Top

Research on Child and Adolescent Psychopathology

Gepubliceerd in:

20-08-2018

Longitudinal Changes in Victimized Youth’s Social Anxiety and Solitary Behavior

Auteurs: Gary W. Ladd, Idean Ettekal, Becky Kochenderfer-Ladd

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 7/2019

Abstract

This investigation’s aims were to assess normative trends in social anxiety and preference for solitude by gender from early childhood to late adolescence and examine the associations among the timing and duration of peer victimization and patterns of continuity or change in social anxiety and preference for solitude across this age period. A sample of 383 children (193 girls) was followed from kindergarten (M_age = 5.50) through grade 12 (M_age = 17.89), and measures of peer victimization, social anxiety, and preference for solitude were repeatedly administered across this epoch. Five victimization trajectory subtypes emerged, capturing individual differences in victimization frequency and continuity (i.e., high-chronic, moderate-emerging, early victims, low victims, and non-victims). Results supported the conclusion that chronic victimization, a key stressor in children’s peer environments, plays a different role in the development of social anxiety and preference for solitude. Whereas chronic victimization was associated with the maintenance of social anxiety, it accompanied gains in preference for solitude. The findings provide a more complete account of the overall prevalence, stability, and developmental course of victimized youths’ social anxiety and preference for solitude than has been reported to date.

vorige artikel Developmental Trajectories of Shyness-Sensitivity from Middle Childhood to Early Adolescence in China: Contributions of Peer Preference and Mutual Friendship

volgende artikel Children’s Anxious Characteristics Predict how their Parents Socialize Emotions

Achenbach, T. M. (1991). Manual for the child behavior checklist/4–18 and 1991 profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles: An integrated system of multi-informant assessment. Burlington, VT: Research Center for Children, Youth, and Families.

Barlow, D. H. (2000). Unraveling the mysteries of anxiety and its disorders from the perspective of emotion theory. American Psychologist, 55, 1247–1263.CrossRef

Barstead, M. G., Smith, K. A., Laursen, B., Booth-LaForce, C., King, S., & Rubin, K. H. (2017). Shyness, preference for solitude, and adolescent internalizing: the roles of maternal, paternal and best friend support. Journal of Research on Adolescence, 28(2), 488–504.CrossRef

Beiswenger, K. L. (2008). Autonomy for solitary and interpersonal behavior in adolescence: Exploring links with peer relatedness, well-being, and social coping. Worchester: Clark University Press.

Boivin, M., Petitclerc, A., Feng, B., & Barker, E. D. (2010). The developmental trajectories of peer victimization in middle to late childhood and the changing nature of their behavioral correlates. Merrill-Palmer Quarterly, 56, 231–260.CrossRef

Caspi, A., Elder, G. H., & Bem, D. J. (1988). Moving away from the world: life-course patterns of shy children. Developmental Psychology, 24, 824–831.CrossRef

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.CrossRef

Coplan, R.J., Ooi, L.L., & Baldwin, D. (2018a). Does it matter when we want to be alone? Exploring developmental timing effects in the implications of unsociability. New Ideas in Psychology, Advance online publication. https://doi.org/10.1016/j.newideapsych.2018.01.001.

Coplan, R. J., Ooi, L. L., & Nocita, G. (2015). When one is company and two is a crowd: why some children prefer solitude. Child Development Perspectives, 9, 133–137.CrossRef

Coplan, R. J., Ooi, L. L., Xiao, B., & Rose-Krasnor, L. (2018b). Assessment and implications of multiple forms of social withdrawal in early childhood: a first look at social avoidance. Social Development, 27, 125–139.CrossRef

Coplan, R. J., Rose-Krasnor, L., Weeks, M., Kingsbury, A., Kingsbury, M., & Bullock, A. (2013). Alone is a crowd: social motivations, social withdrawal, and socio-emotional functioning in later childhood. Developmental Psychology, 49, 861–875.CrossRef

Coplan, R. J., & Weeks, M. (2010). Unsociability and the preference for solitude in childhood. In K. H. Rubin & J. R. Coplan (Eds.), The development of shyness and social withdrawal (pp. 64–83). New York: Guilford Press.

Davila, J., LaGreca, A. M., Starr, L. R., & Landoll, R. R. (2010). Anxiety disorders in adolescence. In J. G. Beck (Ed.), Interpersonal processes in the anxiety disorders: Implications for understanding psychopathology and treatment (pp. 97–124). Washington, DC: American Psychological Association.CrossRef

Dohrenwend, B. S., & Dohrnwend, B. P. (1981). Stressful life events and their contexts. New York: Neale Watson Academic Publications.

Enders, C. K. (2010). Applied missing data analysis. New York: The Guildford Press.

