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Peer Relationships (peer + relationships)

Distribution by Scientific Domains

Psychology	45%
Medical Sciences	29%
Humanities and Social Sciences	25%

Selected Abstracts

Similarity in Gender and Self-Esteem for Supportive Peer Relationships: The Mediating Role of Cooperative Goals,

JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 5 2008
Nancy Chen Yi-Feng
The present study investigated whether cooperative goals mediate the relationship between similarity in gender and self-esteem and social support and relationship quality in ongoing peer dyads. Based on data collected from 209 student dyads, the findings largely support the mediating role of cooperative goals. However, the study found that gender similarity was positively related while self-esteem similarity was negatively related to cooperative goals and relationship quality of peer dyad members. [source]

Sexual-Minority and Heterosexual Youths' Peer Relationships: Experiences, Expectations, and Implications for Well-Being

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2004
Lisa M. Diamond
The current study compared the peer relationships and well-being of 60 sexual-minority (i.e., nonheterosexual) and 65 heterosexual youths between the ages of 15 and 23. Sexual-minority youths had comparable self-esteem, mastery, and perceived stress as did heterosexuals, but greater negative affect. Younger sexual-minority male adolescents had smaller overall peer networks than did young male heterosexuals, whereas older male and female sexual minorities had larger numbers of extremely close friends within their networks than did heterosexuals. Younger sexual-minority adolescents had lost or drifted away from more friends than did heterosexuals. Regardless of age, sexual-minority youths reported disproportionately high worries about losing friends, low feelings of control in their romantic relationships, and fears of never finding the type of romantic relationship they wanted. Sexual-minority youths that were "out" to more heterosexual peers had larger peer networks but more friendship loss and friendship worries. Youths' relationship experiences and concerns mediated sexual identity differences in negative affect. [source]

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

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2001
Kirby Deater-Deckard
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 ifluences 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. [source]

Family Adversity, Positive Peer Relationships, and Children's Externalizing Behavior: A Longitudinal Perspective on Risk and Resilience

CHILD DEVELOPMENT, Issue 4 2002
Michael M. Criss
Peer acceptance and friendships were examined as moderators in the link between family adversity and child externalizing behavioral problems. Data on family adversity (i.e., ecological disadvantage, violent marital conflict, and harsh discipline) and child temperament and social information processing were collected during home visits from 585 families with 5,year,old children. Children's peer acceptance, friendship, and friends' aggressiveness were assessed with sociometric methods in kindergarten and grade 1. Teachers provided ratings of children's externalizing behavior problems in grade 2. Peer acceptance served as a moderator for all three measures of family adversity, and friendship served as a moderator for harsh discipline. Examination of regression slopes indicated that family adversity was not significantly associated with child externalizing behavior at high levels of positive peer relationships. These moderating effects generally were not qualified by child gender, ethnicity, or friends' aggressiveness, nor were they accounted for by child temperament or social information,processing patterns. The need for process,oriented studies of risk and protective factors is stressed. [source]

Families, Urban Neighborhood Youth Centers, and Peers as Contexts for Development

FAMILY RELATIONS, Issue 4 2007
Stephen A. Anderson
Abstract: Three social contexts,family, neighborhood youth centers, and peer relationships,were examined in relation to several measures of adjustment among 1,406 mostly minority, inner-city adolescents. Family and center involvement were directly related to 3 of the 4 adjustment measures (i.e., achievement orientation, emotion regulation, attitudes toward school). Peer connections interacted with family and center involvement to also predict these variables. Substance use, the fourth adjustment measure, was related only to family involvement. Significant 3-way interactions suggested that within urban settings, favorable attitudes toward school may best be achieved when family, neighborhood youth center, and peer involvement are all strong. The combined effects of these 3 contexts appear to be greater among younger adolescents. Implications for promoting urban youth development programs are discussed. [source]

Self,other awareness and peer relationships in toddlers: gender comparisons

INFANT AND CHILD DEVELOPMENT, Issue 5 2010
Laura E. Levine
Abstract Toddlers' growing self,other awareness has been linked with their ability to interact with peers, but there is reason to think that self,other awareness may relate to different aspects of peer relationships for boys and girls. We hypothesized that boys would express self,other awareness by separating self from other through claiming toys, while girls would express self,other awareness by creating similarities between self and other through use of the duplicate of a partner's toy. For 52 22,26,month olds, self,other awareness was assessed through four tasks: mirror self recognition, perceptual role taking, pronoun recognition and pronoun use. Each child subsequently interacted with a same-sex peer for 30,min. Girls high in self,other awareness, and their partners were more likely to engage in duplicate toy use than girls low in self,other awareness. No differences in toy claiming were found. Future longitudinal research would clarify how the onset of self,other awareness relates to developments in peer interaction for girls and boys. Copyright © 2010 John Wiley & Sons, Ltd. [source]

Mother,child and father,child mutuality in two contexts: consequences for young children's peer relationships

INFANT AND CHILD DEVELOPMENT, Issue 2 2010
Eric W. Lindsey
Abstract This study examines the role that context plays in links between relative balance, or mutuality in parent,child interaction and children's social competence. Sixty-three toddlers and their parents were observed in a laboratory play session and caregiving activity (i.e. eating snack). Mutuality was operationalised as the relative balance in (a) partners' compliance to initiations, and (b) partners' expression of positive emotion. Caregivers rated children's social competence with peers, and children's prosocial and aggressive behaviour with peers was observed in their childcare arrangement. Contextual differences were observed in the manifestation of parent,child mutuality, with both mother,child and father,child dyads displaying higher mutual compliance scores in the play context than in the caregiving context. Father,child dyads also displayed higher levels of shared positive emotion during play than during the caregiving context. There were no differences in a way that parent,child mutuality during play and caregiving was associated with children's social competence with peers. Overall, the results suggest that parent,child mutuality is a quality of parent,child interaction that has consistent links to children's peer competence regardless of the context in which it occurs. Copyright © 2009 John Wiley & Sons, Ltd. [source]

