Adolescent Pathways to Co-Occurring Problem Behavior: The Effects of Peer Delinquency and Peer Substance Use

PubMed Central

Monahan, Kathryn C.; Rhew, Isaac C.; Hawkins, J. David; Brown, Eric C.

2013-01-01

Delinquency and substance use are more likely to co-occur in adolescence compared to earlier and later developmental periods. The present study examined developmental pathways to co-occurring problem behavior from 6th-10th grade (N=2,002), testing how peer delinquency and substance use were linked to transitioning between abstaining, delinquency, substance use, and co-occurring problem behavior. Developmentally, most youth transition from abstinence to delinquent behavior, and then escalate to co-occurring problem behavior. Once co-occurring problem behavior onsets, remitting to single problem behavior or abstinence is unlikely. The impact of peers on problem behavior are domain specific when individuals transition from abstaining to a single problem behavior, but are more general with respect to escalation of and desistance from problem behavior. PMID:25506186

Linking Executive Function and Peer Problems from Early Childhood Through Middle Adolescence.

PubMed

Holmes, Christopher J; Kim-Spoon, Jungmeen; Deater-Deckard, Kirby

2016-01-01

Peer interactions and executive function play central roles in the development of healthy children, as peer problems have been indicative of lower cognitive competencies such as self-regulatory behavior and poor executive function has been indicative of problem behaviors and social dysfunction. However, few studies have focused on the relation between peer interactions and executive function and the underlying mechanisms that may create this link. Using a national sample (n = 1164, 48.6% female) from the Study of Early Child Care and Youth Development (SECCYD), we analyzed executive function and peer problems (including victimization and rejection) across three waves within each domain (executive function or peer problems), beginning in early childhood and ending in middle adolescence. Executive function was measured as a multi-method, multi-informant composite including reports from parents on the Children's Behavior Questionnaire and Child Behavior Checklist and child's performance on behavioral tasks including the Continuous Performance Task, Woodcock-Johnson, Tower of Hanoi, Operation Span Task, Stroop, and Tower of London. Peer problems were measured as a multi-informant composite including self, teacher, and afterschool caregiver reports on multiple peer-relationship scales. Using a cross-lagged design, our Structural Equation Modeling findings suggested that experiencing peer problems contributed to lower executive function later in childhood and better executive function reduced the likelihood of experiencing peer problems later in childhood and middle adolescence, although these relations weakened as a child moves into adolescence. The results highlight that peer relationships are involved in the development of strengths and deficits in executive function and vice versa.

Linking Executive Function and Peer Problems from Early Childhood through Middle Adolescence

PubMed Central

Holmes, Christopher J.; Kim-Spoon, Jungmeen; Deater-Deckard, Kirby

2015-01-01

Peer interactions and executive function play central roles in the development of healthy children, as peer problems have been indicative of lower cognitive competencies such as self-regulatory behavior and poor executive function has been indicative of problem behaviors and social dysfunction. However, few studies have focused on the relation between peer interactions and executive function and the underlying mechanisms that may create this link. Using a national sample (n = 1,164, 48.6% female) from the Study of Early Child Care and Youth Development (SECCYD), we analyzed executive function and peer problems (including victimization and rejection) across three waves within each domain (executive function or peer problems), beginning in early childhood and ending in middle adolescence. Executive function was measured as a multi-method, multi-informant composite including reports from parents on the Children’s Behavior Questionnaire and Child Behavior Checklist and child’s performance on behavioral tasks including the Continuous Performance Task, Woodcock-Johnson, Tower of Hanoi, Operation Span Task, Stroop, and Tower of London. Peer problems were measured as a multi-informant composite including self, teacher, and after school caregiver reports on multiple peer-relationship scales. Using a cross-lagged design, our Structural Equation Modeling findings suggested that experiencing peer problems contributed to lower executive function later in childhood and better executive function reduced the likelihood of experiencing peer problems later in childhood and middle adolescence, although these relations weakened as a child moves into adolescence. The results highlight that peer relationships are involved in the development of strengths and deficits in executive function and vice versa. PMID:26096194

Peer influences on internalizing and externalizing problems among adolescents: a longitudinal social network analysis.

PubMed

Fortuin, Janna; van Geel, Mitch; Vedder, Paul

2015-04-01

Adolescents who like each other may become more similar to each other with regard to internalizing and externalizing problems, though it is not yet clear which social mechanisms explain these similarities. In this longitudinal study, we analyzed four mechanisms that may explain similarity in adolescent peer networks with regard to externalizing and internalizing problems: selection, socialization, avoidance and withdrawal. At three moments during one school-year, we asked 542 adolescents (8th grade, M-age = 13.3 years, 51 % female) to report who they liked in their classroom, and their own internalizing and externalizing problems. Adolescents tend to prefer peers who have similar externalizing problem scores, but no significant selection effect was found for internalizing problems. Adolescents who share the same group of friends socialize each other and then become more similar with respect to externalizing problems, but not with respect to internalizing problems. We found no significant effects for avoidance or withdrawal. Adolescents may choose to belong to a peer group that is similar to them in terms of externalizing problem behaviors, and through peer group socialization (e.g., enticing, modelling, mimicking, and peer pressure) become more similar to that group over time.

Gender and Conduct Problems Predict Peer Functioning among Children with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Mikami, Amori Yee; Lorenzi, Jill

2011-01-01

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often have poor relationships with peers. However, research on this topic has predominantly focused on boys. This study considered child gender, ADHD status, and dimensionally-assessed conduct problems as predictors of peer relationship difficulties. Participants were 125 children (ages 6–10; 67% male), 63 with clinical diagnoses of ADHD and 62 non-ADHD comparison youth. Conduct problems were reported by teachers and observed in a lab playgroup. Peer relationships were assessed by parent report, teacher report, and peer sociometric nominations in the playgroup. Results suggested that children with ADHD, as well as those with high conduct problems, displayed more impaired peer relationships than did comparison children and those with low conduct problems, but overall there were no gender differences in social functioning. However, statistical interactions appeared such that the negative impact of conduct problems on peer relationships was stronger for girls than for boys. PMID:21916696

The Trajectories of Adolescents’ Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years

PubMed Central

Wang, Ming-Te; Dishion, Thomas J.

2012-01-01

This longitudinal study examined trajectories of change in adolescents’ perceptions of four dimensions of school climate (academic support, behavior management, teacher social support, peer social support) and the effects of such trajectories on adolescent problem behaviors. We also tested whether school climate moderated the associations between deviant peer affiliation and adolescent problem behaviors. The 1,030 participating adolescents from 8 schools were followed from 6th through 8th grades (54% female; 76% European American). Findings indicated that all the dimensions of school climate declined and behavioral problems and deviant peer affiliation increased. Declines in each of the dimensions were associated with increases in behavioral problems. The prediction of problem behavior from peer affiliation was moderated by adolescents’ perceptions of school climate. PMID:22822296

Roles of temperamental arousal and gender-segregated play in young children's social adjustment.

PubMed

Fabes, R A; Shepard, S A; Guthrie, I K; Martin, C L

1997-07-01

The hypothesis that gender differences in children's adjustment is partially influenced by differences in temperament and interactions with same-sex peers was examined. Fifty-seven predominantly White, middle-class preschoolers (29 boys and 28 girls, M age = 54.5 months) participated. Measures were taken of children's arousability, problem behaviors, and tendencies to play with same-sex peers. A semester later, children's peer status was assessed. Analyses revealed that arousability and same-sex peer play interacted to predict problem behaviors. For boys high in arousability, play with same-sex peers increased problem behaviors. In contrast, arousable girls who played with other girls were relatively unlikely to show problem behaviors. Moreover, the interaction of arousability and same-sex peer play predicted boys' (but not girls') peer status, and this relation was partially mediated by problem behaviors. The role of gender-related processes is discussed.

Explicit and Implicit Stigma towards Peers with Mental Health Problems in Childhood and Adolescence

ERIC Educational Resources Information Center

O'Driscoll, Claire; Heary, Caroline; Hennessy, Eilis; McKeague, Lynn

2012-01-01

Background: Children and adolescents with mental health problems are widely reported to have problems with peer relationships; however, few studies have explored the way in which these children are regarded by their peers. For example, little is known about the nature of peer stigmatisation, and no published research has investigated implicit…

Association between peer relationship problems and childhood overweight/obesity.

PubMed

Boneberger, Anja; von Kries, Rüdiger; Milde-Busch, Astrid; Bolte, Gabriele; Rochat, Mascha K; Rückinger, Simon

2009-12-01

To assess the association between peer relationship problems and childhood overweight and obesity. Data on 4718 preschool children were obtained at the obligatory school entry health examination in Bavaria. Parentally reported peer relationship problems ('normal', 'borderline' or 'abnormal') were assessed from the Strengths and Difficulties Questionnaire. Overweight and obesity were defined according to age- and gender-specific BMI cut-off points. Multivariate logistic regression analysis was performed to control potential confounders. The prevalence of overweight and obesity was higher among children with 'borderline' or 'abnormal' peer relationship problems compared to 'normal' children. The association of 'abnormal' peer relationship problems was still significant in the final logistic regression model for girls [odds ratio (OR) for overweight 2.0; 95% confidence interval (CI): 1.4-3.0; OR for obesity 2.6; 95% CI: 1.3-5.0]. Among boys the adjusted odds ratio were lower and no longer significant. The significantly increased prevalence of overweight and obesity among preschool children with peer relationship problems could not be explained by confounding. It seems evident that there is a relevant co-morbidity of peer relationship problems and obesity in pre-school children pointing to the need of interventions focusing on both physical as well as psychosocial health.

Peer Deviancy Training and Peer Coercion: Dual Processes Associated with Early-Onset Conduct Problems

ERIC Educational Resources Information Center

Snyder, James; Schrepferman, Lynn; McEachern, Amber; Barner, Stacy; Johnson, Kassy; Provines, Jessica

2008-01-01

The prospective relationships of conduct problems and peer coercion and deviancy training during kindergarten (mean age = 5.3 years) to overt and covert conduct problems in third-fourth grade were examined in a sample of 267 boys and girls. Coercion and deviancy training were distinct peer processes. Both were associated with earlier child conduct…

Peer Victimization as a Mediator of the Relation between Facial Attractiveness and Internalizing Problems

ERIC Educational Resources Information Center

Rosen, Lisa H.; Underwood, Marion K.; Beron, Kurt J.

2011-01-01

This study examined the relations among facial attractiveness, peer victimization, and internalizing problems in early adolescence. We hypothesized that experiences of peer victimization would partially mediate the relationship between attractiveness and internalizing problems. Ratings of attractiveness were obtained from standardized photographs…

Peer Rejection and Aggression and Early Starter Models of Conduct Disorder

PubMed Central

Miller-Johnson, Shari; Coie, John D.; Maumary-Gremaud, Anne; Bierman, Karen

2009-01-01

Peer rejection and aggression in the early school years were examined for their relevance to early starting conduct problems. The sample of 657 boys and girls from 4 geographical locations was followed from 1st through 4th grades. Peer rejection in 1st grade added incrementally to the prediction of early starting conduct problems in 3rd and 4th grades, over and above the effects of aggression. Peer rejection and aggression in 1st grade were also associated with the impulsive and emotionally reactive behaviors found in older samples. Being rejected by peers subsequent to 1st grade marginally added to the prediction of early starting conduct problems in 3rd and 4th grades, controlling for 1st grade ADHD symptoms and aggression. Furthermore, peer rejection partially mediated the predictive relation between early ADHD symptoms and subsequent conduct problems. These results support the hypothesis that the experience of peer rejection in the early school years adds to the risk for early starting conduct problems. PMID:12041708

Peer Problems Mediate the Relationship between Developmental Coordination Disorder and Behavioral Problems in School-Aged Children

ERIC Educational Resources Information Center

Wagner, Matthias Oliver; Bos, Klaus; Jascenoka, Julia; Jekauc, Darko; Petermann, Franz

2012-01-01

The aim of this study was to gain insights into the relationship between developmental coordination disorder, peer problems, and behavioral problems in school-aged children where both internalizing and externalizing behavioral problems were considered. We assumed that the relationship between developmental coordination disorder and…

Effects of Parenting and Deviant Peers on Early to Mid-Adolescent Conduct Problems

PubMed Central

Trudeau, Linda; Mason, W. Alex; Randall, G. Kevin; Spoth, Richard; Ralston, Ekaterina

2013-01-01

We investigated the influence of effective parenting behaviors (father and mother reports) and deviant peer association (adolescent reports) on subsequent young adolescent conduct problems (teacher reports) during grades 7–9, using structural equation modeling. Data were from a sample of 226 rural adolescents (n=112 boys; n=107 girls; n=7 gender unknown), their parents, and teachers. Both effective parenting and association with deviant peers influenced later conduct problems; however, the pattern of influence varied across time and between fathers and mothers, with complex patterns of interactions between effective parenting and peer deviance. From seventh to eighth grade, effective parenting by both mothers and fathers buffered the effect of higher levels of peer deviance on conduct problems across adolescent gender. From eighth to ninth grade (i.e., transition into high school), fathers’ effective parenting buffered the effects of deviant peer association on their daughters’ conduct problems, whereas both fathers’ and mothers’ influence was stronger for sons when deviant peer associations were lower. Analyses also evaluated bi-directional longitudinal effects among adolescents, parents, and peers. Although varying by parent and adolescent gender or adolescent age, results generally supported the protective effects of parenting on their children’s conduct problems during early to mid adolescence. PMID:22648200

Friendship and Gender Differences in Task and Social Interpretations of Peer Collaborative Problem Solving.

ERIC Educational Resources Information Center

Strough, JoNell; Berg, Cynthia A.; Meegan, Sean P.

2001-01-01

Examined how social aspects of a peer collaborative context related to differences in adolescents' interpretations of task and social problems while collaborating with peers in a naturalistic classroom setting. Found that salience of social problems, gender, and friendship were important for understanding project performance. Explored the value of…

Peer Relationship Problems of Children with AD/HD: Risk Factors and New Directions in Interventions

ERIC Educational Resources Information Center

Ozdemir, Selda

2009-01-01

This review integrates and evaluates research conducted on possible contributing factors to peer relationship problems of children with attention deficit/hyperactivity disorder (AD/HD). Substantial evidence suggests that children with AD/HD have serious problems in multiple aspects of their relationships with peers. Difficulties resulting from…

Longitudinal trajectories of peer relations in children with specific language impairment.

PubMed

Mok, Pearl L H; Pickles, Andrew; Durkin, Kevin; Conti-Ramsden, Gina

2014-05-01

Peer relations is a vulnerable area of functioning in children with specific language impairment (SLI), but little is known about the developmental trajectories of individuals. Peer problems were investigated over a 9-year period (from 7 to 16 years of age) in 171 children with a history of SLI. Discrete factor growth modelling was used to chart developmental trajectories. Multinomial logistic regression analysis was conducted to investigate factors associated with group membership. Four distinct developmental trajectories were identified: low-level/no problems in peer relations (22.2% of participants), childhood-limited problems (12.3%), childhood-onset persistent problems (39.2%) and adolescent-onset problems (26.3%). Risk of poor trajectories of peer relations was greater for those children with pragmatic language difficulties. Prosocial behaviour was the factor most strongly associated with trajectory group membership. Overall, the more prosocial children with better pragmatic language skills and lower levels of emotional problems had less difficulty in developing peer relations. Analysis of developmental trajectories enriches our understanding of social development. A sizeable minority in the present sample sustained positive relations through childhood and adolescence, and others overcame early difficulties to achieve low levels of problems by their early teens; the majority, however, showed childhood-onset persistent or adolescent-onset problems. © 2014 The Authors Journal of Child Psychology and Psychiatry published by John Wiley © Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

Mediating effects of teacher and peer relationships between parental abuse/neglect and emotional/behavioral problems.

PubMed

Ban, Jiyoon; Oh, Insoo

2016-11-01

The current study examined the mediating effects of the teacher and peer relationships between parental abuse/neglect and a child's emotional/behavioral problems. A total of 2070 student surveys from the panel of the Korean Child Youth Panel Study (KCYPS) were analyzed by path analysis. The key findings of this study are outlined below. Firstly, parental physical and emotional abuse and neglect had significant effects on children's problems. The direct effect of parental abuse on emotional/behavioral problems was higher than the direct effect of parental neglect on emotional/behavioral problems. Secondly, the teacher relationship partially mediated the effects of the parental abuse/neglect on emotional/behavioral problems. Thirdly, the peer relationship also partially mediated the effects of parental abuse/neglect on children's emotional/behavioral problems. The indirect effect of parental neglect via teacher relationships and peer relationships was stronger than the indirect effect of parental abuse. This study is significant in that it identified that parental abuse/neglect was mediated by the teacher and peer relationship, thereby suggesting an implication for effective intervention with children who have suffered abuse and neglect. In terms of the teacher and peer relationship, understanding the influence of parental abuse and neglect on children's problems was discussed, and the limitations and recommendations for future study were suggested. Copyright © 2016 Elsevier Ltd. All rights reserved.

Bidirectional Influences between Maternal Parenting and Children's Peer Problems: A Longitudinal Monozygotic Twin Difference Study

ERIC Educational Resources Information Center

Yamagata, Shinji; Takahashi, Yusuke; Ozaki, Koken; Fujisawa, Keiko K.; Nonaka, Koichi; Ando, Juko

2013-01-01

This twin study examined the bidirectional relationship between maternal parenting behaviors and children's peer problems that were not confounded by genetic and family environmental factors. Mothers of 259 monozygotic twin pairs reported parenting behaviors and peer problems when twins were 42 and 48 months. Path analyses on monozygotic twin…

Preschoolers' Cooperative Problem Solving: Integrating Play and Problem Solving

ERIC Educational Resources Information Center

Ramani, Geetha B.; Brownell, Celia A.

2014-01-01

Cooperative problem solving with peers plays a central role in promoting children's cognitive and social development. This article reviews research on cooperative problem solving among preschool-age children in experimental settings and social play contexts. Studies suggest that cooperative interactions with peers in experimental settings are…

Peer Victimization, Poor Academic Achievement, and the Link between Childhood Externalizing and Internalizing Problems

ERIC Educational Resources Information Center

van Lier, Pol A. C.; Vitaro, Frank; Barker, Edward D.; Brendgen, Mara; Tremblay, Richard E.; Boivin, Michel

2012-01-01

This study explored whether early elementary school aged children's externalizing problems impede academic functioning and foster negative social experiences such as peer victimization, thereby making these children vulnerable for developing internalizing problems and possibly increasing their externalizing problems. It also explored whether early…

The impact of peer victimization on later maladjustment: Mediating and moderating effects of hostile and self-blaming attributions

PubMed Central

Perren, Sonja; Ettekal, Idean; Ladd, Gary

2012-01-01

Background Evidence indicates that being a victim of bullying or peer aggression has negative short- and long-term consequences. In this study, we investigated the mediating and moderating role of two types of attributional mechanisms (hostile and self-blaming attributions) on children’s maladjustment (externalizing and internalizing problems). Methods In total, 478 children participated in this longitudinal study from grade 5 to grade 7. Children, parents and teachers repeatedly completed questionnaires. Peer victimization was assessed through peer reports (T1). Attributions were assessed through self-reports using hypothetical scenarios (T2). Parents and teachers reported on children’s maladjustment (T1 and T3). Results Peer victimization predicted increases in externalizing and internalizing problems. Hostile attributions partially mediated the impact of victimization on increases in externalizing problems. Self-blame was not associated with peer victimization. However, for children with higher levels of self-blaming attributions, peer victimization was linked more strongly with increases in internalizing problems. Conclusions Results imply that hostile attributions may operate as a potential mechanism through which negative experiences with peers lead to increases in children’s aggressive and delinquent behavior, whereas self-blame exacerbates victimization’s effects on internalizing problems. PMID:23057732

Relations between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.; Rouse, Heather L.; Fantuzzo, John W.

2010-01-01

The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path…

Predicting Change in Early Adolescent Problem Behavior in the Middle School Years: A Mesosystemic Perspective on Parenting and Peer Experiences

ERIC Educational Resources Information Center

Veronneau, Marie-Helene; Dishion, Thomas J.

2010-01-01

The transition into middle school may be a risky period in early adolescence. In particular, friendships, peer status, and parental monitoring during this developmental period can influence the development of problem behavior. This study examined interrelationships among peer and parenting factors that predict changes in problem behavior over the…

The Moderating Role of Close Friends in the Relationship Between Conduct Problems and Adolescent Substance Use

PubMed Central

Glaser, Beate; Shelton, Katherine H.; van den Bree, Marianne B.M.

2010-01-01

Purpose Conduct problems and peer effects are among the strongest risk factors for adolescent substance use and problem use. However, it is unclear to what extent the effects of conduct problems and peer behavior interact, and whether adolescents' capacity to refuse the offer of substances may moderate such links. This study was conducted to examine relationships between conduct problems, close friends' substance use, and refusal assertiveness with adolescents' alcohol use problems, tobacco, and marijuana use. Methods We studied a population-based sample of 1,237 individuals from the Cardiff Study of All Wales and North West of England Twins aged 11–18 years. Adolescent and mother-reported information was obtained. Statistical analyses included cross-sectional and prospective logistic regression models and family-based permutations. Results Conduct problems and close friends' substance use were associated with increased adolescents' substance use, whereas refusal assertiveness was associated with lower use of cigarettes, alcohol, and marijuana. Peer substance use moderated the relationship between conduct problems and alcohol use problems, such that conduct problems were only related to increased risk for alcohol use problems in the presence of substance-using friends. This effect was found in both cross-sectional and prospective analyses and confirmed using the permutation approach. Conclusions Reduced opportunities for interaction with alcohol-using peers may lower the risk of alcohol use problems in adolescents with conduct problems. PMID:20547290

Gender Roles, Externalizing Behaviors, and Substance Use Among Mexican-American Adolescents

PubMed Central

KULIS, STEPHEN; MARSIGLIA, FLAVIO F.; NAGOSHI, JULIE L.

