Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans

Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity.

In this review, we examine the oft-made claim that peer-relationship difficulties in childhood predict serious adjustment problems in later life. The article begins with a framework for conceptualizing and assessing children's peer difficulties and with a discussion of conceptual and methodological issues in longitudinal risk research. Following this, three indexes of problematic peer relationships (acceptance, aggressiveness, and shyness/withdrawal) are evaluated as predictors of three later outcomes (dropping out of school, criminality, and psychcpathology). The relation between peer difficulties and later maladjustment is examined in terms of both the consistency and strength of prediction. A review and analysis of the literature indicates general support for the hypothesis that children with poor peer adjustment are at risk for later life difficulties. Support is clearest for the outcomes of dropping out and criminality. It is also clearest for low acceptance and aggressiveness as predictors, whereas a link between shyness/withdrawal and later maladjustment has not yet been adequately tested. The article concludes with a critical discussion of the implicit models that have guided past research in this area and a set of recommendations for the next generation of research on the risk

Peer relations and later personal adjustment: Are low-accepted children at risk?

Two-dimensional sociometric models have had a critical role in the investigation of children's peer relations in the past decade. In a meta-analysis, fitting categorical models (Hedges, 1982), sociometric group differences on behavioral and information source typologies were assessed. The broad-band behavioral analysis showed that popular children's array of competencies makes them likely recipients of positive peer nominations, whereas high levels of aggression and withdrawal and low levels of sociability and cognitive abilities are associated with rejected peer status. A consistent profile marked by less sociability and aggression emerged for neglected status. Controversial children had higher aggressive behavior than rejected children but compensated for it with significantly better cognitive and social abilities. The moderator effects of narrow-band behavioral categories and information source were also examined.

Children's peer relations : a meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status

Growth and aggression: I. Childhood to early adolescence.

I. Understanding Problematic Peer Relations 1. The Developmental Significance of Peer Relations 2. Characteristics of Rejected Children 3. Rejection Processes: The Role of Peers 4. Peer Relations and the Developing Self II. Assessing Social Competence and Peer Relations 5. Assessment Goals and Strategies 6. Assessing Problematic Peer Relations 7. Assessing Social Behavior 8. Observing Peer Interactions 9. Assessing Self-System Processes III. Intervention Methods 10. Approaches to Intervention 11. The Design of Social Competence Coaching Programs 12. Intervention Process and the Promotion of Self-System Change 13. Collateral Interventions: Providing Support at School and Home 14. Future Directions Appendix. Description of Exemplar Session Activities

Peer Rejection: Developmental Processes and Intervention Strategies

This study examined the relationship among teacher, peer, and self-ratings of children's social behavior. The Pupil Evaluation Inventory was completed by 172 first-graders, 346 fourth-graders, 283 seventh-graders, and 30 teachers. Groups of deviant responders and controls were also selected from the total sample on the basis of peer-rated aggression and withdrawal scores. Interrater agreement was consistently greater between peer and teacher ratings than between self-ratings and either peer or teacher ratings. Discrepancies between raters were greatest for children with more deviant scores, with peer ratings providing the highest estimates of deviant behavior, and self ratings yielding the lowest. Self ratings were lower than teacher or peer ratings on aggression and withdrawal, and higher on likability. Aggression produced greatest agreement between raters. Agreement was uninfluenced by the cognitive maturity of peer evaluators. The results suggest that the selection of raters should be influenced by the class of behaviors to be evaluated and the context in which they occur.

Agreement among teacher, peer, and self-ratings of children's aggression, withdrawal, and likability

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Agreement among teacher, peer, and self-ratings of children's aggression, withdrawal, and likability