Children’s Friendships

Hartup, Willard W.; Sancilio, Michael

doi:10.1007/978-1-4899-2242-7_4

Cited by 65 publications

(41 citation statements)

References 34 publications

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“…The psychological consequences of certain clusters of interactions may also differ from other clusters. For example, the amount of aggression directed from one enemy to another may not be as important as the contingencies in the interaction between them (Hartup and Sancilio, 1986). Needless to say, no one has studied the many ways in which mutual antipathies are patterned.…”

Section: Heterogeneitymentioning

confidence: 98%

Toward Understanding Mutual Antipathies in Childhood and Adolescence

Hartup

2003

New Directions for Child and Adolescent Development

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Close relationships among children and adolescents are ordinarily considered to encompass friendliness and fun. Recent studies, however, reveal that many friendships have dark sides consisting of competitiveness, hostility, and conflict. These attributes attenuate the contributions made by friendship experience to good developmental outcome (Berndt, Hawkins, and Jiao, 1999) and increase aggression and antisocial behavior (Dishion, Andrews, and Crosby, 1995).Social networks among children and adolescents also include relationships that are not based on social attraction at all, but rather are rooted in antipathy, animosity, and enmity. The term mutual antipathies describes this general category of relationships in which children and certain associates identify one another as persons whom they do not like. These mutual antipathies form a superordinate class of social relationships that encompasses "being enemies," as well as other relationships maintained on the basis of social aversion.Early studies of mutual antipathies and their developmental significance, including those described in this book, have raised a number of questions. We examine seven in this chapter:1. Conceptualization and methodology. Although some attention has been given to the need for making distinctions between relationship categories such as mutual antipathies, enemies, animosities, and aversions, considerable conceptual and methodological confusion still exists among

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Section: Heterogeneitymentioning

confidence: 98%

Toward Understanding Mutual Antipathies in Childhood and Adolescence

Hartup

2003

New Directions for Child and Adolescent Development

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“…Limited knowledge, experience, motivation and skills can lead to being ignored or ostracized by peers, which then reduces opportunities to develop social skills. Research has suggested that such a lack of social experiences and skills may have a profound effect on the social adjustment of children (Hartup & Sancilio, 1986) and also hinder the long-term development of social communicative behavior (McGee, Morrier, & Daly, 1999).…”

Section: Underlying Neuropsychological Patternsmentioning

confidence: 99%

The Teacch Approach to Autism Spectrum Disorders

2004

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“…There is little question that quality of social interaction is a predictor of social acceptance (Asher & Renshaw, 1981; Dodge, 1983;Hartup & Sancilio, 1986;Quay &Jarrett, 1984). Without appropriate social skills in their repertoire, children with autism or behavior problems have significantly greater difficulty being socially integrated into their schools and neighborhood communities (cf.…”

Section: Implications For Social Integrationmentioning

confidence: 99%

Improving Social Skills and Disruptive Behavior in Children With Autism Through Self‐management

Koegel

Hurley

et al. 1992

J of App Behav Analysis

271

140

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The literature suggests that children with autism typically are unresponsive to verbal initiations from others in community settings, and that such unresponsiveness can lead to problematic social interactions and severely disruptive behavior. The present study assessed whether self-management could be used as a technique to produce extended improvements in responsiveness to verbal initiations from others in community, home, and school settings without the presence of a treatment provider. The results showed that children with autism who displayed severe deficits in social skills could learn to self-manage responsivity to others in multiple community settings, and that such improvements were associated with concomitant reductions in disruptive behavior without the need for special intervention. The results are discussed in terms of their significance for improved development of social skills in children with autism.

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Children’s Friendships

Cited by 65 publications

References 34 publications

Toward Understanding Mutual Antipathies in Childhood and Adolescence

Toward Understanding Mutual Antipathies in Childhood and Adolescence

The Teacch Approach to Autism Spectrum Disorders

Improving Social Skills and Disruptive Behavior in Children With Autism Through Self‐management

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