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Peer Relations (peer + relation)

Distribution by Scientific Domains

Psychology	33%
Humanities and Social Sciences	22%

Selected Abstracts

Relationships Among Depressive Mood Symptoms and Parent and Peer Relations in Collegiate Children of Alcoholics

AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 2 2010
Michelle L. Kelley
Relationships among adult children of alcoholics (ACOAs) and parent and peer relations and depressive mood were examined among 136 ACOAs and 436 non-ACOAs. As compared to non-ACOAs, ACOAs reported less positive relationships to mothers, fathers, and peers, and more depressive mood; however, more positive relationships to parents and peers significantly reduced the strength of the association between ACOA categorization and depressive mood. Examination of data from ACOAs alone revealed that maternal alcoholism was related to less positive relationships to their mothers and to their peers; however, paternal alcoholism did not predict the quality of the relationship to fathers, mothers, or peers. Attachment to parents and peers and the gender of the alcohol-abusing parent were associated with depressive symptoms among ACOAs. [source]

RACE, FRIENDSHIP NETWORKS, AND VIOLENT DELINQUENCY

CRIMINOLOGY, Issue 4 2006
DANA L. HAYNIE
Although a growing body of literature emphasizes the role of friendship networks and peer relations for youth involvement in violence and delinquency, little research has examined the role of friendship networks in understanding the varying involvement of different racial-ethnic groups in violence. Using data from approximately 13,000 respondents to the first two waves of the National Longitudinal Study of Adolescent Health (Add Health), we explore the ability of friendship networks to account for the differential rates of violence among racial-ethnic groups. In addition, we evaluate whether race moderates the degree to which friendship characteristics predict adolescent violence. Findings indicate significant differences in the structure and behavioral orientation of friendship networks across racial-ethnic identities. Moreover, incorporating characteristics of friendship networks into multivariate analyses accounts for greater involvement in violence among black and Hispanic youths. Network racial heterogeneity and friends' popularity also emerge as particular network characteristics that operate differently for black and white youth. [source]

Children with behaviour problems: the influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school

INFANT AND CHILD DEVELOPMENT, Issue 4 2006
Lisbeth Henricsson
Abstract The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with peers for later problem persistence, school performance and peer acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing (n=26) and internalizing (n=25) problems and a non-problematic group (n=44) were followed from grade 1,6. Teachers rated behaviour problems and social competence in the first, third and sixth grades, the teacher,child relationship in third grade, and school achievement in sixth grade. Behaviour with peers was assessed in observations in later elementary school. Peer acceptance was assessed through peer nominations in sixth grade. Both problem groups had lower social competence, school achievement and peer acceptance in sixth grade than the non-problematic group. There were moderating and independent effects of social competence, teacher and peer relations on outcomes, but these applied mainly to children with internalizing problems. Copyright © 2006 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]

Androgen dynamics in the context of children's peer relations: an examination of the links between testosterone and peer victimization

AGGRESSIVE BEHAVIOR, Issue 1 2009
Tracy Vaillancourt
Abstract Testosterone levels have been shown to decrease in the face of social defeat in several mammalian species. Among humans, the loss of social status has been studied primarily in the context of athletic competition, with winners having higher testosterone levels than losers. This study examined testosterone levels in relation to peer victimization (bullying) in a sample of 151 boys and girls aged 12,13. Statistically controlling for age and pubertal status, results indicated that on average verbally bullied girls produced less testosterone and verbally bullied boys produced more testosterone than their nonbullied counterparts. Similar trends were evident comparing social and physical bullying with testosterone. Sex differences are discussed in terms of empirically validated differences in coping styles, as girls tend to internalize, whereas boys tend to externalize, their abuse. Aggr. Behav. 35:103,113, 2009. © 2008 Wiley-Liss, Inc. [source]

Sharing information about peer relations: Parent and adolescent opinions and behaviors in Hmong and African American families

NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 116 2007
B. Bradford Brown
Despite sharing similar attitudes regarding the information about peers that parents have a right to know, the strategies African American and Hmong families use to seek or censor information about peers diverge because of ethnic differences in emphasis on trust, nurturing autonomy, respect for parental authority, and maintaining cultural traditions. [source]

Relationships Among Depressive Mood Symptoms and Parent and Peer Relations in Collegiate Children of Alcoholics

Bullying in School: Evaluation and Dissemination of the Olweus Bullying Prevention Program

AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 1 2010
Dan Olweus
The nature and extent of bullying among school children is discussed, and recent attention to the phenomenon by researchers, the media, and policy makers is noted. The Olweus Bullying Prevention Program (OBPP) is a comprehensive, school-wide program that was designed to reduce bullying and achieve better peer relations among students in elementary, middle, and junior high school grades. Several large-scale studies from Norway are reviewed, which provide compelling evidence of the program's effectiveness in Norwegian schools. Studies that have evaluated the OBPP in diverse settings in the United States have not been uniformly consistent, but they have shown that the OBPP has had a positive impact on students' self-reported involvement in bullying and antisocial behavior. Efforts to disseminate the OBPP in Norway and the United States are discussed. [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]