Developmental Processes and Intervention Strategies
Foreword by John D. Coie
Guilford Press – 2005 – 299 pages
Guilford Press – 2005 – 299 pages
Addressing the widespread and painful problem of chronic peer rejection, this volume combines up-to-date research and practical strategies for school- and clinic-based intervention. An innovative developmental framework is presented for understanding why certain children face rejection, the peer group dynamics involved, and implications for social-emotional development and mental health. Strategies for assessing rejected children are discussed in detail, with attention to individual social competence variables as well as transactional influences. Clear guidelines are delineated for planning and implementing effective social competence coaching programs, as well as multicomponent interventions and school-based strategies. Providing invaluable recommendations for practice that are solidly grounded in the empirical literature, the book is illustrated throughout with revealing case studies and interviews.
'This volume provides an invaluable tool to researchers, theorists, and practitioners interested in peer rejection and peer relations in childhood. Drawing on her combined research and clinical experience, Dr. Bierman has created a richly textured picture of the development of peer rejection and what can be done to reduce it. This is truly a tour de force.' - Mark T. Greenberg, PhD, Prevention Research Center, The Pennsylvania State University
'Over the past 20 years, research on peer relations has revealed the importance of rejection. This scholarly book provides a wonderful overview of the developmental literature in this area. In addition, realistic, insightful, and empirically supported interventions are described and discussed. This is essential reading for both researchers and clinicians.' - Thomas J. Dishion, PhD, Child and Family Center, University of Oregon
Part I: Understanding Problematic Peer Relations. The Developmental Significance of Peer Relations. Characteristics of Rejected Children. Rejection Processes: The Role of Peers. Peer Relations and the Developing Self. Part II: Assessing Social Competence and Peer Relations. Assessment Goals and Strategies. Assessing Problematic Peer Relations. Assessing Social Behavior. Observing Peer Interactions. Assessing Self-system Processes. Part III: Intervention Methods. Approaches to Intervention. The Design of Social Competence Coaching Programs. Intervention Process and the Promotion of Self-system Change. Collateral Interventions for School and Home. Future Directions. Appendix: Description of Exemplar Session Activities.
Karen L. Bierman, PhD, is currently Director of the Children, Youth, and Families Consortium (CYFC) at The Pennsylvania State University, where she is Distinguished Professor of clinical child psychology. Her research has focused on understanding how peer relationships contribute to children's social-emotional development, social competence, and school adjustment. Dr. Bierman is particularly interested in the design and evaluation of programs that promote social competence and positive intergroup relations and that reduce aggression and violence. Currently, she is the director of the Pennsylvania site of the Fast Track Program, a national, multisite prevention trial focused on preventing antisocial behavior among high-risk youth, funded by the National Institute of Mental Health (with additional funding from the National Institute on Drug Abuse and the U.S. Department of Education). She is also Coinvestigator of the newly funded PROSPER program, supported by the National Institute on Drug Abuse, which involves the diffusion of empirically supported prevention programs to schools through the use of cooperative extension-facilitated university-community partnerships.