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Dodge KA. How a defensive mindset develops from early adverse experiences and guides antisocial outcomes. Dev Psychopathol 2024:1-7. [PMID: 38426350 DOI: 10.1017/s0954579424000348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2024]
Abstract
Dante Cicchetti has had a lasting impact on our understanding of the development of externalizing psychopathology through at least two seminal contributions, including establishment of the field of developmental psychopathology and assertion of the hypothesis that early physical abuse and neglect trigger a cascade of maladaptive outcomes across the life course. These ideas have guided a program of research on children's deviant social information processing and defensive mindset as the psychological mechanisms through which early physical abuse leads to long-term psychopathology. Longitudinal studies following children from early life through mid-adulthood show that physical abuse in the first five years of life leads children to adopt a defensive mindset that, in turn, cascades into long-term outcomes of externalizing psychopathology, incarceration, and dysfunction. Cicchetti's ideas have also guided the development of preventive interventions to interrupt this life course.
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Mori H, Hirota T, Monden R, Takahashi M, Adachi M, Nakamura K. School Social Capital Mediates Associations Between ASD Traits and Depression Among Adolescents in General Population. J Autism Dev Disord 2023; 53:3825-3834. [PMID: 35917022 PMCID: PMC10499746 DOI: 10.1007/s10803-022-05687-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/13/2022] [Indexed: 12/27/2022]
Abstract
Though autism spectrum disorder (ASD) traits are associated with depression, it is unclear if school social capital mediates their association. We examined whether school social capital mediates the association between ASD traits and depression, and moderation effect of sex on the mediation effect among adolescents in a general population sample (1750 males, 1779 females; equivalent 12-15 years old). The results of this study indicate that ASD traits are associated with depression among adolescents, and that this association is partly mediated by school social capital. Furthermore, the results of the moderated mediation analysis suggest that lower level of school social capital can lead to more increase level of depression for females than for males.
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Affiliation(s)
- Hiroyuki Mori
- Department of Psychology, Faculty of Health and Medical Science, Teikyo Heisei University, 2-51-4, Higashiikebukuro, Toshima-ku, Tokyo, 171-0014, Japan.
- Research Center for Child Mental Development, Graduate School of Medicine, Hirosaki University, 5, Zaifu, Hirosaki, Aomori, 036-8562, Japan.
- Department of Neuropsychiatry, Graduate School of Medicine, Hirosaki University, 5, Zaifu, Hirosaki, Aomori, 036-8562, Japan.
| | - Tomoya Hirota
- Department of Neuropsychiatry, Graduate School of Medicine, Hirosaki University, 5, Zaifu, Hirosaki, Aomori, 036-8562, Japan
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, USA
| | - Rei Monden
- Graduate School of Advanced Science and Engineering, Hiroshima University, 1-4-1 Kagamiyama, Higashi-Hiroshima City, Hiroshima, Japan
| | - Michio Takahashi
- Research Center for Child Mental Development, Graduate School of Medicine, Hirosaki University, 5, Zaifu, Hirosaki, Aomori, 036-8562, Japan
- Smart-Aging Research Center, Tohoku University, 4-1 Seiryo-Machi, Aoba-ku, Sendai, 980-8575, Japan
| | - Masaki Adachi
- Research Center for Child Mental Development, Graduate School of Medicine, Hirosaki University, 5, Zaifu, Hirosaki, Aomori, 036-8562, Japan
- Faculty of Psychology, Meiji Gakuin University, 1-2-37 Shirokanedai, Minato-ku, Tokyo, 108-8636, Japan
| | - Kazuhiko Nakamura
- Research Center for Child Mental Development, Graduate School of Medicine, Hirosaki University, 5, Zaifu, Hirosaki, Aomori, 036-8562, Japan
- Department of Neuropsychiatry, Graduate School of Medicine, Hirosaki University, 5, Zaifu, Hirosaki, Aomori, 036-8562, Japan
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Yust PKS, Weeks MS, Williams GA, Asher SR. Social relationship provisions and loneliness in school: Child- and classroom-level effects. J Sch Psychol 2023; 99:101218. [PMID: 37507187 PMCID: PMC10388189 DOI: 10.1016/j.jsp.2023.05.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 11/11/2022] [Accepted: 05/08/2023] [Indexed: 07/30/2023]
Abstract
Building on social needs theory (Weiss, 1974), this study introduces the construct of classroom provision richness and examines the association between the exchange of social provisions among children in classrooms and children's feelings of loneliness in school. We examined the receipt of provisions from reciprocally nominated friends versus unilateral (one-sided) and non-friend classmates and examined associations between social provisions and loneliness at the child and classroom levels. Participants were 998 third- through fifth-grade children (468 girls, 530 boys; 88.5% White) in 38 classrooms who indicated which classmates they played with, helped, validated, and provided opportunities for self-disclosure. In addition to the social provisions nomination measure, children responded to (a) a measure of loneliness that avoided content overlapping with social provisions, (b) a rating-scale sociometric measure of peer acceptance, and (c) a measure that asked them to indicate which classmates engaged in prosocial, aggressive, or withdrawn-type behaviors. Multilevel analyses indicated that social provisions received from reciprocal friends and from unilateral-received friends were associated with children's feelings of loneliness in school. Furthermore, a measure of the provision richness of classrooms moderated the association between child-level provisions received and feelings of loneliness, such that children who received fewer provisions were less lonely in classrooms that were more provision-rich. Classroom provision richness was also associated with the general level of prosocial behavior and peer acceptance in the classroom. Together, findings suggest that efforts to foster the exchange of social provisions in classrooms could reduce loneliness and facilitate a more caring classroom environment.
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Affiliation(s)
- Paula K S Yust
- Department of Psychology & Neuroscience, Duke University, 417 Chapel Drive, Box 90086, Durham, NC 27708, USA.
| | - Molly S Weeks
- Department of Psychology & Neuroscience, Duke University, 417 Chapel Drive, Box 90086, Durham, NC 27708, USA.
| | - Gladys A Williams
- Department of Psychiatry, University of North Carolina at Chapel Hill, 101 Manning Drive #1, Chapel Hill, NC 27514, USA.
| | - Steven R Asher
- Department of Psychology & Neuroscience, Duke University, 417 Chapel Drive, Box 90086, Durham, NC 27708, USA.
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Zhang H, Shen B, Deng C, LYu X. The Relationship between Parent-Offspring Communication and the School Adaptation of Leftover Children in Overseas Countries: The Mediating Role of Companionship and the Moderating Role of a Sense of Safety. Behav Sci (Basel) 2023; 13:557. [PMID: 37504004 PMCID: PMC10376706 DOI: 10.3390/bs13070557] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 06/29/2023] [Accepted: 07/03/2023] [Indexed: 07/29/2023] Open
Abstract
BACKGROUND In the diasporic eastern coastal region of China, leftover children are a unique group of children; their social adaptation challenges are more prominent due to transnational separation from parents. This study explores the relationship between parent-offspring communication and school adaptation among leftover children. METHODS We administered questionnaires to 957 children from six schools in June and December of 2022. All students in the sample were randomly selected from within the classrooms. In total, 561 (47.95% female, mean age = 12.84, SD = 0.95) of them were leftover children. Self-report questionnaires on communication with their parents, school adaptation, companionship, and feelings of safety were used in this investigation We subsequently used SPSS software and the PROCESS plugin to analyze the relationships between variables. RESULTS A significant and positive relationship was found between parent-offspring communication and school adaptation in leftover children. Companionship mediated this effect. Additionally, the impact of parent-offspring communication on companionship was moderated by a sense of safety. CONCLUSIONS The study concluded that parent-offspring communication, school adaptation, companionship, and a sense of safety were all positively correlated. In addition, companionship partially mediated the relationship between parent-offspring communication and school adaptation. Moreover, a sense of safety played a moderating role. These conclusions can provide empirical support for improving the school adaptation of leftover children.
