Abstract
During the last decade, a number of studies have tested the effectiveness of school-based social skill training programs designed to promote positive peer relationships and peer acceptance. In the same time period, research on the characteristics of peer-rejected children has proliferated, as have conceptual models designed to delineate the maladaptive processes involved in the development of peer relation difficulties. It has become apparent that the behavior problems experienced by rejected children are multiple and diverse and that current interventions meet only some of the needs of these children.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Achenbach, T. M., and Edelbrock, C. S. (1981). Behavior problems and competencies reported by parents of normal and disturbed children 4–16. Monographs of the Society for Research in Child Development, 46 (1,Serial #188).
American Psychiatric Association. (1980). Diagnostic and statistical manual of mental disorders (3d ed.). Washington, DC: Author.
Asher, S. R., Hymel, S., and Renshaw, P. D. (1984). Loneliness in children. Child Development, 55, 1456–1464.
Asher, S. R., and Renshaw, P. D. (1981). Children without friends, social knowledge and social skill training. In S. R. Asher and J. M. Gottman (Eds.), The development of children’s friendships. Cambridge: Cambridge University Press.
Bem, D. J. (1965). An experimental analysis of self persuasion. Journal of Experimental Social Psychology, 1, 199–218.
Bierman, K. L. (1986a). The relationship between social aggression and peer rejection in middle childhood. In R. Prinz (Ed.), Advances in behavioral assessment of children and families (Vol. 2, pp. 151–178 ). Greenwich, CT: JAI Press.
Bierman, K. L. (1986b). Process of change during social skills training with preadolescents and its relation to treatment outcome. Child Development, 57, 230–240.
Bierman, K. L., and Furman, W. (1984). The effects of social skills training and peer involvement on the social adjustment of preadolescents. Child Development, 55, 151–162.
Bierman, K. L., and McCauley, E. (1987). Children’s descriptions of their peer interactions: Useful information for clinical child assessment. Journal of Clinical Child Psychology, 16, 9–18.
Bierman, K. L., Miller, C. M., and Stabb, S. (1987). Improving the social behavior and peer acceptance of rejected boys: Effects of social skill training with instructions and prohibitions. Journal of Consulting and Clinical Psychology, 55, 194–200.
Bierman, K. L., Smoot, D. L., and Aumiller, K. A. (1987). Distinguishing characteristics of aggressive-rejected, aggressive (non-rejected) and rejected (non-aggressive) boys. Paper presented at the biennial meeting of the Society for Child Development, Baltimore, MD, April.
Blaney, N. T., Stephan, S., Rosenfield, D., Aronson, E., and Sikes, J. (1977). Interdependence in the classroom: A field study. Journal of Educational Psychology, 69, 121–128.
Blue, S. W., Madsen, C. H., and Heimberg, R. G. (1981). Increasing coping behavior in children with aggressive behavior: Evaluation of the relative efficacy of the components of a treatment package. Child Behavior Therapy, 3, 51–60.
Bryan, J. H. (1975). Children’s cooperation and helping behavior. In M. Hetherington (Ed.), Review of child development research (Vol. 5, pp. 127–181 ). Chicago: University of Chicago Press.
Cairns, R. B., and Cairns, B. D. (1984). Predicting aggressive patterns in girls and boys: A developmental study. Aggressive Behavior, 1, 227–242.
Carden-Smith, L., and Fowler, S. A. (1984). Positive peer pressure: The effects of peer monitoring on children’s disruptive behavior. Journal of Applied Behavior Analysis, 17, 213–227.
Carlson, C. L., Lahey, B. B., Frame, C. L., Walker, J., and Hynd, G. W. (1987). Sociometric status of clinic referred children with attention deficit disorders with and without hyperactivity. Journal of Abnormal Child Psychology, 15, 537–548.
Coie, J. D. (1987) (in press). Toward a theory of peer rejection. In S. R. Asher and J. D. Coie (Eds.), Peer rejection in childhood. New York: Cambridge University Press.
Coie, J. D., and Dodge, K. A. (1983). Continuities and changes in children’s social status: A five-year longitudinal study. Merrill-Palmer Quarterly, 29, 261–282.
