The interpersonal consequences of inflated self-esteem in an inpatient psychiatric youth sample.

This study tested R. F. Baumeister, L. Smart, and J. M. Boden's (1996) theory of inflated self-esteem with an inpatient psychiatric youth sample. Participants were assessed on their self-reported self-esteem, self-reported interpersonal problems, and peer rejection (measured by evaluations from 3 or 4 peers). Consistent with the hypotheses, those with low self-esteem reported the most interpersonal problems, followed consecutively by the moderate self-esteem group and then the high self-esteem group, who reported the fewest interpersonal problems. Also in line with the hypotheses, those with low and high self-esteem were rejected by their peers when compared with the moderate self-esteem group. Thus, the high self-esteem group was rejected by their peers but did not themselves report interpersonal problems. These findings provide further support for Baumeister et al.'s theory and generalize the theory to a clinical setting.

Longitudinal study of young children's responses to challenging achievement situations.

Three studies were conducted to replicate and extend Dweck's findings regarding young children's responses to challenging achievement situations. Dweck's dichotomous helplessness classification system (i.e., task choice, task choice reason) was replicated with kindergartners, n = 235 (50% male), and first graders, n = 70 (46% male). To test whether individual differences in young children's responses to challenging situations are stable over time, 1- and 5-year follow-ups of the kindergartners were conducted. On the basis of children's responses on age-appropriate behavioral tasks, a composite of cognitive, behavioral, and affective helplessness indices predicted helplessness at 1 and 5 years later, n = 114 (50% male), above and beyond kindergarten task ability and gender, p<.05. Kindergarten helplessness predicted teacher ratings of children's helplessness 5 years later as well, p<.05. The implications of these findings for early intervention are discussed.

Do positive self-perceptions have a "dark side"? Examination of the link between perceptual bias and aggression.

The hypothesis that positive self-perceptions may have a "dark side" was investigated in the present study by examining the relationship between positively biased self-perceptions and aggression. Ratings of actual and perceived social acceptance of third-grade (n = 278), fourth-grade (n = 260), and fifth-grade (n = 321) students were compared to form a measure of perceptual bias. Peers provided nominations for overt and relational aggression. Gender differences were found for aggression (males were more overtly and relationally aggressive than females) but not perceptual bias. African-American children held more positive perceptions of their social acceptance and were perceived by peers as more aggressive than Caucasian children. Even after controlling for the effects of gender and ethnicity, more positively biased perceptions were associated with more peer nominations for overt and relational aggression. Contrary to an optimal range of bias hypothesis, even moderately positive self-perceptions were associated with elevated levels of aggression.

Positive and negative affectivity in children: confirmatory factor analysis of a two-factor model and its relation to symptoms of anxiety and depression.

The positive affect (PA) and negative affect (NA) framework that is embodied in the tripartite model of anxiety and depression has proved useful with adult populations; however, there is as yet little investigation with children concerning either the measurement of PA and NA or the relation between PA and NA and levels of adjustment. A confirmatory factor analysis was used in this study to examine the structure of self-reported affect and its relation to depressive and anxious symptoms in school children (4th to 11th grade). Results supported a 2-factor orthogonal model that was invariant across age and sex. Support for the expected pattern of relations between NA and PA with symptoms of depression and anxiety was strong for the older sample (M = 14.2 years) but weaker for the younger sample (M = 10.3 years). Results also provide preliminary support for the reliability and validity of the Positive and Negative Affect Schedule for children.

Magic Johnson and children's conceptions of AIDS.

Longitudinal data for a heterogeneous sample of 609 elementary school children are used to assess the long-term effects of Magic Johnson's announcement on children's HIV and AIDS conceptions. Four hypotheses are tested concerning these relationships, and background variables measured prior to Johnson's announcement are controlled. Findings suggest that Johnson's announcement increased children's HIV and AIDS knowledge and reduced their prejudice toward a hypothetical child with AIDS. No relationship is evident between the announcement and perceived vulnerability to HIV and AIDS. Males are more likely to be aware of Johnson's announcement, but its effects are more pronounced among blacks. Findings from the present research affirm the potential for celebrities like Johnson in HIV and AIDS education campaigns directed toward children.

Parental knowledge and attitudes toward children with AIDS: influences on educational policies and children's attitudes.

