Faculty
My
research efforts are focused primarily on children’s peer
relations, but I also maintain interests in ADHD, conduct problems,
and cognitive-behavioral treatments. A major concentration of
my peer-related research has been social skills assessment and
training. Other studies have investigated children’s perceptions
of social experiences, contextual factors impacting such perceptions,
the roles of similarity and dissimilarity in determining attraction,
and aggressive behavior.
More
recently, my work has explored the impact of close relationships
on psychological adjustment. Major theorists, such as Erikson
and Sullivan, proposed that one of the most enduring influences
of youth peer engagement on long-term adjustment is its role
in the development of romantic relationships. In early adolescence,
theory and empirical investigation suggest that same-sex friendships
and group affiliations set the stage for increased mixed-sex
interaction and eventual romantic relationship development.
This shift in social interaction patterns places new skill demands
on adolescents. To better understand these demands, I have been
working toward developing a definition and measure of heterosocial
competence, a construct capturing the skills required in other-sex
social interactions. Products include parallel versions of the
Measure of Adolescent Heterosocial Competence (MAHC and MAHC-YAV
for young adults), developed in a series of systematic investigations
following the oft-cited Goldfried and D’Zurilla (1969)
model. A validation study using PDA technology to monitor youth
social interactions is underway. Related studies include an
examination of the impact of social anxiety on the development
of romantic relationships and an investigation of the role of
relational aggression in predicting teen dating aggression.
Friendship is another research interest and I have published
on theory, assessment, and adjustment implications. One study
found support for a mediational model positing that friendships
provide a "buffer" of sorts between peer group status
and loneliness, and the eventual onset of depressive symptoms.
An ongoing study is providing a developmental test of this model
with expanded adjustment indices that include social anxiety.
As
a scientist-practitioner, I have long been devoted to applied
research. In the social skills area, I have published a number
reviews on assessment and treatment issues and am currently
editing a book, Practitioner’s Guide to Empirically-Based
Measures of Social Skills, which is part of the Association
for Behavioral and Cognitive Therapies (ABCT) and Springer clinical
assessment series. Intervention efforts have included an ongoing
consultation relationship with a community organization that
coordinates more than 20 Head Start centers. The most recent
study is using a single group multiple baseline design to evaluate
the effectiveness of a social cognitive skills intervention
in this setting.
Selected
Recent Representative Publications
Nangle,
D.W., Hansen, D.J., Erdley, C.A., & Norton, P.J. (Eds.).
(in preparation). Practitioner’s guide to empirically-based
measures of social skills. New York: Springer.
Nangle,
D.W., & Grover, R.L. (Eds.) (in preparation). Adolescent
romantic competency: Development and adjustment implications
[Special Section]. Journal of Clinical Child and Adolescent
Psychology.
Carpenter,
E.M., & Nangle, D.W. (in press). Caught between stages:
Relational aggression emerging as a developmental advance in
at-risk preschoolers. Journal of Research in Childhood Education.
Grover,
R.L., Nangle, D.W., Serwik, A., & Zeff, K.R. (in press).
Girl friend, boy friend, girlfriend, boyfriend: Broadening our
views of adolescent heterosocial competence. Journal of
Clinical Child and Adolescent Psychology.
Nangle,
D.W., Zeff, K.R., & Rivera, M. (in press). Peer intervention.
In M. Hersen (Series Ed.) & A.M. Gross & R.S. Drabman
(Vol. Eds.), Encyclopedia of behavior modification and therapy:
Vol. 2: Child clinical applications. Thousand Oaks, CA:
Sage Publications.
Nangle,
D.W., Hansen, D.J., & Masia-Warner, C. (Eds.). (2006). Bringing
evidence-based child mental health services to the schools:
General issues and specific populations [Special Issue]. Education
and Treatment of Children, 29, 165-404.
Grover,
R.L., Nangle, D.W., & Zeff, K.R. (2005). The Measure of
Adolescent Heterosocial Competence: Development and initial
validation. Journal of Clinical Child and Adolescent Psychology,
34, 282-291.
Stegall,
S.D., & Nangle, D.W. (2005). Successes and failures in the
implementation of a manualized treatment for childhood depression
in an outpatient setting. Clinical Case Studies, 4, 227-245.
Nangle,
D.W., Erdley, C.A., Zeff, K.A., Stanchfield, L., & Gold,
J.A. (2004). Opposites do not attract: Social status and behavioral-style
concordances and discordances among children and the peers who
like or dislike them. Journal of Abnormal Child Psychology,
32, 425-434.
Sallinen,
B., Nangle, D.W., & O’Grady, A.C. (2004). Case study:
Successful medication withdrawal using CBT for a preadolescent
with OCD. Journal of the American Academy of Child &
Adolescent Psychiatry, 43, 1441-1444.
Grover,
R.L., & Nangle, D.W. (2003). Adolescent perceptions of problematic
heterosocial situations: A focus group study. Journal of
Youth and Adolescence, 32, 129-139.
Nangle,
D.W., Erdley, C.A., Newman, J.E., Mason, C.A., & Carpenter,
E.M. (2003). Popularity, friendship quantity, and friendship
quality: Interactive influences on children’s loneliness
and depression. Journal of Clinical Child and Adolescent
Psychology, 32, 546-555.
Nangle,
D.W., Hecker, J.E., Grover, R.L., & Smith, M.G. (2003).
Perspective taking and adolescent sex offenders: From developmental
theory to clinical practice. Cognitive and Behavioral Practice,
10, 73-84.
Carpenter,
E.M., & Nangle, D.W. (2002). Effects of brief verbal instructions
on aggression: A replication in a Head Start setting. Child
& Family Behavior Therapy, 24, 21-38.
Carpenter,
E.M., & Nangle, D.W. (2002). The COMPASS program: Addressing
aggression in the classroom. Head Start Bulletin, 73,
27-28.
Nangle,
D.W., Erdley, C.A., Carpenter, E.M., & Newman, J. (2002).
Social-skills training as a treatment for aggressive children
and adolescents: A developmental-clinical integration. Aggression
and Violent Behavior, 7, 169-199.
Erdley,
C.A., Nangle, D.W., Newman, J.E., & Carpenter, E.M. (2001).
Children's friendship experiences and psychological adjustment:
Theory and research. In D.W. Nangle & C.A. Erdley (Eds.), New directions for child and adolescent development: The
role of friendship in psychological adjustment (pp. 5-24).
San Francisco: Jossey-Bass.
Nangle,
D.W., & Erdley, C.A. (Eds.) (2001). New directions for
child and adolescent development: The role of friendship in
psychological adjustment. San Francisco: Jossey-Bass.
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