Cluster analysis was used to identify subtypes among 98 peer-rejected 5-7-year-old boys. Repeated sociometric nominations obtained over a 1-year interval permitted examination of the relation between rejection subtype and sociometric stability. Results revealed that 48% of these rejected boys were aggressive, impulsive, disruptive, and noncooperative as well as not involved in mutual liking. A smaller number (13%) were socially shy, perceived themselves to be negatively regarded by their peers, and were uninvolved in mutual liking. Two other subtypes, accounting for 39% of these boys, did not seem especially deviant. These behavioral characteristics generally typified the four rejection subtypes 1 year later. 66% of the nonaggressive subtypes changed sociometric classification (i.e., became average or popular) after a year, whereas only 42% of the aggressive-rejected children did so, suggesting that peer rejection that involves aggression is more stable than rejection that does not.

In a longitudinal study CCQ-descriptions of children aged 7 to 12 were given by teachers, mothers, peers, and the child him/herself. The consistency of self-and child-descriptions, over time and over environments, was indicated by consensus (agreement in child-descriptions between pairs of referent persons), mutuality (agreement between a child's self-description and descriptions by referent persons), and stability (consistency of descriptions over a period of time). A longitudinal model was tested in which the consistency of self-and child-descriptions was expected to have a causal relation with two aspects of competence, i.e. school achievement and peer competence. The resulting model showed stability over time of the latent variable "consistency of self-and child-descriptions", formed by the three groups of consistency-indices. A small, reciprocal relation between the consistency of self-and child-descriptions and school achievement was found. A strong effect of this consistency on the peer competence of a child was found. In addition, intelligence of the child was found to have a considerable effect on the consistency of self-and child-descriptions. These results suggest the importance of consistency in the ideas of various referent persons in the development of competence on different domains.

A developmental model is proposed in which the development of peer relations is conceived as a developmental task among other tasks. Continuity of the dimensions of cooperation and dominance in peer relations was assessed from the age of 12 months into the elementary school years and adolescence. As early as 12–24 months, some stability of both dimensions existed. Development of peer relations is anteceded and influenced by two accomplishments of mother-child relations – the capacity to use the mother as a secure base for social exploration and the responsiveness of the mother. In later years, the role of the mother in peer relations is augmented by relations with other primary referents (e.g., teacher and friends) and by the development of a self-concept. In late childhood and adolescence, peer competence is differentially related to self-descriptions and child-descriptions by primary referents. The stability and interrelatedness of self- and child-descriptions by primary referents are reciprocally related to adaptation in peer competence.

Studied developmental and gender differences in distress behavior during separate phases of a medical treatment in 2 cultures. Distress reactions of 175 children with cancer (age 8 months-18 years 7 months) were observed during bone marrow aspirations (BMA) in 2 different treatment centers (one in the United States, one in The Netherlands) using a behavioral checklist (Procedure Behavioral Rating Scale). The BMAs contained a preparatory phase, the actual needle introduction, and a recovery period. In both cultures almost all separate distress behaviors occurred less in older children, except for increasing muscle tension during the actual puncture. Distress was highest during the needle introduction and significantly lower during the preparatory and recovery phases; in addition, somewhat different patterns of distress behavior were found in separate phases. Culture and sex differences were found. The latter were less robust than developmental and phase differences.

VAN LIESHOUTr, CORNELIS F. M. Young Children's Reactions to Barriers Placed by Their Mothers. CHILD DEVELOPMENT, 1975, 46, 879-886. The reactions of 64 children to a barrier were observed twice, at 18 and 24 months of age. After the child played 6-10 minutes with a toy, the mother placed the toy in a Plexiglas box so that the child could see it but not reach it. Compared with behavior before introduction of the barrier, positive coping behaviors to the box decreased while positive overtures to the mother increased. Crying and expressions of anger directed to both the mother and the box also increased. With increasing age, the children directed more positive attention to the mother after introduction of the barrier but not more negative attention. The results are discussed in terms of "social tool using" and instrumental dependency.