Judith Wiener

Parenting Stress in Families of Children With ADHD A Meta-Analysis

Meta-analyses were conducted to examine findings on the association between parenting stress and ADHD. Predictors comprising child, parent, and contextual factors, and methodological and demographic moderators of the relationship between parenting stress and ADHD, were examined. Findings from 22 published and 22 unpublished studies were included. Results confirmed that parents of children with ADHD experience more parenting stress than parents of nonclinical controls and that severity of ADHD symptoms was associated with parenting stress. Child co-occurring conduct problems and parental depressive symptomatology predicted parenting stress. Parents of children with ADHD experienced no more parenting stress than parents of other clinically referred children. Little difference in parenting stress was found between mothers and fathers, but child gender was a significant moderator of parenting stress, with lower stress levels in samples with higher proportions of girls.

A Multisource Exploration of the Friendship Patterns of Children with and Without Learning Disabilities

Friendship patterns of 117 children with learning disabilities (LD) and 115 children without LD in Grades 4–8 were examined. In comparison with children without LD, boys with LD had fewer mutual friends, children with LD had more friends with learning problems and more younger friends, and children with LD in Grades 4–6 had less stable relationships. With regard to friendship quality, children with LD reported higher levels of conflict, lower levels of validation, and more problems with relationship repair than did children without LD. The findings were discussed in terms of factors that have been found to enhance friendship such as proximity and similarity, and the social skills difficulties that have been associated with learning disabilities.

Parental involvement in children's learning: comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD).

The present study examined involvement in childrens learning among parents of 101 children between 8 and 12 years of age (53 parents of children with ADHD, 48 parents of children without ADHD). Compared to parents of children without ADHD, parents of children with ADHD reported lower self-efficacy in their ability to help their children, felt less welcome and supported by their childrens schools and teachers, and perceived less time and energy for involvement in their childrens academic lives. Mothers of children with and without ADHD reported similar types and levels of involvement behaviors in the home. Fathers of children with ADHD reported being more disengaged from their childrens learning and using more coercive and punitive interactions regarding their childrens achievement compared to fathers of children without ADHD. These findings underscore the difficulties in parent-supported learning practices and home-school collaboration initiatives faced by parents of children with ADHD and educators alike. Implications for school psychology practice are discussed.

Stability of Social Status of Children with and without Learning Disabilities

The stability of peer status of children with and without learning disabilities (LD) was examined. Thirty-eight 9- to 12-year-old children with LD were compared with a sample of children without LD matched on gender and general education classroom placement using a composite positive and negative nomination sociogram (Coie & Kupersmidt, 1983) and a Social Behavior Nomination Scale adapted from Dodge (1983). The measures were administered twice in the same school year. Findings that students with LD had lower social preference scores and were more likely to be socially rejected were consistent with previous research. Children with LD were also less likely to be seen as cooperative and leaders than children without LD. Although the sociometric measures had good test-retest reliability, the Social Preference score of children with LD decreased and their Liked Least score increased from Time 1 to Time 2 compared to children without LD. Children with LD were also seen by their peers as being more dependent at Time 2 than Time 1. Children with LD who had average social status at Time 1 were more likely than children without LD to change their social status to Neglected or Rejected social status at Time 2.

Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals

Abstract This study provides one of the first assessments of bullying based on the perceptions of victimized children and their parents, teachers, and school administrators. It augments the extensive quantitative research findings already reported in the literature. The qualitative methodology privileges the “lived experience” of study participants. Interviews were conducted with children in grades 4 and 5 who self-identified as having been bullied, their parents, and educators. This study provides evidence to suggest that several factors influence individuals’ perceptions and responses to particular bullying incidents. These factors include whether the incident matches an individuals definition, whether the child “fits” expectations about how victimized children behave and present themselves, and developmental features of bullying and what is considered normal.

DO PEER RELATIONSHIPS FOSTER BEHAVIORAL ADJUSTMENT IN CHILDREN WITH LEARNING DISABILITIES

This article reviews the literature on peer relations and social skills of children with learning disabilities (LD). Two risk models are discussed. The single-risk model suggests that for some children with LD, social skills deficits are inherent in the disability. These deficits lead to problems with social relationships, which foster internalizing behavior problems. The multiple-risk model suggests that internalizing and externalizing behavior problems typically result when more than one risk factor is present. These additional risks might include comorbid attention-deficit/hyperactivity disorder, poverty, English as a second language, inadequate educational accommodations, and ineffective parenting. However, the risk of behavior problems is reduced if children with LD are able to establish healthy social relationships.

Academic success in adolescence: Relationships among verbal IQ, social support and emotional intelligence

Abstract The objective of this study was to examine, by gender, whether emotional intelligence (EI), peer social support, and/or family social support partially mediated the influence of verbal IQ on Grade 10 grade point average (GPA) for 192 students (96 male, 96 female). For male students, EI and peer social support predicted GPA and EI mediated the association between verbal IQ and GPA. For female students, EI, peer social support, and family support predicted GPA but did not mediate the association between verbal IQ and GPA. This study further examined whether subscales of EI (intrapersonal, interpersonal, adaptability, and stress management abilities), peer social support and family social support (emotional, socialising, practical, financial, and advice) added to the prediction of GPA after verbal IQ, gender, and socioeconomic status were controlled. Adaptability, stress management and practical family social support each added to the explanation of variability. None of the peer social support subsc...

Children's Friendships: The Giant Step Beyond Peer Acceptance:

Differences and similarities between the constructs of friendship and global peer acceptance in childhood are considered. Research to date has identified the features of childrens friendships. Children appear to be capable of forming stable, close friendships at younger ages than was once thought. Gender differences in childrens friendships have received considerable attention, but other types of individual difference have not been studied extensively. The synthesis of findings obtained using diverse methodologies in testing constructs derived from different theories has contributed to appreciation of the distinct and complex nature of childrens friendships.

Achievement and Social-Behavioral Correlates of Peer Status in LD Children

This study examined the relationship between IQ, achievement, social behavior as rated by peers, and peer status of 9- to 12-year-old learning disabled (LD) and non-learning disabled (NLD) children. A composite positive and negative nomination sociometric procedure and a social behavior nomination scale were employed. LD children were less likely to be popular and more likely to be rejected and neglected than NLD children. Achievement and IQ were not meaningful predictors of peer status in LD children. LD children were less likely to be viewed as cooperative, leaders, and comic than NLD children. They were also more likely to receive more nominations on the sociometric instrument if they were seen as aggressive, disruptive, or dependent. Although peer status was stable in the NLD group when assessed in December and June, LD childrens peer acceptance decreased in the latter assessment.

Depression and Nonacademic Self-Perceptions in Children with and without Learning Disabilities.

Nonacademic self-perceptions (social acceptance, athletic ability, physical appearance and behavioral conduct) of depressed and nondepressed children with and without learning disabilities were compared. The nonacademic subscales of the Self-Perception Profile for Learning Disabled Students, a domain-specific self-perception measure, and the Childrens Depression Inventory, a self-report inventory of depressive symptomatology, were administered to students in grade 5 (n=83) and grade 8 (n=88). Results indicated that self-perceived social acceptance demonstrated a significant relationship with depression only for students with learning disabilities. Furthermore, lower self-perception of physical appearance was related to depression for females but not males. Depressed subjects, regardless of gender, reported lower self-perceptions of behavioral conduct and athletic ability. Consistent with previous findings regarding stereotypical self-perceptions, males reported better self-perceptions of athletic ability than females but lower self-perceptions of behavioral conduct. Clinical and theoretical implications are discussed.