scholarly journals Network selection and influence effects on children’s and adolescents’ internalizing behaviors and peer victimization: A systematic review

2021 ◽  
Vol 59 ◽  
pp. 100944
Author(s):  
Jennifer Watling Neal ◽  
René Veenstra
2020 ◽  
Author(s):  
Jennifer Watling Neal ◽  
René Veenstra

In interpersonal models of developmental psychopathology, friendships and affiliations with peershave been considered as both consequences and determinants of children’s and adolescents’ internalizing behaviors and peer victimization. Longitudinal stochastic actor-oriented models (SAOMs) allow developmental researchers to disentangle peer selection processes where children or adolescents choose friends who are similar to themselves in internalizing behaviors or peer victimization from peer influence processes where children or adolescents become more similar to their friends over time in internalizing behaviors or peer victimization. This paper highlights the methods and results from a systematic review that screened 1,447 empirical articles and located 28 using SAOMs to understand the interplay between peer social networks and internalizing behaviors or peer victimization. The results provide some evidence for both peer selection and influence related to depression, social anxiety, and peer victimization. Additionally, the results provide insight into directions for additional substantive and methodological research. Based on the findings of this review, future research is recommended that considers specific tests of peer selection and influence mechanisms, developmental and gender differences, individual and contextual moderators, multiplex relationships, methodological quality, and direct replication of prior studies.


2019 ◽  
Vol 24 (4) ◽  
Author(s):  
Wendy Kliewer ◽  
David W. Sosnowski ◽  
Hayne Noh ◽  
Kristina McGuire ◽  
Anna W. Wright

2018 ◽  
Vol 10 (3) ◽  
pp. 209-222 ◽  
Author(s):  
Nicholas D. Fogleman ◽  
Kirsten D. Leaberry ◽  
Paul J. Rosen ◽  
Danielle M. Walerius ◽  
Kelly E. Slaughter

Author(s):  
Hannah L. Schacter ◽  
Leah M. Lessard ◽  
Sarah Kiperman ◽  
Faizun Bakth ◽  
Alexandra Ehrhardt ◽  
...  

2016 ◽  
Vol 18 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Desmond Upton Patton ◽  
Jun Sung Hong ◽  
Sadiq Patel ◽  
Michael J. Kral

School bullying and victimization are serious social problems in schools. Most empirical studies on bullying and peer victimization are quantitative and examine the prevalence of bullying, associated risk and protective factors, and negative outcomes. Conversely, there is limited qualitative research on the experiences of children and adolescents related to school bullying and victimization. We review qualitative research on school bullying and victimization published between 2004 and 2014. Twenty-four empirical research studies using qualitative methods were reviewed. We organize the findings from these studies into (1) emic, (2) context specific, (3) iterative, (4) power relations, and (5) naturalistic inquiry. We find that qualitative researchers have focused on elaborating on and explicating the experiences of bully perpetrators, victims, and bystanders in their own words. Directions for research and practice are also discussed.


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