No abstract

In recent years, sociometric data have been used to categorize children with regard to difficulties in their peer relationships. The primary purpose of the present report was to critically evaluate an oft-used sociometric procedure, the peer nomination technique. Sociometric nomination data have allowed a distinction to be made among different subgroups of children thought to be unpopular. For example, rejected children have typically been characterized as unpopular and aggressive; neglected children have been viewed as unpopular and shy or withdrawn. An examination of the data extant reveal support for the assumption that some rejected children are aggressive; however, the data concerning the behavioural characteristics of neglected children are equivocal. In this study we examined whether children who were identified as sociometrically neglected in grade 4 were unpopular and evidenced shyness, withdrawal, and other characteristics conceptually associated with "internalizing" problems such as loneliness and negative self-perceptions. The data revealed that neglected children could not be distinguished from their average counterparts on any dependent measure. Rejected children were found to be more unpopular, aggressive, as well as withdrawn than the other sociometric groups. The results are discussed in terms of their implications for the use of sociometry to identify children "at risk" for social and emotional difficulties.In recent years, researchers have relied increasingly on sociometric data to categorize children with difficulties in their peer relations (e.g., Coie, Dodge, & Coppotelli, 1982;Newcomb & Bukowski, 1983). Emphasis on the identification and classification of children with regard to social difficulties emanates from suggestions that the quality of a child's relationships within the peer group is predictive of later academic and socioemotional adjustment problems (for reviews see Coie, 1985;Hymel & Rubin, 1985). Given the relatively widespread use of sociometric classification procedures, it is encumbent upon researchers to ascertain whether these techniques are conceptually and psychometrically strong. With this in mind, the primary purpose of the present report was to critically evaluate a sociometric procedure that, itself, has been gaining acceptance and popularity in recent years -the peer nomination technique.

In this longitudinal study, the predictive relations between social difficulties in early childhood (grade 2) and subsequent internalizing as well as externalizing problems in middle childhood (grade 5) were examined. Of particular interest was whether early indices of social isolation would predict internalizing problems 3 years later. A longitudinal sample of 87 children were assessed in both grades 2 and 5 on a variety of measures, including sociometric ratings, peer assessments of aggression and isolation, and self‐appraisals of social competence. In the second grade, observations of isolated and aggressive behavior were made, as well, and teacher ratings of internalizing and externalizing difficulties were obtained. In the fifth grade, teacher ratings of shy‐anxious and acting‐out behavior and self‐reports of loneliness and self‐esteem were collected. Consistent with previous research, results demonstrated predictive links between early peer rejection (unpopularity) and aggression and subsequent externalizing difficulties. Internalizing problems in middle childhood were significantly related to early social difficulties, particularly those of an internalizing sort, including poor peer acceptance, social isolation, and perceptions of social incompetence. Social isolation, then, may indeed be a risk factor in early development.