Peer Experiences Research Articles

Understanding the process of teachers’ technology adoption with a dynamic analytical model

ABSTRACTThis study extends the understanding of the process of teachers’ technology adoption by investigating the dynamic nature of the adoption process. We propose a nonhomogeneous hidden Markov model that reveals the dynamics of teachers’ adoption over time and examines the impact of internal and external factors, including experiences, interventions, and heterogeneity of teachers’ intention and usage. The model builds its estimates on longitudinal action data from an e-textbook platform with extracted covariates based on direct observations and in-depth interviews. Three latent states representing the adoption dynamics in the data are identified. Results show that teachers encounter difficulty moving to and continuously staying in an active state of technology adoption without exogenous impacts, such as learning from peers and practice in the classroom. In addition to impacts from one’s own experiences, inactive teachers benefit from external interventions, whereas teachers in active states benefit from peer demonstrations and experience sharing. The proposed dynamic model allows researchers to distinguish short- and long-term effects that may improve the assessment of interventions. The new approach and findings have implications in dynamically facilitating and sustaining teachers’ technology-adoption processes.

Connecting Childhood Wariness to Adolescent Social Anxiety through the Brain and Peer Experiences.

Wariness in early childhood manifests as shy, inhibited behavior in novel social situations and is associated with increased risk for developing social anxiety. In youth with childhood wariness, exposure to a potent social stressor, such as peer victimization, may potentiate brain-based sensitivity to unpredictable social contexts, thereby increasing risk for developing social anxiety. To test brain-based associations between early childhood wariness, self-reported peer victimization, and current social anxiety symptoms, we quantified neural responses to different social contexts in low- and high-victimized pre-adolescents with varying levels of early childhood wariness. Measures of early childhood wariness were obtained annually from ages 2-to-7-years. At age 11, participants were characterized as having low (N = 20) or high (N = 27) peer victimization. To index their neural responses to peer evaluation, participants completed an fMRI-based Virtual School paradigm (Jarcho et al. Developmental Cognitive Neuroscience, 13, 21-31, 2013a). In highly victimized, relative to low-victimized participants, wariness was differentially related to right amygdala response based on the valence and predictability of peer evaluation. More specifically, in highly victimized participants, wariness was associated with greater right amygdala response to unpredictably positive peer evaluation. Effects of wariness were not observed in participants who reported low levels of victimization. Moreover, in victimized participants, high wariness and right amygdala response to unpredictably positive peer evaluation was associated with more severe social anxiety symptoms. Results can be interpreted using a diathesis-stress model, which suggests that neural response to unexpectedly positive social feedback is a mechanism by which exposure to peer victimization potentiates the risk for developing social anxiety in individuals exhibiting high levels of early childhood wariness.

Shy children's understanding of irony: Better comprehension does not always mean better socioemotional functioning

AbstractChildhood shyness is a risk factor for negative socioemotional outcomes including loneliness and depression. Childhood shyness has also been found to relate to various aspects of pragmatic language. For instance, shyer children rate ironic criticisms (i.e., where a speaker's intended meaning is the opposite of what is literally said) as meaner than do less shy children. This study examined whether relations between shyness and socioemotional functioning (i.e., loneliness, depression, and peer experiences) in children (9–12 years old; N = 169) were moderated by irony comprehension ability. Using a series of vignettes and self‐report measures, it was found that shyer children with better irony comprehension skill reported increased loneliness and depression symptoms, as well as fewer prosocial experiences with peers. Similarly, for girls, better comprehension strengthened the relationship between shyness and peer victimization. In contrast, for shy boys, better irony comprehension was associated with a reduction in peer victimization. Thus, for certain vulnerable populations, having better sociocommunicative skills may not be advantageous.Highlights The present work examined whether relations between children's reported shyness and socioemotional functioning were moderated by irony comprehension. Children viewed comic strips of characters interacting and completed measures of shyness, loneliness, depression, and peer victimization. Shy children with better irony comprehension reported increased loneliness and depression. Having greater insight into communicative intentions for others may allow shy children to recognize social shortcomings. For certain vulnerable populations, having better sociocommunicative skills may not be advantageous.

The Peer Experience for Older People Encouraging Other Older People to Engage in Resistance Training: A Qualitative Study.

