Social Support Scale For Children Research Articles

5613868 THE IMPACT OF SOCIAL SUPPORT ON PERCEIVED SELF-EFFICACY IN HEALTH COMMUNICATION AMONG CHILDREN WITH SICKLE CELL DISEASE

Background: Health communication has been associated with self-reported overall health-related quality of life (HRQL) in children with sickle cell disease (SCD). Yet, we know little about what mechanisms contribute to patients’ perceived self-efficacy in health communication. Studies have shown associations between social support from parents and better overall HRQL for children with SCD. Social support from parents (or other adults) may also be associated with health communication. Aims: To study the direct association of social support from parents and teachers with perceived self-efficacy in health communication in a sample of pediatric patients with SCD. Methods: Youth with SCD between ages 7-16 years completed the parent and teacher subscales of the Social Support Scale for Children (e.g., “Other kids have parents who do want to listen to their children’s problems.”) and the PedsQL SCD Module. A multiple regression analysis was conducted to examine associations between perceived social support from parents and teachers and health communication (PedsQL SCD Module Communication I domain; e.g., “It is hard to tell the doctors and nurses how I feel.”). Higher scores on the social support scale indicates more social support from parents, and higher scores on the PedsQL SCD Module Communication I domain reflects greater ease in talking to medical providers about their health. Results: The current study included 21 pediatric patients diagnosed with SCD in the US (M = 11.38 [SD = 2.78] years), with an almost equal number of girls (n = 11) and boys (n = 10). Reported SCD genotypes included HbSS (n = 14), HbSC (n = 6), and HbS-beta0 thalassemia (n = 1). The results of the multiple regression indicated that the model explained 30.6% of the variance and that social support was positively and significantly associated with perceived self-efficacy in health communication, F(2,17) = 3.75, p <.05. While social support from the parent significantly contributed to the model (B = 27.70, p <.05), social support from the teacher did not (B = -12.26, p =.12). Conclusion: Findings suggest that social support from parents can have a significant impact on patients’ perceived self-efficacy in health communication. Results from this study could inform interventions aimed at addressing social support from parents as a way to enhance children’s comfort in communicating with health care providers about their SCD. Future studies should explore potential moderating and mediating variables affecting the association between social support from parents and health communication to aid in developing and tailoring behavioral interventions.

Perceived social support: Measurement differences in youth residing in the community versus youth residing in foster care

BackgroundSocial support is commonly examined as a protective factor for children with a history of child maltreatment, and it has been measured by self-report via the Social Support Scale for Children (SSSC). Although the SSSC has established adequate reliability and validity in community and clinical samples, its psychometric properties have yet to be assessed in a sample of foster care youth. ObjectiveThis study provided a psychometric comparison of the SSSC in youth residing in foster care with youth residing in the community. Participants and settingParticipants were two, comparable samples of 214 youth participants residing in foster care and 163 youth participants from the community between the ages of 8–12 years. MethodsCommunity participants were recruited from local middle schools, and an age-matched comparison sample from a larger study on youth in foster care was utilized for comparison. Youth self-reported across measures and provided demographic information. Confirmatory factor analysis was utilized to determine measurement model fit to the data, and invariance testing was conducted to compare measurement models across the samples. ResultsDifferences between samples in the factor structure and item distribution of the SSSC emerged. Specifically, the community sample provided adequate fit to the original four-factor model (friend, classmate, teacher, parent) of the SSSC, whereas the foster sample required a three-factor model (combined friend and classmate constructs). The newly defined three-factor model provided significant associations with youth behavioral and emotional outcomes. ConclusionsYouth in foster care may perceive social support across sources differently from youth residing in the community.

