Supportive Peer Relationships Research Articles

Lived Experiences of Indians with Acne: Navigating Social Support and Mental Well-being

This qualitative inquiry delved into the complex lived experiences of individuals in India navigating acne and its impact on social support dynamics and psychological well-being. Through subjective narratives, the study revealed profound emotional repercussions, challenges to self-perception, and sociocultural influences. Participants reported feelings of embarrassment, anxiety, and insecurity, exacerbated by societal beauty standards and external scrutiny. Familial support provided crucial emotional solace, while societal pressures, especially through social media, heightened psychological distress. Supportive peer relationships mitigated adverse effects on self-esteem. Coping strategies ranged from therapy-seeking to skincare regimens. Cultural factors and gender disparities, including male emotional invalidation, were identified. This research contributes to understanding the multidimensional challenges faced by individuals with acne in India, highlighting the need for tailored interventions promoting resilience and holistic well-being.

Peer support as moderator of association between socioeconomic status and low-grade inflammation in adolescents.

Individuals who grow up in low-socioeconomic status (SES) families are at an increased risk of health problems across the lifespan. Although supportive social relationships are postulated to be a protective factor for the health of these individuals, the role of friend support in adolescence is not well understood. Given that low-grade inflammation is one key biological mechanism proposed to explain links between family SES and health outcomes, we examined whether adolescents' friend support buffers the association between family SES and low-grade inflammation among adolescents. 277 dyads of adolescents (63.5% female; 39.4% White, 38.3% Black, and 32.1% Hispanic; Mage = 13.92 years) and one of their parents participated in this longitudinal study (two waves approximately 2 years apart). Parents reported family objective SES (i.e., income, savings, and education) and family subjective SES (i.e., subjective social status). Adolescents reported perceived friend support. Fasting antecubital blood was drawn from adolescents at both visits. Low-grade inflammatory activity was represented by a composite of inflammatory biomarkers and numbers of classical monocytes. Adolescents' friend support moderated the associations of family subjective SES with both the inflammation composite and classical monocyte counts across cross-sectional, longitudinal, and prospective change (only significant for the inflammation composite) analyses. Specifically, lower family subjective SES was associated with higher levels of low-grade inflammation only among adolescents lower, but not higher, in friend support. No moderation was observed for objective SES. Supportive peer relationships buffer the link between family subjective, but not objective, SES and low-grade inflammation in adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

All-Around: Elite Gymnasts’ Perspectives on Creating a Healthy Culture

The need to create healthy cultures within Gymnastics has been demonstrated by a rseies of high profile cases which are illustrative of unhealthy cultures. The present study interviewed 6 international level gymnasts to explore their perceptions as to what constitutes a healthy culture. Inductive thematic analysis highlighted the need to adopt a socio-ecological approach which recognizes the influences of factors at the individual (i.e., developing ability and achieving personal goals), interpersonal (i.e., supportive peer relationships and effective coach-athlete relationship)and institutional (i.e., sense of community and a focus on developing psychosocial skills) levels. The findings from the present study can be used to inform coaches and national governing bodies on the importance of these factors, especially when considering the prioritisation of gymnasts ’psychological wellbeing in the context of elite sport.

A Daily Breathing Practice Bolsters Girls’ Prosocial Behavior and Third and Fourth Graders’ Supportive Peer Relationships: A Randomized Controlled Trial

ObjectivesIn order to promote mindfulness in primary school, the Breathing Break Intervention was developed. This collection of short daily breath-based mindfulness practices was introduced to 15 teachers who delivered them up to 3 times a day to their students.MethodIn a randomized controlled trial, 146 third and fourth graders (49% female) either received the intervention (n = 81) or participated in the active wait list control group (n = 65). Students were asked to nominate prosocial peers and to report on supportive peer relationships in their classrooms before (pretest) and after (posttest) the 9 weeks of the Breathing Break Intervention, and in a follow-up 5 months later.ResultsMixed multilevel models indicated a group × sex × posttest interaction (t(211) = 2.64, p < 0.01) suggesting that girls in the intervention group were rated to be more prosocial by their peers at posttest than at pretest and than girls in the active control group when children’s age and parents’ education were accounted for. Supportive peer relationships in the active control group deteriorated between pretest and posttest, which occurred immediately before the second school lockdown due to the COVID-19 pandemic, whereas they remained the same in the intervention group (t(223) = 2.56, p < 0.05). Both effects were not maintained at follow-up, probably due to children’s irregular school attendance during the lockdown.ConclusionsIntroducing a short daily breathing practice in primary school classrooms seems to be effective in maintaining supportive peer relationships and in stimulating girls’ prosocial behavior.PreregistrationThe study was preregistered at aspredicted.org (#44925).

