Children's Peer Relations Research Articles

Peer Relations in Children with Cochlear Implants

Peer Relations in Children with Cochlear Implants

Generalization of an Early Intervention for Inhibited Preschoolers to the Classroom Setting

Considerable evidence has accumulated supporting transactional influences between early childhood behavioral inhibition (BI), parent-child and child-peer relationships, and the development of anxiety disorders in adolescence and adulthood. Drawing from this literature, the Turtle Program was designed to treat children high in BI by intervening at the level of both parents and peers. In this pilot study, we sought to determine whether benefits of participating in the Turtle Program extended to children's classrooms in the form of increased positive social interactions with peers. Forty inhibited children (42-60 months) and their parent(s) were randomized to either the Turtle Program (n = 18) or a waitlist control group (WLC; n = 22). The Turtle Program involved 8 weeks of concurrent parent and child treatment. Trained research assistants, blind to treatment condition, coded participants' social interactions with peers during free play at each child's preschool at the beginning and end of treatment. Teachers unaware of group assignment also provided reports of social behaviors at these time points. Reliable change index scores revealed that both Turtle Program and WLC participants experienced relatively high rates of reliable increases in observed peer play interactions from pre- to post-treatment (73.3% and 42.1% respectively). Additionally, Turtle Program participants experienced high rates of reliable increase in observed initiations to peers (73.3%) as well as a moderate degree of reliable decrease in teacher-reported displays of fear/anxiety (33.3%). These data provide preliminary, but promising, evidence that increases in children's social behaviors as a result of participation in the Turtle Program generalize to their preschool classrooms.

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.

Classroom social experiences in early elementary school relate to diurnal cortisol levels

Social stress has been linked to altered hypothalamic-pituitary-adrenocorticol (HPA) axis activation. During elementary school, children can become exposed to negative peer relations, such as poor appraisal among classroom peers, which is considered a social stressor. However, little is known about the association between classroom peer appraisal and the physiological stress system in children. The goal of this study was to examine the association of peer acceptance and peer non-acceptance with diurnal cortisol concentrations in 222 children from 20 mainstream elementary schools (Mage = 6.97 years, SD = 0.99, 55% boys) in the Netherlands. Saliva samples were collected at awakening, 30 min post-awakening, at noon and at 8 pm during a weekend day. From these assessments, the Cortisol Awakening Response (CAR), diurnal cortisol concentration (AUCg) and diurnal cortisol slope were calculated. Peer nominations of peer acceptance (being liked), and peer non-acceptance (being disliked) were collected across a one year interval. Associations were controlled for peer victimization, age, sex and SES and children’s levels of emotional problems and behavioural problems. Results showed that low peer acceptance was associated with heightened diurnal cortisol concentration (i.e., heightened AUGg), lower cortisol reductions across the day (i.e., less decreasing cortisol slope) and heightened cortisol awakening response (i.e., heightened CAR). Peer non-acceptance and the interaction between peer acceptance and peer non-acceptance (known as peer rejection) were not associated with AUCg, cortisol slope or the CAR. The findings emphasize the association between poor appraisal among classroom peers and children’s heightened HPA-axis activation. This underscores the importance of the physiological stress system in studying the consequences of negative peer relations in children.

Trans and gender-nonconforming children and their caregivers: Gender presentations, peer relations, and well-being at baseline.

This study, involving a community-based sample of 45 predominantly white primary caregivers of 45 trans and gender-nonconforming (TGNC) children between 6 and 12 years of age, provides descriptive data on children's gender presentations, peer relations, and well-being. Most (n = 31; 69%) of the children were cross-gender identified (CGI). That is, 17 of 28 children assigned male at birth explicitly and consistently identified as girls, and 14 of 17 children assigned female at birth explicitly and consistently identified as boys. The 14 remaining children appeared to have nonbinary gender identities (e.g., "boy-girl") or to identify with the sex and gender they were assigned at birth but were gender-nonconforming, or their gender identities were uncertain. This subgroup was labeled non-CGI. Most of the children were in the normal range for internalizing (64%), externalizing (67%), and total behavior problems (62%), yet a sizable minority were in the borderline-clinical/clinical range for these symptoms. Children in the CGI group had fewer internalizing and total problems than children in the non-CGI group. Child's degree of gender conformity, caregiver's level of anxiety, and child's peer relations were correlated with children's well-being; children in the CGI group were reported to have better peer relations than children in the non-CGI group. Caregivers' rates of depression and anxiety appeared to be similar to normative samples, although anxiety may have been slightly elevated. Findings from this study add to a small but growing body of literature that documents the well-being of TGNC children growing up in supportive and affirming familial environments. (PsycINFO Database Record

