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Contents -- About the Authors -- Preface and Acknowledgments -- Chapter 1. Introduction -- Part I. How Children Develop Their Awareness of Risks and Social Relationships: Lessons from Theory -- Chapter 2. Social Awareness: The Growth of Interpersonal Understanding -- Chapter 3. Intimacy and Autonomy: Social Strategies and Interpersonal Orientation -- Chapter 4. Risk, Relationship, and the Importance of Personal Meaning -- Part II. Connecting Children's Literature and Social Awareness: Lessons from Practice

Es wird auf ein "vorläufiges Entwicklungsmodell bestimmter Aspekte interpersonalen Handelns" hingearbeitet. Dieses beruht auf einer Integration von Beobachtungsmethoden mit der strukturalistisch-genetischen Vorgehensweise und Theorie. Gegenüber Piaget wird betont, daß Handlungsstrukturen und nicht einfach kognitive Strukturen die entscheidenden Momente eines solchen Modells bilden. Denken und Handeln werden nicht getrennt, sondern als Einheit gesehen, die sich in Interaktion realisiert. Theoretische Analyse und eigene empirische Beobachtungen von interpersonalen Verhandlungsmustern von Kindern zwischen sieben und achtzehn Jahren werden in das Entwicklungsmodell als Synthese übertragen. Ontogenetische und mikrogenetische Analyse werden miteinander verknüpft, sodaß ein relativ einfaches Modell entsteht. Dieses muß nach Ansicht der Verfasser durch vergleichende Studien auf seine Gültigkeit hin geprüft werden. (HA)

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- About the Contributors -- A Context and Orientation -- I: FROM THEORY TO PRACTICE -- 1 The Evolution of Pair Therapy -- 2 Friendship and Belonging -- 3 The Friendship Framework: Tools for the Assessment of Psychosocial Development -- 4 Toward a Practical Theory -- II: PAIRS IN PROCESS -- 5 The Growth of an Intimate Relationship between Preadolescent Girls -- 6 Pair Therapy in a Residential Treatment Center for Children and Adolescents -- 7 From Perspective-Taking to Emotion-Making in a Middle School Pair -- 8 The Particulars of Pair Supervision -- III: NEW DIRECTIONS AND NEW CONCEPTS -- 9 Person-in-Pairs, Pairs-in-Program: Pair Therapy in Different Institutional Contexts -- 10 Pair Play Therapy with Toddlers and Preschoolers -- 11 Multicultural Pair Counseling and the Development of Expanded Worldviews -- IV: EVALUATION -- 12 A Comprehensive Framework for Evaluating Pairs -- 13 A Developmental and Thematic Analysis of Pair Counseling with Preadolescent School-Girls -- 14 Disconnections between Psychosocial Competence and Interpersonal Performance in a School Bully -- References -- Index

Based on a thematic content analysis of 2000 anonymous posts to the website AThinLine.org , this article explores adolescents' personal accounts of digital stress. Six kinds of digital stressors that engender two distinctive types of digital stress are identified. Type 1 stressors—"mean and harassing personal attacks," "public shaming and humiliation," and "impersonation"—reflect the migration of common forms of relational hostility onto the online space and echo discussions of harassment, drama, and bullying. Type 2 stressors stem from adolescents' use of digital technologies in the service of seeking relational connection. These lesser-discussed Type 2 stressors—"feeling smothered," "pressure to comply with requests for access," and "breaking and entering into digital accounts and devices"—transpire in the context of adolescents' attempts to form and maintain intimacy or close connections with others.

AbstractTo understand and assess how early adolescents use their social perspective taking (SPT) skills in their consideration of social problems, we conducted two studies. In study 1, we administered a hypothetical SPT scenario to 359 fourth to eighth graders. Modeled on the linguistic pragmatics of speech acts, we used grounded theory to develop a functional approach that identified three types of SPT acts: (1) the acknowledgment of different actors, (2) the articulation of their thoughts and feelings, and (3) the positioning of the roles, experiences, or circumstances that influence how they resolve problems. Study 2 tested the validity of an expanded instrument, the Social Perspective Taking Acts Measure, with 459 fourth to eighth graders. We confirmed the structure of the construct with a fully saturated confirmatory factor analysis, with factor loadings in the range of .62 and .71, and a factor determinacy of .90. We obtained evidence of criterion‐related validity by successfully predicting that girls and older participants would exhibit better performance than boys and younger students, and that SPT would exhibit a negative association with aggressive interpersonal strategies, a positive but moderate association with writing, and non‐significant associations with academic language, complex reasoning, and reading skills.