Perceptions of parent-child attachment, social self-efficacy, and peer relationships in middle childhood

INFANT AND CHILD DEVELOPMENT, Issue 4 2003
Priscilla K. Coleman
Abstract Relationships among attachment to each parent, children's social self-efficacy, and the quality of peer relations (attachment to peers and perceptions of victimization) were explored with 67 fifth and sixth graders (31 female) attending a rural elementary school. Results of hierarchical multiple regression analyses revealed main effects for gender and attachment to mother relative to the attachment to peers variable, with girls and more securely attached children reporting higher quality attachment to peers. Main effects were also detected for gender and attachment to father relative to social self-efficacy, with girls and more securely attached children exhibiting higher self-efficacy. No main effects were observed relative to the peer victimization variable. None of the interaction effects involving gender and attachment to each parent relative to attachment to peers, peer victimization, and social self-efficacy were significant. Finally, evidence for mediation of attachment to father on attachment to peers by children's social self-efficacy was revealed. Implications of the results are discussed and ideas for future research are provided. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Development of the Nursing Outcome (NOC) Label: Hyperactivity Level

JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 3 2005
Carol L. Caldwell MS
TOPIC:,Hyperactivity, a persistent, severe pattern of inattention or impulsivity, places children at risk for impaired functioning in many developmental areas. This behavior is characterized by short attention span, low frustration tolerance, impulsivity, distractibility, and increased physical activity. Responses from multiple sources in the child's environment must be monitored to manage childhood hyperactivity. PURPOSE:,Success at school, in peer relationships, and parent-child interactions is frequently affected by hyperactivity. Using a focus group approach, a Nursing Outcomes Classification (NOC) label, definition, and indicators were developed for Hyperactivity Level. SOURCES:,Review of the literature allowed for a content analysis approach and conceptualization of hyperactivity at several levels. CONCLUSION:,Twenty three (23) measurable indicators were formulated and refined into conceptually and clinically coherent outcomes. Clinical relevance and utility were presented through a case study approach. [source]

Relational aggression and victimization in gay male relationships: the role of internalized homophobia

AGGRESSIVE BEHAVIOR, Issue 5 2008
Thomas M. Kelley
Abstract This article presents two studies that are the first to examine relational aggression and relational victimization in gay male peer relationships. A qualitative pilot study provides a strong rationale for a subsequent empirical investigation of 100 young adult, self-identified gay males. Results of both studies demonstrate that relational aggression and relational victimization are common experiences in gay male relationships. They also reveal forms of relational aggression and victimization that appear to be unique to gay males (e.g., outing). Results of the empirical study found significant relations between engaging in relational aggression against gay males and experiencing relational victimization and between experiencing relational victimization and internalized homophobia. However, there was no significant correlation between internalized homophobia and engaging in relational aggression. A multiple regression analysis found that experiencing relational victimization was correlated more strongly with the combination of engaging in relational aggression and internalized homophobia together than with relational aggression alone. Results are discussed within the framework of Allport's "traits due to victimization" theory and Meyer's theory of "minority stress." Implications for the prevention of relational aggression/victimization in gay male relationships are offered. Aggr. Behav. 34:475,485, 2008. © 2008 Wiley-Liss, Inc. [source]

Parents' Affect, Adolescent Cognitive Representations, and Adolescent Social Development

JOURNAL OF MARRIAGE AND FAMILY, Issue 3 2000
Blair Paley
Prior research regarding the role of parent-child relationships in children's social development generally has been limited to concurrent or short-term longitudinal data and has focused primarily on mothers' influence in the early or middle childhood years. Using a multimethod, multiinformant design, the present study extends previous findings by examining whether maternal and paternal affect predicted adolescent social behavior and peer acceptance 2 years later. Both maternal and paternal affect had significant direct and indirect effects (via adolescent cognitive representations of parents) on adolescent negative social behavior as reported by siblings, which in turn predicted decreased peer acceptance as rated by teachers. Findings suggest that both mothers and fathers shape adolescent social development and attest to the importance of exploring multiple pathways that may account for continuity in parent-child and peer relationships. [source]

Building Research Competence in Nursing Through Mentoring

JOURNAL OF NURSING SCHOLARSHIP, Issue 4 2002
Mary W. Byrne
Purpose: To explore how mentoring can be used to build research competence in nursing in various professional and geographic settings. Organizing construct: The traditional concept of mentoring in interdisciplinary health professions and its application to nursing research. Methods: Literature review of MEDLINE and CINAHL databases 1990,2001 and personal reflections on mentoring and mentored experiences. Findings: Mentoring relationship models identified include: traditional mentor and protégé, team, peer, inclusive, and mentoring forward. E-mentoring strategies facilitate interactions for long-distance relationships. Discrete projects, multiple mentor sources, and mutually beneficial peer relationships can enable mentoring across one's career. Psychosocial dimensions of mentoring support creative work. When scholarly productivity with funded research is the desired outcome, intense involvement of a protégé with an expert researcher is essential. Conclusion: Choices among mentoring models can be made in accordance with resources, priorities, and objectives congruent with a given nursing setting and time, but optimum scholarly productivity requires experts and sustained support. [source]

Risk Factors of Sexual Harassment by Peers: A Longitudinal Investigation of African American and European American Adolescents

