The temporal association between aggression, peer rejection, and competitiveness (i.e., the evaluation of one’s own skills and abilities compared to those of another) was examined in a sample of 615 students assessed yearly from grades 7 to 12. Using path analysis, results indicated that competitiveness predicted aggression at every time point with one exception (grade 11 to 12). Competitiveness and peer rejection were found to have a negative reciprocal association, and aggression and peer rejection were shown to be reciprocally related. Competitiveness, aggression, and peer rejection were each statistically significantly stable over time. Implications, limitations, and future directions are discussed.

Peer rejection (PR) can be damaging to cognitive and emotional well being and lead to risky behavioral consequences (e.g., violence, increased peer pressure susceptibility), particularly for adolescents (Sebastian et al., 2010; Williams, 2007). Interventions designed to minimize the impact of and repair damage related to PR in youth have been somewhat successful (e.g., Mikami et al., 2005), although the need for further research into potentially pliable mechanisms underlying adolescent peer relationships remains. One suggested mediating factor is experiential avoidance (EA), which is the major target of acceptance- and mindfulness-based interventions such as Acceptance and Commitment Therapy (ACT; see Hayes, 2004 for a review). The present study built on the recommendations of Biglan et al. (2008) and Theodore-Oklota et al. (2014) in designing and implementing a prevention program aimed at reducing EA of PR experiences, with the hope of minimizing cognitive, emotional and behavioral consequences of PR. For this initial pilot, selected ACT components (acceptance, cognitive defusion, and values) were presented in age-appropriate form to six participants over five individual intervention sessions. The program was successful in reducing EA and cognitive fusion and/or improving mindfulness and acceptance for most participants, with some exceptions. Additionally, results showed a decrease in existing symptomatology for several participants (e.g., anger, depression, poor self-concept, overall stress). However, value congruence was not significantly improved for any of the six completers. Results are discussed in terms of theoretical implications and recommendations for further research, particularly in terms of how the existing pilot intervention could be altered and augmented to maximize effectiveness. / Ph. D.

No description available.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

The primary purpose of this investigation was to examine the role of emotions as predictors of children's coping responses to peer rejection experiences. This study also explored how children's emotional experience and coping behaviors were related to gender, peer socialization (i.e., receiving prosocial acts by peers and previous victimization experiences), and indices of psychopathology. Children ages 7-12 (N=53) completed questionnaires to assess emotional and coping responses to hypothetical peer rejection scenarios, symptoms of depression and anxiety, and peer experiences. Overall, findings suggested that emotion-related factors (emotion states and more stable "emotional tendencies" such as psychological symptoms) and social context (i.e., children's prosocial peer experiences and victimization) are important predictors of children's coping with peer rejection. Children's emotions predicted coping responses after controlling for peer experiences. Discrete emotions were uniquely associated with coping responses, indicating that coping responses are emotionally-driven. Finally, gender emerged as a predictor of children's emotions in response to rejection experiences. Girls were more likely than boys to anticipate feeling sad or worried inresponse to rejection. These findings provide an empirical foundation for future research and the development of interventions to facilitate adaptive reactions to peer rejection.

