Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

Teachers' judgments of relational conflict are unique indicators of children's academic and social adjustment. Using a large, hierarchically nested sample of preschoolers (N = 2282) and teachers (N = 597) this study examines the individual and classroom factors associated with teachers' ratings of conflict, both before and after adjusting for problem behaviors ratings. Over half of the variance in teachers' reports of conflict with children was explained by ratings of children's problem behaviors. However, many children had more (or less) conflict than predicted based on teacher‐rated problem behavior. Older children were more likely to have conflictual relationships with teachers than expected based on their level of problem behavior. Furthermore, teachers who reported more depression and lower self‐efficacy and teachers who were observed to provide less emotional support in the classroom tended to report more conflict with students in their classroom than expected based on levels of problem behaviors.     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

Transitioning to stepfamily life: the influence of closeness with biological parents and stepparents on children's stress

Family transitions, such as stepfamily formation, can be a source of stress for adults and children. Yet, the stepfamily literature lacks a focus on factors that influence child stress levels while transitioning to stepfamily life. Using a social support perspective, the purpose of this study was to assess the independent and additive influence of closeness with three common parental figures on retrospective reports of stress experienced by children during stepfamily formation. A sample of 1139 emerging adults from a retrospective, US‐based national quota sample, the Stepfamily Experiences Project, was analysed. Results indicated that parental relationships have independent, not combined, effects on stress. More specifically, we found that greater closeness with resident stepparents and resident biological parents was associated with less stress in children, whereas greater closeness with non‐resident biological parents was associated with slightly greater levels of stress. These findings reflect (i) the primacy of residential relationships in children's stress reduction; (ii) the benefit of parental relationships to children as sources of social support during stressful family transitions; and (iii) the potential for children to experience stressful loyalty binds during stepfamily formation. Implications for social work practice, limitations and future directions for research are discussed.     

Concepts of Real and Imaginary Friendships in Early Childhood

This investigation focused on the friendship concepts of pre‐school‐aged children. Eighty‐four 3‐ to 5‐year‐old children responded to questions about social provisions, or benefits of relationships, available from reciprocal friends (both children in a pair nominate each other as friends), unilateral friends (one child nominates the other), non‐friends (neither child of a pair nominates the other), and imaginary friends (for those who had them). Results indicated that reciprocal and imaginary friends were the best sources of social provisions, followed by unilateral friends and non‐friends. Major implications are that children draw distinctions between reciprocal and unilateral friends based on the levels of social provisions available in these relationships, and that relationship schemas underlying relationships with imaginary companions may be akin to those for reciprocal friends. Children's friendship schemata may also differ by gender, as girls discriminated more than boys between reciprocal and unilateral friends for the social provision of companionship.     

Experienced support from family,school and friends among students in out‐of‐home care in a school‐based community survey

Youth in out‐of‐home care have elevated risks for adverse events and detrimental circumstances possibly affecting their development. Responses from 311 students in out‐of‐home care (OHC) were compared with peers living in birth parent care (BPC) and in single birth parent care (sBPC) in a regional school survey, directed to students in compulsory school eighth year and upper secondary school second year. Results indicate OHC students to experience less satisfaction with friends, leisure time, and families. They state less trust in support from friends and families but a more similar level to teachers, counsellors or nurses. OHC students also express being more exposed to abusive experiences online and perceive less sense of security at home and in school. We conclude that welfare institutions need to recognize the components in building trust and safety for students in OHC and that school and other professional institutions have an important role in serve resilience and promote well‐being for children in OHC.     

Regulatory Self‐efficacy as a Moderator of Peer Socialization Relating to Italian Adolescents' Alcohol Intoxication

The present study investigated regulatory self‐efficacy (RSE) as a predictor of friendship and adolescent alcohol intoxication and as a moderator of peer socialization processes related to alcohol intoxication. The longitudinal sample included 457 Italian adolescents (262 females and 195 males) ranging in age of 14 to 20 years (M = 16.1 years of age). Sociometric and behavioral data were collected at the beginning and end of the academic school year. Actor‐based models were applied to simultaneously estimate selection and socialization processes accounting for interdependencies among friends' drinking behaviors. The results indicated that adolescents did not select friends with similar levels of alcohol intoxication or RSE, but adolescents did adopt their friends' drinking behaviors. RSE was negatively associated with adolescent drinking behaviors and moderated socialization processes related to alcohol use, with adolescents reporting higher levels of RSE being less likely to adopt their friends' drinking behaviors than adolescents with lower levels of RSE.     

