Abstract
Studies showing a correlation between problems in childhood peer relationships and adult maladjustment have been accumulating since the 1930s. The results of this research have found that peer interaction plays a vital role in facilitating the development of children’s reasoning in personal, societal, and moral domains of knowledge (Piaget, 1970; Turiel & Davidson, 1986). Failure to gain peer acceptance has been shown to be related to later school dropouts, and low acceptance related to aggressiveness has been predictive of later criminality (Parker & Asher, 1987). Kohlberg, LaCross and Rick (1972) argue: “Delinquency, character disorders, neuroses, and learning failures can readily be interpreted as due to retardation in cognitive and social development or to social learning of maladaptive values and behaviors” (p. 1262). It is clear that “Experiences with peers are not superficial luxuries to be enjoyed by some students and not by others. Student-student relationships are an absolute necessity for healthy cognitive and social development and socialization” (Johnson, 1980, p. 125).
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Bryan, T., Lee, J. (1990). Social Skills Training with Learning Disabled Children and Adolescents: The State of the Art. In: Scruggs, T.E., Wong, B.Y.L. (eds) Intervention Research in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3414-2_11
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