Claire P. Monks

Claire P. Monks
University of Greenwich · Institute of Lifecourse Development

PhD

About

81
Publications
50,878
Reads
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2,164
Citations
Additional affiliations
May 2007 - present
University of Greenwich
Position
  • Reader in Developmental Psychology

Publications

Publications (81)
Article
Full-text available
The present study aims to examine the issue of peer aggression and victimisation in early childhood, with a focus on the associated social behaviour strategies (aggressiveness, prosociality, dominance and social insecurity). A sample of 227 children (58.1% girls, n = 132) between the ages of 4 and 7 years (M = 5.61; SD = 1. 03) participated in the...
Article
Full-text available
We examined the association between involvement in peer victimization in early childhood and different measures of peer relations to examine the role of the peer group in victimization with a special focus on the role of the aggressor, defender, and target. Children (N = 200; 45.5% girls) and teachers (N = 8; 100% women) were recruited from three p...
Article
Full-text available
Studies of moral reasoning in relation to aggressive behaviors have paid limited attention to different types of aggression, and have mainly been conducted in Western societies. We describe findings from a study of 157 children, aged 6 or 11 years, from two schools in South Korea. Using a cartoon scenario methodology, we assessed moral reasoning ab...
Article
Full-text available
Individual differences in face identification ability range from prosopagnosia to super‐recognition. The current study examined whether face identification ability predicts voice identification ability (participants: N = 529). Superior‐face‐identifiers (exceptional at face memory and matching), superior‐face‐recognisers (exceptional at face memory...
Article
Full-text available
During middle childhood and adolescence, victimisation appears to be a group process involving different participant roles. However, peer reports with younger children (four to six years old) have failed to identify the participant roles of assistant (to the bully) reinforcers or defenders with much reliability. This may be because peer victimisati...
Article
Full-text available
There has been limited research and policy directed toward defining and understanding child-to-parent aggression (CPA), resulting in inconsistent definitions, understandings, and responses, which has a detrimental impact on families. In particular, there have been limited qualitative studies of those working on the frontline of CPA, hindering the d...
Article
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Through the lens of resource control and resource holding potential theory, an investigation was conducted into the effect of resource opponent characteristics on frequency of aggressive and prosocial resource control strategy selection in 4-5-year-old boys and girls. Children (N = 92; 4-5 years old) were asked how they would respond to 12 hypothet...
Chapter
This chapter focuses on the pro-bullying roles of assistant and reinforcer. These roles are responsible for providing some form of social reward to the bully, and therefore, encouragement to continue. Assistants are described as those who join in the bullying once the initial perpetration has begun. Reinforcers also promote bullying; however, this...
Article
Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary school pupils. Exploratory factor analysis in Study 1 (N= 120) revea...
Book
This book provides an in-depth insight into what is currently known and relatively unknown about youths’ online peer engagement. It delivers state-of-the-art current reviews of the literature in the field, with a strong coverage of methodological issues in studying online friendships and an emphasis on moving towards a new, less dichotomic, view of...
Chapter
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The final chapter in this book highlights the relevance for research focus on the impact of technology-mediated communication (TMC) during adolescence. Particular emphasis is placed on development during adolescence in tandem with the reported high level of TMC use among peers. The chapter draws together findings from previous chapters to examine s...
Preprint
Full-text available
Individual differences in face identification ability range from prosopagnosia to super-recognition. The current study examined whether face identification ability predicts voice identification ability (participants: N = 529). Superior-face-identifiers (exceptional at face memory and matching), superior-face-recognisers (exceptional at face memory...
Chapter
Information and communication technologies are used in education, leisure and working spaces. In those contexts, individuals interact through electronic devices daily, usually for several hours. Individuals and groups communicate, learn and work through cyberspace. They feel, think, act and make decisions while interacting online. Social and emotio...
Article
Full-text available
Children's friendships are important for well‐being and school adjustment, but few studies have examined multiple indices of friendships together in middle childhood. The current study surveyed 7‐ to 11‐year‐olds (n = 314) about their friendships, best friendships, friendship quality and indices of self‐worth, identification with peers, and identif...
Article
To study the role of executive function (EF) in the early development of aggression, the role of cool and hot EF skills at 5 years old, in the development of physical and relational aggression between 5 and 6 years old, was explored. Typically developing children (N = 80) completed tasks assessing their cool (inhibition, working memory, planning) a...
Article
Full-text available
