Poor Peer Relationships Research Articles

Parenting Practices, Children’s Peer Relationships and Being Bullied at School

Being bullied at school has serious mental health consequences for children. Whole school interventions have made only modest reductions in bullying. Particular parenting behaviors have been associated with an increased likelihood of individual children being targeting for bullying at school. There is also evidence that parenting impacts on the development of child social competence, emotional control and friendships, which have all been found to affect a child’s risk of being targeted for bullying. This study explores the relationship between facilitative parenting (defined as parenting which supports the development of children’s social skills and relationships with peers), children’s peer relationships, and being bullied at school. We examine whether facilitative parenting and a child’s social relationships with peers discriminate between children who are bullied at school or not bullied, according to teachers. 215 children aged 5–12 years and their parents completed measures of children’s social behavior and peer relationships and facilitative parenting. The results showed that facilitative parenting discriminated between children who were bullied or not by peers. Bullied children had poorer peer relationships and endorsed more reactive aggression in response to hypothetical situations of peer provocation than their non-bullied peers. We discuss the implications for the development and trialing of family interventions for children bullied by peers.

Incorporating Discussion of Sibling Violence in the Curriculum of Parent Intervention Programs for Child Abuse and Neglect

Physical and emotional violence among siblings is one aspect of family dynamics that is often overlooked by practitioners working with children and families receiving services for abuse and neglect. One reason for this may be the limited attention that violence between siblings has received in comparison with other forms of family violence. Button and Gealt (2010) noted the need for more research in this area as well as increased efforts to prevent this form of family violence. One national study identified sibling violence as the most common form of family violence (Straus, Gelles, & Steinmetz, 1980); others have concluded that sibling conflict is rather typical, stating that it occurs daily for approximately 50 percent of young children (Dunn & Kendrick, 1982). The effects of sibling violence can lead to poor peer relations and behavioral problems (Stormshak, Bellanti, & Bierman, 1996); depression and anxiety (Duncan, 1999); and continued self-blame, depression, substance abuse, eating disorders, interpersonal relationship problems, and posttraumatic stress disorder (PTSD) (Wiehe, 1997). Sibling violence has also been associated with the occurrence of peer bullying (Ensor, Marks, Jacobs, & Hughes, 2010; Finkelhor, Tumer, & Ormrod, 2006), suggesting that this form of family violence may have indirect implications for the health of others outside the family. However, these findings seem to have had limited inclusion in intervention programs serving children and families. This article seeks to draw attention to this often overlooked family dynamic and to recommend ways to integrate this content into parenting intervention programs. Following a brief overview of some of the factors often associated with psychological and physical abuse, findings from interviews with five practitioners who conduct parenting intervention groups are summarized. Recommendations are provided for how practitioners could bring greater attention to sibling violence in their parent intervention programs. OVERVIEW OF THE PROBLEM Mental health has been described as indispensable to personal well-being, family and interpersonal relationships, and contribution to community or society (U.S. Department of Health and Human Services, 1999, p. 4). Physical abuse is associated with such psychiatric disorders as PTSD, conduct disorder, attention-deficit/hyperactivity disorder (Famularo, Kinscherff, & Fenton, 1992), depression (Kolko, 2002), aggression and anxiety (Azar & Wolfe, 1998), and impaired social functioning with peers (Salzinger, Feldman, Hammer, & Rosario, 1993). Psychological maltreatment, which includes verbal abuse and threats, is associated with depression, conduct disorder, and delinquency (Kazdin, Moser, Colbus, & Bell, 1985) and can impair social and cognitive functioning in children (Smetana & Kelly, 1989). Research has also linked parental verbal aggression and children's psychosocial problems (Moore & Pepler, 2006), even when no physical abuse is present. Children who are abused often lack resources to manage their own frustration, stress, and anger. This lack of self-control may result in their venting their anger on others. Longer term effects include the potential for children who have been abused to repeat the abuse and neglect in the future with their own children. Child neglect has been associated with academic problems, aggression, and low self-esteem (Erickson & Egeland, 2002) as well as anxious and inattentive behaviors at school (Corcoran, 2000). The fact that child well-being improves when parental maltreatment is reduced speaks to both the importance of resilience and the need for family intervention (Christoffersen & DePanfillis, 2009). Parent intervention programs are one way to decrease or eliminate child maltreatment and enhance parenting skills to improve family health and functioning. Parenting Intervention Programs Parent education is commonly used in child welfare (Barth et al. …

