Family and Child Sciences, Florida State University, 324 Sandels Building, 120 Convocation Way, Tallahassee, FL, 32306, USA.
Department of Human Development and Quantitative Methodology, University of Maryland, 3304 Benjamin Building, 3942 Campus Drive, College Park, MD, 20742, USA.
J Abnorm Child Psychol. 2019 Jul;47(7):1101-1106. doi: 10.1007/s10802-019-00557-y.
In this introduction to the special issue on Social Withdrawal and Anxiety in Childhood and Adolescence: Interaction Between Individual Tendencies and Interpersonal Learning Mechanisms in Development, we analyze conceptual models guiding the twelve studies featured herein. Findings from multiple investigations support Diathesis - Stress Models which emphasize the role of parent- or peer-related interpersonal stress in strengthening affective-behavioral or biological vulnerabilities (diatheses) to anxious solitude or social anxiety. Other investigations support only child vulnerability effects, consistent with a Diathesis-only Model, but such effects are often framed as potentially part of broader Diathesis-Stress or Child by Environment Transactional Models. Next we discuss novelty in development as defined as directional change in the progression of affective-behavioral patterns over time. Novelty in development is postulated in: 1) a Chronic Stress Model that proposes that interpersonal stress can generate or maintain social withdrawal and anxiety; 2) Stress Generation and Transactional Models that propose that child vulnerability can evoke interpersonal stress; and 3) an Ecological Transition Model that proposes that ecological transitions can serve as turning points prompting reorganization in the child-environment system which can result in the deflection of previous patterns of adjustment onto alternate trajectories. We also highlight additional themes from the set of studies found herein. These themes include the significance of gender and culture vis-à-vis the development of social withdrawal and anxiety. Other themes include motivations for social withdrawal; the influence of peer predictability on social withdrawal and brain function; and how the study of multiple developmental pathways has been supported by contemporary analytic techniques.
个体倾向和人际学习机制在发展中的相互作用，我们分析了指导本期特色的 12 项研究的概念模型。来自多项研究的发现支持素质 - 压力模型，该模型强调了与父母或同伴相关的人际压力在增强对焦虑孤独或社交焦虑的情感 - 行为或生物脆弱性（素质）方面的作用。其他研究仅支持儿童脆弱性效应，与素质模型一致，但这些效应通常被认为是更广泛的素质 - 压力或儿童与环境相互作用模型的一部分。接下来，我们讨论了发展中的新颖性，其定义为情感 - 行为模式随时间的发展的方向性变化。发展中的新颖性被假设为：1）慢性压力模型，该模型提出人际压力可以产生或维持社交退缩和焦虑；2）压力产生和相互作用模型，该模型提出儿童脆弱性可以引发人际压力；以及 3）生态过渡模型，该模型提出生态过渡可以作为转折点，促使儿童 - 环境系统重新组织，从而导致以前的调整模式偏离到替代轨迹上。我们还突出了从本研究集中发现的其他主题。这些主题包括性别和文化在社交退缩和焦虑发展中的重要性。其他主题包括社交退缩的动机；同伴可预测性对社交退缩和大脑功能的影响；以及如何通过当代分析技术支持对多种发展途径的研究。