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2007
Sara E. Goldstein
The present research explores risk factors for, and longitudinal associations of, sexual harassment by peers during adolescence. Eight-hundred and seventy-two African American and European American adolescents (65.4% African American, 51.1% females) were assessed during the summer after the eighth grade (mean age=14.2 years) and then again in the 11th grade (mean age=17.1 years). At the first assessment, adolescents were asked about their experiences with sexual harassment, their psychological reactions to sexual harassment, and also about their peer relationships, perceived pubertal timing, problem behavior, and mental health. At the second assessment, adolescents reported on their problem behavior and mental health. In general, youth who associated with peers who were involved in problem behavior were at risk for victimization. Among females, those who perceived themselves to be experiencing early pubertal development were also at risk. Additionally, for some adolescents, sexual harassment predicted later adjustment difficulties. [source]

A Latent Growth Curve Analysis of Prosocial Behavior Among Rural Adolescents

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2007
Gustavo Carlo
The present study was designed to investigate stability and changes in prosocial behavior and the parent and peer correlates of prosocial behavior in rural adolescents. Participants were from a rural, low SES community in the Eastern United States. The participants were in 7th, 8th, and 9th grades at Time 1 and 10th, 11th, and 12th grades at Time 4, and completed measures of prosocial behavior and quality of parent and peer relationships. Latent growth curve modeling revealed that despite moderate stability in individual differences in prosocial behavior and slight increases in quality of peer and parent relationships, level of prosocial behavior declined until late high school with a slight rebound in grade 12. Furthermore, increases in the quality of peer relationships predicted decreases in prosocial behavior for girls but not boys. Discussion focuses on continuity and change in prosocial behavior and the gender-based relations between quality of parent and peer relationships and prosocial behaviors in adolescence. [source]

Sexual-Minority and Heterosexual Youths' Peer Relationships: Experiences, Expectations, and Implications for Well-Being

Acute Effects of Ethanol on Behavior of Adolescent Rats: Role of Social Context

ALCOHOLISM, Issue 3 2001
Elena I. Varlinskaya
Background: First experiences with alcohol in humans occur predominantly in adolescence, and to a large extent the attractiveness of alcohol at this age is based on its ability to facilitate certain forms of social behavior (social facilitation). Adolescence is strongly marked by a focus on peer relationships, and the social nature of the situation plays an important role in responsiveness to alcohol. Peer-directed social activity of adolescent rats may be a valuable experimental model for the study of ethanol-induced changes in social behavior and assessment of the role of the social context in responsiveness to ethanol. Method: In the present study we used a modified dyad social interaction test to characterize acute effects of ethanol on different forms of social behavior (social investigation, contact behavior, and play) and social motivation (preference/avoidance of a peer) in adolescent rats. Ethanol effects on behavior directed toward a peer were compared with those induced by exposure to an inanimate novel object. Results: In the social context, the effects of ethanol were dose-dependent and biphasic. Low doses of ethanol (0.25,0.75 g/kg) produced apparent social facilitation (increased social activity and enhanced social preference), whereas higher doses (3 and 4 g/kg) caused social inhibition (decreased social activity and avoidance of a peer). This pattern was not observed for a nonsocial stimulus: Although overall activity in the nonsocial context was suppressed by 2 and 3 g/kg of ethanol, 0.5 g/kg of ethanol did not activate overall activity directed to the inanimate object. Conclusions: These findings demonstrate that the social nature of the testing situation plays an important role in responsiveness to alcohol in adolescence, especially to its activating effects. The results suggest also that the study of ethanol effects on social behavior of adolescent rats may be an effective tool for the study of adolescent alcohol use and abuse. [source]

The Significance of Marijuana Use Among Alcohol-using Adolescent Emergency Department Patients

ACADEMIC EMERGENCY MEDICINE, Issue 1 2010
Thomas H. Chun MD
Abstract Objectives:, The objective was to determine if adolescents presenting to a pediatric emergency department (PED) for an alcohol-related event requiring medical care differ in terms of substance use, behavioral and mental health problems, peer relationships, and parental monitoring based on their history of marijuana use. Methods:, This was a cross-sectional comparison of adolescents 13,17 years old, with evidence of recent alcohol use, presenting to a PED with a self-reported history of marijuana use. Assessment tools included the Adolescent Drinking Inventory, Adolescent Drinking Questionnaire, Young Adult Drinking and Driving Questionnaire, Center for Epidemiologic Studies Depression Scale, Behavioral Assessment System for Children, and Peer Substance Use and Tolerance of Substance Use Scale. Results:, Compared to adolescents using alcohol only (AO), adolescents who use alcohol and marijuana (A+M) have higher rates of smoking (F = 23.62) and binge drinking (F = 11.56), consume more drinks per sitting (F = 9.03), have more externalizing behavior problems (F = 12.53), and report both greater peer tolerance of substance use (F = 12.99) and lower parental monitoring (F = 7.12). Conclusions:, Adolescents who use A+M report greater substance use and more risk factors for substance abuse than AO-using adolescents. Screening for a history of marijuana use may be important when treating adolescents presenting with an alcohol-related event. A+M co-use may identify a high-risk population, which may have important implications for ED clinicians in the care of these patients, providing parental guidance, and planning follow-up care. ACADEMIC EMERGENCY MEDICINE 2010; 17:63,71 © 2010 by the Society for Academic Emergency Medicine [source]

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2005
José Carlos Núñez
The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N= 173) and without learning disabilities (LD; N= 172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether there are subgroups of attributional profiles among students with LD. Third, to explore differences between these profiles on the dimensions of self-concept, academic goals, perception of competence-incompetence, persistence when faced with failure, peer relationships, and academic achievement. Fourth, to determine whether there are significant differences in the dimensions of self-concept and academic goals between NLD students and the different LD subgroups. The results indicate the existence of two very distinct attributional profiles in students with LD (Helplessness Profile and Adaptive Profile). The implications of these data with regard to theory and research, as well as educational practice, are discussed. [source]

