Title: Associations between behavioral/emotional difficulties in kindergarten children and the quality of their peer relationships
Authors : Perren, Sonja
von Wyl, Agnes
Stadelmann, Stephanie
Bürgin, Dieter
von Klitzing, Kai
Published in : Journal of the American Academy of Child and Adolescent Psychiatry
Volume(Issue) : 45
Issue : 7
Pages : 867
Pages to: 876
Publisher / Ed. Institution : Elsevier
Issue Date: 2006
License (according to publishing contract) : Licence according to publishing contract
Type of review: Peer review (Publication)
Language : English
Subjects : Behavioral/emotional difficulty; Peer rejection; Peer victimization; Multi-informant approach; Kindergarten age
Subject (DDC) : 150: Psychology
155: Differential and developmental psychology
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.
Departement: Angewandte Psychologie
Organisational Unit: Psychological Institute (PI)
Publication type: Article in scientific Journal
DOI : 10.1097/01.chi.0000220853.71521.cb
ISSN: 0890-8567
URI: https://digitalcollection.zhaw.ch/handle/11475/3686
Appears in Collections:Publikationen Angewandte Psychologie

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