RF26 | PMON327 Patient and Parent Characteristics Related to Quality of Life and Self-esteem in Healthy Youth Undergoing Provocative GH Testing

Abstract Background Families often seek medical care for a child's short stature due to concerns about how short stature affects psychosocial function in childhood and projected into adulthood. However, height is a poor predictor of psychosocial adjustment, and there is a critical gap in our understanding of how patient and parent characteristics alter the potential impact of being short. Hypothesis We hypothesized that among healthy youth undergoing medical evaluation for short stature, youth quality of life (QoL) and self-esteem would be associated with youth and parental characteristics rather than height. Methods Healthy youth aged 8-14 years who underwent provocative GH testing in our Growth Center and a parent participant each completed surveys at or around the time of testing. Surveys collected demographic data; youth and parent report of youth health-related QoL (PedsQL and Quality of Life in Short Stature Youth [QoLISSY]); youth reports of self-esteem (Self-Perception Profile for Children [SPP]), coping skills (Coping Strategies Inventory), and social support (Social Support Scale for Children); and parent reports of perceived environmental threats (World Out There), goals for their child (Achievement Goals), and autonomy support (Parents As Social Context Questionnaire). Clinical data were extracted from the patients’ electronic health records. Continuous variables were summarized as mean ± SD. Univariate models with Holm-Bonferroni correction of significance level 0.05 assessed the marginal effect of each factor on QoL and self-esteem outcomes. Multivariable linear regression models with stepwise selection approaches were used to identify significant predictors of QoL and self-esteem. Results Participants included 60 youth (15 female/45 male; age 11.77 ± 1.93 years; 50% prepubertal, 37% Tanner 2, 13% Tanner 3; height Z-score -2.18 ± 0.61) and their parents (55 female/5 male; age 45.65 ± 7.25 years). In multivariable regression, the youth PedsQL physical domain was associated positively with grade in school and perceived friend support. The youth PedsQL psychosocial domain was associated positively with perceived support from classmates and friends, but negatively with disengaged coping. The youth QoLISSY total score was associated positively with perceived support from classmates. Youth's global self-esteem (SPP) was associated positively with perceived classmate support and mid-parental height Z-score. Parent report of youth psychosocial QoL (PedsQL) was associated positively with perceived classmate support. None of the other analogous parent assessment outcomes were associated with the QoL or self-esteem outcomes. Neither youth height nor height Z-score was associated with any of the QoL or self-esteem outcomes. Conclusions Perceived social support and coping skills were associated with QoL and self-esteem in healthy short youth, whereas youth height was not, and constitute an important potential area of clinical intervention. Presentation: Monday, June 13, 2022 12:30 p.m. - 2:30 p.m., Monday, June 13, 2022 1:12 p.m. - 1:17 p.m.

The Effect of Emotion Regulation on Non-Suicidal Self-Injury Among Adolescents: The Mediating Roles of Sleep, Exercise, and Social Support.

PurposeTo explore the relationship between adolescents’ emotion regulation ability and non-suicidal self-injury (NSSI) behavior and the role of sleep, exercise, and social support in this relationship.MethodsA total of 2573 adolescents were investigated with the Cognitive Emotion Regulation Scale, the Social Support Scale for Children and Adolescents, the Ottawa Self-Injury Questionnaire, and the Self-Made Living Condition Questionnaire, and path analysis was conducted based on the structural equation model (SEM).Results1) There was a significant correlation between emotion regulation ability and NSSI behavior; 2) sleep and social support played a mediating role between emotion regulation ability and NSSI behavior; and 3) sleep modulated the direct effect of negative emotion regulation ability on NSSI, while exercise modulated the direct effect of positive emotion regulation ability on NSSI, which indicated that sleep and exercise could effectively alleviate NSSI behavior caused by the lack of emotion regulation in adolescents.

Social participation and hemophilia: Self‐perception, social support, and their influence on boys in Canada

BackgroundPatients with hemophilia may experience joint damage, which can impair participation, yet few studies have examined the impact hemophilia may have on social participation and quality of life. ObjectivesThe aims of this study are to assess the relationship between patient social participation and self‐perception, social support, and impact on the family. Patients/MethodsA random representative sample of 50 boys with hemophilia from The Hospital for Sick Children, Toronto, Canada, completed measures of social participation (Participation Scale for kids), self‐perception (Self‐Perception Profile for children and adolescents), and social support (Social Support Scale for children). Participants' parents completed Family Impact Module of the Pediatric Quality of Life Inventory. Data were analyzed using Pearson product‐moment correlations. ResultsSocial participation was strongly correlated with self‐perception subscales Social Acceptance (r= −0.5, p= <0.001) and Global Self‐Worth (r= −0.6, p= <0.001) for all participants. The Athletic Competence subscale was strongly correlated for adolescents only (r= −0.6, p= <0.01). There were strong correlations between social participation and social support from parents (r= −0.6, p= <0.001), teachers (r= −0.5, p= <0.001), and classmates (r= −0.6, p= <0.001) and moderate correlations for support from close friends (r= −0.4, p= <0.01). There were no significant correlations with family impact. ConclusionIn the context of a country with unlimited access to safe clotting factor concentrates, boys with hemophilia have few social participation restrictions. Although correlational findings do not represent causality, they suggest that encouragement of social participation may be beneficial in boys with hemophilia to increase self‐perception as well as strengthen their social support network.

