Peer Group Research Articles

Self-harm, suicidal ideation, depression and peer relationships in transgender and gender diverse adolescents accessing specialist mental health services.

There are an estimated 25 million transgender and gender diverse (TGD) individuals worldwide, with 1.2%-2.7% of this population being under the age of 18. Community studies describe increased rates of mental health difficulties such as depression, self-harm, suicidal ideation and difficulties with peer relationships for TGD youth over cisgender peers. However, comparatively little is known about the mental health symptomatology of TGD youth attending specialist mental health services (CAMHS) in the UK. This cross-sectional study explored data from 170 young people participating in the Beating Adolescent Self-Harm (BASH) trial. Baseline data about self-harm, depression, and impact on daily life was compared for those who identified as TGD (n = 18) with those who identified as cisgender (n = 152). In the transgender group, 18 (100%) scored ≥27 on the MFQ suggesting severe depression and had total scores on the SDQ impact scale of ≥3, in the very high range. In comparison in the cisgender group, 140 (92.1%) scored ≥27 on the MFQ and 103 (67.8%) had total scores on the SDQ impact scale of ≥3. The TGD group reported higher rates of self-harm, poorer peer relationships, less prosocial behaviour and greater interference with friendships and leisure activities and impact in the classroom. Both groups reported similar symptoms of depression. Whilst this exploratory study has limitations, these results suggest that TGD youth attending CAMHS may experience greater mental health problems than their cisgender peers.

Who has the greatest influence on adolescent gaming disorder: parents, teachers, or peers? An interpersonal relationships network model of gaming disorder.

Gaming disorder (GD) in adolescents is associated with impaired interpersonal relationships, including those with parents, teachers and peers. However, the interpersonal relationships most strongly associated with GD-related maladaptive behaviors are not well established. This study aimed to investigate the associations between these three types of relationships and the manifestation of GD in adolescents. In this cross-sectional study, 1920 Chinese adolescents participated in a survey that assessed interpersonal relationships (parent-child, teacher-student, and peer relationships) and demographic variables (e.g., gender, grade, duration of gaming), and 1414 participants were ultimately included. A network analysis approach was utilized to evaluate the key network metrics of edge weight and node centrality. The findings revealed that peer fear and inferiority (r = 0.12) and teacher-student conflict were most strongly correlated with GD, followed by parent-child conflict (r = 0.09). Peer fear and inferiority exhibited the highest strength centrality (0.84), followed by teacher-student conflict (0.83) and parent-child conflict (0.35). Moreover, the duration of gaming was significantly and positively correlated with GD (r = 0.19). The present study underscores the significant role of conflict and rejection within interpersonal relationships, particularly among peers, in the manifestation of GD-related behaviors in Chinese adolescents.

Genes or nurture? Discussion of the wrong question

The paper presents a polemics with a thesis formulated by J. Harris that group socialization theory is an alternative to family nurture. The thesis, indeed, “annihilates” the nurture category and the existing achievements of education sciences off the scientific discourse. The text focuses on an analysis of consistency of arguments regarding the main aspects of the theory in question, identified at four levels of tensions between: genes and environment, child and adult, family and peer group, and being raised in the family and socialization in peer group. The inconsistencies and overinterpretations, expressed by J. Harris in her “systemic” depreciation of child-rearing, inspired some reflections about the possible roles of nurture viewed in the paradigm of biological and spiritual evolution synthesis.

Comparing the Effects of Healthy Lifestyle Education Through Peer Group and mHealth App on Self-esteem in Patients with Diabetes Mellitus: A Randomized Controlled Trial

