Showing papers on "Peer group published in 1977"

Problem Behavior and Psychosocial Development: A Longitudinal Study of Youth

Abstract: This study is the 2nd phase of a long-term program of research on problem behavior. The approach to theory testing involves a longitudinal design. The study plots trajectories of change over time in personality social environment and behavior and uses the theory to forecast important transitions--beginning to drink starting to use marijuana and becoming a nonvirgin. The book has 4 main sections: 1) an introductory chapter and a chapter describing problem-behavior theory and research design and method 2) the cross-sectional findings and their bearing on the theory 3) the longitudinal findings and 4) studies of socialization and conclusions. Using adolescents and youths in American society in the late 1960s and early 1970s this research represents a logical continuation of a long term interest in problem behavior and a recognition that what was going on among youth and in the student movement can be viewed from a problem-behavior perspective. This high school study began in the spring of 1969 with grades 7 8 and 9; by the end of the study in 1972 these participants had all made the transition from junior to senior high school of grades 10 11 and 12. Each year each participant completed a 50 page questionnaire inquiring about their drug use sexual behavior alcohol drinking and the problem behavior associated with excessive use of alcohol. Some of the major findings suggest that: 1) the prevalence of problem behaviors is substantial at the college level and while much lower sizable at the high school level; 2) personal controls appear to be most influential in relation to the set of problem behaviors motivational-instigations are next and personal beliefs are least; 3) the adolescent who is less likely to engage in problem behavior is one who values academic achievement and expects to do well academically; 4) within the distal structure the variables that indicate whether a youth is parent-oriented or peer-oriented are the most significant; and 5) the developmental changes most often measured in connection with growth trends are growth of independence decline in traditional ideology related to achievement value and society as a whole assumption of a more relativistic and tolerant morality attenuation of conventional norms and religious beliefs increase in peer influence and increase in problem behavior itself. Overall it would be an important step forward for prevention and control if problem behavior in youth came to be seen as part of the dialectic of growth.

Assessing the Clinical or Applied Importance of Behavior Change through Social Validation

Abstract: Applied behavior analysis has emphasized that the effects of treatment interventions should be evaluated in part on the basis of whether changes of clinical, social, or applied importance have been achieved. Recently, social validation has been proposed as a means of evaluating whether behavior changes achieved during treatment are clinically important. In the context of evaluating treatment outcome, social validation consists of two procedures. First, the behavior of the target subject is compared with that of his or her peers who have not been identified as problematic. Second, subjective evaluations of the target subject's behavior by individuals in the natural environment are solicited. Behavior changes can be viewed as clinically important if the intervention has brought the client's performance within the range of socially acceptable levels, as evidenced by the client's peer group, or if the client's behavior is judged by others as reflecting a qualitative improvement on global ratings. The present ...

Do Schools Make a Difference

Abstract: Parents, courts, and legislatures have been struggling to define equal educational opportunity (minimum achievement level for all? minimum growth in achievement? differential growths in achievements?). At the same time, economists, sociologists, and educators have been struggling to identify which package of school inputs is required for each type of student to equip him or her for educational growth. Most empirical attempts to identify which inputs matter have concluded that schools barely make a difference. From this conclusion has flowed a prevailing nihilism with respect to schools as an egalitarian force. We conclude, on the basis of a microeconometric examination of Philadelphia School District data, 1) that many school inputs do matter, 2) that disadvantaged students can be helped by particular types of inputs, and 3) that the use of pupil-specific data, and statistical methods appropriate to such data, account for the cheerier results of this study. Little theory, economic or otherwise, is currently available to describe the determinants of educational achievement. Casual observation, combined with the education literature, suggests that achievement (A ) is a function of a student's hard-to-disentangle genetic endowment and socioeconomic status (GSES), teacher quality (TQ), non-teacher school quality (SQ), and peer group characteristics (PG). Thus,

Preschoolers' Competence with a Peer: Relations with Attachment and Peer Experience.

