Children experiencing social difficulties: Sociometric neglect reconsidered.

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typically been characterized as unpopular and aggressive; neglected children have been viewed as unpopular and shy or withdrawn.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 Rejected children were found to be more unpopular, aggressive, as well as withdrawn than the other sociometric groups.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.

Pathways to Aggression in Children and Adolescents

“…In other words, they resist being victimized by becoming aggressive. Rubin, Hymel, LeMare, and Rowden (1989) found that children who were rejected by peers, not only withdrew more from friends but were also more aggressive than other children. Again, the situation may be exacerbated when these children grow up in an aggressive, abusive environment (Arcus, 2001;Shields & Cicchetti, 1998;Vitaro et al, 2002), which corresponds to the fourth characteristic in the school shooter profile, having dysfunctional families.…”

Compensatory patterns of support among children's peer relationships: A test using school friends, nonschool friends, and siblings.

“…Because several researchers have suggested that sociability may be the element of peer relations that is most consequential for children's functioning in other domains (Masten et al, 1985;Parker & Asher, 1987;Rubin, Hymel, LeMare, & Rowden, 1989), it is interesting to consider whether the isolated group appears more maladjusted because they are less sociable. In fact, post hoc analyses revealed this to be the case-the socially isolated children in this study had significantly lower peer-rated sociability scores, M = −2.53 standardized, SD = 1.97, than the aggressive group, M = −1.31 standardized, SD = 1.77; t(148) = 3.99, p < .001.…”

“…In addition, isolated children, when compared with children with average peer relations, were more depressed and were rated as more immature by mothers, fathers, and teachers. Aggressive children had the next least favorable adjustment, with higher self-perceptions of aggression-disruption than isolated children, higher anxiety ratings by teachers, and higher immaturity ratings by fathers and teachers than did average children.Because several researchers have suggested that sociability may be the element of peer relations that is most consequential for children's functioning in other domains (Masten et al, 1985;Parker & Asher, 1987;Rubin, Hymel, LeMare, & Rowden, 1989), it is interesting to consider whether the isolated group appears more maladjusted because they are less sociable. In fact, post hoc analyses revealed this to be the case-the socially isolated children in this study had significantly lower peer-rated sociability scores, M = −2.53 standardized, SD = 1.97, than the aggressive group, M = −1.31 standardized, SD = 1.77; t(148) = 3.99, p < .001.…”

The Waterloo longitudinal project: correlates and consequences of social withdrawal in childhood

“…Our observational and peer assessments of social withdrawal have been found to correlate significantly and negatively with observed and peer assessed sociability and with negative self-perceptions of social competence. Moreover, positive associations are evidenced with indices of loneliness, depression, and peer rejection (Rubin, Hymel, LeMare, & Rowden, 1989;Rubin & Milis, 1988). These latter data provide some support for our contention that with age, social withdrawal becomes increasingly salient and negatively evaluated by the peer group (Rubin & Milis, 1988).…”