Behavior patterns of socially rejected and neglected preadolescents: The roles of social approach and aggression

Sociometric nominations were used to select groups of popular, average, rejected, and neglected third- and fifth-grade children. In two studies, the peer interactive behaviors of these children were naturalistically observed in their classrooms and on the playground. In contrast to popular children, rejected children displayed fewer task-appropriate behaviors and more task inappropriate and aggessive behaviors. Whereas rejected children prosocially approached peers as frequently as did popular children, peer responses to the approaches of rejected children were more likely to be negative. Neglected children, on the other hand, displayed relatively few task-inappropriate and aggressive behaviors, and socially approached peers infrequently. Their approaches also met with frequent rebuff by peers. The findings were discussed in terms of the behavioral bases of sociometric status. Suggestions were made for clinical researchers interested in behavioral change with rejected and neglected children.This research was supported by BRSG Grant 507 RR0703, National Institutes of Health, to the first author and by a Duke University Research Council Grant to the second author. The authors wish to acknowledge the support of the administrators and teachers of the Durham County School System and the Monroe County Community School Corporation. Betty Bisno, Janice Bremer, John DeHority, Jean Ann Matter, Theresa Rader, and Polly Wheeler were instrumental in the conduct of this research. A report of study 1 was presented at the Fifth Biennial Southeastern Conference on Human Development, Atlanta, 1978.