Flanagan, K. S., Erath, S. A., & Bierman, K. L. (2008). Unique associations between peer relations and social anxiety in early adolescence. Journal of Clinical Child and Adolescent Psychology, 37, 759–769.CrossRef

Furlong, M. J., Sharkey, J. D., Felix, E. D., Tanigawa, D., & Green, J. G. (2010). Bullying assessment: A call for increased precision of self-reporting procedures. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 329–345). New York: Routledge.

Gazelle, H. (2008). Behavioral profiles of anxious solitary children and heterogeneity in peer relations. Developmental Psychology, 44(6), 1604–1624.CrossRef

Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: a diathesis-stress model of internalizing trajectories in childhood. Child Development, 74, 257–278.CrossRef

Gazelle, H., & Rudolph, K. (2004). Moving toward and away from the world: social approach and avoidance trajectories in anxious solitary youth. Child Development, 75, 829–849.CrossRef

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.CrossRef

Iyer-Eimerbrink, P. A., Scietzo, S. A., & Jensen-Campbell, L. A. (2015). The impact of social and relational victimization on depression, anxiety, and loneliness: a meta-analytic review. Journal of Bullying and Social Aggression, 1(1). ISSN 2375-5849 (online).

Jenkins, L. N., Fredrick, S. S., & Wenger, J. (2018). Peer victimization and social-emotional outcomes: the role of the teacher and peer support. Aggressive Behavior, 44(2), 176–184.CrossRef

Juvonen, J., Nishina, A., & Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (pp. 196–214). New York: Guilford.

Kelly, E. V., Newton, N. C., Stapinski, L. A., Slade, T., Barrett, E. L., Conrod, P. J., & Teesson, M. (2015). Suicidality, internalizing problems and externalizing problems among adolescent bullies, victims and bully-victims. Preventive Medicine, 73, 100–105.CrossRef

Kingery, J. N., Erdley, C. A., Marshall, K. C., Whitaker, K. G., & Reuter, T. R. (2010). Peer experiences of anxious and socially withdrawn youth: an integrative review of the developmental and clinical literature. Clinical Child and Family Psychology Review, 13, 91–128.CrossRef

Kochenderfer, B., & Ladd, G. W. (1996). Peer victimization: cause or consequence of school maladjustment? Child Development, 67, 1305–1317.CrossRef

Kochenderfer-Ladd, B., & Wardrop, J. L. (2001). Chronicity and instability of children's peer victimization experiences as predictors of loneliness and social satisfaction trajectories. Child Development, 72, 134–151.CrossRef

Ladd, G. W. (2005). Children’s peer relationships and social competence: A century of progress. New Haven: Yale University Press.

Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109, 826–841.CrossRef

Ladd, G. W., Herald-Brown, S. L., & Andrews, R. (2009). The child behavior scale (CBS) revisited: a longitudinal evaluation of CBS subscales with children, preadolescents, and adolescents. Psychological Assessment, 21, 325–339.CrossRef

Ladd, G. W., Kochenderfer-Ladd, B., Eggum, N. D., Kochel, K., & McConnell, E. M. (2011). Characterizing and comparing the friendships of anxious-solitary and unsociable preadolescents. Child Development, 82, 1434–1453.CrossRef

Ladd, G. W., Kochenderfer-Ladd, B., Visconti, K. J., & Ettekal, I. (2012). Classroom peer relations and children’s social and scholastic development: Risk factors and resources. In A. Ryan & G. W. Ladd’s (Eds.), Peer relationships and adjustment at school (pp. 11–49). Charlotte: NC: Information Age Publishing.

Ladd, G. W., & Profilet, S. M. (1996). The child behavior scale: a teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, 1008–1024.CrossRef

La Greca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships and romantic relationships: do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34, 49–61.CrossRef

Maes, M., Vanhalst, J., Spithoven, A., Van den Noortgate, W., & Goossens, L. (2016). Loneliness and attitudes toward aloneness in adolescence: a person-centered approach. Journal of Youth and Adolescence, 45, 547–567.CrossRef

Muthén, L. K., & Muthén, B. O. (1998-2017). Mplus user’s guide (Eighth ed.). Los Angeles: Muthén & Muthén.

Olweus, D. (2010). Understanding and researching bullying: Some critical issues. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 9–33). New York: Routledge.

Ojanen, R., Findley-Van Nostrand, D., Bowker, J. C., & Markovic, A. (2017). Examining the distinctiveness and the social-emotional correlates of anxious-withdrawal and unsociability during early adolescence in Finland. Journal of Early Adolescence, 37(3), 433–446.CrossRef

Ooi, L. L., Baldwin, D., Coplan, R. J., & Rose-Krasnor, L. (2018). Young children’s preference for solitary plan: implications for social-emotional and school adjustment. British Journal of Developmental Psychology, 1–7.