Mexican-origin parents' involvement in adolescent peer relationships: A pattern analytic approach

NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 116 2007
Kimberly A. Updegraff
The cultural backgrounds and experiences of Mexican-origin mothers and fathers (including their Anglo and Mexican cultural orientations and their familism values) and their socioeconomic background (parental education, family income, neighborhood poverty rate) are linked to the nature of their involvement in adolescent peer relationships. [source]

Mutual Antipathies in the Peer Group as a Moderating Factor in the Association Between Community Violence Exposure and Psychosocial Maladjustment

NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 102 2003
David Schwartz
This chapter focuses on the moderating role of inimical peer relationships in the association between community violence exposure and children's functioning difficulties. A series of hierarchical regression analyses demonstrated that community violence exposure is consistently related to psychosocial maladjustment only for children who are involved in a relatively high number of mutual antipathies with peers. [source]

Proceedings of the 20th Annual Conference of the Japanese Association for Adolescent Psychotherapy, 16 November 2002, Tokyo, Japan

PSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 5 2003
Article first published online: 28 AUG 200
Inpatient treatment of obsessive,compulsive disorder in a child and adolescent psychiatry ward M. USAMI National Center of Neurology and Psychiatry, Kohnodai Hospital, Chiba, Japan This is a case report of a 13-year-old-boy (2nd grade in junior high school). His father had poor communication; his mother was a very fragile woman. The boy had been overprotected by his parents, as long as he responded to their expectations. He did not have any other siblings. He played well with his friends since he was young, and did not have problems until the 1st term (from April to July) of 1st grade in junior high school. However, in September he started to have difficulties going well with his friends, and going to school. He spent most of his time in his room, and began to repeat checking and hand-washing frequently. Even at midnight, he forced his mother to touch the shutter from outside of the house for many times. He also ritually repeated to touch his mother's body, after he licked his hands, for over an hour. He became violent, when his parents tried to stop him. In April, year X, his parents visited our hospital for the first time. From then, his mother could not tolerate her son's coerciveness any longer. His father explained to the boy that ,your mother has been hospitalized', and she started to live in the next room to the boy's without making any noise. After 3 months he noticed that his mother was not hospitalized, and he got very excited. He was admitted to our hospital with his family and relatives, in October, year X. At the initial stage of hospitalization he showed distrust and doubt towards the therapist and hospital. He had little communication with other boys and did not express his feelings. Therefore, there was a period of time where he seemed to wonder whether he could trust the treatment staff or not. During his interviews with his therapist he repeated only ,I'm okay' and did not show much emotional communication. For the boy, exposing himself was equivalent to showing his vulnerability and incompleteness. Therefore, the therapist considered that he was trying to denying his feelings to avoid this. The therapist set goals for considering his own feelings positively and expressing them appropriately. Also, the therapist carried out behavioral restrictions towards him. He hardly had any emotional communication with the staff, and his peer relationship in the ward was superficial. Therefore, he gradually had difficulty spending his time at the end of December On the following day in which he and the therapist decided to return to his house for the first time, he went out of the ward a few days before without permission. From thereon it was possible for him to share feelings such as hostility and aggression, dependence and kindness with the therapist. The therapist changed his role from an invasive one to a more protective one. Then, his unsociability gradually faded. He also developed good peer relationships with other boys in the ward and began to express himself feeling appropriately. He was also able to establish appropriate relations with his parents at home, and friends of his neighborhood began to have normal peer relationships again. During childhood and adolescence, boys with obsessive,compulsive disorder are known to have features such as poor insight and often involving their mothers. We would like to present this case, through our understanding of dynamic psychiatry throughout his hospitalization, and also on the other therapies that were performed. Psychotherapy with a graduate student that discontinued after only three sessions: Was it enough for this client? N. KATSUKI Sophia University, Tokyo, Japan Introduction: Before and after the psychotherapy, SWT was administrated in this case. Comparing these two drawings, the therapist was provided with some ideas of what kind of internal change had taken place inside this client. Referring to the changes observed, we would like to review the purposes and the ways of the psychotherapy, as well as the adequacy of the limited number of the sessions (vis-a-vis result attained.) Also we will discuss later if any other effective ways could be available within the capacities of the consulting system/the clinic in the university. Case: Ms. S Age 24 years. Problems/appeal: (i) awkwardness in the relationship with the laboratory colleagues; (ii) symptoms of sweating, vomiting and quivering; and (iii) anxiety regarding continuing study and job hunting. Diagnosis: > c/o PTSD. Psychotherapeutic setting: At the therapy room in the clinic, placed at the university, 50 min-session; once a week; paralleled with the medical treatment. Process: (1) Since she was expelled from the study team in the previous year, it has become extremely difficult for her to attend the laboratory (lab) due to the aforementioned symptoms. She had a feeling of being neglected by the others. When the therapist suggested that she compose her mental confusions in the past by attending the therapy room, she seemed to be looking forward to it, although she said that she could remember only a few. (2) She reported that she overdosed on sedatives, as she could not stop irritating. She was getting tough with her family, also she slashed the mattress of her bed with a knife for many times. She complained that people neither understood nor appreciated her properly. and she said that she wanted revenge on the leader of the lab by punishing him one way or other. (3) Looking back the previous session, she said ,I had been mentally mixed up at that time, but I feel that now I can handle myself, as I stopped the medication after consulting the psychiatrist. According to what she said, when she disclosed the occurrences in the lab to her mother, she felt to be understood properly by her mother and felt so relieved. and she also reported that she had been sewing up the mattress which she slashed before, without any reason. She added, " although I don't even know what it means, I feel that this work is so meaningful to me, somehow". Finally, she told that she had already made her mind to cope with the situation by herself from now on, although it might result in a flinch from the real solution. Situations being the above, the session was closed. Swt: By the remarkable changes observed between the two drawings, the meanings of this psychotherapy and its closure to the client would be contemplated. Question of how school counselors should deal with separation attendant on students' graduation: On a case in which the separation was not worked through C. ASAHARA Sophia University, Tokyo, Japan Although time limited relationship is one of the important characteristics in school counseling, the question of separation attendant on it has not been much discussed based on specific cases. This study focuses on the question of separation through looking at a particular case, in which the separation was not worked through, and halfway relationship continued even after the student's graduation and the counselor's resignation. I was a part time school counselor at a junior high school in Tokyo. The client was a 14-year-old female student, who could not go to her classroom, and spent a few hours in a sick bay when she came to school. She was in the final grade and there was only half a year left before graduation when we first met, and we started to see each other within a very loose structure. As her personality was hyper-vigilant and defensive, it took almost 2 months before I could feel that she was nearer. Her graduation was the first occasion of separation. On that occasion, I found that there had been a discrepancy between our expectations; while I took it for granted that our relationship would end with the graduation, she expected to see me even after she graduated, and she actually came up to see me once in a while during the next year. A year later, we faced another occasion of separation, that was my resignation. Although I worried about her, all I have done for her was to hand a leaflet of a counseling office, where I work as a part time counselor. Again I could not refer to her feelings or show any concrete directions such as making a fixed arrangement. After