Ao ingressar no ambiente escolar, a criança se depara com novas demandas e desafios que requerem a ampliação de seu repertório comportamental, sejam esses acadêmicos ou sociais. Com isso, as habilidades e/ou déficits sociais desta irão se evidenciar neste ambiente, uma vez que os repertórios comportamentais - como cumprimento de regras, respeito ao próximo, tolerância à frustação, resolução de conflitos, entre outros - serão exigidos com maior frequência. Devido a estas peculiaridades, é comum, em alguns casos, que a interação social com os colegas apresente certas limitações, entre elas a rejeição entre pares. Essa experiência pode agravar dificuldades emocionais e comportamentais na criança, gerando prejuízos a curto, médio e longo prazo em sua vida. Neste sentido, o presente estudo teve como objetivo geral caracterizar a rejeição social entre crianças do Ensino Fundamental I e formular hipóteses funcionais sobre a emissão e manutenção de comportamentos relacionados ao status sociométrico de rejeição. Participaram 105 alunos de três escolas públicas do interior do Paraná, com idade média de 7,48 anos (DP= 0,52), sendo 49% do sexo feminino e 51% do sexo masculino. Para verificar o status social dos participantes, realizou-se a entrevista sociométrica por nomeação, individualmente, na qual se solicitou a indicação de três colegas da turma que a criança entrevistada escolheria para brincar (nomeações positivas) e três crianças da turma que não escolheria para brincar (nomeações negativas). Para cada nomeação, solicitaram-se os motivos para tal escolha. Uma vez identificados os alunos com status social de rejeição, foram realizadas as observações dos comportamentos desses alunos, declarados como motivos para as nomeações negativas. Dos 105 alunos participantes do estudo, 13,3% foram classificados como rejeitados pelos pares; destes, 57,1% eram do sexo masculino. As justificativas mais citadas para nomeações negativas para os alunos com status de rejeição foram agressividade e perturbação do ambiente. As hipóteses funcionais levantadas para os comportamentos agressivos e que perturbavam o ambiente em geral, eram reforçados positivamente com a atenção dispensada pela professora e/ou pelos pares, e, em outras situações, reforçados negativamente com a retirada de situação aversiva (p. ex. interação com os colegas, execução da demanda). Os resultados obtidos no presente estudo, quanto aos comportamentos indicativos de rejeição social, coadunam-se com a literatura nacional e internacional. Entretanto, destaca-se neste cenário a ausência de estudos que abordem, além das topografias comportamentais, a avaliação funcional de tais comportamentos, lacuna esta que o presente estudo procurou preencher. Avaliar funcionalmente os comportamentos que se expressam nos relacionamentos interpessoais pode contribuir para aprofundar a compreensão dessas interações e delinear intervenções preventivas com foco nas alterações do ambiente do aluno. A partir dessas considerações, sugerem-se novos estudos sobre a avaliação e análise funcional de comportamentos envolvidos nos relacionamentos entre crianças e implicados nos diferentes status sociométricos, especialmente no âmbito nacional / When the child entering the school environment they have new demands and challenges that require the expansion of their academic and social repertoire. Thus, the social skills and/or deficits of it will be evident in this environment, once behavioral repertoires such as rule compliance, respect for others, tolerance for frustration, conflict resolution, among others aspects, will be required more frequently. Due to these peculiarities it is common in some cases limitations on social interaction with colleagues, as peer rejection. This experience may exacerbate emotional and behavioral difficulties in the child, producing losses in the short, medium and long term in their life. Therefore, the present study aimed to characterize social rejection among elementary school children and formulate functional hypotheses about the emission and maintenance of behaviors related to the sociometric status of rejection. A total of 105 students from three public schools in the interior of Parana, with a mean age of 7.48 years (SD = 0.52), 49% female and 51% male. In order to verify the social status of the participants, a sociometric interview was conducted individually, in which interviewed were asked to indicate three classmates who do they would choose to play (positive nominations) and three classmates from the group who would not choose to play (negative nominations). For each appointment, the reasons for were requested. Once students rejection status were identified, observations of behaviors reported as reasons for the negative appointments were made. Of the 105 students participating in the study, 13.3% were classified as rejected by peers, of whom 57.1% were male. The most cited justifications for negative nominations for students with rejection status were aggressiveness and environmental disruption. The functional hypotheses raised for the aggressive behaviors that disturbed the environment in general were positively reinforced with the attention given by the teacher and/or the peers, and in other situations negatively reinforced with withdrawal from the aversive situation (e.g. interaction with classmates, performing tasks). The results obtained in the present study regarding behaviors indicative of social rejection are consistent with the national and international literature. However, in this scenario, we highlight the absence of studies that address, in addition to behavioral topographies, the functional evaluation of such behaviors, a gap that the present study sought to fill. The functional evaluation of the behaviors expressed in the interpersonal relations can contribute to deepen the understanding of these interactions and to delineate preventive interventions focused on changes in the student\'s environment. Based on these considerations, we suggest new studies on the evaluation and functional analysis of behaviors involved in relationships between children and those involved in different sociometric statuses, especially at the national level

A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.

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abstract: This study examined the influence of childhood aggression, peer exclusion and associating with deviant peers on the development of antisocial behavior in early adolescence. To gain a stronger understanding of how these factors are associated with antisocial behavior and delinquency, multiple alternative pathways were examined based on additive, mediation and incidental models. A parallel process growth model was specified to assess whether early childhood aggression and peer exclusion (in 1st grade) and intra-individual increases in aggressive behaviors and exclusion through childhood (grades 1 to 6) are predictive of associating with deviant peers (in 7th grade) and antisocial behavior (in 8th grade). Based on a sample of 383 children (193 girls and 190 boys), results showed the strongest support for an additive effects model in which early childhood aggression, increases in aggression, increases in peer exclusion and associating with more deviant peers all predicted antisocial behavior. These findings have implications for how children's psychological adjustment is impacted by their behavioral propensities and peer relational context and the importance of examining developmental processes within and between children over time. / Dissertation/Thesis / M.S. Family and Human Development 2011

