Changes In Peer Relationships Research Articles

청소년의 사회적 위축과 친구관계 간 자기회귀교차지연 효과분석

Background/Objectives: This study sought to examine the correlation between peer relationships and social withdrawal, an internalized difficulty, in terms of adolescents' interpersonal relationships for the positive development of adolescents. Methods: To this end, the study analyzed 3-year longitudinal data (N = 2,103) of first-year middle-school students from the 2018 Korean Child and Youth Panel Survey for mutual effects using an autoregressive cross-lagged model. Results: The social withdrawal and peer relationships of adolescents remained notable and stable from the first to third years of middle school. In addition, pre-time social withdrawal exerted a significant negative effect on subsequent peer relationships, whereas pre-time peer relationships exhibited no effect on subsequent social withdrawal. Thus, social withdrawal and peer relationships displayed a self-effect that stabilizes over time in contrast to social withdrawal, which presented a stronger self-effect and was a risk factor from which spontaneous recovery was difficult. Conclusion/Implications: This study is significant in that it reveals the importance of adolescents' psychological relationships by revealing that social withdrawal is a factor with a strong self-effect that is difficult to recover on its own. In addition, by predicting social withdrawal and longitudinal changes in peer relationships, we promoted the healthy development of adolescents and presented basic data necessary for education and counseling.

Perceived changes in peer relationships and behavioral health among college students during covid-19

Objective: Covid-19 has resulted in changes to college students’ daily lives due to recommendations to socially distance. Social distance is likely to affect youths’ peer relationships at a time when these relationships remain important for development. Participants and Methods: The current study utilized survey data to examine perceived changes in peer relationships and the association with behavioral health among 275 college students (Mage = 18.69, SD =.72) during the fall/spring of 2020–2021. Results: Quantitative results indicated that participants reported significant perceived decreases in peer support but did not report significantly worse quality of closest friendships. Qualitative responses from an open-ended survey question supported these quantitative results suggesting that although many participants perceived decreases in quality of relationships, there was also the perception that friendships became closer. Participants who perceived decreased peer relationship support and quality were more likely to report depressive symptoms and loneliness when compared to participants who perceived no changes.

Changes in Peer Relationships among School Maladjusted Students though School Sports Club Activities

목적 이 연구의 목적은 학교스포츠클럽 활동을 통한 학교생활부적응 학생들의 친구관계 변화를 조사하는 것이다. 방법 연구대상은 학교스포츠클럽에 참여하는 학교생활부적응 학생 10명을 포함한 전교생 231명이다. 학교생활부적응 학생들은 수업⋅학업 부적응 2명, 학교생활 규범 부적응 3명, 전학생 3명, 학교폭력가담자 1명, 학교폭력피해자 1명 총 10명이다. 연구도구는 친구관계 질문지, 개방형질문지를 사용하여 사전⋅사후로 분석하였다. 결과 첫째, 학교스포츠클럽 활동은 학교생활부적응 학생뿐만 아니라 일반학생들의 친구관계에도 긍정적 효과가 나타났다. 둘째, 학교스포츠클럽 활동에 참여한 학교생활부적응 학생들의 친한 친구관계가 증가하는 효과가 나타났다. 셋째, 학교생활부적응 학생들은 학교스포츠클럽을 통해 친한 친구관계를 형성하는 유유상종 현상이 나타났다. 넷째, 학교스포츠클럽 활동은 학교생활부적응 학생들이 친구관계를 형성할 수 있는 만남의 장이 되었다. 결론 학교스포츠클럽 활동을 통한 학교생활부적응 학생들은 긍정적인 친구관계를 통해 학교생활에 적응할 수 있다.