Changing tides: Mothers’ supportive emotion socialization relates negatively to third‐grade children's social adjustment in school

Parents’ supportive reactions to children's negative emotions are thought to promote children's social adjustment. Research heretofore has implicitly assumed that such reactions are equally supportive of children's adjustment across ages. Recent findings challenge this assumption, suggesting that during middle childhood, socialization practices previously understood as supportive may in fact impede children's social adjustment. We explored this possibility in a sample of 203 third‐grade children and their mothers. Using structural equation modeling, we tested associations between mothers’ supportive (i.e., problem‐ and emotion‐focused) reactions to children's negative emotions and children's social skills and problems as reported by mothers and teachers. Mothers’ supportive reactions predicted greater social adjustment in children as reported by mothers. Inverse associations, however, were found with teachers’ reports of children's social adjustment: mothers’ supportive reactions predicted fewer socioemotional skills and more problem behaviors. These contrasting patterns suggest potential unperceived costs associated with mothers’ supportiveness of children's negative emotions for third‐grade children's social adjustment in school and highlight the importance of considering associations between socialization practices and children's various social contexts. The findings also highlight a need for greater consideration of what supportiveness means across different developmental periods.     

A Cross-Cultural Exploration of the Stability of Children's Friendships and the Predictors of their Continuation

The purpose of this study was to explore cultural differences in children's perceptions of friendship quality and in the predictors of the subsequent continuation of their relationships. Participants were third and fourth-grade children in Florence, Italy, and Toronto, Canada. A total of 184 dyads of children who indicated that they were friends near the beginning of the school year completed questionnaires regarding the quality of their relationships. Among the Italian children, especially the girls, a higher proportion of friendships remained intact at the end of the school year than among the Canadians. Positive aspects of relationship quality at the first data collection point were associated with future friendship status, but earlier conflict within the dyad was unrelated to the continuation of friendship. The levels of conflict reported by the children were lower in the Italian sample than in Canada.     

Examining individual‐level academic risk and protective factors for foster youth: School engagement,behaviors, self‐esteem,and social skills

Students' school engagement is widely regarded as critical for positive school adjustment and overall academic success. Foster youth persistently face poorer educational outcomes than peers and demonstrate lower levels of school engagement and higher levels of academically threatening behaviors. The goals of the present study were (a) to explore relationships amongst various child‐level correlates of school engagement and problem behaviors—namely, self‐esteem and social skills—and (b) to respectively investigate the protective potential of self‐esteem and social skills in the association between school engagement and behavior problems that threaten educational trajectories. Results indicate significant associations between school engagement and problem behaviors, as well as between self‐esteem, social skills, and school engagement. Further, self‐esteem mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior, and social skills mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior. Implications for future practice, research, and policy are discussed.     

Mother–Adolescent Conflict: Stability,Change, and Relations with Externalizing and Internalizing Behavior Problems

Stability and change in mother–adolescent conflict reactions (CRs) and the prediction of CRs from adolescents' earlier behavior problems (and vice versa) were examined with 131 mothers and their adolescents (63 boys). Dyads engaged in a 6‐min conflict discussion twice, 2 years apart [M age was 13 at Time 1 (T1)]. Non‐verbal expressive and verbal CRs during the conflict discussion were coded. Mothers, fathers, and teachers reported on adolescents' problem behaviors. There was inter‐individual (rank‐order) stability for adolescents' CRs whereas mothers' reactions were less stable. Mean levels of mothers' negativity, anger, and positive reactions and adolescents' negativity declined with time. Mothers’ CRs, more often than adolescents’ CRs, predicted and were predicted by adolescents’ problem behaviors in zero‐order correlations. In structural equation models with the stability of the constructs accounted for, adolescents' externalizing problems at T1 predicted higher maternal anger at Time 2 (T2). Mothers' anger and positive CRs at T1 predicted fewer T2 adolescents' internalizing problems. Stability and change in CRs are discussed.     

