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Children’s Peer Relations: Issues in Assessment and Intervention

Issues in Assessment and Intervention

  • Book
  • © 1985

Overview

Editors:
  1. Barry H. Schneider

    1. Child Study Center, School of Psychology, University of Ottawa, Ottawa, Canada

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  2. Kenneth H. Rubin

    1. Department of Psychology, University of Waterloo, Waterloo, Canada

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  3. Jane E. Ledingham

    1. Child Study Center, School of Psychology, University of Ottawa, Ottawa, Canada

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xxii
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  2. Delineating the Realm of Social Competence

    1. Front Matter

      Pages 1-1
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    2. Facets of Social Interaction and the Assessment of Social Competence in Children

      • Kenneth A. Dodge
      Pages 3-22

    3. Social Competence and Skill: A Reassessment

      • Hyman Hops, Melissa Finch
      Pages 23-39

    4. What’s the Point? Issues in the Selection of Treatment Objectives

      • Wyndol Furman, Philip Robbins
      Pages 41-54

  3. Assessing Social Behavior

    1. Front Matter

      Pages 55-55
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    2. Observational Assessment of Social Problem Solving

      • Linda Rose-Krasnor
      Pages 57-74

    3. Children’s Peer Relations: Assessing Self-Perceptions

      • Shelley Hymel, Sylvia Franke
      Pages 75-91

    4. Assessment of Children’s Attributions for Social Experiences: Implications for Social Skills Training

      • Michael P. Sobol, Brian M. Earn
      Pages 93-110

    5. The Influence of the Evaluator on Assessments of Children’s Social Skills

      • Jane E. Ledingham, Alastair J. Younger
      Pages 111-121

  4. Selecting Populations for Interventions

    1. Front Matter

      Pages 123-123
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    2. Socially Withdrawn Children: An “At Risk” Population?

      • Kenneth H. Rubin
      Pages 125-139

    3. Fitting Social Skills Intervention to the Target Group

      • John D. Coie
      Pages 141-156

    4. An Evolving Paradigm in Social Skill Training Research With Children

      • Steven R. Asher
      Pages 157-171
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Keywords

About this book

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 lacked self­ confidence. And, having demonstrated that, Dr. Jack devised a procedure for teaching the knowledge and skill to nonascendant children that the play materials required. She guessed, correctly, that this training would bring about an increase in the ascendance scores of these children.

Editors and Affiliations

  • Child Study Center, School of Psychology, University of Ottawa, Ottawa, Canada

    Barry H. Schneider, Jane E. Ledingham

  • Department of Psychology, University of Waterloo, Waterloo, Canada

    Kenneth H. Rubin

Bibliographic Information

  • Book Title: Children’s Peer Relations: Issues in Assessment and Intervention

  • Book Subtitle: Issues in Assessment and Intervention

  • Editors: Barry H. Schneider, Kenneth H. Rubin, Jane E. Ledingham

  • DOI: https://doi.org/10.1007/978-1-4684-6325-5

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer-Verlag New York, Inc. 1985

  • Softcover ISBN: 978-1-4684-6327-9

  • eBook ISBN: 978-1-4684-6325-5

  • Edition Number: 1

  • Number of Pages: 281

  • Topics: Psychotherapy, Child and School Psychology, Psychotherapy and Counseling

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