Social withdrawal and anxiety.

By Kenneth H. Rubin, Kim B. Burgess. 2001

185 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3f74dbed7268162f2e57bb05ac265ced7ab37c9d

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Citations in the corpus

Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective (2008, background): “Whereas socially inhibited children show quiet, wary, and reticent behaviors and tend to go unnoticed in social situations (Asendorpf, 1993; Rubin & Burgess, 2001), hyperactive children show motor restlessness, are frequently off task, and pose serious challenges to classroom education (Hinshaw,…”
Anxious solitude and peer exclusion: a diathesis-stress model of internalizing trajectories in childhood. (2003, background): “At present, early interpersonal influences (parent–child attachment quality) have received some noteworthy empirical and theoretical attention as precursors to childhood anxious solitude (e.g., Renken, Egeland, Marvinney, Mangelsdorf, & Sroufe, 1989; see Rubin & Burgess, 2001, for a review), but l”
Paternal Child-Rearing Style and Child Social Anxiety: Investigation of Child Perceptions and Actual Father Behavior (2002, background): “Researchers have hypothesized that such instances of parental control, irrespective of parental intention, might inhibit autonomy and social growth by prohibiting children from exploring and interacting with their environments (e.g., Beidel & Turner, 1998; Morris, 2001; Rubin & Burgess, 2001 ).”
Increasing Social Engagement in Young Children With Autism Spectrum Disorders Using Video Self-Modeling (2007, background): “According to Rubin and Burgess (2001), the development of social-cognitive skills is heavily dependent upon peer interactions.”
Taking stock of the developmental literature on shame (2005, unknown): “In another model, focusing specifically on social anxiety, Rubin and colleagues (e.g., Rubin & Burgess, 2001) suggest that transactions between a child with an inhibited temperament and parents who are psychologically overcontrolling will foster insecurity and anxiety, interfering with social…”
European American and Mainland Chinese mothers’ responses to aggression and social withdrawal in preschoolers (2004, background): “Socially withdrawn children are also rejected by peers, think poorly of their social skills and relationships, report feeling lonely, and appear to be at risk for adolescent difficulties of an internalising nature (Rubin & Burgess, 2001).”
Two types of inhibitory control: Predictive relations to social functioning (2004, background): “Rubin (1993; Rubin & Burgess, 2001) has presented a model suggesting that children with high inhibition to the unfamiliar place themselves at risk for not developing social skills necessary for interacting with peers.”
Children's Peer Relations and Their Psychological Adjustment: Differences between Close Friendships and the Larger Peer Group (2008, background): “Anxious children may withdraw or avoid social situations altogether ( Rubin & Burgess, 2001; Vernberg, Abwender, Ewell, & Beery, 1992), and children with low self-esteem may lack the confidence needed for initiation of social interaction and group entry.4”
Comorbidity of Anxiety and Depression in Children and Adolescents: 20 Years After (2013, unknown): “Social anxiety in youth often goes along with poor social skills, low self-esteem, loneliness, and helplessness (Messer & Beidel, 1994; Rubin & Burgess, 2001) as well as cognitive vulnerabilities such as hopelessness (Gibb & Alloy, 2006), which predict later depression.”