A Controlled Study of Peer Relationships of Children Surviving Brain Tumors: Teacher, Peer, and Self Ratings

Objective: Evaluate the behavioral reputation and peer acceptance of children diagnosed and treated for brain tumors. Method: Twenty-eight children surviving brain tumors (8-18 years of age) were compared to 28 nonchroni-cally ill, same classroom, same gender comparison peers (COMP). Peer, teacher, and self-report data were collected. Results: Relative to COMP, children who had been diagnosed with brain tumors received fewer friendship nominations from classmates and were described by peer, teacher, and self-report as socially isolated. Al-though they were no longer receiving therapy for their disease, peers perceived brain tumor survivors as be-ing sick, more fatigued, and often absent from school. Conclusions: These data suggest that children surviving brain tumors are at risk for social difficulties even after treatment ends, although the specific cause(s) for this vulnerability were not investigated in the cur-rent study. Key words: intracranial tumors; social functioning; peer relations. Intracranial tumors are the second most common neoplasm occurring in children under 15 years of age, with an estimated incidence of 1,200 cases per year in the United States (Cohen & Duffner, 1984). While the absolute number of children with intra-cranial tumors is small, improved treatment out-comes (Bleyer, 1990; Finlay, Uteg, & Giese, 1987) have resulted in a need for increased attention to the quality of survival for these patients. The critical location of these neoplasms and the risk to cerebral integrity as a result of standard treatments, whic

Temperament and Peer Acceptance: The Mediating Role of Social Behavior

This study examined whether children’s social behavior mediated the associations between specific dimensions of temperament and peer acceptance, and whether these associations were moderated by gender. We also explored the role of child’s age on the associations between temperament and social functioning. Primary caregiver reports of temperament and peer reports of social behavior and peer acceptance were obtained for 140 boys and 135 girls (8–16 years, M = 11.9) from 275 different classrooms. Dimensions of temperament reflecting general activity, flexibility-rigidity, and attentional focus were found to be particularly important to children’s social functioning at school, and their associations with peer acceptance were found to be significantly mediated by social behaviors. Additionally, we found that while linkages between dimensions of temperament and social acceptance were present for boys and girls, the pathways (mediators) were often different. Our exploratory analyses suggested that linkages between temperament and social functioning are strong for younger children, but less so for older youth. Findings are discussed in the context of their implications for theory and clinical applications, emphasizing the importance of considering gender differences in the contributions of temperament to social functioning

Temperament and Peer Acceptance: The Mediating Role of Social Behavior

This study examined whether children’s social behavior mediated the associations between specific dimensions of temperament and peer acceptance, and whether these associations were moderated by gender. We also explored the role of child’s age on the associations between temperament and social functioning. Primary caregiver reports of temperament and peer reports of social behavior and peer acceptance were obtained for 140 boys and 135 girls (8–16 years, M = 11.9) from 275 different classrooms. Dimensions of temperament reflecting general activity, flexibility-rigidity, and attentional focus were found to be particularly important to children’s social functioning at school, and their associations with peer acceptance were found to be significantly mediated by social behaviors. Additionally, we found that while linkages between dimensions of temperament and social acceptance were present for boys and girls, the pathways (mediators) were often different. Our exploratory analyses suggested that linkages between temperament and social functioning are strong for younger children, but less so for older youth. Findings are discussed in the context of their implications for theory and clinical applications, emphasizing the importance of considering gender differences in the contributions of temperament to social functioning