an occasional correspondence for the next 10 months (about 2 years after her graduation), she contacted me at the counseling office asking for a constant counseling. Why could I not deal with both occasions? and how did that affect the client thereafter? There were two occasions of separation. At the time of the client's graduation, I seemed to be enmeshed in the way of separation that is peculiar to the school setting. In general in therapeutic relationship, mourning work between counselor and client is regarded as being quite important. At school, however, separation attendant on graduation is usually taken for granted and mourning work for any personal relationship tends to be neglected. Graduation ceremony is a big event but it is not about mourning over one's personal relationships but separation from school. That may be why I did not appreciate how the client counted on our relationship. At the time of my resignation I was too worried about working through a change from very loose structure which is peculiar to the school setting to a usual therapeutic structure (fees are charged, and time, place are fixed). That is why I did nothing but give her a leaflet. In this way, we never talked about her complex feelings such as sadness or loneliness, which she was supposed to experience on separation. Looking at the aforementioned process from the client's viewpoint, it can be easily imagined that she could not accept the fact of separation just because she graduated. and later, she was forced to be in double-bind situation, in which she was accepted superficially (handed a leaflet), while no concrete possibility was proposed concerning our relationship (she could never see me unless she tries to contact me.) As a result, she was left alone and at a loss whether she could count on me or not. The halfway situation or her suspense was reflected in her letter, in which she appeared to be just chatting at first sight, but between the lines there was something more implying her sufferings. Above discussion suggests that in some case, we should not neglect the mourning work even in a school setting. To whom or how it is done is the next theme we should explore and discuss in the future. For now, we should at least be conscious about the question of separation in school setting. Study of the process of psychotherapy with intervals for months M. TERASHIMA Bunkyo Gakuin University, Tokyo, Japan This is a report on the process of psychotherapy of an adolescent girl who showed manic and depressive state. At the time of a depressed state, she could not go to a college and withdrew into home, and the severe regressive situation was shown. Her therapy began at the age of 20 and she wanted to know what her problem was. The process of treatment went on for 4 years but she stopped coming to sessions for several months because of failure of the therapist. She repeated the same thing twice. After going through these intervals the client began to remember and started to talk about her childhood , suffering abusive force from her father, with vivid impressions. They once were hard for her to accept, but she began to establish the consistent figure of herself from past to present. In this case, it could be thought that the intervals of the sessions had a certain role, with which the client controlled the structure of treatment, instead of an attack against the therapist. Her object relation, which is going to control an object offensively, was reflected in these phenomena. That is, it can be said that the ambivalence about dependency , difficult to depend but desirous of the object , was expressed. Discontinuation of the sessions was the product of the compromise formation brought about the ambivalence of the client, and while continuing to receive this ambivalence in the treatment, the client started to realize discontinuance of her memories and then advanced integration of her self-image. For the young client with conflict to dependence such as her, an interval does not destroy the process of treatment but in some cases it could be considered as a therapeutic element. In the intervals the client could assimilate the matter by herself, that acquired by the sessions. Psychotherapy for a schizoid woman who presented eccentric speech and behaviour M. OGASAWARA Osaka University Graduate School of Medicine, Osaka, Japan Case presentation: A case of a 27-year-old woman at the beginning of therapy. Life history: She had been having a wish for death since she was in kindergarten and she had been feeling strong resistance to do the same as others after school attendance. She had a history of ablutomania from the age of 10,15, but the symptom disappeared naturally. and she said that she had been eliminated from groups that she tried to enter. After graduating a junior college, she changed jobs several times without getting a full-time position. Present history: Scolded by her boy friend for her coming home too late one day, she showed confusion such as excitement, self-injury or terror. She consulted a psychiatrist in a certain general hospital, but she presented there eccentric behaviours such as tense facial expression, stiffness of her whole body, or involuntary movement of limbs. and because she felt on bad terms with the psychiatrist and she had come to cause convulsion attacks in the examination room, she was introduced to our hospital. Every session of this psychotherapy was held once a week and for approximately 60 min at a time. Treatment process: She sometimes presented various eccentric attitudes, for example overturning to the floor with screaming (1), going down on her knees when entrance at the door (5), entering with a knife in her mouth and hitting the wall suddenly (7), stiffening herself just outside the door without entering the examination room (9), taking out a knife abruptly and putting it on her neck (40), exclaiming with convulsion responding to every talk from the therapist (41), or stiffening her face and biting herself in the right forearm suddenly (52). She also repeated self-injuries or convulsion attacks outside of the examination room in the early period of the therapy. Throughout the therapy she showed hypersensitivity for interpersonal relations, anxiety about dependence, terror for self-assertion, and avoidance for confrontation to her emotional problems. Two years and 6 months have passed since the beginning of this therapy. She ceased self-injury approximately 1 year and 6 months before and her sense of obscure terror has been gradually reduced to some extent. Discussion: Her non-verbal wariness and aggression to the therapist made the sessions full of tension and the therapist felt a sense of heaviness every time. In contrast, she could not express aggression verbally to the therapist, and when the therapist tried to identify her aggression she denied it. Her anxiety, that she will be thoroughly counterattacked to self-disintegration if she shows aggression to other persons, seems to be so immeasurably strong that she is compelled to deny her own aggression. Interpretations and confrontations by the therapist make her protective, and occasionally she shows stronger resistance in the shape of denial of her problems or conversion symptoms (astasia, aphonia, or involuntary movements) but she never expresses verbal aggression to the therapist. and the therapist feels much difficulty to share sympathy with her, and she expresses distrust against sympathetic approach of the therapist. However, her obvious disturbance that she expresses when she feels the therapist is not sympathetic shows her desire for sympathy. Thus, because she has both strong distrust and desire for sympathy, she is in a porcupine dilemma, which is characteristic of schizoid patients as to whether to lengthen or to shorten the distance between herself and the therapist. This attitude seems to have been derived from experience she might have had during her babyhood and childhood that she felt terror to be counterattacked and deserted when she showed irritation to her mother. In fact, existence of severe problems of the relationship between herself and her mother in her babyhood and childhood can be guessed from her statement. Although she has been repeating experiences to be excluded from other people, she shows no attitude to construct interpersonal relationship actively. On the contrary, by regarding herself to be a victim or devaluating other persons she externalizes responsibility that she herself should assume essentially. The reason must be that her disintegration anxiety is evoked if she recognizes that she herself has problems; that is, that negative things exist inside of her. Therefore, she seems to be inhibited to get depressive position and obliged to remain mainly in a paranoid,schizoid position. As for the pathological level, she seems to have borderline personality organization because of frequent use of mechanisms to externalize fantastically her inner responsibility. For her high ability to avoid confronting her emotional problems making the most of her verbal ability, every intervention of the therapist is invalidated. So, it seems very difficult for her to recognize her own problems through verbal interpretations or confrontation by the therapist, for the present. In general, it is impossible to confront self problems without containing negative emotions inside of the self, but her ability seemed to be insufficient. So, to point out her problems is considered to be very likely to result in her confusion caused by persecution anxiety. Although the therapy may attain the