Social Withdrawal, inhibition, and Shyness in Childhood

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American College Test
Average Status Children
behavioral
behavioral inhibition
Behavioral Inhibition System
Category=JMC
child anxiety disorders
childhood behavioral inhibition
children
class
competence
concerns
Contact Initiation
developmental course of childhood shyness
developmental trajectory of shy children
emotional regulation
emotional regulation in children
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evaluative
family environment influences
Frontal Activation Asymmetry
Frontal Asymmetry
inhibited
Inhibited Children
internalizing disorders
Laboratory Test Session
Low Reactive Infants
Orbicularis Oculi Activity
Out-of Home Care Setting
Passive Withdrawal
Peer Assessments
Peer Strangers
peer victimization
peer victimization outcomes
play
revised
Revised Class Play
Sample II
social competence development
Social Evaluative Concerns
Social Withdrawal
Ultimate Dependent Variable
Unfamiliar Peer
uninhibited
Uninhibited Children
Unpopular Children
Waterloo Longitudinal Project
Withdrawn Children

Product details

  • ISBN 9780805812190
  • Weight: 840g
  • Dimensions: 152 x 229mm
  • Publication Date: 01 Jan 1993
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Hardback
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Psychologists of varying theoretical persuasions have long held that social experiences are critical to normal developmental trajectories and that the lack of such experiences is worthy of compensatory attention. Surprisingly, however, little empirical attention has been directed to the study of the psychological significance of social solitude for children.

In an effort to shed new light on the meanings and developmental course of social solitude in childhood, a group of esteemed scholars from Europe and North America was invited to share and exchange information. An international audience of researchers actively involved in the study of social withdrawal and social inhibition or shyness in childhood was led in discussion by the scholars whose chapters are published in this volume. The editors hope that this offering stimulates continuing efforts to better understand the developmental meanings, causes, and courses of this childhood social dysfunction.

Kenneth H. Rubin, Jens B. Asendorpf, Jens Asendorpfz