Subtypes of childhood social withdrawal and adult relationship and parenting outcomes
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2024-01-01
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The aims of the current 30 year prospective study were to determine: (1) whether socially withdrawn kindergarten children are less likely than others to enter serious romantic relationships or become parents by age 34, (2) whether socially withdrawn children parent differently than non-withdrawn individuals when they grow up, and (3) whether subtypes of withdrawal are associated with different adult outcomes. Following Harrist et al. (1997), 558 kindergarten children (81% White, 17% Black) were categorized into one of the five groups: four clusters of social withdrawal (n = 95 unsociable, 23 passive-anxious, 18 active-isolate, and 25 sad/depressed) or non-withdrawal (n = 397), using directly observed school behavior and teacher ratings. About 30 years later (Mage = 34.45 years, SD = 0.62 years), participants self-reported on their romantic relationship and parent status and parenting warmth and harshness. Overall, the group of socially withdrawn children was no more or less likely than the non-withdrawn group to be in a current relationship or a parent, nor did they report any differences in parenting. However, the active-isolate subtype of social withdrawal, characterized by impulsivity and anger, was less likely than the non-withdrawn group to be in a current relationship (B = −1.24, p < 0.05). This study suggests socially withdrawn children in the United States fare similarly to non-withdrawn peers in adulthood in their romantic relationships and parenting, but a subgroup of active-isolate children may be at risk of not entering adult relationships.
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Reilly, EB, KA Dodge, Y Bai, JE Lansford, JE Bates and GS Pettit (2024). Subtypes of childhood social withdrawal and adult relationship and parenting outcomes. International Journal of Behavioral Development. 10.1177/01650254241287220 Retrieved from https://hdl.handle.net/10161/31630.
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Emmy Reilly
Emmy Reilly (she/her/hers) is a Research Scientist at the Center for Child and Family Policy on the Durham Navigation Study with Dr. Ken Dodge. She is also working on a study examining the effect of the war on young people’s stress in Ukraine. Dr. Reilly earned her Ph.D. in Developmental Psychology at the University of Minnesota’s Institute of Child Development, where she worked with Dr. Megan Gunnar and collaborated with Dr. Phil Fisher at Stanford University. Prior to graduate school, she worked as a Research Coordinator at Boston Children’s Hospital with Dr. Charles Nelson. She received her B.S. in Psychology from the University of Massachusetts, Amherst where she completed her honors thesis with Drs. Jennifer McDermott and Maureen Perry-Jenkins.
Dr. Reilly is a developmental psychobiologist whose program of research aims to determine the key parent capacities for responsive parenting in parents of the youngest children and the consequences for child development. Her research considers the impact of family resources (e.g., social support, income, wealth) and systems of oppression (e.g., racism, classism, cisheterosexism) on parents and tests how policies and programs reduce burdens on parents and support child development. She combines developmental, psychobiological, and prevention science approaches to study families with young children at the levels of behavior, cognition, emotion, and physiology. Currently, she is examining compassion (i.e., compassion for others, from others, self-compassion) and the regulation of stress physiology as two potential key factors for responsive parenting.
Dr. Reilly has taught five semesters of undergraduate courses, including Introduction to Child Development and Adolescent Psychology at the University of Minnesota. She has also given guest lectures on LGBTQIA2S+ families and youth in child policy courses. She is honored to have mentored 14 student researchers, including serving as a mentor for the TRIO McNair Scholars, Multicultural Summer Research Opportunity, and Next Generation Psychology Scholars programs for students from backgrounds systematically excluded from science. In her service work, she currently serves on the Support, Access, Friendship, and Engagement (SAFE) committee of the Duke Postdoctoral Association and on the advocacy committee of Developmental Scientists for Climate Action.
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Kenneth A. Dodge
Kenneth A. Dodge is the William McDougall Distinguished Professor of Public Policy and Professor of Psychology and Neuroscience at Duke University. He is also the founding and past director of the Center for Child and Family Policy, as well as the founder of Family Connects International.
Dodge is a leading scholar in the development and prevention of aggressive and violent behaviors. His work provides a model for understanding how some young children grow up to engage in aggression and violence and provides a framework for intervening early to prevent the costly consequences of violence for children and their communities.
Dodge joined the faculty of the Sanford School of Public Policy in September 1998. He is trained as a clinical and developmental psychologist, having earned his B.A. in psychology at Northwestern University in 1975 and his Ph.D. in psychology at Duke University in 1978. Prior to joining Duke, Dodge served on the faculty at Indiana University, the University of Colorado, and Vanderbilt University.
Dodge's research has resulted in the Family Connects Program, an evidence-based, population health approach to supporting families of newborn infants. Piloted in Durham, NC, and formerly known as Durham Connects, the program attempts to reach all families giving birth in a community to assess family needs, intervene where needed, and connect families to tailored community resources. Randomized trials indicate the program's success in improving family connections to the community, reducing maternal depression and anxiety, and preventing child abuse. The model is currently expanding to many communities across the U.S.
Dodge has published more than 500 scientific articles which have been cited more than 120,000 times.
Elected into the National Academy of Medicine in 2015, Dodge has received many honors and awards, including the following:
- President (Elected), Society for Research in Child Development
- Fellow, Society for Prevention Research
- Distinguished Scientist, Child Mind Institute
- Research Scientist Award from the National Institutes of Health
- Distinguished Scientific Award for Early Career Contribution from the American Psychological Association
- J.P. Scott Award for Lifetime Contribution to Aggression Research from the International Society for Research on Aggression
- Science to Practice Award from the Society for Prevention Research
- Inaugural recipient of the “Public Service Matters” Award from the Network of Schools of Public Policy, Affairs and Administration
- Inaugural recipient of the Presidential Citation Award for Excellence in Research from the Society for Research on Adolescence
Yu Bai
Jennifer Lansford
Jennifer Lansford is the director of the Center for Child and Family Policy and S. Malcolm Gillis Distinguished Research Professor of Public Policy in the Sanford School of Public Policy.
Dr. Lansford's research focuses on the development of aggression and other behavior problems in youth, with an emphasis on how family and peer contexts contribute to or protect against these outcomes. She examines how experiences with parents (e.g., physical abuse, discipline, divorce) and peers (e.g., rejection, friendships) affect the development of children's behavior problems, how influence operates in adolescent peer groups, and how cultural contexts moderate links between parenting and children's adjustment.
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