Subtypes of Social Withdrawal in Early Childhood: Sociometric Status and Social-Cognitive Differences across Four Years

1997 ◽  
Vol 68 (2) ◽  
pp. 278 ◽  
Author(s):  
Amanda W. Harrist ◽  
Anthony F. Zaia ◽  
John E. Bates ◽  
Kenneth A. Dodge ◽  
Gregory S. Pettit
Keyword(s):  
Early Childhood ◽  
Social Cognitive ◽  
Social Withdrawal ◽  
Sociometric Status ◽  
Cognitive Differences

scholarly journals Bivariate Latent-Change-Score Analysis of Peer Relations From Early Childhood to Adolescence: Leading or Lagging Indicators of Psychopathology

2021 ◽  
pp. 216770262096593
Author(s):  
Brent I. Rappaport ◽  
Joshua J. Jackson ◽  
Diana J. Whalen ◽  
David Pagliaccio ◽  
Joan L. Luby ◽  
...  
Keyword(s):  
Early Childhood ◽  
Peer Victimization ◽  
Peer Relations ◽  
Clinical Symptoms ◽  
Social Withdrawal ◽  
Externalizing Symptoms ◽  
Change Score ◽  
Leading Indicator ◽  
Score Analysis ◽  
Latent Change Score

Understanding longitudinal associations between problematic peer relations and psychopathology is needed to inform public health. Three models have been proposed: Poor peer relations (a) lead or are a risk factor for psychopathology, (b) lag or are a consequence of psychopathology, or (c) both lead and lag psychopathology. Another model is that poor peer relations lead or lag psychopathology depending on the developmental period. To test these models, youths’ peer relations and clinical symptoms were assessed up to six times between ages 3 and 11 in 306 children. Bivariate latent-change-score models tested leading and lagging longitudinal relationships between children’s peer relations (peer victimization/rejection, peer-directed aggression, social withdrawal, prosocial behavior) and psychopathology (depression, anxiety, and externalizing symptoms). Peer victimization/rejection was a leading indicator of depression from early childhood into preadolescence. Peer-directed aggression was a leading indicator of externalizing symptoms (in late childhood).

Assessment and implications of social withdrawal in early childhood: A first look at social avoidance

2017 ◽  
Vol 27 (1) ◽  
pp. 125-139 ◽  
Author(s):  
Robert J. Coplan ◽  
Laura L. Ooi ◽  
Bowen Xiao ◽  
Linda Rose-Krasnor
Keyword(s):  
Early Childhood ◽  
Social Withdrawal ◽  
Social Avoidance

Developmental Pragmatics

2014 ◽  
Author(s):  
Pamela Rosenthal Rollins
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Cognitive Ability ◽  
Social Cognitive ◽  
Mental States ◽  
Shared Intentionality ◽  
Communicative Intention ◽  
The Social ◽  
Early Interaction

This chapter traces the development of communicative intention, conversation, and narrative in early interaction from infancy to early childhood. True communicative intention commences once the infant acquires the social cognitive ability to share attention and intention with another. The developing child’s pragmatic understanding is reflective of his/her underlying motivations for cooperation and shared intentionality. As children begin to understand others’ mental states, they can take others’ perspectives and understand what knowledge is shared and with whom, moving from joint perceptual focus to more decontextualized communicative intentions. With adult assistance, the young child is able to engage in increasingly more sophisticated conversational exchanges and co-constructed narratives which influence the child’s autonomous capabilities.

