ORCID Profile
0000-0002-8071-1691
Current Organisation
Florida State University
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Publisher: MDPI AG
Date: 11-05-2021
Abstract: Guided by a Transactional Model of anxious solitude development, we tested friend and maternal influences on continuity and change in youth anxious solitude from 3rd through 7th grade, as well as the influence of youth anxious solitude on decreased friendship participation and increased maternal overcontrol over time. Participants were 230 American youth (57% girls) selected for longitudinal study from a public-school screening s le (n = 688). Peers reported on anxious solitude, both peers and youth reported on reciprocated friendship, and youth reported on their mother’s overcontrol annually. Stability and incremental change in youth, friend, and maternal factors were tested in an autoregressive cross-lagged panel analytic model. Having few mutual friendships predicted incremental increase in youth anxious solitude in mid-elementary school, then youth anxious solitude predicted the loss of friendships after the middle school transition. Additionally, youth anxious solitude in third grade evoked increased maternal overcontrol in fourth grade, but the reverse direction of effect was not supported. Youth’s participation in few friendships also evoked mothers’ overcontrol, which exacerbated their child’s loss of friendships in elementary school. Taken together, having few mutual friends contributed to youth anxious solitude and maternal overcontrol, and subsequently these factors further exacerbated youth’s loss of friendships.
Publisher: Springer Science and Business Media LLC
Date: 23-02-2019
DOI: 10.1007/S10802-019-00523-8
Abstract: This study aimed to identify ergent patterns of in idual continuity and change in anxious solitude (AS) in the last half of elementary school (3rd - 5th grade) and the first two years of middle school (6th - 7th grade), and test predictors and outcomes of these pathways. Participants were 688 youths (girls n = 354, 51.5% M age at outset = 8.66 years, SD = 0.50). Latent class growth analyses identified two AS trajectory classes in elementary school (moderate-decreasing, high-increasing) and three in middle school (low-stable, low-increasing, high-decreasing). The elementary school moderate-decreasing class was two-and-a-half times more likely than others to end in the middle school low-stable class. In contrast, the elementary school high-increasing class was twice as likely as others to end in the middle school low-increasing class, and four times as likely to end in the middle school high-decreasing class. Peer exclusion predicted membership in increasing AS trajectory classes in both elementary and middle school, whereas the middle school high-decreasing AS trajectory class demonstrated decreasing peer exclusion during middle school. Likewise, inability to defend oneself predicted membership in increasing AS trajectory classes in both elementary and middle school, whereas membership in the middle school high-decreasing AS trajectory class was predicted by inability to defend oneself in elementary but not middle school. High-decreasing AS youths' improved ability to defend themselves in middle school appeared to be related to a cascade of improvements in related domains. In contrast, membership in increasing AS classes in elementary and middle school predicted symptoms of social anxiety and depression.
Publisher: American Psychological Association (APA)
Date: 2011
DOI: 10.1037/A0024021
Abstract: This study tests the ability of classroom emotional climate to moderate anxious solitary children's risk for peer exclusion over a 3-year period from 3rd through 5th grade. Six hundred eighty-eight children completed peer nominations for anxious solitude and peer exclusion in the fall and spring semesters of each grade, and observations of classroom emotional climate were conducted at the same time points. Results revealed a positive relation between anxious solitude and peer exclusion in the fall semester of each grade. However, in classrooms with supportive versus unsupportive emotional climates, this relation demonstrated a different pattern of change from fall to spring semesters. In classrooms with supportive emotional climates, children with high versus low levels of anxious solitude experienced relative elevation in fall peer exclusion, but this disappeared by the spring, such that spring peer exclusion levels were equalized among children who differed in anxious solitude. This result is consistent with hypotheses guided by the Child × Environment model. However, in classrooms with unsupportive emotional climates, results did not conform to expectations that children with high anxious solitude would experience stable or increased peer exclusion over time.
