Interpersonal relationship

About: Interpersonal relationship is a research topic. Over the lifetime, 22392 publications have been published within this topic receiving 937957 citations. The topic is also known as: interpersonal status & relationship.

Developing social capital through participation in organized youth programs: qualitative insights from three programs

Abstract: Organized youth programs can serve as a context in which youth are connected to resource-bearing adults in the community who promote the development of social capital. This article explores the process of how this happens and what types of resources are gained by youth. Qualitative interviews were conducted with adolescents in three youth programs over a three- to four-month period. Two key findings emerged. First, relationships with community adults were found to develop in stages, with youth moving from a stage of suspicion and distrust, to a stage of facilitated contact, to a stage of meaningful connection. Second, these relationships provided youth with access to adult resources, such as information, assistance, exposure to adult worlds, support, and encouragement. The three programs facilitated this process of social capital development by linking youth to suitable adults, structuring youth–adult activities around common goals, and coaching youth on these interactions. © 2005 Wiley Periodicals, Inc. J Comm Psychol 33: 41–55, 2005.

Who helps and harms whom? Relational antecedents of interpersonal helping and harming in organizations.

Abstract: Antecedents of interpersonally directed forms of citizenship and counterproductive behaviors (i.e.,interpersonal helping and harming, respectively) have been studied most often under the broad categoriesof individual differences and job attitudes. Although these behaviors often are exhibited within theconfines of interpersonal relationships, the impact of relationship quality and context on such behaviorshas been understudied. The present study uses a social networks framework to examine the relationalantecedents of interpersonal helping and harming in a sample of 62 members of a college sorority house.Results indicate that relational variables—direct, third-party, and structural or positional characteristicsof positive and negative affective networks, and the frequency of voluntary interaction—explainsubstantial incremental variance (beyond traditional predictors) in helping and harming. Moreover,helping and harming were themselves weakly positively interrelated. Implications for theory and practiceare discussed.Keywords: interpersonal harming, interpersonal helping, social networks, organizational citizenshipbehavior, counterproductive behavior

Poor social skills are a vulnerability factor in the development of psychosocial problems

Abstract: This 2-wave panel stady sought to test a social skills deficit vulnerability model of psychosocial problems. According to this model, poor social skills are thought to make people vulnerable to psychosocial problerns pursuant to the experience of stressful life events. This model was tested in a sample of 118 students who were moving at least 200 miles away from their home town and making the transition to their first semester of college. At the end of their high school career, parlicipants completed measures of social skills and the following psychosocial problems: depression, loneliness, and social anxiety. Toward the end of their first semester of college, they again completed measures of the psychosocial problems and a measure of stressful life events. Results indicated that lower social skills scores at T1 were predictive of a worsening of psychosocial problems over the course of the study. Furthermore, social skills interacted with stressful life events to predict changes in depression and loncliness. In each case, those with lower social skills at T1 appeared more vulnerable to the development of psychosocial problems by T2 than those with better social skills at T1.

Children's experiences of disability: pointers to a social model of childhood disability

Abstract: The social model of disability has paid little attention to disabled children, with few attempts to explore how far it provides an adequate explanatory framework for their experiences. This paper reports findings from a two‐year study exploring the lived experiences of 26 disabled children aged 7–15. They experienced disability in four ways—in terms of impairment, difference, other people’s behaviour towards them, and material barriers. Most young people presented themselves as similar to non‐disabled children: it is suggested they may have lacked a positive language with which to discuss difference. It is further argued that Thomas’s (1999) social relational model of disability can help inform understandings of children’s experiences, with ‘barriers to being’ having particular significance.