Showing papers on "Peer group published in 2001"

Overt and relational aggression in adolescents: social-psychological adjustment of aggressors and victims.

Abstract: Examined the relative and combined associations among relational and overt forms of aggression and victimization and adolescents' concurrent depression symptoms, loneliness, self-esteem, and externalizing behavior. An ethnically diverse sample of 566 adolescents (55% girls) in Grades 9 to 12 participated. Results replicated prior work on relational aggression and victimization as distinct forms of peer behavior that are uniquely associated with concurrent social-psychological adjustment. Victimization was associated most closely with internalizing symptoms, and peer aggression was related to symptoms of disruptive behavior disorder. Findings also supported the hypothesis that victims of multiple forms of aggression are at greater risk for adjustment difficulties than victims of one or no form of aggression. Social support from close friends appeared to buffer the effects of victimization on adjustment.

The peer group as a context for the development of young adolescent motivation and achievement.

Abstract: This study investigated the peer group as a context for the socialization of young adolescents' motivation and achievement in school. Social network analysis was used to identify peer groups of adolescents in middle school whose members regularly interacted with each other (N = 331). Actual reports from these peer group members were used to assess peer group characteristics. Multilevel analyses indicated that peer groups did socialize some academic characteristics, controlling for selection factors. Students' peer group context in the fall predicted changes in their liking and enjoyment of school (intrinsic value) and their achievement over the school year. Students' peer group context was unrelated to changes in their beliefs about the importance of school (utility value) or expectancies for success over the school year.

Peer rejection as an antecedent of young children's school adjustment: an examination of mediating processes.

Abstract: A short-term longitudinal design (N = 399) was used to examine peer relations processes that may mediate the relation between peer rejection and children's emotional and academic adjustment during kindergarten. These proposed mediating processes extend the current literature by explicating behavioral pathways via which the attitudinal construct of peer rejection may affect adjustment outcomes. Structural equatiton modeling results supported the hypothesis that negative peer treatment (e.g., victimization, refusal of peer group entry bids, and exclusion from peer activities) and classroom participation partially mediate the relationship between rejection and adjustment outcomes. Rejected children were more likely to experience negative peer treatment, more likely to show decreases in classroom participation, and more likely to report loneliness, to express a desire to avoid school, and to perform less well on achievement measures.

Peer harassment in school : the plight of the vulnerable and victimized

Abstract: Introduction: Olweus, Peer Harassment: A Critical Analysis and Some Important Issues. PART I Conceptual and Methodological Issues in Peer Harrassment B.K. Ladd, G. W. Ladd, Variations in Peer Victimization: Relaitons to Children's Maladjustment. Graham, Juvonen, An Attributional Approach to Peer Victimization. Perry, Hodges, Egan, Detriments of Chronic Victimization by Peers: A Review and New Model of Family Influence. Juvonen, Nishina, Graham, Self-Views versus Peer Perceptions of Victim Status Among Early Adolescents. Pellegrini, Sampling Instances of Victimization by Peer Harassment in Middle School: A Methodological Comparison PART II Subtypes and Age-Related Changes in Peer Harassment. Schwartz, Proctor, Chien, The Agressive Victim of Bullying: Emotional and Behavioral Dysregulation as a Pathway to Victimization by Peers. Alsaker, Valkanover, Diagnosis and Prevention of Victimization in Kindergarten. Crick, Nelson, Morales, Cullerton-Sen, Casas, Hickman, Relational Victimization in Childhood and Adolescence: I Hurt You through the Grapevine. Owens, Slee, Shute, Victimization among Teenage Girls: What Can Be Done about Indirect Harassment? Craig, Pepler, Connolly, Henderson, Development Context of Peer Harassment in Early Adolescence: The Role of Puberty and the Peer Group. PART III Correlates and Consequences of Peer Harassment. Boivin, Hymel, Hodges, Toward a Process View of Peer Rejection and Harassment. Schuster, Rejection and Victimization by Peers: Social Perception and and Social Behavior. Rigby, Health Consequences of Harassment and Prevention. Smith, Shu, Madsen, Characteristics of Victims of School Bullying: Development Changes in Coping Strategies and Skills. PART IV Beyond the Bully/Victim Dyad. Bukowski, Sippola, Groups, Individuals, and Victimization: A View of the Peer System. Hawker, Boulton, Subtypes of Peer Harassment and Their Correlates: A Social Dominance Perspective. Salmivalli, Group View on Victimization: Empirical Findings and Their Implications.