stage on which verbal interpretation and confrontation work better some day, the therapist is compelled to aim at promoting her ability to hold negative emotion inside of herself for the time being. For the purpose, the therapist is required to endure the situation in which she brings emotion that makes the therapist feel negative counter-transference and her process to experience that the therapeutic relation itself would not collapse by holding negative emotion. On supportive psychotherapy with a male adolescent Y. TERASHIMA Kitasato University Health Care Center, Kanagawa, Japan Adolescent cases sometimes show dramatic improvements as a consequence of psychotherapy. The author describes how psychotherapy can support an adolescent and how theraputic achievements can be made. Two and a half years of treatment sessions with a male adolescent patient are presented. The patient was a 19-year-old man, living with his family. He had 5 years of experience living abroad with his family and he was a preparatory school student when he came to a mental clinic for help. He was suffering from not being able to sleep well, from difficulties concerning keeping his attention on one thing, and from fear of going to distant places. He could barely leave his room, and imagined the consequence of overdosing or jumping out of a window. He claimed that his life was doomed because his family moved from a town that was familiar to him. At the first phase of psychotherapy that lasted for approximately 1 year, the patient seldom responded to the therapist. The patient was basically silent. He told the therapist that the town he lives in now feels cold or that he wants to become a writer. However, these comments were made without any kind of explanation and the therapist felt it very difficult to understand what the patient was trying to say. The sessions continued on a regular basis. However, the therapist felt very useless and fatigued. Problems with the patient and his family were also present at this phase of psychotherapy. He felt unpleasant at home and felt it was useless to expect anything from his parents. These feelings were naturally transferred to the therapist and were interpreted. However, interpretation seemed to make no changes in the forms of the patient's transference. The second phase of psychotherapy began suddenly. The patient kept saying that he did not know what to talk about. However, after a brief comment made by the therapist on the author of the book he was reading, the patient told the therapist that it was unexpected that the therapist knew anything of his favorite writer. After this almost first interaction between the patient and the therapist, the patient started to show dramatic changes. The patient started to bring his favorite rock CDs to sessions where they were played and the patient and the therapist both made comments on how they felt about the music. He also started asking questions concerning the therapist. It seemed that the patient finally started to want to know the therapist. He started communicating. The patient was sometimes silent but that did not last long. The therapist no longer felt so useless and emotional interaction, which never took place in the first phase, now became dominant. The third phase happened rapidly and lasted for approximately 10 months. Conversations on music, art, literature and movies were made possible and the therapist seldom felt difficulties on following the patient's line of thought. He started to go to schools and it was difficult at first but he started adjusting to the environment of his new part-time jobs. By the end of the school year, he was qualified for the entrance to a prestigious university. The patient's problems had vanished except for some sleeping difficulties, and he did not wish to continue the psychotherapy sessions. The therapist's departure from the clinic added to this and the therapy was terminated. The patient at first reminded the therapist of severe psychological disturbances but the patient showed remarkable progress. Three points can be considered to have played important roles in the therapy presented. The first and the most important is the interpretation by behavior. The patient showed strong parental transference to the therapist and this led the therapist to feel useless and to feel fatigue. Content analysis and here-and-now analysis seemed to have played only a small part in the therapy. However, the therapist tried to keep in contact with the patient, although not so elegant, but tried to show that the therapist may not be useless. This was done by maintaining the framework of the therapy and by consulting the parents when it was considered necessary. Second point is the role that the therapist intentionally took as a model or target of introjection. With the help of behavioral interpretation that showed the therapist and others that it may not be useless, the patient started to introject what seemed to be useful to his well being. It can be considered that this role took some part in the patient going out and to adjust to the new environment. Last, fortune of mach must be considered. The patient and the therapist had much in common. It was very fortunate that the therapist knew anything about the patient's favorite writer. The therapist had some experience abroad when he was young. Although it is a matter of luck that the two had things in common, it can be said that the congeniality between the patient and the therapist played an important role in the successful termination of the therapy. From the physical complaint to the verbal appeal of A's recovery process to regain her self-confidence C. ITOKAWA and S. KAZUKAWA Toyama Mental Health Center, Toyama, Japan This is one of the cases at Toyama Mental Health Center about a client here, we will henceforth refer to her simply as ,A'. A was a second grade high school student. We worked with her until her high school graduation using our center's full functions; counseling, medical examination and the course for autogenic training (AT). She started her counseling by telling us that the reason for her frequent absences from school began because of stomach pains when she was under a lot of stress for 2 years of junior high school, from 2nd grade to 3rd grade. Due to a lack of self confidence and a constant fear of the people around her, she was unable to use the transportation. She would spend a large amount of time at the school infirmary because she suffered from self-diagnosed hypochondriac symptoms such as nausea, diarrhea and a palpitation. She continued that she might not be able to have the self-confidence to sit still to consult me on her feelings in one of our sessions. A therapist advised her to take the psychiatric examination and the use of AT and she actually saw the medical doctor. In counseling (sessions), she eventually started to talk about the abuse that started just after her entering of junior high school; she approached the school nurse but was unable to tell her own parents because she did not trust them. In doing so, she lost the rest of her confidence, affecting the way she looked at herself and thought of how others did. At school she behaved cheerfully and teachers often accused her of idleness as they regarded this girl's absences along with her brightly dyed hair and heavy make-up as her negligent laziness. I, as her therapist, contacted some of the school's staff and let them know of her situation in detail. As the scolding from the teachers decreased, we recognized the improvement of her situation. In order to recover from the missed academic exposure due to her long absence, she started to study by herself. In a couple of months her physical condition improved gradually, saying ,These days I have been doing well by myself, haven't I?' and one year later, her improved mental condition enabled her to go up to Tokyo for a concert and furthermore even to enjoy a short part-time job. She continued the session and the medical examination dually (in tangent) including the consultation about disbelief to the teachers, grade promotion, relationships between friends and physical conditions. Her story concentrated on the fact that she had not grown up with sufficiently warm and compassionate treatment and she could not gain any mental refuge in neither her family nor her school, or even her friends. Her prospects for the future had changed from the short-ranged one with no difficulty to the ambitious challenge: she aimed to try for her favorite major and hoped to go out of her prefecture. But she almost had to give up her own plan because the school forced her to change her course as they recommended. (because of the school's opposition with her own choice). So without the trust of the teachers combined with her low self-esteem she almost gave up her hopes and with them her forward momentum. In this situation as the therapist, I showed her great compassion and discussed the anger towards the school authorities, while encouraging this girl by persuading her that she should have enough self-confidence by herself. Through such sessions, she was sure that if she continued studying to improve her own academic ability by herself she could recognize the true meaning of striving forward. and eventually, she received her parents' support who had seemed to be indifferent to her. At last she could pass the university's entrance exams for the school that she had yearned to attend. That girl ,A' visited our center 1 month later to show us her vivid face. I saw a bright smile on her face. It was shining so brightly. [source]

Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims,

PSYCHOLOGY IN THE SCHOOLS, Issue 2 2009
Lindsey M. O'Brennan
Bullying poses a threat to children's social-emotional functioning and their perceptions of school climate, yet few studies have examined different types of social-emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary-, middle-, and high-school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive-impulsive behavior and endorsed retaliatory attitudes. High-school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc. [source]

Does life satisfaction predict victimization experiences in adolescence?

PSYCHOLOGY IN THE SCHOOLS, Issue 8 2008
Kellie Martin
Longitudinal relationships between adolescents' life satisfaction and peer victimization and prosocial experiences were assessed. A total of 417 students in Grades 6,8 completed the Multidimensional Students' Life Satisfaction Scale (MSLSS: Huebner, 1994) and the Children's Social Experience Questionnaire , Self Report (SEQ-SR: Crick & Grotpeter, 1996) on two occasions (Time 1 and Time 2), 1 year apart. The results revealed that Time 1 life satisfaction scores did not add to the prediction of Time 2 overt victimization scores but did add to the prediction of Time 2 relational victimization scores and prosocial experiences. Additionally, Time 1 overt victimization, relational victimization, and prosocial experiences did not significantly add to the prediction of Time 2 general life satisfaction. However, the predictive equations for Time 1 relational victimization and prosocial experiences approached significance, suggesting the possibility of bidirectional effects between life satisfaction and relational victimization and prosocial peer experiences. Most interestingly, lower levels of life satisfaction appeared to be a newly identified risk factor for two qualitatively distinct types of adverse peer relationships (relational victimization and lack of prosocial experiences). © 2008 Wiley Periodicals, Inc. [source]