그림책의 협동 요소 분석과 협동활동에서 나타난 또래관계의 양상: 협동 주제 그림책을 중심으로

그림책의 협동 요소 분석과 협동활동에서 나타난 또래관계의 양상: 협동 주제 그림책을 중심으로

The Effects of Brain Education based Character Development Program on Children's Emotion Regulation and Peer Relationship

The Effects of Brain Education based Character Development Program on Children's Emotion Regulation and Peer Relationship

어머니의 사회적지지 인식, 부부관계, 자아인식 및 양육행동과 유아의 또래관계 간 구조적 관계 분석

어머니의 사회적지지 인식, 부부관계, 자아인식 및 양육행동과 유아의 또래관계 간 구조적 관계 분석

Effects of Parental Monitoring and Peer Recognition on Children's Peer Relationship

Effects of Parental Monitoring and Peer Recognition on Children's Peer Relationship

A group randomized controlled trial evaluating parent involvement in whole-school actions to reduce bullying

ABSTRACTParents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying.

Preliminary Validation of the PROMIS Parent-Proxy Peer Relationships Measure in Children with Autism Spectrum Disorder: A DBPNet Study.

To evaluate the content and construct validity of the existing PROMIS Pediatric Parent-Proxy Peer Relationships Measure in 5- to 12-year-old children with autism spectrum disorder (ASD). Parents of 121 children aged 5 to 12 years who met DSM-IV criteria for ASD completed the Peer Relationships Measure using computerized adaptive testing (CAT). Parents also completed the Social Responsiveness Scale, Second Edition (SRS-2) and a demographic form. Intelligence quotient test results were extracted from clinical or research records. Five parents participated in semi-structured interviews about their child's peer relationships and the item content on the Peer Relationships Measure. The children in the sample were primarily male (87%). The sample was racially and ethnically diverse, and parents were predominantly highly educated. The mean T-score (SD) on the Peer Relationships Measure was 36 (8), with a range from 15 to 62. For 98% of subjects, the CAT required administration of 5 items to reach a standard error of measurement of less than 4 T-score units. The Peer Relationships Measure demonstrated a large correlation with the SRS-2 (r = -0.60, p < .0001). In semi-structured interviews, parents reported that the items on the Peer Relationships Measure were relevant to the peer relationships of their child with ASD, but they reported a few challenges related to variability in their children's peer relationships over time and to somewhat limited knowledge of relationships in school. The PROMIS Pediatric Parent-Proxy Peer Relationships Measure may be an efficient, precise, and valid measure of peer relationships for 5- to 12-year-old children with ASD.

Processes and conditions underlying the link between shyness and school adjustment among Turkish children

This study examined the underlying processes and conditions that contribute to the school adjustment of shy children in Turkey, where children's interpersonal relationships in social settings and academic achievement are highly emphasized. First, we examined the unique mediating roles of children's feelings of social anxiety, depressive symptoms, and loneliness in the associations between shyness and indices of school outcomes (academic achievement and school liking/avoidance). Second, we explored the moderating role of children's peer acceptance in these associations. Fourth- and fifth-grade children (N=599; Mage = 10.11years, SD=0.65; 48% girls) provided information on shyness, social anxiety, depressive symptoms, loneliness, and school liking/avoidance. Head teachers in each classroom reported on students' academic performance. The peer nomination method was used to assess children's peer relationships. Results revealed that when children displayed shy behaviours, they reported more depressive symptoms that were, in turn, associated with poorer academic performance, less school liking, and higher school avoidance. Moreover, shyness negatively predicted school liking at low levels of peer acceptance, suggesting that difficulties in peer relationships increased shy children's risk of school dissatisfaction. Overall, our findings support the importance of the interpersonal relationship context for children's adjustment within the Turkish cultural context. Statement of contribution What is already known on this subject? Shy children have difficulties initiating and maintaining social interactions, which put them at risk for a wide range of socio-emotional difficulties. Shy children have poor academic performance and experience school adjustment difficulties in North America. What does this study add? Shyness is an important risk factor for poorer academic performance and adjustment among children in Turkey. The association between shyness and difficulties at school is explained by children's experience of depressive symptoms. Difficulties with peer relationships increase shy children's risk of school dissatisfaction.

