Associations between Behavioral/Emotional Difficulties in Kindergarten Children and the Quality of Their Peer Relationships

Autor/inn/en	Perren, Sonja; von Wyl, Agnes; Stadelmann, Stephanie; Burgin, Dieter; von Klitzing, Kai
Titel	Associations between Behavioral/Emotional Difficulties in Kindergarten Children and the Quality of Their Peer Relationships
Quelle	In: Journal of the American Academy of Child & Adolescent Psychiatry, 45 (2006) 7, S.867-876 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-8567
DOI	10.1097/01.chi.0000220853.71521.cb
Schlagwörter	Conceptual Tempo; Hyperactivity; Peer Relationship; Kindergarten; Organizations (Groups); Peer Acceptance; Rejection (Psychology); Victims of Crime; Teaching Methods; Behavior Problems; Emotional Problems; Correlation; Child Behavior; Bullying; Interviews; Questionnaires; Teacher Attitudes; Student Attitudes; Parent Attitudes; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Hyperaktivität; Peer-Beziehungen; Ablehnung; Victim; Victims; Crime; Opfer; Verbrechen; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Mobbing; Interviewing; Interviewtechnik; Fragebogen; Lehrerverhalten; Schülerverhalten; Elternverhalten
Abstract	Objective: The aim of this study was to investigate the associations between children's difficulties (conduct problems, hyperactivity/impulsivity, and emotional symptoms) and peer victimization and rejection in kindergarten. For the assessment of children's difficulties, the authors used a multi-informant approach. Method: A total of 153 five-year-old children were interviewed (Berkeley Puppet Interview). Teachers and parents completed the Strengths and Difficulties Questionnaire. Teachers reported on peer victimization. Peer nominations (rejection and acceptance) were conducted in a subgroup of 92 children. Combining teacher, parent, and self-reports of children's difficulties, three components were established: trait (degree of problems), informant differences resulting from perspective (self versus others), and context (kindergarten versus home). Results: Children's difficulties were significantly associated with teacher- and self-reported victimization and peer rejection (r = 0.20-0.35), but not with peer acceptance. Conduct problems and emotional symptoms, but not hyperactivity/impulsivity, contributed independently to the variance of peer victimization and rejection. Perspective differences between children and adults according to hyperactivity/impulsivity also predicted peer rejection. Conclusion: Behavioral and emotional difficulties as well as a lack of self-awareness regarding hyperactive/impulsive behavior may place children at risk of peer victimization and rejection. Child psychiatric assessments and therapeutic strategies should thus take children's self-perception of symptoms and their peer relationships into account. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10