Peer Relationships In Childhood Research Articles

Childhood Peer Relationships and Dementia Risk in Chinese Older Adults: A Mediation Analysis.

Early-life social experiences significantly influence later-life health, yet the association between childhood peer relationships and dementia, as well as the underlying mechanisms, remains underexplored. This study aimed to investigate this association and the mediating roles of social disengagement and loneliness. Leveraging data from 7574 adults aged ≥ 60 in the China Health and Retirement Longitudinal Study (2011-2018), we employed marginal structural models to assess the associations between childhood peer relationships and dementia risk in later life. Inverse odds ratio weighting was used to examine the mediating roles of formal and informal social disengagement and loneliness. Individuals with deficits in childhood peer relationships had a higher risk of dementia (odds ratio [OR], 1.21; 95% confidence interval [CI], 1.10-1.34) compared with those with more positive experiences. This association was partially mediated by formal social disengagement (proportion mediated, 21.44%; 95% CI, 12.20%-40.94%), loneliness (proportion mediated, 22.00%; 95% CI, 13.42%-33.82%), and their combination with informal social disengagement (proportion mediated, 41.50%; 95% CI, 30.76%-66.07%). Informal social disengagement alone did not show a significant mediating effect. In this cohort study of older Chinese adults, negative childhood peer relationship experiences were associated with an elevated risk of dementia in later life. Formal social disengagement and loneliness partially mediated this association. These findings underscore the importance of fostering positive social relationships in early life and suggest potential psychosocial strategies to mitigate dementia risk in older adults due to childhood peer relationship deficits.

Sibling relationships: Considerations for family therapy

Siblings are frequently overlooked as an essential focus in family‐based interventions with children. And yet, 80–85% of children worldwide have at least one sibling (Campion Barr & Killeron, 2015). Some have suggested that sibling relationships are a prototype for peer relationships in childhood and adulthood. This makes intuitive sense when one considers the arena within which siblings grow and mature together, with the dynamics involving strong attachments, cooperation, and rivalry and conflict. For instance, a positive sibling relationship can provide emotional support and a sense of security, while a negative relationship can lead to increased stress and anxiety.

Childhood and parental characteristics of adults with DSM-5 intermittent explosive disorder compared with healthy and psychiatric controls

BackgroundIntermittent Explosive Disorder (IED) is a disorder primarily of aggression, defined by recurrent behavioral outbursts out of proportion to provocations or stressors. IED first appears in childhood and adolescence. This study examines the underlying childhood environment of those with IED, particularly familial and school-related factors. MethodsAdult participants from a larger study completed diagnostic assessments and a battery of self-report measures. Group assignment was based on the assessment: 1) IED diagnosis; 2) non-IED psychiatric diagnosis; and 3) no significant psychiatric history. Groups were compared on factors of parental demographics, intrafamilial aggression, lifetime syndromal and personality diagnoses, neurodevelopmental and learning difficulties, childhood peer relationships, and juvenile legal issues. ResultsSignificant patterns emerged specific to IED for not being raised by both parents, greater physical aggression to participant, and greater degree of fighting with peers by age ten. LimitationsThe retrospective, and cross-sectional, nature of the study, which prevent the making of causal inferences, and the basic nature of the questions asked of participants which limit a more nuanced interpretation of the data. A further limitation is bias associated with self-reported responses. ConclusionsResults suggest the prevalence childhood adversaries may be linked with IED; the childhood environment of those with IED likely is substantially more tumultuous than individuals with or without other psychiatric disorders.

Peripheral immune correlates of childhood and adolescent peer relationships: A systematic review.