Abstract: LIEBERMAN, ALICIA F. Preschoolers' Competence with a Peer: Relations with Attachment and Peer Experience. CHILD DEVELOPMENT, 1977, 48, 1277-1287. 40 3-year-olds participated in a short-term longitudinal study assessing the relationship between peer competence and 2 antecedent variables, the security of the attachment relationship with the mother and the amount of experience with peers. Security of attachment was assessed through a home visit, the laboratorybased "strange situation,"and a standardized maternal-attitude scale. The mother's report was used to estimate amount of experience with peers. Peer competence was assessed from the subjects' behavior in a familiar laboratory playroom with an unfamiliar same-age, same-sex playmate. Security of attachment as assessed at home was highly positively correlated with peer experience. Partial correlations showed that security of attachment was correlated only with nonverbal measures of peer competence, whereas peer experience was correlated only with verbal measures. It was concluded that security of attachment and peer experience were related to different aspects of peer competence. A separate analysis showed that maternal attitudes toward the child's expression of aggression and freedom to explore were significantly correlated with the measures of peer competence.

The Origins of Social Skills and Interaction among Playgroup Toddlers.

Abstract: MUELLER, EDWARD, and BRENNER, JEFFREY. The Origins of Social Skills and Interaction among Playgroup Toddlers. CHILD DEVELOPMENT, 1977, 48, 854-861. A short-term longitudinal design permitted assessment of the growth of toddler social interaction in playgroups. The study analyzed social interaction sequences as well as the behavioral components of social interaction. In both playgroups the amount of peer interaction increased in significant linear fashion. Acquainted toddlers more frequently engaged in sustained social interactions than did less acquainted age-mates. They also utilized more coordinated social behaviors in their interactions. In the environment studied here, peer social relations originated during object-focused contacts. It was concluded that parallel play, rather than merely reflecting an inadequacy of early peer relations, represents a natural facilitating context for such relations. Participation in peer social interaction was itself responsible for the increase in skilled behavior among peer-experienced toddlers. Social interaction was seen as a source of growing social skill and not only its product.

Adolescent development and behavior

Abstract: Introduction to Adolescence. Explaining Adolescent Behaviour. Biological Change and Adolescent Development. Intellectual and Cognitive Development in Adolescence. Moral Development in Adolescence. Self-Concept, Self-Esteem, and Identity. Sex-Role Socialization. Adolescent Sexuality. Adolescents and Work. Parent and Family Influences. Peer Group Influences on Adolescent Development. School influences on Adolescent Development. Deviant Behaviour During Adolescence.

Role of socializing agents in female sport involvement.

Abstract: A social learning paradigm was used to examine the influence of socializing agents on the process of socialization of women into sport A fixed-alternative questionnaire was administered to 585 female participants in the Wisconsin Women's Intercollegiate Athletic Conference The first hypothesis, which predicted differential influence of socializing agents over the life cycle, was partially accepted Peers were the major influence throughout each life-cycle stage; family served as a strong socializing agent during childhood, had no significant effect during adolescence, and proved to be significantly less influential during adulthood Teachers and coaches served as significant agents only during adolescence The second hypothesis, which predicted males as predominant role models, was not rejected for childhood, but was rejected for adolescence and the adult stage when female role models became more significant When role models were examined from the perspective of athletes only, male athletes we

Academic performance and social factors related to cigarette smoking by schoolchildren.

Abstract: Factors which may influence boys and girls aged between 10 and 121/2 years to start smoking were studied. Information was obtained from 491 schoolchildren, their parents, and headteachers. In their own view and that of their headteachers children who did not smoke were academically better than smokers. Children who smoked were more likely than non-smokers to have a parent and siblings of the same sex who smoked. No association was found between the child's own smoking and that of parents and siblings of the opposite sex. Smokers were more likely to have friends who smoked. Most children did not think smoking was enjoyable or desirable and many thought it bad for health, irrespective of their own smoking habits. The majority thought people of their own age smoked to show off.

