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Biomedical subjects

A W Pope

Publications and source records attributed to A W Pope.

7 recordsLinked to original sources
PubMed1999

Predicting adolescent peer problems and antisocial activities: the relative roles of aggression and dysregulation.

This study examined the relative roles of aggression and other dysregulated behaviors in the prediction of adolescent peer problems and antisocial behavior. The social adjustment of 145 boys studied first in Grades 3-6 was assessed again 4 years later in Grades 7-10. At each time, peer ratings of aggressive, hyperactive-disruptive, withdrawn, and irritable-inattentive behaviors were collected. Aggression and withdrawal showed stability and were linked to peer difficulties in elementary school and in adolescence, but these behaviors indicated significant risk for adolescent rejection, victimization, and antisocial activity primarily when accompanied by irritable-inattentive behaviors. Results are discussed in terms of the potential role that difficulties regulating negative affect may play in the genesis of the particular constellation of irritable-inattentive behaviors studied here and the developmental significance of aggressive or withdrawn problem profiles that are or are not accompanied by these behavioral indicators of dysregulation.

Adolescent↗
PubMed1997

Factors associated with peer social competence in preadolescents with craniofacial anomalies.

Examined factors associated with peer social competence in preadolescents with craniofacial anomalies (CFA). Preadolescents with relatively greater social competence reported more frequent companionship with peers, and more positive Harter (1985) Self-Perception Profile for Children perceptions of physical appearance and scholastic and athletic competence; their parents were more likely to encourage them to interact with peers. Preadolescents lower on social competence reported more loneliness and social anxiety. Parents rated them as having more behavior problems on the Child Behavior Checklist (Achenbach, 1991), especially internalizing, and were more worried about their children's friendships. Areas where preadolescents with CFA are vulnerable to poor peer relations are discussed.

Child↗
PubMed1997

Self-perceived facial appearance and psychosocial adjustment in preadolescents with craniofacial anomalies.

OBJECTIVE: To identify aspects of psychosocial adjustment related to the self-perceived facial appearance of preadolescents with craniofacial abnormalities. DESIGN: Concurrent relationships were evaluated using a within-group correlational design. PARTICIPANTS: Participants were 24 patients, aged 11 to 13, of a major craniofacial center and their parents who were contacted by telephone and agreed to participate. MAIN OUTCOME MEASURES: Self-report and parent-report questionnaires assessing psychosocial adjustment. RESULTS: Self-perceived facial appearance was positively correlated with global self-worth, self-perceived social acceptance, and number of same-sex close friends, and negatively correlated with loneliness, parent-rated social problems, and parental advice/support and concern (all p's < .05 or better). CONCLUSIONS: Dissatisfaction with facial appearance was associated with peer relationship problems and low global self-esteem, but not with other aspects of self-concept or other types of adjustment problems.

Adolescent↗
PubMed1989

Relations between hyperactive and aggressive behavior and peer relations at three elementary grade levels.

Sociometrics and teacher ratings of hyperactivity and aggression were obtained on 390 boys in grades 1-6 to explore the relative contributions of hyperactivity and aggression to children's social adjustment. Both hyperactivity and aggression were correlated with negative sociometric nominations at all grade levels; however, only hyperactivity showed consistent inverse correlations with positive sociometric nominations. In multiple regression analyses, hyperactivity contributed incremental variance to the prediction of problematic sociometric status at all grade levels, while aggression did so only at grades 3-4. An examination of the core symptoms of hyperactivity revealed that motor hyperactivity, in the absence of impulsivity and inattention, did not predict negative sociometric status at any grade level. Subgroups of boys categorized as hyperactive only, aggressive only, hyperactive/aggressive, and nonhyperactive/nonaggressive controls were compared on teacher ratings and sociometrics. Hyperactive/aggressive boys had higher hyperactivity and aggression ratings than boys in either of the single-problem groups; all three behavior problem groups had more negative social status than controls. Developmental changes in children's normative expectations for social behavior were discussed as possible mechanisms mediating the age-related differences in relations among aggression, hyperactivity, and peer relations.

Adolescent↗