Child-Focused Versus School-Focused Sociometrics: A Challenge for the Applied Researcher

Abstract

We explored the feasibility and usefulness of collecting peer sociometric data on a sample of children from across southeastern New England who were being followed in a community-based longitudinal study. Applying what has typically been a school-focused research methodology to this child-focused follow-up highlighted challenges faced by applied researchers wanting to make use of this powerful method for assessing social adjustment in their school-aged participants. It also allowed us to conduct a “real-world” test of the 1998 sociometric sampling study by Terry et al., who concluded that valid sociometric data can be obtained from a small pool of classroom peers. Through presentation of our efforts to obtain sociometric data on 57 target children and the results of these child-focused sociometrics, we illustrate and discuss the methodological and pragmatic issues surrounding the use of child-focused (in contrast to the more typical school-focused) approach to sociometrics. School consent for child-focused sociometrics was the most formidable challenge to successful data collection in this study. In our discussion we present new data from a child-focused sociometric assessment of psychiatrically hospitalized children that demonstrate how emphasizing the clinical relevance of these data can help clinicians and applied researchers better address this particular challenge.