The objective of this review was to comprehensively evaluate the literature investigating associations between peripheral immune correlates and youth peer relationship dimensions. We aimed to identify potential aspects of peer relationships in childhood and adolescence that may be associated with immune profiles and to identify gaps in the field to provide suggestions for future research in this area. We conducted a systematic electronic search in health-related databases from the earliest records to December 2020. Search terms included domains related to youth, immune correlates, and peers. We summarized studies by the time between the peer measurement and the immune outcome. In the 17 included studies, associations between peer dimensions and immune outcomes varied substantially. Peer victimization in youth demonstrated the most consistent negative associations with immune health across development, including within 1week of measurement, 1-3years later, and 10 or more years later. This review indicated that that peer relationships during youth may have important associations with immune processes; however, there are several gaps in the literature regarding the operationalization of peer relationships, the timing of the immune measurement, and the type of immune outcome to be addressed by future research.

Relational Victimization and Telomere Length in Adolescent Girls.

An emerging body of research suggests that telomere length (TL)-a measure of cellular aging-is inversely associated with experiences of childhood stress. Given the salience of peer relationships in childhood and adolescence, we tested whether relational victimization is a unique and specific predictor of salivary TL in girls. Results examining 122 girls (ages 9-15) revealed that greater relational victimization was related to shorter TL but that similar associations were not evident for other measures of social relationships nor accounted for by factors related to depression, life stress, or 5-HTTLPR genotype. The present findings suggest that relational victimization is uniquely associated with TL in adolescence, revealing a link between key aspects of social relationships and biological processes.

School Psychologist’s Interventions to Promote Successful School Re-Entry of Chronically ill Children Aiming at Altering Peers’ Attitudes Towards Them

The aim of this article is to outline school psychologist’s interventions, which might be useful while supporting a chronically, somatically ill child in their re-entry to school, aiming at broadening their peers’ knowledge about the chronic disease and positively changing their attitudes towards the ill child. In the first part, the importance of peer relationships in childhood and adolescence, the relation of their quality to school absences and the positive role of school attendance in the process of adapta-tion to illness and recovery, are presented. Then, the arguments for school psychologist to become an agent of child’s positive school re-entry are provided. A framework of tasks to be performed by psy-chologist in the school setting is outlined. The second part focuses on the interventions which might be useful to meet expectations the environment has towards school psychologist in case of an ill child’s return to school. Among them, negative messages’ delivery, educational workshops design and deli-very, promoting self-advocacy of the child, preventing violence and supporting child’s siblings have been chosen as important areas of actions related to the child’s peers. A selection of suggestions how to deal with these diverse fields of activity has been outlined, basing on re-entry models, as well as on useful directions and interventions to prevent bullying and support children in developing psychoso-cial competences, which are discussed in research reports, metaanalyses and professional literature.

Effects of Early Childhood Peer Relationships on Adolescent Mental Health: A 6- to 8-Year Follow-Up Study in South Korea.

ObjectivePeer relationships are one of the important factors in children's development. The present study examines the relationship between the effects of early peer relationships and adolescent psychological adjustment.MethodsThe first survey took place from 1998 to 2000, and a follow-up assessment obtained data in 2006, as the original participants reached 13–15 years of age. The first assessment used the Korean version of the Child Behavior Checklist (K-CBCL) and simple questions about peer relationships to evaluate the participants. The follow-up assessment administered the Korean Youth Self Report (K-YSR).ResultsChildren's peer relationships have longitudinal effects on mental health and adjustment. Children who had qualitative peer-relation problems were more likely to exhibit internalizing problems as adolescents.ConclusionChildren who have poor peer relationships might become more vulnerable to emotional problems and social adjustment as adolescents.

Social dominance in childhood and its evolutionary underpinnings: why it matters and what we can do.