Resistance training (RT) can maintain and improve physical and mental health in older adults, but this population has low levels of RT participation. Linking older people participating in RT (i.e.,peers) with those who have not may promote and maintain adherence. This qualitative study explored the experience of peers in encouraging RT participation among older adults. Data were collected using focus groups, researcher observations, and semistructured interviews. Thematic analysis was conducted. Older people (n = 8) who engaged in RT prior to recruitment, participated as peers. Each provided peer support for between one and four RT participants for 6 weeks. The peer role was perceived by peers as potentially leading to a relationship which benefitted both parties. Peers reported that helping and supporting others was a positive experience and raised their self-efficacy. Difficulty initiating contact and differing expectations of peers and RT participants were viewed as challenges. Peer mentoring could help promote RT participation among older adults.

The Stress and Adversity Inventory for Adolescents (Adolescent STRAIN): associations with mental and physical health, risky behaviors, and psychiatric diagnoses in youth seeking treatment.

Numerous theories have posited that stressors occurring over the lifespan may exert a cumulative effect on psychological and biological processes that increase individuals' risk for a variety of mental and physical health problems. Given the difficulty associated with assessing lifetime stress exposure, however, few empirical studies have directly tested these cumulative risk models of psychopathology and human health. To address this issue, we examined the usability, acceptability, concurrent validity, and predictive validity of the recently developed Stress and Adversity Inventory for Adolescents (Adolescent STRAIN) in 338 youth (Mage =15.64; 229 females) seeking mental health treatment. The Adolescent STRAIN achieved high acceptability and was completed in approximately 25min (interquartile range: 20-32min). Concurrent associations with other measures of early adversity (Childhood Trauma Questionnaire-Short Form) and interpersonal stress (Revised Peer Experiences Questionnaire) were very good (rs=.50-.59). In analyses that adjusted for participants' age, sex, and race, the STRAIN was significantly associated with depression, anxiety, and anhedonia severity; general mental and physical health complaints; risky behavior engagement; and number of interviewer-based psychiatric diagnoses (βs=.16-.52; risk ratios=1.006-1.014). Contrary to classic theories of stress which assume that different stressors exert similar effects on health, substantial differences were observed across the two stressor types, twelve life domains, and five core social-psychological characteristics assessed by the Adolescent STRAIN. These data confirm the relevance of lifetime stress exposure for multiple health outcomes in adolescence, which can in turn inform existing theories of lifespan health. Because stress is a common presenting problem in hospitals and clinics, these data also suggest the possibility of using the Adolescent STRAIN to generate stress exposure profiles for case conceptualization and treatment planning purposes.

Unintentional participant observation: a research method to inform peer support in mental health?

Purpose The purpose of this paper is to validate peer support in mental health care. Design/methodology/approach Literature review and meta-analysis methodology are used. Findings The unintentional nature of peer support is a valid methodology for the understanding of mental health issues and mental health care. Research limitations/implications The limitation is that peer experience should be accepted as a valued method for research. Practical implications Professional domains may not keep a monopoly of research approaches in mental health. Social implications Peer support may mean more avenues for empowerment of mental health service users from peer role models who have unintentional acquaintance with mental health issues and care. Originality/value This research refers to ethnographic precedents to describe methodology relevant to twenty-first century peer support in mental health. It is original in valuing the unintentional participant observation acquired from experience of the mental health system.

The Value of Lived Experience With the Criminal Justice System: A Qualitative Study of Peer Re-entry Specialists.

The aim of this article was to describe the implementation and qualitative outcomes of peer reentry specialists ("peers") on housing attainment, mental health, and substance use problems, and increased life domain functioning. One-on-one interviews were conducted with peers and clients to understand the program implementation, peer experiences, and progress toward target outcomes. Data were iteratively coded using inductive thematic identification and data reduction. Results suggest that peers' lived experiences were useful in building rapport with clients. Peers applied their lived experiences to assist clients in seeking treatment for substance use and mental health conditions, in addition to helping them locate housing and employment. Several structural barriers prevented peers from addressing client needs. Peer time was routinely consumed by assisting clients in seeking identification, requisite for treatment or use of health care services, housing or securing employment. Findings suggested peers were working to address many client needs. Future research should examine the effectiveness of peer assistance on client-level health outcomes, including recidivism.

