scholarly journals Toward an Integrated Model of Supportive Peer Relationships in Early Adolescence: A Systematic Review and Exploratory Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Marija Mitic ◽  
Kate A. Woodcock ◽  
Michaela Amering ◽  
Ina Krammer ◽  
Katharina A. M. Stiehl ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Peer Influence ◽  
Early Adolescence ◽  
School Environment ◽  
Peer Group ◽  
Meta Analysis ◽  
Well Being ◽  
Integrated Model ◽  
Internet Technology ◽  
Social Emotional

Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/well-being, and behavior/health) and environmental (peer group, school, family, community, and internet/technology) potential influences on SPR based on cross-sectional correlational data. Findings suggest the central importance of identity and social–emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth's social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.

scholarly journals Towards an integrated model of supportive peer relationships in early adolescence: A systematic review and exploratory meta-analysis

2020 ◽  
Author(s):  
Marija Mitic ◽  
Kate Woodcock ◽  
Michaela Amering ◽  
Ina Krammer ◽  
Katharina Stiehl ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Peer Influence ◽  
Early Adolescence ◽  
School Environment ◽  
Peer Group ◽  
Meta Analysis ◽  
Integrated Model ◽  
Internet Technology ◽  
Future Research ◽  
Social Emotional

Supportive peer relationships (SPR) are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis (PROSPERO protocol reference: CRD42018107945) synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links with 93 variables referring to individual (identity, skills/strengths, affect/wellbeing and behavior/health) and environmental (peer group, school, family, community and internet/technology) influences on SPR. Findings suggest the central importance of identity and social–emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth’s social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field.

Unpacking the misfit effect: Exploring the influence of gender and social norms on the association between aggression and peer victimization

2021 ◽  
pp. 016502542199286
Author(s):  
Ellyn Charlotte Bass ◽  
Lina Maria Saldarriaga ◽  
Ana Maria Velasquez ◽  
Jonathan B. Santo ◽  
William M. Bukowski
Keyword(s):  
Social Norms ◽  
Peer Victimization ◽  
Relational Aggression ◽  
Peer Relationships ◽  
Peer Group ◽  
Peer Groups ◽  
Well Being ◽  
Self Report ◽  
Social Regulation ◽  
Adolescent Peer Groups

Social norms are vital for the functioning of adolescent peer groups; they can protect the well-being of groups and individual members, often by deterring harmful behaviors, such as aggression, through enforcement mechanisms like peer victimization; in adolescent peer groups, those who violate aggression norms are often subject to victimization. However, adolescents are nested within several levels of peer group contexts, ranging from small proximal groups, to larger distal groups, and social norms operate within each. This study assessed whether there are differences in the enforcement of aggression norms at different levels. Self-report and peer-nomination data were collected four times over the course of a school year from 1,454 early adolescents ( M age = 10.27; 53.9% boys) from Bogota, Colombia. Multilevel modeling provided support for social regulation of both physical aggression and relational aggression via peer victimization, as a function of gender, grade-level, proximal (friend) or distal (class) injunctive norms of aggression (perceptions of group-level attitudes), and descriptive norms of aggression. Overall, violation of proximal norms appears to be more powerfully enforced by adolescent peer groups. The findings are framed within an ecological systems theory of adolescent peer relationships.

scholarly journals Collaboration to Support Rural Student Social-Emotional Needs

2018 ◽  
Vol 38 (1) ◽  
Author(s):  
Lindsey M. Nichols ◽  
Anisa N. Goforth ◽  
Michaela Sacra ◽  
Kaitlyn Ahlers
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
Rural Areas ◽  
School Environment ◽  
Well Being ◽  
Rural Students ◽  
Health Issues ◽  
Emotional Needs ◽  
Social Emotional ◽  
The Social

There is a growing emphasis in U.S. schools to focus on the social-emotional issues of rural students. Specifically, the effect of mental health issues on school success underscores the importance of collaboration between, and among, educators and specialized support personnel (SSP; e.g., school counselors). In rural areas, school counselors and school psychologists are positioned to assist students and their families to provide support within and surrounding the school environment. The purpose of this paper is to: (1) discuss students’ social-emotional needs and SSP-educator collaboration in the context of rural schools, and (2) to discuss promising and best practices in collaboration to address students’ social-emotional well-being.