Background: The increasing prevalence of diabetes mellitus has become a global public health challenge in recent decades. However, disease-related complications can be minimized through innovative educational programs. Objectives: This study aimed to compare the effects of healthy lifestyle education delivered via peer group and the mHealth app on self-esteem in patients with type 2 diabetes mellitus (T2DM). Methods: This three-group randomized controlled trial was conducted in 2022. A total of 135 patients living with T2DM were recruited using purposive sampling from two hospitals in Kermanshah Province, Iran, and then divided into three groups: Peer education, virtual education, and control groups, via replacement randomization. Peer patients with T2DM, previously trained by the researchers, provided education to those in the peer education group in four 35-minute sessions over two days. Simultaneously, patients in the virtual education group were trained by the researchers using the mHealth app, specifically designed for this purpose, in three 1-hour sessions over three days. Data were collected using the Patient Profile Form and the self-reported Rosenberg’s Self-Esteem Scale. The data were analyzed using IBM SPSS Statistics software, employing paired-sample t-tests, chi-square tests, Fisher’s exact tests, and one-way analysis of variance (ANOVA) for comparisons. Results: Before the intervention, there were no significant differences in the self-esteem mean scores between the study groups (P = 0.665). However, post-intervention, the self-esteem scores differed significantly between all groups (P = 0.002). The self-esteem mean scores of patients in the peer education group (100.36 ± 15.9 vs. 106.87 ± 9.08, P = 0.011) and the virtual education group (100.80 ± 24.72 vs. 116.91 ± 10.67, P = 0.018) significantly increased after the intervention, while no significant difference was observed in the control group (106.87 ± 9.08 vs. 105.60 ± 10.84, P = 0.134). Virtual education via the mHealth app was more effective than peer education in improving self-esteem in patients with T2DM. Conclusions: The healthy lifestyle education program delivered through virtual education via the mHealth mobile app led to higher self-esteem among patients with T2DM compared to peer education. It is suggested that future studies investigate the impact of virtual education using mobile-based apps and artificial intelligence capabilities on self-esteem in other patient populations. These results can serve as guidelines for the optimal use of distance education and educational apps for patients with chronic diseases.

Aware and unaware- stereotypes and gender scripts in family narratives in the process of education

The aim of the article is to discuss the issues of shaping gender roles in children of early school age, taking into account the importance of stereotypes and gender scripts in this process.First of all, the basic concepts of roles, stereotypes and scripts referring to gender were presented, then I briefly reconstructed the basic assumptions of theories explaining the process of shaping a child's gender identity, in the second part of the considerations I discuss the most common patterns of female and male roles in Polish culture and present their relationships with the construction of identity, at the end I shared information on what behaviors should be avoided and how can we replace them so as not to disturb the formation of the child's ideas about functioning in gender roles. I am looking for answers to questions important from the research point of view: what role does communicative knowledge play in the process of shaping children's ideas about gender roles, and what role does conjunctive knowledge (experience) play? Is it possible to avoid stereotyping that comes from the dichotomy of gender roles in interactions with a child? How do images of gender roles become scripts? What is the significance of interference of messages from different environments (family, school, peer group) for the formation of a child's gender identity?Finally I emphasize the importance of both the narrative and dialogical character of education as a process of conscious influence on the formation of the child's ideas about gender roles (communicative knowledge), but also the broader impact of socialization processes, including intergenerational transmission (knowledge/conjuctive experience).

“Why did she do that?”: Chinese children's preference for trait‐based explanations of behavior

AbstractThe current study addressed the extent to which Chinese children rely on situational characteristics to reason about the causes of valenced behavior (i.e., positive or negative). Specifically, one hundred fifteen 4‐ to 7‐year‐olds from Hangzhou, China, were asked to attribute a character's behavior toward a peer to either that character's traits (e.g., “nice”) or the situation (e.g., being tired and being happy). Across ages, children made trait attributions for both positive and negative behavior but were least likely to do so when information about the character's emotions was available, particularly in congruent valence conditions. In addition, children made an intentionality judgment about whether the character's behavior was accidental or intentional. Overall, children judged positive behavior as intentional but were unsystematic in their judgments of negative behavior. These findings highlight cross‐cultural similarities in children's personal perception and suggest connections between trait and mental state reasoning that may inform strategies for peer relationships.

Establishing the Instances of Empathy and Friendship among Youth Peer Groups Involved in the Four Juvenile Sports Clubs Sports participation can develop the minds and bodies of young people. In this world of growing online interaction, young people can be

Sports participation can develop the minds and bodies of young people. In this world of growing online interaction, young people can benefit from what sport gives to them and develop them into good citizens. Within this paper, the instances of empathy and friendship among youth peer groups from 11 to 18 years old involved in the four juvenile sports clubs are identified. As a result of this paper, the young sporting participants demonstrated consistent empathy, are affected by others’ emotions, and are aware of their feelings. Within this article, a discussion of the results occurs to emphasise how these sporting clubs are a place for developing good human skills as well as providing obvious benefits of sports participation.

