Entry into elementary school marks the beginning of a crucial shift in the amount and quality of time that children spend with their peers (Coie & Dodge, 1988). For many 5-year olds, kindergarten provides the opportunity to encounter their first stable peer group. It is in the context of these interactions that children practice essential social skills, as well as develop a capacity to interact with others. For various reasons, however, many children have difficulty gaining acceptance into fundamental peer groups. For these children, the opportunities for peer interactions present in the early school years are limited and often characterized by a high degree of aggressive affect (Coie & Dodge, 1988). Although previous research has reliably identified the individual affective states characteristic of rejected children during a typical peer interaction (Newcomb, Bukowski, & Pattee, 1993), it should be kept in mind that these expressions are embedded within a larger peer context, which plays an important role in how these dynamic processes unfold in real time (O’Connell, Pepler, & Craig, 1999). The purpose of the present study was to explore the application of a dynamic systems (DS) technique, state space grids (SSG), to the study of kindergarten peer processes and their impact on long-term psychopathology. Participants were 267 kindergarten children from a single school serving a predominantly low socioeconomic neighbourhood. In order to examine the social dynamics of interacting triads, moment-to-moment changes in affect were documented. Parent and teacher ratings of child conduct problems were also obtained at four measurement points. Consistent with previous research, both controversial and rejected children were more likely to express aggressive affect. Differential effects across sociometric groups were also replicated for both externalizing and internalizing ratings, where rejected children were found to have significantly higher scores. Extending upon past research, the expression of particular triadic affective states were found to differ significantly across sociometric groups. Furthermore, specific triadic affective states were found to be related to the developmental trajectories of clinical outcomes. Overall, results of the present study extend previous findings on the expression of individual affective states through the application of DS principles and methodology. / Thesis (Master, Psychology) -- Queen's University, 2010-09-20 22:48:51.92

This study applied a contemporary dynamic systems methodology (state space grids) to examine how the structure of parent-child coping interactions, above and beyond the content of such interactions, influences adjustment (i.e., internalizing problems, externalizing problems, and coping efficacy) over time in middle childhood. A community sample of children (N = 65) completed a stressful laboratory task with a parent present, during which parent and child behavior were observed. Parent behavior during the task was coded using a socialization of coping framework. Parents' verbal suggestions to their child about how to cope with the stressful task were coded as primary control engagement suggestions (i.e., suggestions encouraging the child to directly address and attempt to change the stressor or the child's associated emotions), secondary control engagement suggestions (i.e., suggestions encouraging the child to change their own reaction to their stressor), or disengagement suggestions (i.e., suggestions encouraging the child to take their attention away from the stressor). Child coping verbalizations and behavior during the task was coded as either engaging with the stressor or disengaging from the stressor. The structure of the parent-child coping interaction was measured in two ways: (a) dyadic flexibility, defined as the dispersion of parent and child behavior across all possible behaviors and the number of transitions between different parent or child behaviors during the task, and (b) attractor (i.e., parent-focused, child-focused, or dyad-focused interaction pattern) strength, defined as the number of visits, duration per visit, and return time to that interaction pattern. Child adjustment outcomes were measured using parent-report (internalizing and externalizing problems) and child-report (coping efficacy) at baseline and a 6-month follow-up. Linear regression analyses were conducted examining dyadic flexibility and the proposed attractors as predictors of child adjustment, while accounting for demographic variables, attractor content, and adjustment at baseline. Findings suggested that dyadic flexibility in the parent-child coping interaction was largely adaptive for child adjustment, whereas attractor strength demonstrated a more complex relationship with child adjustment outcomes. This study demonstrates the utility of applying state-space grids to examine the structure of parent-child coping interactions, in addition to content, as predictors of child adjustment. Furthermore, this study offers novel, detailed information about coping interactions in families with children in middle childhood. Clinical implications, limitations, and future directions are discussed.

The purpose of this study was to compare the coach-athlete interaction structures of two competitive youth synchronized swimming teams, one more successful with regard to athletes’ performance and personal development than the other. This comparison was conducted through the first application of state space grid (SSG) observational methodology (Hollenstein, 2007; Lewis, Lamey, & Douglas, 1999) in field-based sport psychology research. Both teams (two head coaches and 17 athletes in total) were observed over multiple training sessions. Both coach and athlete behaviour was coded continuously for the duration of each training session. Measures of coach athlete interaction structure, based on dynamic systems concepts, were derived from these coded behaviours and compared between teams. Results revealed significant differences between the two teams on measures of interaction variability, behavioural content patterns, and the sequencing of coach behaviours. The more successful team was characterized by less variable, more patterned interactions between coaches and athletes. This patterning took the form of more individualized technical and positive reinforcement feedback information and significantly less use of negative feedback by the head coach, interspersed with substantial periods of silent observation. The athletes of the more successful team more actively acknowledged the receipt of this feedback from their coach. The sequencing of coach behaviours was more patterned for the coach of the more successful team, with heavy emphasis on the pairing of technical correction and positive reinforcement statements. The findings suggest that a respectful, deliberate pattern of coach-athlete interaction may be associated with youth sport environments producing more positive performance and personal development outcomes for athletes. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2009-12-16 14:46:55.016

<p>  </p> <p>Dyadic play interactions are a cornerstone of early development and difficulty engaging in sustained synchronous interactions are linked to later difficulties with language and joint attention. For children at elevated risk for autism spectrum disorder (ASD), it is unclear if early difficulties in synchronous exchanges could inform later diagnoses. As part of a prospective monitoring study, infant siblings of children with ASD (high-risk group) or typical development (low-risk group), and their mothers completed a standardized play task. Play interactions for infants were evaluated to: (1) assess if early difficulties with social responsiveness or synchrony proceed ASD diagnoses within the first year; (2) explore whether repertoires of observed synchronous behaviors distinguish ASD-risk; and (3) examine whether the unfolding rates of synchrony and responsiveness over continuous time highlight ASD-risk differences. </p> <p><br></p> <p>By 12 months, distinct mean-level differences in synchrony and responsiveness by risk status were observed. Higher synchrony and responsiveness totals were also positively associated with infants later language and cognitive scores and negatively associated with ASD symptom severity (Chapter 2). Although, dyads utilized mostly comparable repertoires of observed synchronous and responsive behaviors, regardless of group membership (Chapter 3). And lastly, the overall rates of unfolding synchrony and responsiveness were fairly stable throughout the interaction. However, distinct patterns by ASD-risk and developmental outcomes were evident (Chapter 4). Ultimately, the encompassed studies did not consistently find robust ASD-specific differences. However, these studies did demonstrate the applicability of advanced methodologies to provide relevant contextual/dyadic elements (beyond the field’s norm of mean-level totals), particularly for infants with non-autism developmental concerns. Future research should build upon these studies to assess synchrony and responsiveness growth curves that extend beyond 12 months of age, as well as utilize behavioral coding approaches that systematically capture both synchronous and asynchronous exchanges.</p>