Coie, J. D., Dodge, K. A., and Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557–570.
Coie, J. D., and Koeppl, G. K. (in press). Adapting intervention to the problems of aggressive and disruptive rejected children. In S. R. Asher and J. D. Coie (Eds.), Peer rejection in childhood. New York: Cambridge University Press.
Coie, J. D., and Krehbiel, G. (1984). Effects of academic tutoring on the social status of lowachieving, socially rejected children. Child Development, 55, 1465–1478.
Coie, J. D., and Kupersmidt, J. B. (1983). A behavioral analysis of emerging social status. Child Development, 54, 1400–1416.
Combs, M. L., and Slaby, D. A. (1977). Social skills training with children. In B. Lahey and A. Kazdin (Eds.), Advances in clinical child psychology (Vol. 1, pp. 161–201 ). New York: Plenum Press.
Connolly, J., and Doyle, A. (1981). Assessment of social competence in preschoolers: Teach-, ers versus peers. Developmental Psychology, 17, 454–462.
DeVries, D. L., and Slavin, R. E. (1976). Teames-Games-Tournament: A final report on the research. Center for Social Organization of the School. The Johns Hopkins University, Report #217.
Dodge, K. A. (1980). Social cognition and children’s aggressive behavior. Child Development, 51, 162–170.
Dodge, K. A. (1983). Behavioral antecedents of peer social status. Child Development, 54, 1386–1399.
Dodge, K. A., Coie, J. D., and Brakke, N. P. (1982). Behavior patterns of socially rejected and neglected preadolescents: The roles of social approach and aggression. Journal of Abnormal Child Psychology, 10, 389–409.
Dodge, K. A., Pettit, G. S., McClaskey, C. L., and Brown, M. M. (1986). Social competence in children. Monographs of the Society for Research in Child Development, 51 (2, Serial No. 213).
Dougherty, B. S., Fowler, S. A., and Paine, S. C. (1985). The use of peer monitors to reduce negative interactions during recess. Journal of Applied Behavior Analysis, 18, 141–153.
Drabman, R., Spitalnik, R., and Spitalnik, K. (1974). Sociometric and disruptive behavior as a function of four types of token reinforcement programs. Journal of Applied Behavior Analysis, 7, 93–101.
Foster, S. L., and Ritchey, W. L. (1985). Behavioral correlates of sociometric status of fourth-, fifth-, and sixth-grade children in two classroom situations. Behavioral Assessment, 7, 79–93.
Furman, W. (1984). Enhancing peer relations. In S. Duck (Ed.), Personal relationships 5: Repairing personal relationships. New York: Academic Press.
French, D. C. (1988). Heterogeneity of peer-rejected boys: Aggressive and non-aggressive subtypes. Child Development, 59, 976–985.
French, D. L., and Waas, G. A. (1985). Behavior problems of peer-neglected and peer-rejected elementary-age children: Parent and teacher perspectives. Child Development, 56, 246–252.
Glow, R. A., and Glow, P. H. (1980). Peer and self-rating: Children’s perception of behavior relevant to hyperkinetic impulse disorder. Journal of Abnormal Child Psychology, 8, 397–404.
Goodwin, S., and Mahoney, M. (1975). Modification of aggression through modeling: An experimental problem. Journal of Behavior Therapy and Experimental Psychiatry, 6, 200–202.
Gottman, J., Gonso, J., and Rasmussen, B. (1975). Social interaction, social competence and friendship in children. Child Development, 709–718.
Graham, P., and Rutter, M. (1968). The reliability and validity of the psychiatric assessment of the child: II. Interview with the parent. British Journal of Psychiatry, 114, 581–592.
Gresham, F. M., and Nagle, R. J. (1980). Social skill training with children: Responsiveness to modeling and coaching as a function of peer orientation. Journal of Consulting and Clinical Psychology, 84, 718–729.
Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87–97.
Hartup, W. W. (1983). Peer relations. In E. M. Hetherington (Ed.), P. H. Mussen (Series Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp. 103–196 ). New York: Wiley.