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Affiliation(s)
- Huilan Zhang
- College of Education, Wenzhou University, Wenzhou 325035, China
| | - Bingwei Shen
- College of Education, Wenzhou University, Wenzhou 325035, China
| | - Chunkao Deng
- College of Education, Wenzhou University, Wenzhou 325035, China
| | - Xiaojun LYu
- College of Education, Wenzhou University, Wenzhou 325035, China
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5
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Cao Y, Wang H, Lv Y, Xie D. The influence of children’s emotional comprehension on peer conflict resolution strategies. Front Psychol 2023; 14:1142373. [PMID: 36998357 PMCID: PMC10043184 DOI: 10.3389/fpsyg.2023.1142373] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Accepted: 02/24/2023] [Indexed: 03/16/2023] Open
Abstract
Peer conflicts commonly happen in children’s daily interaction, and strategies they employed to deal with the conflicts have an impact on peer conflict resolution. It has been illustrated that children’s understanding of emotion plays an important role in social communication. However, there is little research focusing on the relation between emotional comprehension and peer conflict resolution strategies. In this study, 90 children of 3 to 6 finished the Test of Emotional Comprehension, and their preschool teachers were required to complete the Conflict Resolution Strategy Questionnaire, which scored each child’s conflict resolution strategies. The results showed that: (a) the preference of conflict resolution strategies differed in age, and girls tended to adopt positive strategies; (b) children’s emotional comprehension grew with age; and (c) children’s conflict resolution strategies and emotional comprehension were closely related. Children’s emotional comprehension can positively predict the overall conflict resolution strategies and negatively predicted negative strategies, whereas mental emotional comprehension can positively predict positive strategies. The factors affecting children’s emotional comprehension and conflict resolution strategies, and their relationship were discussed in depth.
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Affiliation(s)
- Yanfei Cao
- College of Children’s Development and Education, Zhejiang Normal University, Hangzhou, China
| | - Haowei Wang
- College of Children’s Development and Education, Zhejiang Normal University, Hangzhou, China
- Dongyang Experimental Kindergarten, Dongyang, China
| | - Yaojian Lv
- College of Children’s Development and Education, Zhejiang Normal University, Hangzhou, China
| | - Dongjie Xie
- College of Children’s Development and Education, Zhejiang Normal University, Hangzhou, China
- *Correspondence: Dongjie Xie,
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Zhang H, Li Z, Yan X, Deng C. The influence of parent-child attachment on school adjustment among the left-behind children of overseas Chinese: The chain mediating role of peer relationships and hometown identity. Front Psychol 2022; 13:1041805. [PMID: 36438355 PMCID: PMC9682064 DOI: 10.3389/fpsyg.2022.1041805] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Accepted: 10/19/2022] [Indexed: 07/29/2023] Open
Abstract
BACKGROUND The left-behind children of overseas Chinese are a kind of vulnerable children in the eastern coastal areas of China. Previous studies have shown that there are problems in their school adjustment. This study explored the relationship between parent-child attachment and school adaptation among the left-behind children of overseas Chinese parents, as well as the chain mediating role of peer relationships and hometown identity. METHODS A total of 1,047 students in grades 3-8 from 5 schools in Zhejiang Province were selected by cluster sampling. The cross-sectional survey was compiled from the Inventory of Parent and Peer Attachment, the Adaptation subscale of the Adolescent Mental Health Quality Questionnaire-Chinese Version, the Hometown Identity Scale, and the Student Peer Relationship Scale. Structural equation modeling was used to test the conceptual model. RESULTS The results showed that the influence of parent-child attachment on school adjustment among the left-behind children of overseas Chinese was mediated by hometown identity. Moreover, this impact was also sequentially mediated by peer relationships and hometown identity. CONCLUSION This study revealed peer relationships and hometown identity as underlying mechanism that explained the influence of parent-child attachment on school adjustment among left-behind children. It may provide empirical support for future interventions.
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Affiliation(s)
| | | | - Xiaoqiu Yan
- *Correspondence: Xiaoqiu Yan, ; Chunkao Deng,
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McDonald KL, Siddiqui S, Seo S, Gibson CE. Interpretations and revenge goals in response to peer provocations: Comparing adolescents in the United States and Pakistan. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2022; 46:555-561. [PMID: 36866232 PMCID: PMC9977067 DOI: 10.1177/01650254221121840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study examined cultural specificity in how interpretations about peer provocation are associated with revenge goals and aggression. The sample consisted of young adolescents from the United States (369 seventh-graders; 54.7% male; 77.2% identified as White) and from Pakistan (358 seventh-graders; 39.2% male). Participants rated their interpretations and revenge goals in response to six peer provocation vignettes and completed peer nominations of aggressive behavior. Multi-group SEM models indicated cultural specificity in how interpretations were related to revenge goals. Interpretations that a friendship with the provocateur was unlikely were uniquely related to revenge goals for Pakistani adolescents. For U.S adolescents positive interpretations were negatively related to revenge but self-blame interpretations were positively related to vengeance goals. Revenge goals were related to aggression similarly across groups.
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Affiliation(s)
| | - Salma Siddiqui
- National University of Science & Technology, Islamabad, Pakistan
| | - Sunmi Seo
- University of Alabama, Tuscaloosa, AL, USA
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8
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Psychometric properties of the Greek translation of the Friendship Quality Questionnaire. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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9
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Zhang H, Deng C. The Impact of Parent-Child Attachment on School Adjustment in Left-behind Children Due to Transnational Parenting: The Mediating Role of Peer Relationships. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19126989. [PMID: 35742238 PMCID: PMC9222539 DOI: 10.3390/ijerph19126989] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 06/04/2022] [Accepted: 06/06/2022] [Indexed: 02/01/2023]
Abstract
In China’s eastern coastal areas, the transnational parenting of left-behind children creates a distinct form of left-behind child. Previous research has indicated that children who have been left behind have a low degree of school adjustment. The major purpose of this research was to investigate the impact of parent–child attachment on school adjustment in children left behind by migrant parents, as well as the mediating role of peer relationships in this process. The parent–child attachment section of the Inventory of Parent and Peer Attachment (IPPA), the Adaptation subscale of the Adolescent Mental Health Quality Questionnaire—Chinese Version (AMHQQ-C), and the Student Peer Relationship Scale (SPRC) were used to survey 405 left-behind children in grades 3–6 of seven elementary schools in the hometowns of overseas Chinese parents from Zhejiang Province. It was discovered that, compared to non-left-behind children, left-behind children showed lower levels of parent–child attachment and school adjustment, while peer relationships appeared polarized. In addition, parent–child attachment and peer relationships considerably predicted the level of school adjustment in children left behind due to transnational parenting. More importantly, the mediation analysis revealed a partial mediating effect of peer relationships on the linkages between parent–child attachment and school adjustment among children who were left behind in transnational foster care.
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10
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Persich MR, Robinson MD. Five Approaches to Understanding Interpersonal Competence: A Review and Integration. REVIEW OF GENERAL PSYCHOLOGY 2022. [DOI: 10.1177/10892680221085507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Social connectedness has been linked to beneficial outcomes across domains, ages, and cultures. However, not everyone receives these benefits, as there are large individual differences in the capacities required to create and sustain functional interpersonal relationships. A great deal of research has been devoted to assessing and understanding these differences, often focusing on how competent interpersonal behavior renders it more likely that one will succeed interpersonally. The current paper examines five relevant approaches that have emerged from personality (global traits), social (social cognition), clinical (social skills interventions), developmental (social information processing), and industrial/organizational (situation judgment) areas of psychology. A comparison of these approaches highlights important considerations related to bandwidth and fidelity, whether the focus should be on overt behavior or underlying processes, and whether to emphasize tendencies or their effectiveness. The review concludes with calls for greater integration efforts, which can capitalize on strengths inherent to different approaches.
