Heidi Gazelle
Biographic Data
| ID | 5758898 |
|---|---|
| NAME | Heidi Gazelle |
| GIVEN NAMES | Heidi |
| FAMILY NAME | Gazelle |
| SIGNATURE | GAZELLE H |
| AFFILIATIONS | University of North Carolina at Greensboro |
| ORCID | 0000-0002-8071-1691 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 94 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Co-Development of Anxious Solitude and Social Anxiety Symptoms from Middle Childhood Through Early Adolescence
Childhood anxious solitude/withdrawal (AS) predicts social anxiety disorder symptoms (SAS) in childhood and adolescence. However, the nature and timing of transactions between AS and SAS across development and the impact of ecological transitions is poorly understood. This investigation modeled cross-lagged effects between AS and SAS from 4th to 7th grade (approximately 9-12 years of age), to evaluate increased transactions after the middle schoo…
Two Models of the Development of Social Withdrawal and Social Anxiety in Childhood and Adolescence
This commentary features a review of two recently reformulated models of the development of child and adolescent: (1) social withdrawal by Rubin and Chronis-Tuscano 2021, and (2) social anxiety by Spence and Rapee 2016. However, these reformulated models also contain several blind spots. The model of social withdrawal development would be improved by explicitly referring to peer treatment (not only attitudinal peer rejection), especially peer exc…
Theory of mind, gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence
This investigation proposes that theory of mind (ToM) may be related more strongly to change in friendships than peer acceptance in late middle childhood through early adolescence, and examines the relation between ToM and anxious solitude. Fourth grade ToM was tested as a predictor of change in reciprocated friendships, peer acceptance, and anxious solitude from 4th to 7th grade, and, conversely, reciprocated friendships, peer acceptance, and an…
Anxious Solitude, Reciprocated Friendships with Peers, and Maternal Overcontrol from Third through Seventh Grade
Guided by a Transactional Model of anxious solitude development, we tested friend and maternal influences on continuity and change in youth anxious solitude from 3rd through 7th grade, as well as the influence of youth anxious solitude on decreased friendship participation and increased maternal overcontrol over time. Participants were 230 American youth (57% girls) selected for longitudinal study from a public-school screening sample ( n = 688).…
Commentary
Anxious solitude and the middle school transition
Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (individual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition w…
Classroom emotional climate as a moderator of anxious solitary children's longitudinal risk for peer exclusion
This study tests the ability of classroom emotional climate to moderate anxious solitary children's risk for peer exclusion over a 3-year period from 3rd through 5th grade. Six hundred eighty-eight children completed peer nominations for anxious solitude and peer exclusion in the fall and spring semesters of each grade, and observations of classroom emotional climate were conducted at the same time points. Results revealed a positive relation bet…
Social anxiety in childhood
In this introductory chapter, guided by developmental psychopathology and developmental science as overarching integrative theoretical frameworks, the authors define three constructs related to social anxiety in childhood (behavioral inhibition, anxious solitude/withdrawal, and social anxiety disorder) and analyze commonalities and differences in the content and assessment of these constructs. They then highlight controversies between development…
Anxious solitude/withdrawal and anxiety disorders
This chapter contains (1) an analysis of commonalities and differences in anxious solitude and social anxiety disorder, and a review of empirical investigations examining (2) correspondence among childhood anxious solitude and anxiety and mood diagnoses and (3) the relation between peer difficulties and temporal stability of anxious solitude and depressive symptoms. Findings support a diathesis-stress model in which anxious solitude forecasts sym…
Anxious solitude and peer exclusion predict social helplessness, upset affect, and vagal regulation in response to behavioral rejection by a friend
It was hypothesized that combined individual child vulnerability (anxious solitude) and interpersonal stress (peer exclusion) would predict the strongest responses to experimentally manipulated behavioral peer rejection. Results indicated that in a sample of 3rd graders (N = 160, 59% girls), anxious solitary excluded children displayed more behavioral manifestations of social helplessness before and after behavioral rejection, reported more feeli…
Anxious Solitude, Unsociability, and Peer Exclusion in Middle Childhood
This study examines convergent and divergent validity for middle childhood anxious solitude, unsociability, and peer exclusion as assessed by five informants (peers, teachers, observers, the self, and parents). Participants were 163 (67 male, 96 female) third grade children (M age = 8.70 years). Parent reports were available for a subset of the sample (N = 95). Validity was analyzed via multitrait-multimethod correlation matrices and structural e…
