Selected Recent Book Chapters

Coplan, R.J. (2020). Play skills for shy preschoolers: A social skills training and facilitated play (SST-FP) early intervention program. In D.W. Nangle, C.A. Erdley, & R.A. Schwatz-Mette (Eds.), Social skills across the lifespan: Theory, assessment, and intervention (pp 165-179). Cambridge: Elsevier.

Coplan, R.J., Baldwin, D., & Wood, K.R. (2020). Shy but getting by: Protective factors in the links between childhood shyness and indices of socio-emotional functioning. In L.A. Schmidt & K.L. Poole (Eds.), Adaptive shyness: Multiple perspectives on behavior and development (pp. 63-87). New York: Springer.

Archbell, K.A., Bullock, A. & Coplan, R.J. (2019). Teachers’ beliefs about socially withdrawn young children. In O.N. Saracho (Ed.) Contemporary perspectives on research in motivation in early childhood education (pp. 191-205). Charlotte, NC: Information Age Publishing.

Coplan, R.J., Sette, S., & Hipson, W.E. (2019). Il ritiro sociale nell’infanzia e nell’adolescenza. Concettualizzazione, sviluppo e collegamenti con la psicopatologia [Social withdrawal in childhood: Development, consequences, and links with psychopathology]. In M. Procacci and A. Semerari (Eds.), Ritiro sociale: Psicologia e clinica [Social withdrawal: Psychology and Clinical] (pp. 15-42). Trento: Edizioni Centro Studi Erickson.

Sette, S. & Coplan, R.J. (2019). Shyness/Behavioral Inhibition. In J.J. Ponzetti, Jr., M. Blankemeyer, S.M. Horan, H. Lyons, & A. Shigeto (Eds.), Macmillan Encyclopedia of Families, Marriages, and Intimate Relationships (pp. 819-821). New York: Macmillam Reference USA/Gale.

Coplan, R.J., Schneider, B.H., Ooi, L.L., & Hipson, W.E. (2018). Peer-based interventions for behaviorally inhibited, socially withdrawn, and socially anxious children. In W. Bukowski, B. Laursen, & K.H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (2nd Edition) (pp. 657-675). New York: Guilford.

Coplan, R.J. & Xiao, B. (2018). Shyness. In V. Zeigler-Hill & T.K. Schackelford (Eds.), Encyclopedia of personality and individual differences. New York: Springer.

Coplan, R.J., Zelenski, J., & Bowker, J.C. (2018). Well enough alone? The costs and benefits of solitude. In J. Maddux (Ed.), Social psychological foundations of well-being (pp. 129-147). New York: Psychology Press.

Hipson, W.E. & Coplan, R.J. (2018). Social withdrawal in childhood. In T.K Shackelford & V.A Weekes-Shackelford (Eds.) Encyclopedia of Evolutionary Psychological Science (pp. 1-10). New York: Springer

Rubin, K.H., Bowker, J., Barstead, M., & Coplan, R.J. (2018). Avoiding and withdrawing from the peer group. In W. Bukowski, B. Laursen, & K.H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (2nd Edition). New York: Guilford.

Coplan, R.J. & Bowker, J. (2017). Should we be left alone? Psychological perspectives on the implications of seeking solitude. In I. Bergmann & S. Hippler (Eds.), Cultures of solitude: Loneliness – limitation – liberation (pp. 287-302). Frankfurt: Peter Lang.

Bowker, J., Rubin, K.H., & Coplan, R.J. (2016). Social withdrawal. In R.J.R. Levesque (Ed.), Encyclopedia of adolescence (2nd Edition) (pp. 1-14). New York: Springer.

Coplan, R.J., Ooi, L.L, Kirkpatrick, A., & Rubin, K.H. (2015). Social and nonsocial play. In D.P. Fromberg & D. Bergen (Eds.), Play from birth to twelve: Contexts, perspectives, and meanings (3rd Edition) (pp. 97-106). New York: Routledge.

Rubin, K.H., Coplan, R.J., Chen, X., Bowker, J.C., Macdonald, K.L, & Heverly-Fitt, S. (2015). Peer relationships. In M. Bornstein & M. Lamb (Eds.), Developmental science: An advanced textbook (7th Edition) (pp. 587-644). New York: Psychology Press.