Examining the Predictors of Willingness to Seek Counselling Services

The state of adolescents’ mental well-being has reached an alarming and worrying stage. Adverse life events, patterns of family changes, changes in peer relationships, and accompanied by the emergence of mental health problems are significant factors influencing the development of psychosocial problems among adolescents. Unfortunately, only a small number of adolescents will go for formal sources such as professional counsellors or mental health professionals when they need help. Thus, the main purpose of the present study was to determine the relationships between parent-child connection, social support, and willingness to seek counselling services among secondary saThe state of adolescents’ mental well-being has reached an alarming and worrying stage. Adverse life events, patterns of family changes, changes in peer relationships, and accompanied by the emergence of mental health problems are significant factors influencing the development of psychosocial problems among adolescents. Unfortunately, only a small number of adolescents will go for formal sources such as professional counsellors or mental health professionals when they need help. Thus, the main purpose of the present study was to determine the relationships between parent-child connection, social support, and willingness to seek counselling services among secondary school students in a selected district in Selangor, Malaysia. A total of 437 respondents participated in the present study of which were selected through cluster sampling techniques. The findings demonstrated that mother-child regard, mother-child responsibility, father-child responsibility, and family social support were positively correlated with willingness to seek counselling services among secondary school students. This study concluded family social support as a significant predictor of willingness to seek counselling services. Our study would suggest the importance of counsellors to psycho educate the students about the access and functions of counselling services in schools. chool students in a selected district in Selangor, Malaysia. A total of 437 respondents participated in the present study of which were selected through cluster sampling techniques. The findings demonstrated that mother-child regard, mother-child responsibility, father-child responsibility, and family social support were positively correlated with willingness to seek counselling services among secondary school students. This study concluded family social support as a significant predictor of willingness to seek counselling services. Our study would suggest the importance of counsellors to psycho educate the students about the access and functions of counselling services in schools.

Effects of Sensory Integration Therapy for Siblings on Children with Disabilities: Focusing on the Observation of Quality Changes through Interview with Their Primary Caregiver

Sensory integration therapy is an area of intervention that should be of interest to occupational therapists, physical therapists, and special education. However, research has been continuously required to establish confidence due to the lack of consistency of each intervention. The purpose of this study was to implement sensory integration therapy for the siblings of disabled and non-disabled children and to demonstrate the effectiveness in brotherhood, peer relationships, play skills and sensory integration functions. This study was conducted on children with parental consent among children with disabilities who use the S Child Development Center, and are preschoolers aged 3-7. The experimental group consisted of 20 participants (10 disabled children and 10 non-disabled siblings of disabled children) for group sensory integration therapy. Each experiment group had 40 minutes of sensory integration therapy for the sibling once a week, and a total of 10 programs were conducted. Interviews were conducted with the primary caregiver of children to identify qualitative changes after participating in the study. This research showed positive changes in brotherhood relationships, improvement of play skills, and changes in peer relationships after the intervention of the sibling group sensory integration therapy on the results of interview with the main caregiver.

Adolescents' assessments of consequences of the pandemic after one year of COVID-19restrictions.

We have obtained knowledge of how the COVID-19pandemic affected the lives of adolescents immediately after the pandemic arrived in Norway. However, we know little about adolescents' experiences from the pandemic over time, and whether sociodemographic factors and infection rates at the municipality level play a role. We used questionnaire data from 106448lower and upper secondary school pupils who took part in the Ungdata survey in 167municipalities in the spring of 2021 (response rate 76%). The adolescents' responses regarding their experiences during the pandemic were collated with statistics on infection rates at the municipality level. We performed a Chi-square test and multilevel analyses to investigate predictors of adolescents' experiences. A total of 49% responded that the COVID-19pandemic affected their lives in a partly or very negative direction. Many reported negative changes in peer relationships, family relationships and mental health, but some also reported positive changes. Girls, older adolescents, those with a low socioeconomic background and those living in municipalities with a higher prevalence of infection reported more negative consequences. Most adolescents reported that the pandemic has had more negative than positive consequences. Girls, older adolescents, those with a low socioeconomic background and those living in municipalities with a higher rate of infection may be especially affected by the negative effects of the pandemic.

학교스포츠클럽 활동을 통한 다문화가정 학생들의 친구관계변화

학교스포츠클럽 활동을 통한 다문화가정 학생들의 친구관계변화

Kindergarten Teachers’ Perspectives on Young Children’s Bullying Roles in Relation to Dominance and Peer Relationships: A Short-Term Longitudinal Approach in South Korea

There are several studies on young children’s bullying roles in relation to dominance or peer relationships. Although those are closely related, few studies examined this from longitudinal view and the influence of bullying role change on dominance and peer relationships. This study aimed to examine (1) the relationship between bullying roles and dominance, (2) the relationship between bullying roles and peer relationships, (3) the percentage of bullying role change over time, and (4) the changes in bullying roles in relation to changes in dominance and peer relationships. Sixty-three South Korean kindergarten teachers completed questionnaires regarding bullying roles, dominance, and peer relationships about 1312 children aged 3–5. The data were collected in mid-October 2017 and January 2018. The results showed that bullies had the highest dominance. No-role children had the most positive peer relationships, followed by bullies. About 10% of all sampled children remained involved in bullying over time. Their role changes related to changes in dominance rather than to changes in peer relationships. The findings imply that dominance should be considered to prevent young children’s bullying, in which peer relationships are interrelated. Intervention should be implemented as soon as possible to stop repeated victimization or bullying in early childhood.