Behavioral profiles of anxious solitary children and heterogeneity in peer relations
Consistent with a holistic perspective emphasizing the integration of multiple individual characteristics within child systems, it was hypothesized that subgroups of anxious solitary (AS) children characterized by agreeableness, behavioral normality, attention-seeking-immaturity, and externalizing behaviors would demonstrate heterogeneity in peer relations and dyadic friendships. Sociometrics were collected for 688 3rd-grade children (mean age = …
Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude
Classroom emotional climate was hypothesized to moderate psychosocial adjustment in 1st grade for children with an early childhood history of anxious solitude. Participants were 1,364 children in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and their mothers, child-care providers, and teachers. As anticipated, children with an early childhood history of anxious solitude were more rejected, poorly …
Anxious Solitude and Peer Exclusion
A diathesis–stress model was proposed in which the joint forces of individual vulnerability (anxious solitude) and interpersonal adversity (peer exclusion) predict depressive symptoms in children over time. Children's (N = 388; 50% female) social behavior, peer exclusion, and emotional adjustment were assessed at kindergarten entry and every spring thereafter through 4th grade, primarily by teacher report. Results indicated that anxious solitude …
Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude
Classroom emotional climate was hypothesized to moderate psychosocial adjustment in 1st grade for children with an early childhood history of anxious solitude. Participants were 1,364 children in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and their mothers, child-care providers, and teachers. As anticipated, children with an early childhood history of anxious solitude were more rejected, poorly …
Behavioral profiles of anxious solitary children and heterogeneity in peer relations
Consistent with a holistic perspective emphasizing the integration of multiple individual characteristics within child systems, it was hypothesized that subgroups of anxious solitary (AS) children characterized by agreeableness, behavioral normality, attention-seeking-immaturity, and externalizing behaviors would demonstrate heterogeneity in peer relations and dyadic friendships. Sociometrics were collected for 688 3rd-grade children (mean age = …
Classroom emotional climate as a moderator of anxious solitary children's longitudinal risk for peer exclusion
This study tests the ability of classroom emotional climate to moderate anxious solitary children's risk for peer exclusion over a 3-year period from 3rd through 5th grade. Six hundred eighty-eight children completed peer nominations for anxious solitude and peer exclusion in the fall and spring semesters of each grade, and observations of classroom emotional climate were conducted at the same time points. Results revealed a positive relation bet…
Anxious Solitude, Unsociability, and Peer Exclusion in Middle Childhood
This study examines convergent and divergent validity for middle childhood anxious solitude, unsociability, and peer exclusion as assessed by five informants (peers, teachers, observers, the self, and parents). Participants were 163 (67 male, 96 female) third grade children (M age = 8.70 years). Parent reports were available for a subset of the sample (N = 95). Validity was analyzed via multitrait-multimethod correlation matrices and structural e…
Anxious solitude and the middle school transition
Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (individual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition w…
Anxious Solitude and Peer Exclusion
A diathesis–stress model was proposed in which the joint forces of individual vulnerability (anxious solitude) and interpersonal adversity (peer exclusion) predict depressive symptoms in children over time. Children's (N = 388; 50% female) social behavior, peer exclusion, and emotional adjustment were assessed at kindergarten entry and every spring thereafter through 4th grade, primarily by teacher report. Results indicated that anxious solitude …
Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude
Classroom emotional climate was hypothesized to moderate psychosocial adjustment in 1st grade for children with an early childhood history of anxious solitude. Participants were 1,364 children in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and their mothers, child-care providers, and teachers. As anticipated, children with an early childhood history of anxious solitude were more rejected, poorly …
Behavioral profiles of anxious solitary children and heterogeneity in peer relations
Consistent with a holistic perspective emphasizing the integration of multiple individual characteristics within child systems, it was hypothesized that subgroups of anxious solitary (AS) children characterized by agreeableness, behavioral normality, attention-seeking-immaturity, and externalizing behaviors would demonstrate heterogeneity in peer relations and dyadic friendships. Sociometrics were collected for 688 3rd-grade children (mean age = …
Anxious solitude and peer exclusion predict social helplessness, upset affect, and vagal regulation in response to behavioral rejection by a friend