Adana’da Suça Sürüklenen Çocukların Sosyodemografik Özellikleri

Giriş: Çocukları suça sürükleyen çeşitli risk faktörleri bulunmaktadır. Çocuğun ergenlik döneminde yaşadığı bireysel ve ailevi zorluklar, yoğun ve kontrolsüz gerçekleşen göçlerin çocuk ve aile üzerindeki olumsuz etkileri, çocuğun uygun olmayan akran ilişkileri, çocuğun ve ailesinin düşük sosyo-ekonomik-kültürel durumu ve eğitimsizliği, çocuğun alkol ve/veya uyuşturucu madde kullanımı bu faktörlerden bazılarıdır.Bu çalışmada; suça sürüklenen çocukların sosyo-demografik verileri, ailesel özellikleri, işledikleri suçların türü, suç işleme yaşları ve suçu tek başına mı yoksa birden fazla kişinin katılımıyla mı işledikleri, bulundukları bölgeye göçle gelip gelmeme durumları istatiksel verilerle ortaya konulmuştur. Materyal ve Metod: Ocak 2004 tarihinden itibaren Adana Adliyesi 1, 2 ve 3 nolu Çocuk Mahkeme’lerine suç işlediği iddiasıyla gelen/getirilen ve İl Milli Eğitim Müdürlüğüne Mahkeme kararıyla alınan tedbirler nedeniyle gönderilen/başvuran 0-18 yaş arasındaki çocuklara ait veriler (mahkeme kararlarından ve mahkeme kararıyla istenen Sosyal İnceleme Raporlarında (SİR) yer alan bilgiler) retrospektif olarak değerlendirilmiştir. Bulgular: Çalışmamızda yer alan 258 çocuktan 225’i erkek (%87.2), 33’ü (%12.8) kız olup suça sürüklenen bu çocukların yaş ortalaması 13 yaş 4 ay ±2.20 (min: 5 yaş 8 ay, max:17 yaş 9 ay)’dır. Çocukların %45’i mal varlığına karşı, %23.3’ü hayata karşı, %3’ü ise terör suçlarını işlemişlerdir. Çocuklardan % 27.5’i ise küçük yaşta sokakta çalışma dolayısıyla koruma altına alınmıştır. Suça sürüklenen çocukların işledikleri suç türü ile çocukların ailesinin o bölgeye göçle gelip gelmeme durumu arasında anlamlı bir ilişki bulunmuştur (p=0.028). Tartışma ve Sonuç :Çalışmamızda, çocuk suçluluğuna doğrudan ya da dolaylı etkisi olabileceğini düşündüğümüz sosyo-demografik özellikler ortaya konulmaya çalışılmıştır. Ülkemizde çocuk koruma kanunu kapsamında suça sürüklenen çocuklar için koruyucu ve destekleyici tedbirler alınabilmektedir. Çocuk suçluluğunun nedenleri, önleme yolları ve suça sürüklenen çocukların yeniden topluma kazandırılma çalışmaları tüm toplumlar için öncelikli konulardandır. Sonuç olarak, çocuğun suça sürüklenmesinin önlenebilmesi için aile, okul, toplum ve çocuğa ait risk faktörlerinin belirlenmesi ve bunlara yönelik çözümlerin üretilmesi gerekmektedir.Anahtar kelimeler: suça sürüklenen çocuklar; risk faktörleri; epidemiyoloji; sosyo demografik özelikleri

Interactions between Callous Unemotional Behaviors and Executive Function in Early Childhood Predict later Aggression and Lower Peer-liking in Late-childhood.

Callous unemotional (CU) behaviors are linked to aggression, behavior problems, and difficulties in peer relationships in children and adolescents. However, few studies have examined whether early childhood CU behaviors predict aggression or peer-rejection during late-childhood or potential moderation of this relationship by executive function. The current study examined whether the interaction of CU behaviors and executive function in early childhood predicted different forms of aggression in late-childhood, including proactive, reactive, and relational aggression, as well as how much children were liked by their peers. Data from cross-informant reports and multiple observational tasks were collected from a high-risk sample (N=240; female=118) at ages 3 and 10years old. Parent reports of CU behaviors at age 3 predicted teacher reports of reactive, proactive, and relational aggression, as well as lower peer-liking at age 10. Moderation analysis showed that specifically at high levels of CU behaviors and low levels of observed executive function, children were reported by teachers as showing greater reactive and proactive aggression, and were less-liked by peers. Findings demonstrate that early childhood CU behaviors and executive function have unique main and interactive effects on both later aggression and lower peer-liking even when taking into account stability in behavior problems over time. By elucidating how CU behaviors and deficits in executive function potentiate each other during early childhood, we can better characterize the emergence of severe and persistent behavior and interpersonal difficulties across development.

Teacher ratings of resilience and peer relationships of preschoolers whose fathers died unexpectedly

ABSTRACTThis study endeavors to compare resilience and peer relationships of children who lost their fathers in a major mining accident in Soma with those who did not. Teachers rated 51 preschoolers whose fathers died, and 53 preschoolers whose fathers were alive. On the negative side, bereaved children had lower resilience and higher exclusion; on the positive side, bereaved children had lower peer victimization and higher prosocial behavior. Death of fathers is associated with lower resilience and more exclusion among young children, but others treat them better as well.