Perceived Quality of the Mother\u2013Adolescent and Father\u2013Adolescent Attachment Relationship and Adolescents\u2019 Self-Esteem

There is consensus in the literature that self-esteem stems from relationships with others. In particular, it is assumed that parents play an important role in the development of children’s self-esteem, also in adolescence. Despite the importance of parent–child attachment relationships for adolescents’ self-esteem, we know very little about the extent to which fathers and mothers uniquely contribute to adolescents’ self-esteem. The current study aims to contribute to acquiring knowledge in this research area in three ways. First, by separating the potential influences of father–child and mother–child attachment relationships on sons’ and daughters’ self-esteem, the current study is able to investigate the individual contribution of the father–child and mother–child attachment relationship to female and male adolescent’s self-esteem. Second, by controlling for changes in the quality of the parental relationship and peer relationships the current study is able to isolate linkages between changes in adolescents’ perceived quality of the parent–child attachment relationships and changes in adolescents’ self-esteem. Third, by using longitudinal data and solely analyzing within-person variation, the current study is able to rule out stable confounding factors as alternative explanations. Self-reports of 542 adolescents (mean age at T1 = 13.6 years, percentage female = 0.51) from all three waves of the Dutch cohort study Social Development of Adolescents were used. The longitudinal fixed effects models showed that, for both sons and daughters, changes in the perceived quality of the mother–adolescent attachment relationship and changes in the perceived quality of the relationship between adolescents’ parents were positively linked with changes in self-esteem. Changes in the perceived quality of the attachment relationship with father were only significantly linked to changes in daughters’ self-esteem, not in that of sons. Contrary to the expectations, changes in peer relationships were not associated with changes in adolescents’ self-esteem. These findings suggest that even though adolescents may be increasing their time spent with friends and romantic partners, perceived changes in the attachment relationships with fathers and mothers and in the wider family system are highly important for how adolescents think of and judge themselves.

만 5세 자연반 유아들의 또래관계 변화 탐색 : 역동과 역전의 관계

본 연구는 만 5세 자연반에서 관찰되는 유아들의 또래관계 변화를 살펴보는 것을 목적으로 한다. 본 연구의 참여자는 만 5세 유아 23명(남아 12명, 여아 11명)과 교사 1명이었으며 자료수집을 위해 참여관찰과 면담을 실시하였다. 연구결과, 자연반 유아들의 또래관계 변화는 크게 역동과 역전의 양상으로 나타났다. 첫째, 역동의 양상 안에서 유아들의 또래관계는 칼로 물 베기 같은 우리사이, 만남의 가능성을 지닌 평행선 같은 우리 사이, 상황에 따라 바뀌는 놀이친구로서의 우리로 나타났다. 유아들은 서로 친밀하지만 상황과 맥락에 따라 만나고 헤어지기를 반복하는 역동적인 특징을 보였다. 둘째, 역전의 양상 안에서 유아들의 또래관계는 침묵한 채 추격하는 자, 힘을 위임 받은 자의 모습으로 나타났다. 친해지고 싶은 특정 유아를 오랜 시간 말없이 동행하여 마침내 또래관계를 형성하거나, 유행하는 놀잇감에 풍부한 지식을 바탕으로 점차 또래관계의 중심이 되는 역전적인 특징을 보였다. 이와 같은 연구결과는 유아들의 또래관계가 표면으로 보이지 않는 무언가에 의해 역동적으로 움직이고 있으며, 성숙과 성장 속에 역전의 측면을 지니고 있음을 알게 해준다. 나아가 유아들의 또래관계가 즉흥성과 잠재성을 지닌 무한한 가능성을 지닌 유아들의 고유한 세계임을 시사한다.

Effect of School-Based Social Skills Training Program on Peer Relationships: Preliminary Study.

