Showing papers on "Peer group published in 1987"

Peer relations and later personal adjustment: Are low-accepted children at risk?

Abstract: In this review, we examine the oft-made claim that peer-relationship difficulties in childhood predict serious adjustment problems in later life. The article begins with a framework for conceptualizing and assessing children's peer difficulties and with a discussion of conceptual and methodological issues in longitudinal risk research. Following this, three indexes of problematic peer relationships (acceptance, aggressiveness, and shyness/withdrawal) are evaluated as predictors of three later outcomes (dropping out of school, criminality, and psychcpathology). The relation between peer difficulties and later maladjustment is examined in terms of both the consistency and strength of prediction. A review and analysis of the literature indicates general support for the hypothesis that children with poor peer adjustment are at risk for later life difficulties. Support is clearest for the outcomes of dropping out and criminality. It is also clearest for low acceptance and aggressiveness as predictors, whereas a link between shyness/withdrawal and later maladjustment has not yet been adequately tested. The article concludes with a critical discussion of the implicit models that have guided past research in this area and a set of recommendations for the next generation of research on the risk

Social-information-processing factors in reactive and proactive aggression in children's peer groups

Abstract: We examined social-information-processing mechanisms (e.g., hostile attributional biases and intention-cue detection deficits) in chronic reactive and proactive aggressive behavior in children's peer groups. In Study 1, a teacher-rating instrument was developed to assess these behaviors in elementary school children (N = 259). Reactive and proactive scales were found to be internally consistent, and factor analyses partially supported convergent and discriminant validities. In Study 2, behavioral correlates of these forms of aggression were examined through assessments by peers (N = 339). Both types of aggression related to social rejection, but only proactively aggressive boys were also viewed as leaders and as having a sense of humor. In Study 3, we hypothesized that reactive aggression (but not proactive aggression) would occur as a function of hostile attributional biases and intention-cue detection deficits. Four groups of socially rejected boys (reactive aggressive, proactive aggressive, reactive-proactive aggressive, and nonaggressive) and a group of average boys were presented with a series of hypothetical videorecorded vignettes depicting provocations by peers and were asked to interpret the intentions of the provocateur (N = 117). Only the two reactive-aggressive groups displayed biases and deficits in interpretations. In Study 4, attributional biases and deficits were found to be positively correlated with the rate of reactive aggression (but not proactive aggression) displayed in free play with peers (N = 127). These studies supported the hypothesis that attributional biases and deficits are related to reactive aggression but not to proactive aggression.

Peer Models and Children’s Behavioral Change

Abstract: This article critically reviews the research literature on peer modeling among children as a function of model attributes. Peer modeling is hypothesized to depend in part on perceived similarity between model and observer. Similarity serves as an important source of information for gauging behavioral appropriateness, formulating outcome expectations, and assessing one’s self efficacy for learning or performing tasks. Research is reviewed on the effects of model age, model sex, model competence, number of models, and model background. Peer models can foster diverse types of behavioral change in children, but attribute similarity does not automatically enhance modeling. The conditions under which similarity promotes behavioral change are discussed. Future research needs to assess children’s self-perceptions, as well as maintenance and generalization of behavioral changes. It is suggested that classroom peers can help train social skills, enhance self-efficacy, and remedy skill deficiencies.

Processes of adolescent socialization by parents and peers.

Abstract: Basic processes of socialization by parents and peers involving modeling and social reinforcement, in their direct, indirect, and contingent manifestations, are investigated with respect to adolescent use of alcohol and marijuana. Four causal models are tested for frequency of alcohol and of marijuana use and for initiation into alcohol and into marijuana. The analyses are based on cross-sectional and short-term longitudinal samples of adolescent-parent-best schoolfriend triads. The basic socialization processes are found to vary depending upon the source of influence, the specific drug, and the phases of behavior engaged in by the adolescent. Implications of the results for socialization theory are discussed.

Peer-group affiliation and adolescent self-esteem: An integration of ego-identity and symbolic-interaction theories.

Abstract: To evaluate expectations derived from ego-identity theory and symbolic-interaction theories about the association between self-concept and peer-group affiliations in adolescence, we examined the self-esteem of 221 7th through 12th graders associated by peers with one of five major school crowds and 106 students relatively unknown by classmates and not associated with any school crowd. Among crowd members, self-esteem was directly related to the position of one's crowd in the peer-group status hierarchy (based on both peer-rated and self-perceived crowd affiliation). Outsiders' self-esteem differed in relation to the accuracy of their reflected appraisal of and the salience they attached to crowd affiliation. Crowd members as a whole exhibited higher self-esteem than outsiders as a whole. Differences, however, were mediated by crowd status, salience of crowd affiliation, and the accuracy of reflected appraisals. An adequate interpretation of the findings required an integration of Festinger's (1954, 1957) social comparisons and cognitive-dissonance theories, Cooley's (1902) notions of reflected appraisal, and Newman and Newman's (1976) extrapolations from ego-identity theory.