The role of self-disclosure by peer mentors: Using personal narratives in depression care

ObjectiveSelf-disclosure is recognized as an important aspect of peer support, but little is known about its use by peers. This study aimed to qualitatively understand peer self-disclosure in the context of depression care delivery to older adults. Methods69 audio-recordings of peer-client meetings were coded for self-disclosure using the Roter Interaction Analysis System (RIAS). Peer self-disclosure was defined as a statement describing personal life experience with physical and/or emotional relevance for the client. A total of 3421 discrete statements were organized into 770 disclosure episodes. The episodes were qualitatively analyzed to identify themes related to the content and function of self-disclosure within the peer-counseling context. ResultsPeer self-disclosure was used to 1) counsel through reframing perspectives, modeling positive behaviors, offering coping skills, and sharing mental health resources and health information; 2) establish rapport by emphasizing similarities unrelated to depression; and 3) show empathy and understanding of personal struggles. In addition, self-disclosure rarely only focused on the peer experience without relevance for the client. Conclusions & practice implicationsPeer self-disclosure can be purposively used in depression care delivery with older adults. Training and supervision in appropriate self-disclosure should be provided to peers to ensure purposive use.

Community pharmacy integration within the primary care pathway for people with long-term conditions: a focus group study of patients\u2019, pharmacists\u2019 and GPs\u2019 experiences and expectations

BackgroundThis study aimed to use marketing theory to examine the views of patients, pharmacists and general practitioners (GPs) on how community pharmacies are currently used and to identify how community pharmacy services may be better integrated within the primary care pathway for people with long-term conditions (LTCs).MethodsA qualitative research design was used. Two focus groups were conducted with respiratory patients (n = 6, 5) and two with type 2 diabetes patients (both n = 5). Two focus groups were held with pharmacists (n = 7, 5) and two with GPs (both n = 5). The “7Ps marketing mix” (“product”, “price”, “place”, “promotion”, “people”, “process”, “physical evidence”) was used to frame data collection and analysis. Data was analysed using thematic analysis.ResultsDue to the access and convenience of community pharmacies (“place”), all stakeholder groups recommended using community pharmacies over GP practices for services such as management of minor ailments, medication reviews and routine check-ups for well managed LTCs (“product”). All stakeholder groups preferred pharmacy services with clear specifications which focused on specific interventions to reduce variability in service delivery and quality (“process”). However, all stressed the importance of having an appropriate system to share relevant information, allowing pharmacists and GPs two-way flow (“process”). Pharmacists and GPs mentioned difficulties in collaborating with each other due to inter-professional tensions arising from funding conflicts, which leads to duplication of services and inefficient workflow within the primary care pathway (“people”). Patients and GPs were sometimes doubtful of community pharmacies’ potential to expand services due to limited space, size and poor quality consultation rooms (“physical evidence”). However, all stakeholder groups recommended promoting community pharmacy services locally and nationally (“promotion”). Patients felt the most effective form of promotion was first-hand experience of high quality pharmacy services and peer word-of-mouth. The added value of using pharmacy services was faster access and convenience for patients, and freeing up GPs’ time to focus on more complex patients (“value”).ConclusionsUsing the 7Ps marketing mix highlighted factors which could influence utilisation and integration of community pharmacy services within the primary care pathway for patients with LTCs. Further research is needed to identify their relative importance.

“Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse

ABSTRACTThis study offers detailed observational analyses of how teachers use optimism as an instructional resource when responding to students’ failure expectation displays in classroom situations. The results were based on video-recordings of 25 lessons in two Finnish part-time special education settings, analysed by means of applied conversation analysis. The results showed that the teachers boosted optimism by inverting students’ negative utterances, giving examples of successful experiences of peers, offering praise for students’ earlier performance or focusing on problems through instructional support. The study underlines the importance of addressing and elaborating students’ negative learning-related self-assessments in classroom interactions.

“I didn’t want to, but then I told”: Adolescents’ narratives regarding disclosure, concealment, and lying.

