Felicisima C. Serafica

Keeping and Ending Casual, Close and Best Friendships

Strategies for maintaining and ending casual, close and best friendships were investigated using a sample of ninety young adults, aged twenty to twenty-eight. As hypothesized, best friendships were regarded as more self-maintaining, more based on affection and less affected by a decrease in contact than close friendships, which in turn were more dependent on affection and interaction and less dependent on proximity than casual friendships. Best and close levels were more clearly differentiated for hypothetical cases of friendship than for actual ones. Life-stage and sex also affected friendship conceptions. The implications of the friendship level results for friendship research methodology are discussed.

Peer Status of Children with and without Learning Disabilities--A Multimethod Study.

This study examined the social relations of third-grade children with (LD) and without learning disabilities (nonLD). Two sociometric measures (peer nominations and ratings of “liking”) and a questionnaire on social networks outside of school were employed. Results on the former indicated that LD children were less accepted but not more rejected by peers than nonLD children. Differences were found in the functions and contexts -but not the size or composition - of LD and nonLD childrens social networks. To test different hypotheses for LD childrens social status, three possible determinants were studied: behavior problems as rated by teachers, conceptions of friendship, and ecological factors. Teachers of LD students did not observe these children to be more disruptive though they rated them as demonstrating more personality problems than nonLD peers. Significant group differences in friendship conceptions were found: the LD groups mean stage score for conceptions of friendship and their mean levels of reasoning about friendship formation and conflict resolution were significantly lower than those of the nonLD controls. Theoretical and methodological implications of the results are discussed.

Social relations and self‐esteem of children with learning disabilities

Abstract This paper reviews research on the self‐esteem and social relations of children with learning disabilites (LD). The following issues concerning social relations are dealt with: (1) peer and adult perception of children with learning disabilities, (2) the friendship choices of these children, and (3) the factors underlying their prevailing social status. Three issues are discussed in regard to self‐esteem: (1) whether the self‐esteem of LD children differs from that of their normal learning peers, (2) whether self‐esteem and achievement level are correlated in those labeled as LD, and (3) whether educational remediation is accompanied by changes in self‐esteem in this population. General theoretical and methodological issues are also discussed. Directions for future research are suggested, and some implications of the data for clinical and educational practices are presented.

Continuities and Changes in the Study of Friendship and Peer Groups during Early Adolescence

Studies on friendship and peer relations and peer groups during early adolescence were reviewed in order to provide a historical perspective for the research reported in this special issue. Continuities and changes in the research questions, methods, and guiding theories are delineated. Factors that influenced the growth of research on friendship and peer relations are discussed. Directions for research are suggested and the ways in which the studies reported in this special issue extend the previous work or explore new dimensions are highlighted.

Clinical interventions and prevention for Asian American children and families: Current status and needed research

Abstract The current status of clinical interventions and prevention for Asian American children and/or adolescents and their families was assessed through a review of the literature on conceptual frameworks, cultural variables and related issues, and empirical studies. Five proposed approaches to treatment or prevention were examined. Some factors that might account for the slow progress of treatment research in this area were also discussed. These included conceptual and methodological issues; the paucity of data on psychopathology in this population; their low service-utilization rates; and societal images, values, and needs. Some needed directions for future research are suggested.

Parents’ Sex Role Attitudes and Children’s Concepts of Femininity and Masculinity

The title of the workshop to which this paper is presented asks whether parents’, teachers’, and children’s attitudes toward sex roles are changing. Most likely, the organizers of this symposium were moved to ask this question because of the secular changes taking place in the countries represented at this conference. The fact that this issue of changing sex role attitudes is being raised implies that such changes may have important psychological implications. From a developmental-clinical perspective, the most obvious implication of such a question is that changes in parents’, teachers’, and children’s sex role attitudes may result in altered socialization patterns. In this paper, we will briefly review the available evidence regarding changes in sex role standards and attitudes, then discuss the development of children’s concepts of masculinity and femininity, and how this might be influenced by parents’ sex role attitudes and children’s friendship choices. Finally, the implications of changes in parents’ and peers’ sex role attitudes on the developing child’s concepts of masculinity and femininity will be explored. Our general aims are: (1) to delineate some conceptual and methodological issues in the study of how sex role concepts evolve, and (2) to suggest some directions for future research. It seems appropriate, prior to reviewing the psychological research literature on changes in sex role attitudes, to define one’s terms. In this paper, a distinction is made between the terms “sex role standards” and “sex role attitudes.”

Is Earlier Better? Reading Achievement and WISC-R Stability in Earlier vs. Later Identified Students with Learning Disabilities.

This study compared earlier identified (grades 2–4) to later identified (grades 5–8) students with learning disabilities on Woodcock Reading Mastery Tests (WRMT) and Wechsler Intelligence Scale for Children - Revised scores upon identification and over time in special education. Test-retest stability of WISC-R scores was also examined. No significant between-group differences were found at identification on WRMT scores, Wechsler IQ scores, Kaufman factors, or Bannatyne recategorized scores. Overall, results showed significant group mean increases in reading achievement and decreases in verbal ability. Moderate correlational stability was noted for all scores.