EDPS 612

Learning Task 1
Group Members: Jacqueline Munroe, Katerina Mrkva, & Amy Donovan

Research Topic:
The long-term stability of Inhibited/Wary versus Self-Conscious/ Anxious forms of social
withdrawal on children at grade 3, 6, and 9.
Hypothesis:
Socially withdrawn grade 3 students, who are classified by their peers as being Self/ConsciousAnxious will demonstrate greater long-term stability of social withdrawal when reassessed by the
Behaviour-Based Peer Nomination Measure of Social Withdrawal at the grade 6, and 9 levels.
Operational Definitions:
Independent Variable: Withdrawal Type: Inhibited/Wary or Self-Conscious/Anxious
Research suggests that social withdrawal is not clinically defined and there is a lack of consensus
amongst professionals regarding the definition of this construct (Rubin, Burgess & Copelan,
2002; Rubin, Burgess, Kennedy & Stewart, 2003; Rubin, Copelan & Bowker, 2009; Younger et
al., 2000). For example, Rubin et al. suggest that the socially withdrawn child is one "... who is
observed or rated by others to spend more than an average amount of time alone" (Rubin et al.,
2003). Others suggest "... a child isolating him/herself from the peer group, or being rejected by
the peer group, resulting in forced isolation, through the consistent (across situations and
overtime) display of solitary behavior in the presence of peers" (Rubin, Burgess & Copeland,
2002) defines social withdrawal. The literature does however, suggest agreement amongst
professionals regarding the dimensional nature of social withdrawal, yet there are multiple
hypotheses related to the number and nature of these dimensions.
For the purposes of this study, we have chosen a bi-dimensional approach and classify social
withdrawal as either inhibited/wary or self-conscious/anxious following the work of Younger et
al. (Younger et al., 2000). Children classified as inhibited/wary require a long adjustment, or
"warming-up" period when encountering novel or unfamiliar situations (Younger et al., 2000).
They are often unwilling to talk to unfamiliar adults or engage in any novel situations. Children
identified as self-conscious/anxious tend to be easily embarrassed and concerned peers will
judge them negatively. Consequently, they tend to remain on the periphery of the peer group and
engage in solitary-passive play (Younger et al., 2000).
The study will sample 15 grade 3 classes derived from various elementary (K-5) schools within
the Rocky View School District. The 15 teachers of these grade 3 classes (who have consented
to participate in this study) will be asked to rate students on the teacher report form of the
Behaviour-Based Peer Nomination Measure of Social Withdrawal. Children identified as either
inhibited/wary or self-conscious/anxious by the Behaviour-Based Peer Nomination Measure of
Social Withdrawal will be asked to complete the self-report form of the Behaviour-Based Peer
Nomination Measure of Social Withdrawal and their parents asked to complete the parent form,
upon obtaining consent from parents to participate in this study. At the midpoint of the year

school in grades 6 and 9, the teacher, self-report and parent forms of the Behaviour-Based Peer
Nomination Measure of Social Withdrawal will be re-administered to assess any changes in
degrees or types of social withdrawal.
Dependent Variable: Stability of social withdrawal
Inhibition/wary in children tends to emerge in the first year of life and initially presents as
'stranger anxiety' (Younger et al., 2000). By middle childhood, there is typically a decrease in this
form of social withdrawal (Younger at al., 2000). Self-Conscious/Anxious withdrawal emerges at
the age of 5 or 6 with negative self-perception and anxiety related to social competencies often
continuing and/or intensifying in middle childhood.

Level of Measurement of Independent Variable: Ordinal

Level of Measurement of Dependent Variable: Ordinal
Sample:
The current study examines the stability of social withdrawal over time in both children
identified as inhibited/wary and those identified as self-conscious/anxious. Stability is defined as
the degree to which a child's scores on the Behavior-Based Peer Nomination Measure of Social
Withdrawal remain consistent overtime (grade 3, 6 & 9). Consistent scores will remain within
their original classifications of social withdrawal (either inhibited/wary or selfconscious/anxious) from grade 3 through to grades 6 and 9. Furthermore, consistent results will
be supported by the agreement between the self-report, teacher and parent forms of the
Behaviour-Based Peer Nomination Measure of Social Withdrawal.
Sampling Method:
Stratified sampling (students who are classified as being socially anxious, as they all share
common characteristics of social anxiety).

REFERENCES
Greco, L. A., & Morris, T. L. (2001). Treating childhood shyness and related behavior:
Empirically evaluated approaches to promote positive social interactions. Clinical Child
and Family Psychology Review, 4(4), 299-318.
Rubin, K. H., Burgess, K. B., & Coplan, R. J. (2002). Social withdrawal and shyness. Blackwell
handbook of childhood social development, 329-352.
Rubin, K.H., Burgess, K.B., Kennedy, A.E., & Stewart, S.L. (2003). Social Withdrawal in
Childhood. In E.J. Mash & R.A. Barkley (Eds.), Child Psychopathology (pp.372-406).
New York: The Guilford Press.
Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual
review of psychology, 60, 141-171.
Spence, S. H., Donovan, C., & BrechmanToussaint, M. (2000). The treatment of childhood
social phobia: The effectiveness of a social skills trainingbased, cognitivebehavioural
intervention, with and without parental involvement. Journal of Child Psychology and
Psychiatry, 41(6), 713-726.
Younger, A. J., Schneider, B. H., Guirguis, M., & Bergeron, N. (2000). A BehaviourBased
PeerNomination Measure of Social Withdrawal in Children. Social
Development, 9(4),544-564.