Jacquelyn Mize

A cognitive-social learning model of social-skill training.

Prior efforts to systematicall y organize and define the growing area of social-skill training with children are characterized by several major shortcomings that may impede the progress of future research. As an alternative, the present article explores the purposes, methods, major findings, and future directions of socialskill training research from the perspective of a cognitive-social learning explanation of behavior change. Social-learning principles are utilized to provide both an explanatory framework and a potential technology for social-skill training methodology. Attention is devoted to conceptualizi ng skill-trainin g methods in terms of theoretically derived variables and components as well as formal properties of training. Findings from empirical research are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their demonstrated effects on childrens social behavior. Current and future research trends are discussed in light of the proposed model and available empirical evidence. During the last two decades, investigators working within developmental, clinical, and educational disciplines have contributed to a growing body of literature on social-skill training with children. Social skills, as denned in this article, refer to childrens ability to organize cognitions and behaviors into an integrated course of action directed toward culturally acceptable social or interpersonal goals. Also included in this definition is the propensity to continuously assess and modify goal-directed behavior so as to maximize the likelihood of reaching ones goals. Current research efforts reflect a common interest in social behavioral change during childhood and a commitment to training paradigms based on principles of learning and instruction. Despite these similarities, it is apparent that investigations within each discipline differ in terms of analytic and technological objectives and thus scientific and practical contributions.

Cortisol and Children’s Adjustment: The Moderating Role of Sympathetic Nervous System Activity

We examined relations among cortisol, markers of sympathetic nervous system (SNS) activity (including salivary alpha-amylase and skin conductance level), and children’s adjustment. We also tested the Bauer et al. (Journal of Developmental and Behavioral Pediatrics, 23(2), 102–113, 2002) hypothesis that interactions between the SNS and cortisol would be associated with internalizing and externalizing problems. Saliva samples were obtained from 8- to 9-year-olds before and after a laboratory assessment battery, and were assayed for cortisol and alpha-amylase (sAA). Basal skin conductance level (SCL) was measured during resting conditions. Parents reported on child adjustment. Interactions between basal SNS and cortisol levels explained moderate amounts of unique variance in children’s externalizing and internalizing problems. More specifically, higher basal cortisol levels were positively associated with higher internalizing and externalizing problems among children with higher SNS activity, as compared to children with lower SNS activity. Findings underscore the utility of including information about the coordination between hypothalamic–pituitary–adrenal (HPA) and SNS activity in biosocial models of atypical child development.

Integrating the measurement of salivary α-amylase into studies of child health, development, and social relationships

To advance our understanding of how biological and behavioral processes interact to determine risk or resilience, theorists suggest that social developmental models will need to include multiple measurements of stress-related biological processes. Identified in the early 1990s as a surrogate marker of the sympathetic nervous system component of the stress response, salivary-amylase has not been employed to test biosocial models of stress vulnerability in the context of child development until now. In this report, we describe a standard assay that behavioral scientists can use to improve the next generation of studies and specific recommendations about sample collection, preparation, and storage are presented. More importantly, four studies are presented with mother–infant dyads (N= 86), preschoolers (N= 54), children (N = 54), and adolescents (N = 29) to illustrate individual differences in stress-related change in α-amylase levels, that patterns of α-amylase stress reactivity distinctly differ from those measured by salivary cortisol, and associations between individual differences in α-amylase and social relationships, health, negative affectivity, cognitive/academic/behavior problems, and cardiovascular reactivity. We conclude that the integration of measurements of the adrenergic component of the locus ceruleus/autonomic (sympathetic) nervous system, as indexed by salivary α-amylase, into the study of biosocial relationships may extend our understanding of child health and development to new limits.

A Cognitive-Social Learning Approach to Social Skill Training With Low-Status Preschool Children

Changes in the behavior and peer acceptance of low-status preschool children as a result of a social skill training were axamined.