2010-01-01

A sample of 60 male and 91 female Mexican-American adolescents (age 13–18) were administered measures of positive (i.e., assertive masculinity, affective femininity) and negative (i.e., aggressive masculinity, submissive femininity) gender roles, internalizing and externalizing problem behaviors, peer substance use, and own substance use (alcohol, cigarettes, marijuana). Negative gender roles were significantly correlated with internalizing and externalizing problems for both boys and girls, with aggressive masculinity also predicting peer substance use for both genders. Assertive masculinity significantly predicted lower alcohol use in boys, and this effect was not mediated by internalizing problems, externalizing problems, or peer substance use. Negative gender roles significantly predicted higher alcohol use in girls, but this effect was almost completely mediated by internalizing problems, externalizing problems, and peer substance use. Results are discussed in terms of gender role socialization among Mexican Americans. PMID:21031145

Self-concept and psychopathology in deaf adolescents: preliminary support for moderating effects of deafness-related characteristics and peer problems.

PubMed

van Gent, Tiejo; Goedhart, Arnold W; Treffers, Philip D A

2011-06-01

High rates of psychopathology were found amongst deaf adolescents, but little is known about the psychosocial risk factors. This study investigated whether (1) less severe deafness and/or acquired or otherwise complicated deafness, and (2) having mainly contacts with hearing people, each represent chronic stressful conditions that moderate the associations between self-esteem and emotional problems. In addition, the moderating effect of observed peer rejection on the association between social acceptance and behavioural problems was explored. Deaf adolescents of normal intelligence (N = 68) completed the Self Perception Profile for Adolescents. Psychopathology was assessed using a semi-structured interview with adolescents and reports by parents, teachers and expert ratings. Data on moderator variables were collected from school records, parental and teachers' reports. Emotional mental health problems were negatively associated with self-esteem and positively with peer rejection. The association between self-esteem and emotional problems was moderated by the deafness variable less severe deafness or acquired or otherwise complicated deafness. Behavioural mental health problems were positively associated with social acceptance and peer rejection but negatively with the amount of involvement with hearing people. Peer rejection moderated the association between social acceptance and behavioural problems. The findings emphasise the importance of considering self-concept dimensions, peer problems and deafness- and context-related characteristics when assessing and treating deaf adolescents. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

Culture as an explanation for substance-related problems: a cross-national study among French and Dutch adolescents.

PubMed

Knibbe, Ronald Arnold; Joosten, Jan; Choquet, Marie; Derickx, Mieke; Morin, Delphine; Monshouwer, Karin

2007-02-01

Our main goal was to establish whether French and Dutch adolescents differ in rates of substance-related adverse events (e.g. fights, robbery), problems with peers or socializing agents even when controlling for pattern of substance use. For problems with peers and socializing agents due to alcohol we hypothesized that, because of stronger informal control of drinking in France, French adolescents are more likely to report problems with peers and socializing agents. For adverse events due to alcohol no difference was expected after controlling for consumption patterns. For drug-related problems, the hypothesis was that, due to the more restrictive drug policy in France, French adolescents are more likely to report problems with peers, socializing agents and adverse events. Comparable surveys based on samples of adolescent schoolchildren in France (n=9646) and the Netherlands (n=4291) were used. Data were analysed using multilevel logistic regression in which school, age and gender, indicators of substance use and country were used as predictors of substance-related problems. The outcomes show that French adolescents are more likely to report problems with peers and socializing agents due to alcohol even when consumption pattern is controlled for. For adverse events due to alcohol no difference was found between French and Dutch adolescents. For drug-related problems the expected differences were found; i.e. French adolescents are more likely to report problems with peers, socializing agents and adverse events even when controlling for pattern of drug use. It is concluded that there are culturally embedded differences in the rates of some types of problems due to alcohol or drug use. With respect to alcohol use, these differences are most likely due to culturally embedded differences in the informal social control of alcohol use. The differences in rates of drug-related problems are interpreted in the context of national differences in drug policy.

Domestic Violence and Vagal Reactivity to Peer Provocation

PubMed Central

Katz, Lynn Fainsilber

2007-01-01

This paper examined whether individual differences in children’s vagal reactivity to peer provocation was related to domestic violence within the family. It also examined the question of whether conduct-problem children who show vagal augmentation to peer provocation come from families with high levels of domestic violence. During the peer provocation, children were expecting to interact with a difficult peer while vagal reactivity was assessed. Groups were divided into children who showed vagal augmentation and vagal suppression to the stressful peer interaction. Findings indicated that conduct-problem children who showed vagal augmentation to interpersonal challenge came from families with the highest levels of domestic violence. Vagal augmentation was also associated with a greater number of conduct-related problems for those children exposed to high levels of domestic violence. Discussion highlights the role of individual differences in physiological reactivity in understanding children’s behavior problems in relation to domestic violence. PMID:17118516

A comparative assessment of generalized anxiety, conduct and peer relationship problems among AIDS and other orphaned children in India.

PubMed

Sg, Prem Kumar; G, Anil Kumar; Sp, Ramgopal; V, Venkata Srinivas; Dandona, Rakhi

2016-09-21

Data on mental health among orphaned children in India are scanty. We compared the generalized anxiety, conduct and peer relationship problems and their associated risk factors among children orphaned by HIV/AIDS and those due to other reasons in the Indian city of Hyderabad. Four hundred orphaned children aged 12 to 16 years residing in orphanages in Hyderabad were sampled, half being AIDS orphans (COA) and the rest orphaned due to other reasons (COO). Interviews were done using standardized scales to assess generalized anxiety, conduct and peer relationship problems. A score >8, >4, and >5 was considered as indicator of generalized anxiety, conduct problem and peer relationship problem, respectively. Variations in the intensity of these three conditions due to possible factors including co-existing depression were assessed using multiple classification analysis (MCA). A total of 396 (99.3 %) orphans participated of whom 199 (50.3 %) were COA. The mean generalized anxiety, conduct and peer relationship problem scores were 11.1 (SD 5.2), 3.8 (SD 2.5) and 3.8 (SD 2.5) for COA; and 7.6 (SD 4), 2.6 (SD 2) and 2.3 (SD 1.8) for COO, respectively. Among COA, the prevalence of generalized anxiety score of >8 was 74.4 % (95 % CI 67.8-80.0 %), of conduct problem score of >4 was 33.2 % (95 % CI 26.9-40.1 %), and of peer relationship problem score of >5 was 27.6 %, (95 % CI 21.8-34.3 %), with these being significantly lower in COO. In MCA, a higher mean depression score had the highest effect on the intensity of generalized anxiety, conduct and peer relationship problem (Beta 0.477; 0.379 and 0.453 respectively); being COA and a girl had the most impact on generalized anxiety (0.100 and 0.115, respectively). A significantly high proportion of AIDS orphans deal with generalized anxiety, conduct and peer relationship problem as compared with other orphans highlighting the need to address the poor mental health of orphans in India.

Countervailing social network influences on problem behaviors among homeless youth.

PubMed

Rice, Eric; Stein, Judith A; Milburn, Norweeta

2008-10-01

The impact of countervailing social network influences (i.e., pro-social, anti-social or HIV risk peers) on problem behaviors (i.e., HIV drug risk, HIV sex risk or anti-social behaviors) among 696 homeless youth was assessed using structural equation modeling. Results revealed that older youth were less likely to report having pro-social peers and were more likely to have HIV risk and anti-social peers. A longer time homeless predicted fewer pro-social peers, more anti-social peers, and more HIV risk peers. Heterosexual youth reported fewer HIV risk peers and more pro-social peers. Youth recruited at agencies were more likely to report pro-social peers. Having pro-social peers predicted less HIV sex risk behavior and less anti-social behavior. Having HIV risk peers predicted all problem behavior outcomes. Anti-social peers predicted more anti-social behavior. Once the association between anti-social and HIV risk peers was accounted for independently, having anti-social peers did not independently predict sex or drug risk behaviors.

Using the Solving Problems Together Psychoeducational Group Counseling Model as an Intervention for Negative Peer Pressure

ERIC Educational Resources Information Center

Hall, Kimberly R.; Rushing, Jeri Lynn; Khurshid, Ayesha

2011-01-01

Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), that focuses on working with students who struggle with negative peer pressure. Adapted from the teaching philosophy of…

The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions.

PubMed

Perren, Sonja; Ettekal, Idean; Ladd, Gary

2013-01-01

Evidence indicates that being a victim of bullying or peer aggression has negative short- and long-term consequences. In this study, we investigated the mediating and moderating role of two types of attributional mechanisms (hostile and self-blaming attributions) on children's maladjustment (externalizing and internalizing problems). In total, 478 children participated in this longitudinal study from grade 5 to grade 7. Children, parents, and teachers repeatedly completed questionnaires. Peer victimization was assessed through peer reports (T1). Attributions were assessed through self-reports using hypothetical scenarios (T2). Parents and teachers reported on children's maladjustment (T1 and T3). Peer victimization predicted increases in externalizing and internalizing problems. Hostile attributions partially mediated the impact of victimization on increases in externalizing problems. Self-blame was not associated with peer victimization. However, for children with higher levels of self-blaming attributions, peer victimization was linked more strongly with increases in internalizing problems. Results imply that hostile attributions may operate as a potential mechanism through which negative experiences with peers lead to increases in children's aggressive and delinquent behavior, whereas self-blame exacerbates victimization's effects on internalizing problems. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

Peer Victimization and Related Mental Health Problems in Early Adolescence: The Mediating Role of Parental and Peer Support

ERIC Educational Resources Information Center

Rasalingam, Anurajee; Clench-Aas, Jocelyne; Raanaas, Ruth Kjaersti

2017-01-01

Peer victimization is a widespread phenomenon especially prevalent in early adolescence. This study investigates the prevalence of peer victimization and its association with mental health problems and impact on everyday life, and the possible mediating effect of parental and peer support. Data are based on a cross-sectional health survey (N =…

Do Peer Relations in Adolescence Influence Health in Adulthood? Peer Problems in the School Setting and the Metabolic Syndrome in Middle-Age

PubMed Central

Gustafsson, Per E.; Janlert, Urban; Theorell, Töres; Westerlund, Hugo; Hammarström, Anne

2012-01-01

While the importance of social relations for health has been demonstrated in childhood, adolescence and adulthood, few studies have examined the prospective importance of peer relations for adult health. The aim of this study was to examine whether peer problems in the school setting in adolescence relates to the metabolic syndrome in middle-age. Participants came from the Northern Swedish Cohort, a 27-year cohort study of school leavers (effective n = 881, 82% of the original cohort). A score of peer problems was operationalized through form teachers’ assessment of each student’s isolation and popularity among school peers at age 16 years, and the metabolic syndrome was measured by clinical measures at age 43 according to established criteria. Additional information on health, health behaviors, achievement and social circumstances were collected from teacher interviews, school records, clinical measurements and self-administered questionnaires. Logistic regression was used as the main statistical method. Results showed a dose-response relationship between peer problems in adolescence and metabolic syndrome in middle-age, corresponding to 36% higher odds for the metabolic syndrome at age 43 for each SD higher peer problems score at age 16. The association remained significant after adjustment for health, health behaviors, school adjustment or family circumstances in adolescence, and for psychological distress, health behaviors or social circumstances in adulthood. In analyses stratified by sex, the results were significant only in women after adjustment for covariates. Peer problems were significantly related to all individual components of the metabolic syndrome. These results suggest that unsuccessful adaption to the school peer group can have enduring consequences for metabolic health. PMID:22761778

The moderating role of close friends in the relationship between conduct problems and adolescent substance use.

PubMed

Glaser, Beate; Shelton, Katherine H; van den Bree, Marianne B M

2010-07-01

Conduct problems and peer effects are among the strongest risk factors for adolescent substance use and problem use. However, it is unclear to what extent the effects of conduct problems and peer behavior interact, and whether adolescents' capacity to refuse the offer of substances may moderate such links. This study was conducted to examine relationships between conduct problems, close friends' substance use, and refusal assertiveness with adolescents' alcohol use problems, tobacco, and marijuana use. We studied a population-based sample of 1,237 individuals from the Cardiff Study of All Wales and North West of England Twins aged 11-18 years. Adolescent and mother-reported information was obtained. Statistical analyses included cross-sectional and prospective logistic regression models and family-based permutations. Conduct problems and close friends' substance use were associated with increased adolescents' substance use, whereas refusal assertiveness was associated with lower use of cigarettes, alcohol, and marijuana. Peer substance use moderated the relationship between conduct problems and alcohol use problems, such that conduct problems were only related to increased risk for alcohol use problems in the presence of substance-using friends. This effect was found in both cross-sectional and prospective analyses and confirmed using the permutation approach. Reduced opportunities for interaction with alcohol-using peers may lower the risk of alcohol use problems in adolescents with conduct problems. Copyright (c) 2010 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Trajectories of Emotional Symptoms and Peer Relationship Problems in Children after Nuclear Disaster: Evidence from the Fukushima Health Management Survey.

PubMed

Oe, Misari; Maeda, Masaharu; Ohira, Tetsuya; Itagaki, Shuntaro; Harigane, Mayumi; Suzuki, Yuriko; Yabe, Hirooki; Yasumura, Seiji; Kamiya, Kenji; Ohto, Hitoshi

2018-01-06

The Fukushima Daiichi Nuclear Power Plant accident, which occurred in March 2011, is having long-term effects on children. We planned this study to describe the trajectories of emotional symptoms and peer relationship problems in children and to examine potential risks and protective factors over the 35 months following the accident. The sample was 11,791 children in the first to sixth elementary grades. We identified four patterns for emotional symptoms and three patterns for peer relationship problems, using group-based trajectory modelling. For emotional symptoms, female gender, experience of tsunami and nuclear plant accident, out-of-prefecture evacuees, and insufficient physical activity were associated with the very severe trajectory. In contrast, for peer relationship problems, male gender, experience of nuclear plant accident, and insufficient physical activity were associated with the very severe trajectory. Different factors might be related to the very severe trajectories of emotional symptoms and peer relationship problems.

Trajectories of Emotional Symptoms and Peer Relationship Problems in Children after Nuclear Disaster: Evidence from the Fukushima Health Management Survey

PubMed Central

Maeda, Masaharu; Itagaki, Shuntaro; Harigane, Mayumi; Suzuki, Yuriko; Yabe, Hirooki; Yasumura, Seiji; Kamiya, Kenji; Ohto, Hitoshi

2018-01-01

The Fukushima Daiichi Nuclear Power Plant accident, which occurred in March 2011, is having long-term effects on children. We planned this study to describe the trajectories of emotional symptoms and peer relationship problems in children and to examine potential risks and protective factors over the 35 months following the accident. The sample was 11,791 children in the first to sixth elementary grades. We identified four patterns for emotional symptoms and three patterns for peer relationship problems, using group-based trajectory modelling. For emotional symptoms, female gender, experience of tsunami and nuclear plant accident, out-of-prefecture evacuees, and insufficient physical activity were associated with the very severe trajectory. In contrast, for peer relationship problems, male gender, experience of nuclear plant accident, and insufficient physical activity were associated with the very severe trajectory. Different factors might be related to the very severe trajectories of emotional symptoms and peer relationship problems. PMID:29316618

Using Peer Feedback to Promote Reflection on Open-Ended Problems

ERIC Educational Resources Information Center

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2016-01-01

This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable…

The Interaction of Conduct Problems and Depressed Mood in Relation to Adolescent Substance Involvement and Peer Substance Use

PubMed Central

Hitchings, Julia E.; Spoth, Richard L.

2010-01-01

Conduct problems are strong positive predictors of substance use and problem substance use among teens, whereas predictive associations of depressed mood with these outcomes are mixed. Conduct problems and depressed mood often co-occur, and such co-occurrence may heighten risk for negative outcomes. Thus, this study examined the interaction of conduct problems and depressed mood at age 11 in relation to substance use and problem use at age 18, and possible mediation through peer substance use at age 16. Analyses of multirater longitudinal data collected from 429 rural youths (222 girls) and their families were conducted using a methodology for testing latent variable interactions. The link between the conduct problems X depressed mood interaction and adolescent substance use was negative and statistically significant. Unexpectedly, positive associations of conduct problems with substance use were stronger at lower levels of depressed mood. A significant negative interaction in relation to peer substance use also was observed, and the estimated indirect effect of the interaction on adolescent use through peer use as a mediator was statistically significant. Findings illustrate the complexity of multiproblem youth. PMID:18455886

Using Peer Feedback to Promote Reflection on Open-Ended Problems

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2016-09-01

This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable exceptions exist, homework and exams are generally individual activities that do not support collaboration and refinement, which misses important opportunities to use assessment for learning. In contrast, PAR provides students with a structure to iteratively engage with challenging, open-ended problems and solicit the input of their peers to improve their work.

Childhood Conduct Problems and Young Adult Outcomes Among Women with Childhood ADHD

PubMed Central

Owens, Elizabeth B.; Hinshaw, Stephen P.

2015-01-01

We tested whether conduct problems predicted young adult functioning and psychiatric symptoms among women diagnosed with ADHD during childhood, in the context of three potential adolescent mediators: internalizing problems, peer rejection, and school failure and disciplinary problems. We controlled for childhood ADHD severity, IQ, and demographic factors, and in the mediational tests, for adolescent conduct problems. Data emanated from 140 participants in the Berkeley Girls with ADHD Longitudinal Study. We used bootstrapping methods to assess indirect effects (mediators). Both childhood (F1,118 change = 9.00, p = .003, R2 change = .069) and adolescent (F1,109 change = 10.41, p = .002, R2 change = .083) conduct problems were associated with worse overall functioning during young adulthood, controlling for initial ADHD severity, child IQ, and demographics. Results were similar when predicting psychiatric symptoms. Adolescent school failure and disciplinary problems mediated the relations between childhood conduct problems and both young-adult functioning and externalizing problems; adolescent internalizing problems and peer conflict mediated the relation between childhood conduct problems and young-adult internalizing problems. As is true for boys, childhood and adolescent conduct problems are associated with poor adult outcomes among girls with ADHD, with school failure and disciplinary problems, internalizing problems, and peer conflict functioning as mediators of these relations. PMID:26854507

Peer deviance, parenting and disruptive behavior among young girls.

PubMed

Miller, Shari; Loeber, Rolf; Hipwell, Alison

2009-02-01

This study examined concurrent and longitudinal associations between peer deviance, parenting practices, and conduct and oppositional problems among young girls ages 7 and 8. Participants were 588 African American and European American girls who were part of a population-based study of the development of conduct problems and delinquency among girls. Affiliations with problem-prone peers were apparent among a sizeable minority of the girls, and these associations included both males and females. Although peer delinquency concurrently predicted disruptive behaviors, the gender of these peers did not contribute to girls' behavior problems. Harsh parenting and low parental warmth showed both concurrent and prospective associations with girls' disruptive behaviors. Similar patterns of association were seen for African American and European American girls. The findings show that peer and parent risk processes are important contributors to the early development of young girls' conduct and oppositional behaviors. These data contribute to our understanding of girls' aggression and antisocial behaviors and further inform our understanding of risk processes for these behaviors among young girls in particular.

Peer Deviance, Parenting and Disruptive Behavior among Young Girls

PubMed Central

Miller, Shari; Loeber, Rolf; Hipwell, Alison

2009-01-01

This study examined concurrent and longitudinal associations between peer deviance, parenting practices, and conduct and oppositional problems among young girls ages 7 and 8. Participants were 588 African American and European American girls who were part of a population-based study of the development of conduct problems and delinquency among girls. Affiliations with problem-prone peers were apparent among a sizeable minority of the girls, and these associations included both males and females. Although peer delinquency concurrently predicted disruptive behaviors, the gender of these peers did not contribute to girls’ behavior problems. Harsh parenting and low parental warmth showed both concurrent and prospective associations with girls’ disruptive behaviors. Similar patterns of association were seen for African American and European American girls. The findings show that peer and parent risk processes are important contributors to the early development of young girls’ conduct and oppositional behaviors. These data contribute to our understanding of girls’ aggression and antisocial behaviors and further inform our understanding of risk processes for these behaviors among young girls in particular. PMID:18777132

Relationships Between Perceived Family Gambling and Peer Gambling and Adolescent Problem Gambling and Binge-Drinking.