1857 – Peer relationships and adolescents mental health: finding from the seyle project in italy

Introduction Peer relationships play a critical role in the development of adolescents, not only for the acquisition of social skills but also for the sense of personal identity and competence. Thus the quality of peer relationships influences actual and future mental health of the adolescent. Objectives SEYLE (Saving and Empowering Young Lives in Europe) is a randomized controlled trial, funded by the EU, evaluating interventions for mental health promotion and suicide prevention. The study comprised 12,395 high-school students from 11 European countries. Aims We investigated the differences on psychological problems between students with poor and good peer relationships. Methods 1,195 adolescents (mean age 15.3 ± 0.6; 68% females) from the Molise region constituted the Italian sample. Adolescents were identified as with poor peer relationships if they never or just sometimes get along with people of their age, feel that peers like having them in the group and feel that peers were kind and helpful. Psychometric measures were used to assess mental health problems such as depression (Beck Depression Inventory II), anxiety (Zung Self-Assessment Anxiety Scale), well-being (WHO-5) and suicidal ideation (Paykel Suicide Scale). Results Adolescents who reported poor peer relationships scored significantly higher (p Conclusions Particularly in adolescence peer relationships may influence psychological well-being and vice versa mental health influences the openness to the others. So promoting mental health and contemporary improve social skills could lead adolescents to a better life.

PROTOCOL: Psychosocial Interventions for School Refusal Behavior With Elementary and Secondary School Students

PROTOCOL: Psychosocial Interventions for School Refusal Behavior With Elementary and Secondary School Students

Self-perception in a clinical sample of gender variant children

Gender variance (GV) in childhood has a negative impact on the self-concept of children in the general population and can lead to mental health problems and even suicidal ideation in adulthood. This study explored the self-concept of clinically referred gender variant children and examined potential risk factors. The Self-Perception Profile for Children was administered to 147 children, who were referred to a gender identity clinic. Their parents completed the Child Behaviour Checklist and the Gender Identity Questionnaire to assess the degree of GV. The referred children were at risk of developing a negative self-concept; more specifically gender variant girls had low scores on 'global self-worth', 'physical appearance' and 'behavioural conduct' compared to Dutch norms for girls. Gender variant boys had low scores on 'global self-worth', 'scholastic competence', 'athletic competence' and 'physical appearance' compared to Dutch norms for boys. Within the group of referred children, sex differences, but no age effects, were found. The referred girls felt more competent than the referred boys on 'athletic competence' and 'scholastic functioning'. For both boys and girls poor peer relations had a significant negative relationship with self-concept and more GV was related to a lower global self-worth. Clinically referred gender variant children seemed vulnerable to developing a negative self-concept. Poor peer relations and extreme GV might be mediating variables. Interventions might focus on enhancing acceptance of the environment and improving social skills of gender variant children.

Organized Sports Participation in Children With and Without ADHD: the Roles of Self-Perceived Peer Relations and Physical Abilities

Objective Attention-deficit/hyperactivity disorder (ADHD) is characterized by impairing symptoms of inattention and/or hyperactivity and previous literature reported that children with ADHD have poor peer relationships and motor impairment which may lead to decreased participation in organized sports. The primary research aim of this study is to explore the direct and indirect effects that ADHD diagnosis, self-concept of peer relations, and self-concept of physical abilities have on sports participation. Patients and methods Preliminary data from the South Carolina Project to Learn about ADHD in Youth (SCPLAY) was employed to investigate peer relations and physical abilities as mediators of the association between ADHD and sport participation. Three hundred and thirty children reported their level of organized sports participation using a Health Risk Behavior Survey derived from the CDC's Youth Risk Behavior Survey. Regression and path analysis was utilized to determine significant associations and investigate mediation. Results A higher percentage of males (68.7%) were diagnosed with ADHD and a higher proportion of participants classified themselves as non-Hispanic White (56%). Polytomous logistic regression revealed that an ADHD diagnosis was related to never participating in sports (OR=5.1; 95%CI 1.19, 21.68) and to low sports participation (OR=2.9; 95%CI 0.99, 8.18). Path analysis revealed peer relations and physical abilities were directly related to sports participation, with corresponding coefficients of -0.02 (p-value=0.04) and 0.04 (p-value Conclusion ADHD diagnosis is related to decrease sports participation. This study also concludes that the direct effects of peer relations and physical abilities on sports participation are significant.

