Children with behaviour problems: the influence of social competence and social relations on problem stability,school achievement and peer acceptance across the first six years of school

The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with peers for later problem persistence, school performance and peer acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing (n=26) and internalizing (n=25) problems and a non‐problematic group (n=44) were followed from grade 1–6. Teachers rated behaviour problems and social competence in the first, third and sixth grades, the teacher–child relationship in third grade, and school achievement in sixth grade. Behaviour with peers was assessed in observations in later elementary school. Peer acceptance was assessed through peer nominations in sixth grade. Both problem groups had lower social competence, school achievement and peer acceptance in sixth grade than the non‐problematic group. There were moderating and independent effects of social competence, teacher and peer relations on outcomes, but these applied mainly to children with internalizing problems. Copyright © 2006 John Wiley & Sons, Ltd.     

Stratégies et réactions des victimes et de leur entourage face au harcèlement scolaire : une étude rétrospective

The negative consequences faced by students who are victims of school bullying are clearly documented. Nevertheless, few studies have examined victim's reactions and strategies to cope with bullying. Yet a better understanding of these reactions would allow a better support from health professionals and to improved prevention actions. This study aims to explore the victim's coping strategies through the content-analysis of 32 interviews conducted with former victims. Given their decisive influence on the bullying's situation, spontaneous or requested reactions of peers, teachers and parents are examined as well. To include these two aspects in a common theoretical framework, this research proposes to combine two distinct approaches: the coping strategies and the Participant Role Approach (Salmivalli, 2010; Salmivalli et al., 1996). The efficiency of each highlighted strategy is analysed and discussed regarding current scientific knowledge. Results suggest that victims generally experiment a large panel of reactions and strategies to cope with bullying. Nevertheless, few of these strategies seem to have an effect on bullying itself, but some can improve the emotional well-being of the victims. Victims who attempted to be liked by their bullies by changing their own behaviour reported no improvement of their relations with the bullies, neither did the ones who used humour in order to get closer to bullies. Bullies didn’t get tired when victims passively endured the bullying, hoping that it would stop by itself. Stand up (verbally or physically) to the bully led to increased bullying (one situation excepted). Physical avoidance of bullies (e.g. staying in classroom during playtimes) allowed some victims to temporarily reduce their emotional distress. Several victims experimented positive interactions with peers in extra-curricular activities (e.g. sport, art, scouting) that helped them recovering confidence in their social skills. Most of victims sought social support at one point of the bullying time. The efficiency of this strategy entirely belongs to the warned person's reaction and is thus highly variable. Based on participants’ report, only increased connectedness with a peer could have an impact on the bullying behaviour through a better integration in the peer-group. On the contrary, parents and teachers’ reactions are often perceived by the victims as not appropriate and as leading to a worse situation. In terms of practical implications, these results highlight the importance of raising teachers and parents’ awareness of the bullying, as well as the significance of the peers group dynamic. Following-up any bullying situation observed or reported in the school would probably help ensuring relevant interventions.     

Connected guys: Endorsement of masculine honour predicts more frequent contact with members of criminal organisations

Italian criminal organisations (COs) engage in contact with community members to assert their control over local populations in Southern Italy. According to intracultural appropriation theory, COs’ presence in these regions is legitimised by values of masculinity and honour. Here, we test the role of these values in drawing people closer to COs, facilitating more frequent contact with COs’ members. Study 1 (N_T1 = 176, N_T2 = 170) used a two-wave longitudinal design demonstrating that endorsement of masculine honour predicts more frequent contact with COs after five months. In contrast, results revealed no longitudinal effect of contact frequency on masculine honour endorsement. Using a cross-sectional design, Study 2 (N = 314) extended these results by revealing an indirect effect of masculine honour on the tendency to see COs as embodying honour and respect (romanticisation), through more frequent contact with COs’ members. Limitations, directions for future research and implications of these results are discussed.     

Low social inclusion in childhood: adjustment and early predictors

The principal aim of the present study was to obtain a deeper understanding than hitherto of the concurrent correlates and prospective predictors of loneliness and poor peer acceptance, both falling under the umbrella term low social inclusion. Problematic and socially competent behaviours were investigated as possible predictors of low social inclusion in grade 6, as defined by self‐rated loneliness and degree of peer non‐acceptance, respectively. In grade 6 808 children participated whereof 323 were followed longitudinally from first grade. Loneliness in grade 6 was distinctively associated with high levels of internalizing problems, concurrently as well as prospectively. Peer acceptance, on the other hand, emerged as a complex, multifaceted aspect, with concurrent, independent predictions from both externalizing and internalizing problem behaviours as well as social competence, although prospective analyses found early externalizing problems to be the strongest predictor of peer acceptance. Moderating effects of social competence were sparse, although peer nominated social competence buffered peer acceptance for children with high levels of aggression in the concurrent analyses and social competence boosted peer acceptance for children with low problem levels in the predictive analyses. Social competence did not appear to buffer the negative impact of early problem behaviours on peer relations. Copyright © 2008 John Wiley & Sons, Ltd.     