It was hypothesized that combined individual child vulnerability (anxious solitude) and interpersonal stress (peer exclusion) would predict the strongest responses to experimentally manipulated behavioral peer rejection. Results indicated that in a sample of 3rd graders (N = 160, 59% girls), anxious solitary excluded children displayed more behavioral manifestations of social helplessness before and after behavioral rejection, reported more feeli…
Anxious Solitude, Unsociability, and Peer Exclusion in Middle Childhood
This study examines convergent and divergent validity for middle childhood anxious solitude, unsociability, and peer exclusion as assessed by five informants (peers, teachers, observers, the self, and parents). Participants were 163 (67 male, 96 female) third grade children (M age = 8.70 years). Parent reports were available for a subset of the sample (N = 95). Validity was analyzed via multitrait-multimethod correlation matrices and structural e…
Social anxiety in childhood
In this introductory chapter, guided by developmental psychopathology and developmental science as overarching integrative theoretical frameworks, the authors define three constructs related to social anxiety in childhood (behavioral inhibition, anxious solitude/withdrawal, and social anxiety disorder) and analyze commonalities and differences in the content and assessment of these constructs. They then highlight controversies between development…
Anxious solitude/withdrawal and anxiety disorders
This chapter contains (1) an analysis of commonalities and differences in anxious solitude and social anxiety disorder, and a review of empirical investigations examining (2) correspondence among childhood anxious solitude and anxiety and mood diagnoses and (3) the relation between peer difficulties and temporal stability of anxious solitude and depressive symptoms. Findings support a diathesis-stress model in which anxious solitude forecasts sym…
Classroom emotional climate as a moderator of anxious solitary children's longitudinal risk for peer exclusion
This study tests the ability of classroom emotional climate to moderate anxious solitary children's risk for peer exclusion over a 3-year period from 3rd through 5th grade. Six hundred eighty-eight children completed peer nominations for anxious solitude and peer exclusion in the fall and spring semesters of each grade, and observations of classroom emotional climate were conducted at the same time points. Results revealed a positive relation bet…
Commentary
Anxious solitude and the middle school transition
Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (individual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition w…
Anxious Solitude, Reciprocated Friendships with Peers, and Maternal Overcontrol from Third through Seventh Grade
Guided by a Transactional Model of anxious solitude development, we tested friend and maternal influences on continuity and change in youth anxious solitude from 3rd through 7th grade, as well as the influence of youth anxious solitude on decreased friendship participation and increased maternal overcontrol over time. Participants were 230 American youth (57% girls) selected for longitudinal study from a public-school screening sample ( n = 688).…
Two Models of the Development of Social Withdrawal and Social Anxiety in Childhood and Adolescence
This commentary features a review of two recently reformulated models of the development of child and adolescent: (1) social withdrawal by Rubin and Chronis-Tuscano 2021, and (2) social anxiety by Spence and Rapee 2016. However, these reformulated models also contain several blind spots. The model of social withdrawal development would be improved by explicitly referring to peer treatment (not only attitudinal peer rejection), especially peer exc…
Theory of mind, gender, gains in friendships versus peer acceptance and anxious solitude from middle childhood through early adolescence
This investigation proposes that theory of mind (ToM) may be related more strongly to change in friendships than peer acceptance in late middle childhood through early adolescence, and examines the relation between ToM and anxious solitude. Fourth grade ToM was tested as a predictor of change in reciprocated friendships, peer acceptance, and anxious solitude from 4th to 7th grade, and, conversely, reciprocated friendships, peer acceptance, and an…
Co-Development of Anxious Solitude and Social Anxiety Symptoms from Middle Childhood Through Early Adolescence
Childhood anxious solitude/withdrawal (AS) predicts social anxiety disorder symptoms (SAS) in childhood and adolescence. However, the nature and timing of transactions between AS and SAS across development and the impact of ecological transitions is poorly understood. This investigation modeled cross-lagged effects between AS and SAS from 4th to 7th grade (approximately 9-12 years of age), to evaluate increased transactions after the middle schoo…
Child and Adolescent Psychosocial and Emotional Development (13 works) · Developmental psychology (12 works) · Psychology (12 works) · Solitude (9 works) · Anxiety (8 works) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (8 works) · Psychiatry (6 works) · Social Psychology (6 works) · Youth Substance Use and School Attendance (6 works) · Social Psychology (5 works)