Ooi, L. L., Nocita, G., Coplan, R. J., Zhu, J., & Rose-Krasnor, L. (2017). Beyond bashful: examining links between social anxiety and young children's socio-emotional and school adjustment. Early Childhood Research Quarterly, 41, 74–83.CrossRef

Perren, S., & Alsaker, F. D. (2006). Social behavior and peer relationships of victims, bully-victims and bullies in kindergarten. Journal of Child Psychology and Psychiatry, 47(1), 45–57.CrossRef

Ram, N., & Grimm, K. J. (2009). Growth mixture modeling: a method for identifying differences in longitudinal change among unobserved groups. International Journal of Behavioral Development, 33, 565–576.CrossRef

Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132, 98–131.CrossRef

Rubin, K. H., & Coplan, R. J. (2010). The development of shyness and social withdrawal. New York: Guilford Press.

Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141–171.CrossRef

Ryan, A. M., & Ladd, G. W. (2012). Peer relationships and adjustment at school. Charlotte: Information Age Publishing.

Satorra, A. (2000). Scaled and adjusted restricted tests in multi-sample analysis of moment structures. In R. D. H. Heijmans, D. S. G. Pollock, & A. Satorra (Eds.), Innovations in multivariate statistical analysis. A Festschrift for Heinz Neudecker (pp. 233–247). London: Kluwer Academic Publishers.CrossRef

Sette, S., Zava, F., Baumgartner, E., Baiocco, R., & Coplan, R. J. (2017). Links between social withdrawal and socio-emotional functioning at preschool: the protective role of peer liking. Journal of Child and Family Studies, 26, 1196–1205.CrossRef

Shell, M. D., Gazelle, H., & Faldowski, R. A. (2014). Anxious solitude and the middle school transition: a diathesis X stress model of peer exclusion and victimization trajectories. Developmental Psychology, 50(5), 1569–1583.CrossRef

Siegel, R. S., La Greca, A. M., & Harrison, H. M. (2009). Peer victimization and social anxiety in adolescents: prospective and reciprocal relationships. Journal of Youth and Adolescence, 38, 1096–1109.CrossRef

Storch, E. A., Masia-Warner, C., Crisp, H., & Klein, R. G. (2005). Peer victimization and social anxiety in adolescence: a prospective study. Aggressive Behavior, 31, 437–452.CrossRef

Teppers, E., Luyckx, K., Vanhalst, J., Klimstra, T., & Goossens, L. (2014). Attitudes towards aloneness during adolescence: a person-centered approach. Infant and Child Development, 23, 239–248.CrossRef

Tillfors, M., Persson, S., Willén, M., & Burk, W. J. (2012). Prospective links between social anxiety and adolescent peer relations. Journal of Adolescence, 35, 1255–1263.CrossRef

Tofighi, D., & Enders, C. K. (2008). Identifying the correct number of classes in a growth mixture models. In G. R. Hancock & K. M. Samuelsen (Eds.), Advances in latent variable mixture models (pp. 317–341). Greenwich, CT: Information Age.

Wang, J. M., Rubin, K. H., Laursen, B., Booth-LaForce, C., & Rose-Krasnor, L. (2013). Preference-for-solitude and adjustment difficulties in early and late adolescence. Journal of Clinical Child and Adolescent Psychology, 42, 834–842.CrossRef

Wu, W., West, S. G., & Taylor, A. B. (2009). Evaluating model fit for growth curve models: integration of fit indices from SEM and MLM frameworks. Psychological Methods, 4, 183–201.CrossRef

Titel: Longitudinal Changes in Victimized Youth’s Social Anxiety and Solitary Behavior
Auteurs: Gary W. Ladd
Idean Ettekal
Becky Kochenderfer-Ladd
Publicatiedatum: 20-08-2018
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 7/2019
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-018-0467-x

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2019

Parenting Interacts with Oxytocin Polymorphisms to Predict Adolescent Social Anxiety Symptom Development: A Novel Polygenic Approach

Multidimensional Emotion Regulation Moderates the Relation Between Behavioral Inhibition at Age 2 and Social Reticence with Unfamiliar Peers at Age 4

Children’s Anxious Characteristics Predict how their Parents Socialize Emotions

Connecting Childhood Wariness to Adolescent Social Anxiety through the Brain and Peer Experiences

Frontal Brain Asymmetry and the Trajectory of Shyness Across the Early School Years

Multiple Trajectories in Anxious Solitary Youths: the Middle School Transition as a Turning Point in Development