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11
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Rapp H, Wang Xu J, Enright RD. A meta-analysis of forgiveness education interventions' effects on forgiveness and anger in children and adolescents. Child Dev 2022; 93:1249-1269. [PMID: 35452524 PMCID: PMC9544775 DOI: 10.1111/cdev.13771] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Forgiveness education interventions instruct children and adolescents in understanding forgiveness and its role in healthy relationships. In this meta‐analytic review, 20 studies involving 1472 youth (51% female; Mage = 11.66) from 10 countries (studies: 40% North American, 25% East Asian, 20% Middle Eastern, 15% European) were retrieved to determine forgiveness education interventions’ effects on youth outcomes. Hedges’ g and confidence intervals (CIs) were used to assess treatment effects. Findings suggest that forgiveness education interventions have a significant positive effect on forgiveness (g = 0.54, 95% CI [0.36, 0.73]) and anger (g = 0.29, 95% CI [0.11, 0.47]). Results lend support to the idea that children and adolescents who experience hurt from the unjust actions of others may benefit from learning about the process of forgiveness.
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Affiliation(s)
- Hannah Rapp
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Jiahe Wang Xu
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA
| | - Robert D Enright
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA.,International Forgiveness Institute, Inc, Madison, Wisconsin, USA
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12
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Gordon ML, Means B, Jurbergs N, Conklin HM, Gajjar A, Willard VW. Social Problem Solving in Survivors of Pediatric Brain Tumor. J Pediatr Psychol 2022; 47:929-938. [PMID: 35286389 DOI: 10.1093/jpepsy/jsac022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 02/28/2022] [Accepted: 03/01/2022] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVES Psychosocial late effects among survivors of pediatric brain tumors are common. For school-aged survivors, social skills deficits and isolation present a particular challenge. Social problem-solving is a social skill that is an important determinant of social outcomes and may yield a potential target for intervention. METHODS School-aged youth (N = 65) 8-12 years of age (10.59 ± 1.36 years; 55.4% female, 86.2% white) who were 5.23 (SD = 2.44, range 2-10.9) years post-treatment for a brain tumor completed the Attributions and Coping Questionnaire, a measure of social problem-solving that uses vignettes to assess attribution of intent, subsequent emotional response, and imagined behavioral response to an interpersonal problem. Youth also completed self-reports of social functioning (PROMIS Peer Relationships, Self-Perception Profile). A caregiver completed additional measures of child social functioning (NIH Toolbox-Emotion Measures). RESULTS Survivors attributed unpleasant situations to accidental causes (neutral attribution) and responded in ways that prioritized the friendship (appeasement) or relied on adult intervention. Self-reported social functioning was higher among those who were less likely to avoid challenging social problem-solving situations. CONCLUSIONS Findings identified characteristic social problem-solving approaches among survivors, including a tendency to attribute ambiguous situations to accidental causes and to request adult assistance and/or maintain social relationships. This may indicate a possible avenue for intervention, with a focus on increasing survivors' understanding of the causes of potentially negative peer interactions and reducing their reliance on adults.
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Affiliation(s)
- Mallorie L Gordon
- Department of Psychology, St. Jude Children's Research Hospital, USA
| | - Bethany Means
- Department of Psychology, St. Jude Children's Research Hospital, USA
| | - Niki Jurbergs
- Department of Psychology, St. Jude Children's Research Hospital, USA
| | - Heather M Conklin
- Department of Psychology, St. Jude Children's Research Hospital, USA
| | - Amar Gajjar
- Department of Oncology, St. Jude Children's Research Hospital, USA.,Department of Pediatric Medicine, St. Jude Children's Research Hospital, USA
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Dunn CB, Pittman SK, Mehari KR, Titchner D, Farrell AD. Early Adolescents' Social Goals in Peer Conflict Situations: A Mixed Methods Study. THE JOURNAL OF EARLY ADOLESCENCE 2022; 42:647-670. [PMID: 37736490 PMCID: PMC10512817 DOI: 10.1177/02724316211064516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/23/2023]
Abstract
Identification of goals is a key social-cognitive process that guides whether adolescents engage in aggressive or nonviolent behavior during social conflicts. This study investigated early adolescents' goals in response to hypothetical social conflict situations involving close friends and peers. Participants (n = 160; Mage = 12.7, 53% female) were 7th graders from two urban and one rural middle school. On average, participants identified 2.5 goals for each situation. Qualitative analysis using a grounded theory approach identified nine themes representing the goals generated by participants: instrumental-control, relationship maintenance, maintain image and reputation/self-defense, conflict avoidance, seek more information, revenge, tension reduction, moral, and stay out of trouble. Quantitative analysis indicated that female participants identified more goals than male participants, but there were few differences in their types of goals. There were few differences across school sites. The findings highlight the variety of social goals specific to the developmental period of early adolescence.
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Affiliation(s)
- Courtney B Dunn
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Sarah K Pittman
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Krista R Mehari
- Department of Psychology, University of South Alabama, Mobile, AL, USA
| | - Denicia Titchner
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
| | - Albert D Farrell
- Department of Psychology, Virginia Commonwealth University, Richmond, VA, USA
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Dryburgh NSJ, Ponath E, Bukowski WM, Dirks MA. Associations between interpersonal behavior and friendship quality in childhood and adolescence: A meta-analysis. Child Dev 2021; 93:e332-e347. [PMID: 34964484 DOI: 10.1111/cdev.13728] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This meta-analysis examined concurrent associations between aggression, withdrawal, assertion, and prosocial behavior and each of positive and negative friendship quality across studies with 22,657 children and adolescents (Mage = 11.71 years; 51.7% girls; 67.7% White). Studies were published between 1995 to 2021 and 32.4% were conducted outside of North America. Aggression was linked to more negative, r ¯ = .19, 95% CI [.14, .24], and less positive, r ¯ = -.05 [-.08, -.01], friendships. Withdrawal was associated with less positive friendships, r ¯ = -.13 [-.18, -.08], whereas prosocial behavior was related to more positive, r ¯ = .29 [.22, .37], as well as less negative, r ¯ = -.16 [-.20, -.12], friendships. Assertion was related to more positive friendships, r ¯ = .15 [.01, .28].
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Affiliation(s)
| | - Emma Ponath
- Department of Psychology, McGill University, Montreal, Quebec, Canada
| | - William M Bukowski
- Department of Psychology, Concordia University, Montreal, Quebec, Canada
| | - Melanie A Dirks
- Department of Psychology, McGill University, Montreal, Quebec, Canada
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15
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Shin H. Early Adolescents' Social Achievement Goals and Perceived Relational Support: Their Additive and Interactive Effects on Social Behavior. Front Psychol 2021; 12:767599. [PMID: 34938239 PMCID: PMC8687115 DOI: 10.3389/fpsyg.2021.767599] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 11/04/2021] [Indexed: 11/13/2022] Open
Abstract
The current study examined the additive and interactive effects of early adolescents' social achievement goals and perceived relational support from teachers and peers on their social behavior. Adolescents' social achievement goals (i.e., social development, social demonstration-approach, and social demonstration-avoidance), perceived relational support from teachers and peers, and social behavior (i.e., overt and relational aggression, prosocial behavior, and anxious solitary behavior) were assessed in a sample of fifth and sixth graders (M age = 12.5; N = 677) nested within 26 classrooms. Multilevel modeling results indicated that social goals and relational support from teachers and peers made additive contributions to adolescents' social behavior. Results also indicated the evidence of interactive effects, such that relational support from teachers was negatively associated with overt and relational aggression primarily among adolescents who had high social demonstration-approach goals. Findings underscore the need to consider adolescents' social goals in conjunction with their perceived relational support for educators and practitioners.
