Children's peer relations : issues in assessment and intervention
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書誌事項
Children's peer relations : issues in assessment and intervention
Springer-Verlag, c1985
- : us
- : gw
- : softcover
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注記
Includes bibliographies and indexes
内容説明・目次
- 巻冊次
-
: us ISBN 9780387961637
内容説明
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.
目次
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.
- 巻冊次
-
: softcover ISBN 9781468463279
内容説明
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.
目次
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.
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