Gelotophobia: The fear of being laughed at

2009 ◽  
Vol 22 (1-2) ◽  
Author(s):  
Michael Titze
Keyword(s):  
Early Childhood ◽  
Social Withdrawal ◽  
Specific Treatment ◽  
Repeated Exposure ◽  
Childhood Experiences ◽  
Health Journal

AbstractGelotophobia may be considered as a specific variant of shame-bound anxiety. It is defined as the pathological fear of being an object of laughter. This fear can be traced back to early childhood experiences of intense and repeated exposure to “put-down,” mockery and ridicule in the course of socialization. Gelotophobes constantly fear being screened by others for evidence of ridiculousness. Thus, they carefully avoid situations in which they feel exposed to others. Gelotophobia at its extreme, therefore, involves a pronounced paranoid tendency, a marked sensitivity to offense, and a resulting social withdrawal (Titze, Die heilende Kraft des Lachens, 1995, Humor & Health Journal 5:1–11, 1996). The origins and consequences of gelotophobia are described, and a model of specific treatment is presented.

Comprehensive comparison of social cognitive performance in autism spectrum disorder and schizophrenia

2019 ◽  
Vol 50 (15) ◽  
pp. 2557-2565 ◽  
Author(s):  
Amy E. Pinkham ◽  
Kerrianne E. Morrison ◽  
David L. Penn ◽  
Philip D. Harvey ◽  
Skylar Kelsven ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Performance ◽  
Attributional Style ◽  
Social Cognitive ◽  
Statistical Significance ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Treatment Programs ◽  
Cognitive Differences ◽  
Comprehensive Comparison

AbstractBackgroundAutism spectrum disorder (ASD) and schizophrenia (SCZ) are separate neurodevelopmental disorders that are both characterized by difficulties in social cognition and social functioning. Due to methodological confounds, the degree of similarity in social cognitive impairments across these two disorders is currently unknown. This study therefore conducted a comprehensive comparison of social cognitive ability in ASD and SCZ to aid efforts to develop optimized treatment programs.MethodsIn total, 101 individuals with ASD, 92 individuals with SCZ or schizoaffective disorder, and 101 typically developing (TD) controls, all with measured intelligence in the normal range and a mean age of 25.47 years, completed a large battery of psychometrically validated social cognitive assessments spanning the domains of emotion recognition, social perception, mental state attribution, and attributional style.ResultsBoth ASD and SCZ performed worse than TD controls, and very few differences were evident between the two clinical groups, with effect sizes (Cohen's d) ranging from 0.01 to 0.34. For those effects that did reach statistical significance, such as greater hostility in the SCZ group, controlling for symptom severity rendered them non-significant, suggesting that clinical distinctions may underlie these social cognitive differences. Additionally, the strength of the relationship between neurocognitive and social cognitive performance was of similar, moderate size for ASD and SCZ.ConclusionsFindings largely suggest comparable levels of social cognitive impairment in ASD and SCZ, which may support the use of existing social cognitive interventions across disorders. However, future work is needed to determine whether the mechanisms underlying these shared impairments are also similar or if these common behavioral profiles may emerge via different pathways.

scholarly journals Perceptions of Portuguese psychologists about behavioural inhibition/social withdrawal and their related intervention needs during early childhood

Psicologia ◽  
2020 ◽  
Vol 34 (1) ◽  
pp. 147-161
Author(s):  
Maryse Guedes ◽  
Leandra Coelho ◽  
António J. Santos ◽  
Manuela Veríssimo
Keyword(s):  
Early Childhood ◽  
Behavioral Inhibition ◽  
Social Withdrawal ◽  
Structured Interview ◽  
Participation Rates ◽  
Problem Recognition ◽  
Behavioural Inhibition ◽  
The Social ◽  
Interview Guide ◽  
High Prevalence

Given the high prevalence of anxiety disorders, there has been an increasing need to intervene on the early risk factors for their development, namely behavioral inhibition and social withdrawal (BI/SW) during early childhood. However, the participation rates in preventive evidence-based interventions targeted at BI/SW have been modest, due to the gaps in parents’ and key gatekeepers’ (teachers and pediatricians) problem recognition. Given their pivotal role in enhancing problem recognition, this study aimed to explore the perceptions of Portuguese psychologists about BI/SW and their related intervention needs. Eighteen psychologists were distributed into three focus groups. Each focus group was moderated by a trained researcher, using a semi-structured interview guide. The thematic analysis revealed that Portuguese psychologists identified the manifestations and consequences of BI/SW, particularly in the social domain. Portuguese psychologists recommended the development of multi-component family interventions and interventions targeted at preschool teachers to promote social skills in the classroom.

