Linking children's social worlds: Perspectivetaking in parent-child and peer contexts

David FitzGerald1, Karen J. White2
1Duke Child and Family Study Center, United States
2Northern Illinois University, United States
Cite this article:  FitzGerald, D., & White, K. (2003). Linking children's social worlds: Perspectivetaking in parent-child and peer contexts. Social Behavior and Personality: An international journal, 31, 509-522.

Volume 31 Issue 5 | e1272 | Published: August 2003 | DOI: https://doi.org/10.2224/sbp.2003.31.5.509

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Parental use of victim-centered discipline (VCD) (Hoffman, 1975) was examined as it related to children's perspective-taking, social behavior, and peer acceptance. Participants were 93 (50 girls, 43 boys) primarily Caucasian (87%) school-age children. Perspective-taking was assessed via Selman's (1979) interpersonal understanding interview. Peers, parents, and teachers assessed social behavior. Nominations and play ratings determined peer acceptance. Results indicated that VCD was positively related to children's perspective-taking. Perspective-taking was negatively related to aggression and positively related to prosocial behavior. Results suggested perspective-taking mediates the previous relationship established between VCD and social behavior. Peer acceptance was negatively related to aggression and positively related to prosocial behavior. Age and socioeconomic status also were related to the pattern of relationships between VCD, perspective-taking, and social behavior.
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