This study examined 131 U.S. middle class early, middle, and late adolescents' (Mage = 12.74, 15.81, and 20.40 years, respectively) narratives regarding experiences of disclosure, concealment, and lying to parents and responses to direct probes about lessons learned about self and parents. The thematic content focused primarily on routine activities and peer experiences, and to a lesser extent, romantic issues, risky or delinquent behavior, and academic achievement, with few content differences across narrative types. Greater psychological elaboration in narratives and, when directly probed, more evidence of psychological growth and positive lessons about parents, were observed when teens disclosed than concealed or lied. There was less factual elaboration when youth narrated about concealment than disclosure or lying, particularly among early adolescent males as compared to older males and same-age females. Narrative coherence increased with age and was greater in females' than males' lying narratives. Thus, adolescents learn different lessons from disclosing, concealing, and lying, with varying implications for the development of self, identity, and moral agency. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Faculty Development to Promote Effective Instructional Technology Integration: A Qualitative Examination of Reflections in an Online Community

The State University of New York Tools of Engagement Project (TOEP) < http://suny.edu/toep > is an online professional development model that encourages faculty and instructional support staff to explore and reflect on innovative and creative uses of emerging technologies through hands-on Discovery Learning Activities. TOEP is focused on creating peer-learning communities by providing a venue to experiment with the evolving landscape of social media and the latest web-based technology tools. The concept of lifelong learning and how it relates to technology change serves as a guiding principle of this project. This research examines the reflective summary posts shared by participants in the project's online community to understand their perspectives about their experiences with TOEP. Our findings show that participants felt that they gained knowledge from the experiences of peers in the community. Many faculty stated that they integrated technology into their courses while they were participating in the project, or they expressed explicit plans to do so in the future. Many participants also expressed a desire to continue to learn about emerging technologies after their formal participation concluded.

Building Conceptions of Cognitive Enhancement: University Students’ Views on the Effects of Pharmacological Cognitive Enhancers

Background: Use of prescription stimulants for cognitive enhancement in healthy individuals has been of growing interest to the academic community. University students can be prone to use these pharmacological cognitive enhancers (PCEs) for their perceived academic benefits. Objectives: We aimed to understand university students’ beliefs about the factors influencing PCE use, the cognitive and health effects of the drugs, and how these conceptions are interrelated. Methods: Data were collected through focus groups with 45 students at the University of Toronto in 2015/2016. We used thematic analysis to extract key themes and cooccurrence coefficients to evaluate the overlap between these themes. Results: We found that participants perceived users as either struggling students or high-achieving ones. Alleged benefits of PCEs included enhanced focus, attention, memorization, and grades, but did not include increased intelligence or long-term cognitive enhancement. Participants disagreed on whether ADHD diagnosis would affect how PCEs worked and how “needing the drug” was determined. Mentions of nonspecific side effects were common, as was the possibility of misuse (e.g., addiction, abuse). Though not an initial aim of the study, we uncovered patterns pertaining to whom participants used as sources of information about different themes. We propose that social learning theory provides a useful framework to explain how the experiences of peers may shape the conceptions of our participants. Conclusions/Importance: Our findings highlight that conceptions surrounding PCEs are multileveled, and informed by a variety of sources, including peers. This should be considered in the development of interventions geared toward university students.

Prosocial Behavior and Friendship Quality as Moderators of the Association Between Anxious Withdrawal and Peer Experiences in Portuguese Young Adolescents.

Anxious withdrawal has been associated consistently with adverse peer experiences. However, research has also shown that there is significant heterogeneity among anxiously withdrawn youth. Further, extant research has focused primarily on negative peer experiences and outcomes; little is known about the more successful social experiences of anxiously withdrawn youth. We explored the possibility that the association between anxious withdrawal and group-level peer outcomes (exclusion, victimization, and popularity) might be moderated by peer-valued behaviors (prosocial behavior), friendship relational attributes, and sex, even after accounting for the effects of being involved in a reciprocal best friendship. Peer nominations of psychosocial functioning, and self-reports of best friendships and friendship quality were collected in a community sample of 684 Portuguese young adolescents. Regression analyses revealed that more anxious withdrawn adolescents showed worst group-level peer outcomes, but that: (a) prosocial behavior buffered the positive association between anxious-withdrawal and peer exclusion, particularly for boys; (b) higher friendship quality was associated with lower risk of peer victimization for more anxious-withdrawn girls, but with a higher risk for more anxious withdrawn boys; and (c) higher friendship conflict buffered the positive association between anxious withdrawal and peer exclusion for boys. Results are discussed in terms of the implications of peer-valued characteristics on the peer group experiences of anxiously withdrawn young adolescents.

