7 Social Withdrawal In Childhood and Adolescence

During the past three decades, the study of children's peer relation­ ships and social skills has taken a prominent position in the fields of devel­ opmental and clinical psychology. This reflects, in part, a growing conviction that children who are socially skilled enjoy strong and positive relationships with their peers; in turn, those who are accepted by their peers and able to develop supportive friendships fare well in their social, emotional, and .' academic lives.' It is also known that children who are socially unskilled often suffer from peer rejection and friendlessness that place them "at risk" later socioemotional and academic difficulties (for relevant reviews, see Rubin, Bukowski, & Laursen, 2009). Why the latter group is at risk has been well addressed from the perspective of a "grand theory" of peer and relationships. Yet there is a good deal of consensus across theoretical perspectives as to the many benefits of peer interactions relationships in childhood and adolescence. In this chapter, we briefly theories that suggest the significance of peer interactions and rela­ -'~'''''"'L"I-'') for normal psychosocial adaptation. Thereafter, we review the literature pertaining to one subgroup of children, many of whose have been described as lacking in social competence and as hav­ less than adequate relationships with their peers. Given the focus of this