Attention-deficit hyperactivity disorder and problems in peer relations: predictions from childhood to adolescence.

Abstract: Objective To determine whether childhood attention-deficit hyperactivity disorder (ADHD) and persistence of the disorder are associated with later difficulty in adolescent peer relations. Method One hundred eleven children with ADHD were interviewed as adolescents and compared with 100 adolescents without an ADHD history (aged 13–18 years). The multi-informant assessment strategy included parents, teachers, and adolescents. Results Parents of probands reported fewer close friendships and greater peer rejection compared with the non-ADHD group. Probands reported that their friends were less involved in conventional activities compared with the non-ADHD group. Childhood aggression predicted less self-perceived social competence for probands. The long-term effects of ADHD on social functioning were more pronounced for probands with persistent ADHD or conduct disorder in adolescence. Conclusions Impairments in peer relations for ADHD youths, known to be common in childhood, also exist in adolescence. Given the developmental significance of peer relations, further research into the causes and treatment of poor social functioning in youths with ADHD is recommended.

Peer support: a theoretical perspective.

Abstract: This article offers one theoretical perspective of peer support and attempts to define the elements that, when reinforced through education and training, provide a new cultural context for healing and recovery. Persons labeled with psychiatric disability have become victims of social and cultural ostracism and consequently have developed a sense of self that reinforces the "patient" identity. Enabling members of peer support to understand the nature and impact of these cultural forces leads individuals and peer communities toward a capacity for personal, relational, and social change. It is our hope that consumers from all different types of programs (e.g. drop-in, social clubs, advocacy, support, outreach, respite), traditional providers, and policy makers will find this article helpful in stimulating dialogue about the role of peer programs in the development of a recovery based system.

The Influence of Neighborhood Disadvantage, Collective Socialization, and Parenting on African American Children's Affiliation with Deviant Peers

Abstract: This study focused on hypotheses about the contributions of neighborhood disadvantage, collective socialization, and parenting to African American children's affiliation with deviant peers. A total of 867 families living in Georgia and Iowa, each with a 10- to 12-year-old child, participated. Unique contributions to deviant peer affiliation were examined using a hierarchical linear model. Community disadvantage derived from census data had a significant positive effect on deviant peer affiliations. Nurturant/involved parenting and collective socialization processes were inversely associated, and harsh/inconsistent parenting was positively associated, with deviant peer affiliations. The effects of nurturant/involved parenting and collective socialization were most pronounced for children residing in the most disadvantaged neighborhoods.

Child-parent attachment and children's peer relations: a quantitative review

Abstract: The central premise of attachment theory is that the security of the early child-parent bond is reflected in the child's interpersonal relationships across the life span. This meta-analysis was based on 63 studies that reported correlations between child-parent attachment and children's peer relations. The overall effect size (ES) for child-mother attachment was in the small-to-moderate range and was quite homogeneous. ESs were similar in studies that featured the Strange Situation and Q-sort methods. The effects were larger for peer relations in middle childhood and adolescence than for peer relations in early childhood. ESs were also higher for studies that focused on children's close friendships rather than on relations with other peers. Gender and cultural differences in ESs were minimal. The results for the few studies on father-child attachment were inconclusive.

Annotation: Recent Research Examining the Role of Peer Relationships in the Development of Psychopathology

Abstract: This Annotation highlights recent research on the role of peer group and friendship factors in the development of psychopathology in childhood and adolescence. Several processes are considered, including peer rejection (e.g., exclusion and victimization), social withdrawal and avoidance of peer interaction, and the socialization of deviant behavior and internalizing problems. The mediating influences of several proximal components are examined, including cognitive-perceptual factors and emotion regulation. In addition, the moderating influences of close friendship, age, gender, ethnicity, and group norms are considered. Several promising avenues for future directions in research are highlighted, including the examination of heterogeneity in developmental processes, further investigation of gender-based norms, and the application of multi-level modeling techniques and gene-environment process models.

Developmental Pathways from Child Maltreatment to Peer Rejection.

