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Emotional symptoms from kindergarten to middle childhood: associations with self- and other-oriented social skills

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Abstract

The study investigated the interactive impact of different dimensions of social skills on children’s emotional symptoms. We differentiate between self-oriented social skills which focus on considering own goals and needs in social interactions (assertiveness, social participation) and other-oriented social skills which focus on considering other’s goals and needs (pro-social and cooperative behavior). 167 children participated in the study at the ages of 5, 6, and 9 years. A multi-informant approach (parents, teacher, and child) was employed to assess children’s psychopathology. Teachers rated children’s social skills. The study demonstrated the importance of deficits in self-oriented social skills for the development of emotional symptoms. Low levels of assertiveness predicted later emotional symptoms. In children with low levels of pro-social behavior, high assertiveness protected from emotional problems. In contrast, high levels of pro-social behavior emerged as a risk factor for later emotional symptoms, especially when is goes along with low levels of social participation.

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Acknowledgments

This study was supported by grants of the Swiss National Science Foundation (Grant-No 32-66778.01, Grant-No 325100-112672/19), the Freie Akademische Gesellschaft Basel and the Novartis-Stiftung. Kai von Klitzing’s work is also supported by the German Research Association (Grant-No KL2315/1-1).

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Authors and Affiliations

  1. Jacobs Center for Productive Youth Development, University of Zürich, Culmannstrasse 1, 8006, Zürich, Switzerland

    Maureen Groeben & Sonja Perren

  2. Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, University of Leipzig, Leipzig, Germany

    Stephanie Stadelmann & Kai von Klitzing

Authors
  1. Maureen Groeben
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  2. Sonja Perren
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  3. Stephanie Stadelmann
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  4. Kai von Klitzing
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Corresponding author

Correspondence to Sonja Perren.

Additional information

Maureen Groeben and Sonja Perren hold joint first authorship.

Appendix

Appendix

Items of the social skills scales

Self-oriented social skills

 Assertiveness

  Refuses unreasonable requests from others

  Able to set limits for peers

  Able to defend him-/herself

  Leader in peer group situations

  Organizes, suggests play activities to peers

  Initiates conversations with peers

 Social participation

  Outgoing in peer group situations

  Converses with peers easily

  Withdraws from other children

  Watches rather than joins peer activities

Other-oriented social skills

 Pro-social behavior

  Shares readily with other children (treats, toys, pencils, etc.)

  Helpful if someone is hurt, upset or feeling ill

  Friendly toward other children

  Often volunteers to help others (parents, teachers, other children)

  Shows empathy toward peers

 Cooperative behavior

  Listens what classmates say

  Accepts peers ideas for group activities

  Willingly takes turns in peer activities

  Compromises in conflicts with peers

  Cooperative with peers

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Groeben, M., Perren, S., Stadelmann, S. et al. Emotional symptoms from kindergarten to middle childhood: associations with self- and other-oriented social skills. Eur Child Adolesc Psychiatry 20, 3–15 (2011). https://doi.org/10.1007/s00787-010-0139-z

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  • DOI: https://doi.org/10.1007/s00787-010-0139-z

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