Paying Attention to and Not Neglecting Social Withdrawal and Social Isolation

By Kenneth H. Rubin, Kenneth H Robert J Coplan. 2004

299 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8d067bff0e348a27a35bef61b3351ab4a44421b9

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In Clinical Psychology

Citations in the corpus

Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “These internalizing difficulties may be more subtle than manifestations of externalizing conduct and usually tend to reflect more appropriate classroom behavior and decorum (e.g., Coplan, 2000; Gresham & Kern, 2004; Kok-kinos et al., 2004; Rubin & Coplan, 2004).”
Unsociability in Middle Childhood: Conceptualization, Assessment, and Associations with Socioemotional Functioning (2010, unknown): “Rubin and Coplan (2004) defined 105 Robert J. Coplan, Department of Psychology; Murray Weeks, Department of Psychology.”
The Self-Compassion Scale is a Valid and Theoretically Coherent Measure of Self-Compassion (2016, background): “It should be noted that this conceptualization of isolation has little to do with other constructs like social isolation and loneliness (Rubin and Coplan 2004; Weiss 1973).”
Kindergarten Teachers' Beliefs and Responses to Hypothetical Prosocial, Asocial, and Antisocial Children (2007, unknown): “The display of socially reticent behaviors in early childhood classroom settings is also associated with psychosocial difficulties, including internalizing problems, lower self-worth, a lack of social competence, and peer exclusion (Rubin & Coplan, 2004).”
The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008, background): “Rubin and Coplan (2004) suggest that these findings reflect a greater social acceptance of shyness for girls than boys in Western cultures.”
Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, methodology): “It may be that shyness is less socially acceptable for boys than for girls (Rubin & Coplan, 2004).”
Children's Peer Relations and Their Psychological Adjustment: Differences between Close Friendships and the Larger Peer Group (2008, background): “Although we are aware of a related body of research focusing on children labeled “anxious solitary” (Gazelle & Ladd, 2003) or “passive withdrawn” (Rubin & Coplan, 2004), these studies assess social withdrawal, which is associated with anxiety, and not anxiety as an adjustment problem per se.”
Social Withdrawal in Childhood (2009, unknown): “Thus, reserved, shy behavior (as studied by Chen and colleagues) may eventually be conducive to harmonious group interactions, whereas socially withdrawn behavior (e.g., Cheah & Rubin, 2004) which removes the child from familiar others could undermine such goals.”