Foster Care Training

Online Training
Sponsored by Redwood Community Services

Socially withdrawn children frequently refrain from social activities in the presence of peers.

The lack of social interaction in childhood may result from a variety of causes, including social fear and anxiety or a preference for solitude. From early childhood through to adolescence, socially withdrawn children are concurrently and predictively at risk for a wide range of negative adjustment outcomes, including socio-emotional difficulties (e.g., anxiety, low self-esteem, depressive symptoms, and internalizing problems), peer difficulties (e.g., rejection, victimization, poor friendship quality), and school difficulties (e.g., poor-quality teacher-child relationships, academic difficulties, school avoidance).

Being shy or withdrawn isn’t, in itself, a negative thing for children. Some may choose to spend significant time away from others in order to focus on constructive or creative play or projects, while others may simply enjoy listening to or observing their peers as opposed to joining in with them. Other studies have shown that children who were shy from early on, were at a higher risk of developing social anxiety, depression, disorders such as ADHD, or have a greater susceptibility towards addictions.

So it’s only natural for parents who see symptoms of withdrawal in their children to want to address the issue.

This class is an excellent course for resource parents, counselors, therapists, social workers, and child care workers. Objectives:

• Provide some definitional, theoretical, and methodological clarity to the complex array of terms and constructs previously employed in the study of social withdrawal
• Examine the predictors, correlates, and consequences of child and early-adolescent social withdrawal
• Present a developmental framework describing pathways to and from social withdrawal in childhood
• Explain the Polyvagal System in layman’s terms
• Provide interventions for dealing with withdrawn behaviors.

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