Developing a Supportive Community of Practice

This paper employs a qualitative case study to suggest how the research journey of doctoral students can be improved in educational institutions by encouraging the formation of small and informal Communities of Practice (CoP). It examines themes emerging from the feelings and opinions of four part-time professional doctorate students about their study experience and participation in their emergent CoP. A peer group developed where the students share their experience, expertise, insight, and knowledge in a caring and supportive, but informal, forum. CoP could become an effective tool to aid retention, identity development and wellbeing of postgraduate level students, factors which have been previously identified as key areas of risk. An autoethnographic approach was used to review the feelings, perceptions, and opinions of the four case study group members about their experiences of the informal CoP to date. Thematic analysis of transcripts and WhatsApp communications was used to reveal the perceived common benefits and gains from participation in the informal CoP such as joy, safe spaces, and identity development, aligning members experiences to a CoP lifecycle. The study found small group formation at doctoral programme induction, and encouragement for students to organise their own regular study days using of social channels, may impact overall success. Application and adaptation of this doctoral CoP model could form the basis for future research and a model for academic institutions to suggest to new and existing students

Relationship between Parenting Style and Peer Relationships during Early Adolescence: The Mediating Role of Parental Mentalizing

Although previous research has suggested that parenting style affects children’s peer relationships, the influential mechanism remains a subject of debate. We propose that parental mentalizing plays a crucial role in parenting style and peer relationships. Therefore, this study aimed to explore the relationships between family parenting styles, parental mentalizing, and peer relationships during early adolescence. In this study, 379 primary school students (Mean age = 12.17 years, SD = 0.92) and their parents were assessed using the Family Parenting Style Scale, Peer Relationship Satisfaction Scale, and a distorted mentalizing task. The results showed a mediating effect of parental mentalizing between parenting style and peer relationships. For fathers, a favorable parenting style affects children’s peer relationships through mentalizing. Among mothers, interference, protection, and punishment affect their children’s peer relationships through mentalizing. In conclusion, parenting style affects peer relationships through parental mentalizing. Fathers’/mothers’ parenting style and parental mentalizing affect their children’s peer relationships differently.

Family, Friends, and Financial Know-How: Influences on Students' Intentions to Pursue Entrepreneurship, with the Moderating Role of Self-Efficacy

<p>ABSTRACT</p><p>The decline in unemployment rates in Indonesia is a major focus of the government, with entrepreneurship considered a potential solution. This study aims to examine the influence of family economic education, peer groups, economic literacy, and self-efficacy on students' entrepreneurial intentions. The research adopts a quantitative approach, utilizing a survey method with a Likert scale distributed to 292 students actively enrolled in universities in the Greater Jakarta area (Jabodetabek). Data analysis was conducted using <em>Partial Least Square Structural Equation Modeling</em> (PLS-SEM). The results indicate that family economic education and peer groups have a positive and significant effect on economic literacy and entrepreneurial intentions. Economic literacy was found to mediate the influence of family economic education and peer groups on entrepreneurial intentions. Furthermore, self-efficacy moderates the relationship between economic literacy and entrepreneurial intentions, enhancing the impact of economic literacy on entrepreneurial intentions when self-efficacy is high.</p><p>This research offers valuable insights for developing entrepreneurship education programs that involve families and create positive peer interactions among students. It suggests the need for educational institutions to integrate family-based economic education workshops and seminars, as well as establish entrepreneurship clubs and networking events to foster a conducive environment for entrepreneurial growth. Strengthening self-efficacy through personal development programs is also recommended to ensure that students can effectively apply their economic literacy in entrepreneurial contexts. These combined efforts can significantly enhance entrepreneurial intentions among students, contributing to reducing unemployment rates and promoting economic growth in Indonesia.</p>

Building relationships: A perspective on how to achieve teaching success in study abroad programs

Study abroad programs have become increasingly popular in recent years as vehicles to prepare students for the global work environment. This paper describes a perspective on how to maximize teaching effectiveness in these programs via developing personal relationships. Based on the teaching of a Principles of Marketing course in Florence, Italy, the author discusses how the special characteristics of the study abroad program enabled the formation of deep faculty-student and peer relationships. Key faculty-student relationship factors were connections outside the classroom, career discussions, and assignment/exam reviews, while key peer relationship factors were interactions between students outside of class and field trips. The author notes how the importance of these factors is supported by current theory and research. He also describes how the factors led to higher teaching performance in Florence than in the U.S. as measured by student evaluations, marketing core question ratings, grades and attendance. Ideas for future research on the impact of relationship variables in study abroad programs are suggested.