PubMed

Zhai, Zu Wei; Yip, Sarah W; Steinberg, Marvin A; Wampler, Jeremy; Hoff, Rani A; Krishnan-Sarin, Suchitra; Potenza, Marc N

2017-12-01

The study systematically examined the relative relationships between perceived family and peer gambling and adolescent at-risk/problem gambling and binge-drinking. It also determined the likelihood of at-risk/problem gambling and binge-drinking as a function of the number of different social groups with perceived gambling. A multi-site high-school survey assessed gambling, alcohol use, presence of perceived excessive peer gambling (peer excess-PE), and family gambling prompting concern (family concern-FC) in 2750 high-school students. Adolescents were separately stratified into: (1) low-risk, at-risk, and problem/pathological gambling groups; and, (2) non-binge-drinking, low-frequency-binge-drinking, and high-frequency-binge-drinking groups. Multinomial logistic regression showed that relative to each other, FC and PE were associated with greater likelihoods of at-risk and problem/pathological gambling. However, only FC was associated with binge-drinking. Logistic regression revealed that adolescents who endorsed either FC or PE alone, compared to no endorsement, were more likely to have at-risk and problem/pathological gambling, relative to low-risk gambling. Adolescents who endorsed both FC and PE, compared to PE alone, were more likely to have problem/pathological gambling relative to low-risk and at-risk gambling. Relative to non-binge-drinking adolescents, those who endorsed both FC and PE were more likely to have low- and high-frequency-binge-drinking compared to FC alone or PE alone, respectively. Family and peer gambling individually contribute to adolescent at-risk/problem gambling and binge-drinking. Strategies that target adolescents as well as their closely affiliated family and peer members may be an important step towards prevention of harm-associated levels of gambling and alcohol use in youths.

Problem-based writing with peer review improves academic performance in physiology.

PubMed

Pelaez, Nancy J

2002-12-01

The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review, a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students "passed" three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as (1) problems recognizing levels of organization, (2) problems with cause/effect, and (3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture.

Children's Social Self-Concept and Internalizing Problems: The Influence of Peers and Teachers

ERIC Educational Resources Information Center

Spilt, Jantine L.; van Lier, Pol A. C.; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde

2014-01-01

This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children's social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported…

Social Networks and the Diffusion of Adolescent Problem Behavior: Reliable Estimates of Selection and Influence from Sixth Through Ninth Grades.

PubMed

Osgood, D Wayne; Feinberg, Mark E; Ragan, Daniel T

2015-08-01

Seeking to reduce problematic peer influence is a prominent theme of programs to prevent adolescent problem behavior. To support the refinement of this aspect of prevention programming, we examined peer influence and selection processes for three problem behaviors (delinquency, alcohol use, and smoking). We assessed not only the overall strengths of these peer processes, but also their consistency versus variability across settings. We used dynamic stochastic actor-based models to analyze five waves of friendship network data across sixth through ninth grades for a large sample of U.S. adolescents. Our sample included two successive grade cohorts of youth in 26 school districts participating in the PROSPER study, yielding 51 longitudinal social networks based on respondents' friendship nominations. For all three self-reported antisocial behaviors, we found evidence of both peer influence and selection processes tied to antisocial behavior. There was little reliable variance in these processes across the networks, suggesting that the statistical imprecision of the peer influence and selection estimates in previous studies likely accounts for inconsistencies in results. Adolescent friendship networks play a strong role in shaping problem behavior, but problem behaviors also inform friendship choices. In addition to preferring friends with similar levels of problem behavior, adolescents tend to choose friends who engage in problem behaviors, thus creating broader diffusion.

Social Networks and the Diffusion of Adolescent Problem Behavior: Reliable Estimates of Selection and Influence from 6th through 9th Grade

PubMed Central

Osgood, D. Wayne; Feinberg, Mark E.; Ragan, Daniel T.

2015-01-01

Seeking to reduce problematic peer influence is a prominent theme of programs to prevent adolescent problem behavior. To support the refinement of this aspect of prevention programming, we examined peer influence and selection processes for three problem behaviors (delinquency, alcohol use, and smoking). We assessed not only the overall strengths of these peer processes, but also their consistency versus variability across settings. We used dynamic stochastic actor-based models to analyze five waves of friendship network data across sixth through ninth grades for a large sample of U.S. adolescents. Our sample included two successive grade cohorts of youth in 26 school districts participating in the PROSPER study, yielding 51 longitudinal social networks based on respondents’ friendship nominations. For all three self-reported antisocial behaviors, we found evidence of both peer influence and selection processes tied to antisocial behavior. There was little reliable variance in these processes across the networks, suggesting that the statistical imprecision of the peer influence and selection estimates in previous studies likely accounts for inconsistencies in results. Adolescent friendship networks play a strong role in shaping problem behavior, but problem behaviors also inform friendship choices. In addition to preferring friends with similar levels of problem behavior, adolescents tend to choose friends who engage in problem behaviors, thus creating broader diffusion. PMID:25943034

Speech comprehension and emotional/behavioral problems in children with specific language impairment (SLI).

PubMed

Gregl, Ana; Kirigin, Marin; Bilać, Snjeiana; Sućeska Ligutić, Radojka; Jaksić, Nenad; Jakovljević, Miro

2014-09-01

This research aims to investigate differences in speech comprehension between children with specific language impairment (SLI) and their developmentally normal peers, and the relationship between speech comprehension and emotional/behavioral problems on Achenbach's Child Behavior Checklist (CBCL) and Caregiver Teacher's Report Form (C-TRF) according to the DSMIV The clinical sample comprised 97preschool children with SLI, while the peer sample comprised 60 developmentally normal preschool children. Children with SLI had significant delays in speech comprehension and more emotional/behavioral problems than peers. In children with SLI, speech comprehension significantly correlated with scores on Attention Deficit/Hyperactivity Problems (CBCL and C-TRF), and Pervasive Developmental Problems scales (CBCL)(p<0.05). In the peer sample, speech comprehension significantly correlated with scores on Affective Problems and Attention Deficit/Hyperactivity Problems (C-TRF) scales. Regression analysis showed that 12.8% of variance in speech comprehension is saturated with 5 CBCL variables, of which Attention Deficit/Hyperactivity (beta = -0.281) and Pervasive Developmental Problems (beta = -0.280) are statistically significant (p < 0.05). In the reduced regression model Attention Deficit/Hyperactivity explains 7.3% of the variance in speech comprehension, (beta = -0.270, p < 0.01). It is possible that, to a certain degree, the same neurodevelopmental process lies in the background of problems with speech comprehension, problems with attention and hyperactivity, and pervasive developmental problems. This study confirms the importance of triage for behavioral problems and attention training in the rehabilitation of children with SLI and children with normal language development that exhibit ADHD symptoms.

Preschool children with gender normative and gender non-normative peer preferences: psychosocial and environmental correlates.

PubMed

Martin, Carol Lynn; DiDonato, Matthew D; Clary, Laura; Fabes, Richard A; Kreiger, Tyson; Palermo, Francisco; Hanish, Laura

2012-08-01

We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53 % boys; M age = 51 months; 66 % Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer's characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed.

Psychological functioning in adolescents referred to specialist gender identity clinics across Europe: a clinical comparison study between four clinics.

PubMed

de Graaf, Nastasja M; Cohen-Kettenis, Peggy T; Carmichael, Polly; de Vries, Annelou L C; Dhondt, Karlien; Laridaen, Jolien; Pauli, Dagmar; Ball, Juliane; Steensma, Thomas D

2018-07-01

Adolescents seeking professional help with their gender identity development often present with psychological difficulties. Existing literature on psychological functioning of gender diverse young people is limited and mostly bound to national chart reviews. This study examined the prevalence of psychological functioning and peer relationship problems in adolescents across four European specialist gender services (The Netherlands, Belgium, the UK, and Switzerland), using the Child Behavioural Checklist (CBCL) and the Youth Self-Report (YSR). Differences in psychological functioning and peer relationships were found in gender diverse adolescents across Europe. Overall, emotional and behavioural problems and peer relationship problems were most prevalent in adolescents from the UK, followed by Switzerland and Belgium. The least behavioural and emotional problems and peer relationship problems were reported by adolescents from The Netherlands. Across the four clinics, a similar pattern of gender differences was found. Birth-assigned girls showed more behavioural problems and externalising problems in the clinical range, as reported by their parents. According to self-report, internalising problems in the clinical range were more prevalent in adolescent birth-assigned boys. More research is needed to gain a better understanding of the difference in clinical presentations in gender diverse adolescents and to investigate what contextual factors that may contribute to this.

Dimensions of Peer Influences and Their Relationship to Adolescents' Aggression, Other Problem Behaviors and Prosocial Behavior.

PubMed

Farrell, Albert D; Thompson, Erin L; Mehari, Krista R

2017-06-01

Although peers are a major influence during adolescence, the relative importance of specific mechanisms of peer influence on the development of problem behavior is not well understood. This study investigated five domains of peer influence and their relationships to adolescents' problem and prosocial behaviors. Self-report and teacher ratings were obtained for 1787 (53 % female) urban middle school students. Peer pressure for fighting and friends' delinquent behavior were uniquely associated with aggression, drug use and delinquent behavior. Friends' prosocial behavior was uniquely associated with prosocial behavior. Friends' support for fighting and friends' support for nonviolence were not as clearly related to behavior. Findings were generally consistent across gender. This study highlights the importance of studying multiple aspects of peer influences on adolescents' behavior.

Peer Relationships and Internalizing Problems in Adolescents: Mediating Role of Self-Esteem

ERIC Educational Resources Information Center

Bosacki, Sandra; Dane, Andrew; Marini, Zopito

2007-01-01

This study examined whether self-esteem mediated the association between peer relationships and internalizing problems (i.e., depression and social anxiety). A total of 7290 (3756 girls) adolescents (ages 13-18 years) completed self-report measures of peer relationships, including direct and indirect victimization, social isolation, friendship…

Implications of Systematic Nominator Missingness for Peer Nomination Data

ERIC Educational Resources Information Center

Babcock, Ben; Marks, Peter E. L.; van den Berg, Yvonne H. M.; Cillessen, Antonius H. N.

2018-01-01

Missing data are a persistent problem in psychological research. Peer nomination data present a unique missing data problem, because a nominator's nonparticipation results in missing data for other individuals in the study. This study examined the range of effects of systematic nonparticipation on the correlations between peer nomination data when…

The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension

ERIC Educational Resources Information Center

Johnson, Kaprea F.

2014-01-01

The impact of hyperactivity and peer relationships on academic achievement has long been highlighted in the professional literature. This study highlights how much variation in reading comprehension scores, an indicator of academic achievement, are accounted for by hyperactivity, conduct problems, and peer problems. The participants included 129…

Peer Victimization in Childhood and Internalizing Problems in Adolescence: A Prospective Longitudinal Study

ERIC Educational Resources Information Center

Zwierzynska, Karolina; Wolke, Dieter; Lereya, Tanya S.

2013-01-01

Traumatic childhood experiences have been found to predict later internalizing problems. This prospective longitudinal study investigated whether repeated and intentional harm doing by peers (peer victimization) in childhood predicts internalizing symptoms in early adolescence. 3,692 children from the Avon Longitudinal Study of Parents and…

Problem Behavior and Developmental Tasks in Adolescents with Visual Impairment and Sighted Peers

ERIC Educational Resources Information Center

Pfeiffer, Jens P.; Pinquart, Martin

2013-01-01

This longitudinal study analyzed associations of problem behavior with the attainment of developmental tasks in 133 adolescents with visual impairment and 449 sighted peers. Higher levels of initial problem behavior predicted less progress in the attainment of developmental tasks at the one-year follow-up only in sighted adolescents. This…

Parenting and Children's Adjustment Problems: The Mediating Role of Self-Esteem and Peer Relations

ERIC Educational Resources Information Center

Georgiou, Nicos A.; Stavrinides, Panayiotis; Georgiou, Stelios

2016-01-01

The aim of this study was to investigate the impact of parental and personal characteristics on children's internalizing/externalizing problems. Further, this study aimed to examine personal characteristics (self-esteem, peer relations) as mediators in the relation between parenting and internalizing/externalizing problems. In order to address…

A Closer Look at Co-Rumination: Gender, Coping, Peer Functioning and Internalizing/Externalizing Problems

ERIC Educational Resources Information Center

Tompkins, Tanya L.; Hockett, Ashlee R.; Abraibesh, Nadia; Witt, Jody L.

2011-01-01

Co-rumination, defined as repetitive, problem-focused talk explains higher levels of friendship quality in youth (Rose, 2002) and increased levels of anxiety/depression in females. Middle adolescents (N = 146) participated in a study of co-rumination, individual coping, externalizing/internalizing problems, and peer functioning. Consistent with…

Childhood conduct problems and young adult outcomes among women with childhood attention-deficit/hyperactivity disorder (ADHD).

PubMed

Owens, Elizabeth B; Hinshaw, Stephen P

2016-02-01

We tested whether conduct problems predicted young adult functioning and psychiatric symptoms among women diagnosed with attention-deficit/hyperactivity disorder (ADHD) during childhood, in the context of 3 potential adolescent mediators: internalizing problems, peer rejection, and school failure and disciplinary problems. We controlled for childhood ADHD severity, IQ, and demographic factors, and in the mediational tests, for adolescent conduct problems. Data came from 140 participants in the Berkeley Girls With ADHD Longitudinal Study. We used bootstrapping methods to assess indirect effects (mediators). Both childhood, F(1, 118) change = 9.00, p = .003, R2 change = .069, and adolescent, F(1, 109) change = 10.41, p = .002, R2 change = .083, conduct problems were associated with worse overall functioning during young adulthood, controlling for initial ADHD severity, child IQ, and demographics. Results were similar when predicting psychiatric symptoms. Adolescent school failure and disciplinary problems mediated the relations between childhood conduct problems and both young adult functioning and externalizing problems; adolescent internalizing problems and peer conflict mediated the relation between childhood conduct problems and young adult internalizing problems. As is true for boys, childhood and adolescent conduct problems are associated with poor adult outcomes among girls with ADHD, with school failure and disciplinary problems, internalizing problems, and peer conflict functioning as mediators of these relations. (c) 2016 APA, all rights reserved).

Preschool Children with Gender Normative and Gender Non-Normative Peer Preferences: Psychosocial and Environmental Correlates

PubMed Central

DiDonato, Matthew D.; Clary, Laura; Fabes, Richard A.; Kreiger, Tyson; Palermo, Francisco; Hanish, Laura

2013-01-01

We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53% boys; M age = 51 months; 66% Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer’s characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed. PMID:22528037

Social Anxiety and Cannabis-Related Impairment: The Synergistic Influences of Peer and Parent Descriptive and Injunctive Normative Perceptions.

PubMed

Foster, Dawn W; Garey, Lorra; Buckner, Julia D; Zvolensky, Michael J

2016-06-06

Cannabis users, especially socially anxious cannabis users, are influenced by perceptions of other's use. The present study tested whether social anxiety interacted with perceptions about peer and parent beliefs to predict cannabis-related problems. Participants were 148 (36.5% female, 60.1% non-Hispanic Caucasian) current cannabis users aged 18-36 (M = 21.01, SD = 3.09) who completed measures of perceived descriptive and injunctive norms, social anxiety, and cannabis use behaviors. Hierarchical multiple regressions were employed to investigate the predictive value of the social anxiety X parent injunctive norms X peer norms interaction terms on cannabis use behaviors. Higher social anxiety was associated with more cannabis problems. A three-way interaction emerged between social anxiety, parent injunctive norms, and peer descriptive norms, with respect to cannabis problems. Social anxiety was positively related to more cannabis problems when parent injunctive norms were high (i.e., perceived approval) and peer descriptive norms were low. Results further showed that social anxiety was positively related to more cannabis problems regardless of parent injunctive norms. The present work suggests that it may be important to account for parent influences when addressing normative perceptions among young adult cannabis users. Additional research is needed to determine whether interventions incorporating feedback regarding parent norms impacts cannabis use frequency and problems.

Multifinality of peer victimization: maladjustment patterns and transitions from early to mid-adolescence.

PubMed

Kretschmer, Tina; Barker, Edward D; Dijkstra, Jan Kornelis; Oldehinkel, Albertine J; Veenstra, René

2015-10-01

Peer victimization is a common and pervasive experience in childhood and adolescence and is associated with various maladjustment symptoms, including internalizing, externalizing, and somatic problems. This variety suggests that peer victimization is multifinal where exposure to the same risk leads to different outcomes. However, very little is known about the relative likelihood of each form of maladjustment. We used a latent profile approach to capture multiple possible outcomes and examined prediction by peer victimization. We also examined the role of peer victimization with regard to stability and change in maladjustment. Maladjustment symptoms and peer victimization were assessed from the participants of the large cohort study TRacking Adolescents' Individual Lives Survey in early and mid-adolescence. Latent profile and latent transition analyses were conducted to examine associations between victimization and maladjustment profile and to test the role of victimization in maladjustment profile transitions. Four maladjustment profiles were identified for early adolescence (Low, Internalizing, Externalizing, Comorbid) and three profiles (Low, Internalizing, Externalizing) were identified for mid-adolescence. Internalizing problems were more likely in victimized adolescents than low symptom levels or externalizing problems. Victimized adolescents were at greater risk to develop internalizing problems between early and mid-adolescence than non-victimized adolescents. Peer victimization is multifinal mostly when outcomes are examined separately. If multiple outcomes are tested simultaneously, internalizing problems seem to be the most likely outcome.

Effects of Early Childhood Peer Relationships on Adolescent Mental Health: A 6- to 8-Year Follow-Up Study in South Korea.

PubMed

Shin, Kyoung Min; Cho, Sun-Mi; Shin, Yun Mi; Park, Kyung Soon

2016-07-01

Peer relationships are one of the important factors in children's development. The present study examines the relationship between the effects of early peer relationships and adolescent psychological adjustment. The first survey took place from 1998 to 2000, and a follow-up assessment obtained data in 2006, as the original participants reached 13-15 years of age. The first assessment used the Korean version of the Child Behavior Checklist (K-CBCL) and simple questions about peer relationships to evaluate the participants. The follow-up assessment administered the Korean Youth Self Report (K-YSR). Children's peer relationships have longitudinal effects on mental health and adjustment. Children who had qualitative peer-relation problems were more likely to exhibit internalizing problems as adolescents. Children who have poor peer relationships might become more vulnerable to emotional problems and social adjustment as adolescents.

Developmental Processes in Peer Problems of Children with ADHD in the MTA Study1: Developmental Cascades and Vicious Cycles

PubMed Central

Murray-Close, Dianna; Hoza, Betsy; Hinshaw, Stephen P.; Arnold, L Eugene; Swanson, James; Jensen, Peter S.; Hechtman, Lily; Wells, Karen

2010-01-01

We examined the developmental processes involved in peer problems among children (M age = 10.41 years) previously diagnosed with ADHD at study entry (N = 536) and a comparison group (N = 284). Participants were followed over a 6-year period ranging from middle childhood to adolescence. At four assessment periods, measures of aggression, social skills, positive illusory biases (in the social and behavioral domains), and peer rejection were assessed. Results indicated that children from the ADHD group exhibited difficulties in each of these areas at the first assessment. Moreover, there were vicious cycles among problems over time. For example, peer rejection was related to impaired social skills, which in turn predicted later peer rejection. Problems also tended to “spill over” into other areas, which in turn compromised functioning in additional areas across development, leading to cascading effects over time. The findings held even when controlling for age and were similar for males and females, the ADHD and comparison groups, and among ADHD treatment groups. The results suggest that the peer problems among children with and without ADHD may reflect similar processes; however, children with ADHD exhibit greater difficulties negotiating important developmental tasks. Implications for interventions are discussed. PMID:20883582

"Only you can play with me!" Children's inclusive decision making, reasoning, and emotions based on peers' gender and behavior problems.

PubMed

Peplak, Joanna; Song, Ju-Hyun; Colasante, Tyler; Malti, Tina

2017-10-01

This study examined the development of children's decisions, reasoning, and emotions in contexts of peer inclusion/exclusion. We asked an ethnically diverse sample of 117 children aged 4years (n=59; 60% girls) and 8years (n=58; 49% girls) to choose between including hypothetical peers of the same or opposite gender and with or without attention deficit/hyperactivity problems and aggressive behavior. Children also provided justifications for, and emotions associated with, their inclusion decisions. Both 4- and 8-year-olds predominantly chose to include the in-group peer (i.e., the same-gender peer and peers without behavior problems), thereby demonstrating a normative in-group inclusive bias. Nevertheless, children included the out-group peer more in the gender context than in the behavior problem contexts. The majority of children reported group functioning-related, group identity-related, and stereotype-related reasoning after their in-group inclusion decisions, and they associated happy feelings with such decisions. Although most children attributed sadness to the excluded out-group peer, they attributed more anger to the excluded out-group peer in the aggression context compared with other contexts. We discuss the implications of our findings for current theorizing about children's social-cognitive and emotional development in contexts of peer inclusion and exclusion. Copyright © 2017 Elsevier Inc. All rights reserved.

Role of Parent and Peer Relationships and Individual Characteristics in Middle School Children's Behavioral Outcomes in the Face of Community Violence

PubMed Central

Salzinger, Suzanne; Rosario, Margaret; Feldman, Richard S.; Ng-Mak, Daisy S.