Demographics, Behavior Problems, and Psychosexual Characteristics of Adolescents with Gender Identity Disorder or Transvestic Fetishism

This study provided a descriptive and quantitative comparative analysis of data from an assessment protocol for adolescents referred clinically for gender identity disorder (n = 192; 105 boys, 87 girls) or transvestic fetishism (n = 137, all boys). The protocol included information on demographics, behavior problems, and psychosexual measures. Gender identity disorder and transvestic fetishism youth had high rates of general behavior problems and poor peer relations. On the psychosexual measures, gender identity disorder patients had considerably greater cross-gender behavior and gender dysphoria than did transvestic fetishism youth and other control youth. Male gender identity disorder patients classified as having a nonhomosexual sexual orientation (in relation to birth sex) reported more indicators of transvestic fetishism than did male gender identity disorder patients classified as having a homosexual sexual orientation (in relation to birth sex). The percentage of transvestic fetishism youth and male gender identity disorder patients with a nonhomosexual sexual orientation self-reported similar degrees of behaviors pertaining to transvestic fetishism. Last, male and female gender identity disorder patients with a homosexual sexual orientation had more recalled cross-gender behavior during childhood and more concurrent cross-gender behavior and gender dysphoria than did patients with a nonhomosexual sexual orientation. The authors discuss the clinical utility of their assessment protocol.

Predicting Juvenile Offending

In this study, the authors compared logistic regression and predictive data mining techniques such as decision trees (DTs), artificial neural networks (ANNs), and support vector machines (SVMs), and examined these methods on whether they could discriminate between adolescents who were charged or not charged for initial juvenile offending in a large Asian sample. Results were validated and tested in independent samples with logistic regression and DT, ANN, and SVM classifiers achieving accuracy rates of 95% and above. Findings from receiver operating characteristic analyses also supported these results. In addition, the authors examined distinct patterns of occurrences within and across classifiers. Proactive aggression and teacher-rated conflict consistently emerged as risk factors across validation and testing data sets of DT and ANN classifiers, and logistic regression. Reactive aggression, narcissistic exploitativeness, being male, and coming from a nonintact family were risk factors that emerged in one or more of these data sets across classifiers, while anxiety and poor peer relationships failed to emerge as predictors.

Cognitive behavioural therapy for violent behaviour in children and adolescents: A meta-analysis

Aggressive behaviours often co-occur with other emotional, behavioural, academic, and social relationship problems. During adolescence, these children often exhibit increased rates of school dropout, depression, juvenile delinquency, substance abuse, and poor peer relationships. Some definitions focus on aggression as an emotion; according to this framework, aggressive behaviours stem from anger. Other definitions emphasise the motivational aspect of aggression, wherein intentions are thought to indicate the behavioural characteristics. Cognitive–behavioural therapy (CBT) is one of the most extensively researched forms of psychotherapy. This paper aims to review the literature on the use of CBT for treating children and adolescents who demonstrate high levels of violence. Studies were searched for using several methods. First, we used large database of literature on psychological treatments of violence in general. Studies were traced by means of several methods. A large database of 240 papers on the psychological treatment of aggression and violence in general were used. This database was developed through a comprehensive literature search (from 1997 to March 2009) in which we examined abstracts in ERIC (19 abstracts), Psycinfo (30), and Medline (23). Keywords used in computer searches were: Aggression, Violence, CBT, cognitive–behavioural therapy, cognitive therapy, behaviour therapy, and behavioural activation. The options were used in computer searches so that all relevant topics within the broader categories were searched as well. Six studies met the inclusion criteria, all of which indicated beneficial results of using CBT. A meta-analysis suggested an effect size of − 0.094 for reduced violence as a result of CBT treatment; this is considered to be a medium effect. The differential effects of cognitive–behavioural therapy and affective education were variable, although they were also generally in the medium range. In this meta-analytic study, CBT treatment proved less effective in reducing aggressive behaviour. This review tentatively suggests potential for using CBT to reduce violence in children and adolescents. However, there is only a small body of research exploring this relationship at present. Further research is needed before any solid conclusions can be drawn.