“I just need a little more support”: A thematic analysis of autistic students’ experience of university in France

BackgroundWhilst little is known about the experience and needs of autistic students in France, limited research has explored the experiences of autistic students in French higher education. The current study sought to fill this gap in the literature using a qualitative research design to ask: how do autistic students experience higher education in France? MethodSemi-structured interviews were conducted with 15 autistic students (8 female, 2 male & 5 ‘other’). ResultsThematic analysis identified four themes: Searching for belonging, Autism identity and disclosure, Managing anxiety and fatigue, and Working with others. The analysis describes the complex journey that participants faced when accessing and completing higher education in France. Whilst the journey was often characterized by intense anxiety and fatigue, the experience of university could also facilitate access to new academic interests, and the opportunity to connect with likeminded individuals perhaps for the first time. ConclusionsResults from the current study can contribute to the development of policy and practice that aims to better support autistic students in higher education. Of note, autistic students highlighted their elevated risk of drop-out owing to anxiety and fatigue caused by: difficulties planning and managing workload, sensorial overwhelm and administrative stress. Participants therefore highlighted the need for proactive personalized support and the need for supportive peer relationships.

Early adolescents' perspectives on factors that facilitate and hinder friendship development with peers at the time of school transition

Supportive peer relationships are fundamental for mental health and well-being. Hence, peers and friends are a valuable resource, especially at the time of transition from primary to secondary school. Yet, current literature lacks both novel approaches to studying friendship development and how to involve early adolescents in research that is being conducted about them. Within the present study we used novel participatory research methods involving early adolescents who were active in the analysis of their own generated data. We aimed to better understand their perspectives on factors that facilitate and hinder friendship development with peers during the time of school transition between primary and secondary schools. A total of 916 pupils (Mage = 10.44 years, range = 9–16) participated in 54 participatory workshops that were conducted in Austria. We used reflexive thematic analysis to analyze qualitative data from portions of a large series of participatory workshop activities. Moreover, we actively involved participants in the analysis of their own generated data. Themes were structured into personal, interpersonal, and external factors. We found that early adolescents valued kind peers that (a) give them a feeling of safety, (b) show supportive and empathic actions, (c) manage conflicts, (d) avoid negative behavior, (e) spend time with them, and (f) communicate in the offline and online environments. Although shared norms of behavior can support friendship development, friendship jealousy and tolerating bigger friendship groups were identified as important potential barriers. Additionally, external factors (i.e., given circumstances), such as similarities, physical proximity, and duration of acquaintance were included in our data but were perceived as less important by early adolescents. Our results supplement the existing peer relationship literature by showing which factors early adolescents themselves chose as most relevant for friendship development. We conclude with a discussion regarding the implications for school psychology practice and future research.

Intergenerational Transmission of Child Abuse Among Married Women in South Korea: A Multigroup Analysis of Empathetic Communication (TSL: Thanks, Sorry, and Love).

Intergenerational transmission of child abuse (hereinafter referred to as ITCA) has been continuously reported. Supportive relations with others have also been discussed as a protective factor to prevent this cycle. However, research has mainly investigated supportive adult and peer relationships formed in childhood, with little discussion of the impact of supportive partner relationships formed after becoming an adult. This study examined whether empathetic communication (hereinafter referred to as TSL: "Thanks, Sorry, and Love") attenuates the transmission of married women's child abuse experiences to subsequent generations mediated by intimate partner violence (hereinafter referred to as IPV). TSL is a communication strategy that promotes positive communication between intimate partners. We expected TSL to promote positive communication between couples through a process of self-transformation. Data from 1,122 married women were obtained from a nation-wide survey conducted in South Korea. All the survey respondents lived with partners and their own children simultaneously. For this study, structural equation model multigroup analysis was conducted to determine whether the pathways would be attenuated by TSL levels, showing that a high level of TSL communication attenuated the ITCA mediated by IPV. However, this process was maintained in the low-level TSL group. TSL is thus a protective factor against the ITCA. The findings suggest that healing processes can occur not only through childhood relationships but also through those formed after adulthood. Ultimately, to help victims recover, it is necessary to expand communication programs such as TSL that help victims learn how to express their feelings through healthy relationships with their partners.

