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Using Multivariate Statistics

Socially withdrawn children frequently refrain from social activities in the presence of peers. The lack of social interaction in childhood may result from a variety of causes, including social fear and anxiety or a preference for solitude. From early childhood through to adolescence, socially withdrawn children are concurrently and predictively at risk for a wide range of negative adjustment outcomes, including socio-emotional difficulties (e.g., anxiety, low self-esteem, depressive symptoms, and internalizing problems), peer difficulties (e.g., rejection, victimization, poor friendship quality), and school difficulties (e.g., poor-quality teacher-child relationships, academic difficulties, school avoidance). The goals of the current review are to (a) provide some definitional, theoretical, and methodological clarity to the complex array of terms and constructs previously employed in the study of social withdrawal; (b) examine the predictors, correlates, and consequences of child and early-adolescent soc...

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Social withdrawal in childhood

Gender differences in burnout: A meta-analysis

Depression in adolescence.

Prevention of depressive symptoms in school children

Compared the predictive accuracy of teacher-based behavioral categories (i.e., teacher assessment of aggressiveness and hyperactivity) and peer-based sociometric categories (i.e., peer acceptance and rejection) on a sample of 178 kindergarten boys. Accuracy of prediction was compared on outcomes such as behavior problems (assessed by teachers and peers), peer rejection, self-reported delinquency, self-perceptions, and academic performance in Grades 3 and/or 4. IQ scores and sociofamilial adversity served as control cariables. Behavioral categories differed on homotypic and several heterotypic outcomes. Overall, behavioral categories were better predictors of teacher-rated and self-rated outcomes than sociometric categories. Suggestions aimed at increasing the level of accuracy of predictive measures with young children are discussed.

Predictive accuracy of behavioral and sociometric assessments of high-risk kindergarten children

Substance abuse and family violence in adolescents.

This study compared the social problem-solving skills of 57 maladjusted and 57 well adjusted first and second graders in a series of hypothetical and actual provocations. All children were asked how they would react to four video-taped provocations involving same-age peers. They were also exposed to three provocations simulated by a peer-confederate; their verbal and nonverbal behaviors were videotaped. Multivariate analyses of variance indicated that, overall, maladjusted subjects displayed less assertiveness and more verbal and nonverbal aggressive responses to the actual provocations. Conversely, hypothetical situations yielded few between-group differences with respect to verbal strategies. The validity of hypothetical situations is questioned; the importance of actual situations for assessment and intervention purposes is stressed.

Assessment of children's social problem-solving skills in hypothetical and actual conflict situations.

Research on the development of childhood internalizing problems has largely failed to consider that there may be different developmental paths for boys and girls. Additionally, studies have begun with elementary school children who are well beyond their first social experiences. This study follows 144 boys and 125 girls from kindergarten (for most children the time of first social experiences) to fifth grade. We identify the best predictors of fifth grade internalizing problems from kindergarten measure of anxiety-withdrawal, shyness, adaptability, and popularity. We also test whether maternal overprotectiveness moderates the link between kindergarten predictors and fifth-grade internalizing problems. Throughout, we consider boys and girls separately. Peer-rated unpopularity was the best predictor of later problems for both boys and girls, followed by peer-rated shyness for boys and teacher-rated anxiety-withdrawal for girls. Maternal overprotectiveness was more important for boys than girls. For boys overprotectiveness reduced the predictive link between some kindergarten variables and some fifth-grade outcomes; for girls overprotectiveness did not significantly moderate the predictive link. We discuss the advantages of different perspectives (peers, teachers, and mothers) for predicting internalizing problems. We also discuss the roles of early temperament, early social experience, and maternal overprotectiveness versus close temporal experience in developing internalizing problems.

Childhood internalizing problems: Prediction from kindergarten, effect of maternal overprotectiveness, and sex differences.

The aim of this research was to study the effects of a majority or minority status in the work environment (referred to as "tokenism" by R. M. Kanter) on certain markers of work-life quality among direct care staff working with juvenile delinquents in sexually segregated residential facilities. A sample of 401 youth counselors (162 men and 239 women) participated in the research. Four groups of subjects representing gender majority and minorities were created: men (n = 125) and women (n = 60) working with delinquent boys, and women (n = 179) and men (n = 37) working with delinquent girls. Self-report written assessments were used to measure sources of job stress, coping, job satisfaction, and burnout. Results indicated that ratios interact with gender to create different levels of work-life quality for majority and minority men and women.

Daniel Pelletier

Papers

Predictive accuracy of behavioral and sociometric assessments of high-risk kindergarten children

Substance abuse and family violence in adolescents.

Assessment of children's social problem-solving skills in hypothetical and actual conflict situations.

Childhood internalizing problems: Prediction from kindergarten, effect of maternal overprotectiveness, and sex differences.

Work and Gender Issues in Secure Juvenile Delinquency Facilities