Preference-for-Solitude and Adjustment Difficulties in Early and Late Adolescence

Social withdrawal has been associated with adjustment difficulties across development. Although much is known about shyness, little is known about preference-for-solitude; even less is known about its relations with adjustment across different periods of adolescence. We examined whether preference-for-solitude might be differentially associated with adjustment difficulties in early and late adolescence. Self- and parent-reports of withdrawal motivations and adjustment were collected from 234 eighth graders (113 boys; M age = 13.43) and 204 twelfth graders (91 boys; M age = 17.25). Results from structural equation modeling demonstrated that above and beyond the effects of shyness, preference-for-solitude was more strongly associated with adjustment difficulties in 8th grade than in 12th grade. Preference-for-solitude was associated with greater anxiety/depression, emotion dysregulation, and lower self-esteem in 8th grade; these relations were not found in 12th grade. Although preference-for-solitude was associated with lower social competence in both 8th and 12th grades, this relation was significantly stronger in 8th grade than in 12th grade. Findings suggest preference-for-solitude has closer ties to maladjustment in early adolescence than in late adolescence. Interventions targeting preferred-solitary youth in early adolescence may be particularly fruitfu

Elementary School Teachers’ Reflections on Shy Children in the Classroom

This study explored teachers’ perceptions of shy children in the classroom during the elementary school grades. Seven teachers (1 male, 6 female) from elementary schools located in geographically diverse areas of Canada participated in semistructured telephone interviews that explored their perceptions of and experiences with shy children in the classroom. Transcripts were analyzed for emerging themes about teachers’ conceptions of shy children and teacher-shy child interactions. Findings suggest that shyness and social communication may influence elementary schoolteachers’ classroom practices and the teacher-child relationship. Teachers’ roles in shy children’s socio-emotional functioning and academic success are discussed.Cette recherche a étudié les perceptions qu’ont les enseignants au primaire des enfants qui sont gênés. Sept enseignants (1 homme, 6 femmes) d’écoles primaires situées dans des zones géographiquement diverses au Canada ont participé à des entrevues téléphoniques semi-structurées portant sur leurs perceptions des enfants gênés et leurs expériences avec eux en salle de classe. Nous avons analysé les transcriptions pour en dégager des thèmes sur les conceptions qu’ont les enseignants d’enfants gênés et les interactions entre les enseignants et les enfants gênés. Les résultats indiquent que la gêne et la communication sociale pourraient influencer les pratiques des enseignants au primaire et leur rapport avec leurs élèves. Nous discutons des rôles des enseignants dans le fonctionnement socio-émotionnel des enfants et dans la réussite académique

Peer Influence during Adolescence: The Moderating Role of Parental Support

Although many studies show that peers influence the development of adolescent internalizing and externalizing difficulties, few have considered both internalizing and externalizing difficulties in the same study, and fewer have considered the contributions of parents. Using a longitudinal sample of 385 adolescents, the contributions of best friends\u27 internalizing and externalizing difficulties (as assessed in Grade 6; G6: M(age) = 13.64 years; 53% female; 40% ethnic or racial minority) were examined as they predicted subsequent adolescent internalizing and externalizing difficulties (at G8); in addition, the moderating role of both maternal and paternal support (at G6) was explored. Structural equation modelling revealed that best friend internalizing difficulties predicted decreases, but that best friend externalizing difficulties predicted increases in adolescents\u27 externalizing difficulties over time. Significant interactions involving both maternal and paternal support revealed that the negative impact of a G6 best friend having internalizing problems on later G8 adolescent externalizing problems was stronger at low levels of maternal and paternal support. The findings highlight the complex, and interactive, influences of friends and parents on the development of internalizing and externalizing symptomatology during adolescence, and underscore the importance of targeting both sources of social influence in research and clinical work

Participation in Structured Performing Arts Activities in Early to Middle Childhood: Psychological Engagement, Stress, and Links With Socioemotional Functioning

The goals of the present study were (a) to explore different aspects of children’s participation in structured performing arts activities (e.g., dance and music); and (b) to examine links between participation in performing arts and indices of socioemotional functioning. Participants were N = 166 children (75 boys and 91 girls) in Grade 1 (n = 70, Mage = 6.17 years, SD = 0.38), Grade 2 (n = 44, Mage = 7.07 years, SD = 0.26), and Grade 3 (n = 52, Mage = 8.06 years, SD = 0.37). Parents completed assessments of children’s participation in performing arts (activity type, frequency, positive psychological engagement, and stress) and indices of socioemotional functioning. Among the results, children participated most often in dance (particularly girls) and music. There was some evidence to suggest that children were less engaged and experienced more stress in music compared to dance activities. However, participants in music were rated as having fewer peer relationship problems as compared to children who did not participate in performing arts activities. As well, stress in performing arts was positively associated with emotion problems and negatively associated with prosocial behaviors. Results are discussed in terms of the links between performing arts activities and young children’s socioemotional functioning