2010-01-01

This study examines processes linking inner-city community violence exposure to subsequent internalizing and externalizing problems. Hypothesized risk and protective factors from three ecological domains -- children's parent and peer relationships and individual characteristics -- were examined for mediating, moderating or independent roles in predicting problem behavior among 667 children over three years of middle school. Mediation was not found. However, parent and peer variables moderated the association between exposure and internalizing problems. Under high exposure, normally protective factors (e.g., attachment to parents) were less effective in mitigating exposure's effects than under low exposure; attachment to friends was more effective. Individual competence was independently associated with decreased internalizing problems. Variables from all domains, and exposure, were independently associated with externalizing problems. Protective factors (e.g., parent attachment) predicted decreased problems; risk factors (e.g., friends' delinquency) predicted increased problems. Results indicate community violence reduction as essential in averting inner-city adolescents' poor behavioral outcomes. PMID:21643493

Gender and Conduct Problems Predict Peer Functioning among Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Mikami, Amori Yee; Lorenzi, Jill

2011-01-01

Children with attention-deficit/hyperactivity disorder (ADHD) often have poor relationships with peers. However, research on this topic has predominantly focused on boys. This study considered child gender, ADHD status, and dimensionally assessed conduct problems as predictors of peer relationship difficulties. Participants were 125 children (ages…

Peer Relationship Problems of Children with AD/HD: Contributing Factors and Implications for Practice

ERIC Educational Resources Information Center

Ozdemir, Selda

2010-01-01

Research has consistently documented that children with attention deficit/hyperactivity disorder (AD/HD) have significant problems in peer relationships and are strongly rejected by their typically developing peers. There is a growing recognition that traditional interventions, such as social skills trainings are no longer sufficient to address…

The Problem of Humiliation in Peer Review

ERIC Educational Resources Information Center

Comer, Debra R.; Schwartz, Michael

2014-01-01

This paper examines the problem of vituperative feedback from peer reviewers. We argue that such feedback is morally unacceptable, insofar as it humiliates authors and damages their dignity. We draw from social-psychological research to explore those aspects of the peer-review process in general and the anonymity of blind reviewing in particular…

Associations between Fifth Graders' Gender Atypical Problem Behavior and Peer Relationships: A Short-Term Longitudinal Study

ERIC Educational Resources Information Center

Kochel, Karen P.; Miller, Cindy Faith; Updegraff, Kimberly A.; Ladd, Gary W.; Kochenderfer-Ladd, Becky

2012-01-01

An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations…

Life Events and Peer Substance Use and Their Relation to Substance Use Problems in College Students

ERIC Educational Resources Information Center

Taylor, Jeanette

2006-01-01

Substance use disorders among college students are not well understood, and the present study examined the relationship of two environmental factors to alcohol and drug use problems in 616 (316 women) college students. Participants completed measures assessing substance use problems, life events, and substance use among peers. Alcohol use problems…

Bullied by Siblings: Association with Peer Victimisation and Behaviour Problems in Israeli Lower Secondary School Children

ERIC Educational Resources Information Center

Wolke, Dieter; Samara, Muthanna M.

2004-01-01

Background: The association of bullying victimisation by siblings with a) involvement in bullying at school and b) behaviour problems among lower secondary school children in Israel was investigated. Method: Self-report questionnaires of sibling victimisation, peer bullying experiences and behaviour problems were completed by 921 pupils aged 12-15…

The influence of cochlear implants on behaviour problems in deaf children.

PubMed

Jiménez-Romero, Ma Salud

2015-01-01

This study seeks to analyse the relationship between behaviour problems in deaf children and their auditory and communication development subsequent to cochlear implantation and to examine the incidence of these problems in comparison to their hearing peers. This study uses an ex post facto prospective design with a sample of 208 Spanish children, of whom 104 were deaf subjects with cochlear implants. The first objective assesses the relationships between behaviour problems, auditory integration, and social and communication skills in the group of deaf children. The second compares the frequency and intensity of behaviour problems of the group of deaf children with their hearing peers. The correlation analysis showed a significant association between the internal index of behaviour problems and auditory integration and communication skills, such that deaf children with greater auditory and communication development had no behaviour problems. When comparing behaviour problems in deaf children versus their hearing peers, behavioural disturbances are significantly more frequent in the former. According to these findings, cochlear implants may not guarantee adequate auditory and communicative development that would normalise the behaviour of deaf children.

An Ecological Analysis of the Effects of Deviant Peer Clustering on Sexual Promiscuity, Problem Behavior, and Childbearing from Early Adolescence to Adulthood: An Enhancement of the Life History Framework

ERIC Educational Resources Information Center

Dishion, Thomas J.; Ha, Thao; Veronneau, Marie-Helene

2012-01-01

The authors propose that peer relationships should be included in a life history perspective on adolescent problem behavior. Longitudinal analyses were used to examine deviant peer clustering as the mediating link between attenuated family ties, peer marginalization, and social disadvantage in early adolescence and sexual promiscuity in middle…

Teaching doctors to treat doctors: medical student peer counselling.

PubMed

Spiro, J H; Roenneburg, M; Maly, B J

1980-01-01

Physicians' emotional problems need to be recognized and treated. Intervention and prevention in this problem area have been attempted at the Medical College of Wisconsin through a programme of peer counselling designed to teach student physicians how to recognize and treat emotional difficulties faced by their peers. During the 18 months that the programme has been in operation, 20 peer counsellors reported a total 1,185 hours spent in counselling their peers, lending credence to the speculation that doctors will turn to their peers for help if, in medical school, there is acceptance of fallibility and responsiveness on the part of peers.

Helping students learn effective problem solving strategies by reflecting with peers

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-07-01

We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

DRD4 Genotype and the Developmental Link of Peer Social Preference with Conduct Problems and Prosocial Behavior Across Ages 9-12 Years.

PubMed

Buil, J Marieke; Koot, Hans M; Olthof, Tjeert; Nelson, Kelly A; van Lier, Pol A C

2015-07-01

The peer environment is among the most important factors for children's behavioral development. However, not all children are equally influenced by their peers, which is potentially due to their genetic make-up. The dopamine receptor D4 gene (DRD4) is a potential candidate gene that may influence children's susceptibility to the peer environment. In the present study, we explored whether variations in the DRD4 gene moderated the association between children's social standing in the peer group (i.e., social preference among classmates) with subsequent conduct problems and prosocial behavior among 405 (51% females) elementary school children followed annually throughout early adolescence (ages 9-12 years). The behavioral development of children with and without the DRD4 7-repeat allele was compared. The results indicated that children who had higher positive social preference scores (i.e., who were more liked relative to disliked by their peers) showed less conduct problem development in subsequent years relative to children who had lower positive social preference scores. In contrast, children who had more negative preference scores (i.e., who were more disliked relative to liked among peers) showed more conduct problem development in subsequent years, relative to children who had less negative preference scores. However, these effects only occurred when children had a 7-repeat allele. For children who did not have a 7-repeat allele, the level of social preference was not associated with subsequent conduct problems. No evidence for gene-environment interaction effects for prosocial behavior was found. The implications for our understanding of conduct problem development and its prevention are discussed.

Adults Make a Difference: The Protective Effects of Parent and Teacher Emotional Support on Emotional and Behavioral Problems of Peer-Victimized Adolescents

ERIC Educational Resources Information Center

Yeung, Rachel; Leadbeater, Bonnie

2010-01-01

This longitudinal study investigated the associations between peer victimization and maladaptive outcomes (emotional and behavioral problems) among 580 adolescents concurrently and across a 2-year period, and proposed that adult emotional support moderated this association. Peer victimization and maladaptive outcomes were assessed from…

Prenatal drug exposure, behavioral problems and drug experimentation among African American urban adolescents

PubMed Central

Wang, Yan; Buckingham-Howes, Stacy; Nair, Prasanna; Zhu, Shijun; Magder, Larry; Black, Maureen M.

2014-01-01

Purpose To examine how prenatal heroin/cocaine exposure (PDE) and behavioral problems relate to adolescent drug experimentation. Methods The sample included African American adolescents (mean age=14.2 yr, SD=1.2) with PDE (n=73) and a non-exposed community comparison (n=61). PDE status was determined at delivery through toxicology analysis and maternal-report. Internalizing/externalizing problems were assessed during adolescence with the Behavior Assessment System for Children, Second Edition. Drug experimentation was assessed by adolescent-report and urine analysis. Logistic regression evaluated the likelihood of drug experimentation related to PDE and behavioral problems, adjusting for age, gender, prenatal tobacco/alcohol exposure, perceived peer drug use and caregiver drug use. Interaction terms examined gender modification. Results 67 (50%) used drugs. 25 (19%) used tobacco/alcohol only and 42 (31%) used marijuana/illegal drugs. 94 (70%) perceived peer drug use. PDE significantly increased the risk of tobacco/alcohol experimentation (OR=3.07, 95% CI: 1.09–8.66, p=0.034), but not after covariate adjustment (aOR=1.31, 95% CI: 0.39–4.36, p>0.05). PDE was not related to overall or marijuana/illegal drug experimentation. The likelihood of overall drug experimentation was doubled per Standard Deviation (SD) increase in externalizing problems (aOR=2.28, 95% CI: 1.33–3.91, p=0.003) and, among girls, 2.82 times greater (aOR=2.82, 95% CI: 1.34–5.94, p=0.006) per SD increase in internalizing problems. Age and perceived peer drug use were significant covariates. Conclusions Drug experimentation was relatively common (50%), especially in the context of externalizing problems, internalizing problems (girls only), age, and perceived peer drug use. Findings support Problem Behavior Theory and suggest that adolescent drug prevention address behavioral problems and promote prosocial peer groups. PMID:24768161

Co-rumination and co-problem solving in the daily lives of adolescents with major depressive disorder.

PubMed

Waller, Jennifer M; Silk, Jennifer S; Stone, Lindsey B; Dahl, Ronald E

2014-08-01

This study examines differences in the prevalence and nature of co-rumination during real-world social interactions with peers and parents among adolescents with major depressive disorder (MDD) compared to healthy controls. A total of 60 youth (29 with current MDD and 31 controls without psychopathology) completed a self-report measure of co-rumination and a 3-week ecological momentary assessment (EMA) protocol that measured the nature of face-to-face social interactions with peers and parents after a negative event in the adolescents' daily lives. Specifically, EMA was used to assess rates of problem talk, including both co-rumination and co-problem solving. Group differences in self-report and EMA measures were examined. Adolescents with MDD reported co-ruminating more often than adolescents with no Axis 1 disorders during daily interactions with both parents (Cohen's d = 0.78) and peers (d = 1.14), and also reported more co-rumination via questionnaire (d = 0.58). Adolescents with MDD engaged in co-problem solving with peers less often than did healthy controls (d = 0.78), but no group differences were found for rates of co-problem solving with parents. Results are consistent with previous research linking co-rumination and depression in adolescence and extend these self-report-based findings to assessment in an ecologically valid context. Importantly, the results support that MDD youth tend to co-ruminate more and to problem-solve less with peers in their daily lives compared to healthy youth, and that co-rumination also extends to parental relationships. Interventions focused on decreasing co-rumination with peers and parents and improving problem-solving skills with peers may be helpful for preventing and treating adolescent depression. Copyright © 2014 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

Social anxiety and cannabis-related impairment: The synergistic influences of peer and parent descriptive and injunctive normative perceptions

PubMed Central

Foster, Dawn W.; Garey, Lorra; Buckner, Julia D.; Zvolensky, Michael J.

2016-01-01

Objectives Cannabis users, especially socially anxious cannabis users, are influenced by perceptions of other’s use. The present study tested whether social anxiety interacted with perceptions about peer and parent beliefs to predict cannabis-related problems. Methods Participants were 148 (36.5% female, 60.1% non-Hispanic Caucasian) current cannabis users aged 18–36 (M = 21.01, SD = 3.09) who completed measures of perceived descriptive and injunctive norms, social anxiety, and cannabis use behaviors. Hierarchical multiple regressions were employed to investigate the predictive value of the social anxiety × parent injunctive norms × peer norms interaction terms on cannabis use behaviors. Results Higher social anxiety was associated with more cannabis problems. A three-way interaction emerged between social anxiety, parent injunctive norms, and peer descriptive norms, with respect to cannabis problems. Social anxiety was positively related to more cannabis problems when parent injunctive norms were high (i.e., perceived approval) and peer descriptive norms were low. Results further showed that social anxiety was positively related to more cannabis problems regardless of parent injunctive norms. Conclusions The present work suggest that it may be important to account for parent influences when addressing normative perceptions among young adult cannabis users. Additional research is needed to determine whether interventions incorporating feedback regarding parent norms impacts cannabis use frequency and problems. PMID:27144526

Emotional Reactivity, Behavior Problems, and Social Adjustment at School Entry in a High-risk Sample

PubMed Central

Kalvin, Carla B.; Bierman, Karen L.; Gatzke-Kopp, Lisa M.

2016-01-01

Prior research suggests that heightened emotional reactivity to emotionally distressing stimuli may be associated with elevated internalizing and externalizing behaviors, and contribute to impaired social functioning. These links were explored in a sample of 169 economically-disadvantaged kindergarteners (66 % male; 68 % African American, 22 % Hispanic, 10 % Caucasian) oversampled for elevated aggression. Physiological measures of emotional reactivity (respiratory sinus arrhythmia [RSA], heart rate [HR], and cardiac pre-ejection period [PEP]) were collected, and teachers and peers provided ratings of externalizing and internalizing behavior, prosocial competence, and peer rejection. RSA withdrawal, HR reactivity, and PEP shortening (indicating increased arousal) were correlated with reduced prosocial competence, and RSA withdrawal and HR reactivity were correlated with elevated internalizing problems. HR reactivity was also correlated with elevated externalizing problems and peer rejection. Linear regressions controlling for age, sex, race, verbal proficiency, and resting physiology showed that HR reactivity explained unique variance in both teacher-rated prosocial competence and peer rejection, and contributed indirectly to these outcomes through pathways mediated by internalizing and externalizing problems. A trend also emerged for the unique contribution of PEP reactivity to peer-rated prosocial competence. These findings support the contribution of emotional reactivity to behavior problems and social adjustment among children living in disadvantaged urban contexts, and further suggest that elevated reactivity may confer risk for social difficulties in ways that overlap only partially with internalizing and externalizing behavior problems. PMID:26943804

Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: findings from the National Institute of Child Health and Human Development Study of Early Child Care.

PubMed

Fanti, Kostas A; Henrich, Christopher C

2010-09-01

How and why do internalizing and externalizing problems, psychopathological problems from different diagnostic classes representing separate forms of psychopathology, co-occur in children? We investigated the development of pure and co-occurring internalizing and externalizing problems from ages 2 to 12 with the use of latent class growth analysis. Furthermore, we examined how early childhood factors (temperament, cognitive functioning, maternal depression, and home environment) and early adolescent social and behavioral adjustment variables were related to differential trajectories of pure and co-occurring internalizing and externalizing problems. The sample (National Institute of Child Health and Human Development Study of Early Child Care) consisted of 1,232 children (52% male). Mother reports on the Child Behavior Checklist (Achenbach, 1991, 1992) were used to construct the trajectories of externalizing and internalizing problems. Analyses identified groups of children exhibiting pure and co-occurring internalizing and externalizing problems. Children exhibiting continuous externalizing or continuous co-occurring internalizing and externalizing problems across the 10-year period under investigation were more likely to (a) engage in risky behaviors, (b) be associated with deviant peers, (c) be rejected by peers, and (d) be asocial with peers at early adolescence. However, children exhibiting pure internalizing problems over time were only at higher risk for being asocial with peers as early adolescents. Moreover, the additive effects of individual and environmental early childhood risk factors influenced the development of chronic externalizing problems, although pure internalizing problems were uniquely influenced by maternal depression. Results also provided evidence for the concepts of equifinality and multifinality.

Maternal caffeine intake in pregnancy is inversely related to childhood peer problems in Japan: The Kyushu Okinawa Maternal and Child Health Study.

PubMed

Miyake, Yoshihiro; Tanaka, Keiko; Okubo, Hitomi; Sasaki, Satoshi; Arakawa, Masashi

2018-03-13

The present prebirth cohort study examined the association between maternal caffeine consumption during pregnancy and behavioral problems in Japanese children aged 5 years. Subjects were 1199 mother-child pairs. Dietary intake was assessed using a diet history questionnaire. Emotional problems, conduct problems, hyperactivity problems, and peer problems were assessed using the Japanese parent-report version of the Strengths and Difficulties Questionnaire. Adjustment was made for maternal age, gestation at baseline, region of residence at baseline, number of children at baseline, maternal and paternal education, household income, maternal depressive symptoms during pregnancy, maternal alcohol intake during pregnancy, maternal smoking during pregnancy, child's birth weight, child's sex, breastfeeding duration, and smoking in the household during the first year of life. The contributors of caffeine in the diet during pregnancy were Japanese and Chinese tea (74.8%), coffee (13.0%), black tea (4.4%), confectionaries (4.0%), and soft drinks (3.7%). Higher maternal caffeine consumption during pregnancy was independently associated with a reduced risk of peer problems in the children: the adjusted odds ratios (95% confidence intervals) in the first, second, third, and fourth quartiles of maternal caffeine consumption during pregnancy were 1 (reference), 0.61 (0.35-1.06), 0.52 (0.29-0.91), and 0.51 (0.28-0.91), respectively (P for trend = 0.01). Maternal caffeine intake during pregnancy was not evidently related to the risk of emotional problems, conduct problems, or hyperactivity problems in the children. Maternal caffeine consumption, mainly from Japanese and Chinese tea, during pregnancy may be preventive against peer problems in Japanese children.

Online Peer-to-Peer Support for Young People With Mental Health Problems: A Systematic Review.

PubMed

Ali, Kathina; Farrer, Louise; Gulliver, Amelia; Griffiths, Kathleen M

2015-01-01

Adolescence and early adulthood are critical periods for the development of mental disorders. Online peer-to-peer communication is popular among young people and may improve mental health by providing social support. Previous systematic reviews have targeted Internet support groups for adults with mental health problems, including depression. However, there have been no systematic reviews examining the effectiveness of online peer-to-peer support in improving the mental health of adolescents and young adults. The aim of this review was to systematically identify available evidence for the effectiveness of online peer-to peer support for young people with mental health problems. The PubMed, PsycInfo, and Cochrane databases were searched using keywords and Medical Subject Headings (MeSH) terms. Retrieved abstracts (n=3934) were double screened and coded. Studies were included if they (1) investigated an online peer-to-peer interaction, (2) the interaction discussed topics related to mental health, (3) the age range of the sample was between 12 to 25 years, and (4) the study evaluated the effectiveness of the peer-to-peer interaction. Six studies satisfied the inclusion criteria for the current review. The studies targeted a range of mental health problems including depression and anxiety (n=2), general psychological problems (n=1), eating disorders (n=1), and substance use (tobacco) (n=2). The majority of studies investigated Internet support groups (n=4), and the remaining studies focused on virtual reality chat sessions (n=2). In almost all studies (n=5), the peer support intervention was moderated by health professionals, researchers or consumers. Studies employed a range of study designs including randomized controlled trials (n=3), pre-post studies (n=2) and one randomized trial. Overall, two of the randomized controlled trials were associated with a significant positive outcome in comparison to the control group at post-intervention. In the remaining four studies, peer-to-peer support was not found to be effective. This systematic review identified an overall lack of high-quality studies examining online peer-to-peer support for young people. Given that peer support is frequently used as an adjunct to Internet interventions for a variety of mental health conditions, there is an urgent need to determine the effectiveness of peer support alone as an active intervention.

Prosocial skills may be necessary for better peer functioning in children with symptoms of disruptive behavior disorders

PubMed Central

Browne, Dillon T.; Tannock, Rosemary

2014-01-01

Children with disruptive behavior disorders experience substantial social challenges; however, the factors that account for (i.e., mediate), or influence (i.e., moderate), peer problems are not well understood. This study tested whether symptoms of Oppositional Defiant Disorder and Conduct Disorder were associated with peer impairment and whether prosocial skills mediated or moderated these associations. Teacher ratings were gathered for 149 children (Mage = 9.09, SD = 1.71, 26% female) referred for behavioral concerns to an urban child psychiatry clinic. Path-analytic linear regressions testing mediation and moderation effects showed that prosocial skills significantly moderated the negative effects of symptoms of Conduct Disorder on peer impairment. Children showed less peer impairment only when they had relatively few conduct symptoms and high prosocial skills. Measurement of prosocial skills, in addition to conduct problems, may best capture factors which contribute to peer problems of children with disruptive behaviors. PMID:25083349

Prosocial skills may be necessary for better peer functioning in children with symptoms of disruptive behavior disorders.

PubMed

Andrade, Brendan F; Browne, Dillon T; Tannock, Rosemary

2014-01-01

Children with disruptive behavior disorders experience substantial social challenges; however, the factors that account for (i.e., mediate), or influence (i.e., moderate), peer problems are not well understood. This study tested whether symptoms of Oppositional Defiant Disorder and Conduct Disorder were associated with peer impairment and whether prosocial skills mediated or moderated these associations. Teacher ratings were gathered for 149 children (Mage = 9.09, SD = 1.71, 26% female) referred for behavioral concerns to an urban child psychiatry clinic. Path-analytic linear regressions testing mediation and moderation effects showed that prosocial skills significantly moderated the negative effects of symptoms of Conduct Disorder on peer impairment. Children showed less peer impairment only when they had relatively few conduct symptoms and high prosocial skills. Measurement of prosocial skills, in addition to conduct problems, may best capture factors which contribute to peer problems of children with disruptive behaviors.

Family-Peer Linkages for Children with Intellectual Disability and Children with Learning Disabilities.

PubMed

Floyd, Frank J; Olsen, Darren L

2017-09-01

Family interactions are potential contexts for children with intellectual and learning disabilities to develop skillful social behaviors needed to relate effectively with peers. This study examined problem solving interactions within families of elementary school-age children (7-11 years) with intellectual disability (n = 37), specific learning disabilities (n =48), and without disabilities (n = 22). After accounting for group differences in children's behaviors and peer acceptance, across all groups, mothers' behaviors that encouraged egalitarian problem solving predicted more engaged and skillful problem solving by the children. However, mothers' controlling, directive behaviors predicted fewer of these behaviors by the children. Fathers' behaviors had mixed associations with the children's actions, possibly because they were reactive to children's unengaged and negative behaviors. For the children, greater involvement, more facilitative behaviors, and less negativity with their families were associated with greater acceptance from their peers, supporting family-peer linkages for children at risk for peer rejection.