Anxiety in children and adolescents with autism spectrum disorder: behavioural phenotypes and environmental factors

BackgroundAnxiety is the most prevalent comorbidity among children and adolescents with autism spectrum disorder (ASD), yet little is known about the associated risk factors.MethodsIn a heterogenous cohort of children aged 5–18 years old (n = 262, 42% ASD), participants and their parents completed standardized questionnaires to assess anxiety, ASD symptom severity, inattention/hyperactivity, emotional problems, depressive symptoms, parental styles and stress, and demographic factors.ResultsAn artificial neural network analysis using a self-organizing map, a statistical technique used to cluster large datasets, revealed 3 distinct anxiety profiles: low (n = 114, 5% ASD), moderate (n = 70, 64% ASD) and high (n = 78, 96% ASD) anxiety. A recursive feature elimination analysis revealed that depression and peer problems contributed the most to differences between the anxiety profiles. Difficulties with peers in individuals with ASD who experience anxiety may be related to challenges with social competence and this may heighten depressive symptoms.ConclusionFindings highlight the importance of assessing depressive symptoms in children and adolescents with ASD who experience anxiety. Identifying anxiety profiles among children and adolescents with ASD may prove beneficial in clinical practice by facilitating the development of tailored interventions that aid in managing anxiety and depressive symptoms. Furthermore, strengthening social communication skills may improve peer relationships and could aid in managing depressive symptoms among children and adolescents with ASD who experience anxiety.

Compensation peer effects of corporate social responsibility

This article examines the role of CEOs' personal incentives in steering their firms' CSR initiatives following their compensation peers, subsequently influencing their career trajectories within their current firms. Specifically, we find that firms exhibit better corporate social responsibility (CSR) performance if their compensation peer (CP) firms demonstrated superior CSR performance in the prior year (i.e., the CP effect). To mitigate the endogeneity concern, we conduct analyses based on the termination (initiation) of CPs' peer relation with the focal firm, a benchmark test, and an instrumental variable analysis. To establish the mechanisms of internal monetary rewards from their firms and enhanced external career tournaments in the labor market, we show the CP effect is stronger if the focal company CEOs have compensation contracts specifying CSR performance targets, face a larger compensation shortfall relative to their CP counterparts, operate in closer geographical proximity to those CP CEOs, or hire more compensation consultants. Furthermore, we find that the probability and quantity of CSR contracts received by focal firms' CEOs increase with CPs' lagged CSR. CEOs receive higher compensation than those in CP firms after they deliver better CSR performance than their CPs. Overall, our paper highlights the role of CEOs' personal incentives in steering their firms' CSR initiatives, subsequently influencing their career trajectories within their current organizations.

Peer Relationship Process of Children of Divorced Parents in South Korea in the Early 2000s: A Qualitative Study

Peer Relationship Process of Children of Divorced Parents in South Korea in the Early 2000s: A Qualitative Study

Family and Peer Group Support Related to The Quality of Life of Thalassemic Adolescents in Outpatient Settings

Family and Peer Group Support Related to The Quality of Life of Thalassemic Adolescents in Outpatient Settings

German Parents and Educators of Two to Four-Year-Old Children as Informants for the Strengths and Difficulties Questionnaire (SDQ).

Screeners are used in early intervention and early childhood education and care programs to identify children's potential need for further evaluation and diagnostics. The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioral screening instrument that can be completed by both parents and educators to assess the social and emotional traits of children. However, multiple informants' reports vary. In this study, the extent to which parents' (n = 241) and educators' (n = 157) differ and agree in their assessments of children aged 3.5 years on average, was examined. T-tests were used to examine differences between informants and correlations within a multitrait-multimethod matrix (MTMM) in their agreement. Results showed moderate to high levels of rater agreement ranging from r = .35 and r = .53 on the five subscales of the SDQ. We found that hyperactivity, peer relationship problems, and prosocial behavior vary due to meaningful reasons, e.g., the home vs. pre-school setting, and the informant's relationship towards the child. Hyperactivity seems to be relatively consistent across settings. Methodological variations might explain differences in emotional symptoms and conduct problems. Considering ratings from multiple informants outlines a more comprehensive view of children's behavior and should be preferred over single-informant research designs.

