Developmental Cascade Model Linking Anxious Withdrawal and Interpersonal Adversity in Adolescence

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic - Social Relationships

Abstract

Background
Anxious withdrawal (AW) is a form of social withdrawal comprising the consistent display of solitary, socially reticent, and anxious behavior when encountering both familiar and unfamiliar peers who may be potential social partners (Gazelle, 2008; Rubin et al., 2009; Rubin & Barstead, 2017). It is a strong risk factor for a wide range of socio-emotional difficulties throughout development, particularly, interpersonal adversity such as low popularity, peer exclusion and victimization (Coplan et al., 2001; Gazelle & Ladd, 2003; Markovic & Bowker, 2015; Yang et al., 2015).
Previous evidence supports the complex associations among these variables over time. The display of shy/anxious behaviour appears to increase children’s risk for becoming excluded by the peer group over time (Gazelle & Ladd, 2003). However, increases in AW are also predicted by peer exclusion (Booth-LaForce & Oxford, 2008; Booth-La-Force et al., 2012; Oh et al., 2008). Furthermore, given that peers perceive AW children as shy, vulnerable, solitary, and thus as “easy targets” (Olweus, 1993; Rubin et al., 2006; Salmivalli et al., 2005), peer victimization may contribute to the persistence or exacerbation of AW (e.g. Salmivalli & Peets, 2009).

The present study
We examined the longitudinal relations among AW, peer exclusion and peer victimization, following the theoretical perspective of the developmental cascade model (Masten & Cicchetti, 2010), whereby effects of child behaviours in one domain of development can affect other domains over time, via a combination of direct/indirect and unidirectional/ bidirectional pathways.

Method
Participants were N=261 (127 girls) seventh-grade students (age at study onset M=12.84, SD=1.07) attending public schools in Lisbon Metropolitan Area, Portugal. Three waves of data (7th-9th grades) were collected from peer nominations (Extended Class Play; Burgess et al., 2003; Correia et al., 2014) on AW (e.g. “very shy”), peer exclusion (e.g. “often left out”) and peer victimization (e.g. “hit or kicked by others”).

Results
Cross-lagged panel analysis showed that AW in Grade 7 had a significant negative effect on the following year’s peer victimization. AW in Grade 8 had a positive effect on peer exclusion (Grade 9). Peer exclusion (Grade 7) also had positive effects on AW (Grade 8) and peer victimization (both G8 and G9). Finally, peer victimization demonstrated positive effects only on later peer exclusion, but not on AW.

Conclusion
These results may help us understand how AW affects other adverse peer experiences and how, simultaneously, is affected by them, thus contributing to poor social functioning and socio-emotional difficulties.

Authors

• Miguel Freitas, Universidade Lusíada
  Presenting Author

• António J. Santos, ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
  Non-Presenting Author

• Olivia Ribeiro, Instituto Universitário
  Non-Presenting Author

• Kenneth H Rubin, University of Maryland - College Park
  Non-Presenting Author