Sociometric effects on rejection of children in grade 2 given a multifocal intervention involving teachers, parents, and children in one Brazilian school.
Current literature favors developing social competence in childhood, especially preventing peer rejection. This study presents the effects of a preventive multifocal intervention at one Brazilian elementary school. Participants were second graders (N = 255), their teachers (n = 7), and 13 caregivers. Teachers referred 52 children to overcome interaction problems. Baseline and postintervention sociometric assessment assigned every second grader to one of five social status groups (rejected, neglected, median, popular, and controversial). Trained teachers developed an education program with second graders. A psychologist treated 13 referred children and caregivers (Cognitive Behavioral Child Therapy + Parent Training). The referred group of 13 at baseline showed a significantly higher percentage of rejection and fewer popular children. The nonreferred group postprogram showed no significant change on rejection, however, referred treated groups showed a higher percentage of popular children whereas the control group showed a higher percentage of rejected children.
Melo
Márcia Helena da Silva
MH
Clinical Psychology Department, University of São Paulo.
Silvares
Edwiges Ferreira de Mattos
EF
D002648:Child; D015928:Cognitive Behavioral Therapy; D003131:Combined Modality Therapy; D004493:Education; D005178:Faculty; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007318:Inservice Training; D008297:Male; D010379:Peer Group; D011615:Psychotherapy, Group; D012017:Referral and Consultation; D012059:Rejection, Psychology; D012917:Social Adjustment; D012963:Sociometric Techniques; D016896:Treatment Outcome