Questions that apply to all articles

How do peer relationships influence development in middle childhood?

How might self-concept be influenced by issues such as bullying, spirituality or ADHD?

Boulton, M. J., Smith, P. K., & Cowie, H. (2010) Short-Term Longitudinal Relationships Between Children’s Peer Victimization/Bullying Experiences and Self-Perceptions: Evidence for Reciprocity. School Psychology International. 31(3): 296-311.

This study tested transactional models to explain the short-term longitudinal links between self-perceptions and involvement in bullying and victimization among 115 9- to 10-year-old children. Self-perceptions were measured with Harter’s Self-Perception Profile for Children (six sub-scales) and bullying/victimization by means of peer nominations. Data were collected at two points, separated by five months, within a school year. Earlier victimization significantly negatively predicted changes in Global self-worth, social acceptance and, for girls only, physical appearance scores, and earlier social acceptance scores significantly negatively predicted changes in victimization, and bullying. Additionally, earlier bullying positively predicted changes in scholastic competence scores, and among girls but not boys there was a near significant tendency for earlier bullying to negatively predict changes in behavioral conduct scores. These findings challenge a common view that victimization, and separately bullying, are responsible for low self-perceptions. Rather, they add to the view that negative peer experiences and maladjusted outcomes are mutually related over time. The theoretical and practical implications of such a view are discussed.

• In what ways do experiences with bullying influence self-concept?

Hufton, E. (2006). Parting Gifts: The Spiritual Needs of Children. Journal of Child Health Care, 10(3): 240-250.

This article discusses the spiritual lives of children who are facing severe illness or bereavement. Initially, it describes a children's story which had some impact on the author's spiritual views during childhood. The concept of children as spiritual beings is discussed and questions are raised as to why relatively little attention has been given to this as opposed to their religious affiliation. Asserting that children do have a spiritual dimension, the importance of addressing children's spirituality is considered. Discussion is given to ways of assessing and attending to children's spirituality, illustrated with case studies. It is identified that for carers, a degree of self-awareness is crucial in order to develop an open and flexible working definition of what spirituality is and means.

• As a medical social worker working with children with severe illness, how would you assess your clients’ spirituality?

Mikami, A. Y., & Pfiffner, L. J. (2008). Sibling Relationships Among Children With ADHD. Journal of Attention Disorders, 11(4): 482–492.

This study investigated the quality of sibling relationships among children with ADHD relative to those without ADHD. Additional analyses examined whether externalizing and internalizing problems comorbid with ADHD affected sibling relationships. Method: Participants were 77 children with ADHD and 14 nonproblem control children. Sibling relationships were assessed via three informants: mother report, self-report, and sibling report. Results: In analyses utilizing hierarchical linear modeling to combine data from the three informants, children with ADHD showed increased conflict in sibling relationships, relative to nonproblem children. Comorbid externalizing problems were associated with less warmth/ closeness and increased conflict in the sibling relationship and largely accounted for the finding that children with ADHD showed greater sibling relationship problems. Comorbid internalizing problems were associated with less warmth/closeness in the sibling relationship. Conclusion: It is recommended that sibling relationships be incorporated into theories of social impairment in ADHD.

• How does ADHD influence sibling relationships?

Marks, A. K., Szalacha, L. A., Lamarre, M., Boyd, M. J., & Coll, C. G. (2007). Emerging Ethnic Identity and Interethnic Group Social Preference in Middle Childhood: Findings from the Children of Immigrants Development in Context (CIDC) Study. International Journal of Behavioral Development. 31(5):501-513.

This study characterizes several aspects of emerging ethnic identity in childhood and its associations with interethnic group social preferences. Understanding these processes is important, as early interethnic group social practices may form a foundation for later interethnic group attitudes and behaviors in adolescence. Children of Cambodian, Dominican, and Portuguese heritage (aged 6-12 years) consistently and accurately identified with labels of their family’s nationality of origin across the three study years, and reported strong ethnic pride. In support of existing developmental models of ethnic identity in adolescence, older children demonstrated greater ethnic identity exploration than younger children. Importantly, for second-generation children, a positive sense of ethnic identity was not only associated with ingroup social preferences, but also ethnic outgroup social preferences. Findings are discussed with regard to existing models of ethnic identity development.

• After reading this, what do you think are the implications for social workers?