Swipe om te navigeren naar een ander artikel
We are grateful to the children and parents who graciously agreed to participate in this study. We would also like to thank all those who assisted with participant recruitment, data collection, data entry, and observational coding, especially: Haley Stephens, Alison McGrath, Keshia Bentick, Amanda Daily, Katherine Fishbein, Ashley Hunt, Hye Su Kim, and Jenny Marceron.
We examined associations between children’s sociometric status and (a) observed parental feedback as well as (b) child aggression. Participants were 94 children ages 6–10 (64 male; 44 with ADHD) and their parents. Children’s peer status, parental feedback to their children, and child aggression were all assessed during lab-based playgroups of four children and their parents. Parent criticism in front of the child’s peers was associated with the child receiving more negative (“disliked”) and fewer positive (“liked”) nominations, but only for children who displayed aggression; this interaction applied almost exclusively to children with ADHD. Parent praise in front of peers was associated with fewer negative nominations when children displayed low levels of aggression, but more at higher levels. Additional analyses revealed that relationships did not exist in the full sample between privately-given parental feedback and children’s peer status. Processes by which peers use overheard adult feedback to inform their assessments of children are discussed.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Buhrmester, D., Camparo, L., Christensen, A., Gonzalez, L. S., & Hinshaw, S. (1992). Mothers and fathers interacting in dyads and triads with normal and hyperactive sons. Developmental Psychology, 28, 500–509. CrossRef
CDC. (2005). Prevalence of diagnosis and medication treatment for attention-deficit/hyperactivity disorder. Morbidity and Mortality Weekly Report, 54, 842–847.
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557–570. CrossRef
Conger, R. D., & Dogan, S. J. (2007). Social class and socialization in families. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of Socialization: Theory and Research (pp. 433–460). NY: Guilford Press.
Conners, C. K. (2001). Conners’ Rating Scales-Revised technical manual. New York: Multi-Health Systems Inc.
Deković, M., & Janssen, J. M. A. M. (1992). Parents’ child-rearing style and child’s sociometric status. Developmental Psychology, 28, 925–932. CrossRef
Gadow, K. D., & Sprafkin, J. (1994). Child Symptom Inventories Manual. Stony Brook: Checkmate Plus.
Hinshaw, S., & Melnick, S. (1995). Peer relationships in boys with attention-deficit hyperactivity disorder with and without comorbid aggression. Development and Psychopathology, 7, 627–647. CrossRef
Hinshaw, S., Zupan, B. A., Simmel, C., Nigg, J. T., & Melnick, S. (1997). Peer status in boys with and without attention-deficit hyperactivity disorder: Predictions from overt and covert antisocial behavior, social isolation, and authoritative parenting beliefs. Child Development, 68, 880–896. CrossRef
Hodgens, J. B., Cole, J., & Boldizar, J. (2000). Peer-based differences among boys with ADHD. Journal of Child Clinical Psychology, 29, 443–452. CrossRef
Hoza, B., Gerdes, A. C., Mrug, S., Hinshaw, S., Bukowski, W., Gold, J., et al. (2005a). Peer-assessed outcomes in the multimodal treatment study of children with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 34, 74–86. CrossRef
Hoza, B., Mrug, S., Gerdes, A., Hinshaw, S., Bukowski, W., Gold, J., et al. (2005b). What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder? Journal of Consulting and Clinical Psychology, 73, 411–423. CrossRef
Kaufman, J., Birmaher, B., Brent, D., Rao, U., Flynn, C., Moreci, P., et al. (1997). Schedule for affective disorders and schizophrenia for school-age children-present and lifetime version (K-SADS-PL): Initial reliability and validity data. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 695–702.
Ladd, G. W., & Hart, C. H. (1992). Creating informal play opportunities: Are parents’ and preschoolers’ initiations related to children’s competence with peers? Developmental Psychology, 28, 1179–1187. CrossRef
Mikami, A. Y., Jack, A., Emeh, C. C., & Stephens, H. F. (2010a). Parental influence on children with attention-deficit/hyperactivity disorder: I. Relationships between parent behaviors and child peer status. Journal of Abnormal Child Psychology, 38, 721–736. CrossRef
Mikami, A. Y., Lerner, M. D., & Griggs, M. S. (2010b). Parental influence on children with attention-deficit/hyperactivity disorder: II. Results of a pilot intervention training parents as friendship coaches for children. Journal of Abnormal Child Psychology, 38, 737–749. CrossRef
Mikami, A. Y., Ransone, M. L., Calhoun, C. D. (2011). Influence of anxiety on the social functioning of children with and without ADHD. Journal of Attention Disorders.
Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9, 689–709. PubMed
Putallaz, M. (1987). Maternal behavior and children’s sociometric status. Child Development, 58, 324–340. CrossRef
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical Linear Models: Applications and Data Analysis Methods. Thousand Oaks: Sage Publications.
Vernberg, E. M., Beery, S. H., Ewell, K. K., & Abwender, D. A. (1993). Parents’ use of friendship facilitation strategies and the formation of friendships in early adolescence: A prospective study. Journal of Family Psychology, 7, 356–369. CrossRef
Wechsler, D. (2003). Manual for the Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV). New York: Psychological Corporation/Harcourt Brace.
Whalen, C. K., Henker, B., Collins, B. E., McAuliffe, S., & Vaux, A. (1979). Peer interactions in a structured communication task: Comparisons of normal and hyperactive boys and of methylphenidate (Ritalin) and placebo effects. Child Development, 50, 388–401. PubMed
White, K. J., & Jones, K. (1998). Reputation information and teacher feedback: Their influences on children’s perceptions of behavior problem peers. Journal of Social and Clinical Psychology, 17, 11–37. CrossRef
- The Moderating Role of Verbal Aggression on the Relationship Between Parental Feedback and Peer Status Among Children with ADHD
Amori Yee Mikami
Casey D. Calhoun
- Springer US