Titlebook: Children’s Peer Relations: Issues in Assessment and Intervention; Issues in Assessment Barry H. Schneider,Kenneth H. Rubin,Jane E. Leding B

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Designing Effective Social Problem-Solving Programs for the Classroomut the effects of Reaganomics on the poor, the value of the nuclear freeze, and whether Wayne Gretsky was an established hockey star,. he began talking about the many shortcomings of school-based social problem-solving (SPS) program evaluation research (!).

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Documenting the Effects of Social Skill Training With Children: Process and Outcome Assessmentas a means of influencing the course of children’s peer interactions and relationships is a relatively recent undertaking. Concern for socially disadvantaged children has been a primary impetus for this work, and recent findings from research on the correlates and antecedents of peer status (see Lad

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Social Competence and Skill: A Reassessments of basic skill in the child’s repertoire were examined—language, motor, and social. We also examined a sample of parents’ child-rearing skills in the home setting. As a measure of social competence, the judgments of children by social agents in their environment—parents, peers, and teachers—were used.

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Socially Withdrawn Children: An “At Risk” Population? theoretical considerations of the significance of early interaction for later development (Piaget, 1926; Sullivan, 1953), but also by data-derived suggestions that a deficiency in early peer interactive experiences may have implications for adolescent and adulthood disorders (see Wanlass & Prinz, 1982, for a relevant review).

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Studies in International Performances of basic skill in the child’s repertoire were examined—language, motor, and social. We also examined a sample of parents’ child-rearing skills in the home setting. As a measure of social competence, the judgments of children by social agents in their environment—parents, peers, and teachers—were used.

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https://doi.org/10.1007/978-3-319-53580-7 theoretical considerations of the significance of early interaction for later development (Piaget, 1926; Sullivan, 1953), but also by data-derived suggestions that a deficiency in early peer interactive experiences may have implications for adolescent and adulthood disorders (see Wanlass & Prinz, 1982, for a relevant review).