The power of peer influence to address student behavioral problems

2018 ◽  
Vol 99 (8) ◽  
pp. 62-66 ◽  
Author(s):  
Mark J. Van Ryzin ◽  
Cary J. Roseth
Keyword(s):  
Peer Influence ◽  
Behavioral Problems ◽  
Peer Group ◽  
Peer Learning ◽  
Cooperative Groups ◽  
Social Emotional ◽  
Learning Programs ◽  
Special Power ◽  
Alcohol And Drug Abuse ◽  
One Year

As children reach adolescence, peer groups gain special power to influence their behavior, and young people tend to adapt their behavior to fit group norms. When students engage in bullying, alcohol and drug abuse, and other behavior, those in their peer group are more likely to engage in those behaviors as well. The authors sought to evaluate whether having students engage in peer learning through interdependent cooperative groups might disrupt this tendency. Middle school teachers were trained in using peer learning to teach their regular curriculum, and after one year, students showed more positive and less negative behavior than those in control schools that did not implement peer learning. The effect was also larger than has been reported for traditional prevention and social-emotional learning programs.

scholarly journals Sensory Processing, Functional Performance and Quality of Life in Unilateral Cerebral Palsy Children: A Cross-Sectional Study

2020 ◽  
Vol 17 (19) ◽  
pp. 7116
Author(s):  
Patricia Jovellar-Isiegas ◽  
Inés Resa Collados ◽  
Diego Jaén-Carrillo ◽  
Luis Enrique Roche-Seruendo ◽  
César Cuesta García
Keyword(s):  
Quality Of Life ◽  
Sensory Processing ◽  
School Environment ◽  
Functional Performance ◽  
Emotional Responses ◽  
Well Being ◽  
Daily Activities ◽  
Social Emotional ◽  
Unilateral Cerebral Palsy

Background: The study of children with unilateral cerebral palsy (UCP) has traditionally focused on motor aspects. The extent to which sensory processing disorders can affect their functional performance and quality of life (QoL) is uncertain. This study aimed to explore the differences in sensory processing between UCP and typical development (TD) children and to analyze the relationship of sensory processing with functional performance and QoL. Methods: Fifty-three children aged from 6 to 15 years (TD = 24; UCP = 29) were recruited. The Child Sensory Profile 2, Pediatric Evaluation of Disability Inventory—Computer Adaptive Test and Kidscreen were used to evaluate sensory processing, functional performance and QoL. Results: UCP children showed sensory processing difficulties (avoidance: p = 0.02; registration: p = 0.00; body position: p = 0.00; oral: p = 0.02; social-emotional: p = 0.01), and scored lower in functional performance (daily activities: p = 0.00; mobility: p = 0.00; social/cognitive: p = 0.04) and in physical well-being (p = 0.00). The highest correlations in UCP group were found between proprioceptive processing and daily activities and mobility (r = −0.39); auditory, visual and tactile information and school environment (r = −0.63; r = −0.51; r = −0.46); behavioral and social-emotional responses and psychological well-being (r = −0.64; r = −0.49). Conclusions: UCP children have greater difficulty in sensory processing than TD children. Difficulties in proprioceptive processing contribute to poorer functional performance. Auditory, visual and tactile processing is associated with participation in the school environment and behavioral and social-emotional responses related to sensory processing are associated with the psychological well-being.

Proximal Social Determinants of Adolescents’ Health: The Importance of Everyday Life Circumstances

2020 ◽  
pp. 0044118X2091843
Author(s):  
Kaipeng Wang ◽  
Anao Zhang ◽  
Haotian Zheng ◽  
Yeonwoo Kim ◽  
Yolanda Padilla
Keyword(s):  
Peer Relationships ◽  
Adolescent Health ◽  
Transition To Adulthood ◽  
School Environment ◽  
Family Relations ◽  
Well Being ◽  
Neighborhood Environment ◽  
Structural Determinants ◽  
Multiple Systems ◽  
Self Rated Health

Adolescent health has a significant influence as individuals transition to adulthood and can have lifelong effects on well-being. In addition to well-established structural determinants of health such as racism and poverty, proximal determinants of adolescent health illuminate on the health effects of the daily circumstances of adolescents. Guided by the proximal determinants of adolescent health theory, we examined the association between adolescents’ self-rated health and multiple domains of proximal determinants, including family relations, peer relationships, school environment, and neighborhood environment. Using data from the Fragile Families and Child Wellbeing Study, we analyzed 3,444 adolescents who were 14 to 15 years old. Results of ordered logistic regression analyses revealed significant associations between proximal determinants and adolescents’ self-rated health even when taking into account all the domains simultaneously. This study highlights the importance of unraveling factors of multiple systems on adolescents’ health and suggests implications for their subsequent transition to adulthood.