Familism Values as a Protective Factor for Mexican-origin Adolescents Exposed to Deviant Peers

PubMed Central

Germán, Miguelina; Gonzales, Nancy A.; Dumka, Larry

2009-01-01

This study examined interactive relations between adolescent, maternal and paternal familism values and deviant peer affiliations in predicting adolescent externalizing problems within low-income, Mexican-origin families (N = 598). Adolescent, maternal and paternal familism values interacted protectively with deviant peer affiliations to predict lower levels of externalizing problems according to two independent teacher reports. These relations were not found with parent reports of adolescent externalizing problems although these models showed a direct, protective effect of maternal familism values. Consistent with the view that traditional cultural values are protective for Latino adolescents, these results suggest that supporting familism values among Mexican-origin groups is a useful avenue for improving adolescent conduct problems, particularly in a school context. PMID:21776180

Factors associated with acceptance of peers with mental health problems in childhood and adolescence.

PubMed

Swords, Lorraine; Heary, Caroline; Hennessy, Eilis

2011-09-01

Research suggests that children's reactions to peers with mental health problems are related to the maintenance and outcomes of these problems. However, children's perceptions of such peers, particularly those with internalising problems, are neither well researched nor understood. The present study aimed to test a series of models relating socio-demographic and attributional variables to the acceptance of hypothetical boys and girls with attention deficit hyperactivity disorder (ADHD) and depression. A sample of 595 participants, drawn from five different age-groups spanning early childhood to late adolescence, completed a booklet of questions in response to two vignettes describing the behaviour of hypothetical target peers with depression and ADHD. The sample was drawn from schools randomly selected in the east of Ireland. The models indicated that age and gender of the participant, and the perceived responsibility of the target character for his/her condition, were the three most important predictors of acceptance in all models. However, the relationship between these variables and acceptance varied depending on the gender of the target child and the condition (depression or ADHD) in the models tested. The findings of the study suggest that the relationships between socio-demographic and attributional variables and acceptance of peers with mental health problems depend on the type of mental health problem under consideration. The findings have implications for the development of information and education programmes to improve the integration of children with mental health problems. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

Development of adolescents' peer crowd identification in relation to changes in problem behaviors.

PubMed

Doornwaard, Suzan M; Branje, Susan; Meeus, Wim H J; ter Bogt, Tom F M

2012-09-01

This 5-wave longitudinal study, which included 1,313 Dutch adolescents, examined the development of peer crowd identification in relation to changes in problem behaviors. Adolescents from 2 age cohorts annually reported their identification with 7 peer crowds and their levels of internalizing and externalizing problem behaviors. Univariate latent growth curve analyses revealed declines (i.e., "Hip Hoppers" and "Metal Heads") or declines followed by stabilization (i.e., "Nonconformists") in identification with nonconventional crowds and increases (i.e., "Elites" and "Brains") or declines followed by stabilization (i.e., "Normals" and "Jocks") in identification with conventional crowds. Multivariate latent growth curve analyses indicated that stronger and more persistent identifications with nonconventional crowds were generally associated with more problem behaviors throughout adolescence. In contrast, stronger and more persistent identifications with conventional crowds were generally associated with fewer problem behaviors throughout adolescence with the notable exception of Brains, who showed a mixed pattern. Though characterized by fewer externalizing problems, this group did report more anxiety problems. These findings and their implications are discussed. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Peer coaching: the next step in staff development.

PubMed

Waddell, Donna L; Dunn, Nancy

2005-01-01

A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.

Being Admired or Being Liked: Classroom Social Status and Depressive Problems in Early Adolescent Girls and Boys

ERIC Educational Resources Information Center

Oldehinkel, Albertine J.; Rosmalen, Judith G. M.; Veenstra, Rene; Dijkstra, Jan Kornelis; Ormel, Johan

2007-01-01

This study investigates associations between depressive problems and classroom social status in a large population cohort of Dutch early adolescents (N = 1046, age 13.52 plus or minus 0.51, 52.4% girls). Depressive problems were assessed by parent and self-reports and classroom status by peer nominations. We assessed peer status with respect to…

Parent Alcohol Problems and Peer Bullying and Victimization: Child Gender and Toddler Attachment Security as Moderators

ERIC Educational Resources Information Center

Eiden, Rina D.; Ostrov, Jamie M.; Colder, Craig R.; Leonard, Kenneth E.; Edwards, Ellen P.; Orrange-Torchia, Toni

2010-01-01

This study examined the association between parents' alcoholism and peer bullying and victimization in middle childhood in 162 community-recruited families (80 girls and 82 boys) with and without alcohol problems. Toddler-mother attachment was assessed at 18 months of child age, and child reports of peer bullying and victimization were obtained in…

Co-Occurring Mental Health Problems and Peer Functioning among Youth with Attention-Deficit/Hyperactivity Disorder: A Review and Recommendations for Future Research

ERIC Educational Resources Information Center

Becker, Stephen P.; Luebbe, Aaron M.; Langberg, Joshua M.

2012-01-01

It is well established that children and adolescents with attention-deficit/hyperactivity disorder (ADHD) frequently experience co-occurring mental health problems in addition to difficulties in their peer relationships. Although substantial research has focused on the extent to which peer functioning contributes to subsequent co-occurring mental…

Identifying Mechanisms through Which Preschool Problem Behavior Influences Academic Outcomes: What Is the Mediating Role of Negative Peer Play Interactions?

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.

2014-01-01

Given theoretical and empirical support for the importance of peer play within the preschool classroom to early learning, the present study tested the hypothesis that associations between teacher-reported problem behavior and academic skills were mediated by difficulties in peer play (disruptive and disconnected play), for a representative sample…

Individual and Contextual Factors Associated with Patterns of Aggression and Peer Victimization during Middle School

ERIC Educational Resources Information Center

Bettencourt, Amie F.; Farrell, Albert D.

2013-01-01

Peer victimization is a common problem among adolescents that has been linked to a variety of adjustment problems. Youth involved in peer victimization represent a heterogeneous group who may differ not only in their levels of victimization and perpetration, but also in the factors that influence their behavior. The current study used latent class…

Daily School Peer Victimization Experiences Among Mexican-American Adolescents: Associations with Psychosocial, Physical and School Adjustment

PubMed Central

Gonzales, Nancy A.; Fuligni, Andrew J.

2014-01-01

School bullying incidents, particularly experiences with victimization, are a significant social and health concern among adolescents. The current study extended past research by examining the daily peer victimization experiences of Mexican-American adolescents and examining how chronic (mean-level) and episodic (daily-level) victimization incidents at school are associated with psychosocial, physical and school adjustment. Across a two-week span, 428 ninth and tenth grade Mexican-American students (51 % female) completed brief checklists every night before going to bed. Hierarchical linear model analyses revealed that, at the individual level, Mexican-American adolescents’ who reported more chronic peer victimization incidents across the two-weeks also reported heightened distress and academic problems. After accounting for adolescent’s mean levels of peer victimization, daily victimization incidents were associated with more school adjustment problems (i.e., academic problems, perceived role fulfillment as a good student). Additionally, support was found for the mediation model in which distress accounts for the mean-level association between peer victimization and academic problems. The results from the current study revealed that everyday peer victimization experiences among Mexican-American high school students have negative implications for adolescents’ adjustment, across multiple domains. PMID:23238764

Academic Performance in Primary School Children With Common Emotional and Behavioral Problems.

PubMed

Mundy, Lisa K; Canterford, Louise; Tucker, Dawn; Bayer, Jordana; Romaniuk, Helena; Sawyer, Susan; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George

2017-08-01

Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into "borderline/abnormal" and "normal" categories. One in 5 grade 3 students fell in the "borderline/abnormal" category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. © 2017, American School Health Association.

Threading Together Patient Expertise

PubMed Central

Civan, Andrea; Pratt, Wanda

2007-01-01

Patients are valuable sources of expertise for other patients in similar situations, but little is understood about the nature of this expertise. To address this knowledge gap, we investigated informational support as a mechanism for peers to help one another learn to cope with the breast cancer experience. We analyzed the types of problems discussed and recommendations offered by correspondents in three online breast cancer communities. Informational support was prevalent and directed towards problems in which correspondents were planning for future events or coping with emergent situations. Peers shared a wealth of patient expertise, including action strategies, recommended knowledge, suggested approaches, and information resources for dealing with problems. Our results highlight how peers are helping one another to learn. These findings bring insight to new support we could provide to patients for developing and sharing patient expertise, such as problem-based information organization and functionality for collaborative problem solving. PMID:18693814

Peer victimization in childhood and internalizing problems in adolescence: a prospective longitudinal study.

PubMed

Zwierzynska, Karolina; Wolke, Dieter; Lereya, Tanya S

2013-02-01

Traumatic childhood experiences have been found to predict later internalizing problems. This prospective longitudinal study investigated whether repeated and intentional harm doing by peers (peer victimization) in childhood predicts internalizing symptoms in early adolescence. 3,692 children from the Avon Longitudinal Study of Parents and Children (ALSPAC), as well as their mothers and teachers, reported on bullying in childhood (7-10 years) and internalizing problems in early adolescence (11-14 years). Controlling for prior psychopathology, family adversity, gender and IQ, being a victim of bullying was associated with higher overall scores, as well as increased odds of scoring in the severe range (>90(th) percentile) for emotional and depression symptoms. Victims were also more likely to show persistent depression symptoms over a 2-year period. These associations were found independent of whether mothers, teachers or the children reported on bullying. It is concluded that peer victimization in childhood is a precursor of both short-lived and persistent internalizing symptoms, underlining the importance of environmental factors such as peer relationships in the etiology of internalizing problems.

Poverty and psychological health among AIDS-orphaned children in Cape Town, South Africa.

PubMed

Cluver, Lucie; Gardner, Frances; Operario, Don

2009-06-01

This study examined associations between AIDS-orphanhood status, poverty indicators, and psychological problems (depression, anxiety, post-traumatic stress, peer problems, delinquency, conduct problems) among children and adolescents in townships surrounding Cape Town, South Africa. One thousand and twenty-five children and adolescents completed standardized and culturally sensitive cross-sectional surveys. Children orphaned by AIDS had more psychological problems including depression, peer problems, post-traumatic stress, and conduct problems. Specific poverty indicators including food security, access to social welfare grants, employment in the household and access to school were associated with better psychological health. Poverty indicators mediated associations of AIDS-orphanhood with psychological problems. Food security showed the most consistent association with reduced psychological problems. Poverty alleviation measures have the potential to improve psychological health for AIDS-orphaned children in South African townships.

Problem behaviour and traumatic dental injuries in adolescents.

PubMed

Ramchandani, Damini; Marcenes, Wagner; Stansfeld, Stephen A; Bernabé, Eduardo

2016-02-01

To explore the relationship between problem behaviour and traumatic dental injuries (TDI) among 15- to 16-year-old schoolchildren from East London. This cross-sectional study used data from 794 adolescents who participated in phase III of the Research with East London Adolescents Community Health Survey (RELACHS), a school-based prospective study of a representative sample of adolescents. Participants completed a questionnaire and were clinically examined for TDI, overjet and lip coverage. The Strength and Difficulties Questionnaire (SDQ) was used to assess problem behaviour, which provided a total score and five domain scores (emotional symptoms, conduct problems, hyperactivity, peer problems and pro-social behaviour). The association between problem behaviour and TDI was assessed in unadjusted and adjusted logistic regression models. Adjusted models controlled for demographic (sex, age and ethnicity), socio-economic (parental employment) and clinical factors (overjet and lip coverage). The prevalence of TDI was 17% and the prevalence of problem behaviour, according to the SDQ, was 10%. In the adjusted model, adolescents with problem behaviour were 1.87 (95% confidence interval: 1.03-3.37) times more likely to have TDI than those without problem behaviour. In subsequent analysis by SDQ domains, it was found that only peer problems were associated with TDI (OR = 1.78, 95% CI: 1.01-3.14), even after adjustment for confounders. This study found evidence for a relationship between problem behaviour and TDI among adolescents, which was mainly due to peer relationship problems. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Predicting the Problem Behavior in Adolescents

ERIC Educational Resources Information Center

Karaman, Neslihan G.

2013-01-01

Problem statement: Problem behavior theory describes both protective factors and risk factors to explain adolescent problem behaviors, such as delinquency, alcohol use, and reckless driving. The theory holds that problem behaviors involving risky behavior are used by adolescents as a means to gain peer acceptance and respect. Problem behaviors…

Emotional Reactivity, Behavior Problems, and Social Adjustment at School Entry in a High-risk Sample.

PubMed

Kalvin, Carla B; Bierman, Karen L; Gatzke-Kopp, Lisa M

2016-11-01

Prior research suggests that heightened emotional reactivity to emotionally distressing stimuli may be associated with elevated internalizing and externalizing behaviors, and contribute to impaired social functioning. These links were explored in a sample of 169 economically-disadvantaged kindergarteners (66 % male; 68 % African American, 22 % Hispanic, 10 % Caucasian) oversampled for elevated aggression. Physiological measures of emotional reactivity (respiratory sinus arrhythmia [RSA], heart rate [HR], and cardiac pre-ejection period [PEP]) were collected, and teachers and peers provided ratings of externalizing and internalizing behavior, prosocial competence, and peer rejection. RSA withdrawal, HR reactivity, and PEP shortening (indicating increased arousal) were correlated with reduced prosocial competence, and RSA withdrawal and HR reactivity were correlated with elevated internalizing problems. HR reactivity was also correlated with elevated externalizing problems and peer rejection. Linear regressions controlling for age, sex, race, verbal proficiency, and resting physiology showed that HR reactivity explained unique variance in both teacher-rated prosocial competence and peer rejection, and contributed indirectly to these outcomes through pathways mediated by internalizing and externalizing problems. A trend also emerged for the unique contribution of PEP reactivity to peer-rated prosocial competence. These findings support the contribution of emotional reactivity to behavior problems and social adjustment among children living in disadvantaged urban contexts, and further suggest that elevated reactivity may confer risk for social difficulties in ways that overlap only partially with internalizing and externalizing behavior problems.

The importance of a positive family history of alcoholism, parental rejection and emotional warmth, behavioral problems and peer substance use for alcohol problems in teenagers: a path analysis.

PubMed

Barnow, Sven; Schuckit, Marc A; Lucht, Michael; John, Ulrich; Freyberger, Harald J

2002-05-01

The purpose of this study was to test a hypothetical model of alcohol problems in German adolescents. Among 180 offspring, family history of alcoholism, parenting styles, behavioral and emotional problems, peer-group characteristics, feelings of self-esteem, behavioral problems and psychiatric comorbidity of the parents were examined. Data were generated from the Study of Health in Pomerania (SHIP), in which families were randomly selected if 12-18 year old biological offspring were members of the household; a smaller group of subjects was selected from local outpatient treatment centers. Members of 133 families, including 180 (50.6% male) offspring who were appropriate for the current analyses, received personal semistructured diagnostic interviews and several self-rating questionnaires. Analyses compared offspring with alcohol problems (AP; n = 40) and with no alcohol problems (NAP; n = 140), and used structural equation modeling to test a hypothetical model. The comparisons revealed that the AP group had significantly more behavioral problems (e.g., aggression/delinquency), more perceived parental rejection and less emotional warmth, a higher amount of alcohol consumption, were more likely to associate with substance-using peers and more often received a diagnosis of conduct disorder or antisocial personality disorder. Whereas the family history of alcoholism did not differ significantly between groups, parents of offspring with an alcohol use disorder had significantly more additional diagnoses on DSM-IV Axis I. The evaluation of the model supported the importance of aggression/delinquency and association with substance-using peers for alcohol problems in people. An additional diagnosis in the parents was directly and indirectly (through aggression/delinquency) related to alcohol problems of the adolescents. The data indicate that alcohol problems in the offspring are associated with several domains of influence in their environment. Prospective studies measuring both biological and environmental factors using sufficient sample sizes will be needed for optimal understanding of the development of alcohol problems in youth.

Relationships between Level and Change in Family, School, and Peer Factors during Two Periods of Adolescence and Problem Behavior at Age 19

ERIC Educational Resources Information Center

Fleming, Charles B.; Catalano, Richard F.; Haggerty, Kevin P.; Abbott, Robert D.

2010-01-01

While prior research has examined family, school, and peer factors as potential predictors of problem behavior, less attention has been given to studying when these factors are most predictive of problems and if and when changes in these factors signal risk. Using annual data on a community sample of 1,040 individuals (47% female; 81% White), this…

A comparison of problem-based learning and conventional teaching in nursing ethics education.

PubMed

Lin, Chiou-Fen; Lu, Meei-Shiow; Chung, Chun-Chih; Yang, Che-Ming

2010-05-01

The aim of this study was to compare the learning effectiveness of peer tutored problem-based learning and conventional teaching of nursing ethics in Taiwan. The study adopted an experimental design. The peer tutored problem-based learning method was applied to an experimental group and the conventional teaching method to a control group. The study sample consisted of 142 senior nursing students who were randomly assigned to the two groups. All the students were tested for their nursing ethical discrimination ability both before and after the educational intervention. A learning satisfaction survey was also administered to both groups at the end of each course. After the intervention, both groups showed a significant increase in ethical discrimination ability. There was a statistically significant difference between the ethical discrimination scores of the two groups (P < 0.05), with the experimental group on average scoring higher than the control group. There were significant differences in satisfaction with self-motivated learning and critical thinking between the groups. Peer tutored problem-based learning and lecture-type conventional teaching were both effective for nursing ethics education, but problem-based learning was shown to be more effective. Peer tutored problem-based learning has the potential to enhance the efficacy of teaching nursing ethics in situations in which there are personnel and resource constraints.

Effects of autistic traits on social and school adjustment in children and adolescents: the moderating roles of age and gender.

PubMed

Hsiao, Mei-Ni; Tseng, Wan-Ling; Huang, Hui-Yi; Gau, Susan Shur-Fen

2013-01-01

This study examined the associations between children's and adolescents' autistic-like social deficits and school and social adjustment as well as the moderating roles of age and gender in these associations. The sample consisted of 1321 students (48.7% boys) in Grade 1 to Grade 8 from northern Taiwan. Children's and adolescents' autistic-like social deficits were assessed using the Social Responsiveness Scale (SRS), and their school and social adjustment (i.e., academic performance, negative attitudes toward schoolwork/teachers/classmates, behavioral problems at schools, negative peer relationships, and problems with peers) were assessed using the Social Adjustment Inventory for Children and Adolescents (SAICA). Both measures were completed by the mothers of the participants. Results from the linear mixed models demonstrated that autistic-like social deficits were associated with poor academic performance, negative attitudes toward schoolwork, teachers, and classmates, behavioral problems at schools, negative peer relationships, and problematic peer interactions. Moreover, gender and/or age moderated the associations between autistic-like social deficits and school and social adjustment problems. For example, autistic-like social deficits were more strongly related to negative school attitude, school social problems, and negative peer relationships in boys than in girls. Further, autistic-like social deficits were more strongly related to problems with peers in older girls than in older boys or younger children (regardless of gender). In conclusion, the present study suggests that autistic-like social deficits may place children and adolescents at increased risk for social and school maladjustment and that the extent of maladjustment may vary with the child's age and gender and the domains of adjustment under discussion. Copyright © 2012 Elsevier Ltd. All rights reserved.

Adolescent peer group identification and characteristics: A review of the literature

PubMed Central

Sussman, Steve; Pokhrel, Pallav; Ashmore, Richard D.; Brown, B. Bradford

2011-01-01

This study provides an exhaustive review of 44 peer-reviewed quantitative or qualitative data-based peer-reviewed studies completed on adolescent peer group identification. Adolescent peer group identification is one’s self-perceived or other-perceived membership in discrete teenage peer groups. The studies reviewed suggest that adolescent peer groups consist of five general categories differentiable by lifestyle characteristics: Elites, Athletes, Academics, Deviants, and Others. We found that the Deviant adolescent group category reported relatively greater participation in drug use and other problem behaviors across studies, whereas Academics and Athletes exhibited the least participation in these problem behaviors. Additional research is needed in this arena to better understand the operation of adolescent group labels. PMID:17188815

The relationship between motor skills and psychosocial factors in young children: A test of the elaborated environmental stress hypothesis.

PubMed

Mancini, Vincent O; Rigoli, Daniela; Roberts, Lynne D; Heritage, Brody; Piek, Jan P

2017-09-08

The elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various mediating psychosocial factors. While there is evidence to support this framework, little is known about how the proposed relationships may vary across different stages of development. This study aimed to investigate whether peer problems and perceived self-competence mediated the relationship between motor skills and internalizing problems in pre-primary children, and at 18-month follow up. A community sample of 197 pre-primary school children (M = 5.40 years, SD = 0.30 years; 102 males, 95 females) participated at Time 1, with 107 completing the Time 2 follow-up. Standardized instruments were used to measure motor skills and verbal IQ. Perceived self-competence was measured using a self-report measure. Participant peer problems and internalizing problems were measured using teacher report. Age, gender, and verbal IQ were included as covariates. Mediation analysis using PROCESS showed that the relationship between motor skills and internalizing problems was mediated by peer problems at Time 1. At Time 2, the relationship was mediated by peer problems and perceived physical competence. The current results indicate the EESH may function differently across different periods of development. The transition from pre-primary to Grade 1 represents a time of important cognitive and psychosocial development, which has implications for how the relationship between motor skills and internalizing problems can be understood. These findings highlight potential age-appropriate targets for psychomotor interventions aiming to improve the emotional well-being of young children. © 2017 The British Psychological Society.