Ao ingressar no ambiente escolar, a criança se depara com novas demandas e desafios que requerem a ampliação de seu repertório comportamental, sejam esses acadêmicos ou sociais. Com isso, as habilidades e/ou déficits sociais desta irão se evidenciar neste ambiente, uma vez que os repertórios comportamentais - como cumprimento de regras, respeito ao próximo, tolerância à frustação, resolução de conflitos, entre outros - serão exigidos com maior frequência. Devido a estas peculiaridades, é comum, em alguns casos, que a interação social com os colegas apresente certas limitações, entre elas a rejeição entre pares. Essa experiência pode agravar dificuldades emocionais e comportamentais na criança, gerando prejuízos a curto, médio e longo prazo em sua vida. Neste sentido, o presente estudo teve como objetivo geral caracterizar a rejeição social entre crianças do Ensino Fundamental I e formular hipóteses funcionais sobre a emissão e manutenção de comportamentos relacionados ao status sociométrico de rejeição. Participaram 105 alunos de três escolas públicas do interior do Paraná, com idade média de 7,48 anos (DP= 0,52), sendo 49% do sexo feminino e 51% do sexo masculino. Para verificar o status social dos participantes, realizou-se a entrevista sociométrica por nomeação, individualmente, na qual se solicitou a indicação de três colegas da turma que a criança entrevistada escolheria para brincar (nomeações positivas) e três crianças da turma que não escolheria para brincar (nomeações negativas). Para cada nomeação, solicitaram-se os motivos para tal escolha. Uma vez identificados os alunos com status social de rejeição, foram realizadas as observações dos comportamentos desses alunos, declarados como motivos para as nomeações negativas. Dos 105 alunos participantes do estudo, 13,3% foram classificados como rejeitados pelos pares; destes, 57,1% eram do sexo masculino. As justificativas mais citadas para nomeações negativas para os alunos com status de rejeição foram agressividade e perturbação do ambiente. As hipóteses funcionais levantadas para os comportamentos agressivos e que perturbavam o ambiente em geral, eram reforçados positivamente com a atenção dispensada pela professora e/ou pelos pares, e, em outras situações, reforçados negativamente com a retirada de situação aversiva (p. ex. interação com os colegas, execução da demanda). Os resultados obtidos no presente estudo, quanto aos comportamentos indicativos de rejeição social, coadunam-se com a literatura nacional e internacional. Entretanto, destaca-se neste cenário a ausência de estudos que abordem, além das topografias comportamentais, a avaliação funcional de tais comportamentos, lacuna esta que o presente estudo procurou preencher. Avaliar funcionalmente os comportamentos que se expressam nos relacionamentos interpessoais pode contribuir para aprofundar a compreensão dessas interações e delinear intervenções preventivas com foco nas alterações do ambiente do aluno. A partir dessas considerações, sugerem-se novos estudos sobre a avaliação e análise funcional de comportamentos envolvidos nos relacionamentos entre crianças e implicados nos diferentes status sociométricos, especialmente no âmbito nacional / When the child entering the school environment they have new demands and challenges that require the expansion of their academic and social repertoire. Thus, the social skills and/or deficits of it will be evident in this environment, once behavioral repertoires such as rule compliance, respect for others, tolerance for frustration, conflict resolution, among others aspects, will be required more frequently. Due to these peculiarities it is common in some cases limitations on social interaction with colleagues, as peer rejection. This experience may exacerbate emotional and behavioral difficulties in the child, producing losses in the short, medium and long term in their life. Therefore, the present study aimed to characterize social rejection among elementary school children and formulate functional hypotheses about the emission and maintenance of behaviors related to the sociometric status of rejection. A total of 105 students from three public schools in the interior of Parana, with a mean age of 7.48 years (SD = 0.52), 49% female and 51% male. In order to verify the social status of the participants, a sociometric interview was conducted individually, in which interviewed were asked to indicate three classmates who do they would choose to play (positive nominations) and three classmates from the group who would not choose to play (negative nominations). For each appointment, the reasons for were requested. Once students rejection status were identified, observations of behaviors reported as reasons for the negative appointments were made. Of the 105 students participating in the study, 13.3% were classified as rejected by peers, of whom 57.1% were male. The most cited justifications for negative nominations for students with rejection status were aggressiveness and environmental disruption. The functional hypotheses raised for the aggressive behaviors that disturbed the environment in general were positively reinforced with the attention given by the teacher and/or the peers, and in other situations negatively reinforced with withdrawal from the aversive situation (e.g. interaction with classmates, performing tasks). The results obtained in the present study regarding behaviors indicative of social rejection are consistent with the national and international literature. However, in this scenario, we highlight the absence of studies that address, in addition to behavioral topographies, the functional evaluation of such behaviors, a gap that the present study sought to fill. The functional evaluation of the behaviors expressed in the interpersonal relations can contribute to deepen the understanding of these interactions and to delineate preventive interventions focused on changes in the student\'s environment. Based on these considerations, we suggest new studies on the evaluation and functional analysis of behaviors involved in relationships between children and those involved in different sociometric statuses, especially at the national level