Socially withdrawn children frequently refrain from social activities in the presence of peers. The lack of social interaction in childhood may result from a variety of causes, including social fear and anxiety or a preference for solitude. From early childhood through to adolescence, socially withdrawn children are concurrently and predictively at risk for a wide range of negative adjustment outcomes, including socio-emotional difficulties (e.g., anxiety, low self-esteem, depressive symptoms, and internalizing problems), peer difficulties (e.g., rejection, victimization, poor friendship quality), and school difficulties (e.g., poor-quality teacher-child relationships, academic difficulties, school avoidance). The goals of the current review are to (a) provide some definitional, theoretical, and methodological clarity to the complex array of terms and constructs previously employed in the study of social withdrawal; (b) examine the predictors, correlates, and consequences of child and early-adolescent soc...

/pdf/social-withdrawal-in-childhood-2x3lw1cx8u.pdf

Social withdrawal in childhood

Interaction between conduct disorder and its comorbid conditions: Effects of age and gender

Le depouillement de donnees d'archives renseigne sur les sequelles a long terme, sur le plan des caracteristiques de l'insertion professionnelle et affective, de la timidite durant l'enfance

Moving away from the World: Life-Course Patterns of Shy Children.

The premises examined in this longitudinal investigation were that specific behavioral characteristics place children at risk for relationship maladjustment in school environments, and that multiple behavioral risks predispose children to the most severe and prolonged difficulties. Aggressive, withdrawn, and aggressive/withdrawn children were compared to normative and matched control groups on teacher and peer relationship attributes, loneliness, and social satisfaction from kindergarten (M age = 5 years, 7 months; n = 250) through grade 2 (M age = 8,1; n = 242). Children's withdrawn behavior was neither highly stable nor predictive of relational difficulties, as their trajectories resembled the norm except for initially less close and more dependent relationships with teachers. Aggressive behavior was fairly stable, and associated with early-emerging, sustained difficulties including low peer acceptance and conflictual teacher-child relationships. Aggressive/withdrawn children evidenced the most difficulty: compared to children in the normative group, they were consistently more lonely, dissatisfied, friendless, disliked, victimized, and likely to have maladaptive teacher-child relationships. Findings are discussed with respect to recent developments in two prominent literatures: children at-risk and early relationship development.

https://www.jstor.org/stable/info/1132251

Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school.

A discussion of gender and conduct disorder must first answer the basic questions of whether or not there are any differences in prevalence, symptoms, and correlates of conduct disorder by sex. Several epidemiologic studies have found no difference in the prevalence of conduct disorder in adolescence by sex. Correlates of conduct disorder in girls are similar to those in boys (including aggression and internalizing disorders), once base rates of the correlates are accounted for. A major problem in studying conduct disorder in girls is the lack of appropriate criteria; the Diagnostic and Statistical Manual (3rd ed., rev.) criteria are not appropriate for girls. A case is made for sex-specific criteria for conduct disorder that take into account known differences in male and female childhood cultures and base-rate differences in aggression and criminality. Until basic issues of diagnosis and prevalence are resolved, other issues such as risk factors and developmental pathways cannot be successfully addressed.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0954579400004260

Gender and the development of conduct disorder

Aggression and social withdrawal are two major dimensions of individual differences in behavior during childhood. The present paper introduces a longitudinal study of the development of children selected from a general school population who were high on aggression and withdrawal and describes results relating aggression and withdrawal to outcomes during adolescence. High aggressiveness was predictive of low intelligence, poor school achievement, and psychiatric problems. For females, high aggressiveness was also predictive of general health problems. High social withdrawal appeared to be predictive of inaccurate, negative self-perceptions. In addition, females who were high on withdrawal were more likely than the others to have had an abortion. Individuals who were high on both aggression and withdrawal had relatively poor social competence, general problems with behavior, low intelligence, and were performing poorly in school. Expectations for the future development of these individuals are considered, and plans for the incorporation of contextual variables in future studies are described.

Life Paths of Aggressive and Withdrawn Children

Dans cet article, les auteurs relatent une recherche faite, dans le cadre du projet Concordia Longitudinal Risk Project, sur l'ajustement des enfants socialement atypiques durant l'adolescence. Plus precisement, ils tentent de repondre a la question suivante: Quels comportements de l'enfant et quelles tangentes de son developpement menent a des problemes psychologiques majeurs a l'adolescence et a l'âge adulte? Apres une analyse complexe de divers facteurs, leurs resultats indiquent que les enfants percus comme agressifs, replies sur eux-memes ou souvent agressifs et replies sur eux-memes par leur camarades, sont susceptibles d'avoir des problemes a l'adolescence. Ils explicitent ensuite selon ces trois groupes les difficultes de chacun.

/pdf/l-evolution-des-enfants-difficiles-2abhqhpwj5.pdf

L’évolution des enfants difficiles

Stability and change in aggression and withdrawal in middle childhood and early adolescence.

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Life Paths of Aggressive and Withdrawn Children

L’évolution des enfants difficiles

Stability and change in aggression and withdrawal in middle childhood and early adolescence.