Participants in a peer-based nutrition and health program in Zimbabwe value dialogue, peer support, and tangible action: A qualitative exploration of peer group experiences.

Peer support groups are implemented globally, and viewed as cost-effective, scalable platforms for delivering health and nutrition programming. Quality is important for participation and achieving social and behavior change goals. Little research has explored the perspectives of peer group participants on quality. This manuscript describes community-based implementation research, and associated findings, which was conducted to learn how participants of a nutrition and health program define quality peer groups and how they suggest improving peer groups. In-depth interviews on experiences, benefits, and challenges were conducted with participants of health and nutrition peer groups, including group members (n = 64) and facilitators (n = 30), in three districts in Zimbabwe. Qualitative data were analyzed thematically and preliminary results were presented in six follow-up focus group discussions with interviewees to provide input on results and interpretation. Peer groups met some of participants' needs for knowledge, social support, and visible improvements in their lives and homes. Participants described generally positive experiences that sustained participation and motivated behavior change. They highlighted group dynamics, interactive facilitation, and community recognition which support the credibility and motivation of group facilitators. Implementation could be improved by strengthening family engagement and more hands-on learning for encouraging participation. Local adaptation of group activities can address influences on behavior change and increase relevance to participants' needs. The perspectives of core stakeholders are essential to understand what aspects of peer groups are most important to implement the approach with quality across contexts. Implementation research and continued monitoring to understand participant perspectives should be an integral part of all programs to ensure the application of adult learning principles and an appropriate balance between fidelity and adaptation for local relevance and engagement.

Relationship between physical exercise and mental health of college students: Chain mediating role of fulfillment of basic psychological needs and peer relationships

Physical exercise plays a key role in improving college students' mental health. This study explored the relationship between physical exercise and the mental health of college students, as well as the mediating roles of fulfillment of basic psychological needs and peer relationships in this relationship. We used the Physical Exercise Scale, Fulfillment of Basic Psychological Needs Scale, Peer Relationship Scale, and Mental Health Scale to measure the physical and mental health of 1,649 college students. The results showed that physical exercise was positively correlated with mental health. Fulfillment of basic psychological needs and peer relationships had both independent mediating effects and chain mediating effects in the relationship between physical exercise and mental health. We explain the relationship between physical exercise and mental health, which has important practical significance for improving the mental health of college students.

Counselling needs of secondary school students during the post-COVID-19 period

This study investigates the counselling needs of secondary school students as they face challenges in the post-pandemic era. It examines six domains of counselling needs: personal development, academic, family, emotional, peer relationships, and career development. A sample of 400 students from four secondary schools was selected using a cluster sampling technique. The study, which employed the quantitative research method, utilised the Secondary School Students' Counselling Needs Assessment Instrument to gather data from the respondents. The analysis revealed a significant gap between students' desired and current needs across all six counselling domains, with personal development emerging as the most required by the students, followed by academic, emotional, career development, peer relationships, and family needs. The study also investigated gender differences in counselling needs, showing that while both male and female students share similar patterns of counselling needs, female students have shown larger gap scores, which indicate gender-specific counselling needs that school counsellors must recognise and address in their intervention strategies. The research findings emphasise the need for school counsellors to develop tailored intervention programmes that specifically address the highlighted needs, providing students with necessary support as they navigate the evolving educational landscape of the post-pandemic era. The study highlights the vital role of responsive counselling services in promoting students' well-being and academic success, ensuring they are equipped to adapt to the new educational and social challenges they face.

Relationship between positive grandparenting styles and adolescent prosocial behavior: A moderated mediation model

In response to China's accelerated aging and revised birth policies, families are increasing choosing intergenerational caregiving owing to the value placed on kinship and also because of practicality. Using a cross-sectional survey of 1,289 participants, we explored the relationship between positive grandparenting styles and adolescent prosocial behavior, and further examined the mediating role of psychological resilience and the moderating role of peer relationships. Findings revealed that positive grandparenting was positively and significantly associated with adolescent prosocial behavior. Further, psychological resilience mediated this link, and peer relationships positively moderated the effect of positive grandparenting on adolescent psychological resilience, consequently amplifying this effect. In addition, stronger peer relationships augmented the indirect effect of positive grandparenting on prosocial behavior via psychological resilience. Our study enhances understanding of how grandparenting style may impact adolescent behavior and offers valuable insight into family upbringing practices within the Chinese societal context.