Well-being, school and age, from the understandings of Chilean children

SummaryThis research studies the relationships that promote well-being in the school setting from the perspective of Chilean children’s understandings and how these vary with age by comparing 10- to 11- and 14- to 15-year-old students using a sample of 21 children. The material was collected using semi-structured interviews followed by a thematic content analysis.Seven school categories were identified: performance-based relationships; relationships of support (or lack thereof) from the adult world; relationships with teachers who facilitate (or fail to) learning; supportive peer relationships, fun and friendship; contentious peer relationships; relationships with the school as a whole; and relationships with the material conditions and physical environment of the school.The children perceive their well-being as affected by: relationships between students and teachers, the exigencies of schoolwork, discipline and control, support and interpersonal communication, peer relationships, the availability of affective support, conflict resolution, and poor treatment (bullying). They also talk about the school as a whole and the entirety of interactions transpiring there, affective links with the adult world, and its socio-spatial, infrastructure and habitability conditions. The two studied age groups present common elements, although there are also distinctive, heterogeneous traits of each group that depict the diversity of the well-being experience related to age.

The future is present in the past: A meta-analysis on the longitudinal associations of parent-adolescent relationships with peer and romantic relationships.

Positive peer and romantic relationships are crucial for adolescents' positive adjustment and relationships with parents lay the foundation for these relationships. This longitudinal meta-analysis examined how parent-adolescent relationships continue into later peer and romantic relationships. Included longitudinal studies (k=54 involving peer relationships, k=38 involving romantic relationships) contained demographically diverse samples from predominantly Western cultural contexts. Multilevel meta-regressions indicated that supportive and negative parent-adolescent relationships were associated with supportive and negative future peer and romantic relationships. Meta-analytic structural equation modeling (k=54) indicated that supportive parent-adolescent relationships unidirectionally predicted supportive and negative peer relationships, while negative parent-adolescent relationships were bidirectionally associated with supportive and negative peer relationships. Maintaining mutually supportive relationships with parents may help adolescents to develop positive social relationships.

Broadening the perspective on youth's systems of support: An ecological examination of supportive peer and adult relationships during adolescence.

This study applies the theory of positive youth development (Lerner et al., 2010) and the youth systems framework (Varga & Zaff, 2018) to the examination of supportive peer and adult relationships across multiple contexts in which youth develop. Results of egocentric social network analysis indicated that high school-aged youth nominated significantly more adults than middle school-aged youth. Peers and adults both acted as important sources of support, although often the types of support they offer differ. Outdegree centrality of peers was a significant predictor of character. The size of a participant's youth system, measured as the number of contexts accessed, along with average closeness in adult relationships, was a significant predictor of contribution. Thematic analysis of interview data identified four themes, aligned with the five actions of developmental relationships, as contributing factors to youth-adultcloseness and youth perceptions of support (Pekel et al., 2018). Implications for youth-adultrelationships are discussed.

Exploring Peer Support as a Strategy to Reduce Self-Stigma for Marginalised Children of Parents with Mental Illness (COPMI)

Abstract Many children of parents with mental illness (COPMI) experience stigma, resulting in detrimental effects and the need for support. Peer support programmes are widespread interventions, commonly providing relational, psychological and educational support. Some evidence suggests that these programmes result in positive changes to COPMI experiences of self, peers and their families. This article adds to the evidence base, presenting findings from a primarily qualitative, mixed-methods programme evaluation of a COPMI service in Aotearoa/New Zealand. Formative evaluation data were gathered from a COPMI service which supports families adversely affected by chronic and severe parental mental illness, via interviews (N = 10) and four age-differentiated focus groups (N = 24) of child/youth service-users aged eight to eighteen years, and mixed-method surveys of adult service-users (N = 32). This article reports data from child/youth service-users who participated. Findings indicate that many participants experienced stigma outside the service, and self-stigma was reduced for many due to supportive peer relationships formed during service delivery. Further understanding of the relationship between peer support and self-stigma in these programmes is needed, and how positive changes to self-perceptions might translate to other spheres. The application of socio-ecological resilience theory to findings implies that COPMI service delivery should address differential needs in relation to marginalisation and promote sustained peer relationships for those who are marginalised.

Predictors of change in global psychiatric functioning at an inpatient adolescent psychiatric unit: A decade of experience.

