Simultaneous assessement of social skills and behavior problems

Education and gender

Bibliographic Data

ID19355438
AuthorsAlessandra Turini Bolsoni-Silva (0000-0001-8091-9583, Universidade Estadual Paulista (Unesp)), Sônia R Loureiro (0000-0001-9423-2897, Universidade de São Paulo)
Year2016
Volume33
Issue3
Pages453-464
Publication date2016-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEstudos de Psicologia (Campinas) (JOURNAL)
Journal identifiersISSN: 0103-166X • E-ISSN: 1982-0275
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1982-02752016000300009
OpenAlexW2474518698
SCIELO_PIDS0103-166X2016000300453
LanguageEN
Citations received2
References cited25

The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures

Developmental psychology · Intervention (counseling) · Repertoire · Social skills · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Family and Disability Support Research · Psychology

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