Background and aims The development of Executive Function in Autism Spectrum Disorder has been investigated using mainly performance-based executive function measures. Less is known about the development of everyday executive function skills. The present study aimed to identify the developmental patterns of everyday executive function of children a...
Article
Full-text available
The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children’s transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well a...
Article
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Background: Attachment Theory has become one of the leading theories in human development. Nonetheless, empirical studies focusing on how attachment unfolds during adolescence are still scarce particularly in Spain, due to the lack of adequate measures. Objective: This study aims to validate the Important People Interview (IPI) in a shorter ques...
Article
The development of executive function (EF) in autism spectrum disorder (ASD) has been investigated using only “cool”-cognitive EF tasks while there is limited knowledge regarding the development of “hot”-affective EF. Although cool EF development and its links to theory of mind (ToM) have been widely examined, understanding of the influence of hot...
Data
Appendix S1. Descriptives of: Mean, Standard Deviations, and correlations among received and given nominations, sex, and dominance and insecurity. Appendix S2. Multivariate Network Models (ERGMs) for Victimization and Defending and Sex. Appendix S3. Multivariate Network Models (ERGMs) for Victimization and Defending, and Dominance and Insecurity....
Article
Full-text available
We explore gendered perspectives on the issue of remarriage after divorce in Nigeria to gain a deeper understanding of how customary, Islamic and statutory laws intersect. Our study's empirical basis is interviews with 24 university-educated Nigerian men and women, including female divorcees. Our results show that what Ibrahim (2015) calls “the soc...
Article
This study explored the development of cool and hot EF skills across early childhood. Children 4.5- to 5.5-years-old (N = 80) completed performance-based assessments of cool EF (inhibition and working memory), hot EF (affective decision-making and delay of gratification) at three time points across 12 months. Cool EF task performance was consistent...
Article
Full-text available
The development of executive function (EF) in autism spectrum disorder (ASD) has only been investigated using “cool”-cognitive-EF tasks. Little is known about the development of “hot”-affective-EF and whether it follows a similar developmental pathway. This study employed a cross-sectional developmental trajectories approach to examine the developm...
Article
Full-text available
Previous research has clearly demonstrated that Autism Spectrum Disorder (ASD) involves deficits in multiple neuropsychological functions, such as Executive Function (EF) and Theory of Mind (ToM). A conceptual distinction is commonly made between cool and hot EF. In ASD, continued attention has been paid to the cool areas of executive dysfunction....
Article
Full-text available
Two studies were conducted to examine perceptions of online social media ostracism among school and university students in order to further test Williams' need threat model. In both studies, participants were randomly assigned to read a vignette describing either inclusion or exclusion on Facebook, they were asked to imagine that they were the targ...
Article
Full-text available
The aim of this research was to investigate the interplay between victim‐aggressor relationships and defending relationships in early childhood to test the proposition that young aggressors are less selective than older children in their choice of vulnerable targets. Cross‐sectional multivariate statistical social network analyses (Exponential Rand...
Article
Executive function (EF) and theory of mind (ToM) are related to children's social interactions, such as aggression and prosocial behavior, as well as their peer acceptance. However, limited research has examined different forms of aggression and the moderating role of gender. This study investigated links between EF, ToM, physical and relational ag...
Conference Paper
Full-text available
Executive function (EF) refers to a set of future-oriented and goal-directed cognitive skills that are crucial for problem solving and social behaviour, as well as the ability to organise oneself. It has been suggested that EF could be conceptualised as two distinct but interrelated constructs, one emotional (hot) and one cognitive (cool), as it fa...
Article
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This study examined the awareness and perceptions of parents/guardians and school staff regarding cyberbullying among primary school-aged pupils. Eight focus groups (total sample size N=41) explored the emergence of cyberbullying, characteristics of cyberbullies and cybervictims, the impact of cyberbullying, and the role of adult supervision. Parti...
Article
Full-text available
Executive function (EF) has been implicated in childhood aggression. Understanding of the role of EF in aggression has been hindered, however, by the lack of research taking into account the function and form of aggression and the almost exclusive focus on cool EF. This study examined the role of cool and hot EF in teacher reported aggression, diff...
Article
This study explored participant roles in aggressive behavior among 95 children aged five to seven years, in a collectivistic culture, South Korea. Using a short-term longitudinal design, three types of nomination (peer, self, and teacher) were obtained for four participant roles (aggressor, victim, defender-stop, and defender-tell) and for four typ...
Article
Full-text available