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Affiliation(s)
- Huiyoung Shin
- Department of Psychology, Jeonbuk National University, Jeonju, South Korea
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16
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Tsou YT, Li B, Eichengreen A, Frijns JHM, Rieffe C. Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2021; 26:469-482. [PMID: 34323978 PMCID: PMC8448426 DOI: 10.1093/deafed/enab022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Revised: 06/14/2021] [Accepted: 06/16/2021] [Indexed: 06/13/2023]
Abstract
For deaf and hard-of-hearing (DHH) children living in an environment where their access to linguistic input and social interactions is compromised, learning emotions could be difficult, which may further affect social functioning. To understand the role of emotion in DHH children's social life, this study investigated emotional functioning (i.e., emotion recognition, empathy, emotion expression), and its relation with social functioning (i.e., social competence and externalizing behaviors), in 55 DHH children and 74 children with typical hearing (aged 3-10 years; Mage = 6.04). Parental reports on children's emotional and social functioning and factors related to DHH children's hearing were collected. Results showed similar levels of emotional and social functioning in children with and without hearing loss. Use of auditory intervention and speech perception did not correlate with any measures in DHH children. In both groups, higher levels of empathy related to higher social competence and fewer externalizing behaviors; emotion recognition and positive emotion expression were unrelated to either aspect of social functioning. Higher levels of negative emotion expression related to lower social competence in both groups, but to more externalizing behaviors in DHH children only. DHH children in less linguistically accessible environments may not have adequate knowledge for appropriately expressing negative emotions socially.
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Affiliation(s)
- Yung-Ting Tsou
- Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Boya Li
- Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Adva Eichengreen
- Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
- Center for Disability Studies, The Paul Baerwald School of Social Work and Social Welfare, the Hebrew University of Jerusalem, Jerusalem, Israel
- The E. Richard Feinberg Department of Child and Adolescent Psychiatry, Schneider Children's Medical Center, Petah Tikva, Israel
| | - Johan H M Frijns
- Department of Otorhinolaryngology and Head & Neck Surgery, Leiden University Medical Center, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Carolien Rieffe
- Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
- Department of Human Media Interaction, Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, The Netherlands
- Department of Psychology and Human Development, Institute of Education, University College London, London, UK
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17
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Kirmayer MH, Khullar TH, Dirks MA. Initial Development of a Situation-based Measure of Emerging Adults' Social Competence in their Same-gender Friendships. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:451-468. [PMID: 33788357 DOI: 10.1111/jora.12616] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
This paper describes the development of a situation-based tool to assess emerging adults' social competence with same-gender friends, providing information about (1) challenges occurring in these relationships, (2) the behaviors used to manage these situations, and (3) the perceived effectiveness of these strategies. Undergraduates (N = 747; 409 women; Mage = 20.16, SD = 1.43) participated in five studies. Transgressions, conflicts of interest, and support situations emerged as key challenges, and emerging adults reported using aggressive, assertive, avoidant, and apologizing behaviors to manage these situations. In general, apologizing and assertive behaviors were judged more effective than aggressive or avoidant behaviors. Results yielded the Inventory of Friendship Challenges for Emerging Adults (IFCEA), which showed expected associations with measures of interpersonal behavior.
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18
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Caporaso JS, Marcovitch S. The effect of taxing situations on preschool children’s responses to peer conflict. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.100989] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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19
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Pillow BH, Lovett SB. Attributing motives to others: Children's and adults' explanations of interpersonal events. INFANT AND CHILD DEVELOPMENT 2020. [DOI: 10.1002/icd.2194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Bradford H. Pillow
- Department of Psychology Northern Illinois University DeKalb Illinois USA
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20
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Malloy C, Cuda J, Kim SY, Bottema‐Beutel K. “They can even make waiting in line fun”: A quantitative content analysis of autistic children's friendship conceptualizations. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22362] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Caitlin Malloy
- Department of Teaching, Curriculum, and SocietyLynch School of Education and Human Development, Boston CollegeNewton Massachusetts
| | - Josephine Cuda
- Department of Teaching, Curriculum, and SocietyLynch School of Education and Human Development, Boston CollegeNewton Massachusetts
| | - So Yoon Kim
- Department of Teaching, Curriculum, and SocietyLynch School of Education and Human Development, Boston CollegeNewton Massachusetts
| | - Kristen Bottema‐Beutel
- Department of Teaching, Curriculum, and SocietyLynch School of Education and Human Development, Boston CollegeNewton Massachusetts
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21
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Miller SE, Avila BN, Reavis RD. Thoughtful Friends: Executive Function Relates to Social Problem Solving and Friendship Quality in Middle Childhood. The Journal of Genetic Psychology 2020; 181:78-94. [PMID: 32037981 DOI: 10.1080/00221325.2020.1719024] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
The present study examined links between best friendship quality, social problem solving in response to a transgression and conscious control of behavior (i.e., executive function or EF). Eighty-one 7- to 10-year-olds answered questions about their best friendship quality and responses to friendship transgressions (i.e., interpretations, goals, and strategies they would endorse). They also completed a battery of EF tasks measuring working memory, inhibition, and shifting. Results revealed few relations between social problem solving and best friendship quality. Social problem solving related to EF abilities, with inhibition relating to fewer revenge goals and cognitive flexibility relating to more neutral interpretations. Better working memory related to worse best friendship quality. Finally, verbal IQ was a strong predictor of several positive social problem-solving interpretations, goals, and strategies. Results suggest cognitive abilities in EF and language may be important to consider during middle childhood in this period of advancing social problem solving and friendships.
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Affiliation(s)
- Stephanie E Miller
- Department of Psychology, University of Mississippi, University, Mississippi, USA
| | - Brittany N Avila
- Department of Psychology, University of Nevada, Reno, Nevada, USA
| | - Rachael D Reavis
- Department of Psychology, Earlham College, Richmond, Indiana, USA
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22
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Ahirwar G, Tiwari GK, Rai PK. Exploring the nature, attributes and consequences of forgiveness in children: A qualitative study. PSYCHOLOGICAL THOUGHT 2019. [DOI: 10.5964/psyct.v12i2.347] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Researchers have unanimously suggested forgiveness to be closely linked with a host of positive life outcomes for people across all developmental periods. The scientific endeavours have largely been confined to the study of adults’ forgiveness mostly employing quantitative methods and, thus, have oversighted the study of children’s forgiveness despite its similar and noticeable relevance to their life outcomes. To bridge this gap, this study aims to explore the nature, attributes and perceived consequences of forgiveness for children. The study was carried out on full-time mothers of 4 male (5-10 years) and 4 female (4.50-9.50 years) children of the same local community. The mothers were interviewed about the nature of perceived wrongdoings, emotional, social and cognitive concomitants of forgiveness of their children. The contents of the interviews were audio-taped and transcribed verbatim followed by their analysis by the Thematic Analysis Method. The findings showed that the children’s transgression related to their immediate and tangible realities of life. The significant others played a facilitative role in their learning phase of forgiveness. The children easily accepted their wrongdoings. Some personality attributes regulated the understanding of their wrongdoings. Moreover, children’s forgiveness was more explicit and, thus, easy to understand spontaneously. The understanding and acceptance of wrongdoings of the children were generally guided by their preferences, relationships, moods and concreteness. In essence, the children’s forgiveness evinced close links with their social, emotional and interpersonal developments. The findings have been discussed considering the current empirical findings pertaining to the children’s forgiveness and some cultural concerns. The implications and directions for future research have been discussed along with some limitations.
