Associations between behavioral/emotional difficulties in kindergarten children and the quality of their peer relationships

Perren, Sonja; von Wyl, Agnes; Stadelmann, Stephanie; Bürgin, Dieter; von Klitzing, Kai

doi:10.1097/01.chi.0000220853.71521.cb

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
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
DOI:	10.1097/01.chi.0000220853.71521.cb
Published in:	Journal of the American Academy of Child and Adolescent Psychiatry
Volume(Issue):	45
Issue:	7
Page(s):	867
Pages to:	876
Issue Date:	2006
Publisher / Ed. Institution:	Elsevier
ISSN:	0890-8567 1527-5418
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.
URI:	https://digitalcollection.zhaw.ch/handle/11475/3686
Fulltext version:	Published version
License (according to publishing contract):	Licence according to publishing contract
Departement:	Applied Psychology
Organisational Unit:	Psychological Institute (PI)
Appears in collections:	Publikationen Angewandte Psychologie

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Perren, S., von Wyl, A., Stadelmann, S., Bürgin, D., & von Klitzing, K. (2006). Associations between behavioral/emotional difficulties in kindergarten children and the quality of their peer relationships. Journal of the American Academy of Child and Adolescent Psychiatry, 45(7), 867–876. https://doi.org/10.1097/01.chi.0000220853.71521.cb

Perren, S. et al. (2006) ‘Associations between behavioral/emotional difficulties in kindergarten children and the quality of their peer relationships’, Journal of the American Academy of Child and Adolescent Psychiatry, 45(7), pp. 867–876. Available at: https://doi.org/10.1097/01.chi.0000220853.71521.cb.

S. Perren, A. von Wyl, S. Stadelmann, D. Bürgin, and K. von Klitzing, “Associations between behavioral/emotional difficulties in kindergarten children and the quality of their peer relationships,” Journal of the American Academy of Child and Adolescent Psychiatry, vol. 45, no. 7, pp. 867–876, 2006, doi: 10.1097/01.chi.0000220853.71521.cb.

PERREN, Sonja, Agnes VON WYL, Stephanie STADELMANN, Dieter BÜRGIN und Kai VON KLITZING, 2006. Associations between behavioral/emotional difficulties in kindergarten children and the quality of their peer relationships. Journal of the American Academy of Child and Adolescent Psychiatry. 2006. Bd. 45, Nr. 7, S. 867–876. DOI 10.1097/01.chi.0000220853.71521.cb

Perren, Sonja, Agnes von Wyl, Stephanie Stadelmann, Dieter Bürgin, and Kai von Klitzing. 2006. “Associations between Behavioral/Emotional Difficulties in Kindergarten Children and the Quality of Their Peer Relationships.” Journal of the American Academy of Child and Adolescent Psychiatry 45 (7): 867–76. https://doi.org/10.1097/01.chi.0000220853.71521.cb.

Perren, Sonja, et al. “Associations between Behavioral/Emotional Difficulties in Kindergarten Children and the Quality of Their Peer Relationships.” Journal of the American Academy of Child and Adolescent Psychiatry, vol. 45, no. 7, 2006, pp. 867–76, https://doi.org/10.1097/01.chi.0000220853.71521.cb.