This study examined a structural model which integrated personal and cultural victimisation in order to identify the effects of victimisation on emotions and personal and cultural self-esteem. A sample of 1,185 adolescents from 13 secondary schools in England (n = 322) and Spain (n = 863) was recruited. Participants completed a battery of self-repo...
Article
Full-text available
Mixed-gender friendships, romantic relationships, and sexual behaviors increase during adolescence as a normal part of development. However, some studies have revealed potential risks to these types of social relationships. Different authors have indicated that dating violence among adolescents is an issue for concern. To date, there has been littl...
Conference Paper
Bullying can occur within friendship groups but may be less likely to be identified as ‘bullying’. This paper reports initial findings from research examining positive and negative elements of children’s friendships, and their link to well-being. Primary school children (aged 9-11 yrs) completed questionnaires assessing global self-worth, school be...
Conference Paper
Peer relationships are important for children’s social development, with good quality friendships linked to well-being and school belonging (Hamm & Faircloth, 2005). Children who have problematic peer relationships (e.g. bullying), risk a range of negative outcomes, are more likely to dislike school and feel disconnected from classmates. Bullying i...
Article
Full-text available
El tipo de interacciones que se producen en la escuela infantil influyen de manera decisiva en el desarrollo social de los niños y niñas, siendo el juego un contexto propicio para el fomento de relaciones interpersonales. Este estudio está dirigido a conocer el tipo de interacciones que mantienen los prescolares en función de sus estatus sociométri...
Article
Full-text available
El artículo examina la naturaleza de la agresión injustificada en una muestra de preescolares de la ciudad de Sevilla. Los niños y niñas se nominaron a sí mismos y a sus iguales en los roles de agresor, víctima, defensor, colaborador y espectador. Los sujetos fueron preguntados respecto del estatus sociométrico de sus compañeros y compañeras. Las m...
Article
Full-text available
The types of interactions that occur in early childhood education have a decisive influence on the social development of children. Play is also a positive context for building relationships. This study aims to determine the type of interactions that preschoolers experience according to their sociometric status and the type of activity, play or acad...
Article
There is little research that has examined cyberbullying among children under the age of 11years. The current study explored the nature and extent of the phenomenon among primary school children aged 7- to 11-years-old (N = 220; 116 boys and 104 girls) and investigated their perceptions of the distress caused to victims, how victims would feel, and...
Article
This study investigates the meaning and usage of the term wang-ta and other terms for bullying-like phenomena in an Eastern culture, South Korea. Data were obtained from 113 participants, ranging from young children to adults. Age-related differences in usage were found, in part developmental, but also suggesting some recent historical changes perh...
Article
Background. Research has shown that the specific emotional consequences of bullying for victims are different depending on the type of bullying that they experience and certain personal characteristics of the victims. Some victims are negatively affected, whereas others report indifference. The specific factors involved in these responses are not y...
Article
Full-text available
El artículo examina las conductas injustificadas de agresión en una muestra de niñas y niños chilenos de entre 4 y 6 años que asisten a centros de segundo ciclo de Educación Preescolar en la región de Bío-Bío, en la provincia de Con-cepción. Los niños y niñas nominaron a sus iguales y a sí mismos en los roles de agresor, víctima y defensor a partir...
Article
Purpose This study aims to investigate perceptions of bullying‐like behaviours in South Korea, from young children to adults; why they happen and how people judge them. Design/methodology/approach Focus groups were conducted across different age ranges, from preschool to workplace employees, in Seoul. A total of 113 participants were shown cartoon...
Article
Full-text available
There is a small, but growing, body of research investigating peer-victimisation between preschoolers, an age which has been identified as being important both theoretically and practically for the development of interventions. This study compares aggressive and defending behaviour and victim status of preschoolers in three European countries; Engl...
Book
Bullying has a tendency to be associated with aggression between children in the playground, but bullying and abuse can also be observed in other social settings. Bullying in Different Contexts brings together, for the first time, leading international researchers to discuss these behaviours in a wide range of settings, including preschool, school,...
Article
General overview of and rationale for the book Bullying is widely recognised as being a problem, not only for those individuals involved, but also for the organisation within which it occurs and the wider community. Few people can be unaware of bullying, either having been involved in it (as a perpetrator or target), having witnessed it occurring o...
Article
There is an extensive body of research which has examined the bullying behaviours of schoolchildren during middle childhood and adolescence (see Smith, Chapter 3). Fewer studies have focused on children during preschool/kindergarten (between the ages of three and six years in most Western countries). Preschool settings may vary considerably within...
Chapter
