Volume 13, Issue 3 (1984)
A Multimethod Assessment and Intervention With a Socially Rejected Child
Nancy Jo Petersen, Glen L. Moe
Social skills are important to children’s interpersonal relationships and long-term development (Michelson & Wood, 1980; Rinn & Markle, 1979). Poor peer relationships in childhood have been associated with poor school achievement (Cartledge & Milburn, 1978) and with a variety of serious later-life difficulties, including adolescent delinquency and utilizing services of community mental health centers in adulthood (summarized in Cartledge & Milburn, 1980; French & Tyne, 1982; Kelly, 1982; Rinn & Markle, 1979). Although children who lack social skills and thus have peer-relationship difficulties are often thought of as a homogeneous group, several types of children can be delineated (French & Tyne, 1982). Researchers primarily have directed intervention efforts toward socially isolated children, those who exhibit low rates of peer interaction (French & Tyne, 1982; Kelly, 1982). Comparatively few intervention programs have been developed for improving the social functioning of neglected and rejected children, children who interact with peers at higher rates, but who have problems doing so (French & Tyne, 1982). While children who are neglected by their peers are perceived neither positively nor negatively, rejected children are perceived as possessing negative or aversive characteristics.
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