Attachment and Social Withdrawal in Autism: Hypotheses and Findings

Behaviour ◽  
1995 ◽  
Vol 132 (5-6) ◽  
pp. 319-350 ◽  
Author(s):  
J.K. Buitelaar
Keyword(s):  
Social Cognitive ◽  
Social Withdrawal ◽  
Empirical Support ◽  
Social Impairment ◽  
Strange Situation ◽  
The Social ◽  
Approach Avoidance ◽  
Strange Situation Test ◽  
Concurrent Assessment ◽  
Attachment Behaviour

AbstractAutism is characterized by an impaired development in social interaction and communication and a markedly restricted repertoire of activities and interests. This paper summarizes the research into the social abnormalities in autism, and reviews the empirical support for two behavioural hypotheses on autism, i.e. that autism results from impaired attachment, or from intense and prolonged approach-avoidance conflicts. The core social impairment of autistic subjects seems to be a deficit in attunement and timing of actions and reactions rather than a difference in frequencies of behaviours. Attachment behaviour of most, if not all autistic children tends to be disorganized; nevertheless, they do form attachment relationships in terms of preferential proximity seeking or reunion behaviour in the Strange Situation Test. Attachment studies performed sofar however have methodological limitations ; particularly the study of maternal-infant attunement and reciprocity has been neglected. Empirical evidence fails to support the presence of approach-avoidance conflicts in autistic subjects, and is further at variance with the predicted consequences of such conflicts. Insufficient attention has hitherto been paid to the clinical heterogeneity of autism in behavioural studies. A promising approach to deepen our understanding of the development of the autistic symptomatology is the early detection and subsequent behavioural study of 1-2 year old children at high-risk for autism. Finally, behaviour observation studies in autistic subjects are likely to benefit from the concurrent assessment of physiological indices of arousal, and from the integrated measurement of social-cognitive processes.

scholarly journals Relations between Chinese mothers' parenting practices and social withdrawal in early childhood

2006 ◽  
Vol 30 (3) ◽  
pp. 261-271 ◽  
Author(s):  
Larry J. Nelson ◽  
Craig H. Hart ◽  
Bo Wu ◽  
Chongming Yang ◽  
Susanne Olsen Roper ◽  
...  
Keyword(s):  
United States ◽  
Early Childhood ◽  
Parenting Practices ◽  
Social Withdrawal ◽  
Peer Rejection ◽  
Mainland China ◽  
Preschool Age ◽  
Self Report ◽  
Passive Behavior ◽  
Preschool Age Children

Researchers have identified specific parenting practices used by parents of preschoolers in mainland China (e.g., physical coercion, overprotection, shaming, directiveness, encouragement of modesty). Some of the intrusive practices have been linked to social withdrawal in western societies (e.g., United States, Canada). It seemed important to examine these associations in China because recent research suggests that young Chinese children who exhibit wariness in peer settings may be at risk for negative outcomes such as peer rejection. Therefore, the purpose of this study was to examine the relation between Chinese parenting practices and preschoolers' social withdrawal. Mothers of preschool-age children from mainland China ( N = 446) completed self-report parenting questionnaires. Teachers rated children's reticent, solitary-passive, solitary-active, and modest behaviors. Results showed that (a) maternal directiveness was positively associated with reticent behavior in girls and negatively associated with solitary-passive behavior in boys, (b) maternal overprotection, for girls, was positively related to both reticent behavior and solitary-passive behavior, and negatively related to modest behavior, (c) coercion was positively associated with solitary-active and reticent behavior in girls, and (d) shaming was positively related to all forms of withdrawn behaviors in boys and girls, as well as positively related to modest behavior in boys.

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