Single parents, stepparents, and the susceptibility of adolescents to antisocial peer pressure.

Abstract: According to a recent report, adolescents living in single-parent households are more likely to engage in deviant activity than are youngsters living with both natural parents, or in single-parent, extended households, allegedly because the presence of an additional adult provides greater control of youngsters' behavior. In the present study, fifth, sixth, eighth, and ninth graders from 1 of 3 family structures (both natural parents, mother alone, or 1 natural parent and a stepparent) were compared with respect to their susceptibility to peer pressure to engage in deviant activity. All comparisons controlled for sex, age, socioeconomic status, maternal employment, and patterns of family decision making. Youngsters living with both natural parents were less susceptible to pressure from their friends to engage in deviant behavior than youngsters living in other family structures. More important, youngsters growing up in stepfamilies--in the presence of an additional adult--were equally at risk for involvement in deviant behavior as were their peers growing up in single-parent households.

The transition to junior high school: a longitudinal study of self-esteem, psychological symptomatology, school life, and social support.

Abstract: This research examined the psychological well-being of 159 white and black students during the transition to junior high school. Adjustment patterns were found to be complex and highly differentiated. Self-esteem was unchanged from the end of sixth through the middle of seventh grades, rising by the end of seventh grade. Girls reported an increase in depressive and other symptoms over time relative to boys. Perceived quality of school life plunged. Peer social support increased only for blacks of high academic competence. Although there were no race differences on overall self-esteem, multivariate analyses of symptom data revealed that blacks reported greater distrust of the environment than they reported negative internal states, whereas whites reported the opposite pattern. The discussion emphasizes the developmental and ecological context of the transition.

The Cultural Production and Reproduction of Gender: The Effect of Extracurricular Activities on Peer-Group Culture.

Abstract: Considerable attention has been given to the cultural reproduction of social-class differences in educational settings, but much less attention has been given to the processes by which gender differences are produced and reproduced. The few studies that have examined gender socialization in schools have focused primarily on the role of textbooks and formal instruction in the promotion of traditional gender roles. Since most middle schools and high schools also sponsor extracurricular activities, it is important to determine the role these activities play in the promotion of gender differences in values and behavior. In this paper, we examine the effect of athletic-related activities on the peer-group culture of students at a predominantly working-class middle school. We find that certain extracurricular activities influence the predominant male and female cultures of early adolescents. Since male athletic events are the main social events of the school, both male athletes and female cheerleaders have considerable visibility and are likely to be members of the elite group. Males and females are exposed to very different values through these activities. Male athletes are encouraged to be achievement-oriented and competitive, and cheerleaders are reminded of the importance of appearance and emotion management. These values are incorporated into the informal peer culture of the school, where they are further refined and applied to specific situations and behaviors.

Susceptibility to Peer Pressure, Self-Esteem, and Health Locus of Control as Correlates of Adolescent Substance Abuse

Abstract: As part of a school-based alcohol misuse prevention study, questionnaires were administered to 2,589 fifth and sixth grade students to determine levels of use of alcohol, marijuana, and cigarettes, intentions to use these substances, and problems resulting from alcohol misuse. The questionnaire also included 45 items concerning susceptibility to peer pressure, self-esteem, and health locus of control. These 45 items were factor analyzed separately for two groups formed by random assignment. Six factors were identified which were both internally consistent and replicable, and indices were constructed. The indices measuring susceptibility to peer pressure, self-esteem, and internal health locus of control were significantly and negatively correlated with most of the substance use, misuse, and intention items, and an external health locus of control index was not significantly related to most of the substance use, misuse, and intention items. The "Susceptibility to Peer Pressure" index correlated more highly with the adolescent substance use, misuse, and intention items than the self-esteem or the health locus of control indices, and it had the highest alpha coefficient. Implications for the design of school-based substance abuse prevention programs are discussed.

Social information processing and sociometric status: sex, age, and situational effects.

