Not exact matches
For example, there is at least some evidence to suggest that certain forms of anxiety (i.e.,
social anxiety) might be more strongly associated with
social skills deficits than others (i.e., generalized anxiety).36, 37 As well, there has been little research explicitly exploring the role peers might play in
early intervention programs designed to assist young anxious and depressive children.
As a result, they tend to spend more time onlooking (watching other children without joining) and hovering on the edge of
social groups.8, 11 There is some evidence to suggest that young depressive children also experience
social impairment.12 For example, children who display greater depressive symptoms are more likely to be rejected by peers.10 Moreover,
deficits in
social skills (e.g.,
social participation, leadership) and peer victimization predict depressive symptoms in childhood.13, 14 There is also substantial longitudinal evidence linking
social withdrawal in childhood with the later development of more significant internalizing problems.15, 16,17 For example, Katz and colleagues18 followed over 700 children from
early childhood to young adulthood and described a pathway linking
social withdrawal at age 5 years — to
social difficulties with peers at age 15 years — to diagnoses of depression at age 20 years.
Adverse
early environments create
deficits in
skills and abilities that drive down productivity and increase
social costs — thereby adding to financial
deficits borne by the public.
Depressive symptoms from kindergarten to
early school age: Longitudinal associations with
social skills deficits and peer victimization
Early paternal depressive symptoms predicted many aspects of children's outcome 3 years later, including externalizing and internalizing problems,
social skills deficits, and lower cognitive and academic functioning, and predicted changes in children's externalizing, internalizing, and
social problems across the preschool years.