Participation in leisure activities in adolescents with congenital heart defects.

To describe leisure participation in adolescents with congenital heart defects (CHD) and identify factors associated with intensity of participation. Eighty adolescents with CHD were recruited (39 males, 41 females; mean age [SD] 15y 8mo [1y 8mo] range 11y 5mo-19y 11mo) of whom 78 completed the Children's Assessment of Participation and Enjoyment (CAPE) outcome measure of leisure participation. The measure has five subscales: recreational, active-physical, social, skill-based, and self-improvement. Associations between the CAPE and age, sex, and development were examined. Motor ability (Movement Assessment Battery for Children, Second Edition), cognition (Leiter International Performance Scale-Revised), behavior (Strengths and Difficulties Questionnaire), and motivation (Dimensions of Mastery Questionnaire) were assessed. Participants exhibited impaired motor (43.5%), behavioral (23.7%), and cognitive (29.9%) development. The most intense participation was in social (mean [SD] 3.3 [0.99]) and recreational (2.9 [0.80]) activity types on the CAPE. Male sex (p<0.05) and younger age were associated with greater physical activity (<15y: 1.87; ≥15y: 1.31, p<0.05). Greater engagement in social activities was related to better cognition (r=0.28, p<0.05), higher motor function (r=0.30-0.36, p<0.01), and fewer behavioral difficulties (r=-0.32 to -0.47, p<0.01). Cognitive ability (r=0.27, p<0.05), dexterity and aiming/catching (r=0.27-0.33, p<0.05), and behavior problems (r=0.38-0.49, p=0.001) were correlated with physical activity participation. Persistence in tasks, an aspect of motivation, correlated with physical (r=0.45, p<0.001) and social activity involvement (r=0.28, p<0.05). Ongoing developmental impairments in adolescents with CHD are associated with decreased active-physical and social engagement, putting them at risk of poor physical and mental health. Health promotion strategies should be considered. Adolescents with congenital heart defects (CHD) have limited engagement in active-physical leisure activities. Cognitive, motor, and behavioral impairments are associated with decreased participation in leisure in children with CHD. Female sex and older age are associated with less engagement in leisure. Mastery motivation correlates with participation, suggesting an avenue for intervention.

Grief and growth in bereaved siblings: Interactions between different sources of social support.

The objective was to characterize the relation between different sources of school-based social support (friends, peers, and teachers) and bereaved siblings' grief and grief-related growth and to examine whether nonparental sources of social support buffer the effects of low parent support on bereaved siblings. Families (N = 85) were recruited from cancer registries at 3 pediatric institutions 3-12 months after a child's death. Bereaved siblings were 8-18 years old (M = 12.39, SD = 2.65) and majority female (58%) and White (74%). During home visits, siblings reported their perceptions of social support from parental and nonparental sources using the Social Support Scale for Children, as well as grief and grief-related growth using the Hogan Sibling Inventory of Bereavement. Parent, friend, and teacher support were positively correlated with grief-related growth, whereas parent and peer support were negatively correlated with grief for adolescents. Teacher and friend support significantly moderated the association between parent support and grief such that teacher and friend support accentuated the positive effects of parent support. Friend and peer support moderated associations between parent support and grief/growth for adolescents but not children. School-based social support, namely from friends, peers, and teachers, appears to facilitate the adjustment of bereaved siblings. Findings suggest that bereaved siblings may benefit from enhanced support from teachers and friends regardless of age, with middle/high school students particularly benefitting from increased support from close friends and peers. (PsycINFO Database Record

The relationship between social support and posttraumatic stress symptoms among youth exposed to a natural disaster