A Nationally Representative Study of the Association Between Communication Impairment at 4–5 Years and Children’s Life Activities at 7–9 Years

To examine the longitudinal association between communication impairment (primary or secondary diagnosis) and children's Activities and Participation (International Classification of Functioning, Disability and Health--Children and Youth [ICF-CY]; World Health Organization [WHO], 2007). Participants were 4,329 children in the Longitudinal Study of Australian Children (LSAC; Australian Institute of Family Studies [AIFS], 2009): 1,041 (24.0%) of these children were identified with communication impairment at 4-5 years of age, and 3,288 (76.0%) of these children were not identified with a communication impairment. At age 7-9 years, Activities and Participation (WHO, 2007) outcomes across 5 ICF-CY domains were provided by (a) teachers (Academic Rating Scales [National Center for Education Statistics (NCES), 2002], Approach to Learning Scale [Gresham & Elliott, 1990], School Progress Scale (AIFS, 2009), Strengths and Difficulties Questionnaire [SDQ; Goodman, 1997], and Student-Teacher Relationship Scale [Pianta, 2001]); (b) parents (School-Age Inventory of Temperament [McClowry, 1995] and SDQ); (c) children (Marsh Self-Description Questionnaire-III [Marsh, 1992], School Liking [Ladd & Price, 1987], and Bullying [Kochenderfer & Ladd, 1997]); and (d) child assessment (Peabody Picture Vocabulary Test--III: Adapted; Rothman, 2003). Children identified with communication impairment at age 4-5 years performed significantly poorer at age 7-9 years on all outcomes. Parents and teachers reported slower progression in reading, writing, and overall school achievement than peers. Children reported more bullying, poorer peer relationships, and less enjoyment of school than did their peers. Analyses of covariance tests confirmed significant associations between communication impairment and outcomes, over and above the effects of sex, age, Indigenous status, and socioeconomic status. Consideration of the breadth and longevity of Activities and Participation outcomes reveals the potential extent and severity of communication impairment and directs future research and practice.

Adolescent Cancer Survivors: Identity Paradox and the Need to Belong

Adolescent cancer survivors face psychological effects that can include isolation, poor peer relations, anxiety, depression, and fear of recurrence, which can increase their risk for psychological late effects and poor health posttreatment. The purpose of this exploratory analysis was to understand the experiences of adolescent cancer survivors, with a particular focus on identity, health promotion, and meaning making. In-depth interviews were conducted with 12 adolescent cancer survivors. Constant comparative analysis was used to identify core themes from the data. Findings revealed that adolescent survivors might experience an identity paradox when making the transition to "survivor," which can contribute to their sense of isolation and risk of health-detracting behaviors. Health promotion, prevention, and supportive programs need to be developed for health care professionals to address the isolation and identity transition needs of adolescent cancer survivors.

Participation, self-concept and motor performance of boys with developmental coordination disorder: A classification and regression tree analysis approach

Identification of relationships between participation, psycho-social adjustment and motor performance factors in boys with developmental coordination (DCD) using a classification and regression tree approach to determine patterns of potential vulnerability. A quantitative cross-sectional design investigating a cohort of 60 boys aged 10-13 years with DCD was employed. Classification and regression tree analysis of: (i) fundamental movement skill performance on tests of balance, ball skills and manual dexterity, (ii) self-concept perceptions and (iii) leisure-time activity participation, was used to define different risk groups. Five meaningful groups of boys were identified. Poor manual dexterity was the strongest discriminator of group membership in the three most severely affected groups confirming the significance of fine motor difficulties as a key grouping variable and supporting previous research using cluster analyses. Low participation in out-of-school informal social-physical activities was found to be a new grouping factor alongside poor peer relations self-concept. A final group describing boys with poor motor performance across all fundamental movement skill areas who had high participation in structured social non-physical activities, such as choir or band, was identified. The potential for future classification and regression tree analyses to inform clinical decision making was discussed.

Can Developmental Changes in Inhibition and Peer Relationships Explain Why Depressive Symptoms Increase in Early Adolescence?

Why do depressive symptoms increase during adolescence? Because inhibition and poor peer relationships predict adolescents' depressive symptoms concurrently, we hypothesized that adolescents who cope with the stresses of this period by becoming increasingly inhibited may experience increasing depressive symptoms both directly and due to increased difficulty with peers. Longitudinal data from 904 participants, (52% female; 87% Caucasian, 5% Hispanic, 4% African-American, 4.6% other) from the NICHD Study of Early Child Care were examined when youth were in sixth and ninth grades. Path analyses revealed a direct effect of inhibition: Youth who became more inhibited reported increasing depressive symptoms. Indirect effects showed that they also experienced declines in friendship quality and popularity, which in turn led to increases in depressive symptoms. Findings suggest that increasing inhibition as an adaptation to the stresses of adolescence, and particularly its impact on popularity, is a risk factor for increases in depressive symptoms.