Abstract: Theoretically based measures of social information-processing patterns in specific situations were developed and administered to popular, average, socially rejected, and socially neglected girls and boys in the first, third, and fifth grades (total n = 95). Measures included interpretations of peers' intentions, quantity and quality of responses generated to problematic stimuli, evaluations of responses, and enactments of particular responses. Three kinds of situations were generated empirically as stimuli: being teased, being provoked ambiguously, and initiating entry into a peer group. Deviant children (rejected and neglected) were found to respond deficiently compared to average and popular children, but only in the situation in which they were teased. Older children performed more competently than younger children in all three situations. Interactions among gender, sociometric status, and age also were found. Findings were interpreted as evidence of the elusiveness and complexity of social information-processing defects among low sociometric status children.

Religiosity, peer associations, and adolescent marijuana use: a panel study of underlying causal structures*

Abstract: This paper examines the relationship between the religious factor and adolescent marijuana use. Using panel data from a sample of 264 high school youth, several three-wave, four-variable models derived from social learning theory and social control theory are estimated. Each model specifies causal links between measures of religious attitude and predispositions (religious commitment and an act-specific religious belief), involvement with marijuana-using friends, and self-reported marijuana use. The results provide evidence that the impact of religion is indirect through its influence on the variable Peer Associations. The findings also show the emergence of a direct effect of the act-specific belief on behavior over time. This effect is interpreted to be more a function of within-group attitude-behavior similarity due to social selection than to socialization to peer group standards. These findings extend rather than refute previous research which fails to control for the effects of peer influences.

Peer group antecedents of severe love-shyness in males.

Abstract: Love-shyness is a degree of inhibition and reticence with the opposite sex that is sufficiently severe to preclude participation in courtship, marriage and family roles. Love-shyness is believed to be the result of a genetic-biologically rooted temperament and learning experiences with peers and family. Two love-shy groups (an older one and a younger one) were compared to a nonshy group on several variables pertaining to past peer group history, recreational proclivities, etc. The Eysenck Personality Questionnaire was also administered to all subjects. The love-shys recalled going through life as social isolates and outcasts and experienced very stressful and nonsupportive relationships with agemate peers. In contrast to the non-shys who recalled suffering very little bullying at the hands of agemate peers, the love-shys' formative years were recalled as having been fraught with victimization by bullies. The implications of these findings are discussed and recommendations are offered.

Peer group interventions to reduce the risk of delinquent behavior: a selective review and a new evaluation*

Abstract: Evaluations of correctional treatment programs for criminal offenders and of school-based delinquency prevention programs based on Guided-Group Interaction (GGI) and similar interventions are critically reviewed. One study—the Provo Experiment—provided convincing evidence for the superiority of a community treatment program involving GGI over incarceration (for persons who would otherwise be incarcerated) and modest superiority over probation (for persons who would otherwise be assigned probation). Some evaluations of school-based prevention programs involving GGI derivatives that have been cited as supporting the efficacy of these programs are flawed and may be misleading. A new experimental evaluation of a school-based intervention based on a GGI derivative implies that it increased delinquent behavior among students exposed to it.

Hyperactive Children and Peer Interaction: Knowledge and Performance of Social Skills

Abstract: This study investigated hyperactive children's peer relations using the framework of social skills theory. Subjects' (15 hyperactive and 15 control boys aged 7 through 11) knowledge of socially appropriate behavior was assessed using the Social Knowledge Interview (Geraci & Asher, 1980). Additionally, performance of social skills with peers was rated by independent judges during free play, a cooperative puzzle task, and a persuasion task. Peers also rated subjects' desirability as partners for work, play, and friendship. Analyses showed that hyperactive subjects had deficits in knowledge of how to maintain relationships and handle interpersonal conflict, and demonstrated more negative behavior in the cooperative puzzle task than did controls. Hyperactive subjects also were rated by judges as less likely to achieve academic success than controls and were rated by peers as less desirable potential work partners in school. Significant correlations between social knowledge and performance with peers were found. It was concluded that hyperactive boys exhibit deficits both in their social knowledge and in their performance of socially skilled behavior.

Family factors in adolescent alcohol and drug abuse.

Abstract: Family structure, parental socialization practices and peer involvement were examined for their influence on alcohol-related problems, illicit drug use and other deviant behavior among a high school sample of adolescents. Parental support, specific parental guidelines for adolescent behaviors and parental attitudes toward drinking were found to be significant predictors of all three problem behavior outcomes. Conflict between parent and peer attitudes also was found to have a significant impact on substance abuse and other problem behaviors.

Infants' Interactions with Mother, Sibling, and Peer: Contrasts and Relations between Interaction Systems.

