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  2. Angewandte Psychologie
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  4. Publikationen Angewandte Psychologie
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dc.contributor.authorPerren, Sonja-
dc.contributor.authorvon Wyl, Agnes-
dc.contributor.authorStadelmann, Stephanie-
dc.contributor.authorBürgin, Dieter-
dc.contributor.authorvon Klitzing, Kai-
dc.date.accessioned2018-03-09T12:58:49Z-
dc.date.available2018-03-09T12:58:49Z-
dc.date.issued2006-
dc.identifier.issn0890-8567de_CH
dc.identifier.issn1527-5418de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/3686-
dc.description.abstractObjective: 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.de_CH
dc.language.isoende_CH
dc.publisherElsevierde_CH
dc.relation.ispartofJournal of the American Academy of Child and Adolescent Psychiatryde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectBehavioral/emotional difficultyde_CH
dc.subjectPeer rejectionde_CH
dc.subjectPeer victimizationde_CH
dc.subjectMulti-informant approachde_CH
dc.subjectKindergarten agede_CH
dc.subject.ddc150: Psychologiede_CH
dc.subject.ddc155: Differentielle Psychologie und Entwicklungspsychologiede_CH
dc.titleAssociations between behavioral/emotional difficulties in kindergarten children and the quality of their peer relationshipsde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Psychologiede_CH
zhaw.organisationalunitPsychologisches Institut (PI)de_CH
dc.identifier.doi10.1097/01.chi.0000220853.71521.cbde_CH
zhaw.funding.euNode_CH
zhaw.issue7de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end876de_CH
zhaw.pages.start867de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume45de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.webfeedKlinische Psychologiede_CH
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.


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