Examined effects of peer victimization and whether it was a precursor of school maladjustment. Subjects were 200 5- and 6-year-olds. Findings indicated that victimization was a precursor of children's loneliness and school avoidance. Children's feelings of loneliness were more pronounced while victimization was occurring, and delayed effects were…

Whether traditional gender-role stereotypes still pervade children's judgments of peers was studied with 173 middle-class children aged 7 to 12. Results indicate that performance judgments of a girl who behaves in a stereotypically masculine fashion are positive, but that personality ratings are more negative. (SLD)

Describes how a female student who was harassed by a male peer broke free of the victim role. Includes background information of this "Manipulation of Body Boundaries" crisis. Interview with the 12-year-old girl reflects the six stages of "Life Space Crisis Intervention," through which she learned strategies to resist…

Social networks, social supports, family environment, and adjustment among 36 preadolescent students with and without mild mental retardation (MMR) were examined. Students with MMR were more likely to turn to family and adults for companionship, while those without MMR generally turned to peers. Those who received greater support experienced fewer…

Interactions between 10 elementary students with moderate/severe mental retardation and their peers and instructors were observed during physical education classes. Subjects generally interacted equally with peers with and without disabilities; when significant differences existed, the structure of the class was found to be the cause. Homogeneous…

Four boys and 4 girls (ages 13-17) with learning disabilities were interviewed upon completion of psychodynamic group therapy to obtain their perspectives of the group. Results indicate that the participants regarded the therapy as beneficial. The phenomenon of "mutual recognition" led to enhanced self-esteem and ability to relate to peers. (CR)

Qualitative methodology was used to explore communication behaviors of 13 female adolescents with language problems residing in a correctional facility. Most participants expressed feeling dumb, disliked by friends, put down in school, and having trouble understanding jokes, and problems related to understanding the vocabulary in their texts used…

Differentiates behaviors of peer-rejected and peer-neglected children at the early childhood level. Offers suggestions for teaching alternative behaviors to aggressive or withdrawn children, direct entry behaviors, positive responses to peers' initiation, verbal assertiveness, engagement in complex pretend play, and ways to show positive affection…

This article describes success of an intervention to improve the social-communicative interactions of six Head Start children (age 3) at risk for delays in language and social skills. Skills targeted included: commenting about one's own play actions and actions of peers, asking and responding to peer questions, and taking turns. (Contains…

Analyzed free play of 24 preschoolers (3 to 4 years old), half of whom had disabilities. Found that the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the children. After an adult had initiated an interaction with them, children were less likely to initiate interaction with a…

Investigated relations between children's attributes and peer play competence among African American preschoolers attending Head Start. Identified six distinctive profiles of personal attributes linked to adaptation in social functioning. Children with highly adaptable temperaments, strong ability to approach new situations, and above average…

Examined how peer acceptance and friendships moderated the link between family adversity and child externalizing behavioral problems. Found that peer acceptance in kindergarten and Grade 1 moderated the relationship between family adversity measures and externalizing behavior problems in Grade 2; friendship served as a moderator for harsh…

A study compared engaged behavior and social interactions of 10 elementary students with developmental disabilities in inclusive classrooms that ascribed to multiple intelligences (MI) pedagogy and typical classrooms. In MI classrooms, participants were observed more frequently to be engaged in multiple response activities and spent more time…

Examined the types of play and social interactions in which nine preschoolers with disabilities engaged while at their chosen learning/activity centers in an inclusive program. Found individual differences in the amount of time spent in various centers, the number of different types of play engaged in, and in the amount of time spent in play of…

A study evaluated a program for training two preschool educators to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing examples of how to promote and praise cooperative participation, along with specific instructions and on-the-job feedback. Instruction resulted in…