Objectives:The aim of this study was to evaluate the effect of a school-based social skills training program on peer relationships in children and adolescents and to assess the plan for effective school-based mental health services.Methods:The Child and Adolescent Mental Health Promotion Team of Bugok National Hospital conducted 7-sessioned school-based social skills training for elementary and middle school students (n=90). Changes in peer relationships were evaluated before and after application of the program using a name generator question.Results:The social skills training program increased peer relations, indicating significant changes in social network indices.Conclusion:The social skills training program positively influenced peer relationships. The school-based social skills training program can be expected to have positive effects on school-based mental health services. Future investigation is needed to validate the long term effects of this program.

College and the grieving student: A mixed-methods analysis

ABSTRACTThe current mixed-methods study examines how college students negotiate the grief process with the competing demands of college. Data were collected from 950 students at a regional comprehensive university and a research intensive institution. Quantitative findings revealed closeness to the deceased as a key positive predictor of mental health and academic difficulties and positive associations between changes in peer relationships and mental health difficulties. Qualitative findings showed that closeness to the deceased was associated with a greater sense of purpose in the college experience and findings suggested that institutions and their faculty encourage and exhibit more sensitivity about grief issues.

Bi-directional Effects of Peer Relationships and Adolescent Substance Use: A Longitudinal Study.

Understanding the predictors of the onset and maintenance of substance use in adolescence is important because it is a recognized health risk. The present longitudinal study examined whether negative peer influence and peer connectedness predicted changes in adolescent alcohol, cigarette, marijuana, and other illegal drug use, and reciprocally whether substance use predicted changes in peer relationships. Adolescents (N=1940; 52% female; 52% European New Zealanders, 30% Maori, 12% Pacific Islander) aged 10-15years completed measures annually for 3years. Cross-lagged panel models were used to examine bi-directional effects. Negative peer influence predicted increased use of all substances. In turn, alcohol, cigarette, and marijuana use predicted increased negative peer influence, but this effect was inconsistent over time. Peer connectedness, predicted to diminish the frequency of substance use, was found to be unrelated to it. Breaking the reciprocal cycle between peer coercion and substance use would seem to be useful for reducing substance use.

Engaged Reading as a Collaborative Transformative Practice

The context of this study is a voluntary modification in teaching focus by four eighth-grade teachers who shifted their instructional focus toward student engagement. They abandoned assigned readings in favor of student-selected, self-paced reading within a collection of high interest materials—primarily young adult fiction that students found personally relevant. Over a 4 year period, among other things, this shift consistently resulted, for the students, in increased reading volume, a reduction in students failing the state test, and changes in peer relationships, self-regulation, and conceptions of self. Increasingly predictable shifts across classes in the nature of classroom activity systems along with increasingly predictable student-level outcomes have been accompanied by a parallel evolutionary shift in the activity of teaching (individually and collectively) among the four teachers, reflected in their relationships, their use of resources, and the objects of their activity. Using Cultural Historical Activity Theory (CHAT), we analyze this co-evolution of activity systems and the subjectivities and development of individuals acting within those systems. We examine the inseparable shifts in community and individual activity, and their evolution over three time scales—a 4 year history of change in practice among a small community of teachers, the evolution of their student communities over the course of a school year, and, at the microgenetic level, the moment-to-moment interactional processes that feed the evolution of individuals and the relational properties of their communities.

Identity dynamics and peer relationship quality in adolescents with a chronic disease: the sample case of congenital heart disease.

Identity formation has been found to relate to psychosocial and disease-specific functioning in chronically ill adolescents. Therefore, examining antecedent factors of identity formation in this population is needed. The main goal of the present longitudinal study was to examine how peer relationship quality influenced identity formation in adolescents with congenital heart disease (CHD).Adolescents with CHD were selected from the database of pediatric and congenital cardiology of the University Hospitals Leuven. A total of 429 adolescents (14-18 years) with CHD participated at time 1; 401 were matched on gender and age with community controls recruited at secondary schools. Adolescents completed questionnaires on identity and peer relationship quality. Nine months later, at time 2, 382 patients again completed these questionnaires.Adolescents with CHD were generally found to be as competent as controls in addressing the task of identity formation. Moreover, the importance of peer relationships for identity formation was demonstrated. Supportive peer relationships positively influenced the process of identifying with the identity commitments made. Furthermore, such relationships protected adolescents from getting stuck in the exploration process. Finally, reciprocal pathways were uncovered; a maladaptive exploration process was also found to negatively affect peer relationships.The present study found peer relationship quality to be an important antecedent factor of identity formation in adolescents with CHD. Future research should investigate how changes in peer relationships and identity relate to well-being in these patients.

