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Journal of Emotional and Behavioral Disorders
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Interpersonal Competence Configurations, Behavior Problems, and Social Adjustment in Preadolescence

Thomas W. Farmer

Pennsylvania State University

David B. Estell

Indiana University

Cristin M. Hall

Pennsylvania State University

Ruth Pearl

University of Illinois at Chicago

Richard Van Acker

University of Illinois at Chicago

Philip C. Rodkin

University of Illinois at Urbana-Champaign

This study examines interpersonal competence configurations in relation to students' concurrent behavior problems and social risks for later adjustment difficulties. Participants are 648 (345 girls, 303 boys) fourth-grade students (65% White, 6.9% African American, 19.5% Hispanic, 4.6% Asian, and 4.0% Other) from the suburbs of a major Midwestern city. Competence and risk configurations are identified using cluster analytic procedsures with teacher ratings of interpersonal competence. Four distinct risk configurations are identified: Multi-Risk, Tough, Unengaged (boys); and Low-Academic (girls). These configurations are differentially related to the subscales and total problem scores on the Teacher Report Form and to social adjustment variables that have been shown to be linked to poor outcomes in adolescence. Implications for intervention development and future research needs are discussed.

Key Words: aggression • peer relations • social networks

This version was published on December 1, 2008

Journal of Emotional and Behavioral Disorders, Vol. 16, No. 4, 195-212 (2008)
DOI: 10.1177/1063426608320355
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