Bullying is a common and familiar manifestation of power differentials and social hierarchy. Much has been written lately about bullying in schools, in the workplace, and even in the National Football League. Such hierarchies are pervasive in nature. They can be subtly, almost imperceptibly, managed (by glances, gestures, or implicit cultural expectations), brutally enforced (authoritarian rule, vicious attacks, or explicit edicts), or anything in between. These power differentials affect our daily behavior and thought processes, are a large source of our psychosocial stress, and influence our health and well-being. As an evolutionary developmental psychologist focusing on aggression and peer relationships in childhood, I present for this article an evolutionary view to children’s social functioning as it relates to power differentials. First, 3 common errors in thinking about dominance are dispelled. The discussion next focuses on social dominance in childhood, including how humans appear to be prepared to think about and navigate these relationships, how aggression plays a starring role, and the unfortunate costs associated with competitive losses. (Bullying is a case in point.) The more positive side to power is then introduced; namely, the counterintuitive role of prosocial (other-oriented, friendly) behavior. Finally, in closing, some thoughts about remediation are offered. ### Error #1: Because Hierarchies Are Natural (ie, Pervasive in Nature), They Must Be Good In this context, “good” can have at least 2 distinct meanings: “morally correct” or “good for us” (as in bestowing well-being benefits). It is both fallacious and dangerous, however, to equate what is natural with what is good in either sense of the word. There are at least 2 classes of argument, 1 philosophical and 1 practical, which show why this assumption is incorrect. #### The Naturalistic Fallacy The philosophical angle involves the naturalistic fallacy (as compared with appeal to nature); it is fallacious to conclude that simply because something is found in nature, it must also be inherently good. The flipside is also … Address correspondence to Patricia H. Hawley, PhD, 3008 18th St, Box 41071, Lubbock, TX 79409-41071. E-mail: patricia.hawley{at}ttu.edu

In This Issue

In This Issue

Changes in Loneliness during Middle Childhood Predict Risk for Adolescent Suicidality Indirectly through Mental Health Problems

We investigated whether changes in loneliness during middle childhood as well as from middle childhood into adolescence were associated with adolescent self-harm behaviors and suicidal thoughts using a community sample of 889 participants. Multivariate logistic regressions indicate that the relationship between changes in loneliness and suicidality is no longer statistically significant once depression and externalizing behavior problems are included as controls. Follow-up analyses indicate that increases in loneliness indirectly affect self-harm behaviors and suicidal thoughts through depression and externalizing behavior problems. These findings are consistent with other studies on peer relationships and adolescent suicidality, suggesting that experiences with peers indirectly affect risk for suicidality through mental health problems. These findings highlight the importance of considering how experiences in middle childhood peer relationships affect risk for suicide in consecutive developmental periods, particularly adolescence.

Early predictors of school engagement: Exploring the role of peer relationships

AbstractSchool engagement is an important theoretical and practical cornerstone to the promotion of school completion. The current study explores the influences of childhood peer relationships in the third grade predicting school engagement at Grade 5. Participants are among the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (Research Triangle Institute, 2002). Given the importance of evaluating school engagement as a complex developmental process, longitudinal and multi‐informant data were used to account for various child characteristics as well as relationships with parents that may affect school engagement. Results indicate that peer friendship quality, support from friends, and aggressive behavior toward peers all uniquely relate to school engagement. Implications for intervention are discussed. © 2009 Wiley Periodicals, Inc.

Collaboration to Promote Social Competence for Students With Mild Disabilities in the General Classroom

When students are struggling to be successful in the general classroom, collaborative efforts should include planning for academic and social needs. Students with disabilities may display significant social difficulties such as establishing friendships or feelings of isolation and loneliness. Because peer relationships in childhood play a significant role in later-life adjustment, teachers need to create environments that support and promote social competence and acceptance. This article discusses issues around social competence for students with mild disabilities and provides a social support structure as a basis for collaborating with general education teachers to create socially inclusive learning environments and build social competence.

Histories of childhood maltreatment in schizophrenia: Relationships with premorbid functioning, symptomatology, and cognitive deficits

A number of studies have demonstrated an increased rate of histories of childhood maltreatment among adults with serious mental illness. The present investigation documented the presence of childhood maltreatment in a sample of 40 psychiatric inpatients with schizophrenia spectrum disorders. The type (neglect, physical abuse, sexual abuse), duration, and severity of childhood maltreatment was examined along with measures of premorbid functioning, current symptomatology, and cognitive functioning. Participants with histories of maltreatment were significantly more likely to have poorer peer relationships in childhood, more difficulty in school, an earlier age at first hospitalization, more previous hospitalizations, elevated symptoms of anxiety, depression, and suicidality on the Brief Psychiatric Rating Scale (BPRS), and more impaired performance on a task of visual–perceptual organization. Severity and frequency of childhood maltreatment were both positively correlated with hallucinations and delusions on the BPRS. Linear trend analysis indicated a pattern of more severe impairment as the number of types of maltreatment increased. No relationships were found between maltreatment and measures of executive functioning, verbal fluency, or verbal processing speed. A history of childhood maltreatment appears to be a significant determinant of premorbid functioning, illness-related symptom expression, and specific forms of cognitive dysfunction.