The Role of Early Language Difficulties in the Trajectories of Conduct Problems Across Childhood.

PubMed

Yew, Shaun Goh Kok; O'Kearney, Richard

2015-11-01

This study uses latent growth curve modelling to contrast the developmental trajectories of conduct problems across childhood for children with early language difficulties (LD) and those with typical language (TL). It also examines whether the presence of early language difficulties moderates the influence of child, parent and peers factors known to be associated with the development of conduct problems. Unconditional and language status conditional latent growth curves of conduct problems were estimated for a nationally representative cohort of children, comprising of 1627 boys (280 LD) and 1609 girls (159 LD) measured at ages 4-5, 6-7, 8-9 and 10-11. Multiple regression tested interaction between language status and predictors of the level and slope of the development of conduct symptoms. On average, children's conduct problems followed a curvilinear decrease. Compared to their TL peers, LD boys and girls had trajectories of conduct problems that had the same shape but with persistently higher levels. Among boys, LD amplified the contributions of parental hostility and SES and protected against the contributions of sociability and maternal psychological distress to a high level of conduct problems. In low SES boys, LD was a vulnerability to a slower rate of decline in conduct problems. Among girls, LD amplified the contributions of low pro-social behaviour to a higher level and sociability to a slower rate of decline of conduct problems while dampening the contribution of peer problems to a higher level of problems.

School-based peer sexual harassment.

PubMed

Kopels, S; Dupper, D R

1999-01-01

Peer sexual harassment in schools is an often overlooked problem that contributes to a hostile school environment: one major study found that 85% of girls and 76% of boys reported experiencing some form of sexual harassment in school. This article describes the extent and impact of peer sexual harassment in schools and the responses of the victims, school personnel, and perpetrators to peer sexual harassment. It discusses and analyzes the evolution of peer sexual harassment lawsuits and the recent U.S. Supreme Court decision concerning such actions. It concludes steps that social workers and other school personnel should take to prevent or alleviate such problems.

Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: an examination of four predictive models.

PubMed

Ladd, Gary W

2006-01-01

Findings yielded a comprehensive portrait of the predictive relations among children's aggressive or withdrawn behaviors, peer rejection, and psychological maladjustment across the 5-12 age period. Examination of peer rejection in different variable contexts and across repeated intervals throughout childhood revealed differences in the timing, strength, and consistency of this risk factor as a distinct (additive) predictor of externalizing versus internalizing problems. In conjunction with aggressive behavior, peer rejection proved to be a stronger additive predictor of externalizing problems during early rather than later childhood. Relative to withdrawn behavior, rejection's efficacy as a distinct predictor of internalizing problems was significant early in childhood and increased progressively thereafter. These additive path models fit the data better than did disorder-driven or transactional models.

Effortful Control, Behavior Problems and Peer Relations: What Predicts Academic Adjustment in Kindergarteners from Low-income Families?

PubMed Central

Morris, Amanda Sheffield; John, Aesha; Halliburton, Amy L.; Morris, Michael D. S.; Robinson, Lara R.; Myers, Sonya S.; Aucoin, Katherine J.; Keyes, Angela W.; Terranova, Andrew

2013-01-01

This study examined the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families using a short-term longitudinal design. Teachers completed standardized measures of children’s effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children’s effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children’s effortful control primarily account for variation in children’s academic adjustment. The associations between children’s effortful control and academic adjustment did not vary across sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness, through children’s internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed. PMID:24163572

Early childhood precursors and adolescent sequelae of grade school peer rejection and victimization.

PubMed

Bierman, Karen L; Kalvin, Carla B; Heinrichs, Brenda S

2015-01-01

This study examined the early childhood precursors and adolescent outcomes associated with grade school peer rejection and victimization among children oversampled for aggressive-disruptive behaviors. A central goal was to better understand the common and unique developmental correlates associated with these two types of peer adversity. There were 754 participants (46% African American, 50% European American, 4% other; 58% male; average age=5.65 at kindergarten entry) followed into seventh grade. Six waves of data were included in structural models focused on three developmental periods. Parents and teachers rated aggressive behavior, emotion dysregulation, and internalizing problems in kindergarten and Grade 1 (Waves 1-2); peer sociometric nominations tracked "least liked" and victimization in Grades 2, 3, and 4 (Waves 3-5); and youth reported on social problems, depressed mood, school adjustment difficulties, and delinquent activities in early adolescence (Grade 7, Wave 6). Structural models revealed that early aggression and emotion dysregulation (but not internalizing behavior) made unique contributions to grade school peer rejection; only emotion dysregulation made unique contributions to grade school victimization. Early internalizing problems and grade school victimization uniquely predicted adolescent social problems and depressed mood. Early aggression and grade school peer rejection uniquely predicted adolescent school adjustment difficulties and delinquent activities. Aggression and emotion dysregulation at school entry increased risk for peer rejection and victimization, and these two types of peer adversity had distinct as well as shared risk and adjustment correlates. Results suggest that the emotional functioning and peer experiences of aggressive-disruptive children deserve further attention in developmental and clinical research.

Early Childhood Precursors and Adolescent Sequelae of Gradeschool Peer Rejection and Victimization

PubMed Central

Bierman, Karen L.; Kalvin, Carla B.; Heinrichs, Brenda S.

2014-01-01

Objective This study examined the early childhood precursors and adolescent outcomes associated with gradeschool peer rejection and victimization among children oversampled for aggressive-disruptive behaviors. A central goal was to better understand the common and unique developmental correlates associated with these two types of peer adversity. Method 754 participants (46% African American, 50% European American, 4% other; 58% male; average age 5.65 at kindergarten entry) were followed into seventh grade. Six waves of data were included in structural models focused on three developmental periods. Parents and teachers rated aggressive behavior, emotion dysregulation, and internalizing problems in kindergarten and grade 1 (waves 1–2); peer sociometric nominations tracked “least liked” and victimization in grades 2, 3, and 4 (waves 3–5); and youth reported on social problems, depressed mood, school adjustment difficulties, and delinquent activities in early adolescence (grade 7, wave 6). Results Structural models revealed that early aggression and emotion dysregulation (but not internalizing behavior) made unique contributions to gradeschool peer rejection; only emotion dysregulation made unique contributions to gradeschool victimization. Early internalizing problems and gradeschool victimization uniquely predicted adolescent social problems and depressed mood. Early aggression and gradeschool peer rejection uniquely predicted adolescent school adjustment difficulties and delinquent activities. Conclusions Aggression and emotion dysregulation at school entry increased risk for peer rejection and victimization, and these two types of peer adversity had distinct, as well as shared risk and adjustment correlates. Results suggest that the emotional functioning and peer experiences of aggressive-disruptive children deserve further attention in developmental and clinical research. PMID:24527989

Perceived Social Support and Mental Health Problems Among Pakistani University Students.

PubMed

Jibeen, Tahira

2016-11-01

Despite the growing number of cross-cultural studies focusing on psychological problems, little is known about social support outside of western civilization, particularly among people in South Asian cultures. This study examined the cultural orientation regarding perceived social support and psychological problems among 912 undergraduate students (age 19-26) studying at COMSATS Institute of Information Technology, Lahore, Pakistan. The present study supported variance in cultural values regarding the relative prominence of sources of support in collectivist culture indicating that low levels of family support were related to various psychological problems. Further, low levels of peer support were related to depression, anxiety, and interpersonal sensitivity. While familial support played a bigger role than peer support in affecting psychological problems, peer support also had a role to play. The results may help counsellors and researchers to identify more effectively the population of students at high risk for mental illness and develop culturally effective interventions to address this significant and growing public health issue.

Relationships between Peer Harassment and Adolescent Problem Behaviors

ERIC Educational Resources Information Center

Rusby, Julie C.; Forrester, Kathleen K.; Biglan, Anthony; Metzler, Carol W.

2005-01-01

Concurrent and predictive relationships between peer harassment and problem behavior were examined for middle and high school students as well as gender differences in these relationships. Students recruited in fifth through seventh grades (n = 223) and their parents provided quarterly questionnaire data and were followed up into high school. As…

Preschool Interactive Peer Play Mediates Problem Behavior and Learning for Low-Income Children

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.

2012-01-01

The study employed a developmental, ecological, and resiliency framework to examine whether interactive peer play competencies mediated associations between teacher reported problem behavior and learning outcomes for a representative sample of urban low-income children (N = 507 across 46 Head Start classrooms). Structural equation models provided…

Calls to Teen Line: Representative Concerns of Adolescents.

ERIC Educational Resources Information Center

Boehm, Kathryn E.; Schondel, Connie K.; Ivoska, William J.; Marlowe, Alison L.; Manke-Mitchell, Laurie

1998-01-01

Study examines whether the concerns of teenagers calling a peer listening service are representative of the concerns of teenagers in the area served. Results indicate that students' biggest concerns involve family problems, peer relationships, self-esteem, and school problems. Concludes that calls to the teen line are representative. (Author/GCP)

Mothering and Peer Associations Mediate Cumulative Risk Effects for Latino Youth

ERIC Educational Resources Information Center

Loukas, Alexandra; Prelow, Hazel M.; Suizzo, Marie-Anne; Allua, Shane

2008-01-01

The present study examined whether positive parenting and deviant peer associations mediated the relations between a cumulative risk composite comprising financial strain, neighborhood problems, and maternal psychological distress and subsequent youth adjustment problems. Drawn from the Welfare, Children, and Families: A Three City Study, the…

Peer Deviance, Parenting and Disruptive Behavior among Young Girls

ERIC Educational Resources Information Center

Miller, Shari; Loeber, Rolf; Hipwell, Alison

2009-01-01

This study examined concurrent and longitudinal associations between peer deviance, parenting practices, and conduct and oppositional problems among young girls ages 7 and 8. Participants were 588 African American and European American girls who were part of a population-based study of the development of conduct problems and delinquency among…

Prospective relations between family conflict and adolescent maladjustment: security in the family system as a mediating process.

PubMed

Cummings, E Mark; Koss, Kalsea J; Davies, Patrick T

2015-04-01

Conflict in specific family systems (e.g., interparental, parent-child) has been implicated in the development of a host of adjustment problems in adolescence, but little is known about the impact of family conflict involving multiple family systems. Furthermore, questions remain about the effects of family conflict on symptoms of specific disorders and adjustment problems and the processes mediating these effects. The present study prospectively examines the impact of family conflict and emotional security about the family system on adolescent symptoms of specific disorders and adjustment problems, including the development of symptoms of anxiety, depression, conduct problems, and peer problems. Security in the family system was examined as a mediator of these relations. Participants included 295 mother-father-adolescent families (149 girls) participating across three annual time points (grades 7-9). Including auto-regressive controls for initial levels of emotional insecurity and multiple adjustment problems (T1), higher-order emotional insecurity about the family system (T2) mediated relations between T1 family conflict and T3 peer problems, anxiety, and depressive symptoms. Further analyses supported specific patterns of emotional security/insecurity (i.e., security, disengagement, preoccupation) as mediators between family conflict and specific domains of adolescent adjustment. Family conflict was thus found to prospectively predict the development of symptoms of multiple specific adjustment problems, including symptoms of depression, anxiety, conduct problems, and peer problems, by elevating in in adolescent's emotional insecurity about the family system. The clinical implications of these findings are considered.

The Social Problem-Solving Questionnaire: Evaluation of Psychometric Properties among Turkish Primary School Students

ERIC Educational Resources Information Center

Dereli Iman, Esra

2013-01-01

Problem Statement: Children, like adults, face numerous problems and conflicts in their everyday lives, including issues with peers, siblings, older children, parents, teachers, and other adults. The methods children use to solve such problems are more important than actually facing the problems. The lack of effective social problem-solving skills…

Youth with chronic health problems: how do they fare in main-stream mentoring programs?

PubMed

Lipman, Ellen L; DeWit, David; DuBois, David L; Larose, Simon; Erdem, Gizem

2018-01-05

Youth with chronic physical health problems often experience social and emotional problems. We investigate the relationship between participation in the Big Brothers Big Sisters of Canada community-based mentoring programs (BBBS) and youth social and mood outcomes by youth health status. Youth newly enrolled in BBBS were classified by health status (one or more chronic physical health problems without activity limitation, n = 191; one or more chronic physical health problems with activity limitation, n = 94; no chronic health problem or activity limitation, n = 536) and mentoring status (yes/no) at 18 month follow-up. Youth outcomes measured at follow-up were social anxiety, depressed mood, and peer self-esteem. Youth with chronic health problems and activity limitation were more likely to live with two biological parents, use mental health or social services, and have parents who reported difficulties with depressed mood, social anxiety, family functioning and neighbourhood problems. At 18 month follow-up, mentored youth in this health status group experienced fewer symptoms of social anxiety and higher peer self-esteem compared to non-mentored youth. Mentored youth with chronic health problems without activity limitation and mentored youth with no health problems or limitations did not show significant improvements in social anxiety and peer self-esteem. Regardless of their health status, mentored youth reported fewer symptoms of depressed mood than non-mentored youth. Youth with chronic health problems, particularly those with activity limitation as well, demonstrate a capacity to experience social and mood benefits associated with mentoring.

Examining the social, emotional and behavioral needs of youth involved in the child welfare and juvenile justice systems.

PubMed

Neely-Barnes, Susan; Whitted, Katheryn

2011-01-01

This study assesses the social, emotional and behavioral symptoms of 2,575 youth who were receiving behavioral health services from a private provider agency, either in an out of home placement (e.g., foster care home, a group home or a residential treatment facility) or in their own home (through the In-Home Services Program). The findings suggest the prevalence of symptoms in each of the domains (i.e., conduct problems, emotional problems, ADHD, and peer problems) were relatively high compared to the general population. Over 50% of the youth had conduct problems in the borderline or abnormal range, more than 35% had hyperactivity and peer problems subscale scores in the borderline or abnormal range, and almost 25% of the youth reported symptoms of emotional problems in the borderline or abnormal range. Youth's social, emotional and behavioral problems varied by gender, race/ethnicity and age group.

High school students' knowledge and experience with a peer who committed or attempted suicide: a focus group study.

PubMed

Shilubane, Hilda N; Ruiter, Robert A C; Bos, Arjan E R; Reddy, Priscilla S; van den Borne, Bart

2014-10-18

Suicide is a major public health problem for adolescents in South Africa, and also affects those associated with them. Peers become more important during adolescence and can be a significant source of social support. Because peers may be the first to notice psychological problems among each other, the present study's objectives were to assess students' knowledge about suicide, perceived risk factors, signs of poor mental health in adolescents who committed suicide, students' awareness of available mental health care and resources, and beliefs about prevention. This qualitative study used focus group discussions to elicit the thoughts and feelings of high school students who had a peer who committed or attempted suicide. Peers and class mates of suicide attempters and suicide completers were identified with the help of a social worker and school management and were invited to participate. All focus group discussions were audio taped and analyzed. A total of 56 adolescents (13-19 years of age) from Limpopo schools in South Africa participated in six focus group discussions. The data were analyzed by NVivo version 8, using an inductive approach. Participants reported to be affected by the suicide attempt or completed suicide. They felt guilty about their failure to identify and prevent the suicide and displayed little knowledge of warning signs for suicidal behaviour. They identified several risk factors for the suicide of their peers, such as poor relationship issues, teenage pregnancy, punishment, and attention seeking behaviour. Resources for students with mental health problems and survivors of suicide attempts were not perceived to be available at schools and elsewhere. School-based suicide prevention programs based on theory and evidence are necessary. Such interventions should also focus on detection of mental health problems by peers. Counseling services for students with mental health problems and suicide survivors should be available and made known to students at risk and peers.

Perceived Competence and Depressive Symptoms in Children with Reading Problems

ERIC Educational Resources Information Center

MacPhail, Sandra Stewart

2012-01-01

Students with reading problems (RP) exhibit low self-concept in academic and global areas as the result of repeated academic failure and perceived negative feedback from teachers, parents, and peers. Students with RP are also known to experience higher rates of depression in comparison to their normally-achieving (NA) peers. This study explored…

Peer Aggression and Mental Health Problems: Self-Esteem as a Mediator

ERIC Educational Resources Information Center

Ybrandt, Helene; Armelius, Kerstin

2010-01-01

This study examined whether self-esteem mediates the association between peer aggression and internalizing and externalizing problems in adolescents. A total of 204 Swedish adolescents aged between 12- and 16-years-old completed self-report measures; self-esteem was assessed with "I think I am" (ITIA) and internalizing and externalizing…

Prospective Teachers' Problem Solving in Online Peer-Led Dialogues

ERIC Educational Resources Information Center

Wade, Suzanne E.; Fauske, Janice R.; Thompson, Audrey

2008-01-01

In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who participated in a peer-led online discussion of a teaching case about English-language learners. They also examined what approaches to multicultural…

Regional Stewardship and the Redefinition of Higher Education

ERIC Educational Resources Information Center

Simpson, Timothy Leahy

2010-01-01

Inspired by the late John Gardner, in May 2000 the "Alliance for Regional Stewardship" (ARS) was formed as a "peer-to-peer network of regional leaders working across boundaries to solve tough community problems." According to the ARS, regional stewardship is the leadership needed to address the complex problems of one's time.…

Peer and self-reports of victimization and bullying: their differential association with internalizing problems and social adjustment.

PubMed

Bouman, Thijs; van der Meulen, Matty; Goossens, Frits A; Olthof, Tjeert; Vermande, Marjolijn M; Aleva, Elisabeth A

2012-12-01

Researchers typically employ either peer or self-reports to assess involvement in bullying. In this study, we examined the merits of each method for the identification of child characteristics related to victimization and bullying others. Accordingly, we investigated the difference between these two methods with regard to their relationship with social adjustment (i.e., perceived popularity, likeability, and self-perceived social acceptance) and internalizing problems (i.e., anxiety, depression, and self-worth) in 1192 Dutch school children, aged 9 to 12 years. Perceived popularity and likeability were more strongly correlated with peer reports than self-reports, for both victimization and for bullying others. Self-perceived social acceptance correlated equally strong with peer and self- reports of victimization. Furthermore, peer reports of bullying were also correlated with self-perceived social acceptance, whereas self-reports of bullying were not. All internalizing problems showed stronger relations with self-reports than peer reports; although only the relation between self-reported victimization and internalizing problems was of practical significance. Despite our findings indicating that using only one type of report could be efficient for examining the relation between bullying behaviors and separate child characteristics, both types of report are necessary for a complete understanding of the personal and social well-being of the children involved. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

"I Am Becoming More and More Like My Eldest Brother!": The Relationship Between Older Siblings, Adolescent Gambling Severity, and the Attenuating Role of Parents in a Large-Scale Nationally Representative Survey Study.

PubMed

Canale, Natale; Vieno, Alessio; Griffiths, Mark D; Siciliano, Valeria; Cutilli, Arianna; Molinaro, Sabrina

2017-06-01

The present study examined the association between having older siblings who gamble and adolescent at-risk/problem gambling and how parents (i.e., parental knowledge of their whereabouts) and peers might moderate such effects. Data were drawn from the ESPAD ® Italia2012 survey (European School Survey Project on Alcohol and Other Drugs) comprising a nationally representative Italian sample of adolescents. The analysis was carried out on a subsample of 10,063 Italian students aged 15-19 years (average age = 17.10; 55 % girls) who had at least one older sibling and who had gambled at some point in their lives. Respondents' problem gambling severity, older gambler sibling, gambler peers, parental knowledge, and socio-demographic characteristics were individually assessed. Multinomial logistic regression analyses including two- and three-way interactions were conducted. The odds of being an at-risk/problem gambler were higher among high school students with older siblings that gambled and those with peers who gambled. Higher parental knowledge (of who the adolescent was with and where they were in their leisure time) was associated with lower rates of at-risk/problem gambling. There was also an interaction between gamblers with older siblings and parental knowledge. The combination of having siblings who gambled and a greater level of parental knowledge was associated with lower levels of problem gambling. The present study confirmed the occurrence of social risk processes (older siblings and peers who gambled) and demonstrated that gambling among older siblings and peers represents an important contextual factor for increased at-risk/problem gambling. However, parental knowledge appears to be sufficient to counterbalance the influence of older siblings.

The Association between Attention Problems and Internalizing and Externalizing Problems: The Mediating Role of Peer Problems

ERIC Educational Resources Information Center

Yip, Vania T.; Ang, Rebecca P.; Ooi, Yoon Phaik; Fung, Daniel S. S.; Mehrotra, Kala; Sung, Min; Lim, Choon Guan

2013-01-01

Background: The high prevalence of attention problems in children warrants concern, as it is a risk factor for internalizing and externalizing problems. There lies a need to understand possible factors that may mediate this link so that interventions may be targeted to alleviate these mediators and interrupt the link between attention problems and…

Peer Status Among Incarcerated Female Offenders: Associations With Social Behavior and Adjustment

PubMed Central

Goldweber, Asha; Cauffman, Elizabeth; Cillessen, Antonius H. N.