Horrocks, J. E., and Buker, M. E. (1951). A study of the friendship fluctuations of preadolescents. The Journal of Genetic Psychology, 1951, 78, 131–144.
Hymel, S. (1986). Interpretations of peer behavior: Affective bias in childhood and adolescence. Child Development, 57, 431–445.
Hymel, S., and Rubin, K. H. (1985). Children with peer relationships and social skills problems: Conceptual, methodological, and developmental issues. In G. J. Whitehurst (Ed.), Annals of child development (Vol. 2 ). Greenwich, CT: JAI Press.
Hymel, S., Wagner, E., and Butler, L. J. (in press). Reputational bias: View from the peer group. In S. R. Asher and J. D. Coie (Eds.), Peer rejection in childhood. Cambridge: Cambridge University Press.
Kagan, J., and Madsen, M. C. (1971). Cooperation and competition of Mexican, Mexican-American, and Angloamerican children of two ages under four instructional sets. Developmental Psychology, 5, 32–38.
Klein, A. R., and Young, R. D. (1979). Hyperactive boys in their classroom: Assessment of teacher and peer perceptions, interactions, and classroom behaviors. Journal of Abnormal Child Psychology, 7, 425–442.
Kohlberg, L. A., LaCross, J., and Ricks, D. (1972). The predictability of adult mental health from childhood behavior. In B. Wolman (Ed.), Manual of child psychopathology (pp. 1217–1283 ). New York: McGraw-Hill.
Koslin, B. L., Haarlow, R. N., Karlins, M., and Pargament, R. (1968). Predicting group status from members’ cognitions. Sociometry, 31, 64–75.
Ladd, G. (1981). Effectiveness of a social learning method for enhancing children’s social interaction and peer acceptance. Child Development, 52, 171–178.
Ladd, G. (1983). Social networks of popular, average, and rejected children in school settings. Merrill-Palmer Quarterly, 29, 282–307.
Ladd, G. W. (1985). Documenting the effects of social skill training with children: Process and outcome assessment. In B. Schneider, K. Rubin, and J. Ledingham (Eds.), Children’s peer relations: Issues in assessment and intervention (pp. 243–269 ). New York; Springer-Verlag.
Ladd, G. W., and Asher, S. R. (1985). Social skill training and children’s peer relations: Current issues in research and practice. In L. L’Abate and M. Milan (Eds.), Handbook of social skill training (pp. 219–244 ). New York: Wiley.
LaGreca, A. (1981). Peer acceptance: The correspondence between children’s sociometric scores and teacher’s ratings of peer interactions. Journal of Abnormal Psychology, 9, 167–178.
LaGreca, A. M., and Santogrossi, D. A. (1980). Social skills training with elementary school students: A behavioral group approach. Journal of Consulting and Clinical Psychology, 48, 220–227.
Landau, S., and Milich, R. (1985). Social status of aggressive and aggressive/withdrawn boys: A replication across age and method. Journal of Consulting and Clinical Psychology, 53, 141.
Landau, S., Milich, R., and Whitten, P. (1984). A comparison of teacher and peer assessment of social status. Journal of Clinical Child Psychiatry, 13, 44–49.
Ledingham, J. E. (1981). Developmental patterns of aggressive and withdrawn behavior in childhood: A possible method of identifying preschizophrenics. Journal of Abnormal Child Psychology, 9, 1–22.
Ledingham, J., Younger, A., Schwartzman, A., and Bergeron, G. (1982). Agreement among teacher, peer and self-ratings of children’s aggression, withdrawal and likeability. Journal of Abnormal Child Psychology, 10, 363–372.
Lochman, J. E., Burch, P. R., Curry, J. F., and Lampron, L. B. (1984). Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys. Journal of Consulting and Clinical Psychology, 52, 915–916.
Michael, C. M., Morris, D. P., and Soroker, E. (1957). Follow-up studies of shy, withdrawn children II: Relative incidence of schizophrenia. American Journal of Orthopsychiatry, 27, 331–337.
O’Brien, S. B., and Bierman, K. L. (in press). Conceptions and perceived influence of peer groups: Interviews with preadolescents and adolescents. Child Development.
Oden, S., and Asher, S. R. (1977). Coaching children in social skills. Child Development, 48, 495–506.