Physical Attractiveness, Personality, and Social Reactions to Peer Pressure

Abstract: Following a hypo-deductive theoretical rationale, the relationship between physical attributes, personality development, and susceptibility to peer pressure was assessed. Male and female college students (N = 181) responded to several personality measures previously reported as characteristics attributed to physical attractiveness and a new measure designed to assess peer pressure influences (Dilemmas Test for College Students). Peer-ratings and self-perceptions of facial attractiveness, body form, and general appearance were gathered. Physically attractive persons, in comparison to their lesser attractive peers, were more likely to have internalized socially desirable personality characteristics and show resistance to peer pressure influences. Further, some evidence suggested that attractiveness was related to the internalization of cognitive-social characteristics for males and cognitive-evaluative characteristics for females.

Correlations between staff, peer and self assessments of fourth-year students in surgery.

Abstract: Self, peer and staff assessments were made for 138 of 141 students, in two fourth-year surgery classes. Self assessments were significantly lower than peer assessments, which in turn were significantly lower than staff assessments. The highest correlation was between peer and staff assessments. Students with serious psychological problems identified themselves with failing self assessments. The study stimulated interest in assessment procedures amongst staff and students and the latter responded with an assessment of teachers and courses throughout the faculty.

The effects of a modeling film on social isolation in preschool children: a methodological investigation.

Abstract: Children in a Headstart program N=113) were assessed on two occasions using a naturalistic observation system and peer sociometric measures. Thirtytwo children were selected by O'Connor's (1969, 1972) convergent criteria of teacher rankings and being below 15% peer interaction frequency. Half of the children saw an experimental modeling film designed to teach children how to initiate entry into peer groups and half of the children saw a control film. The present investigation included methodological elements left uncontrolled in previous investigations. Results indicated no significant multivariate Fratios for treatment main effects, sociometric main effects, or treatment by sociometric interactions. This failure to replicate previous results with the O'Connor film raises serious methodological criticisms of previous work with socially withdrawn children.

Reference Group Support for Voluntary Childlessness: Evidence for Conformity.

Abstract: The purpose of this study was to test four hypotheses in an attempt to demonstrate that reference group support is an influential factor in deciding not to have children. The results show that the majority of women who wished to remain childless had reference group support for that decision although they characteristically had fewer reference groups than those females who looked forward to having children. The data further demonstrate that even though the "desire no children" women like the "desire children" women were aware of the negative pressures and sanctions that accompany noncompliance to the dominant social norm prescribing children the former exhibited significantly less overall concern. (authors)

Interpersonal awareness in children: toward an integration of developmental and clinical child psychology.

Abstract: This paper postulates a five-stage developmental sequence of awareness of interpersonal issues such as trust in friendship and loyalty in peer group relations. Results of research comparing the impersonal and interpersonal awareness of children with poor peer relations is presented in an attempt to clarify the function of social cognition in clinical contexts.

Dating choices of high school students.

Abstract: Dating is experienced by most adolescents in our society as a prelude to mate selection. Three hundred and fifty-four white and black youth were studied to measure their dating-mating choices. Implications for teachers and practitioners based on racial and gender differences as well as perceived peer group influences are discussed. (authors)

Peer group support for police occupational deviance

Abstract: Although there have been several journalistic and impressionistic accounts of police corrupt behavior, there are few empirical studies of this phenomenon. One of the reasons for this lack of research is the absence of theoretical frames of reference to guide research endeavors. This paper deals with police corruption as but one of many forms of occupational deviance and discusses the manner in which the social conditions existing within the occupational milieu contribute to such corruption. In particular. the paper examines the manner in which the opportunity structure and socialization practices within the occupation combine with peer group support to create a social situation where certain corrupt acts are tolerated and accepted.

Children's understanding of their emotionally disturbed peers. II. Etiological factors.

Abstract: In a previous study, we (Marsden and Kalter, 1976) found that fourth- and sixth-grade children not only made distinctions between normal and emotionally disturbed behavior, but also were able to discriminate degrees of childhood psychopathology in a manner strikingly congruent with clinician-judges. Having assessed children's perceptions of emotional disturbance, we turned our attention to how the children might account for the development of such childhood disorders. We are aware of no previous study which has examined children's views of the etiology of emotionally disturbed behavior of their peers. Such information could shed further light on children's understanding of childhood psychopathology and might implicitly indicate what children believe are the necessary ingredients for healthy emotional development. This knowledge would be useful to mental health professionals, teachers, and parents seeking both to understand the emotionally disturbed child's place in his peer group and to convey an understanding of emotional illness to normal children.

