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Loneliness and Social Dissatisfaction Among Behaviourally At-Risk Children

Department of Special Education and Psychology, Faculty of Primary Education, University of Athens, Athens, Greece, egalanaki{at}primedu.uoa.gr

Stavroula A. Polychronopoulou

Department of Special Education and Psychology, Faculty of Primary Education, University of Athens, Athens, Greece, stavroula_poly{at}yahoo.com

Thomas K. Babalis

Department of Special Education and Psychology, Faculty of Primary Education, University of Athens, Athens, Greece, tbabalis{at}primedu.uoa.gr

The aim of this study was to examine the associations between loneliness/social dissatisfaction and teacher-identified behavioural risk during late childhood. A broad range of behaviour problems, as well as academic adjustment, are assessed, in order to specify in which types of behaviour and academic problems loneliness/social dissatisfaction is most likely to occur. Forty-six fifth and sixth graders who were in the borderline or clinical spectrum on the basis of their total Teacher's Report Form score completed the Children's Loneliness and Social Dissatisfaction Scale, and were compared with 50 students who did not have behaviour problems. Overall, the behaviourally at-risk group experienced more loneliness/social dissatisfaction than the comparison group. Loneliness was a more strong correlate of the variables studied than social dissatisfaction. For the behaviourally at-risk students, the strongest positive associations were found between loneliness and social problems, withdrawn/depressed behaviour and inattention; a trend for a negative association between loneliness and hyperactivity/impulsivity, as well as rule-breaking behaviour was also found. Children having both internalizing and externalizing problems experienced more loneliness than children with either internalizing or externalizing problems. Academic adjustment (i.e. academic performance, how much a student is learning and how happy he/she is) had negative links with loneliness. Several hypothetical explanations are offered and suggestions for research and action are made.

Key Words: behaviour problems • childhood • loneliness • social dissatisfaction

School Psychology International, Vol. 29, No. 2, 214-229 (2008)
DOI: 10.1177/0143034308090061


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