Psychiatric inpatient treatment for children is sometimes beneficial, but predictors of who benefits, and in what circumstances, are largely unknown. This study aimed to identify personal and environmental factors that influence outcome in an adolescent unit that accepts both emergency and planned admissions. Routine standardised intake and outcome measures were analysed for the period 2009-2018. Potential predictors assessed included the Children's Global Assessment Scale (CGAS), engagement with treatment, behavioural attitudes and peer relationships on the unit. One hundred and twelve admissions were tracked. Mean age of admission was 16 years, and 71% were female. A total of 61% had higher (better) CGAS scores on discharge than on admission; 34% of inpatients fully engaged with their treatment. Median admission duration was 118 days for males and 196 days for females. Admission lengths were much shorter for ethnic minority patients, but group sizes were small. Longer admissions led to greater improvement. Poor outcomes were associated with failure to engage with treatment and a deterioration in peer relationships. Compliance with treatment and female gender were both significant predictors of positive change during admission. The establishment of good and supportive peer relationships during the admission was also a potent indicator of benefit.

Exploring Challenges Faced by Children Living in the Streets: A Human Rights Perspective. A Case of Chegutu CBD

Street children in Chegutu, Zimbabwe are facing challenges such as rape, sexual abuse, abuse of alcohol, physical abuse and stigmatization. The main aim of this research study is to explore challenges faced by children living in the streets. The secondary aims of this study are to determine the major causes of street children in Chegutu, Zimbabwe, to assess their survival and coping mechanism in response to the problems they encounter and to evaluate solutions for challenges being faced by children living in the streets of the city of Chegutu. Despite challenges faced by children living in the streets in Chegutu, survival was made possible through personal and emotional strength, cultural values, religious beliefs, supportive peer relationships, and participation in sports activities. These protective, resilience resources should be strengthened in health promotion interventions with a focus on mental health, the prevention of violence, substance use, and daily physical activities that seems to provide meaning and hope. It is recommended that parents should be educated about street children emerging. There should be programs that can be designed used to identify and provide assistance to the families that are at risk should be made available. These programs should assist in stabilising at-risk families through education, and social and life skills and must also be used to train the families on job opportunities. Through these programs, parenting skills must be strengthened so that parents can be able to love, support and guide their children. They must also be taught about street children to enable them to accommodate them in their lives, treat them with respect and not discriminate against them.

Supportive Peer Relationships and Mental Health in Adolescence: An Integrative Review

In the United States, nearly one in five adolescents has a diagnosable mental health disorder. Beginning in the teenage years, adolescents become less reliant on their parents for support and begin to turn to their peer group for support; therefore, it is important to understand the role of peers during this developmental time, especially in relation to mental health. The purpose of this project is to review the literature regarding positive peer support and mental health in adolescence. CINAHL, PubMed, and PsycINFO were used to conduct the review. The inclusive years of the search were 2007–2017. A total of 15 studies were included for review. The results were consistent over time and settings, demonstrating the positive role of peer support in adolescences with mental health care needs. Following a synthesis of the literature, gaps in research and implications for practice and further research, are discussed.

The Context of Sexual Decisions and Intrapersonal and Interpersonal Factors Related to Sexual Initiation Among Female Military-Dependent Youth

Despite the sizable population of military-dependent youth (MDY) in the United States and the military stressors they experience (e.g., relocations, parental deployment), little is known about MDY’s sexual behavior, especially about the perceived role that military stressors play in their sexual decisions, such as the decision to initiate sex. We conducted 25 semistructured, in-depth interviews with sexually experienced female MDY aged 15 to 19 years to (a) describe MDY’s general perceptions of military life and (b) identify intrapersonal and interpersonal characteristics related to MDY’s sexual initiation, including the perceived impact of military stressors. We analyzed life history grids and transcripts to identify common and unique themes across participants’ experiences. Most participants reported having positive experiences related to military life, and most did not believe that military stressors influenced their decision to initiate sex. Common intrapersonal and interpersonal characteristics related to sexual initiation were having an older first sexual partner, being in a dating relationship, receiving sexual health education prior to their first sexual experience, and discussing sex with a parent prior to their first sexual experience. These intrapersonal and interpersonal characteristics should be considered when developing sexual health programs for MDY, which should focus on building supportive peer and parental relationships.

Learning Problems in Children of Refugee Background: A Systematic Review.

