Children's Peer Relations: From Development to Intervention
For individuals in the U.S. & U.S. territories
Children's Peer Relations: From Development to Intervention is a compilation of virtually everything that is known about the association between children's peer relations and the development of peer rejection, aggression, and antisocial behavior. Looking beyond the peer rejection process, this volume also covers dyadic relationships, cliques, and associations with difference types of peers as well as the effects of family influences. It is comprehensive in covering the last three decades of research that connect the dynamical features of the social and emotional processes associated with peer problems in childhood and mediators of peer experiences.
The chapters, written by some of the best-known scientist-practitioners, will interest a wide range of academic scholars, researchers, and graduate students in the field of developmental psychology and child clinical psychology as well as those working in education, social work, public health, substance abuse, or criminology/sociology.
I. Peer Status in Context
- Sociometric Status and Peer Group Behavior: Previous Findings and Current Directions
—Antonius H. N. Cillessen and Lara Mayeux
- Gender and Peer Relations: Are the Two Gender Cultures Really All That Different?
—Marion K. Underwood
- Friendships, Peer Networks, and Antisocial Behavior
—Catherine L. Bagwell
II. Social–Cognitive and Emotional Processes
- Social information Processing and Children's Social Adjustment
—Mary E. Gifford-Smith and David L. Rabiner
- Children's Understanding and Regulation of Emotion in the Context of Their Peer Relations
—Julie A. Hubbard and Karen F. Dearing
- Understanding the Experience of Peer Rejection
—Marlene J. Sandstrom and Audrey L. Zakriski
- How Peer Problems Lead to Negative Outcomes: An Integrative Mediational Model
—Janis B. Kupersmidt and Melissa E. Derosier
III. Family Influences
- Parents' Relationships With Their Parents and Peers: Influences on Children's Social Development
—Christina L. Grimes, Tovah P. Klein, and Martha Putallaz
- From Family Relationships to Peer Rejection to Antisocial Behavior in Middle Childhood
—Philip A. Cowan and Carolyn Pape Cowan
IV. Intervention and Prevention
- The Fast Track Experiment: Translating the Developmental Model Into a Prevention Design
—Conduct Problems Prevention Research Group
- If You Can't Beat 'em…Induce Them to Join You: Peer-Based Interventions During Adolescence
—Shari Miller-Johnson and Philip Costanzo
- Research Meets the Real World: Lessons Learned in Three Community Implementations of Fast Track
—Donna-Marie Winn and Magaretha G. Hartley Herman
- The Impact of Negative Social Experiences on the Development of Antisocial Behavior
—John D. Coie
About the Editors
Janis B. Kupersmidt, PhD, is an associate professor of psychology at the University of North Carolina at Chapel Hill. She is also the president of Innovation Research and Training, a research organization devoted to bridging the gaps between science, practice, and policy, particularly in the areas of child mental health, developmental disabilities, and substance abuse services. Dr. Kupersmidt has published over 50 scientific papers in areas of peer rejection, friendship, and peer victimization in childhood as well as aggression and delinquency. Most recently, she has been developing, implementing, and evaluating an intervention program to enhance kindergarten readiness, with a particular focus on the adjustment of aggressive preschoolers. She earned her bachelors degree at Douglass College of Rutgers University in 1978 and her PhD in clinical psychology at Duke University in 1985, where her research advisor was Dr. John D. Coie. Dr. Kupersmidt was honored with a William T. Grant Faculty Scholars Award. As principal investigator or coprincipal investigator, she has been involved in a number of research efforts funded by federal agencies such as the National Institute of Mental Health, the National Institute on Drug Abuse, the National Institute on Child Health and Human Development, and the Center on Substance Abuse Prevention.
Kenneth A. Dodge, PhD, is the William McDougall Professor of Public Policy and of Psychology at Duke University. He directs the Center for Child and Family Policy, which is devoted to finding solutions to problems facing children in contemporary society through research, policy engagement, service, and education. Professor Dodge earned his bachelors degree at Northwestern University in 1975 and his PhD in clinical psychology at Duke University in 1978, where he worked under the tutelage of Dr. John D. Coie. Professor Dodge is interested in how problem behaviors such as violence and drug use develop across the life span, how they can be prevented in high-risk children, and how communities can implement policies to prevent these outcomes. He has teamed up with colleagues to create, implement, and evaluate the Fast Track Program to prevent chronic violence in high-risk children. Professor Dodge has been honored with the Distinguished Scientific Contribution Award from the American Psychological Association, the Boyd McCandless Award, and the Senior Scientist Award from the National Institutes of Health. He is a fellow of the American Association for the Advancement of Science, the Academy of Experimental Criminology, the American Psychological Society, and the American Psychological Association. He has authored over 200 scientific articles, and his research is funded by the National Institute of Mental Health, the National Institute on Drug Abuse, the Spencer Foundation, the William T. Grant Foundation, the Duke Endowment, and the Centers for Disease Control and Prevention.