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The attachment style of children throughout their early years has been found to relate to social competence and social support (Marcus & Kramer, 2001). This investigation attempts to determine whether the relationship is evident during middle childhood. Thirty 8-13-year-old children and their mothers participated. A correlational design was used. Attachment style was assessed with the Parent/Child Reunion Inventory (Marcus, 2001), social competence was assessed with the Social Competence Inventory (Rydell, Hagekull, & Bohlin, 1997), and social support was measured with the Social Support Appraisals Scale (Dubow & Ullman, 1989). A measure of social desirability, the Marlow-Crowne Social Desirability Short Form (Reynolds, 1982), was used to assess the participants' likelihood of responding favorably. Correlations were conducted to determine if there was a significant relationship between attachment security, social competence and social support, but results were nonsignificant. Results show that attachment security was not an adequate predictor of either social support or social competence. A significant correlation was found regarding high scores on the Parent/Child Reunion Inventory and the Marlowe-Crowne Social Desirability Short Form, suggesting that mothers may have responded in an unrealistically favorable way to questions concerning their relationship with their child.
"With contributions from leading investigators, the book explores the effects on attachment of a wide range of factors in middle childhood, including children's broadening network of social relationships. Compelling data are presented on whether the quality of attachment in middle childhood can be predicted by assessments earlier in life, and what may explain changes over time."--BOOK JACKET.
This book provides a comprehensive and critical overview of current knowledge about family, school and cultural influences on children's relations with others and the emergence of social competence. Ongoing research in these areas is considered in the light of recent advances in the field of child development, especially the enhanced appreciation of the ways these context factors operate in conjunction with characteristics of the individual and with the process of development. This book will be of interest to students and researchers in psychology, human development, family relations, special education and sociology.
Social Networks and Social Support in Childhood and Adolescence (Prevention and Intervention in Childhood and Adolescence).
Originally published in 1992, this volume provided an up-to-date overview of recent research concerning the links between family and peer systems. Considerable work in the past had focused on family issues or peer relationships, but these systems had typically been considered separately. This volume bridges the gap across these two important socialization contexts and provides insights into the processes that account for the links across the systems – the ways in which the relationships between these systems shift across development. In addition, the variations in the links between family and peers are illustrated by cross-cultural work, studies of abused children, and research on the impact of maternal depression. In short, the volume provides not only a convenient overview of recent progress at the time but lays out an agenda for future research.
This volume showcases the latest theoretical and empirical work from some of the top scholars in attachment. Extending classic themes and describing important new applications, the book examines several ways in which attachment processes help explain how people think, feel, and behave in different situations and at different stages in the life cycle. Topics include the effects of early experiences on adult relationships; new developments in neuroscience and genetics; attachment orientations and parenting; connections between attachment and psychopathology, as well as health outcomes; and the relationship of attachment theory and processes to clinical interventions.
This book examines the role of peer relationships in child and adolescent development by tracking research findings from the early 1900s to the present. Dividing the research into three generations, the book describes what has been learned about children's peer relations and how children's participation in peer relationships contributes to their health, adjustment, and achievement. Gary W. Ladd reviews and interprets the investigative focus and findings of distinct research eras to highlight theoretical or empirical breakthroughs in the study of children's peer relations and social competence over the last century. He also discusses how this information is relevant to understanding and promoting children's health and development. In a final chapter, the author appraises the major discoveries that have emerged during the three research generations and analyzes recent scientific agendas and discoveries in the peer relations discipline.
This book provides insight into the complex nature of socialization and development by exploring the interrelations among such topics as play, diet, social cognition, self-concept, friendship, family, and school. This book also examines the contributions and impact of intrapersonal and interpersonal integration on a child's psychological development from early to middle childhood levels.