Contextual Differences in Parent–Child Play: Implications for Children's Gender Role Development

Parent–child play behavior of 33 preschool children (18 boys, 29 European-American, middle- and upper-middle-class families) was videotaped in separate pretend and physical play sessions. Childrens play behavior with a same-sex peer also was observed. Analyses focus on contextual differences in parent–child play behavior, as well as associations between parent–child play and child–peer play. During the pretense play session parent–daughter dyads, particularly mother–daughter dyads, engaged in more pretense play than did parent–son dyads. During the physical play session father–son dyads engaged in more physical play than did father–daughter dyads. These data suggest that context may play an important role in gender differentiated patterns of parent–child play behavior. As for childrens peer play behavior, consistent with previous evidence, girls were more likely than boys to engage peers in pretend play and boys were more likely than girls to play physically with peers. Children whose parents engaged in more pretense play engaged in more pretense play with a peer, whereas childrens whose parents engaged in more physical play engaged in more physical play with a peer. These findings suggest that parents may contribute to childrens gender-typed play behaviors with peers.

Children's Cortisol and the Quality of Teacher - Child Relationships in Child Care

Teacher-child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety-one 4-year-olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher-child interaction session outside the classroom. Parents reported on childrens temperament, teachers and children reported on teacher-child relationship quality, and observers rated group-level teacher insensitivity. Teacher-reported relationship conflict predicted cortisol increases during teacher-child interaction and teacher-reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child-care day is influenced by teacher-child relationship characteristics.

Social Knowledge and Social Competence: Number and Quality of Strategies as Predictors of Peer Behavior

The purpose of this study was to examine the ability of two different measures of preschool childrens social strategy knowledge to predict classroom behavior with peers. Thirty-two 4- and 5-year-old children attending a university sponsored preschool were administered the Preschool Interpersonal Problem-Solving Tests (PIPS) and an enactive assessment of strategy knowledge. Observational and teacher-rating measures of childrens positive and aggressive peer behavior were also obtained. Significant correlations were obtained between (a) the number of strategies produced in the enactive measure and cooperative play ratings by teachers, (b) the number of strategies produced in the PIPS and observations of positive peer behavior, and (c) ratings of friendliness in the PIPS and teacher-rated cooperative play and aggression and observations of aggression. Results are discussed in terms of implications for social skill training.

Multiple Aspects of Preschool Children's Social Cognition: Relations with Peer Acceptance and Peer Interaction Style.

Three aspects of young children’s social cognition – accurate encoding of social cues, hostile attributions and response access/generation – were assessed among 128 children (64 girls) attending three‐, four‐, and five‐year‐old classrooms (ages ranged from 36 to 73 months). Hostile attributions and the quality of strategy generation were both significantly associated with teacher‐rated peer competence and aggressiveness, even when children’s receptive vocabulary scores and age were controlled. For girls, hostile attributions, but not cue encoding or response generation, was associated with teacher ratings of competence and aggression. For boys, hostile attributions were associated with teacher ratings of competence, and response generation was associated with teacher ratings of competence and aggression. Regression analysis, controlling for sex, age and receptive vocabulary, revealed that both hostile attributions and the quality of social strategy generation, but not encoding of cues, made unique, significant contributions to the prediction of teacher ratings of competence and aggression.

Promoting positive peer relations with young children: Rationales and strategies

In this article, an argument is made for the importance of peers in the social learning and development of young children. Among the topics considered are the developmental course of peer relations from infancy through preschool and the features of early social competence. Finally, drawing upon a process model of social competence, suggestions are made for promoting positive peer relations through instructional and environmental interventions.

Cognitive representations of peer relationships: linkages with discrete social cognition and social behavior

Two aspects of young children’s cognitive representations of peer relationships–peer affiliative motivation and feelings and beliefs about the self and peers–were assessed among a sample of 75 children (37 girls), who ranged in age from 32 to 76 months (M = 58.2 months). Measures of three aspects of discrete social cognition, encoding of social cues, hostile attributions and social strategy generation were also obtained and the children’s teachers provided ratings of the children’s behavior with peers. Both measures of cognitive representations were significantly associated with the quality of social strategy generation, but not the other measures of discrete social cognition. Measures of cognitive representations were also associated with ratings of competent, prosocial, withdrawn and aggressive behavior. Findings support the hypothesis that social strategy generation mediates associations between both measures of cognitive representations and ratings of children’s withdrawn behavior, but mediational models predicting other aspects of behavior were not supported.