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school‐to‐home spillover

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same‐day child reports of higher negative mood. Peer problems were less consistently associated with parent‐child interactions over and above the effects of academic problems that day. A one‐time measure of parent‐child relationship quality moderated several daily associations, such that the same‐day link between school problems and child‐report of family interactions was stronger among children who were closer to their parents.     

Social Support from Parents,Friends, Classmates,and Teachers in Children and Adolescents Aged 9 to 18 Years: Who Is Perceived as Most Supportive?

Age and gender differences in perceived social support from parents, friends, classmates, and teachers were investigated in 304 boys and 351 girls aged 9–18 years. The social support scale for children and adolescents was used for this purpose. Analyses showed that the level of perceived social support from parents and friends was similar across age groups. The study of the prominence of social support sources showed that parents and friends were perceived as equally supportive; only for the ages 16–18 years did friend support exceed parent support. Support from teachers was lower in the older age groups, and this was related to the transition from primary to secondary school. Finally, girls perceived more support from teachers, classmates and friends than boys did.     

Internationally adopted children's general and adoption‐specific stressors,coping strategies and psychological adjustment

We examined stress, coping and psychological adjustment of 68 children, aged 8–12, who were internationally adopted to Spain. Using the Kidcope, all children were asked about the most stressful general and adoption‐related problem they experienced and the use and effectiveness of various coping strategies when dealing with the problem. For all reported problems, the nature of the problem (personal, interpersonal, regarding others), the content, the degree of stress it created and its perceived controllability were analysed. Emotional and behavioural functionings were assessed with the Behaviour Assessment System for Children. About half of the children mentioned specific problems concerning the adoption, with inracial adoptees reporting less adoption‐related problems than transracial adoptees. For general and adoption‐related problems, interpersonal problems were mentioned most often. With regard to the content, ‘relationships’ and ‘victimization’ were mentioned most often for general and adoption‐related problems, respectively. Adoption‐related problems were appraised as less controllable. No differences emerged in terms of coping with general or adoption‐related problems except for ‘self‐criticism’. Overall, the children used many coping strategies and were generally well‐adjusted. Identifying the problems and coping strategies of adoptees is important in order to help these children and their families tackle these stressors.     

Black‐White Biracial Children's Social Development from Kindergarten to Fifth Grade: Links with Racial Identification,Gender, and Socioeconomic Status

In this study, we investigated trajectories of Black‐White biracial children's social development during middle childhood, their associations with parents’ racial identification of children, and the moderating effects of child gender and family socioeconomic status (SES). The study utilized data from parent and teacher reports on 293 US Black‐White biracial children enrolled in the Early Childhood Longitudinal Study‐Kindergarten Cohort (ECLS‐K). Growth curve models suggested increasing trajectories of teacher‐reported internalizing and externalizing behaviors between kindergarten and fifth grade. Parents’ racial identification of children predicted child externalizing behavior trajectories such that teachers rated biracially identified children's externalizing behaviors lower relative to those of Black‐ and White‐identified children. Additionally, for White‐identified biracial children, the effect of family SES on internalizing behavior trajectories was especially pronounced. These findings suggest that in the USA, how parents racially identify their Black‐White biracial children early on has important implications for children's problem behaviors throughout the elementary school years.     

Links between friends’ behaviors and the emergence of leadership in childhood: A genetically informed study of twins

Using a genetically informed design, this study examined whether children's leadership behavior varied as a function of their reciprocal friends’ behavioral characteristics. Specifically, we tested (a) whether friends’ use of a dual strategy (specifically, indirect aggression with prosocial behavior) was associated with children's leadership behavior and (b) whether, in line with a gene‐environment interaction (GxE), the predictive association between friends’ behaviors and children's leadership behavior varied depending on the child's genetic likelihood for leadership. The sample comprised 239 Monozygotic and same‐sex Dizygotic twin pairs (50% boys) assessed in grade 4 (mean age = 10.4 years, SD = 0.26). Reciprocal friendship and children's and their friends’ prosocial, indirectly aggressive, and physically aggressive behaviors were measured via peer nominations. Children's and friends’ leadership was measured through teacher ratings. Multilevel regression analyses revealed that children's genetic likelihood for leadership was positively associated with their leadership behavior. Moreover, the higher their genetic likelihood for leadership, the more children displayed increased leadership behavior when friends showed a combination of indirect aggression and prosocial behavior (GxE). These results underline the role of friends’ behaviors in explaining children's leadership. Socializing with bistrategic friends seems to foster leadership skills especially in children with a genetic likelihood for leadership.     