Olweus, D. (1979). Stability of aggressive reaction patterns in males: A review. Psychological Bulletin, 86, 852–857.
Parker, J. G., and Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357–389.
Patterson, G. R. (1976). The aggressive child: Victim and architect of a coercive system. In E. J. Mash, L. A. Hamerlynck, and L. C. Handy (Eds.), Behavior modification and families. New York: Brunner/Mazel.
Patterson, G. R. (1982). Coercive family processes. Eugene, OR: Castalia Press.
Patterson, G. R. (1986). Performance models for antisocial boys. American Psychologist, 41, 432–444.
Patterson, G. R., Dishion, T., and Banks, L. (1984). Family interaction: A process model of deviancy training. Aggressive Behavior, 10, 253–267.
Patterson, G. R., Littman, R. A., and Bricker, W. (1967). Assertive behavior in children. Monographs of the Society for Research in Child Development, 32, 1–43.
Pelham, W. E., and Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. Advances in learning and Behavioral Disabilities (Vol. 1, pp. 365–436 ). Greenwich, CT: JAI Press.
Pope, A. W., Bierman, K. L., and Mumma, G. H. (in press). Relations between hyperactive and aggressive behaviors and peer relations at three elementary grade levels. Journal of Abnormal Child Psychology.
Rinn, R. C., and Markle, A. (1979). Modification of social skill deficits in children. In A. S. Bellack and M. Hersen (Eds.), Research and practice in social skill training. New York: Plenum Press.
Robins, L. N. (1972). Follow-up studies. In H. C. Quay and J. S. Werry (Eds.), Psychopathological disorders of childhood. New York: Wiley.
Rosen, L. A., O’Leary, S. G., Joyce, S. A., Conway, G., and Pfiffner, L. J. (in press). The importance of prudent negative consequences for maintaining the appropriate behavior of hyperactive students. Journal of Abnormal Child Psychology.
Rubin, K. H., LeMare, L., and Lollis, S. (in press). Social withdrawal in childhood: Developmental pathways to peer rejection. In S. R. Asher and J. D. Coie (Eds.), Peer rejection in childhood. New York: Cambridge University Press.
Rucker, C. N., and Vincenzo, F. M. (1970). Maintaining social acceptance gains made by mentally retarded children. Exceptional Children, 36, 679–680.
Saylor, C. F., Benson, B., and Einhaus, L. (1985). Evaluation of an anger management program for aggressive boys in inpatient treatment. Journal of Child and Adolescent Psychotherapy, 2, 5–15.
Sherif, M., Harvey, O. J., White, B. J., Hood, W. R., and Sherif, C. W. (1961). Intergroup conflict and cooperation: The Robber’s Cave Experiment. Norman: University of Oklahoma.
Solomon, R. W., and Wahler, R. G. (1973). Peer reinforcement control of classroom problem behavior. Journal of Applied Behavior Analysis, 6, 49–56.
Strain, P. S., and Kerr, M. M. (1981). Modifying children’s social withdrawal: Issues in assessment and clinical intervention. In M. Hersen, R. M. Eisler, and P. M. Miller (Eds.), Progress in behavior modification, Vol. 11. New York: Academic Press.
Strauss, C. C., Lahey, B. B., Frick, P., Frame, C. L., and Hynd, G. W. (1988). Peer social status of children with anxiety disorders. Journal of Consulting and Clinical Psychology, 56, 137–141.
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. New York: New York.
Whalen, C. K., and Henker, B. (1985). The social worlds of hyperactive (ADDH) children. Clinical Psychology Review, 5, 447–478.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1989 Plenum Press, New York
About this chapter
Cite this chapter
Bierman, K.L. (1989). Improving the Peer Relationships of Rejected Children. In: Lahey, B.B., Kazdin, A.E. (eds) Advances in Clinical Child Psychology. Advances in Clinical Child Psychology, vol 12. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-9832-5_3
Download citation
DOI: https://doi.org/10.1007/978-1-4613-9832-5_3
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-9834-9
Online ISBN: 978-1-4613-9832-5
eBook Packages: Springer Book Archive