ABSTRACT
The purpose of this chapter is to describe findings from the Waterloo Longitudinal Project (WLP), an ongoing 10-year study of normal, school attending children. The central focus of the WLP has been to chart the developmental course of social competence (e.g., Rubin & Rose-Krasnor, in press), social withdrawal (e.g., Rubin & Mills, 1988), and aggression (e.g., Hymel, Rubin, Rowden, & LeMare, 1990; Rubin, Bream & Rose-Krasnor, 1991) from early childhood to adolescence. In this chapter, a conceptual and empirical analysis of the developmental causes, correlates, and consequences of social withdrawal is documented.