Publisher: Wiley
Date: 05-2004
Publisher: American Psychological Association (APA)
Date: 2006
Publisher: Springer Science and Business Media LLC
Date: 23-07-2020
Publisher: Springer Science and Business Media LLC
Date: 14-05-2019
DOI: 10.1007/S10802-019-00557-Y
Abstract: In this introduction to the special issue on Social Withdrawal and Anxiety in Childhood and Adolescence: Interaction Between In idual Tendencies and Interpersonal Learning Mechanisms in Development, we analyze conceptual models guiding the twelve studies featured herein. Findings from multiple investigations support Diathesis - Stress Models which emphasize the role of parent- or peer-related interpersonal stress in strengthening affective-behavioral or biological vulnerabilities (diatheses) to anxious solitude or social anxiety. Other investigations support only child vulnerability effects, consistent with a Diathesis-only Model, but such effects are often framed as potentially part of broader Diathesis-Stress or Child by Environment Transactional Models. Next we discuss novelty in development as defined as directional change in the progression of affective-behavioral patterns over time. Novelty in development is postulated in: 1) a Chronic Stress Model that proposes that interpersonal stress can generate or maintain social withdrawal and anxiety 2) Stress Generation and Transactional Models that propose that child vulnerability can evoke interpersonal stress and 3) an Ecological Transition Model that proposes that ecological transitions can serve as turning points prompting reorganization in the child-environment system which can result in the deflection of previous patterns of adjustment onto alternate trajectories. We also highlight additional themes from the set of studies found herein. These themes include the significance of gender and culture vis-à-vis the development of social withdrawal and anxiety. Other themes include motivations for social withdrawal the influence of peer predictability on social withdrawal and brain function and how the study of multiple developmental pathways has been supported by contemporary analytic techniques.
Publisher: American Psychological Association (APA)
Date: 2009
DOI: 10.1037/A0016165
Publisher: Springer Science and Business Media LLC
Date: 04-2014
Publisher: American Psychological Association
Date: 2002
DOI: 10.1037/10455-003
Publisher: Wiley
Date: 2005
DOI: 10.1111/J.1467-8624.2005.00841.X
Abstract: Cross-situational continuity and change in anxious solitary girls' behavior and peer relations were examined in interactions with familiar versus unfamiliar playmates. Fourth-grade girls (N=209, M age=9.77 years, half African American, half European American) were identified as anxious solitary or behaviorally normative using observed and teacher-reported behavior among classmates. Subsequently, girls participated in 1-hr play groups containing 5 same-race familiar or unfamiliar girls for 5 consecutive days. Results support both cross-situational continuity and change in anxious solitary girls' behavior and peer relations. Although anxious solitary girls exhibited difficulty interacting with both familiar and unfamiliar playmates relative to behaviorally normative girls, elements of their behavior improved in unfamiliar play groups, a context in which they received less peer mistreatment.
Publisher: Springer Science and Business Media LLC
Date: 25-06-2021
Publisher: American Psychological Association (APA)
Date: 05-2014
DOI: 10.1037/A0035528
Abstract: Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (in idual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition were modeled with piecewise growth curves. As expected, anxious solitude predicted elevated exclusion and victimization in both elementary and middle school. Nonetheless, exclusion and victimization declined after the transition on average, and anxious solitary youth versus average youth experienced greater relative declines. The pattern of results suggests that the collective renegotiation of peer relations after the transition, rather than posttransition decline in classroom emotional support, contributed to the posttransition decline in peer mistreatment.
Publisher: American Psychological Association (APA)
Date: 2008
DOI: 10.1037/A0013303
Publisher: Wiley
Date: 14-09-2009
Publisher: Project MUSE
Date: 2017
Publisher: Springer Science and Business Media LLC
Date: 26-08-2009
Publisher: Elsevier BV
Date: 09-2007
Publisher: Wiley
Date: 28-08-2017
DOI: 10.1111/CDEV.12926
Publisher: Wiley
Date: 06-12-2013
Publisher: Wiley
Date: 30-08-2013
DOI: 10.1111/CDEP.12044
Publisher: Wiley
Date: 26-02-2014
DOI: 10.1002/ICD.1853
Publisher: MDPI AG
Date: 17-05-2022
Abstract: This commentary features a review of two recently reformulated models of the development of child and adolescent: (1) social withdrawal by Rubin and Chronis-Tuscano 2021, and (2) social anxiety by Spence and Rapee 2016. The articles that present these reformulated models now cover advances made during the prior 12 to 18 years of research, including increased knowledge of genetic vulnerability to anxiety and longitudinal patterns of development, and acknowledgement of multiple pathways towards and away from the development of social withdrawal or social anxiety (i.e., equifinality, multifinality). However, these reformulated models also contain several blind spots. The model of social withdrawal development would be improved by explicitly referring to peer treatment (not only attitudinal peer rejection), especially peer exclusion and incorporating the potential development of clinically significant anxiety in childhood (not only adolescence) and delays in developmental milestones in adulthood. The model of social anxiety development would be improved by featuring social withdrawal as a proximal affective-behavioral profile (rather than a temperament) and drawing upon the literature on social withdrawal and its links to peer relations. Overall, there is a continuing lack of integration between developmental and clinical research and models of the development of social withdrawal and social anxiety.
Location: United States of America
Location: United States of America
Location: United States of America
Start Date: 2022
End Date: 2024
Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development
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