Verbal and nonverbal interactions of four- and five-year-old friends in potential conflict situations

Dyads of 4- and 5-year-old friends and nonfriends attending preschools in central Italy were identified by friendship nominations. The 217 dyads of friends and non-friends participated in 2 closed-field tasks designed to simulate real-life situations of potential conflict. In the 4-year-old cohort, there were no significant differences in the behavior of the partners in either of the situations. However, at age 5 years, friends respected the rules of a fast-paced competitive game significantly more than did nonfriends. In discussing how to share a single object (a chocolate egg with a toy inside), 5-year-old friends were more likely to reach agreement than were nonfriends. The results suggest important developmental changes in the processes of negotiation and sharing within the preschool years.     

Cross-national comparison of children's attitudes towards bully/victim problems in school

Using large-scale survey data from Italy, and England, findings are reported for attitudes to school bullying; specifically the extent to which children expect their teachers, or other children, to intervene in bullying; and the extent to which children either empathise with victims of bullying, or state that they themselves would do something about it. Findings were broadly similar in most respects, in the two countries. Teachers were thought to intervene fairly often, other children more rarely. Most children had sympathetic attitudes and behaviour toward victims of bullying, but a significant minority, including many self-reported bullies, did not. Girls were more empathic to victims than boys, but were not more likely to intervene. The main cultural difference was that older Italian children were more empathic than younger children, with the reverse difference in England. However in both countries, the likelihood of reported intervention was less with older children. The results are discussed in relation to theoretical viewpoints, and practical implications for schools. Aggr. Behav. 23:245–257, 1997. © 1997 Wiley-Liss, Inc.     

Verbal and Nonverbal Interactions of Four- and Five-Year-Old Friends in Potential Conflict Situations

Dyads of 4- and 5-year-old friends and nonfriends attending preschools in central Italy were identified by friendship nominations. The 217 dyads of friends and non-friends participated in 2 closed-field tasks designed to simulate real-life situations of potential conflict. In the 4-year-old cohort, there were no significant differences in the behavior of the partners in either of the situations. However, at age 5 years, friends respected the rules of a fast-paced competitive game significantly more than did nonfriends. In discussing how to share a single object (a chocolate egg with a toy inside), 5-year-old friends were more likely to reach agreement than were nonfriends. The results suggest important developmental changes in the processes of negotiation and sharing within the preschool years.     

Exploring how the psychiatrist experiences the patient during the diagnostic evaluation: the Assessment of Clinician’s Subjective Experience (ACSE)

Phenomenology and the Cognitive Sciences -