Abstract: Using a prospective longitudinal design, rejection by peers, aggressive behavior, and social withdrawal were examined among a representative community sample of 107 maltreated children and an equal number of non-maltreated children. Results revealed that chronic maltreatment was associated with heightened risk of rejection by peers. Chronically maltreated children were more likely to be rejected by peers repeatedly across multiple years from childhood to early adolescence. Maltreatment chronicity was also associated with higher levels of children's aggressive behavior, as reported by peers, teachers, and children themselves. Aggressive behavior accounted in large part for the association between chronic maltreatment and rejection by peers. Socially withdrawn behavior was associated with peer rejection, but did not account for the association between chronic maltreatment and peer rejection. These results held for both girls and boys, followed from childhood through early adolescence. Moreover, the links among chronic maltreatment, aggressive behavior, and peer rejection were already established by early school age. Implications of these results for developmental theory and intervention are discussed.

Child-reported family and peer influences on fruit, juice and vegetable consumption: reliability and validity of measures

Abstract: Family, peers and other environmental factors are likely to influence children's dietary behavior but few measures of these phenomena exist. Questionnaires to measure family and peer influences on children's fruit, juice and vegetable (FJV) consumption were developed and pilot tested with an ethnically diverse group of Grade 4-6 children. Principal components analyses revealed subscales with acceptable internal consistencies that measured parent and peer FJV modeling, normative beliefs, normative expectations, perceived peer FJV norms, supportive and permissive parenting practices, food rules, permissive eating, and child food preparation. Internal consistencies were adequate to high, but test-re-test correlations often were low. Children also completed questionnaires on FJV availability and accessibility in the home, and food records for 2 days in the classroom. Parental modeling, peer normative beliefs and FV availability were significantly correlated with FJV consumption. Further research with these scales is warranted.

Children's Social Reasoning about Inclusion and Exclusion in Gender and Race Peer Group Contexts

Abstract: This study investigated whether children's and adolescents' judgments about exclusion of peers from peer group activities on the basis of their gender and race would differ by both age level and the context in which the exclusion occurred. Individual interviews about exclusion in several different contexts were conducted with 130 middle-class, European American children and adolescents. Younger children were expected to reject exclusion, by using judgments based on moral reasoning, regardless of the potential cost to group functioning, whereas older children were expected to condone exclusion on the basis of group membership in cases in which the inclusion of these children might interrupt effective group functioning. On measures of judgments, justifications for those judgments, and ratings of the appropriateness of exclusion, the vast majority of children used moral reasoning and rejected exclusion in contexts in which only the presence of a stereotype justified it. As expected, however, older children (13 years) were more likely to allow exclusion than younger children (7 and 10 years) when group functioning was threatened, and they justified this exclusion by using appeals to effective group functioning.

Peer and Parent Influences on Smoking and Drinking among Early Adolescents

Abstract: Social influences can promote or discourage adolescent substance use. The authors surveyed 4,263 sixth- to eighth-grade students to assess the effect of peer and parent influences on adolescent substance use. The authors conducted separate multiple logistic regression analyses for smoking and drinking, controlling for grade, sex, and race. Positive independent associations with smoking and drinking were found for direct peer pressure and associating with problem-behaving friends. Independent negative associations with smoking and drinking were also found for parent involvement, parent expectations, and parent regard. In an analysis of interactions, peer pressure was positively associated with drinking for girls but not for boys and problem-behaving friends was positively associated with drinking for both boys and girls. The findings are consistent with the hypothesis that associating with deviant peers promotes and that authoritative parenting protects against smoking and drinking.

Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems.

Abstract: A longitudinal, prospective design was used to examine the roles of peer rejection in middle childhood and antisocial peer involvement in early adolescence in the development of adolescent externalizing behavior problems. Both early starter and late starter pathways were considered. Classroom sociometric interviews from ages 6 through 9 years, adolescent reports of peers' behavior at age 13 years, and parent, teacher, and adolescent self-reports of externalizing behavior problems from age 5 through 14 years were available for 400 adolescents. Results indicate that experiencing peer rejection in elementary school and greater involvement with antisocial peers in early adolescence are correlated but that these peer relationship experiences may represent two different pathways to adolescent externalizing behavior problems. Peer rejection experiences, but not involvement with antisocial peers. predict later externalizing behavior problems when controlling for stability in externalizing behavior. Externalizing problems were most common when rejection was experienced repeatedly. Early externalizing problems did not appear to moderate the relation between peer rejection and later problem behavior. Discussion highlights multiple pathways connecting externalizing behavior problems from early childhood through adolescence with peer relationship experiences in middle childhood and early adolescence.