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23
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Arbel R, Schacter HL, Han SC, Timmons AC, Spies Shapiro L, Margolin G. Day-to-day friends' victimization, aggression perpetration, and morning cortisol activity in late adolescents. Dev Psychobiol 2019; 61:930-941. [PMID: 30697720 PMCID: PMC6667321 DOI: 10.1002/dev.21829] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2018] [Revised: 12/24/2018] [Accepted: 12/27/2018] [Indexed: 11/06/2022]
Abstract
This study investigates bidirectional associations between adolescents' daily experiences of victimization and aggression perpetration within friendships. We investigated (a) across-day associations between victimization and aggression perpetration; (b) morning cortisol activity as a moderator of cross-day victimization and aggression links; and (c) potential sex differences in these patterns. For 4 consecutive days, 99 adolescents (Mage = 18.06, SD = 1.09, 46 females) reported whether they were victimized by or aggressive toward their friends. On three of these days, adolescents provided three morning saliva samples. Multilevel path analyses showed that across days, victimization and aggression were bidirectionally linked, but only for male adolescents. Additionally, for male adolescents, morning cortisol output (but not morning cortisol increase) moderated the association between victimization and next-day aggression; victimization predicted greater next-day aggression for boys with low, but not high, morning cortisol output. Findings implicate a physiological factor that may modify daily links between victimization and aggression in male adolescent friendships.
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Affiliation(s)
- Reout Arbel
- Department of Counseling and Human Development, University of Haifa, Haifa, Israel
| | - Hannah L Schacter
- Department of Psychology, University of Southern California, Los Angeles, California
| | - Sohyun C Han
- Department of Psychology, University of Southern California, Los Angeles, California
| | - Adela C Timmons
- Department of Psychology, Florida International University, North Miami, Florida
| | - Lauren Spies Shapiro
- Department of Psychology, University of Southern California, Los Angeles, California
| | - Gayla Margolin
- Department of Psychology, University of Southern California, Los Angeles, California
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24
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Nowland RA, Balmer D, Qualter P. When friends behave badly: Loneliness and children's expectations of friends and responses to transgressions. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2019; 37:551-570. [PMID: 31335986 DOI: 10.1111/bjdp.12296] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2018] [Revised: 06/22/2019] [Indexed: 11/30/2022]
Abstract
Previous research has shown that friendships buffer against loneliness, but some children remain lonely despite having best friends. The current study examines relationships between loneliness and Friendship Functions, expectations, and responses to friendship transgressions in children with best friends (8-11 years; N = 177). Children completed questionnaires that measured loneliness, fulfilment of Friendship Functions, Friendship Expectations, and the Transgressions of Friendship Expectations Questionnaire (MacEvoy & Asher, Child Development, 83, 2012, 104). Findings in the current study showed that loneliness was associated with lower Friendship Expectations and higher reliable alliance in existing best friendships. Loneliness was also associated with lower sadness and lower perceptions of feeling controlled and devalued by their friend when they transgress. Thus, children with best friends experiencing high loneliness may be more permissiveness of friendship transgressions and may need support to ensure that they do not allow their friends to be unfair to them. Statement of contribution What is already known on the subject? Friendships buffer children from loneliness, but some remain lonely despite having friends. Loneliness has been associated with poor-quality friendships. But there is no examination of why children remain lonely when they have friends. What the present study adds? Lonely children overemphasize friendship qualities that help to maintain the relationship. Loneliness was linked to expectations of being friends with less popular and well-liked peers. Lonely children placed less blame on their friends when they violated Friendship Expectations.
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Affiliation(s)
| | - Dawn Balmer
- School of Education and Psychology, University of Bolton, Greater Manchester, UK
| | - Pamela Qualter
- Manchester Institute of Education, University of Manchester, UK
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25
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Weymouth BB, Fosco GM, Mak HW, Mayfield K, LoBraico EJ, Feinberg ME. Implications of interparental conflict for adolescents' peer relationships: A longitudinal pathway through threat appraisals and social anxiety symptoms. Dev Psychol 2019; 55:1509-1522. [PMID: 31070436 PMCID: PMC6586495 DOI: 10.1037/dev0000731] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The goal of this study was to broaden the developmental understanding of the implications of interparental conflict (IPC) and threat appraisals of conflict for adolescents' relationships with peers. Guided by the cognitive contextual framework and evolutionary perspectives, we evaluated a developmental model in which adolescents who are exposed to IPC perceive these conflicts as threatening to their well-being or that of their family. In turn, threat appraisals of IPC increase risk that adolescents experience worries and fears about the peer context (i.e., social anxiety), leading to decreased support from friends and increased feelings of loneliness and engagement with antisocial peers. Autoregressive analyses were conducted with a sample of 768 two-parent families across four measurement occasions. Exposure to IPC was related to increases in youths' perceived threat, which increased their risk for social anxiety symptoms. Consistent with our hypothesis, heightened social anxiety symptoms undermined youths' subsequent functioning in the peer context. Specifically, youth with greater adolescent social anxiety symptoms experienced increased feelings of loneliness and decreased perceptions of friendship support. Significant indirect effects were substantiated for adolescent loneliness and friendship support. Findings did not vary as a function of adolescent gender. The findings highlight the enduring implications of IPC and threat appraisals of IPC for youths' functioning, which can be expanded beyond broad measures of youth psychopathology, and the critical role of social anxiety symptoms as an explanatory mechanism in this process. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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26
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Daffner MS, DuPaul GJ, Kern L, Cole CL, Cleminshaw CL. Enhancing Social Skills of Young Children With ADHD: Effects of a Sibling-Mediated Intervention. Behav Modif 2019; 44:698-726. [DOI: 10.1177/0145445519843473] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
Children with attention deficit/hyperactivity disorder (ADHD) are at risk for experiencing problems with social functioning that are associated with adverse outcomes in adolescence and adulthood. To date, the most common ADHD treatments for children, psychostimulants and adult-mediated interventions, have had limited success reducing social impairments associated with ADHD. Using a non-concurrent multiple baseline across participants design, we examined the efficacy of a sibling-mediated social intervention for reducing negative and increasing positive social behaviors of three children with ADHD. We also assessed implementation integrity by the siblings, and acceptability from the perspective of the participant with ADHD, the siblings, and the parents. Results indicated that siblings learned and used specific social skills strategies with their siblings with ADHD that lead to increases in sharing, helping, and compromising behaviors for children with ADHD compared with baseline (Tau- U = 0.9531, p < .001). Summary of findings, study limitations, implications for research, and practice are discussed.
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Affiliation(s)
| | | | - Lee Kern
- Lehigh University, Bethlehem, PA, USA
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27
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Felton JW, Cole DA, Havewala M, Kurdziel G, Brown V. Talking Together, Thinking Alone: Relations among Co-Rumination, Peer Relationships, and Rumination. J Youth Adolesc 2019; 48:731-743. [PMID: 30298225 PMCID: PMC6441632 DOI: 10.1007/s10964-018-0937-z] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2018] [Accepted: 09/19/2018] [Indexed: 12/30/2022]
Abstract
Girls are more likely to engage in rumination, associated with the development of mental health problems, as well as report higher levels of friendship quality, hypothesized to protect against these disorders. The current study examined whether co-rumination may drive simultaneous increases in rumination and changes in friendship quality among adolescents. The project included 360 participants (43% boys), ages 9.8 to 15.8 years, and analyses revealed that co-rumination mediated the link between female sex and both rumination and negative friendship quality. There was also a bidirectional relation between co-rumination and positive friendship quality. These findings highlight several pathways by which co-rumination mediates the relation between sex and both maladaptive (i.e. rumination, negative friendship quality) and adaptive (i.e. positive friendship quality) outcomes.
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Affiliation(s)
- Julia W Felton
- Division of Public Health, Michigan State University, Flint, MI, USA.
| | - David A Cole
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Mazneen Havewala
- Department of Psychology, University of Maryland, College Park, MD, USA
| | - Gretchen Kurdziel
- Department of Psychology, University of Tennessee, Knoxville, TN, USA
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28
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Felton JW, Cole DA, Havewala M, Kurdziel G, Brown V. Talking Together, Thinking Alone: Relations among Co-Rumination, Peer Relationships, and Rumination. J Youth Adolesc 2019. [PMID: 30298225 DOI: 10.1007/s10964-018-0937-z.talking] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/16/2023]
Abstract
Girls are more likely to engage in rumination, associated with the development of mental health problems, as well as report higher levels of friendship quality, hypothesized to protect against these disorders. The current study examined whether co-rumination may drive simultaneous increases in rumination and changes in friendship quality among adolescents. The project included 360 participants (43% boys), ages 9.8 to 15.8 years, and analyses revealed that co-rumination mediated the link between female sex and both rumination and negative friendship quality. There was also a bidirectional relation between co-rumination and positive friendship quality. These findings highlight several pathways by which co-rumination mediates the relation between sex and both maladaptive (i.e. rumination, negative friendship quality) and adaptive (i.e. positive friendship quality) outcomes.