모래놀이치료로 여성성을 회복해 가는 이혼가정의 초등학교 5학년 여아에 대한 사례연구

This study explored how a 5th grade girl from a divorced family recovered her femininity through the sandplay therapy. The client was referred by a social worker in her school because of maladjustments such as passivity in school work, poor peer relations, especially with girls, the usage of bad language and a lack of concern about her appearance. There were 41 sessions of the therapy. The first part of the therapy included 1-7 sessions, the middle part 8-35, and the final part 36-41. The client expressed her situation by showing guardians and a peeing boy and by seeking love in the first part. During the middle part she put copper ballerinas and needed to make them alive. In the final part she set figures facing each other who seemed to have mutual understandings and placed cars running well. The client recovered her femininity through the sandplay therapy in a free and protected space.

Sexually Active Adolescent Women

The purpose of this qualitative study is to explore family and peer relationships (including support and influence on risk behavior) among sexually active European American and African American adolescent girls in the context of risk behaviors documented on retrospective event history calendars (EHCs) and in interviews. The EHCs were completed by the adolescents prior to a clinic visit with a nurse practitioner at a school-based clinic in Southeast Michigan, and interviews were conducted after the visit. Constant comparative analysis of EHCs and interview data of 19 sexually active 15 to 19-year-old girls revealed that those with positive familial and peer support were less likely to report risk behaviors compared to those with poor family and peer relationships. School nurses and other providers working with adolescents to prevent risk behaviors could utilize the EHC to determine risks and develop education plans and interventions to reduce risk behaviors.

Self-Reported Inattention in Early Adolescence in a Community Sample

Objective : Inattention is typically associated with ADHD, but less research has been done to examine the correlates of self-reported inattention in youth in a community sample. Method: Associations among self-reported inattention, parent-reported inattention, and self-reported psychopathology in children aged 10 to 11 years are examined. Self-reported inattention is also examined as a predictor of outcomes in peer relationships and victimization at ages 10 and 11 and in peer relationships at ages 14 and 15. Results: Children’s self-reports of inattention correlate with parental reports and are associated with self-reports of hyperactivity-impulsivity, depression, anxiety, and conduct problems. Participants in the high-inattention group are at greater risk for victimization and poor peer relationships at ages 10 and 11 years after covarying for psychopathology ratings. Self-reported inattention uniquely predicts poor peer relationships longitudinally at age 14 and 15 years. Conclusion: This study highlights the importance of examining children’s self-report of inattention and identifies inattention as a risk factor for current and later outcomes.

Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school

A developmental cascade model linking symptoms of externalizing and internalizing psychopathology through three indices of peer relational difficulty (peer rejection, peer victimization, friendedness) was tested in a general population sample of 653 children followed annually from kindergarten to fourth grade. Rejection and victimization linked kindergarten externalizing problems with fourth-grade internalizing problems. Transactional links between rejection and victimization were found. In addition, peer rejection added to the development of externalizing problems. Friendedness did not add to the development of externalizing or internalizing problems. Cascade paths were similar for boys and girls. Over the period of kindergarten to fourth grade, psychopathology and peer relations become entangled, and the dynamic interplay between multiple manifestations of poor peer relations ultimately adds to the development of both externalizing and internalizing problems and their cross-time relation. Implications for research and prevention are discussed.

Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting

By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social–emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism.

School and Home Relationships and Their Impact on School Bullying

Previous school-related bullying research focused largely on inter-relationships among perpetrators and victims and more recently has included influences on, and by, peers. Still, less attention is given to wider school relationships that consider families and teachers. Students across grades 5—9 in 22 South Australian schools reported on how well they felt supported by their peers, families and teachers and the extent to which they perceived these groups as sources of stress in their lives at school. Six hundred and twenty-one teachers also assessed their students’ adaptive and non-adaptive behaviour. Links between stress and support and students’ experience of school, including bullying and victimization were examined using path analysis. Along with the expected impact of poor peer relationships and bullying/victimization, relationships with teachers exerted an equally powerful influence on students’ reports of bullying. Teachers need to be made aware that developing strong supportive relationships with students has a flow-on effect of reducing bullying.

Intimate Partner Violence

Intimate Partner Violence