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Psychologists of varying theoretical persuasions have long held
that social experiences are critical to normal developmental
trajectories and that the lack of such experiences is worthy of
compensatory attention. Surprisingly, however, little empirical
attention has been directed to the study of the psychological
significance of social solitude for children. In an effort to shed
new light on the meanings and developmental course of social
solitude in childhood, a group of esteemed scholars from Europe and
North America was invited to share and exchange information. An
international audience of researchers actively involved in the
study of social withdrawal and social inhibition or shyness in
childhood was led in discussion by the scholars whose chapters are
published in this volume. The editors hope that this offering
stimulates continuing efforts to better understand the
developmental meanings, causes, and courses of this childhood
social dysfunction.
Psychologists of varying theoretical persuasions have long held
that social experiences are critical to normal developmental
trajectories and that the lack of such experiences is worthy of
compensatory attention. Surprisingly, however, little empirical
attention has been directed to the study of the psychological
significance of social solitude for children.
In an effort to shed new light on the meanings and developmental
course of social solitude in childhood, a group of esteemed
scholars from Europe and North America was invited to share and
exchange information. An international audience of researchers
actively involved in the study of social withdrawal and social
inhibition or shyness in childhood was led in discussion by the
scholars whose chapters are published in this volume. The editors
hope that this offering stimulates continuing efforts to better
understand the developmental meanings, causes, and courses of this
childhood social dysfunction.
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