Identity Dynamics and Peer Relationship Quality in Adolescents With a Chronic Disease

Identity formation has been found to relate to psychosocial and disease-specific functioning in chronically ill adolescents. Therefore, examining antecedent factors of identity formation in this population is needed. The main goal of the present longitudinal study was to examine how peer relationship quality influenced identity formation in adolescents with congenital heart disease (CHD). Adolescents with CHD were selected from the database of pediatric and congenital cardiology of the University Hospitals Leuven. A total of 429 adolescents (14-18 years) with CHD participated at time 1; 401 were matched on gender and age with community controls recruited at secondary schools. Adolescents completed questionnaires on identity and peer relationship quality. Nine months later, at time 2, 382 patients again completed these questionnaires. Adolescents with CHD were generally found to be as competent as controls in addressing the task of identity formation. Moreover, the importance of peer relationships for identity formation was demonstrated. Supportive peer relationships positively influenced the process of identifying with the identity commitments made. Furthermore, such relationships protected adolescents from getting stuck in the exploration process. Finally, reciprocal pathways were uncovered; a maladaptive exploration process was also found to negatively affect peer relationships. The present study found peer relationship quality to be an important antecedent factor of identity formation in adolescents with CHD. Future research should investigate how changes in peer relationships and identity relate to well-being in these patients.

Dynamics of Peer Relationships Across the First Two Years of Junior High as a Function of Gender and Changes in Classroom Composition

This article examines the dynamics of peer relationships across the first 2 grades of Dutch junior high schools (average age 13-14). Specifically, we studied how gender and compositional changes in classrooms structured the changes in peer relationships between the 2 grades. Expectations were derived from past research, and we tested whether these held when methods for data analysis were applied that control appropriately for the dependence structure of the data (more specifically, multilevel analysis and a multilevel application of actor-oriented models for network evolution). Analyses revealed that the stability of peer acceptance was relatively low and that it was affected neither by the level of classroom stability nor by gender. Dyadic relationships were moderately stable. Tendencies toward reciprocity, network closure, and gender similarity shaped the changes in networks of peer relationships within classes. Contrary to past findings, female newcomers in classrooms were equally as well accepted as male newcomers or established class members.

Peer Relationship Problems and Disruptive Behavior Disorders

About half of all children with attention deficit–hyperactivity disorder (ADHD) have significant problems with their peer relationships. These social difficulties appear to be related to a high rate of intrusive behavior, deficits in conversation and reciprocity, social–cognitive biases, and poor emotional regulation. Social skills interventions have been advocated to teach children and adolescents how to interact more successfully with their peers. To date, few studies have systematically evaluated social skills interventions for children with ADHD. However, studies with children and adolescents who are disruptive have pointed to serious limitations in the generalization of treatment effects to the natural environment and questionable changes in peer relationships as a result of these treatments. These limitations and potentially useful adjunctive and alternative treatment strategies are discussed, including careful attention to setting events, the strategic use of peers, and the impact of medications on peer interactions.

Psychosocial consequences of cure.

Survivors of childhood cancer, having overcome the biggest hurdle to a normal life span, must continue to be vigilant toward health care issues as well as toward certain psychological and social problems for which they are at a greater than normal risk. The long-term survivor's knowledge about his/her illness, its treatment, and the consequent need for health surveillance and maintenance practices must be continually updated. Equally important is the survivor's preparation for coping with any long-term consequences of disruption in family, academic, and social activities engendered by cancer treatment. Existing research has frequently focused on patients diagnosed in early childhood. Recent studies, however, suggest that the developmental disruptions may have special significance for the adolescent, who is already struggling with unique issues of separation, changes in peer relationships, emergent sexuality, and future academic and occupational goals. Previous investigations addressing the medical and psychiatric problems encountered by the long-term survivor of adolescent cancer are presented with a focus on current psychological adjustment and degree of emancipation achieved. A recent pilot study, from three major medical centers, collected extensive interview data on a group of long-term survivors and sibling controls. Preliminary analyses of these data are described, and areas for future research are suggested.