Social skills moderate the time‐varying association between aggression and peer rejection among children with and without ADHD

UNA INTERVENCIÓN GLOBAL PARA PROMOVER CONTEXTOS DE AYUDA EN EDUCACIÓN PRIMARIA

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v6.723 ◽

2017 ◽

Vol 6 (1) ◽

pp. 111

Author(s):

Francisco J. García Bacete ◽

Inmaculada Sureda García ◽

Mª Inés Monjas Casares ◽

Victoria Muñoz Tinoco ◽

Irene Jiménez Lagares ◽

...

Keyword(s):

Social Skills ◽

Primary Education ◽

Research Group ◽

Social Skills Training ◽

Preventive Intervention ◽

Peer Rejection ◽

Skills Training ◽

Final Phase ◽

Early Primary ◽

Educación Primaria

Abstract.A GLOBAL INTERVENTION TO FOSTER HELPING CONTEXTS IN PRIMARY EDUCATIONThis communication describes a research project designed and implemented by the interuniversity research group GREI (Grupo Interuniversitario de Investigación de las Situaciones de Rechazo entre Iguales en Contextos Escolares). This project involves a multicomponent preventive intervention implemented in primary education in four schools of the province of Castellón (Spain). The intervention comprises some characteristics of programs that include social skills training with innovative designs of final phase as identified by Bierman and Power (2009). The 12 programs that have been activated during the first two years of research are depicted in the central part of the present study.Keywords: Peer Rejection, intervention, early primary education.Resumen.En esta comunicación se describe un proyecto de investigación diseñado y aplicado por el Grupo Interuniversitario de Investigación de las Situaciones de Rechazo entre Iguales en Contextos Escolares (GREI). Este proyecto conlleva una intervención preventiva multicomponente que se está aplicando en educación primaria en cuatro centros escolares de la provincia de Castellón. La intervención comparte características de programas que incluyen entrenamiento en competencia social con diseños innovadores de última fase según fueron definidos por Bierman y Power (2009). En la parte central del trabajo se describen los 12 programas que se han activado durante los dos primeros años de investigación.Palabras Claves: Rechazo entre iguales, intervención, primer ciclo de educación primaria.

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LOS AMIGOS DE LOS NIÑOS Y NIÑAS RECHAZADOS. UN ANÁLISIS DE LA SIMILITUD CONDUCTUAL.

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v6.731 ◽

2017 ◽

Vol 6 (1) ◽

pp. 175

Author(s):

Victoria Muñoz-Tinoco ◽

Irene Jiménez Lagares ◽

Francisco J. García Bacete ◽

Ghisialne Marande Perrin ◽

Luis J. Martín Antón

Keyword(s):

Social Skills ◽

Social Behavior ◽

Primary Education ◽

Peer Rejection ◽

Social Aggression ◽

Behavioral Difficulties ◽

Behavioral Similarity ◽

Direct Aggression

Abstract.FRIENDS OF THE REJECTED GIRLS AND BOYS. AN ANALYSIS OF BEHAVIORAL SIMILARITY.This work carries out a first approach to analyzing the relations of reciprocal friendship of children in situations of rejection at the beginning of primary education. The focus is to verify the hypothesis of behavioral similarity among friends, by contrasting a sample of 111 sociometrical average children with 111 rejected children. The variables of social behavior that are used to study the behavioral similarity are social skills, direct aggression, social aggression, hyperactivity and withdrawal. Nearly a third of the rejected children have no one single mutual friendship. The scores of the friends of the rejected children are lower at social skills and higher at all the behavioral difficulties. Among the average children used for the comparison, some correlations between one’s own behavior and that of friends were also found, but not in all the variables. There is a significant correlation between the negative social behavior of the rejected children and that of their friends. The hypothesis of behavioral homophily is verified, but not the second stated hypothesis which refers to a greater behavioral similarity between the rejected children and their friends.Keywords: Peer rejection, friendship, behavioral similarity, homophily, social skills, aggression, hyperactivity, withdrawal.Resumen.En este trabajo se presenta una primera aproximación al análisis de las relaciones de amistad recíprocas de niños y niñas en situación de rechazo al comienzo de la escolarización primaria. El eje central del trabajo es confirmar la hipótesis de la similitud conductual de las amistades contrastando una muestra de 111 niños rechazados y 111 niños promedios. Las variables de conducta social que se utilizan para estudiar la similitud en la conducta son habilidades sociales, agresión directa, agresión social, hiperactividad y retraimiento. Casi una tercera parte de los niños rechazados no tienen relación recíproca de amistad. Los amigos de los rechazados tienen puntuaciones más bajas en habilidades sociales y más altas en todas las dificultades conductuales. Entre los promedios de contraste también se encuentra relación entre la propia conducta y la de los amigos, aunque no para todas las variables. Existe una relación significativa entre la conducta social negativa de los niños y niñas rechazados y sus amigos. La hipótesis de la homofilia conductual se confirma, no así la segunda hipótesis formulada que hace referencia a una mayor similitud conductual entre los rechazados y sus amigos.Palabras Clave Rechazo entre iguales, amistad, similitud conductual, homofilia, habilidades sociales, agresión, hiperactividad, retraimiento.

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Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in The Multimodal Treatment Study of Children With ADHD: Developmental cascades and vicious cycles

Development and Psychopathology ◽

10.1017/s0954579410000465 ◽

2010 ◽

Vol 22 (4) ◽

pp. 785-802 ◽

Cited By ~ 70

Author(s):

Dianna Murray-Close ◽

Betsy Hoza ◽

Stephen P. Hinshaw ◽

L. Eugene Arnold ◽

James Swanson ◽

...

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Social Skills ◽

Attention Deficit ◽

Peer Rejection ◽

Adhd Group ◽

Developmental Processes ◽

Children With Adhd ◽

Peer Problems ◽

Hyperactivity Disorder ◽

Over Time

AbstractWe examined the developmental processes involved in peer problems among children (M age = 10.41 years) previously diagnosed with attention-deficit/hyperactivity disorder (ADHD) at study entry (N = 536) and a comparison group (N = 284). Participants were followed over a 6-year period ranging from middle childhood to adolescence. At four assessment periods, measures of aggression, social skills, positive illusory biases (in the social and behavioral domains), and peer rejection were assessed. Results indicated that children from the ADHD group exhibited difficulties in each of these areas at the first assessment. Moreover, there were vicious cycles among problems over time. For example, peer rejection was related to impaired social skills, which in turn predicted later peer rejection. Problems also tended to spill over into other areas, which in turn compromised functioning in additional areas across development, leading to cascading effects over time. The findings held even when controlling for age and were similar for males and females, the ADHD and comparison groups, and among ADHD treatment groups. The results suggest that the peer problems among children with and without ADHD may reflect similar processes; however, children with ADHD exhibit greater difficulties negotiating important developmental tasks. Implications for interventions are discussed.

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