In editing this book, we have illustrated that bullying and abuse emerge over the lifespan of human beings. It is identified within each of the settings detailed in the book and has serious mental and physical consequences for those involved, as well as associated costs for families, schools, organisations and society. Our vision was to obtain subj...
Article
The aim of the current study was to develop and assess a method for obtaining peer-, selfand teacher-nominations of the participant roles in peer victimisation appropriate for use with children between the ages of five and eight years. Sixty-eight five-year-olds and 69 eight-year-olds and their teachers took part. Peer-nominations (including self-n...
Article
Full-text available
El artículo presenta un estudio sobre el contexto interrelacional de los niños y niñas de 4 años de edad de dos aulas de Educación Infantil de la ciudad de Córdoba. Se trata de un análisis innovador basado en el uso del mapeo (mapping) para el registro y la descripción de los sistemas de actividad, comunicación y agrupamiento en preescolar. Los res...
Article
Full-text available
This article promotes a psychosocial perspective that proposes that relational activities are an enriching factor in pupils' social learning. This study offers a model of intervention, using activities that promote peer-relations among preschoolers. The activities share several characteristics including: (a) being designed to be appropriate for the...
Article
Research on bullying has grown very rapidly in the last two decades, initially in schools but also in a variety of other settings and relationships; and there has been relatively little communication between the different groups of researchers. We describe the nature of bullying in schools, between siblings, in children's residential care homes, in...
Article
Full-text available
Most surveys of bullying and school violence have not addressed the issue of aggression or social exclusion related to the ethnic, cultural or racial background of the recipient. The limited number of studies in this area tend to focus on whether children from different cultural groups are more or less likely to be victimized by peers overall, repo...
Article
Among the bad relations that may arise in social interactions is unjustified aggression and harassment. The unjustified aggressiveness can be considered an antecedent of the bullying phenomenon, which could be prevented through appropriate educational programs. The objective of this study is to check if the intervention aimed at improving interpers...
Article
This review considers the origins of the term bullying and historical changes in the definition of bullying, leading to contemporary research definitions in terms of agreed criteria. The paper next considers how we can assess the actual working definitions or criteria used by pupils, teachers, parents or others concerned with bullying; in different...
Article
Full-text available
This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Finland, Greece, Italy, Spain and Sweden). Previous research concerning the social context within which cognitive/learning activities take place has focused...
Article
We report two studies that examine age differences in pupils' and parents' definitions of the term bullying, and possible reasons for these including the role of specific experiences. Study 1 compared definitions of bullying given by participants in four age groups; 4 to 6 years, 8 years, 14 years and adult. Participants were shown/read 17 differen...
Article
Full-text available
En: Revista de ciencias de la educación Madrid 2006, n. 206, abril-junio ; p. 167-176 El modelo de formación inicial del profesorado de Secundaria (FIPS) en España recibe numerosas críticas por parte de los especialistas por el hecho de no adecuarse a las demandas de la sociedad ni a la realidad socio-económica del momento. En este trabajo, se pres...
Article
Most research into peer victimisation has focussed on children aged 8 years and above and has included a study of the correlates of victimisation, including cognitive and social skills, and attachment profiles. Recent research has started to investigate aggression and victimisation in younger groups and has found that the nature of aggression diffe...
Article
The article examines the nature of unjustified aggression in a sample of pre-school children in Seville. Children nominated themselves and their peers for taking four roles in aggression; aggressor, victim, defender, assistant to the aggressor and outsider. Children were also asked about the sociometric status of their classmates. Teachers were giv...
Article
Agreement between peer, self-, and teacher nominations for aggressor, victim, and defender and the stability of peer and self-nominations over 4 months was examined. Informants varied in the prominence given to the different roles. Agreement was generally highest for aggressor, between peers and self for victim and defender, and between teacher and...
Article
This study investigates the nature of unjustified aggression in Spanish preschool children aged 4 to 6 years. Children were assigned to roles in aggression (Aggressor, Victim, Defender, Supporter, and Bystander) on the basis of peer, teacher, and self-nominations. The roles taken in aggression were examined in relation to individuals' physical stre...

Projects

Projects (2)
Project
How do social, emotional and cognitive factors affect the behavioural choices made by 4- and 5-year-old children in their first year of school? Specifically how may such factors affect these choices when those behaviours are specifically intended to acquire resources such as toys or social attention from a peer? This project intends to elucidate potential factors behind behavioural approaches to resource contests between peers in early childhood, through data collected via teacher surveys of child behaviour and a battery of measures performed with children in reception classes in the UK, over the course of one academic year.