2014-01-01

Peers are a powerful socializing force, especially during adolescence. Whether peer status holds the same meaning, correlates, and consequences for female offenders remains unknown. Using a peer nomination technique in a sample of incarcerated females (N = 86, age 15-24 years), our study is the first to examine the association between peer status and psychopathology in a correctional facility. Results indicated that a key indicator of likeability was prosocial behavior; popularity was related to leadership; and social impact was associated with aggression. Popularity might serve as a buffer against, and social impact as a risk factor for, psychosocial problems. Findings shed light on peer status as a mechanism underpinning female offenders’ problem behaviors and an entry point for targeted interventions. PMID:25598649

Peer Status Among Incarcerated Female Offenders: Associations With Social Behavior and Adjustment.

PubMed

Goldweber, Asha; Cauffman, Elizabeth; Cillessen, Antonius H N

2014-12-01

Peers are a powerful socializing force, especially during adolescence. Whether peer status holds the same meaning, correlates, and consequences for female offenders remains unknown. Using a peer nomination technique in a sample of incarcerated females ( N = 86, age 15-24 years), our study is the first to examine the association between peer status and psychopathology in a correctional facility. Results indicated that a key indicator of likeability was prosocial behavior; popularity was related to leadership; and social impact was associated with aggression. Popularity might serve as a buffer against, and social impact as a risk factor for, psychosocial problems. Findings shed light on peer status as a mechanism underpinning female offenders' problem behaviors and an entry point for targeted interventions.

Predictors of Physical Altercation among Adolescents in Residential Substance Abuse Treatment

PubMed Central

Crawley, Rachel D.; Becan, Jennifer Edwards; Knight, Danica Kalling; Joe, George W.; Flynn, Patrick M.

2014-01-01

This study tested the hypothesis that basic social information-processing components represented by family conflict, peer aggression, and pro-aggression cognitive scripts are related to aggression and social problems among adolescents in substance abuse treatment. The sample consisted of 547 adolescents in two community-based residential facilities. Correlation results indicated that more peer aggression is related to more pro-aggression scripts; scripts, peer aggression, and family conflict are associated with social problems; and in-treatment physical altercation involvement is predicted by higher peer aggression. Findings suggest that social information-processing components are valuable for treatment research. PMID:26622072

Prospective Relations between Family Conflict and Adolescent Maladjustment: Security in the Family System as a Mediating Process

PubMed Central

Cummings, E. Mark; Koss, Kalsea J.; Davies, Patrick T.

2018-01-01

Conflict in specific family systems (e.g., interparental, parent-child) has been implicated in the development of a host of adjustment problems in adolescence, but little is known about the impact of family conflict involving multiple family systems. Furthermore, questions remain about the effects of family conflict on symptoms of specific disorders and adjustment problems and the processes mediating these effects. The present study prospectively examines the impact of family conflict and emotional security about the family system on adolescent symptoms of specific disorders and adjustment problems, including the development of symptoms of anxiety, depression, conduct problems, and peer problems. Security in the family system was examined as a mediator of these relations. Participants included 295 mother-father-adolescent families (149 girls) participating across three annual time points (grades 7–9). Including auto-regressive controls for initial levels of emotional insecurity and multiple adjustment problems (T1), higher-order emotional insecurity about the family system (T2) mediated relations between T1 family conflict and T3 peer problems, anxiety, and depressive symptoms. Further analyses supported specific patterns of emotional security/insecurity (i.e., security, disengagement, preoccupation) as mediators between family conflict and specific domains of adolescent adjustment. Family conflict was thus found to prospectively predict the development of symptoms of multiple specific adjustment problems, including symptoms of depression, anxiety, conduct problems, and peer problems, by elevating in in adolescent’s emotional insecurity about the family system. The clinical implications of these findings are considered. PMID:25131144

Do alcohol expectancies and peer delinquency/substance use mediate the relationship between impulsivity and drinking behaviour in adolescence?

PubMed

Barnow, Sven; Schultz, Gabriele; Lucht, Michael; Ulrich, Ines; Preuss, Ulrich-W; Freyberger, Harald-J

2004-01-01

To investigate (1). whether aggressive and delinquent behaviour problems predict subsequent adolescent drinking behaviour; and (2). to what extent this association is mediated by alcohol expectancies and/or peer delinquency/substance use. 147 adolescents (approximately 15 years old) were interviewed with regard to their drinking behaviour. In addition, several self-rating questionnaires were given to gather information regarding the peers of these children. As proposed by the Acquired Preparedness Model (APM), we found that behavioural problems were related to quantity and frequency of alcohol consumed, and that this relationship was mediated by alcohol expectancies. Regarding peer relations, we found positive correlations between drinking behaviour and peer delinquency/substance use, aggression/delinquency and alcohol expectancies. Furthermore, the association between behavioural problems and drinking decreased dramatically if peer delinquency/substance use was accounted for. A hierarchical regression analysis revealed that both alcohol expectancies and peer delinquency/substance use predicted alcohol consumption of adolescents at the 1-year follow-up above and beyond the effects of age, sex, family history of alcoholism and aggression/delinquency of respondents. Alcohol expectancies and peer delinquency/substance use are both crucial to the amount and frequency of adolescent alcohol use. They should be considered in designing prevention and intervention strategies in this age group.

Marital Aggression and Child Peer Competence: A Comparison of Three Conceptual Models

PubMed Central

Finger, Brent; Eiden, Rina D.; Edwards, Ellen P.; Leonard, Kenneth E.; Kachadourian, Lorig

2013-01-01

This study examined longitudinal data linking marital aggression with child peer competence in kindergarten. The study compared three conceptual models for understanding the relation between marital aggression and child peer competence. Model 1 examines the direct effects of marital aggression, parental alcoholism, and parenting on child peer competence, model 2 posits that this relation is mediated by child social problem solving abilities (social information processing theory), while model 3 proposes that the relation is mediated by parental warmth/sensitivity (spillover theory). Structural Equation Modeling was most supportive of models 1 and 3 indicating that parenting behavior, but not social problem solving, partially mediates the relation between marital conflict and child peer competence. PMID:24009468

Children's diurnal cortisol responses to negative events at school and home.

PubMed

Bai, Sunhye; Robles, Theodore F; Reynolds, Bridget M; Repetti, Rena L

2017-09-01

This study examined the within-and between-person associations between daily negative events - peer problems, academic problems and interparental conflict - and diurnal cortisol in school-age children. Salivary cortisol levels were assessed four times per day (at wakeup, 30min later, just before dinner and at bedtime) on eight days in 47 youths ages 8-13 years old (60% female; M age=11.28, SD=1.50). The relative contributions of within- and between-person variances in each stressor were estimated in models predicting same-day diurnal cortisol slope, same-day bedtime cortisol, and next morning wakeup cortisol. Children who reported more peer problems on average showed flatter slopes of cortisol decline from wakeup to bedtime. However, children secreted more cortisol at wakeup following days when they had reported more peer or academic problems than usual. Interparental conflict was not significantly associated with diurnal cortisol. Findings from this study extend our understanding of short-term cortisol responses to naturally occurring problems in daily life, and help to differentiate these daily processes from the cumulative effects of chronic stress. Copyright © 2017. Published by Elsevier Ltd.

Parental Meta-Emotion Philosophy in Families with Conduct-Problem Children: Links with Peer Relations

ERIC Educational Resources Information Center

Katz, Lynn Fainsilber; Windecker-Nelson, Bess

2004-01-01

We addressed the question of whether mothers of conduct-problem (CP) children differ from mothers of non-CP children in their awareness and coaching of emotion, and also examined whether mother's awareness and coaching of emotion is associated with better peer relations in CP children. Meta-emotion philosophy, assessed through audio taped…

Negative Peer Influence in Special Needs Classes--A Risk for Students with Problem Behaviour?

ERIC Educational Resources Information Center

Muller, Christoph Michael

2010-01-01

Children and adolescents with aggressive and delinquent behaviours are often educated in special needs classes with others who exhibit the same kind of challenging behaviour. Beside the opportunities provided by this approach there are also risks, as several studies point to the problem of negative peer influence among this student population.…

Conduct Problems and Peer Rejection in Childhood: A Randomized Trial of the Making Choices and Strong Families Programs

ERIC Educational Resources Information Center

Fraser, Mark W.; Day, Steven H.; Galinsky, Maeda J.; Hodges, Vanessa G.; Smokowski, Paul R.

2004-01-01

This article discusses the effectiveness of a multicomponent intervention designed to disrupt developmental processes associated with conduct problems and peer rejection in childhood. Compared with 41 children randomized to a wait list control condition, 45 children in an intervention condition received a social skills training program. At the…

Peer Victimization and School Disaffection: Exploring the Moderation Effect of Social Support and the Mediation Effect of Depression

ERIC Educational Resources Information Center

Galand, Benoît; Hospel, Virginie

2013-01-01

Background: Peer victimization is associated with increased internalizing problems and reduced school adjustment. Research into the main effect and the buffering effect of social support on these internalizing problems has produced inconsistent findings, and none has tested the buffering effect of social support on school adjustment. Moreover,…

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

ERIC Educational Resources Information Center

Abercrombie, Sara; Parkes, Jay; McCarty, Teresita

2015-01-01

This study investigates the ways in which medical students' achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer Review™. First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from…

Does School Connectedness Buffer the Impact of Peer Victimization on Early Adolescents' Subsequent Adjustment Problems?

ERIC Educational Resources Information Center

Loukas, Alexandra; Pasch, Keryn E.

2013-01-01

The current study examined the role of school connectedness as a moderator of the associations between overt and relational forms of peer victimization and early adolescents' subsequent adjustment problems. Data were collected from 490 adolescents when they were initially in the sixth and seventh grades and again 1 year later. Regression analyses…

The Trajectories of Adolescents' Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems during the Middle School Years

ERIC Educational Resources Information Center

Wang, Ming-Te; Dishion, Thomas J.

2012-01-01

This longitudinal study examined trajectories of change in adolescents' perceptions of four dimensions of school climate (academic support, behavior management, teacher social support, and peer social support) and the effects of such trajectories on adolescent problem behaviors. We also tested whether school climate moderated the associations…

Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving

ERIC Educational Resources Information Center

Gok, Tolga; Gok, Ozge

2016-01-01

The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the…

Longitudinal Modeling of Adolescents' Activity Involvement, Problem Peer Associations, and Youth Smoking

ERIC Educational Resources Information Center

Metzger, Aaron; Dawes, Nickki; Mermelstein, Robin; Wakschlag, Lauren

2011-01-01

Longitudinal associations among different types of organized activity involvement, problem peer associations, and cigarette smoking were examined in a sample of 1040 adolescents (mean age = 15.62 at baseline, 16.89 at 15-month assessment, 17.59 at 24 months) enriched for smoking experimentation (83% had tried smoking). A structural equation model…

Effects of Parenting and Deviant Peers on Early to Mid-Adolescent Conduct Problems

ERIC Educational Resources Information Center

Trudeau, Linda; Mason, W. Alex; Randall, G. Kevin; Spoth, Richard; Ralston, Ekaterina

2012-01-01

We investigated the influence of effective parenting behaviors (father and mother reports) and deviant peer association (adolescent reports) on subsequent young adolescent conduct problems (teacher reports) during grades 7-9, using structural equation modeling. Data were from a sample of 226 rural adolescents (n = 112 boys; n = 107 girls; n = 7…

Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

ERIC Educational Resources Information Center

Mason, Andrew J.; Singh, Chandralekha

2016-01-01

Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial…

Nonshared environmental influences on teacher-reported behaviour problems: Monozygotic twin differences in perceptions of the classroom

PubMed Central

Oliver, Bonamy R.; Pike, Alison; Plomin, Robert

2014-01-01

Background The identification of specific nonshared environments responsible for the variance in behaviour problems is a key challenge. Methods Nonshared environmental influences on teacher-reported behaviour problems were explored independently of genetics using the monozygotic (MZ) twin differences design. Six aspects of classroom environment were rated by a representative sample of 570 nine-year-old MZ twins in the UK in different classrooms and were related to their different teachers’ reports of prosocial behaviour, hyperactivity, conduct problems, peer problems and emotional symptoms. Results Within-pair differences in perceptions of the classroom were significantly correlated with teacher-reported behaviour problems, indicating children with less favourable perceptions of their classroom environment were reported by their teachers as less prosocial, more hyperactive, and to have more conduct and peer problems. Socioeconomic status did not significantly moderate any of these relationships. However, parent-reported household chaos was a significant moderator. Conclusions The classroom environment is related to behaviour problems even when genetic factors are held constant. Classroom environment is more strongly associated with behaviour problems when the home environment is more chaotic. PMID:18355217

An Ecological Analysis of the Effects of Deviant Peer Clustering on Sexual Promiscuity, Problem Behavior, and Childbearing from Early Adolescence to Adulthood: An Enhancement of the Life History Framework

PubMed Central

Dishion, Thomas J.; Ha, Thao; Véronneau, Marie-Hélène

2012-01-01

This study proposes the inclusion of peer relationships in a life history perspective on adolescent problem behavior. Longitudinal analyses were used to examine deviant peer clustering as the mediating link between attenuated family ties, peer marginalization, and social disadvantage in early adolescence and sexual promiscuity in middle adolescence and childbearing by early adulthood. Specifically, 998 youth and their families were assessed at age 11 years and periodically through age 24 years. Structural equation modeling revealed that the peer-enhanced life history model provided a good fit to the longitudinal data, with deviant peer clustering strongly predicting adolescent sexual promiscuity and other correlated problem behaviors. Sexual promiscuity, as expected, also strongly predicted the number of children by age 22–24 years. Consistent with a life history perspective, family social disadvantage directly predicted deviant peer clustering and number of children in early adulthood, controlling for all other variables in the model. These data suggest that deviant peer clustering is a core dimension of a fast life history strategy, with strong links to sexual activity and childbearing. The implications of these findings are discussed with respect to the need to integrate an evolutionary-based model of self-organized peer groups in developmental and intervention science. PMID:22409765

An ecological analysis of the effects of deviant peer clustering on sexual promiscuity, problem behavior, and childbearing from early adolescence to adulthood: an enhancement of the life history framework.

PubMed

Dishion, Thomas J; Ha, Thao; Véronneau, Marie-Hélène

2012-05-01

The authors propose that peer relationships should be included in a life history perspective on adolescent problem behavior. Longitudinal analyses were used to examine deviant peer clustering as the mediating link between attenuated family ties, peer marginalization, and social disadvantage in early adolescence and sexual promiscuity in middle adolescence and childbearing by early adulthood. Specifically, 998 youths, along with their families, were assessed at age 11 years and periodically through age 24 years. Structural equation modeling revealed that the peer-enhanced life history model provided a good fit to the longitudinal data, with deviant peer clustering strongly predicting adolescent sexual promiscuity and other correlated problem behaviors. Sexual promiscuity, as expected, also strongly predicted the number of children by ages 22-24 years. Consistent with a life history perspective, family social disadvantage directly predicted deviant peer clustering and number of children in early adulthood, controlling for all other variables in the model. These data suggest that deviant peer clustering is a core dimension of a fast life history strategy, with strong links to sexual activity and childbearing. The implications of these findings are discussed with respect to the need to integrate an evolutionary-based model of self-organized peer groups in developmental and intervention science.

School Problems and Teacher Responsibilities in Juvenile Rheumatiod Arthritis.

ERIC Educational Resources Information Center

Taylor, Janalee; And Others

1987-01-01

Responses of 24 children with rheumatoid arthritis, 24 of their parents, and 14 of their teachers to a survey about school problems indicated that children experienced problems most frequently with self-concept and peer relationships, while parents and teachers focused on physical health and activity-related problems. (Author/CB)

Biological Risk for the Development of Problem Behavior in Adolescence: Integrating Insights from Behavioral Genetics and Neuroscience.

PubMed

Harden, K Paige; Mann, Frank D

2015-12-01

Adolescence is a time of increasing engagement in a variety of problem behaviors, including substance use and delinquency. Genetic risk for problem behavior increases over adolescence, is mediated partially by individual differences in sensation seeking, and is exacerbated by involvement with deviant peers. In this article, we describe how findings from behavioral genetic research on problem behavior intersect with research from developmental neuroscience. In particular, the incentive-processing system, including the ventral striatum, responds increasingly to rewards in adolescence, particularly in peer contexts. This developmental shift may be influenced by hormonal changes at puberty. Individual differences in the structure and function of reward-responsive brain regions may be intermediary phenotypes that mediate adolescents' genetic risk for problem behavior. The study of problem behavior can be enriched by interdisciplinary research that integrates measures of brain structure and function into genetically informed studies.

Time use differences in activity participation among children 4-5 years old with and without the risk of developing conduct problems.

PubMed

Yu, Mong-Lin; Ziviani, Jenny; Baxter, Janeen; Haynes, Michele

2012-01-01

Conduct problems in childhood are associated with the way in which children engage in daily activities. Research, to date, on conduct problems in relation to time use has primarily focused on school aged children and their participation in discrete activities such as watching TV and sport. The purpose of the present study is to determine if children at risk of developing conduct problems have different activity patterns compared to those not at risk. Specifically aspects of time use which concern involvement in activities that provide physical exertion, structure, rest and social engagement were examined. Data for this investigation were drawn from the Longitudinal Study of Australian Children (Wave 1) and focused on 4936 children aged 4-5 years. Findings indicate that children at risk of developing conduct problems spend significantly more time in: physical activities such as "riding a bike", and "in the company of adults only" than children not at risk of developing conduct problems but less time "with peers under adult supervision". Gender differences were also found in the same activities with boys participating in more "bike riding" and activities "without peers under adult supervision" than girls. Young children generally participated in more physical activities and spend more time "with peers while supervised by adults" on weekend days, and more time in "structured activities" and "in the company of adults only" on weekdays. These findings are discussed in respect of the potentially risky nature of physical activity choice and the contribution of adult supervision in the context of peer group participation for children at risk of developing conduct problems. Copyright © 2011 Elsevier Ltd. All rights reserved.

Adolescents with a history of specific language impairment (SLI): strengths and difficulties in social, emotional and behavioral functioning.

PubMed

Conti-Ramsden, Gina; Mok, Pearl L H; Pickles, Andrew; Durkin, Kevin

2013-11-01

Adolescents with specific language impairment (SLI) are at a greater risk of emotional and behavioral problems compared to their typically developing (TD) peers, but little is known about their self-perceived strengths and difficulties. In this study, the self-reported social, emotional and behavioral functioning of 139 adolescents with a history of SLI and 124 TD individuals at age 16 was examined. The self-report version of the Strengths and Difficulties Questionnaire (SDQ) was used to assess their prosocial behavior and levels of peer, emotional and behavioral difficulties. Associations of these areas of functioning with gender, verbal and non-verbal skills were also investigated. Adolescents with a history of SLI were more likely than their TD peers to report higher levels of peer problems, emotional symptoms, hyperactivity and conduct problems. The majority of adolescents in both groups (87% SLI and 96% TD), however, reported prosocial behavior within the typical range. Difficulty with peer relations was the strongest differentiator between the groups, with the odds of reporting borderline or abnormally high levels of peer problems being 12 times higher for individuals with a history of SLI. Adolescents with poorer receptive language skills were also more likely to report higher levels of emotional and behavioral difficulties. The findings of this study identify likely traits that may lead to referral to services. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

Gender differences in the pathway from adverse life events to adolescent emotional and behavioural problems via negative cognitive errors.

PubMed

Flouri, Eirini; Panourgia, Constantina

2011-06-01

The aim of this study was to test for gender differences in how negative cognitive errors (overgeneralizing, catastrophizing, selective abstraction, and personalizing) mediate the association between adverse life events and adolescents' emotional and behavioural problems (measured with the Strengths and Difficulties Questionnaire). The sample consisted of 202 boys and 227 girls (aged 11-15 years) from three state secondary schools in disadvantaged areas in one county in the South East of England. Control variables were age, ethnicity, special educational needs, exclusion history, family structure, family socio-economic disadvantage, and verbal cognitive ability. Adverse life events were measured with Tiet et al.'s (1998) Adverse Life Events Scale. For both genders, we assumed a pathway from adverse life events to emotional and behavioural problems via cognitive errors. We found no gender differences in life adversity, cognitive errors, total difficulties, peer problems, or hyperactivity. In both boys and girls, even after adjustment for controls, cognitive errors were related to total difficulties and emotional symptoms, and life adversity was related to total difficulties and conduct problems. The life adversity/conduct problems association was not explained by negative cognitive errors in either gender. However, we found gender differences in how adversity and cognitive errors produced hyperactivity and internalizing problems. In particular, life adversity was not related, after adjustment for controls, to hyperactivity in girls and to peer problems and emotional symptoms in boys. Cognitive errors fully mediated the effect of life adversity on hyperactivity in boys and on peer and emotional problems in girls.