School-based nutrition education: lessons learned and new perspectives.

Abstract: Nutrition is a major environmental influence on physical and mental growth and development in early life. Food habits during infancy can influence preferences and practices in later life and some evidence suggests fair to moderate tracking of food habits from childhood to adolescence. Studies support that good nutrition contributes to improving the wellbeing of children and their potential learning ability, thus contributing to better school performance. Children and young people who learn healthy eating habits, are encouraged to be physically active, to avoid smoking and to learn to manage stress, have the potential for reduced impact of chronic diseases in adulthood. Nutrition education is a key element to promoting lifelong healthy eating and exercise behaviours and should start from the early stages of life; it should also address the specific nutritional needs associated with pregnancy, including reinforcing breastfeeding. Food habits are complex in nature and multiple conditioning factors interact in their development. Young children do not choose what they eat, but their parents decide and prepare the food for them. During infancy and early childhood the family is a key environment for children to learn and develop food preferences and eating habits. As they grow and start school, teachers, peers and other people at school, together with the media and social leaders, become more important. Progressively children become more independent and start making their own food choices. The peer group is very important for adolescents and has a major influence in developing both food habits and lifestyles. Community trials suggest that nutrition education is an accessible effective tool in health promotion programmes with a focus on the development of healthy eating practices.

Social influence processes and college student drinking: the mediational role of alcohol outcome expectancies

Abstract: Objective: Social influences are among the most robust predictors of adolescent substance use and misuse. Studies with early adolescent samples have supported the need to distinguish among various types of social influences to better delineate relations between social factors and alcohol use and problems. Method: The first major goal of the present study (N = 399, 263 women) was to examine unique relations between particular facets of social influence and alcohol use and problems in a relatively heavy-drinking population (i.e., college students). We hypothesized that active social influences (offers to drink alcohol) and passive social influences (social modeling and perceived norms) would demonstrate positive associations with measures of alcohol use and problems. We also tested the hypothesis that alcohol outcome expectancies would mediate associations between social influences and drinking behaviors. Results: Structural equation modeling analyses provided strong support for the first hypothesis. Social...

Aggression toward female partners by at-risk young men: the contribution of male adolescent friendships.

Abstract: Deviancy training was examined as a risk factor for physical and psychological aggression toward a female partner among boys and young men in the Oregon Youth Study. Hostile talk about women during videotaped male friendship interactions was hypothesized to indicate a process by which aggression toward women is reinforced within male peer networks. Both antisocial behavior and hostile talk were predicted to be associated with later aggression toward a female partner. Prospective developmental models were tested from 9-10 years of age through young adulthood. Findings indicated that the relation of deviant peer association in adolescence and later aggression toward a partner was mediated by antisocial behavior; observed hostile talk about women with male peers explained additional variance in aggression toward a partner.

The dyadic nature of social information processing in boys' reactive and proactive aggression.

Abstract: The correlation between boys' social cognitions and their aggressive behavior toward peers was examined as being actor driven, partner driven, or dyadic relationship driven Eleven groups of 6 familiar boys each (N = 165 dyads) met for 5 consecutive days to participate in play sessions and social-cognitive interviews With a variance partitioning procedure, boys' social-cognitive processes were found to vary reliably across their dyadic relationships Furthermore, mixed models regression analyses indicated that hostile attributional biases toward a particular peer were related to directly observed reactive aggression toward that peer even after controlling for actor and partner effects, suggesting that these phenomena are dyadic or relationship oriented On the other hand, the relation between outcome expectancies for aggression and the display of proactive aggression appeared to be more actor driven and partner driven that dyadic

Teaching Social Skills to People with Autism

Abstract: The treatment of social skills deficits remains one of the most challenging areas in meeting the needs of people with autism. Difficulties in understanding social stimuli, in initiating and responding to social bids, and in appreciating the affect that is intrinsic to social interactions can be baffling for people with autism. Researchers and practitioners of applied behavior analysis have tried a variety of strategies for teaching social skills. This article examines a range of useful procedures for teaching social skills to people with autism, including skills that are adult mediated, peer mediated, and child-with-autism mediated. The authors also consider the potential of classwide interventions in inclusive settings, pivotal response training, and the use of scripts to teach social initiations.

