Social Deficits of Children with Internalizing Disorders

Strauss, Cyd C.

doi:10.1007/978-1-4613-9829-5_4

Cited by 18 publications

(7 citation statements)

References 98 publications

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“…In terms of the specific costs associated with the interplay of intelligence and emotional distress, results of this study indicate difficulties in the domain of peer relations, but not academic performance or teacher ratings. The findings obtained on peer perceptions are consistent with previous data showing links between self-reported depressive symptomatology and impaired interpersonal functioning (Altman & Gotlib, 1988;Hymel, Rubin, Rowden, & LeMare, 1990;Strauss, 1988). Depressed children have been found to behave in a more submissive and unassertive manner and are consequently judged unfavorably by their peers (Kennedy, Spence, & Hensley, 1989).…”

Section: Domain Specificity Of Effectssupporting

confidence: 89%

Sensitivity to emotional distress among intelligent adolescents: A short-term prospective study

Luthar

Ripple

1994

Dev Psychopathol

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In this 6-month prospective study, interactions between intelligence and emotional distress were examined in predicting social competence among 138 inner-city adolescents. The attempt was to extend previous cross-sectional findings obtained with a similar sample of disadvantaged youth. Intelligence was assessed via a nonverbal test of cognitive abilities, and social competence was operationalized based on teacher and peer ratings and school grades. Distress variables examined in interaction with intelligence included internalizing and externalizing symptomatology as well as the more specific internalizing symptoms of depression and anxiety. Interaction effects obtained indicated that intelligent youth who reported high depression and anxiety at Time I showed decreases in social competence over time, whereas those low on initial distress showed improvements in social competence levels. No such associations between initial distress and subsequent social competence were seen among the less intelligent children. Findings are discussed in terms of theoretical issues and empirical evidence in developmental psychopathology, and implications for future research are noted.

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Section: Domain Specificity Of Effectssupporting

confidence: 89%

Sensitivity to emotional distress among intelligent adolescents: A short-term prospective study

Luthar

Ripple

1994

Dev Psychopathol

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“…All contain an anxiety or withdrawal dimension; however, in some cases (e.g., the Child Behavior Checklist), this is confounded with depression. Strauss (1988) found that children diagnosed with overanxious disorder were rated by both their parents and teachers as demonstrating significantly higher levels of anxious-withdrawn behaviour on the Revised Behaviour Problem Checklist than were children in a normal control group. However, the informant providing the information often accounts for a significant amount of variance in ratings (Daugherty & Shapiro, 1994), as it does in the structured interview.…”

Section: Behavioural Measuresmentioning

confidence: 95%

Current Issues in the Assessment of Anxiety in Children and Adolescents: A Developmental Perspective

Campbell

Rapee

1996

Behav. change

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This paper describes some of the current problems with the assessment of children's anxiety. The main assessment methods — structured clinical interview and self-report — often have problems with validity and reliability while less frequently used measures such as physiological recording, behavioural observation, and thought-listing also have their attendant difficulties. Possible ways of reducing some of these problems using a developmental perspective are discussed.

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“…These correlations dropped to nonsignificance when age and child distress in another context were controlled, suggesting that children's proneness to distress may have partially accounted for the correlations between parental comforting and child distress. Mothers may be particularly likely to calm children who tend to be sad, anxious, or shy and withdrawn, and such children would be expected to have deficits in their social skills (Strauss, 1988). Thus, the relation of parental emotion-focused reactions to children's socioemotional functioning may vary with the child's temperament, age, or developmental level.…”

Section: Parental Reactions To Children's Emotionsmentioning

confidence: 99%

Parental Socialization of Emotion

Eisenberg¹,

Cumberland²,

Spinrad³

1998

Psychological Inquiry

1,999

106

2,159

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Recently, there has been a resurgence of research on emotion, including the socialization of emotion. In this article, a heuristic model of factors contributing to the socialization of emotion is presented. Then literature relevant to the socialization of children's emotion and emotion-related behavior by parents is reviewed, including (a) parental reactions to children's emotions, (b) socializers' discussion of emotion, and (c) socializers' expression of emotion. The relevant literature is not conclusive and most of the research is correlational. However, the existing body of data provides initial support for the view that parental socialization practices have effects on children's emotional and social competence and that the socialization process is bidirectional. In particular, parental negative emotionality and negative reactions to children's expression of emotion are associated with children's negative emotionality and low social competence. In addition, possible moderators of effects such as level of emotional arousal are discussed.

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Social Deficits of Children with Internalizing Disorders

Cited by 18 publications

References 98 publications

Sensitivity to emotional distress among intelligent adolescents: A short-term prospective study

Sensitivity to emotional distress among intelligent adolescents: A short-term prospective study

Current Issues in the Assessment of Anxiety in Children and Adolescents: A Developmental Perspective

Parental Socialization of Emotion

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