Application of a New Model of Peer Group Influence to Naturally Existing Adolescent Friendship Groups.

Abstract: SIMAN, MICHAEL L. Application of a New Model of Peer Group Influence to Naturally Existing Adolescent Friendship Groups. CHILD DEVELOPMENT, 1977, 48, 270-274. A new model of the peer group influence process was proposed and tested using questionnaire responses from 41 naturally existing adolescent cliques representing males and females in grades 6 through 12. The new model utilized 2 group components: 1 that recognized a trend toward homogeneity of behavior for all members of a particular clique and a second that recognized the existence of diversity in the behavior of individual group members by measuring peer group influence in terms of the deviation of individual behavior from the group norm. This group component model did as well as the more traditional approach utilizing individual (nongroup) components in predicting the frequency of adolescent behavior and was a significantly better predictor of antisocial behavior items than was the traditional approach. This was interpreted as indicating support for the view of the peer group as a filter through which parent norms must pass in order to make them more meaningful to the individual group members.

Cliques, clubs and clans

Abstract: In the analysis of social networks adequate concepts are necessary to indicate various types and configurations of social groups such as peer groups, coteries, acquaintance groups, etc. The problem has theoretically been argued convincingly by e.g. Kadushin (1968), who introduced the general concept of "social circle". In the actual empirical study of social networks there is therefore a need for adequate operational and analytically useful concepts to represent such more or less closely knit groups. Many of these can be developed with the help of the theory of graphs and networks. A well-known concept, more or less corresponding to that of the peer group is the clique: a group all members of which are in contact with each other or are friends, know each other, etc. However, similar concepts will be necessary to denote less closely knit, yet significantly homogeneous social groups, such as "acquaintance groups", where every pair of members, if they are not in mutual contact, have mutual acquaintances, or common third contacts, etc. In this latter type of social group an important aspect is brought out by the question of whether the homogeneity of a social group is due to its position in a larger social network in which it is embedded, or whether it is a property of the group itself as a more or less autarchic unit, independent of the surrounding social network. In the first case, for instance, a group may be as closely knit as an "acquaintance network",

Teenage drinking in South-West Scotland.

Abstract: Summary By the age of fourteen most children have tasted alcohol. There is a suggestion that drinking behaviour starts wry early within the family home and progresses in a common manner through other social situations leading to peer group drinking. It is argued that this early experience and progression may be a prerequisite of normal social drinking in later life.

Peer sex education training and evaluation.

Abstract: Human sexuality has been recognized as an important developmental, emotional, and medical concern on the college campus. The Peer Sex Education Program at the University of Massachusetts/Amherst has been developed as a model for the use of trained students in an educational, referral, and counseling role. This paper describes the program and outlines the methodology used in the documentation and evaluation of various program aspects. Aspects described include the program's rationale and background, the recruiting process, roles and responsibilities, training and supervision models, community development, and delivery of service. Categories of documentation and evaluation considered include effort, performance, adequacy of performance, efficiency, and process. These are related to consumer acceptance and satisfaction, outcome measures of knowledge, attitude, and behavior, effectiveness of referral and other functions, and effect of program on the peer educators' growth and development. The allocation of energy and resources between program development, service delivery and evaluation needs is highlighted.

Problems for women in psychiatric residency.

Abstract: Some of the basic problems confronting women in psychiatric training are reflected in four major areas: supervision, administration, research, and peer relationships. The authors recommend a residency seminar on female psychology, flexible-schedule residencies, inclusion of more women in all phases of the profession, reeducation in female psychology for supervisors, more research opportunities, the availability of male and female mentors, and training program encouragement of peer support; these suggestions would help overcome the problems and improve training programs for women and men.