ABSTRACTBackground: Children are a vulnerable population following a natural disaster, due to their age and dependence on adults. The primary presenting problem children report after disasters is posttraumatic stress symptoms (PTSS). Prior research suggests that PTSS is inversely related to social support, which is often disrupted after a disaster.Objective: This study examined the relationship between social support (from parents, teachers, and peers) and PTSS in children affected by Hurricane Katrina. The research contributes to the literature by examining the mechanisms that drive this relationship over time.Methods: In this study, 426 children were followed over four timepoints, beginning 3–7 months after Hurricane Katrina and concluding 25–27 months post-hurricane. Three path models analysed the relationship between social support (from parents, teachers, and peers, measured by the Social Support Scale for Children) and PTSS (measured by the UCLA PTSD Reaction Index). Covariates included child age, minority status, gender, perceived life threat, and actual life threat. Nonsignificant paths were trimmed from the final models. Global fit indices were examined to determine model fit.Results: In the parent and peer social support models, PTSS exhibited statistically significant effects on social support from one wave to the next. In the teacher model, this was only true between Waves 2 and 3. Social support showed a statistically significant effect on PTSS between Wave 2 and Wave 3 in the peer model (standardized estimate = −0.26, p < .0001). No paths from social support to PTSS were significant in the parent and teacher models.Conclusion: Findings support a social selection model in which PTSS undermine social support, particularly in the first two years post-disaster. If these findings are replicated, this suggests that, in cases of limited funding, PTSS should be prioritized, given their cascading effects on social support.

Intricacies of School Relationships and the Well-Being of Arab American Youth: Implications for School Psychologists

The purpose of this study was to explore the symbolic interaction theory in a sample of Arab American adolescents. Four areas of self-concept were investigated in relation to school environment, including perceived discrimination and social supports. Sixty-one Arab American adolescents (28 males and 33 females) between the ages of 12 and 18 years participated in this survey research study. Participants completed a discrimination questionnaire, the Self-Perception Profile for Adolescents to measure self-concept, and the Social Support Scale for Children to assess perceived social supports. Results were consistent with the symbolic interaction theory in various aspects. Classmate support was significantly related to all domains of self-concept, including physical appearance, athletic competence, behavioral conduct, and close friendship; however, teacher support was only significantly related to behavioral conduct. Experience with discrimination was significantly related to negative perceptions of physical appearance. Implications for school practitioners are discussed as well as directions for future research.

A Study of the Psychometric Properties of the Social Support Scale for Children

The Social Support Scale for Children (SSSC; Harter, 1985a) is one of the most commonly used measures of perceived social support and positive regard from others in children and young adolescents. Research on the validity of the SSSC, however, is limited. The current study examined the test-retest reliability, internal validity intersubscale correlations, and convergent validity of the SSSC. A confirmatory factor analysis was performed using structural equation modeling. The participants included 279 youth between the ages of 6 to 15 from three metropolitan areas in the Midwest. The results supported the reliability and validity of the SSSC. The results supported the four factor solution reported by Harter (1985a). Rewording or removal of two items is suggested.

Predictors of Long-Term Sibling Behavioral Outcome and Self-Esteem Following Pediatric Traumatic Brain Injury

To determine predictors of self-esteem and behavioral outcome among siblings of children with traumatic brain injury (TBI). Cross-sectional. Thirty-nine siblings closest in age to a child who sustained moderate to severe TBI. sibling behavior (Child Behavior Checklist-Revised) and self-esteem (The Self-Perception Profile for Children-Global Self-Worth). social support (The Social Support Scale for Children), knowledge (The Child TBI Knowledge Questionnaire), injured child behavior (Child Behavior Checklist-Revised), injured child adaptive skills (Adaptive Behavior Assessment System II-Practical Component), severity of injury (Glasgow Coma Scale), injured child age at injury, time since injury, family functioning (The Family Adaptability and Cohesion Evaluation Scales II - Cohesion Subscale), and socio economic status. Significantly reduced self-esteem, but no evidence of behavioral difficulties, were found in siblings of children who had sustained TBI. Sibling self-esteem did not correlate with any other study variables. Behavioral outcome correlated with: sense of social support, knowledge about TBI and injured child behavior. Nevertheless, simultaneous regression analyses revealed that only knowledge about TBI and sense of social support made significant independent contributions to behavioral outcome. Educating uninjured siblings about TBI and raising awareness of their needs in members of their social support network may be important in facilitating sibling behavioral outcome.

Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study

The number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing, but there is evidence that their needs may not be fully met. Previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the sociometric status, perceived levels of peer social support, and the frequency of bullying experienced by this group of learners. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs, matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). Participants completed the Social Support Scale for Children (Harter, 1985) and the My Life in School Questionnaire (Arora &amp; Thompson, 1987), and their peers completed the Social Inclusion Survey (Frederickson &amp; Graham, 1999). Our analyses indicated that pupils with ASD experienced higher levels of rejection and lower levels of acceptance than either reference group. They also reported lower levels of peer social support and higher levels of bullying. These findings are discussed in relation to previous research and the efficacy of the inclusion movement.

Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools

In line with current educational policy on inclusive education, the number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing. However, concerns remain about their experiences in school. In particular, previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the level of social support received and the frequency of bullying experienced by adolescents with ASD. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs (SEN), matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). The sample was drawn from 12 mainstream secondary schools in the north‐west of England. Participants completed the Social Support Scale for Children and the My Life in School Checklist. Our analyses indicated that pupils with ASD experienced higher frequency of bullying and lower levels of social support from parents, classmates and friends than either pupils with dyslexia or those without SEN. Interestingly, no differences were observed in the level of social support received from teachers. Analyses examining the relationship between social support and bullying indicated that the receiving support from classmates was the most important means of reducing the frequency of bullying. This was also the aspect of social support on which pupils with ASD scored lowest. The implications of these findings for educational policy and practice in relation to pupils with ASD are discussed.

Loneliness and Social Support in Adolescent Boys with Autism Spectrum Disorders

Loneliness and perceived social support were examined in 39 adolescent boys with autism spectrum disorders (ASD) by means of a self-labeling loneliness measure, the UCLA Loneliness Scale (third version), and the Social Support Scale for Children. Twenty-one percent of the boys with ASD described themselves as often or always feeling lonely. Compared with 199 boys from regular schools in a national probability study, ASD was strongly associated with often or always feeling lonely (OR: 7.08, p < .0005), as well as with a higher degree of loneliness (F(1,229) = 11.1, p < .005). Perceived social support from classmates, parents, and a close friend correlated negatively with loneliness in ASD. The study, therefore, indicates a high occurrence of loneliness among adolescent boys with ASD and points at perceived social support as an important protective factor.

Social Support from Parents, Friends, Classmates, and Teachers in Children and Adolescents Aged 9 to 18 Years: Who Is Perceived as Most Supportive?

Age and gender differences in perceived social support from parents, friends, classmates, and teachers were investigated in 304 boys and 351 girls aged 9–18 years. The social support scale for children and adolescents was used for this purpose. Analyses showed that the level of perceived social support from parents and friends was similar across age groups. The study of the prominence of social support sources showed that parents and friends were perceived as equally supportive; only for the ages 16–18 years did friend support exceed parent support. Support from teachers was lower in the older age groups, and this was related to the transition from primary to secondary school. Finally, girls perceived more support from teachers, classmates and friends than boys did.

An expanded Transactional Stress and Coping Model for siblings of children with sickle cell disease: family functioning and sibling coping, self‐efficacy and perceived social support

To investigate the application of an expanded Transactional Stress and Coping Model for the psychological adjustment of non-chronically ill, African-American siblings of children with sickle cell disease (SCD). Ninety-seven siblings (M = 11.24 years) from 65 families who care for a child with SCD participated. Primary caregivers completed the Coping Health Inventory for Parents, the Family Relations Scale and the Child Behaviour Checklist, while siblings completed the Kidcope, the Children's Self-Efficacy for Peer Interaction Scale, and the Social Support Scale for Children. Family processes were predictive of sibling adjustment, revealing that family coping, expressiveness and support improved adjustment, while family conflict predicted poor adjustment. Findings suggest that family-centered interventions stressing family expressiveness and support, while minimizing conflict, will contribute to sibling psychological adjustment.