Single-letter recognition as a function of exposure duration

The time course of visual letter recognition was investigated in a single-stimulus identification experiment. On each trial, a randomly chosen stimulus letter was presented at 1 of 12 equiprobable positions that were equally spaced around the circumference of an imaginary circle centered on fixation. Exposure duration was varied from 10 to 200 ms, and the letter was followed by a pattern mask. The subject's task was to report the identity of the stimulus letter but refrain from guessing. For the briefest exposures, correct reports never occurred. For longer exposures, the function relating the probability p of recognizing the letter to the duration t of the stimulus exposure was well approximated by an exponential distribution function: p(t) = 1 − exp[−v·(t−t ₀)], where v is the rate of processing and t ₀ is the minimum effective exposure duration. The generality of this finding may be limited to cases in which stimuli are highly discriminable and response criteria are conservative. Extensions to Poisson counter or random walk models are considered for cases in which stimuli are confusable. Received: 1 July 1997 / Accepted: 2 July 1998     

In a no-win situation: The employment–health dilemma

Work and organizational psychology (WOP) research has to date mostly focused on people privileged to have the choice between several attractive job options and less on people who are restricted in their job choice (e.g., due to their qualification or personal contingencies) and have to choose from fewer and often less-than-optimal jobs. Often, the jobs available to the latter are characterized by precarious employment and hazardous working conditions which can put them in the difficult situation of having to choose between a health-threatening job and possible unemployment. Building on interdisciplinary literature, we propose the employment–health dilemma (E-H dilemma) as a framework for analyzing this intrapersonal conflict of having to choose between employment (incurring health threats) and health (incurring economic threats) and discuss potential antecedents and consequences of the E-H dilemma at the societal, organizational, and individual level. We outline the implications of the E-H dilemma and make a case for examining the full spectrum of job choice situations in WOP research. In doing so, we demonstrate what WOP can gain by embracing a more inclusive and multidisciplinary approach: uncovering processes in their entirety (e.g., job choice decisions of all people) and strengthening the role and legitimacy of WOP in society.     

Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) im Jugendalter

Attention deficit–hyperactivity disorder (ADHD) in children and adolescents is a common and severe psychiatric disorder with a prevalence between 2 and 6%. In a high percentage of cases, there is a positive family history. In almost all sufferers, persistent functional limitations that impact everyday life are observed. The prognosis for untreated ADHD is very poor, being associated with social decline, drug addiction, and delinquency. Diagnosis is complex. Typical symptoms are often “hidden”. They are age specific and are mainly associated with inattention, impulsiveness associated with aggression and delinquency, and dangerous risk-taking behavior. More than half of patients also have additional comorbid disorders. The treatment concept always includes nonpharmacological interventions, which are often supplemented with drugs.     

An Analysis of Certain Effects of Bilateral Temporal Lobectomy in the Rhesus Monkey,with Special Reference to “Psychic Blindness”

Southern, black, poverty-level, female subjects were classified as Actives, Dropouts, or Never-Beens in regard to attendance at a family-planning clinic. The subjects took a story-telling test designed for lower social class subjects and rated a variety of persons and activities along semantic differential dimensions. Women who had dropped out were significantly lower than the other groups in their needs for achievement and for controlling life events. Actives perceived more difficulty in controlling events. Several significant differences were also found in the semantic differential ratings. The results can be interpreted to yield a consistent set of hypotheses about motivations related to birth control decisions.     

A Tachistoscopic Device for Work with Subhuman Primates

The present study examined predictors of siblings’ relations in 202 young adults (aged 21–32 years), who completed the Adult Sibling Relationship Questionnaire and the Narcissistic Personality Inventory. Results indicate that warmth between siblings is explained by gender (with women feeling closer), perceived paternal favoritism, low levels of narcissism, and an interaction suggesting that paternal favoritism moderates the link between narcissism and sibling warmth. Conflict between siblings was explained by gender (sisters), age, parental favoritism, high levels of narcissism, extreme levels of similarity or dissimilarity between siblings, and interactions indicating that older age is a predictor of conflict between siblings among women but not among men. The impact of parental favoritism and narcissism on sibling relationships in young adulthood was discussed.