A qualitative examination of psychologically engaging sport, nonsport, and unstructured activities

Research on extracurricular activities emphasizes developmental opportunities for youth. This literature has infrequently considered youth's psychological engagement or the specific content associated with these opportunities and has primarily been focused on structured rather than unstructured activities. In this qualitative study, 51 youth (age 12-18 years) who were psychologically engaged in structured sport (n = 19), structured nonsport (n = 17), or unstructured (n = 15) activities discussed developmental opportunities and the experiences they associated with them. Youth in all groups reported having developmental opportunities and described experiences emphasizing social interaction, skill-related, emotional impact, and positive outcome themes and an awareness of the positive and negative aspects of some experiences. Each group also reported unique experiences associated with its activities (e.g., structured-sport youth were least likely to indicate they did not like something about their activities). The similarities and differences across groups are discussed, considering factors that might contribute to and promote psychological engagement in extracurricular activities

What did your child do today? Describing young children’s daily activities outside of school

The purpose of this study was to describe the daily activities of Canadian children outside of school. Participants were parents of N = 189 children (90 boys, 99 girls) in grades 1 to 3. The What Your Child Did Today parental telephone interview protocol was developed as a daily log of both the type and social context of children’s activities. Among the results, children spent almost half of their waking time in unstructured activities (e.g. free play), compared to 14 percent of on-screen, and 6 percent in structured activities (e.g. sports). Children spent about two-thirds of their time in the company of family followed by peers (22%), and only 10 percent of time was spent alone. Some gender differences were also noted (e.g. boys engaged in more screen time) and parental education was related to time spent in structured activities. Results are discussed in terms of implications for children’s socio-emotional development

Assessment and implications of social withdrawal in early childhood: A first look at social avoidance

The goals of the present research were to: (a) develop and provide preliminary validation of a parent-rated measure of social avoidance in early childhood; and (b) to evaluate a conceptual model of the direct and indirect links among young children's social withdrawal (shyness, unsociability, social avoidance), peer problems, and indices of internalizing problems (social anxiety, depression). Participants were N = 564 children (272 boys, 292 girls; Mage = 67.29 mos, SD = 11.70) attending kindergarten and Grade 1 classes in public schools in southeastern Ontario, Canada. A new subscale assessing social avoidance was added to an existing parent-rated measure of children's social withdrawal. Indices of children's socioemotional functioning were provided by parents and teachers. Among the results, the revised measure of multiple forms of social withdrawal demonstrated good psychometric properties, moderate stability 16 months later, and evidence of validity. Shyness, unsociability, and social avoidance also displayed differential patterns of associations with indices of children's socioemotional functioning. Results are discussed in terms of the assessment and implications of different forms of social withdrawal in early childhood

The Distinctive Difficulties of Disagreeable Youth

This study examines whether disagreeable youth are distinct from aggressive youth, victimized youth, and withdrawn youth. Young adolescents (120 girls and 104 boys, M = 13.59 years old) completed personality and adjustment inventories. Aggression, withdrawal, and victimization scores were derived from peer nominations (N = 807). Cluster analyses identified six groups. Disagreeable youth, aggressive victimized youth, withdrawn victimized youth, and withdrawn youth tended to have worse concurrent peer relations than did agreeable youth and aggressive youth. Disagreeable youth had some of the highest levels of concurrent and prospective adjustment problems, with rates of self-and motherreported internalizing problems that rivaled withdrawn victimized youth and withdrawn youth, and rates of self-and mother-reported externalizing problems that rivaled aggressive victimized youth and aggressive youth. The findings indicate that low agreeable youth represent a discrete category of adolescents with social and adjustment difficulties

Coaching the quiet: Exploring coaches’ beliefs about shy children in a sport context

Organized sports may enhance the social skills and peer relationships of shy children. Interactions with coaches may be critical determinants of these benefits. Thus, our goal was to explore coaches’ beliefs, attitudes, and responses to shy children. Participants were 447 undergraduate students (343 female; Mage = 19.39 years, SD = 2.12) with coaching experience. Participants indicated their anticipated behaviours, emotions, and perceived implications in response to hypothetical children exhibiting shy, unsociable, and verbally exuberant behaviours in a sport context. Coaches viewed shy behaviour more problematically than both verbally exuberant and unsociable behaviours, anticipating the most negative implications for shy children's peer relationships, development, and team performance and supporting the use of differential coaching strategies. However, despite reporting the most worry about shyness, coaches were less likely to intervene in response to shyness compared to exuberance. We discuss the implications that our results may have for the adjustment of shy children