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TitleChildren's Peer Relations: Issues in Assessment and Intervention [electronic resource] / edited by Barry H. Schneider, Kenneth H. Rubin, Jane E. Ledingham
ImprintNew York, NY : Springer US, 1985
Connect tohttp://dx.doi.org/10.1007/978-1-4684-6325-5
Descript 281 p. online resource

SUMMARY

Willard W. Hartup This volume amounts to an anniversary collection: It was 50 years ago that Lois Jack (1934) published the findings from what most investigators consider to be the first intervention study in this area. The experiment (later replicated and extended by Marjorie Page, 1936, and Gertrude Chittenden, 1942) concerned ascendant behavior in preschool children, which was defined to include: (a) The pursuit of one's own purposes against interference and (b) directing the behavior of others. Individual differences in ascendance were assumed to have some stability across time and, hence, to be important in personality development. But ascendance variations were also viewed as a function of the immediate situation. Among the conditions assumed to determine ascendance were "the individual's status in the group as expressed in others' attitudes toward him, his conception of these attitudes, and his previously formed social habits" (Jack, 1934, p. 10). Dr. Jack's main interest was to show that nonascendant children, identified on the basis of observations in the laboratory with another child, were different from their more ascendant companions in one important respect: They lacked selfยญ confidence. And, having demonstrated that, Dr. Jack devised a procedure for teaching the knowledge and skill to nonascendant children that the play materials required. She guessed, correctly, that this training would bring about an increase in the ascendance scores of these children


CONTENT

I Delineating the Realm of Social Competence -- 1 Facets of Social Interaction and the Assessment of Social Competence in Children -- 2 Social Competence and Skill: A Reassessment -- 3 What's the Point? Issues in the Selection of Treatment Objectives -- II Assessing Social Behavior -- 4 Observational Assessment of Social Problem Solving -- 5 Children's Peer Relations: Assessing Self-Perceptions -- 6 Assessment of Children's Attributions for Social Experiences: Implications for Social Skills Training -- 7 The Influence of the Evaluator on Assessments of Children's Social Skills -- III Selecting Populations for Interventions -- 8 Socially Withdrawn Children: An โ{128}{156}At Riskโ{128}{157} Population? -- 9 Fitting Social Skills Intervention to the Target Group -- 10 An Evolving Paradigm in Social Skill Training Research With Children -- IV Developing Intervention Procedures -- 11 Children's Social Skills Training: A Meta-Analysis -- 12 Programmatic Research on Peers as Intervention Agents for Socially Isolate Classmates -- 13 Social Behavior Problems and Social Skills Training in Adolescence -- 14 Designing Effective Social Problem-Solving Programs for the Classroom -- 15 Documenting the Effects of Social Skill Training With Children: Process and Outcome Assessment -- Author Index


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