Age differences in perceived social support by paediatric haematopoietic progenitor cell transplant patients: a longitudinal study

To describe longitudinally different sources of perceived social support by children and adolescents who undergo haematopoietic progenitor cell transplant (HPCT). Thirty-six (20 males, 16 females) survivors of paediatric HPCT, aged 8-18 years (Mean = 11.73), were assessed pre-HPCT and 6 months, 1 year and 2 years post-HPCT. Survivors were compared with siblings (n = 22) during the last assessment. The Social Support Scale for Children (SSSC), a self-report measure, provided scores on perceived social support from parents, teachers, friends and classmates. Throughout the 2 years post-HPCT, perceived social support from all sources was generally higher for survivors than for population norms. Over time, both children and adolescents reported higher social support from parents than the normative values. Over time, children perceived higher support from teachers than did adolescents, whereas adolescents' perceived social support from classmates increased but children's decreased. Survivors and siblings did not differ significantly in their perceived social support 2 years post-BMT. This exploratory study suggests that perceived parental support is equally important for children and adolescents but classmate and teacher social support varies with age. These developmental differences have important clinical implications for the care of these patients.

Building Life Skills for Children With Cystic Fibrosis

With improved survival and the transformation in the course of cystic fibrosis (CF), there is a need to develop interventions to help children balance the physiologic and functional health demands of CF with psychosocial and developmental needs before the downward trajectory of CF intensifies in adolescence. The aim of this study was to test the effectiveness of an intervention to improve psychosocial adjustment, functional health, and physiologic health in children (8-12 years of age) with CF by teaching them life skills for managing their chronic illness in their everyday lives. A two-group, experimental, repeated-measures design was used to compare 116 children with CF randomly assigned to intervention and usual care groups at baseline and at 3, 6, and 9 months post-intervention using repeated measures multivariate analysis of variance. Children received an individual, tailored intervention during a home visit and a structured group intervention. Four instruments were used to measure psychosocial health status: Perceived Illness Experience Scale, Self-Perception Profile for Children, Social Support Scale for Children, and Children's Loneliness Scale. Functional health status was measured with the Functional Disability Inventory for Children. Physiologic status was assessed as pulmonary function (FEV1%) and physical growth. Compared with children in the usual care group, the participants demonstrated decreased perceived impact of illness (p < .0001) and decreased loneliness (p < .0001). At 9 months, the improvements were maintained for impact of illness (p = .01) and loneliness (p = .01), remaining significantly different from baseline. This developmentally appropriate, problem-solving, and social skills intervention has promise for decreasing the social consequences of chronic illness (CF) in children's lives.

Assessing Social Support in Mexican and Mexican American High School Students

This study is a means of validating the Harter's Social Support Scale for Children on a sample of Mexican and Mexican American ninth-grade students to assist researchers and practitioners to more accurately assess this variable on this specific Latino group. The psychometric information was obtained through intercorrelations and Cronbach's alpha. Results indicated that the scale was an adequate measure of perceived social support from parents, teachers, close friends, and classmates for the assessed sample.

Predictors of Health‐Related Quality of Life in Obese Youth

Recent literature has documented the psychosocial consequences of pediatric obesity, including poor health-related quality of life (HRQOL). The present study examines HRQOL and its association with depressive symptoms and perceived social support in African-American and white youth pursuing weight management treatment. Study participants were 166 obese youth (mean = 12.7 years, 70% females, 57% African American, mean BMI = 37.0) referred to a pediatric weight management program. Parents of participants completed a demographics form and the parent-proxy Pediatric Quality of Life Inventory (PedsQL). Youth completed the Children's Depression Inventory, PedsQL, and Perceived Social Support Scale for Children. HRQOL scores were quite impaired relative to published norms on healthy youth (p < 0.001). Approximately 11% of the sample met criteria for clinically significant depressive symptoms. Simultaneous regression analyses revealed that depressive symptoms, perceived social support from classmates, degree of overweight, and socioeconomic status seem to be strong predictors of HRQOL. Obesity has a clear impact on HRQOL regardless of respondent (e.g., parent, youth) or racial group. It is likely that assessing and treating depressive symptoms and fostering social support in the context of pediatric intervention have implications for both improved HRQOL and weight management outcomes.