The role of chronic peer difficulties in the development of children's psychological adjustment problems.

By G. Ladd, Wendy Troop-Gordon. Child Development, 2003

710 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c6ee7debf394621ae19e80f0076b9dbab2e01349

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Christina Salmivalli
2. Jaana Juvonen
3. Kenneth H. Rubin
4. Julie C. Bowker
5. Wendy L. G. Hoglund
6. E. Poskiparta
7. Shelley Hymel
8. Sarah L. Herald

In Education

1. Christina Salmivalli
2. Wendy L. G. Hoglund
3. Sarah L. Herald
4. Julie C. Bowker
5. Eric S. Buhs
6. Kenneth H. Rubin
7. Jaana Juvonen
8. G. Ladd

In Social Psychology

1. Christina Salmivalli
2. Jaana Juvonen
3. E. Poskiparta
4. Wendy L. G. Hoglund
5. Antti Kärnä
6. Shelley Hymel
7. Kenneth H. Rubin
8. M. Voeten

Citations in the corpus

• Behavioral Characteristics Associated with Stable and Fluid Best Friendship Patterns in Middle Childhood (2006, background): “Chronic friendlessness during childhood has been associated with social timidity, sensitivity, and later internalizing problems (Ladd & Troop-Gordon, 2003; Parker & Seal, 1996).”
• The Developmental Trajectories of Peer Victimization in Middle to Late Childhood and the Changing Nature of Their Behavioral Correlates (2010, background): “Ladd and Troop-Gordon (2003) found kindergarten aggression, but not withdrawal, to predict to midchildhood victimization.”
• Peer victimization trajectories and their association with children’s affect in late elementary school (2010, background): “Evidence suggests that a chronic victimization trajectory has particularly negative ramifications for children’s adjustment (Ladd & Troop-Gordon, 2003).”
• Moral disengagement and emotional and social difficulties in bullying and cyberbullying: differences by participant role (2012, background): “Aside from emotional difficulties, research has found that victims of traditional bullying exhibit significant social difficulties, such as social withdrawal and peer rejection (Hodges, Malone, and Perry 1997 ), which damages their ability to form friendships (Ladd and Troop-Gordon 2003 ; Rigby 1”
• Beyond Hurt Feelings: Investigating Why Some Victims of Bullying Are at Greater Risk for Suicidal Ideation (2010, result): “The use of self-report measures in this study is further substantiated by research by Ladd and Troop-Gordon (2003) that suggests that self-report measures are among the most reliable”
• School Readiness: Are There Social Prerequisites? (2006, background): “Moreover, children appear to be at even greater risk for school maladjustment when they experience prolonged (e.g., chronic), rather than transient peer group rejection or victimization (see Ladd & Burgess, 2001; Ladd & Troop-Gordon, 2003).”
• Children's Experience of Loneliness at School and Its Relation to Bullying and the Quality of Teacher Interventions. (2004, background): “Among their more significant findings, Ladd and Troop-Gordon (2003) found an indirect association between chronic friendlessness and loneliness, mediated by children’s negative views of self, as well as negative assessments of peers.”
• School functioning in early adolescence : Gender-linked responses to peer victimization (2007, background): “Nonetheless, internalizing problems related more robustly to relational than to physical victimization, possibly because concurrent fluctuations in relational victimization are particularly salient for internalizing problems (Ladd & Troop-Gordon, 2003).”
• Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement? (2006, background): “On the basis of logic that originates within theories of psychological risk, stress, and support (Dohrenwend & Dohrenwend, 1981; Johnson, 1988; Ladd & Troop-Gordon, 2003 ), it was hypothesized that prolonged peer maltreatment increases the probability that children will disengage from classrooms (o”
• Moral Disengagement Among Bystanders to School Bullying (2011, background): “Within the field of bullying research, it has been found that peers tend to have a strong negative bias with regard to their victimized classmates ( Schuster, 2001 ) and that even though victimized children are already rejected when chosen as victims, they tend to get even more rejected over time ( ”
• ADHD symptoms and peer relations of children in a community sample: Examining associated problems, self-perceptions, and gender differences (2005, background): “Rejected children tend to have unfavourable views of themselves and experience greater feelings of loneliness and social dissatisfaction compared with nonrejected children (Cassidy & Asher, 1992; Ladd & Troop-Gordon, 2003).”
• Long-term Consequences of Victimization by Peers: A Follow-up from Adolescence to Young Adulthood (2008, neutral): “…longitudinal studies indicate victimization infl uences later maladjustment, particularly low self-esteem and depression (e.g., Egan & Perry, 1998; Ladd & Troop-Gordon, 2003; Schwartz, Gorman, Na-kamoto, & Tobin, 2005), they are mostly short-term in length (i.e., 6 months - 4 years) and begin in…”