Adolescents' collaboration in the classroom: Do peer relationships or gender matter?,

PSYCHOLOGY IN THE SCHOOLS, Issue 8 2008
Lisa M. Swenson
Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same-gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high-school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem-solving skills among adolescents. © 2008 Wiley Periodicals, Inc. [source]

A randomized, controlled study of Internet peer-to-peer interactions among women newly diagnosed with breast cancer

PSYCHO-ONCOLOGY, Issue 4 2010
Mark S. Salzer
Abstract Objective: Peer-to-peer interactions are associated with enhanced psychosocial adjustment among women with breast cancer. Millions of women with cancer and others with various health conditions use the Internet to establish peer relationships, usually without professional moderation. This paper reports findings from the first randomized, controlled study of the benefits of these types of Internet-based peer interactions. Methods: This pilot study involved seventy-eight women who were recently diagnosed with breast cancer. Participants were randomly assigned to either an Internet peer support condition or Internet-based educational control condition. Data were gathered at baseline and 4- and 12-months. Primary outcomes of interest were psychological distress and quality of life. Results: Contrary to hypotheses, participants in the Internet peer support condition tended to do worse over time on primary outcome measures. There were no differences between groups on secondary outcomes of perceived social support, self-efficacy, or hope. Paradoxically, many women in the Internet peer support condition actively participated and reported high levels of satisfaction, suggesting some self-perceived benefits. Conclusions: These results suggest that Internet based peer-to-peer interactions may not necessarily be universally beneficial despite the positive experiences reported by many participants. Further research is needed to understand the magnitude of this effect with a larger sample. Moreover, these results raise questions about the need to understand the comparative effectiveness of Internet-based communications by group structure (i.e., unstructured/structured; unmoderated/moderated) and the effect of content (i.e., expression of fear/anxiety, insightful disclosures, etc.) on outcomes. Copyright © 2009 John Wiley & Sons, Ltd. [source]

Development and psychometric evaluation of an Arab version of the family peer relationship questionnaire,

RESEARCH IN NURSING & HEALTH, Issue 5 2008
Karen J. Aroian
Abstract Little is known about parent and peer relationships in immigrant adolescents due to a dearth of culturally sensitive measures. We adapted the Family Peer Relationship Questionnaire (FPRQ) for Arab immigrant mothers and their adolescents. Mothers and adolescents completed parallel versions of the Arab FPRQ and measures of child behavior problems, child social relations, and maternal depression. Data analyses included confirmatory factor analysis and concurrent validity. The proposed four-factor structure was replicated in both the mother and child forms. Scores from the Arab FPRQ subscales and the other measures provided evidence of concurrent and discriminant validity, suggesting that the Arab FPRQ is a viable assessment tool. © 2008 Wiley Periodicals, Inc. Res Nurs Health 31:402,416, 2008 [source]

Modifications in Children's Goals When Encountering Obstacles to Conflict Resolution

CHILD DEVELOPMENT, Issue 3 2005
Wendy Troop-Gordon
Previous studies have demonstrated that children's goals are associated with their success in peer relationships. The current study extends earlier findings by examining changes in children's goals during hypothetical conflicts. Participants were 252 children ages 9 to 12 years old (133 boys, 119 girls). As predicted, children's goals changed significantly when they encountered obstacles to conflict resolution, and these changes were predictive of their subsequent strategy choices. Both aggressive- and submissive-rejected children were more likely to evidence antisocial changes in their goals, including an increased desire to retaliate. They also showed reluctance to forego instrumental objectives. Other findings highlighted the need to investigate the combinations of goals children pursue as predictors of their strategies and the quality of their peer relationships. [source]

Family Adversity, Positive Peer Relationships, and Children's Externalizing Behavior: A Longitudinal Perspective on Risk and Resilience

Oral and general health behaviours among Chinese urban adolescents

COMMUNITY DENTISTRY AND ORAL EPIDEMIOLOGY, Issue 1 2008
Poul Erik Petersen
Abstract,,, Objectives:, The objectives of this study were to measure the association of general and oral health-related behaviours with living conditions and to explore the interrelationships between general and oral health-related behaviours in Chinese urban adolescents. Methods:, A cross-sectional survey of 2662 adolescents was conducted in eight Chinese provincial capitals. The response rate was 92%. The study population was selected through multistage cluster sampling and comprised three age groups: 11, 13 and 15 years. Data on oral and general health, lifestyles as well as living conditions were collected by means of self-administered structured questionnaires. Several additive indices were constructed from answers to the questions on specific behaviour, and participants were categorized according to scores on each component of health-related behaviour for statistical analyses by frequency distributions, regression analyses and factor analyses. Results:, Oral health-related behaviours among adolescents were associated with socioeconomic status of parents, school performance and peer relationships. The odds of a dental visit was 0.63 in adolescents of poorly educated parents and the corresponding figure for regular oral hygiene practices was 0.62. Odds of tobacco use was 3 for adolescents with poor performance in school while odds of consuming sugary foods/drinks was 1.3. Adolescents with high levels of preventive oral health practices also demonstrated general health-promoting behaviours. In factor analysis of general and oral health-related behaviours, three factors were isolated: (a) risk behaviours (loadings 0.48,0.66), (b) health-promoting behaviours (loadings 0.60,0.64) and (c) help-seeking behaviours (loadings 0.56,0.67). Conclusion:, The findings support a multidimensional model of health behaviour. Several approaches and multiple methods should be applied in oral health education in order to modify behaviours that affect oral health. [source]