Biological requirements or social expectations? Entanglements of sex and gender in nutrition policies in Ontario secondary schools

2021 ◽  
pp. 001789692110112
Author(s):  
Sarah Gray
Keyword(s):  
Young People ◽  
Peer Influence ◽  
Student Voice ◽  
School Environment ◽  
Young Men ◽  
Well Being ◽  
Sex And Gender ◽  
Eating Behaviours ◽  
Critical Policy Analysis ◽  
Nutrition Policies

Objectives: An increasing number of nutrition policies have been implemented in Ontario schools as part of a concerted effort to address students’ well-being. This article explores understandings of biological differences in nutrition requirements between young men and women and the extent to which these differences are (re)produced in social eating behaviours and food pedagogies. Setting: A suburban school (grades 9–12) located in the Greater Toronto-Hamilton Area in Ontario, Canada. Method: Critical policy analysis combined with 13 focus groups of students (13–18 years old) in one Ontario school. A biopedagogical lens was used to analyse how young people develop and deploy their own reasoning and question the messages they receive about expected behaviour. Results: Focus group discussions suggest that dominant discourses and constructions about sex/gender are reproduced within the school environment, which has implications for the effectiveness of nutrition policies in schools. Furthermore, differences between young men and women’s eating behaviours were found to be contradictory to biopedagogical instructions from educational institutions and governmental agencies. For some young people, the pedagogical messages received are limited in their effectiveness because young people have not been convinced that it is worth risking their social status or because their content is contrary to messages received from media or their peers. Conclusion: Incorporating student voice in the creation of educational policy will assist health educators and school officials to understand sex/gender influences on the behaviour of students in terms of financial considerations, peer influence and social image. Optimising student voice to understand how they themselves may contribute to the implementation of policies will in turn increase the policies’ effectiveness.

scholarly journals Satysfakcja z życia w grupie młodzieży przez pryzmat zaburzeń w zakresie masy ciała

2020 ◽  
Vol 5 (2) ◽  
pp. 76-101
Author(s):  
Dorota Kochman ◽  
Danuta Wojciechowska
Keyword(s):  
Social Support ◽  
Body Weight ◽  
Children And Adolescents ◽  
Peer Relationships ◽  
School Environment ◽  
Satisfaction With Life ◽  
Well Being ◽  
Overweight And Obesity ◽  
Physical And Mental Health ◽  
Mental Well Being

Admission. In recent years can be seen propensity for weight disorders among school children and adolescents. It can be said that this phenomenon is intensifying from year to year. One such phenomenon is the constant spending time on the computer or mobile phone which leads to uprising excessive body weight. The second is the pursuit of excellence as a result of promoting too perfect appearance in the media through it children and adolescents lead to weight deficiency. Both of these behaviours very often cause serious physical and mental health disorders. Aim. Thesis purpose is analysis of life satisfaction of schoolchildren with disorders in terms of body weight. Material and method. In thesis to conduct the study was used survey questionnaire KIDSCREEN- 27 for children and young people- version for children’s 8-18 years old. It examines the level of satisfaction with life in five dimension: physical activity, mental well-being, family and free time, peer relationships and relations in the school environment. In the study took part 100 children in 14-18 years old. Results. In terms of physical well-being, highest scores were obtained subjects by overweight and obese. In mental well-being the highest with obesity and underweight. In independence and relationships with parents and the school environment, the highest results subjects with underweight. Social support and friends the highest results obtained, subjects with overweight and obesity. In the school environment got the highest score students with underweight. The lowest results in physical well-being, psychological well-being and social support subjects with correct BMI value. independence and relationships with parents and the school environment subjects with obesity obtained the lowest results. Conclusions. Both subjects with underweight and overweight and obesity, based on the results of the conducted research, promote satisfaction with the life and environment in which they operate.

scholarly journals Alcohol consumption in early adolescence is differently associated with sociodemographic and psychosocial factors according to gender (HBSC 2014, Wallonia, Belgium)

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Camille Pedroni ◽  
Maud Dujeu ◽  
Thérésa Lebacq ◽  
Nathalie Moreau ◽  
Véronique Desnouck ◽  
...  
Keyword(s):  
Social Networks ◽  
Life Satisfaction ◽  
Alcohol Consumption ◽  
Peer Relationships ◽  
Early Adolescence ◽  
Well Being ◽  
The Body ◽  
School Satisfaction ◽  
Family Status ◽  
The Past