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Affiliation(s)
- Julia W Felton
- Division of Public Health, Michigan State University, Flint, MI, USA.
| | - David A Cole
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
| | - Mazneen Havewala
- Department of Psychology, University of Maryland, College Park, MD, USA
| | - Gretchen Kurdziel
- Department of Psychology, University of Tennessee, Knoxville, TN, USA
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29
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Recchia HE, Wainryb C, Pasupathi M. “I wanted to hurt her”: Children’s and adolescents’ experiences of desiring and seeking revenge in their own peer conflicts. SOCIAL DEVELOPMENT 2019. [DOI: 10.1111/sode.12370] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Holly E. Recchia
- Department of Education Concordia University Montreal Quebec Canada
| | - Cecilia Wainryb
- Department of Psychology University of Utah Salt Lake City UT
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30
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Responses to Vignettes Depicting Friendship Transgressions: Similarities and Differences in Children With and Without Autism Spectrum Disorder. J Autism Dev Disord 2018; 49:4709-4720. [PMID: 30499036 DOI: 10.1007/s10803-018-3828-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
We examined children's responses to vignettes depicting a child making one of four friendship transgressions; failing to provide validation, failing to provide help, being an unreliable partner, and betrayal. Twenty elementary students with autism spectrum disorder (ASD) and 21 typically developing (TD) students participated. Children rated emotional responses, the strategies they would use following each transgression, interpretations of transgressions, and goals of their responses. Children with ASD rated sadness lower than TD children, and rated verbal aggression strategies higher than TD children. There were several significant correlations between emotional responses and goals, strategies, and interpretations in the ASD group. Betrayal was considered the most severe transgression. These results will aid researchers aiming to support friendship maintenance in children with ASD.
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31
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Erath SA, Kaeppler AK, Tu KM. Coping with peer victimization predicts peer outcomes across the transition to middle school. SOCIAL DEVELOPMENT 2018. [DOI: 10.1111/sode.12330] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Stephen A. Erath
- Human Development and Family Studies Auburn University Auburn Alabama
| | | | - Kelly M. Tu
- Human Development and Family Studies University of Illinois at Urbana‐Champaign Urbana Illinois
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32
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Rieffe C, Broekhof E, Eichengreen A, Kouwenberg M, Veiga G, da Silva BMS, van der Laan A, Frijns JHM. Friendship and Emotion Control in Pre-Adolescents With or Without Hearing Loss. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2018; 23:209-218. [PMID: 29733358 DOI: 10.1093/deafed/eny012] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2017] [Indexed: 06/08/2023]
Abstract
Emotional functioning plays a crucial role in the social development of children and adolescents. We examined the extent to which emotion control was related to the quality of friendships in pre-adolescents with and without hearing loss. We tested 350 pre-adolescents (75 deaf/hard of hearing in mainstream education (DHHm), 48 deaf/hard of hearing in special education (DHHs), and 227 hearing) through self-report. Outcomes confirmed a positive association between emotion control and positive friendships for all groups, with one notable exception: more approach strategies for emotion regulation were associated with more negative friendship features in the DHHs group. In addition, the DHHm group demonstrated high levels of emotion control, while their levels of positive friendship features were still lower compared to the hearing group.
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Affiliation(s)
| | - Evelien Broekhof
- Leiden University
- Dutch Foundation for the Deaf and Hard of Hearing Child
| | | | | | - Guida Veiga
- Departamento de Desporto e Saúde, Escola de Ciências e Tecnologia, Universidade de Évora
- Research Center in Sports Sciences, Health Sciences and Human Development (CIDESD)
| | - Brenda M S da Silva
- Leiden University
- Departamento de Desporto e Saúde, Escola de Ciências e Tecnologia, Universidade de Évora
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33
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van der Wal RC, Karremans JC, Cillessen AHN. Interpersonal forgiveness in late childhood: Associations with peer status. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1080/17405629.2018.1491399] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Reine C. van der Wal
- Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, the Netherlands
| | - Johan C. Karremans
- Department of Social and Cultural Psychology, Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| | - Antonius H. N. Cillessen
- Department of Developmental Psychology, Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
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34
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Ungvary S, McDonald KL, Benish-Weisman M. Identifying and Distinguishing Value Profiles in American and Israeli Adolescents. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2018; 28:294-309. [PMID: 28653451 DOI: 10.1111/jora.12330] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Although research has examined how values are correlated with behavior, little has examined how the system of values predicts behavior. In a cross-cultural sample of American (109 European American; 216 African American) and Israeli (318 Arab Israeli; 216 Jewish Israeli) adolescents, the present study used latent profile analysis to identify groups which reflected the theoretical structure of values across both cultures. Four profiles were found: self-focused, anxiety-free, other-focused, and undifferentiated. Results indicated that Self-Focused adolescents were the most aggressive and viewed as leaders by their peers compared to the other groups. Self-Focused and anxiety-free youth reported more delinquency than their peers. Few differences between cultural groups emerged, suggesting that this approach is a promising avenue for understanding heterogeneity in behavior.
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35
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Vannucci A, Ohannessian CM, Flannery KM, De Los Reyes A, Liu S. Associations between friend conflict and affective states in the daily lives of adolescents. J Adolesc 2018; 65:155-166. [PMID: 29602158 DOI: 10.1016/j.adolescence.2018.03.014] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2017] [Revised: 03/22/2018] [Accepted: 03/23/2018] [Indexed: 02/06/2023]
Abstract
This study examined the associations between friend conflict, defined as arguments with friends, and affective states using a daily diary design in a community sample of adolescents. Participants were 100 U.S. adolescents (13-17 years; 40% girls; 79% white). Adolescents completed an online survey on 14 consecutive evenings. Adolescents reported significantly higher anger/hostility, confusion, and tension/anxiety and less friendliness on days during which they experienced friend conflict relative to no-conflict days. However, no same-day associations for depressed affect, fatigue, or vigor were found. Adolescents experiencing friend conflict reported increased next-day anger/hostility, depressed affect, and tension/anxiety, but not other affective states. Higher levels of anger/hostility and depressed affect predicted an increased likelihood of next-day friend conflict. Conversely, higher levels of friendliness and vigor predicted a decreased likelihood of next-day friend conflict. These findings suggest that directional relationships between adolescents' friend conflicts and their affective states vary by affective domain.