Abstract: The role of the mother in structuring interactions with the infant during free play was examined at 6 and 9 months. Maternal scaffolding of turn-taking exchanges was then contrasted to the forms of turn-taking apparent in sibling-infant and peer-infant observations. Infants spent more time in turn-taking exchanges with their mothers than with their siblings or peers. These exchanges most often took the form of mothers creating sequences by responding to infants' social and nonsocial acts and by eliciting social and nonsocial responses from the infants. Infants' exchanges with older siblings were briefer and more typically involved the older children eliciting nonsocial responses from the infants but not responding contingently to the infants' interests and actions. Infant peers spent less time in turn-taking exchanges, and their interactions showed less evidence of scaffolding. At the same time, the proportion of strictly social interactions was greatest with peers. Relations were apparent between infants' turn-taking experiences with their mothers and the infants' subsequent interactions with their siblings and with their peers. Relations were also found between infants' interaction experiences with their older siblings and subsequent peer interaction. Those infants with more extensive turn-taking experience with more skilled social partners were subsequently observed to engage in more extensive turn-taking interactions with a peer. These results are discussed in terms of studies on mother-infant attachment and peer competence, maternal scaffolding, and Vygotsky's zone of proximal development.

Unprogrammed effects of training high-status peers to interact with severely handicapped children.

Abstract: We examined the effects of a peer initiation intervention with high- and low-status nonhandicapped students on the behavior of untrained peers toward handicapped students. In the context of a counterbalanced withdrawal design, high- and low-status nonhandicapped students were taught to direct social initiations to eight severely handicapped students during recess activities. The interactions of the high-status students resulted in higher levels of initiations by untrained peers toward the handicapped students than did the interactions of the low-status students. Social response levels were also differentially affected by the status of the peer initiator.

Peer Social Support and Adjustment of Early Adolescent Peer Groups

Abstract: This study examined whether early adolescents in four sociometric groups (peer-rejected, -neglected, -popular, and -controversial) vary in their perceptions of peer social support and in their beha...

The gifted child in peer group perspective

Abstract: Contents: Being Gifted in the Culture of Childhood.- Peer Acceptance of Gifted Children: The Pedestal Revisited.- Early Peer Relations of the Eminent: A Pilot Exploration.- The Portrayal of Brightness in Children's Literature.- The Social Self-Concepts of Gifted Children: Delusion of Ungrandeur?- The Minority in Person: Gifted Children in Therapy.- School Life and the Social Development of the Gifted.- Author Index.- Subject Index.

Peer relationships, self-esteem, and the self

Abstract: Self-esteem and peer relationships are such interconnected phenomena that the self-evaluation may be viewed, in large measure, as the inner experience of the esteem in which one is held by one's pe...

“Bexibùdim!”: Ritualized sharing among Israeli children

Abstract: An ethnographic-folkloristic approach to the study of children's peer group culture is illustrated with a study of children's practice of and lore about the sharing of treats in ritualized exchanges that are a widely recognized feature of Israeli childhood culture. These exchanges are a taken-for-granted part of children's daily experiences yet become the topic of intense gossip and the measure of "character" when the norm of generalized reciprocity which underlies them is breached. The rules of verbal and nonverbal conduct associated with them are formulated, and the social function they play in delineating and reaffirming the boundaries of a child's larger, diffuse affiliative group is discussed. (Ethnography of communication, interaction rituals, exchange, communication competence, peer group culture)

Resident Response to Patient Suicide

Abstract: This paper describes the responses of psychiatry trainees to the suicide of a patient, either their own or a colleague’s, and how these responses may be influenced by the institutional and peer group dynamics. In many ways, residents’ reactions resemble those of seasoned clinicians. However, significant differences were noted which related to the formative nature of their professional identities and their sense of being evaluated by peers and supervisors. Substantive responses to the suicide were noted in the other trainees. Program recommendations are made which may decrease the traumatogenic potential of a suicide and foster personal and professional growth.

Boys and Girls as Social Support Theorists.

Abstract: Interviews were conducted with 36 children (6 girls and 6 boys at each of three age levels: 7, 10, and 13) to explore gender differences in the perceived costs and benefits of seeking social support from the social network. Each child was asked why children in five hypothetical situations would or would not turn to others. Content analysis of the interview protocols revealed that boys and girls did speak about the goals and concerns of children in distinctive ways. Girls were more likely than boys to describe children as seeking practical help from others, but were also more likely to envision children who were too overcome with emotion to confide in others or who desired to be alone to work out their own responses to the situation. The findings are discussed in light of gender role norms concerning interpersonal connection and emotional expression.