Exploring Iranian obese women's perceptions of barriers to and facilitators of self-management of obesity: A qualitative study.

Background:Despite the clinical importance of self-management for obesity, poor compliance or noncompliance with the treatment regimen is a prevalent and persistent problem concerning people with obesity.Aims:The aim of this study was to explore Iranian obese women's perceptions regarding the barriers to and facilitators of self-management of obesity.Materials and Methods:In this qualitative study, the participants were selected through purposeful sampling and the data were collected using semistructured interviews and focus groups between July 2017 and September 2018. Nineteen participants between the age range of 28–50 years and mean age of 38.56 years were interviewed. A focus group with seven participants was conducted to reach data saturation. All the interviews and the focus group were transcribed verbatim and the data were analyzed using constant comparative method.Results:The perceived barriers to obese women's self-management for obesity were identified and classified into four main categories: (I) restrictions, (II) the pressures of being in the group, (III (temptation, (IV) resonators. In addition, seven main categories emerged as facilitators of obese women's self-management for obesity: (I) achieving self-awareness, (II) positive consequences for weight loss success, (III) positive outcomes of exercise and physical activity, (IV) peers experience, (V) correct and logical program, (VI) autonomy and empowerment, and (VII) having supporting umbrella.Conclusion:This qualitative research provided a range of facilitators and barriers to self-management of obesity perceived by an obese woman to improve our understanding of the complex nature of self-management of obesity. Healthcare providers may consider this issue while designing and implementing appropriate interventions to upgrades woman's ability for self-management of obesity.

The Association of Childhood Experience of Peer Bullying with DSM-IV Psychiatric Disorders and Suicidality in Adults: Results from a Nationwide Survey in Korea.

BackgroundFew studies have examined the association between childhood bullying and adulthood mental disorders based on the Diagnostic and Statistical Manual of Mental Disorders (DSM) criteria. We investigated the association of childhood peer bullying with Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV) psychiatric disorders and suicidality in adults.MethodsA total of 5,102 respondents aged 18 or over completed the Korean version of the Composite International Diagnostic Interview for DSM-IV psychiatric disorders and a questionnaire for suicidal ideas, plans, and attempts. We evaluated peer bullying using an item in the Adverse Childhood Experiences International Questionnaire. Logistic regression analyses were used to identify the association between victimization of peer bullying, adult psychiatric disorders, and suicidality.ResultsAround 8.8% of the general population in Korea reported the experience of being bullied when growing up. Bullying experience was associated with an increase in the adulthood prevalence of nicotine use disorders (adjusted odds ratio [aOR], 2.47; 95% confidence interval [CI], 1.75–3.49), alcohol use disorders (aOR, 1.93; 95% CI, 1.49–2.51), mood disorders (aOR, 4.23; 95% CI, 3.01–5.94), and anxiety disorders (aOR, 2.89; 95% CI, 1.89–4.43) after adjusting for sociodemographic variables. Among anxiety disorders, the OR for post-traumatic stress disorder (aOR, 9.95; 95% CI, 5.62–17.63) was notably high. Frequent victimization (many times) was significantly associated with suicidality even after adjusting for sociodemographic variables and lifetime prevalence of psychiatric disorders, whereas occasional victimization (once or a few times) was not.ConclusionChildhood bullying experience was associated with adult psychiatric disorders and suicidality. The findings indicated the importance of the early detection and management of childhood peer bullying to reduce detrimental adulthood consequences.