Surveyed AIDS-related knowledge and attitudes of parents and their children to provide descriptive information on views about school policies concerning HIV-infected children and to test hypotheses regarding links between parents' and children's AIDS-related knowledge and attitudes. Results indicate that parents desire more information about presence of persons with AIDS (PWA) in the schools than is permissible by law and that a significant minority of parents objected to allowing HIV-infected students in schools. As predicted, more accurate parental knowledge of AIDS and knowing a PWA were associated with greater willingness to allow their children to interact with PWA and with greater acceptance of allowing HIV-infected children to attend regular classes. Support was also found for links between parents' and children's attitudes toward PWA. Implications for educating parents about AIDS transmission and inclusion of parents in the implementation of AIDS educational programs are discussed.

Developmental progression in children's knowledge of AIDS: implications for education and attitudinal change.

The effectiveness of curricula designed to enhance a child's understanding of AIDS may hinge partially upon incorporating information adjusted to the child's developmental status. Accordingly, we examined the developmental progression of children's understanding of illness transmission in general and AIDS in particular, as well as explored the relation between a child's knowledge of AIDS and his/her attitudes toward persons with AIDS. Knowledge of AIDS was manipulated through use of a brief educational intervention. Results support a developmental progression in knowledge about AIDS that is consistent with progressions related to illnesses in general. Knowledge enhancement was associated with positive changes in attitude.

Young children's awareness, knowledge, and beliefs about AIDS: observations from a pretest.

Starting from the assumption that AIDS education can be most effective when initiated prior to the age when AIDS risk behaviors emerge, a number of researchers and public health officials have advocated AIDS education for preadolescents. Yet there have been few published reports assessing children's awareness, knowledge, and attitudes about AIDS and persons with AIDS. In this paper, basic data are presented for each of these dimensions broken down by race, gender, and grade. The data suggest that, although many students are aware of AIDS by the first grade, it is not until the fifth grade that nearly all students are aware of the existence of the disease. Over all, nearly 44% of the students who know about the disease believe that they or someone they know will get it. Students in the fifth grade have a higher level of AIDS knowledge than those in the first grade, but even the former are relatively uniformed and have a number of misconceptions about the disease and persons with it. Children's attitudes reflect confusion and some anxiety over AIDS and the treatment of persons with it. Some significant race and gender differentials are noted.

Social interactions and peer perceptions of young physically abused children.

14 3-6-year-old children with a history of physical abuse and a closely matched comparison group of 14 nonabused children, all of whom had been in day-care for more than a year, participated in this investigation. Behavior observations, teacher reports, and peer sociometric ratings were used to evaluate children's peer interactions. It was found that abused children initiated fewer positive interactions with peers and exhibited a higher proportion of negative behavior than nonabused comparison children. Peers viewed abused children as less well liked. Further, peers were less likely to reciprocate the initiations of abused children, although they approached abused children as often as they approached comparison children. Teachers viewed abused children as more behaviorally disturbed. Overall, results indicated that abused children experience disturbed social interactions outside the home environment, despite involvement in a day-care setting that provides alternative peer and adult role models.

Attentional deficits of learning-disabled children: effects of rewards and practice.

This study investigated the effects of rewards and practice on the attentional task performance of learning-disabled (LD) and normally achieving children. Contingent feedback and rewards resulted in faster but less accurate performance by the LD children. Despite the speed-accuracy trade-off, the LD children still responded more slowly than the controls. However, limited practice on the tasks resulted in significantly improved performance, such that the groups performed similarly. Poorer performance of LD children on their first encounter with laboratory measures of attention may be due to inefficient strategies rather than to actual deficits in ability to attend.

Childhood psychosis and 24-h rhythms: A behavioral and psychophysiological analysis.

Three investigations were performed to examine behavioral and physiological variation with respect to rhythmicity in psychotic children. Case report I observed periodicity in certain stereo-typed behaviors, and provided data on extinction of self-stimulation and self-injurious behavior for a 72 h period. Case report II monitored psychophysiological reaction in an orienting response paradigm. Results indicated significant changes as a function of time of day. Study I indicated differences in amplitude of the temperature rhythm between normal controls and the psychotic group. The results of these investigations are discussed in terms of their potential for etiological and diagnostic research. Further, specific treatment implications are presented.