Peer relationships in adolescents experiencing a first episode of psychosis

Background: Psychosis is most likely to occur during adolescence. This transition period is characterized by individuals becoming less reliant on family members, and more reliant on peers, for development and support. Little is understood about the specific nature of peer relationships in young people experiencing psychosis. Method: Twelve participants were interviewed about their peer experiences using a semi-structured interview schedule. Grounded theory was used to develop a "lifespan" model of peer relationships in childhood, and during early and later adolescence. Results: Family adversity and a mixture of positive and negative peer relationships emerged across the lifespan. There was, however, a bias towards more negative relationships. Three stages of development were identified. Conclusions: Early intervention programmes aimed at increasing resilience may enable young people to manage negative peer relationships in childhood and adolescence. Furthermore, mental health services may develop interventions aimed at maintaining and developing peer relationships in those recovering from a first episode of psychosis. Declaration of Interest: None

Childhood peer relationships: social acceptance, friendships, and peer networks

This review addresses several areas of contemporary research in children's peer relationships during the elementary and middle school years, with primary foci on children's peer acceptance, the ability to make and maintain friendships, and their participation in larger peer networks. Particular attention is given to research examining the major developments and individual differences in each of these components of children's peer relations, how these different aspects of peer functioning relate to one another, and how they contribute to development more generally, including school adjustment and achievement. Finally, it is argued that children's psychosocial development may be best informed by an integration of these somewhat independent research traditions.

Childhood peer relationships in context

Childhood peer relationships in context

An 18-Year Model of Family and Peer Effects on Adolescent Drug Use and Delinquency

The interrelationship of family and peer experiences in predicting adolescent problem behaviors was examined in an 18-year longitudinal sample of adolescents (N = 198) from conventional and nonconventional families. Positive associations among early childhood predictors and adolescent problem behaviors were consistent with problem behavior theory. The most powerful predictors of teen drug use and delinquent behaviors were similar behaviors by peers. Peer behaviors, however, were in turn predicted by earlier family-related variables and the quality of peer relationships in childhood. This study provides supporting evidence that strong peer effects in adolescence reflect even earlier processes in childhood and highlight the importance of linkages from early childhood experiences in family and peer contexts to the development of problem behaviors in adolescence. Implications for prevention and intervention programs are discussed.

Childhood Peer Relationship Problems and Later Risks of Educational Under‐achievement and Unemployment

This paper examines relations between the extent of children's peer relationship problems at age 9 and their later risks of educational under-achievement and unemployment by the age of 18 years. Results showed that children with high rates of early peer relationship problems were at increased risk of under-achievement and unemployment when compared with children with low rates of early peer relationship problems. These elevated educational and occupational risks were explained by two processes. First, associations between early peer difficulties and later disadvantage were in part noncausal, and arose because of the personal characteristics (IQ and attentional problems) and social backgrounds (socioeconomic adversity, exposure to parental change, and punitive parent-child interaction) of children with early peer problems. Second, problematic peer relations during childhood appeared to place young people at increased risk of a range of adolescent interpersonal and school-related difficulties, including weaker peer attachments, interpersonal problems with teachers, school truancy, suspension, and early school leaving. In turn, these experiences and behaviours served to reduce the educational and employment opportunities of children with early peer problems. Results highlight the importance of childhood peer relationships for academic and occupational success.

Personality, deviance and peer relationships in childhood and adolescence

Personality, deviance and peer relationships in childhood and adolescence

Sibling and peer relationships in childhood.

Sibling and peer relationships in childhood.