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Affiliation(s)
- Anna Vannucci
- Center for Behavioral Health, Connecticut Children's Medical Center, 282 Washington Street, Hartford, CT 06106, USA.
| | - Christine McCauley Ohannessian
- Center for Behavioral Health, Connecticut Children's Medical Center, 282 Washington Street, Hartford, CT 06106, USA; Department of Pediatrics and Psychiatry, University of Connecticut School of Medicine, 263 Farmington Avenue, Farmington, CT, 06030, USA
| | - Kaitlin M Flannery
- Department of Psychology, State University of New York at Cortland, P.O. Box 2000, Cortland, NY 13045, USA
| | - Andres De Los Reyes
- Department of Psychology, University of Maryland at College Park, Biology/Psychology Building, Room 3123H, College Park, MD 20742, USA
| | - Songqi Liu
- Department of Managerial Sciences, J. Mack Robinson College of Business, Georgia State University, 35 Broad St. NE, Atlanta, GA 30303, USA
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36
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McDonald KL, Asher SR. Pacifists and Revenge-Seekers in Response to Unambiguous Peer Provocation. J Youth Adolesc 2018; 47:1907-1925. [PMID: 29349594 DOI: 10.1007/s10964-017-0767-4] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2017] [Accepted: 09/25/2017] [Indexed: 11/27/2022]
Abstract
In order to better understand why some children retaliate when they feel provoked and others do not, the present study identified "pacifistically-oriented" children who made negative interpretations in response to unambiguous provocations, yet did not endorse revenge goals, and compared them to "revenge-seeking" children who also made negative interpretations but did endorse revenge goals. Groups were identified based on seventh graders' (N = 367; 54.77% male; 22.89% racial/ethnic minority) responses to hypothetical situations in which a peer excluded and insulted them. Comparing these groups revealed that Pacifists endorsed relationship-maintaining goals and emotion regulation goals more highly than Revenge-Seekers. Revenge-Seekers reported more anger and endorsed beliefs about negative reciprocity and aggression being legitimate more highly than Pacifists. Additionally, Revenge-Seekers were more disrespect sensitive than were Pacifists, based on a measure of vigilance for signs of disrespect and expectations that others would disrespect them. Together these findings point to social-cognitive and emotion-related processes that may inhibit revenge-seeking in unambiguous provocation situations, even when children interpret the peer's behavior quite negatively.
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Affiliation(s)
- Kristina L McDonald
- Department of Psychology, University of Alabama, Box 870348, Tuscaloosa, AL, 35487, USA.
| | - Steven R Asher
- Department of Psychology & Neuroscience, Duke University, Box 90086, Durham, NC, 27708, USA
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37
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Miller PA, Lloyd CA, Beard R. Preadolescents' Coping Goals and Strategies in Response to Postdivorce Interparental Conflict. ACTA ACUST UNITED AC 2017; 4:260-280. [PMID: 30687768 DOI: 10.1037/qup0000067] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Researchers have focused on preadolescents' appraisals, coping, and adjustment in the context of postdivorce interparental conflict, but have yet to assess their goals in these events. Fifty 9- to 12-year-old (52% female) preadolescents were interviewed to assess their goals for the coping strategies that they reported using in response to interparental conflict at home. The patterns observed were consistent with goal-oriented research in the peer conflict literature. Preadolescents reported goal orientations that matched (i.e., were functionally similar to) their respective behaviorally-based coping strategies, multiple goals for the same type of coping strategy, and multiple coping strategies for the same goal orientation. Relative to other coping strategies, preadolescents were more likely to choose a matching coping strategy to obtain social support, maintain self-boundary, and distraction goals. Relative to other goals, preadolescents' matching goal-strategy pairs occurred more frequently than nonmatching pairs, but these pairings accounted for about only one-third of the goals reported for a given strategy. Emotional regulation goal orientations more often than any other goal, which highlighted their importance in preadolescents coping with parental conflict. Finally, preadolescents' coping efforts were chosen for objectives beyond traditional category systems of coping, such as the personal characteristics of family members and others, helping others, and threats to self and others. Thus, the assessment of preadolescents' goals may improve our understanding of the motivations underlying their appraisals and coping strategies as they seek to adapt to interparental conflict environments.
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Affiliation(s)
- Paul A Miller
- Associate Professor of Psychology, School of Social & Behavioral Sciences, New College of Interdisciplinary Arts & Sciences, Arizona State University, Phoenix, AZ 85069, , office: 602 543 6014, cell: 480 703 9350
| | - Carrie A Lloyd
- Senior Research Analyst, Arizona State University, Tempe, Arizona 85287, 602 496 0106,
| | - Rachelle Beard
- Glendale School District, Glendale, Arizona, 85225, (480)580-6135,
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Barreto AL, Osório A, Baptista J, Fearon P, Martins C. Association between theory of mind and mental state talk in preschoolers and later social competence and behaviour. INFANT AND CHILD DEVELOPMENT 2017. [DOI: 10.1002/icd.2060] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
| | - Ana Osório
- Cognitive and Social Neuroscience Lab, Post-Graduate Program on Developmental Disorders, Center for Biological and Health Sciences; Mackenzie Presbyterian University; São Paulo Brazil
| | - Joana Baptista
- School of Psychology; University of Minho; Braga Portugal
| | - Pasco Fearon
- Faculty of Brain Sciences; University College of London; London UK
| | - Carla Martins
- School of Psychology; University of Minho; Braga Portugal
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39
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Friendship Dynamics of Adolescent Aggression, Prosocial Behavior, and Social Status: The Moderating Role of Gender. J Youth Adolesc 2017; 46:2305-2320. [PMID: 28699121 DOI: 10.1007/s10964-017-0702-8] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2017] [Accepted: 06/05/2017] [Indexed: 10/19/2022]
Abstract
Interactions with friends are a salient part of adolescents' experience at school. Adolescents tend to form friendships with similar peers and, in turn, their friends influence adolescents' behaviors and beliefs. The current study investigated early adolescents' selection of friends and friends' influence with regard to physical aggression, prosocial behavior, and popularity and social preference (i.e., likeability) among fifth and sixth graders (N = 736, 52% girls at wave1, N = 677, 52% girls at wave 2) in elementary schools in South Korea. The moderating role of gender on early adolescents' friend selection and influence was also examined. With longitudinal social network analysis (RSiena), we found that youth tended to select friends with similar levels of physical aggression and popularity, and their friends influenced their own physical aggression and popularity over time. The higher youth were in social preference, the less likely they chose physically aggressive peers as friends. Boys were more likely to select highly popular peers as friends compared to girls, and influence effects for physical aggression and popularity were stronger for boys compared to girls. The results underscore the importance of gender in friendship dynamics among Asian early adolescents.
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Malamut ST, Mali LV, Schwartz D, Hopmeyer A, Luo T. Depressive symptoms as a predictor of social difficulties in a gang-impacted context. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1016/j.appdev.2017.04.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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41
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Lee S, Foote J, Wittrock Z, Xu S, Niu L, French DC. Adolescents' perception of peer groups: Psychological, behavioral, and relational determinants. SOCIAL SCIENCE RESEARCH 2017; 65:181-194. [PMID: 28599771 DOI: 10.1016/j.ssresearch.2016.12.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2015] [Revised: 11/09/2016] [Accepted: 12/17/2016] [Indexed: 06/07/2023]
Abstract
Adolescents' social cognitive understanding of their social world is often inaccurate and biased. Focusing on peer groups, this study examines how adolescents' psychological, behavioral, and relational characteristics influence the extent to which they accurately identify their own and others' peer groups. Analyses were conducted with a sample of 1481 seventh- and tenth-grade Chinese students who are embedded with 346 peer groups. Overall, females and older students had more accurate perceptions. In addition, lower self-esteem, higher indegree centrality, and lower betweenness centrality in the friendship network predicted more accurate perception of one's own groups, whereas higher academic performance and lower betweenness centrality in the friendship network predicted more accurate perception of others' groups. Implications for understanding the connection between adolescents' psychological and behavioral traits, social relationships, and social cognition are discussed.
