationships.- Peer Relationships and Other Personal Relationships.- Conclusion.- II Assessing Social Behavior.- 4 Observational Assessment of Social Problem Solving.- General Framework.- Observational Methods for Assessing Social Problem Solving.- Assessment Criteria.- Some Additional Issues.- Conclusion.- 5 Children's Peer Relations: Assessing Self-Perceptions.- Assessing Children's Self-Perceptions.- Individual Differences.- 6 Assessment of Children's Attributions for Social Experiences: Implications for Social Skills Training.- Children's Spontaneous Attributions for Social Success and Failure.- Children's Assessments of the Meanings of Social Causes.- Some Conclusions Concerning Children's Social Attributions.- Attributions and Social Skills Training.- 7 The Influence of the Evaluator on Assessments of Children's Social Skills.- Teachers Versus Peers.- Age Trends in Peer Evaluations.- Peer and Teacher Identification of Extreme Groups.- Evaluator Differences in the Context of Interaction.- Conclusions.- III Selecting Populations for Interventions.- 8 Socially Withdrawn Children: An "At Risk" Population?.- Characteristics of Withdrawn Children.- Study I: Sociometric Status, Social-Cognitive Competence, and Self-Perceptions of Withdrawn Children.- Study II: The Role Relationships of Withdrawn Children.- 9 Fitting Social Skills Intervention to the Target Group.- Who Should Be Singled Out for Social Skills Intervention?.- Intervention With Children at Risk for Social Rejection.- 10 An Evolving Paradigm in Social Skill Training Research With Children.- Social Skill Training With Unpopular Children.- Evidence Concerning Effectiveness.- Which Low-Status Children Are Changing?.- Alternatives to the Negative Nomination Measure.- Conclusion.- IV Developing Intervention Procedures.- 11 Children's Social Skills Training: A Meta-Analysis.- Study Selection.- Study Features.- Statistical Analysis.- Training Technique.- Outcome Measure.- Therapist Characteristics.- Child Characteristics.- Duration of Intervention.- Limitations of This Study.- Implications for Clinicians and Educators.- Implications for SST Research.- Appendix: Final Data Pool.- 12 Programmatic Research on Peers as Intervention Agents for Socially Isolate Classmates.- Step 1 of Intervention Development Model.- Step 2 of Intervention Development Model.- Step 3 of Intervention Development Model.- Step 4 of Intervention Development Model.- Conclusions and Future Directions.- 13 Social Behavior Problems and Social Skills Training in Adolescence.- Social Difficulties in Adolescence.- The Components of Social Competence.- The Analysis of Social Situations.- Social Relationships in Adolescents.- Social Skills Training for Adolescents.- 14 Designing Effective Social Problem-Solving Programs for the Classroom.- Deciding to Conduct SPS Research: The Rochester Context.- Curriculum Content and Instructional Format Issues.- Structuring SPS Interventions to Succeed in the School Culture.- Concluding Comments.- 15 Documenting the Effects of Social Skill Training With Children: Process and Outcome Assessment.- Assumption 1: Children With Poor Peer Relations Lack Social Skills.- Types of Social Skill Deficits as Identified in Past Research.- Implications for Social Skill Training and Assessment.- Assumption 2: Children Learn Social Skills From Social Skill Training.- Assumption 3: The Skill Learning that Occurs in Social Skill Training Leads to Improved Peer Relations.- Author Index.

Social Competence in Developmental Perspective

Abstract: Section I Social Competence in Developmental Perspective: Conceptual Issues.- to Section I.- 1. Significance of Peer Relationship Problems in Childhood.- 2. The Role of Competence in the Study of Children and Adolescents Under Stress.- 3. The Nature of Social Action: Social Competence Versus Social Conformism.- 4. Individual, Differential, and Aggregate Stability of Social Competence.- What to Do while the Kids are Growing Up: Changing Instrumentation in Longitudinal Research (Conversation Summary).- 5. Socially Competent Communication and Relationship Development.- 6. Measuring Peer Status in Boys and Girls: A Problem of Apples and Oranges?.- Section II The Emergence of Social Competence in Early Childhood.- to Section II.- Friendships in Very Young Children: Definition and Functions (Conversation Summary).- 7. Communicating by Imitation: A Developmental and Comparative Approach to Transitory Social Competence.- 8. Co-adaptation within the Early Peer Group: A Psychobiological Study of Social Competence.- 9. Development of Communicative Competencies in Early Childhood: A Model and Results.- Section III Ongoing Social Development In Middle Childhood And Adolescence.- to Section III.- Examining the Impact of Social Behavior on Peer Status (Conversation Summary).- 10. Self-Perpetuating Processes in Children's Peer Relationships.- 11. Types of Aggressive Relationships, Peer Rejection, and Developmental Conse quences.- 12. The Role of Rough-and-Tumble Play in the Development of Social Competence: Theoretical Perspectives and Empirical Evidence.- Section IV Setting Factors in Children's Social Development: The Influences of Families and Schools.- to Section IV.- 13. Young Children's Social Competence and Their Use of Space in Day-Care Centers.- 14. Children's Social Competence and Social Supports: Precursors of Early School Adjustment?.- 15. Social Competence Versus Emotional Security: The Link between Home Relationships and Behavior Problems in Preschool.- 16. Maternal Beliefs and Children's Competence.- Section V Translating Theory into Practice: Social Competence Promotion Programs.- to Section V Challenges Inherent in Translating Theory and Basic Research into Effective Social Competence Promotion Programs.- 17. Between Developmental Wisdom and Children's Social-Skills Training.- 18. Enhancing Peer Relations in School Systems.- 19. Promoting Social Competence in Early Adolescence: Developmental Considerations.- 20. Appendix: Research Abstracts.

Using Multivariate Statistics

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Romantic Love Conceptualized as an Attachment Process

Abstract: This article explores the possibility that romantic love is an attachment process--a biosocial process by which affectional bonds are formed between adult lovers, just as affectional bonds are formed earlier in life between human infants and their parents. Key components of attachment theory, developed by Bowlby, Ainsworth, and others to explain the development of affectional bonds in infancy, were translated into terms appropriate to adult romantic love. The translation centered on the three major styles of attachment in infancy--secure, avoidant, and anxious/ambivalent--and on the notion that continuity of relationship style is due in part to mental models (Bowlby's "inner working models") of self and social life. These models, and hence a person's attachment style, are seen as determined in part by childhood relationships with parents. Two questionnaire studies indicated that relative prevalence of the three attachment styles is roughly the same in adulthood as in infancy, the three kinds of adults differ predictably in the way they experience romantic love, and attachment style is related in theoretically meaningful ways to mental models of self and social relationships and to relationship experiences with parents. Implications for theories of romantic love are discussed, as are measurement problems and other issues related to future tests of the attachment perspective.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions

Abstract: This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

A review and reformulation of social information-processing mechanisms in children's social adjustment.

Abstract: Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status