Meeting the educational and social needs of children with language impairment or autism spectrum disorder: the parents' perspectives.

There is increasing interest in examining the perspectives of parents of children with special educational needs (SEN). Exploring the view of parents of a child with language impairment (LI) or autism spectrum disorder (ASD) is particularly important because of their high prevalence, at over 30% of children with SEN in England, and the increasing evidence of overlapping profiles of their needs. To examine the similarities and differences between the perspectives of parents of children with LI or ASD on three issues: (1) their child's educational progress, and their behavioural, emotional and social development; (2) the provision made to support their child's education and meet their SEN; and (3) their own involvement in decision-making about provision for their child. The parents of 129 children with LI (n = 76) or ASD (n = 53) were interviewed using a semi-structured protocol that gathered both quantitative data (parent ratings) and qualitative, in-depth explorations of their perspectives. There were no significant differences between the perspectives of parents of children with LI and parents of children with ASD with respect to their child's educational progress; the provision made to meet their child's educational needs; or their involvement in decision-making during the statutory assessment procedure, including the determination of a statement of SEN, and the current provision made by their child's school. Both parent groups were generally positive about these but parents of children with ASD were more concerned about their child's peer relationships. Parents whose child attended a mainstream school with a specialist resource tended to be more positive about the provision made than parents whose child was included individually into a mainstream school. Although previous research indicates that parents of children with ASD are overrepresented among those who express dissatisfaction with the provision made to meet their child's needs, this study indicates high levels of satisfaction and overlap between the perspectives of parents of children with LI or ASD regarding their child's educational progress and their own involvement in decision-making about the child's provision. The findings indicate the importance for policy and practice of focusing on identified needs rather than diagnostic category; and the importance of practitioners and administrators engaging meaningfully with parents in collaborative decision-making.

A Person‐Oriented Analysis of Social Withdrawal in Chinese Children

AbstractThe goal of this study was to compare the socio‐emotional and academic adjustment of different subtypes of socially withdrawn (shy, unsociable, avoidant) school‐age children in mainland China. Participants were N = 1344 children ages 10–12 years from public elementary schools in Shanghai, People's Republic of China. Multi‐source assessment included: child self‐reports of social withdrawal subtypes and internalizing difficulties (e.g., depression, social anxiety); peer nominations of children's peer relations (e.g., peer victimization, peer preference); and teacher ratings of children's school adjustment (e.g., academic success, internalizing problems). Results from person‐oriented analyses indicated that socially avoidant (i.e., shy‐unsociable) children reported the most pervasive internalizing difficulties compared to other groups. However, in contrast to findings among Western samples, unsociable children were as likely to have peer and academic difficulties as their shy and socially avoidant peers. Findings are discussed in terms of the implications of different subtypes of social withdrawal among children in collectivistic societies such as China.

Good Friendships among Children: A Theoretical and Empirical Investigation

AbstractEthical dimensions of friendship have rarely been explicitly addressed as aspects of friendship quality in studies of children's peer relationships. This study identifies aspects of moral virtue significant for friendship, as a basis for empirically investigating the role of ethical qualities in children's friendship assessments and aspirations. We introduce a eudaimonic conception of friendship quality, identify aspects of moral virtue foundational to such quality, review and contest some grounds on which children have been regarded as not mature enough to have friendships that require virtue, and report a qualitative study of the friendship assessments and aspirations of children aged nine and ten (n = 83). In focus group sessions conducted in ten schools across Great Britain, moral qualities figured prominently in children's assessments of friendship quality. The findings provide evidence of children having friendships exhibiting mutual respect, support, and valuing of each other's good character.

Development of the Friendships and Social Skills Test (FASST): A Parent Report Measure

This paper describes the initial development of the Friendships and Social Skills Test (FASST), a clinically oriented 25-item parent report measure of child peer relationships and social skills in a community (N = 423) and clinical sample (N = 159) of elementary school age children. Confirmatory factor analyses supported five factors measuring pro-social skills, negative peer directed behavior, friendship interactions, peer victimization, and the level of concern expressed about a child’s social functioning. Internal consistency and test–retest reliability of the FASST factors predominately ranged from moderate to very good. Validity was supported through higher scores in at-risk and clinical groups compared to children in the community and through correlations with an existing measure of social skills and emotional and behavioral functioning. Cross-informant validity was supported by correlations with teacher-report. Moreover, the scales measuring negative social behaviors and pro-social skills predicted changes in peer victimization and concern expressed about the child over a 1-year duration. By assessing positive and negative aspects of peer-directed behaviors and relationships the FASST has the potential to facilitate the identification and treatment of childhood social deficits in mental health settings.

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.