The phenomenon of “social segregation” was observed in groups of children sociometrically rated as either popular, moderately popular, or unpopular by their classroom peers. Analyses that controlled for availability of peers in the different sociometric groups within classrooms revealed that moderately popular children were more likely to engage in joint positive play than popular or unpopular children. Some support was provided for the notion of social segregation based on sociometric status but only for moderately popular children. Tentative recommendations are advanced for the use of moderately popular peers as role models where psychiatrists may need to provide peer experiences for undersocialized, socially isolated, and unpopular children.
|Original language||English (US)|
|Number of pages||5|
|Journal||Journal of the American Academy of Child and Adolescent Psychiatry|
|State||Published - 1987|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychiatry and Mental health