Internalising Problems and the Effects of Peer Ostracism on Children's Primary Needs

Abstract

The aim of this study was to examine associations between ostracism, internalising problems, and threat to primary needs (belonging, control, selfesteem, meaningful existence) in children (N = 165, M age = 9 years). Ostracism was simulated experimentally using the Cyberball paradigm-a computer-based ball-throwing game-and threats to primary needs were indexed using a modified version of the primary needs questionnaire (PNQ-C; Hawes et al., 2012). Overall, children with greater internalising problems reported greater need-threat following Cyberball. Importantly however, in the domain of 'belonging', the relationship between internalising problems and need-threat was moderated by inclusionary status. Specifically, children with high levels of internalising problems exhibited greater need-threat than children low in internalising problems when included by peers; yet following ostracism, children with high internalising problems were no longer distinguishable from those with low internalising problems in terms of threat to belonging.

Unanimous versus partial rejection: How the number of excluders influences the impact of ostracism in children

“…Consistent with the findings of Abrams et al () and Hawes et al (, ), Study 1 and Study 2 showed that children's moods (anger, sadness, and happiness, but not anxiety) and fundamental needs (belonging, control, meaningful existence, and self‐esteem) are strongly negatively affected when they are ostracized by a group of peers. These findings support the need‐threat model by Williams (), and show that this model can be generalized to school age children.…”

“…Study 1 examined the effects of ostracism on children's moods and fundamental needs when the children were either completely included or ostracized by all players. In accordance with previous research (Abrams et al, ; Hawes et al, , ), we predicted that ostracism would negatively affect mood and the four fundamental needs in children. More specifically, we expected that ostracized children would experience more anger, anxiety, and sadness, less happiness, and greater deficits in their needs for belonging, control, meaningful existence, and self‐esteem than included children.…”

“…As literature on ostracism has a long history, it is only more recently that social psychologists have focused on the adverse effects of ostracism on children and adolescents. This is an important developmental context, as being excluded from the group is associated with the emergence and maintenance of internalizing and externalizing problems (Hawes et al, ; Ladd, ), school disengagement, and low school achievement (Buhs, Ladd, & Herald, ).…”

Middle-School Girls' Behavioral Responses to Ostracism: How Much Does Inclusion Cost?

“…Individual difference factors beyond age also have been studied when examining the effects of ostracism on mood and need threat in children and adolescents. For example, Hawes et al (2013) examined the association between internalizing problems and need threat in a sample of children (ages 7 through 12) using Cyberball as a manipulation of ostracism. As would be expected, children who were ostracized reported greater need threat than those who were included in the game.…”

“…Specifically, these results suggest that ostracism elicits cognitions that are consistent with internalizing problems even among children who are not experiencing these problems. Thus, children's exposure to ostracism may be a risk factor for future internalizing disorders, such as depression (Hawes et al, 2013).…”