Inside Out Literacies

Since 1997, adult literacy education has been of increasing interest to UK policy makers amid perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. However, research in the field of literacy studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in deficit models of the prisoner as learner that impose ‘spoiled educational identities' and fail to engage prisoners as active, agentic participants in their learning. In this article, the authors draw on data produced in the qualitative phase of a year-long study across the English prison estate of Shannon Trust's prison-based reading plan, to explore alternative approaches to prison literacy education that challenge the traditions of formal education and put learner identity and aspiration at the heart of the beginner reader learning process. The qualitative phase of the project involved twelve focus groups across eight prison settings and included 20 learner, and 37 mentor participants engaged in the Shannon Trust peer-reading programme. The authors listen closely to the voices of learners and mentors describing their experiences of peer to peer learning and plug in Anita Wilson's concepts of educentricity and third space literacies to read participants' experiences of formal and informal literacy education. They make use of this analysis to identify and describe a ‘grounded pedagogy' approach that pays attention to learning as social practice and enables prisoners to re-imagine themselves both as learners and social actors and to begin to connect their learning to self-directed desistence identity building. The authors conclude with a consideration of the implications of this work for prison literacy teaching and the potential role of grounded pedagogy ideas in the development of more provocative approaches to prison teacher education.

Shame on me? Shyness, social experiences at preschool, and young children’s self-conscious emotions

In early education contexts, shy children are prone to experiencing difficulties in their relationships with peer and teachers. These negative social experiences may, in turn, reinforce shy children’s feelings of self-consciousness. The aim of the present study was to test a complex model linking shyness with self-conscious emotions (i.e., guilt, shame) through negative social experiences at preschool (i.e., peer difficulties, non-supportive teacher–child relationships). Participants were 131 (64 boys) preschool children (M = 55.89 months, SD = 9.75) and their teachers (two for each classroom). Multi-source assessment was employed, with parents rating children’s shyness and self-conscious emotions (i.e., guilt, shame) and teachers evaluating children’s peer difficulties (i.e., rejection, victimization) and the quality (i.e., closeness) of their relationship with each child. Results from path analysis revealed an indirect effect between shyness and self-conscious emotions through negative peer experiences (but not via close teacher–child relationships). More specifically, shyness predicted peer difficulties, which in turn predicted feelings of guilt and shame. This study highlights the potential role of negative experiences with peers in helping to account for the link between shyness and children’s negative feelings about themselves. Shy children’s positive experiences with peers should be enhanced at preschool in order to help reduce their feelings of guilt and shame.

Factors That Hinder and Facilitate Cancer Patients' Knowledge About Pain Management—A Qualitative Study

ContextPain management education may improve pain control for some patients, whereas individual differences exist. ObjectivesTo evaluate possible critical components, facilitators, and hindrances for improved knowledge about pain management, in not hospitalized adult oncology patients with pain from bone metastasis participating in a pain management intervention. MethodsThis substudy is a qualitative evaluation of the PRO-SELF Pain Control Program, tested in a randomized controlled trial. During six weeks, 87 participants in the intervention group received tailored coaching encounters by a trained oncology nurse. Three encounters for each patient were audio recorded. The encounter between patient's with the largest (n = 12) and lowest (n = 8) change in knowledge about pain management from before to after the intervention was transcribed verbatim and analyzed with qualitative content analysis. ResultsThe critical components of the intervention were repetition of information, struggling with resistance, use of peer experiences, and keeping track of variations. Facilitators of improvement were patients' trust and preparedness to try new procedures, the patient's self-awareness and body awareness, and taking active role in own care. Difficulties in processing complex information, culturally conditioned behaviors, fear, and lack of knowledge were the most important barriers to the success of the intervention. ConclusionEducation in pain management in cancer patients requires repeated information, allowing time for overcoming resistance related to dysfunctional beliefs and fear. To facilitate the patient's involvement in their pain management, tailored and person-centered education is needed.

Young children’s behavioral and neural responses to peer feedback relate to internalizing problems

Despite the importance of peer experiences during early childhood for socioemotional development, few studies have examined how young children process and respond to peer feedback. The current study used an ecologically valid experimental paradigm to study young children’s processing of peer social acceptance or rejection. In this paradigm, 118 children (50% boys; Mage = 72.92 months; SD = 9.30; Rangeage = 53.19–98.86 months) sorted pictures of unknown, similar-aged peers into those with whom they wished or did not wish to play. They were later told how these peers sorted them, such that in half of the cases the presumed peer accepted or rejected the participant. When rejected children reported more distress (sadness), they were slower to rate their affective response, and exhibited increased mid-frontal EEG theta power, compared to when accepted. Moreover, we found that children’s affective responses and EEG theta power for rejection predicted internalizing problems, especially if they displayed an attention bias to social threat. Our results further validate and illustrate the utility of this paradigm for studying how young children process and respond to peer feedback.