Patterns of Affiliation with Delinquent Friends During Late Childhood and Early Adolescence: Correlates and Consequences

This study examined longitudinal patterns of affiliation with delinquent friends during late childhood and early adolescence, i.e., from ages 10 through 13, in a sample of 376 participants of both genders. Four groups with distinct affiliation profiles were found: an early affiliative group, a late affiliative group, a declining group (i.e., a group that affiliates with delinquent friends early on but much less so thereafter), and a group of children who did not affiliate with delinquent friends throughout the period covered in this study. There was also a fifth group of children who had no mutual friends throughout. The proportion of boys and girls varied in some groups but not in others. Participants’ own delinquency and depression trajectories as well as other behavior‐ , peer‐ , school‐ , and family‐related correlates were examined in association with group membership through the use of growth curves analysis. The results are discussed in light of prevalent theories about the role of delinquent friends with respect to externalizing and internalizing problems.     

Peer relationships during late childhood in internationally adopted and institutionalized children

The aim of this study was to analyse the interpersonal relationships in the school context of children living in different care settings (adoptive families, residential care centres, birth families). Participants were 76 children between eight and fourteen years of age (M = 10.78, SD = 1.38), belonging to one of three groups: international adoptees, children living in residential care in Spanish institutions, and a comparison sample of Spanish children living with their birth families with no connection with child protection. Sociometric information was collected in the classroom of each child during school hours. Internationally adopted children from Russia showed considerable difficulties in their relationships with peers; they were more likely to be rejected and their peers described them as less prosocial and somewhat more aggressive. With a better sociometric position than the adoptees, children in residential care were rated by their peers as more aggressive and less prosocial than the normative population. Coordination and integrated work between the family, protection centres, schools, and other social services should be a strategic priority in the promotion of healthy social development in these groups of children.     

Extremely Premature and Very Low Birthweight Infants: A Double Hazard Population?

This article evaluates the contributions of birth status (defined by gestational age and birthweight) and family adversity at birth and at age 7 to explaining behavior problems at age 7. The behaviors of 96 extremely preterm and very low birth‐weight children and 66 full‐term children were assessed in a school setting by peers, teachers and parents. The results show that a significant relationship exists between birth status and isolation and social withdrawal problems as well as between birth status and social immaturity and inattention problems. Family adversity at birth has a significant contribution to aggressive behaviors reported by the three sources whereas, at age 7, this index is associated only with aggressive behaviors and social immaturity problems reported by parents. In conclusion, the results of the present study qualify the findings of studies that suggest that at school age, the effect of prematurity decreases and that behavior problems are explained chiefly by family environment characteristics. Our results indicate that the findings must take into account the cohort studied, the environmental measures used, the type of behaviors assessed as well as the type of informants.     

‘An Earthquake Shocked Up the Land!’ Children's Communication During Play With Siblings and Friends

The construction of shared meanings strategies (e.g., introductions, extensions) and use of internal state language (e.g., references to mental states) during play were examined across two relationship contexts (siblings and friends) in 65 focal kindergarten‐aged children (M age = 56.4 months; SD = 5.71 months). Strategies to construct shared meanings were associated with play session; specifically focal children employed introductions more often with their siblings whereas positive/neutral responses and prosocial strategies were used more frequently with their friends. Findings regarding birth order position indicated that older focal children were more likely to engage in non‐maintenance (e.g., negative) behaviors and explanations with their siblings whereas younger focal children employed extensions of play ideas more often with their siblings than friends. Associations between shared meaning strategies and internal state language were positively correlated across both relationship contexts, with more significant associations found in the sibling play session. Findings highlight the high level of sophisticated play interaction among children during play; these interactions were rich and varied and are discussed in light of recent research and theory.