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Social withdrawal in childhood
Kenneth H Rubin1, Robert J Coplan, Julie C Bowker
1Department of Human Development, University of Maryland, College Park, Maryland 20742-1131, USA. krubin@umd.edu
Annual Review of Psychology
|October 15, 2008
Summary
Socially withdrawn children face risks for socio-emotional, peer, and school problems. This review clarifies social withdrawal and its developmental pathways from childhood to adolescence.
Area of Science:
- Child Psychology
- Developmental Psychology
- Social Neuroscience
Background:
- Social withdrawal in children is characterized by avoidance of social interaction with peers.
- Causes include social fear, anxiety, or preference for solitude.
- Associated with negative outcomes from early childhood through adolescence.
Purpose of the Study:
- Provide definitional, theoretical, and methodological clarity on social withdrawal.
- Examine predictors, correlates, and consequences of social withdrawal in children and early adolescents.
- Present a developmental framework for understanding pathways to and from social withdrawal.
Main Methods:
- Literature review and synthesis of existing research on social withdrawal.
- Analysis of definitional and theoretical constructs.
- Examination of empirical studies on predictors, correlates, and consequences.
Main Results:
- Social withdrawal is linked to socio-emotional issues (anxiety, depression, low self-esteem).
- Peer difficulties include rejection, victimization, and poor friendships.
- School challenges involve poor teacher relationships, academic problems, and avoidance.
Conclusions:
- Social withdrawal presents significant risks for child adjustment across multiple domains.
- A developmental framework is crucial for understanding its trajectory.
- Further research is needed for targeted interventions and support.
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