Longitudinal family and peer group effects on violence and nonviolent delinquency.

Abstract: Explored the longitudinal relations between family relationships and parenting characteristics, violence and nonviolent delinquency of peers, and individual delinquency and violence using data from a sample of 246 adolescent male participants in the Chicago Youth Development Study. Family and parenting characteristics were measured when participants averaged 12 years of age, peer group offending when participants averaged 14 years of age, and individual offending when participants averaged 17 years of age. Family characteristics and parenting were represented by an ordinal variable ranging from exceptional families characterized by emotional closeness, strong beliefs about family, and good parenting skills, to struggling families characterized by a lack of emotional cohesion, deviant beliefs, and poor parenting. Peers' violence but not nonviolent delinquency predicted individual violence and nonviolent delinquency, and family types predicted peer deviance as well as individual violence and delinquency. Ef...

Narrative representations of caregivers and emotion dysregulation as predictors of maltreated children's rejection by peers.

Abstract: This study examined whether maltreated children were more likely than nonmaltreated children to develop poor-quality representations of caregivers and whether these representations predicted children's rejection by peers. A narrative task assessing representations of mothers and fathers was administered to 76 maltreated and 45 nonmaltreated boys and girls (8-12 years old). Maltreated children's representations were more negative/constricted and less positive/coherent than those of nonmaltreated children. Maladaptive representations were associated with emotion dysregulation, aggression, and peer rejection, whereas positive/coherent representations were related to prosocial behavior and peer preference. Representations mediated maltreatment's effects on peer rejection in part by undermining emotion regulation. Findings suggest that representations of caregivers serve an important regulatory function in the peer relationships of at-risk children.

Effect of peer led programme for asthma education in adolescents: cluster randomised controlled trial

Abstract: Objective: To determine the effect of a peer led programme for asthma education on quality of life and related morbidity in adolescents with asthma. Design: Cluster randomised controlled trial. Setting: Six high schools in rural Australia. Participants: 272 students with recent wheeze, recruited from a cohort of 1515 students from two school years (mean age 12.5 and 15.5 years); 251 (92.3%) completed the study. Intervention: A structured education programme for peers comprising three steps (the “Triple A Program”). Main outcome measures: Quality of life, school absenteeism, asthma attacks, and lung function. Results: When adjusted for year and sex, mean total quality of life scores showed significant improvement in the intervention than control group. Clinically important improvement in quality of life (>0.5 units) occurred in 25% of students with asthma in the intervention group compared with 12% in the control group (P=0.01). The number needed to treat was 8 (95% confidence interval 4.5 to 35.7). The effect of the intervention was greatest in students in year 10 and in females. Significant improvements occurred in the activities domain (41% v 28%) and in the emotions domain (39% v 19%) in males in the intervention group. School absenteeism significantly decreased in the intervention group only. Asthma attacks at school increased in the control group only. Conclusion: The triple A programme leads to a clinically relevant improvement in quality of life and related morbidity in students with asthma. Wider dissemination of this programme in schools could play an important part in reducing the burden of asthma in adolescents

Adolescent Peer Crowd Affiliation: Linkages With Health-Risk Behaviors and Close Friendships

Abstract: Objective: To examine adolescents’ peer crowd affiliation and its linkages with health-risk behaviors, their friends’ health-risk behaviors, the presence of close friends in the same peer crowd, and adolescents’ social acceptance. Methods: We interviewed 250 high school students and identified six categories: popular, jocks, brains, burnouts, nonconformists, or average/other. Adolescents also reported on their health-risk behaviors (including use of cigarettes, alcohol, marijuana and other drugs; risky sexual behaviors; and other risktaking behaviors), the health-risk behaviors of their friends, the peer crowd affiliation of their closest friends, and their perceived social acceptance. Results: Burnouts and nonconformists had the highest levels of health-risk behaviors across the areas assessed, the greatest proportions of close friends who engaged in similar behaviors, and relatively low social acceptance from peers. Brains and their friends engaged in extremely low levels of health-risk behaviors. Jocks and populars also showed evidence of selected areas of health risk; these teens also were more socially accepted than others. In general, adolescents’ closest friends were highly nested within the same peer crowds. Conclusions: The findings further our understanding of adolescent behaviors that put them at risk for serious adult onset conditions associated with high rates of morbidity and mortality. We discuss the implications of the findings for developing health promotion efforts for adolescents.