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Affiliation(s)
- Seungyoon Lee
- Brian Lamb School of Communication, Purdue University, 100 N. University Street, West Lafayette, IN 47907, USA.
| | - Jeremy Foote
- Department of Communication Studies, Northwestern University, 2240 Campus Drive, Evanston, IL 60208, USA
| | - Zachary Wittrock
- Brian Lamb School of Communication, Purdue University, 100 N. University Street, West Lafayette, IN 47907, USA
| | - Siyu Xu
- Department of Human Development and Family Studies, Purdue University, 1202 W. State Street, West Lafayette, IN 47907, USA
| | - Li Niu
- Department of Psychology, Fordham University, Dealy Hall, 411 East Fordham Rd., Bronx, NY 10458, USA
| | - Doran C French
- Department of Human Development and Family Studies, Purdue University, 1202 W. State Street, West Lafayette, IN 47907, USA
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Pathways to Reciprocated Friendships: A Cross-Lagged Panel Study on Young Adolescents' Anger Regulation towards Friends. J Youth Adolesc 2017; 47:673-687. [PMID: 28466421 DOI: 10.1007/s10964-017-0683-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2016] [Accepted: 04/19/2017] [Indexed: 10/19/2022]
Abstract
Adolescents' close friendships are an important and unique learning context in which adolescents can practice and hone their emotion regulation skills within an egalitarian, supportive relationship structure that provides important feedback on the effectiveness of the regulation strategies. This longitudinal study examined whether adolescents' involvement in supportive reciprocal friendships influenced the way in which they regulated angry feelings arising in these friendships. A sample of 299 German adolescents began a 30-month, 3-wave longitudinal study in grade 7 (151 boys, M age = 12.6 years; 100% White). They completed a social network inventory (LueNIC), a peer-nomination measure, and the questionnaire on Strategies of Anger Regulation for Adolescents (SAR-A) in every wave. Cross-lagged-panel modeling indicated a pattern of socialization effects even when controlling for previous friendship involvement, previous anger regulation, peer acceptance, gender, classroom membership, and possible friendship selection influences. Adolescents with more reciprocal friends at Time 1 (T1) reported using aggressive strategies of anger regulation (i.e., verbal and relational aggression, fantasies of revenge) and ignoring the friend less often at Time 2 (T2). Similar results were obtained between T2 and Time 3 (T3). There was a marginally significant effect for one of three non-aggressive strategies such that a higher involvement in friendships at T2 explained more reappraisal of the anger-eliciting event at T3 but significant effects did not emerge for the strategies of redirection of attention and explanation and reconciliation. The results are discussed within a socialization of emotion framework with implications for social skills training modules.
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van der Wal RC, Karremans JC, Cillessen AHN. Causes and Consequences of Children's Forgiveness. CHILD DEVELOPMENT PERSPECTIVES 2016. [DOI: 10.1111/cdep.12216] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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Flack T. Relational aggressive behaviour: the contributions of status stress and status goals. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2016. [DOI: 10.1080/13632752.2016.1255428] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Tove Flack
- Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, Norway
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45
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Valentiner DP, Mounts NS. Method Variance in Adolescents', Mothers', and Observers' Reports of Peer Management: Nuisance or Information? J Youth Adolesc 2016; 46:1038-1056. [PMID: 27844460 DOI: 10.1007/s10964-016-0595-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2016] [Accepted: 10/19/2016] [Indexed: 11/25/2022]
Abstract
The purpose of this investigation was to examine discrepancies among three informants' (adolescents, mothers, and observers) reports of maternal consulting in regard to peer relationships and the relation of the discrepancies to four social adjustment variables (prosocial behavior, loneliness, positive friendship quality, and physical victimization). An ethnically diverse sample of 70 early adolescents (51 % female) and their mothers participated in this multimethod investigation. Adolescent reports of parental consulting, but not mother or observer reports, were significantly associated with adolescent reports of four psychosocial outcomes. Recognizing that comparison of equivalent regression models can inform interpretations of the data such as the monomethod associations found in this study, this article describes and discusses a strategy for analyzing data from multiple informants. The associations of adolescent reports of parental consulting with loneliness and physical victimization could be fully explained in terms of adolescent bias or other systematic variance uniquely associated with adolescent reports, but those with prosocial behavior and positive friendship quality could not. The view that discrepancies between mother and adolescent reports of parental consulting reflect poor relationship quality appeared most applicable in models of positive friendship quality, somewhat applicable in models of prosocial behavior and physical victimization, and not applicable in models of loneliness. The view that discrepancies might reflect normative and adaptive autonomy was not supported. In addition to adding to our understanding of maternal consulting in regard to peer relationships, it is also hoped that the analytic approach developed for this study will stimulate developments in research that uses multiple informants.
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Affiliation(s)
- David P Valentiner
- Department of Psychology, Northern Illinois University, DeKalb, IL, 60115, USA.
| | - Nina S Mounts
- Department of Psychology, Northern Illinois University, DeKalb, IL, 60115, USA
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46
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Rose AJ, Asher SR. The Social Tasks of Friendship: Do Boys and Girls Excel in Different Tasks? CHILD DEVELOPMENT PERSPECTIVES 2016. [DOI: 10.1111/cdep.12214] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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47
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Wang D, Fletcher AC. The role of interactions with teachers and conflict with friends in shaping school adjustment. SOCIAL DEVELOPMENT 2016. [DOI: 10.1111/sode.12218] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Dan Wang
- Department of Human Development and Family Studies; The University of North Carolina at Greensboro; Greensboro North Carolina 27402-6170
| | - Anne C. Fletcher
- Department of Human Development and Family Studies; The University of North Carolina at Greensboro; Greensboro North Carolina 27402-6170
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Kazura K, Flanders R. Preschool Children's Social Understanding: A Pilot Study of Goals and Strategies during Conflict Situations. Psychol Rep 2016; 101:547-54. [DOI: 10.2466/pr0.101.2.547-554] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This pilot study tested a new enactive measure of social information-processing skills and investigated whether preschool children's goals were related to their strategies during hypothetical conflict situations. Children (13 boys, 12 girls) ages 3 to 6 years (three 3-yr.-olds, three 4-yr.-olds, 11 5-yr.-olds, and eight 6-yr.-olds) engaged in a puppet interview of six hypothetical situations. Significant correlations were found between goals and strategies of the adapted version of Chung and Asher's Children's Conflict Resolution Measure, suggesting that preschool children who endorsed friendship goals tended to select more prosocial strategies (.41). Children who endorsed more retaliation goals tended to select more hostile strategies (.67) but fewer prosocial strategies (−.4.1), and children who endorsed more avoidance goals tended to select more adult-seeking strategies (.45).
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Mounts NS. Adolescents’ Perceptions of Parental Management of Peer Relationships in an Ethnically Diverse Sample. JOURNAL OF ADOLESCENT RESEARCH 2016. [DOI: 10.1177/0743558403258854] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Relations between adolescents’ reports of parental management of peer relationships (consulting, mediating, and autonomy granting in regard to peer relationships) and positive friendship quality, friendship conflict, delinquent activity, and drug use were examined in an ethnically diverse sample of 322 7th and 8th graders. Regression analyses revealed that higher levels of consulting and mediating were related to higher levels of positive friendship quality and that higher levels of autonomy granting were related to lower levels of friend conflict, delinquent activity, and drug use. Higher levels of consulting were related to lower levels of delinquent activity and drug use. Relations between parental management and delinquent activity were moderated by ethnicity and family structure. The relation between parental management and drug use was moderated by ethnicity.
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von Salisch M. Children’s emotional development: Challenges in their relationships to parents, peers, and friends. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1080/01650250143000058] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
This literature review outlines the challenges and constraints which relationships to parents, peers, and friends offer for children’s emotional development, including the development of appraisal, experience, expression, and regulation of emotion. Parents are important for their children’s emotional development not only because they are attachment figures but also because of their cognitive and emotional expertise who instruct their offspring on the use of emotion labels, appraisals, expressions, and regulation strategies. In addition, parents introduce their children to cultural and subcultural rules on emotions. Yet parents’ understanding of their children’s emotions may be constrained by their social role as parents. Converging evidence suggests that display rules among peers promote the dampening of many emotions in many situations, especially those of vulnerability and anger. School-age children’s increasing use of distancing strategies may help them achieve this “cool” public self-presentation. Intimate friendship’s which permit (and may even require) the disclosure of private emotional experiences challenge preadolescents to learn how to be supportive to the friend in need and how to manage anger and contempt in these close relationships. Handling issues of trust and exposure, jealousy, and envy are related challenges for friendships.
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