Learning problems are common, affecting up to 1 in 10 children. Refugee children may have cumulative risk for educational disadvantage, but there is limited information on learning in this population. To review the evidence on educational outcomes and learning problems in refugee children and to describe their major risk and resource factors. Medline, Embase, PubMed, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, and Education Resources Information Center. English-language articles addressing the prevalence and determinants of learning problems in refugee children. Data were extracted and analyzed according to Arksey and O'Malley's descriptive analytical method for scoping studies. Thirty-four studies were included. Refugee youth had similar secondary school outcomes to their native-born peers; there were no data on preschool or primary school outcomes. There were limited prevalence data on learning problems, with single studies informing most estimates and no studies examining specific language disorders or autism spectrum disorders. Major risk factors for learning problems included parental misunderstandings about educational styles and expectations, teacher stereotyping and low expectations, bullying and racial discrimination, premigration and postmigration trauma, and forced detention. Major resource factors for success included high academic and life ambition, "gift-and-sacrifice" motivational narratives, parental involvement in education, family cohesion and supportive home environment, accurate educational assessment and grade placement, teacher understanding of linguistic and cultural heritage, culturally appropriate school transition, supportive peer relationships, and successful acculturation. Studies are not generalizable to other cohorts. This review provides a summary of published prevalence estimates for learning problems in resettled refugee children, highlights key risk and resource factors, and identifies gaps in research.

Childhood behavior problems and fighting in early adulthood: What factors are protective?

PurposeTo identify factors that protected children with high externalizing problems at age 11–12 from fighting six to eight years later. MethodsRegression models were used to identify risk-based and interactive protective factors against fighting at ages 17–18 and 19–20, among approximately 1100 Australian Temperament Project participants. To determine whether protective factors were developmentally-sensitive, analyses were repeated at four time points spanning ages 11 to 20. ResultsA number of protective factors were identified, however, few remained significant after controlling for other protective factors and demographic variables. Among high-risk youth, high self-control was consistently associated with lower levels of fighting at 19–20 (and to a lesser extent, 17–18). Positive relationships with teachers in early adolescence also emerged as a risk-based protective factor against fighting (at 19–20). Additionally, both factors appeared to moderate the influence of childhood behavior problems on subsequent fighting, exhibiting protective-enhancing effects. High responsibility and supportive peer relationships in late childhood were also found to be significant risk modifiers, with responsibility having a protective-enhancing effect against fighting, and peer relationships, a protective-stabilizing pattern. ConclusionsSelf-control was the most influential protective factor in reducing the risk of fighting at 17–18 and 19–20 for those with high childhood externalizing problems.

Shadow into Light: a Bristol-based arts project for bereavement

AbstractShadow into Light (SIL) is a creative and therapeutic art and writing project offering support to bereaved people over a series of 10 sessions. The sessions are facilitated by a poet and artist, with a counsellor also present. They use word and image to investigate and express feelings and assist development of new coping mechanisms, while developing supportive peer relationships. This article outlines the rationale and aims of the project, and gives detail of what was covered in each session and why. Evaluation of the first two courses held found that the project was meeting its aims. It is hoped that further research could show statistically significant quantitative measures of the effects of the SIL course on participants’ mental wellbeing and grief resolution

Hospital staff registered nurses' perception of horizontal violence, peer relationships, and the quality and safety of patient care

To test hypotheses from a horizontal violence and quality and safety of patient care model: horizontal violence (negative behavior among peers) is inversely related to peer relations, quality of care and it is positively related to errors and adverse events. Additionally, the association between horizontal violence, peer relations, quality of care, errors and adverse events, and nurse and work characteristics were determined. A random sample (n= 175) of hospital staff Registered Nurses working in California. Nurses participated via survey. Bivariate and multivariate analyses tested the study hypotheses. Hypotheses were supported. Horizontal violence was inversely related to peer relations and quality of care, and positively related to errors and adverse events. Including peer relations in the analyses altered the relationship between horizontal violence and quality of care but not between horizontal violence, errors and adverse events. Nurse and hospital characteristics were not related to other variables. Clinical area contributed significantly in predicting the quality of care, errors and adverse events but not peer relationships. Horizontal violence affects peer relationships and the quality and safety of patient care as perceived by participating nurses. Supportive peer relationships are important to mitigate the impact of horizontal violence on quality of care.

Mental Health and Engagement in Risk Behaviors Among Migrant Adolescents in Israel: The Protective Functions of Secure Attachment, Self-Esteem, and Perceived Peer Support

The study examined the role of resilience factors (self-esteem, secure attachment, and perceived peer support) in predicting mental health symptoms and engagement in risk behaviors among 144 migrant adolescents of work migrants and asylum seekers compared to 146 native-born adolescents in Israel. Migrants’ age and gender were associated with mental health, higher engagement in risk behaviors among older participants, and elevated symptoms among females. Self-esteem, level of secure attachment, and supportive peer-relationships were correlated with lower mental health symptomatology among migrants. The findings highlight the importance of strengthening the interpersonal support systems of migrant youth for better mental health outcomes.