AbstractIntroductionDuring adolescence, while the body is still in development, alcohol consumption can cause irreversible damages. Well-being and family, social and school environment may influence alcohol consumption among adolescents. According to their gender, they may be more or less receptive to some of these influences. Our aim was to identify potential gender differences in the correlates of alcohol consumption in early adolescence.MethodsAnalyses were based on 4,714 10–14-year-old adolescents attending schools in Wallonia, and included in the 2014 Health Behaviour in School-aged Children (HBSC) cross-sectional survey. Information were collected through self-administered questionnaires. Alcohol consumption was defined as having drunk at least one day during the last 30 days before the survey. Gender-stratified associations were estimated using multivariable logistic regressions.ResultsTwenty percent of 10–14-year-old adolescents (boys: 21.6%; girls: 18.0%) reported having consumed alcohol during the past month. After adjustment, associations with age, frequency of contacts via social networks and frequency of outings with friends after class hours, were similar in both genders. Adolescents aged 13–14 years (vs. 10–12 years), those who communicated at least every week via social networks (vs. less than once a week) and those who met their friends at least once after class hours (vs. less than once a week) were more likely to consume alcohol.Boys’ and girls’ 2nd-generation migrants and boys’ 1st-generation migrants (vs. natives) were less likely to have consumed alcohol in the past month. Furthermore, boys and girls with “low” Family Affluence Scale (FAS) and boys from “medium” FAS (vs. “high”) were less likely to have consumed alcohol.In boys only, school satisfaction was significantly associated with alcohol consumption during the past month (vs. those who liked school a lot: those who liked school a bit (OR = 1.88 [1.13–0.84]) or did not like school very much (OR = 2.20 [1.32–3.66]) or did not like school at all (OR = 2.91 [1.69–5.02]).In girls, family status (vs. two-parent families: stepfamilies (OR = 1.43 [1.05–1.95])) and life satisfaction (vs. “high”: “low” (OR = 1.63 [1.19–2.26])) were significantly associated with alcohol consumption.ConclusionAlthough both genders share common risk factors (age, peer relationships, migration status and socioeconomic status), some differences have been highlighted. In boys only, school satisfaction was inversely associated with alcohol consumption. High life satisfaction and living in two-parent families seemed to play a protective role in girls only. These results should help better identify adolescents to be targeted in campaigns preventing early alcohol consumption.

scholarly journals A Meta-Analysis of Longitudinal Peer Influence Effects in Childhood and Adolescence

2021 ◽  
Author(s):  
Matteo Giletta ◽  
Sophia Choukas-Bradley ◽  
Marlies Maes ◽  
Kathryn Linthicum ◽  
Noel Card ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Peer Influence ◽  
Meta Analysis ◽  
Time Lag ◽  
Psychological Research ◽  
Effect Sizes ◽  
Childhood And Adolescence ◽  
Classroom Context ◽  
Relationship Type ◽  
Dependent Effect Sizes

For decades, psychological research has examined the extent to which children’s and adolescents’ behavior is influenced by the behavior of their peers (i.e., peer influence effects). This review provides a comprehensive synthesis and meta-analysis of this vast field of psychological science, with a goal to quantify the magnitude of peer influence effects across a broad array of behaviors (externalizing, internalizing, academic). To provide a rigorous test of peer influence effects, only studies that employed longitudinal designs, controlled for youths’ baseline behaviors, and used “external informants” (peers’ own reports or other external reporters) were included. These criteria yielded a total of 233 effect sizes from 60 independent studies across four different continents. A multilevel meta-analytic approach, allowing the inclusion of multiple dependent effect sizes from the same study, was used to estimate an average cross-lagged regression coefficient, indicating the extent to which peers’ behavior predicted changes in youths’ own behavior over time. Results revealed a peer influence effect that was small in magnitude (β ̅ = 0.08) but significant and robust. Peer influence effects did not vary as a function of the behavioral outcome, age, or peer relationship type (one close friend vs. multiple friends). Time lag and peer context emerged as significant moderators, suggesting stronger peer influence effects over shorter time periods, and when the assessment of peer relationships was not limited to the classroom context. Results provide the most thorough and comprehensive synthesis of childhood and adolescent peer influence to date, indicating that peer influence occurs similarly across a broad range of behaviors and attitudes.

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