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"Peer Relations"
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Inter-Peer Group Status and School Bullying: The Case of Middle-School Students in Japan
The aim of the current study was to investigate the relationship between school bullying and inter-peer group status among Japanese middle-school students. A total of 2294, 7th–9th grade Japanese middle-school students participated in this study. Using a self-report questionnaire, we measured their inter- and intra-peer group status, bullying behavior, victimization, coping strategy, and current victimization status. The results showed that, compared to those in the higher-status groups, students in lower-status peer groups tended to be bullied and experienced prolonged victimization. These findings suggest that a lower peer-group status predisposes students to victimization.
Journal Article
Dealing with peer pressure
\"Explores both positive and negative peer pressure and how to handle it. Additional features include a table of contents, sidebars, an infographic, Fast Facts, questions to inspire further thought, a phonetic glossary, an index, and sources for further research\"--Provided by publisher.
BOOK
Transformation of Adolescent Peer Relations in the Social Media Context: Part 1—A Theoretical Framework and Application to Dyadic Peer Relationships
Investigators have long recognized that adolescents’ peer experiences provide a crucial context for the acquisition of developmental competencies, as well as potential risks for a range of adjustment difficulties. However, recent years have seen an exponential increase in adolescents’ adoption of social media tools, fundamentally reshaping the landscape of adolescent peer interactions. Although research has begun to examine social media use among adolescents, researchers have lacked a unifying framework for understanding the impact of social media on adolescents’ peer experiences. This paper represents Part 1 of a two-part theoretical review, in which we offer a transformation framework to integrate interdisciplinary social media scholarship and guide future work on social media use and peer relations from a theory-driven perspective. We draw on prior conceptualizations of social media as a distinct interpersonal context and apply this understanding to adolescents’ peer experiences, outlining features of social media with particular relevance to adolescent peer relations. We argue that social media transforms adolescent peer relationships in five key ways: by changing the frequency or immediacy of experiences, amplifying experiences and demands, altering the qualitative nature of interactions, facilitating new opportunities for compensatory behaviors, and creating entirely novel behaviors. We offer an illustration of the transformation framework applied to adolescents’ dyadic friendship processes (i.e., experiences typically occurring between two individuals), reviewing existing evidence and offering theoretical implications. Overall, the transformation framework represents a departure from the prevailing approaches of prior peer relations work and a new model for understanding peer relations in the social media context.
Journal Article
Trapped
Seven high school students are stranded at their New England high school during a week-long blizzard that shuts down the power and heat, freezes the pipes, and leaves them wondering if they will survive.
Book
The effectiveness of one-to-one peer support in mental health services: a systematic review and meta-analysis
Background
Peer support is being introduced into mental health services internationally, often in response to workforce policy. Earlier systematic reviews incorporate different modalities of peer support (i.e. group and one-to-one), offer inconsistent evidence of effectiveness, and also indicate substantial heterogeneity and issues of quality in the evidence base at that time. An updated review, focussed on one-to-one peer support, is timely given current policy interest. This study aims to systematically review evidence for the effectiveness of one-to-one peer support interventions for adults using mental health services, and to explore heterogeneity in peer support interventions.
Method
We searched MEDLINE, PsycINFO, Embase, CINAHL and Cochrane databases from inception until 13 June 2019. Included studies were assessed for risk of bias, and meta-analyses conducted where multiple trials provided usable data.
Results
Twenty-three studies reporting nineteen trials were eligible, providing data from 3329 participants. While seven trials were of low to moderate risk of bias, incomplete reporting of data in many studies suggested bias in the evidence base. Peer support interventions included peer workers in paraclinical roles (e.g. case manager), providing structured behavioural interventions, or more flexible support for recovery.
Meta-analyses were conducted for eleven outcomes, with evidence that one-to-one peer support may have a modest positive impact on self-reported recovery and empowerment. There was no impact on clinical symptoms or service use. Analyses of heterogeneity suggest that peer support might improve social network support.
Conclusions
One-to-one peer support in mental health services might impact positively on psychosocial outcomes, but is unlikely to improve clinical outcomes. In order to better inform the introduction of peer support into mental health services, improvement of the evidence base requires complete reporting of outcome data, selection of outcomes that relate to intervention mechanisms, exploration of heterogeneity in the implementation of peer support and focused reviews of specific types of one-to-one peer support.
Trial registration
Prospero identifier:
CRD42015025621
.
Journal Article
A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings
This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies.
Journal Article
Developmental Patterns in Security of Attachment to Mother and Father in Late Childhood and Early Adolescence: Associations with Peer Relations
This study examined developmental differences in two dimensions of attachment security (parental availability and child dependency on parents) in late childhood (N = 274) and early adolescence (N = 267) and their association with peer relations. Children's perceptions of mother's availability and boys' perceptions of father's availability did not differ as a function of age. Dependency on parents, however, decreased with age. Findings highlight the importance of distinguishing between parental availability and reliance on parental help when measuring attachment developmentally. Children's reports of positive friendship qualities and lack of conflict in their best friendships were related to attachment to both mother and father, whereas the presence of a reciprocated friendship and popularity were not. Father availability was a particularly important predictor of lower conflict with best friends. Findings indicate that the quality of parent-child attachment generalizes primarily to the quality of children's close peer relations.
Journal Article
Time With Peers From Middle Childhood to Late Adolescence: Developmental Course and Adjustment Correlates
This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On seven occasions over 8 years, the two eldest siblings from 201 European American, working- and middle-class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls' time with mixed-/opposite-sex peers increased beginning in middle childhood, but boys' time increased beginning in early adolescence. For both girls and boys, time with same-sex peers peaked in middle adolescence. At the within-person level, unsupervised time with mixed-/opposite-sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed-/opposite-sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development.
Journal Article
The Teenage Brain: Sensitivity to Social Evaluation
Relative to childhood, peer relationships take on a heightened importance during adolescence. Might adolescents be highly attuned to information that concerns when and how they are being evaluated and what their peers think of them? This review evaluates how continuing brain development—which influences brain function—partially explains and reflects adolescents' attunement to social evaluation. Though preliminary, evidence is mounting to suggest that while processing information relevant to social evaluation and the internal states of other people, adolescents respond with heightened emotional intensity and corresponding nonlinear recruitment of socioaffective brain circuitry. This review highlights research findings that relate trajectories of brain development to social behavior and discusses promising avenues of future research that will inform how brain development might lead adolescents to be sensitized to social evaluation.
Journal Article