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Social Withdrawal in Childhood
Open accessAbstract
Socially withdrawn children frequently refrain from social activities in the presence of peers. The lack of social interaction in childhood may result from a variety of causes, including social fear and anxiety or a preference for solitude. From early childhood through to adolescence, socially withdrawn children are concurrently and predictively at risk for a wide range of negative adjustment outcomes, including socio-emotional difficulties (e.g., anxiety, low self-esteem, depressive symptoms, and internalizing problems), peer difficulties (e.g., rejection, victimization, poor friendship quality), and school difficulties (e.g., poor-quality teacher-child relationships, academic difficulties, school avoidance). The goals of the current review are to (a) provide some definitional, theoretical, and methodological clarity to the complex array of terms and constructs previously employed in the study of social withdrawal; (b) examine the predictors, correlates, and consequences of child and early-adolescent social withdrawal; and (c) present a developmental framework describing pathways to and from social withdrawal in childhood.
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“Research has shown that inhibited or avoidant temperament in as early as infancy can elicit protective parental behaviors and negative interactions with same-aged peers (162, 163), that may increase the individual's threat perception of social interactions and exacerbate social-evaluative anxiety over time.”
From MDMA-Assisted Therapy as a Means to Alter Affective, Cognitive, Behavioral, and Neurological Systems Underlying Social Dysfunction in Social Anxiety Disorder (2021) · cites this paper as [163]
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“in support of a transactional model of the co-development of AS and SAS in early adolescence [41].”
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“Self-compassion may also be associated with hikikomori, because self-compassion is associated with loneliness [22] and loneliness is one of the factors associated with social withdrawal [23].”
From Psychological factors associated with social withdrawal (Hikikomori) (2021) · cites this paper as [23]
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“Consequently, these adolescents may miss out on opportunities to create meaningful relationships and gain confidence in their social abilities, which may ultimately exacerbate emotional problems over time (Rubin et al., 2009).”
From A cross‐lagged twin study of emotional symptoms, social isolation and peer victimisation from early adolescence to emerging adulthood (2023) · cites this paper as Rubin et al., 2009
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Self-citationGuedes, M., Coelho, L., dos Santos, A. J., Veríssimo, M., Rubin, K. H., Danko, C. M., & Chronis-Tuscano, A. M. (2018) · Evidence-Based Practice in Child and Adolescent Mental Health · doi:10.1080/23794925.2018.1555443 · Cited by 7
Self-citationCharacteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools
Mjelve, L. H., Nyborg, G., Arnesen, A., Bjørnebekk, G., Crozier, W. R., & Coplan, R. J. (2022) · Journal of Research in Childhood Education · doi:10.1080/02568543.2022.2027582 · Cited by 7
Self-citation
Metadata
- Authors
- Rubin, K. H., Coplan, R. J., & Bowker, J. C.
- Affiliations
- University of Maryland, College Park (US)
- Carleton University (CA)
- University at Buffalo, State University of New York (US)
- Venue
- Annual Review of Psychology
- Publisher
- Annual Reviews
- Published
- 2009-01-01
- Volume
- 60
- Issue
- 1
- Pages
- 141-171
- ISSN
- 0066-4308 (ISSN-L)
- 1545-2085
- PMC
- PMC3800115
- OpenAlex
- W2112601421
- Cited by
- 1,503
- References
- 506
- Citations by year
- 2026: 90 · 2025: 117 · 2024: 94 · 2023: 114 · 2022: 104 · 2021: 125 · 2020: 102 · 2019: 85 · 2018: 92 · 2017: 68 · 2016: 85 · 2015: 79 · 2014: 77 · 2013: 70 · 2012: 58
- FWCI
- 6.66
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Annual Review of Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Carleton University's Institutional Repository (MacOdrum Library, Carleton University) (submittedVersion, other-oa)
- Funders
- National Institute of Mental Health (R01MH058116)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- social withdrawal, social anxiety, peer rejection, victimization, social-emotional problems, internalizing problems, self-esteem, school problems, teacher-child relationship, academic difficulties, school refusal, developmental pathways, early adolescence, friendship quality
- MeSH terms
- Adolescent, Affective Symptoms, Child, Child, Preschool, Humans, Infant, Internal-External Control, Learning Disabilities, Object Attachment, Peer Group, Phobic Disorders, Rejection, Psychology, Risk Factors, Shyness, Social Adjustment, Social Behavior, Socialization, Temperament, Parenting, Crime Victims
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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