Childhood chronic illness as a family stressor.

Investigated the impact of childhood chronic illness within a family context. We interviewed 30 mothers of 6- to 14-year-old children with asthma or diabetes and 30 mothers of healthy children of the same age and sex. Family functioning, extrafamilial social support available to mothers, and child life stress events were examined in relation to the children's psychological adjustment and illness events. The mothers of asthmatic children reported a greater number of internalizing behavior problems in their children, perceived their own social support as less adequate, and reported a greater number of stressful events. Regression analyses demonstrated that family functioning, maternal social support, and chronic illness were significantly related to the psychological adjustment of the child. The importance of family functioning and resources available to the family, such as social support, are discussed as protective influences in coping with childhood chronic illness.

Children's responses to angry adult behavior as a function of marital distress and history of interparent hostility.

Responses of 2-5-year-old children to angry adult behavior were examined as a function of parental report of marital distress, history of interparent verbal hostility, and history of interparent physical hostility. A trained actor engaged the child's mother in an emotionally expressive verbal exchange while the child played in the same room. The exchange was standardized and consisted of a 7-episode sequence of shifting background conditions (no emotion, friendly, no emotion, angry, no emotion, reconciliation, no emotion). Preoccupation with anger, expressed concern and support-seeking, and accepting of social responsibility (e.g., providing physical or verbal comfort to the mother) were greater in response to background anger than in response to prosocial conditions. The parents' marital adjustment was positively associated with expressed concern and support-seeking by children in response to anger. Form and degree of marital conflict interacted with age and sex in predicting children's response to anger as well. In particular, children whose parents engaged in physical aggressiveness showed increased preoccupation, concern and support-seeking, and social responsibility responses with increasing age. Implications of these findings for the study of the effects of marital discord on children are discussed.

Competence and stress in school children: the moderating effects of individual and family qualities.

This study examined the associations of stress exposure to various aspects of school-based competence in a normative sample of 205 children aged 8-13. Potential moderators of these relations, including child attributes of sex and IQ and environmental attributes of socioeconomic status (SES) and family qualities, were also studied. Stress exposure was indexed by a life event questionnaire. Competence was assessed by teacher ratings, peer assessments and school record data. Family attributes were derived from a set of rating scales completed by interviewers after 6 hours of interviews with a parent. Results suggest that the relations of stress exposure to competence vary as a function of individual differences as well as the competence criterion. Disadvantaged children, with lower IQ and SES, and less positive family qualities, were generally less competent and more likely to be disruptive at high stress levels. Advantaged children were more competent, and with stress positively engaged in school, but were not likely to be disruptive. Boys were less socially competent than girls and, when stress was high, appeared to be less protected by positive family qualities. Causal hypotheses for future research in this area are discussed.

Correlates of social and academic competence in middle childhood.

The correlates of social and academic competence were investigated in 9-14 yr old children. Factor analysis of multiple measures of cognitive functioning, excluding IQ identified three dimensions: (1) Social Comprehension; (2) Cognitive Efficiency and (3) Divergent Thinking. The social comprehension dimension was derived from measures of humor and social cognition. Although strongly related to IQ, Social Comprehension still had a substantial unique relation to social competence in a school setting, as assessed by teachers and peers. While this dimension was the best predictor of social competence, IQ was by far the most powerful predictor of academic competence.

Social cognition and competence in middle childhood.

2 aspects of social cognition--interpersonal understanding and means-ends problem-solving ability--were evaluated in fourth- to seventh-grade children and related to sex, age, IQ, social class, and multiple dimensions of competence. Results indicated that both social-cognitive components were significantly correlated with IQ, while interpersonal understanding was also correlated with age and social class. Nevertheless, interpersonal understanding and means-ends problem-solving ability made significant contributions in accounting for variance in several competence variables even after IQ and other important status variables were taken into account. Implications for social cognition research are discussed.

An evaluation of interpersonal cognitive problem solving training with children.

A number of social skill training approaches have been devised for remediating peer relationship difficulties in children and adolescents. One recently developed approach, focusing on interpersonal cognitive problem solving (ICPS) skills, is described. ICPS training studies are also reviewed. Despite the pervasive methodological problems that characterize this literature, ICPS training appears to be effective as a remediation strategy with maladjusted youngsters, and as a secondary prevention strategy with children 'at risk'. While initial findings with nonclinical groups have been less encouraging, available follow-up data suggest that ICPS training may be efficacious as a primary prevention strategy, as well. Several suggestions are offered for improving the methodology of future training studies, while important issues and problems are highlighted for future investigation.