Connectedness, social support and internalising emotional and behavioural problems in adolescents displaced by the Chechen conflict

PubMed Central

Betancourt, Theresa S.; Salhi, Carmel; Buka, Stephen; Leaning, Jennifer; Dunn, Gillian; Earls, Felton

2013-01-01

The study investigated factors associated with internalising emotional and behavioural problems among adolescents displaced during the most recent Chechen conflict. A cross-sectional survey (N=183) examined relationships between social support and connectedness with family, peers and community in relation to internalising problems. Levels of internalising were higher in displaced Chechen youth compared to published norms among non-referred youth in the United States and among Russian children not affected by conflict. Girls demonstrated higher problem scores compared to boys. Significant inverse correlations were observed between family, peer and community connectedness and internalising problems. In multivariate analyses, family connectedness was indicated as a significant predictor of internalising problems, independent of age, gender, housing status and other forms of support evaluated. Sub-analyses by gender indicated stronger protective relationships between family connectedness and internalising problems in boys. Results indicate that family connectedness is an important protective factor requiring further exploration by gender in war-affected adolescents. PMID:22443099

An Investigation of Students' Performance after Peer Instruction with Stepwise Problem-Solving Strategies

ERIC Educational Resources Information Center

Gok, Tolga

2015-01-01

The purpose of this study was to examine the effects of strategic problem solving with peer instruction on college students' performance in physics. The students enrolled in 2 sections of a physics course were studied; 1 section was the treatment group and the other section was the comparison group. Students in the treatment group received peer…

Self-Regulatory Speech during Planning and Problem-Solving in Children with SLI and Their Typically Developing Peers

ERIC Educational Resources Information Center

Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M.

2017-01-01

Background: Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of…

Prosocial Involvement and Antisocial Peer Affiliations as Predictors of Behavior Problems in Urban Adolescents: Main Effects and Moderating Effects

ERIC Educational Resources Information Center

Kaufmann, Dagmar R.; Wyman, Peter A.; Forbes-Jones, Emma L.; Barry, Jason

2007-01-01

This study examined the relationships between prosocial involvement (PI), antisocial peer affiliations (APA), and the degree of their overlapping or independent prediction of behavior problems in urban adolescents. Two dimensions of behavior were assessed at ages 9-11 and at ages 13-15: disruptive, aggressive conduct and number of delinquent…

The Use of Individualized Video Modeling to Enhance Positive Peer Interactions in Three Preschool Children

ERIC Educational Resources Information Center

Green, Vanessa A.; Prior, Tessa; Smart, Emily; Boelema, Tanya; Drysdale, Heather; Harcourt, Susan; Roche, Laura; Waddington, Hannah

2017-01-01

The study described in this article sought to enhance the social interaction skills of 3 preschool children using video modeling. All children had been assessed as having difficulties in their interactions with peers. Two were above average on internalizing problems and the third was above average on externalizing problems. The study used a…

Externalizing and Internalizing Behavior Problems, Peer Affiliations, and Bullying Involvement across the Transition to Middle School

ERIC Educational Resources Information Center

Farmer, Thomas W.; Irvin, Matthew J.; Motoca, Luci M.; Leung, Man-Chi; Hutchins, Bryan C.; Brooks, Debbie S.; Hall, Cristin M.

2015-01-01

Continuity and change in children's involvement in bullying was examined across the transition to middle school in relation to externalizing and internalizing behavior problems in fifth grade and peer affiliations in fifth and sixth grades. The sample consisted of 533 students (223 boys, 310 girls) with 72% European American, 25% African American,…

Improving Learning Achievements, Motivations and Problem-Solving Skills through a Peer Assessment-Based Game Development Approach

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Hung, Chun-Ming; Chen, Nian-Shing

2014-01-01

In this study, a peer assessment-based game development approach is proposed for improving students' learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in…

Assessing Callous-Unemotional Traits in Preschool Children with Disruptive Behavior Problems Using Peer Reports

ERIC Educational Resources Information Center

Graziano, Paulo A.; Ros, Rosmary; Haas, Sarah; Hart, Katie; Slavec, Janine; Waschbusch, Daniel; Garcia, Alexis

2016-01-01

The goal of this study was to examine the extent to which preschoolers with externalizing behavior problems (EBP) can identify behaviors indicative of callous-unemotional (CU) traits among their peers. Participants for this study included 86 preschool children (69% boys; M[subscript age] = 5.07 years) with at-risk or clinically elevated levels of…

Peer Victimization among Classmates-Associations with Students' Internalizing Problems, Self-Esteem, and Life Satisfaction.

PubMed

Låftman, Sara B; Modin, Bitte

2017-10-13

Bullying is a major problem in schools and a large number of studies have demonstrated that victims have a high excess risk of poor mental health. It may however also affect those who are not directly victimized by peers. The present study investigates whether peer victimization among classmates is linked to internalizing problems, self-esteem, and life satisfaction at the individual level, when the student's own victimization has been taken into account. The data were derived from the first wave of the Swedish part of Youth in Europe Study (YES!), including information on 4319 students in grade 8 (14-15 years of age) distributed across 242 classes. Results from multilevel analyses show a significant association between classes with a high proportion of students being victimized and higher levels of internalizing problems, lower self-esteem, and lower life satisfaction at the student level. This association holds when the student's own victimization has been taken into account. This suggests that peer victimization negatively affects those who are directly exposed, as well as their classmates. We conclude that efficient methods and interventions to reduce bullying in school are likely to benefit not only those who are victimized, but all students.

Adaptive Peer Sampling with Newscast

NASA Astrophysics Data System (ADS)

Tölgyesi, Norbert; Jelasity, Márk

The peer sampling service is a middleware service that provides random samples from a large decentralized network to support gossip-based applications such as multicast, data aggregation and overlay topology management. Lightweight gossip-based implementations of the peer sampling service have been shown to provide good quality random sampling while also being extremely robust to many failure scenarios, including node churn and catastrophic failure. We identify two problems with these approaches. The first problem is related to message drop failures: if a node experiences a higher-than-average message drop rate then the probability of sampling this node in the network will decrease. The second problem is that the application layer at different nodes might request random samples at very different rates which can result in very poor random sampling especially at nodes with high request rates. We propose solutions for both problems. We focus on Newscast, a robust implementation of the peer sampling service. Our solution is based on simple extensions of the protocol and an adaptive self-control mechanism for its parameters, namely—without involving failure detectors—nodes passively monitor local protocol events using them as feedback for a local control loop for self-tuning the protocol parameters. The proposed solution is evaluated by simulation experiments.

Household Food Insecurity and Mental Health Problems Among Adolescents: What Do Parents Report?

PubMed

Poole-Di Salvo, Elizabeth; Silver, Ellen J; Stein, Ruth E K

2016-01-01

To investigate whether adolescents living in households with food insecurity have poorer parent-reported mental health (MH) than peers. We analyzed cross-sectional data from ∼8600 adolescents who participated in the 2007 (8th grade) wave of the Early Childhood Longitudinal Study-Kindergarten. Household food insecurity (HFI) was assessed by parental report on the 18-item US Household Food Security Scale. Total Difficulties score >13 on the parent-reported Strengths and Difficulties Questionnaire (SDQ) indicated problems with adolescent MH. SDQ subscale scores (Emotional, Conduct, Hyperactivity, Peer Problems) were also calculated. Associations between HFI and MH were explored in bivariate and multivariable analyses. Interactions of HFI and gender and HFI and receipt of free/reduced-price school lunch were analyzed with regard to problems with MH. A total of 10.2% of adolescents lived with HFI; 11.2% had SDQ >13. Adolescents with HFI had higher rates of overall MH problems (28.7% vs 9.2%), emotional problems (21.6% vs 6.6%), conduct problems (26.5% vs 11.6%), hyperactivity (22.4% vs 11.3%), and peer problems (19.8% vs 8.6%) (all P < .01). After adjustment for confounders, the association between HFI and overall MH problems (odds ratio 2.3; 95% confidence interval 1.6-3.3) remained. Interactions of HFI and gender and HFI and free/reduced-price school lunch were not significant. HFI was associated with increased risk of parent-reported MH problems among both male and female adolescents. Free/reduced-price school lunch did not significantly alter this relationship. Effective interventions to promote MH and reduce HFI among adolescents are necessary. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-10-01

We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the traditional group. Each week in recitation, students in the PR group reflected in small teams on selected problems from the homework. The graduate and undergraduate teaching assistants (TAs) in the PR group recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the recitations for the traditional group, students had the opportunity to ask the graduate TA questions about the homework before they took a weekly quiz. On the final exam with only multiple-choice questions, the PR group drew diagrams on more problems than the traditional group, even when there was no external reward for doing so. Since there was no partial credit for drawing the diagrams on the scratch books, students did not draw diagrams simply to get credit for the effort shown and must value the use of diagrams for solving problems if they drew them. We also find that, regardless of whether the students belonged to the traditional or PR groups, those who drew more diagrams for the multiple-choice questions outperformed those who did not draw them.

Glogs as Non-Routine Problem Solving Tools in Mathematics

ERIC Educational Resources Information Center

Devine, Matthew T.

2013-01-01

In mathematical problem solving, American students are falling behind their global peers because of a lack of foundational and reasoning skills. A specific area of difficulty with problem solving is working non-routine, heuristic-based problems. Many students are not provided with effective instruction and often grow frustrated and dislike math.…

Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners with Mathematics Difficulty

ERIC Educational Resources Information Center

Driver, Melissa K.; Powell, Sarah R.

2017-01-01

Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the…

Research on Intellectual Property Right Problems of Peer-to-Peer Networks.

ERIC Educational Resources Information Center

Dong, Ying; Li, Mingshu; Chen, Meizhang; Zheng, Shengli

2002-01-01

Discusses digital intellectual property rights relating to peer-to-peer networks, using Napster as an example. Suggests anti-piracy solutions to prevent litigation and considers how libraries can develop potential service models using peer-to-peer networks, including the development of personal libraries on the Internet, interlibrary loan,…

The intergenerational transmission of at-risk/problem gambling: The moderating role of parenting practices.

PubMed

Dowling, Nicki A; Shandley, Kerrie A; Oldenhof, Erin; Affleck, Julia M; Youssef, George J; Frydenberg, Erica; Thomas, Shane A; Jackson, Alun C

2017-10-01

Although parenting practices are articulated as underlying mechanisms or protective factors in several theoretical models, their role in the intergenerational transmission of gambling problems has received limited research attention. This study therefore examined the degree to which parenting practices (positive parenting, parental involvement, and inconsistent discipline) moderated the intergenerational transmission of paternal and maternal problem gambling. Students aged 12-18 years (N = 612) recruited from 17 Australian secondary schools completed a survey measuring parental problem gambling, problem gambling severity, and parenting practices. Participants endorsing paternal problem gambling (23.3%) were 4.3 times more likely to be classified as at-risk/problem gamblers than their peers (5.4%). Participants endorsing maternal problem gambling (6.9%) were no more likely than their peers (4.0%) to be classified as at-risk/problem gamblers. Paternal problem gambling was a significant predictor of offspring at-risk/problem gambling after controlling for maternal problem gambling and participant demographic characteristics. The relationship between maternal problem gambling and offspring at-risk/problem gambling was buffered by parental involvement. Paternal problem gambling may be important in the development of adolescent at-risk/problem gambling behaviours and higher levels of parental involvement buffers the influence of maternal problem gambling in the development of offspring gambling problems. Further research is therefore required to identify factors that attenuate the seemingly greater risk of transmission associated with paternal gambling problems. Parental involvement is a potential candidate for prevention and intervention efforts designed to reduce the intergenerational transmission of gambling problems. (Am J Addict 2017;26:707-712). © 2017 American Academy of Addiction Psychiatry.

Co-occurring problems of early onset persistent, childhood limited, and adolescent onset conduct problem youth.

PubMed

Barker, Edward D; Oliver, Bonamy R; Maughan, Barbara

2010-11-01

It is increasingly recognized that youth who follow early onset persistent (EOP), childhood limited (CL) and adolescent onset (AO) trajectories of conduct problems show somewhat varying patterns of risk (in childhood) and adjustment problems (in adolescence and adulthood). Little, however, is known about how other adjustment problems differentially co-develop with the EOP, CL and AO trajectories across the childhood and adolescent years. Using data from the Avon Longitudinal Study of Parents and Children, an epidemiological, longitudinal cohort of boys and girls, we estimated growth curves for parent-reported hyperactivity, emotional difficulties, peer relational problems, and prosocial behaviors conditional on trajectories of conduct problems (i.e., EOP, CL and AO) from ages 4 to 13 years. At ages 7-8 years, DSM-IV-based diagnoses of conduct disorder, oppositional-defiant disorder, attention deficit/hyperactivity disorder (ADHD), anxiety, depression were examined by conduct problems trajectory. Overall, the development of hyperactivity, emotional difficulties, peer relational problems, and prosocial behaviors mirrored the development of conduct problems, showing similar trajectories. Results indicated that the problems of EOP youth were persistent across domains, CL youth showed decreased behavior problems while increasing in prosocial behaviors, and AO youth increased in adjustment problems after 10 years of age. © 2010 The Authors. Journal of Child Psychology and Psychiatry © 2010 Association for Child and Adolescent Mental Health.

How Children's Justifications of the "Best Thing to Do" in Peer Conflicts Relate to Their Emotional and Behavioral Problems in Early Elementary School

ERIC Educational Resources Information Center

Leadbeater, Bonnie J.; Ohan, Jeneva L.; Hoglund, Wendy L.

2006-01-01

In this three-year longitudinal study, children were asked to choose the "best" strategy for dealing with hypothetical peer provocations and to justify "why" that was their choice at the end of first, second, and third grades. Teachers and parents also rated children's emotional and behavioral problems. Children's justifications were subjected to…

Peer Collaboration: The Case for Treating the Dyad as the Unit of Analysis.

ERIC Educational Resources Information Center

Tudge, Jonathan

In a study of peer collaboration among children, the case is made for treating the dyad, rather than the individual, as the unit of analysis. Subjects included 154 children aged 5 to 9 years from a broad range of social classes. Children worked in 14 problems (representing 6 types of problems) predicting the movement of a balance beam. Children…

Does the Curriculum Matter in Peer Mentoring? From Mentee to Mentor in Problem-Based Learning: A Unique Case Study

ERIC Educational Resources Information Center

McLean, Michelle

2004-01-01

Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem-based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum…

Longitudinal Links between Maladaptive Anger Regulation, Peer Problems, and Aggression in Middle Childhood

ERIC Educational Resources Information Center

Rohlf, Helena; Busching, Robert; Krahé, Barbara

2017-01-01

This study examined the prospective links between maladaptive anger regulation and aggressive behavior in middle childhood over a 10-month period, analyzing the mediating influence of peer problems. Participants were 599 elementary school children in Germany, aged 6-10 years at Time 1 (T1) and 7-11 years at Time 2 (T2). Anger regulation at T1 was…

Describing and Predicting Developmental Profiles of Externalizing Problems from Childhood to Adulthood

PubMed Central

Petersen, Isaac T.; Bates, John E.; Dodge, Kenneth A.; Lansford, Jennifer E.; Pettit, Gregory S.

2014-01-01

This longitudinal study considers externalizing behavior problems from ages 5 to 27 (N = 585). Externalizing problem ratings by mothers, fathers, teachers, peers, and self-report were modeled with growth curves. Risk and protective factors across many different domains and time frames were included as predictors of the trajectories. A major contribution of the study is in demonstrating how heterotypic continuity and changing measures can be handled in modeling changes in externalizing behavior over long developmental periods. On average, externalizing problems decreased from early childhood to preadolescence, increased during adolescence, and decreased from late adolescence to adulthood. There was strong nonlinear continuity in externalizing problems over time. Family process, peer process, stress, and individual characteristics predicted externalizing problems beyond the strong continuity of externalizing problems. The model accounted for 70% of the variability in the development of externalizing problems. The model’s predicted values showed moderate sensitivity and specificity in prediction of arrests, illegal drug use, and drunk driving. Overall, the study showed that by using changing, developmentally-relevant measures and simultaneously taking into account numerous characteristics of children and their living situations, research can model lengthy spans of development and improve predictions of the development of later, severe externalizing problems. PMID:25166430

Is relatively young age within a school year a risk factor for mental health problems and poor school performance? A population-based cross-sectional study of adolescents in Oslo, Norway.

PubMed

Lien, Lars; Tambs, Kristian; Oppedal, Brit; Heyerdahl, Sonja; Bjertness, Espen

2005-10-05

Several studies have shown that children who are relatively young within a school year are at greater risk for poorer school performance compared with their older peers. One study also reported that relative age within a school year is an independent risk factor for emotional and behavioral problems. The objective of this study was to test the hypothesis that relatively younger adolescents in the multiethnic population of Oslo have poorer school performance and more mental health problems than their relatively older classmates within the same school year. This population-based cross-sectional study included all 10th-grade pupils enrolled in 2000 and 2001 in the city of Oslo. The participation rate was 88%. Of the 6,752 pupils in the study sample, 25% had a non-Norwegian background. Mental health problems were quantified using the abbreviated versions of Symptom Check List-25 (SCL-10) and the Strength and Difficulties Questionnaire (SDQ). Information on school performances and mental health problems were self-reported. We controlled for confounding factors including parental educational level, social support, gender, and ethnicity. The youngest one-third of pupils had significantly lower average school grades than the middle one-third and oldest one-third of their classmates (p < 0.001). Of the mental health problems identified in the questionnaires, the groups differed only on peer problems; the youngest one-third reported significantly more problems than the middle and oldest groups (p < 0.05). Age within a school year and gender showed significant interactions with total SDQ score, SDQ peer problems score, SDQ pro social score, and SCL-10 score. After stratifying for gender, the peer problem scores differed significantly between age groups only among boys. The SCL-10 score was significant, but only in girls and in the opposite direction to that expected, with the oldest pupils having significantly higher scores than the other two groups (p < 0.05). In adolescents from a multicultural city in Norway, relative age within a school year significantly influenced academic performance. In contrast to data from Great Britain, relative age within a school year was not an important risk factor for mental health problems in adolescents in Oslo.

Impact of Early Intervention on Psychopathology, Crime, and Weil-Being at Age 25

PubMed Central

2015-01-01

Objective This randomized controlled trial tested the efficacy of early intervention to prevent adult psychopathology and improve well-being in early-starting conduct-problem children. Method Kindergarteners (N=9,594) in three cohorts (1991–1993) at 55 schools in four communities were screened for conduct problems, yielding 979 early starters. A total of 891 (91%) consented (51% African American, 47% European American; 69% boys). Children were randomly assigned by school cluster to a 10-year intervention or control. The intervention goal was to develop social competencies in children that would carry them throughout life, through social skills training, parent behavior-management training with home visiting, peer coaching, reading tutoring, and classroom social-emotional curricula. Manualization and supervision ensured program fidelity. Ninety-eight percent participated during grade 1, and 80% continued through grade 10. At age 25, arrest records were reviewed (N=817,92%), and condition-blinded adults psychiatrically interviewed participants (N=702; 81% of living participants) and a peer (N=535) knowledgeable about the participant. Results Intent-to-treat logistic regression analyses indicated that 69% of participants in the control arm displayed at least one externalizing, internalizing, or substance abuse psychiatric problem (based on self- or peer interview) at age 25, in contrast with 59% of those assigned to intervention (odds ratio=0.59, CI=0.43–0.81; number needed to treat=8). This pattern also held for self-interviews, peer interviews, scores using an “and” rule for self- and peer reports, and separate tests for externalizing problems, internalizing problems, and substance abuse problems, as well as for each of three cohorts, four sites, male participants, female participants, African Americans, European Americans, moderate-risk, and high-risk subgroups. Intervention participants also received lower severity-weighted violent (standardized estimate=-0.37) and drug (standardized estimate=-0.43) crime conviction scores, lower risky sexual behavior scores (standardized estimate=-0.24), and higher well-being scores (standardized estimate=0.19). Conclusions This study provides evidence for the efficacy of early intervention in preventing adult psychopathology among high-risk early-starting conduct-problem children. PMID:25219348

Bullying of preterm children and emotional problems at school age: cross-culturally invariant effects.

PubMed

Wolke, Dieter; Baumann, Nicole; Strauss, Victoria; Johnson, Samantha; Marlow, Neil

2015-06-01

To investigate whether adolescents who were born extremely preterm (<26 weeks gestation), very preterm (<32 weeks gestation), or with very low birth weight (<1500 g) are more often bullied, and whether this contributes to higher emotional problem scores. We used 2 whole population samples: the German Bavarian Longitudinal Study (BLS) (287 very preterm/very low birth weight and 293 term comparison children) and the UK EPICure Study (183 extremely preterm and 102 term comparison children). Peer bullying was assessed by parent report in both cohorts at school years 2 and 6/7. The primary outcome was emotional problems in year 6/7. The effects of prematurity and bullying on emotional problems were investigated with regression analysis and controlled for sex, socioeconomic status, disability, and preexisting emotional problems. Preterm-born children were more often bullied in both cohorts than term comparisons (BLS: relative risk, 1.27; 95% CI, 1.07-1.50; EPICure: relative risk, 1.69; 95% CI, 1.19-2.41). Both preterm birth and being bullied predicted emotional problems, but after controlling for confounders, only being bullied at both ages remained a significant predictor of emotional problem scores in both cohorts (BLS: B, 0.78; 95% CI, 0.28-1.27; P < .01; EPICure: B, 1.55; 95% CI, 0.79-2.30; P < .001). In the EPICure sample, being born preterm and being bullied at just a single time point also predicted emotional problems. Preterm-born children are more vulnerable to being bullied by peers. Those children who experience bullying over years are more likely to develop emotional problems. Health professionals should routinely ask about peer relationships. Copyright © 2015 Elsevier Inc. All rights reserved.

The influence of classroom peers on cognitive performance in children with behavioural problems.

PubMed

Bevington, J; Wishart, J G

1999-03-01

Identifying factors linked to underachievement is fundamental to understanding the associated academic difficulties and crucial to the development of effective intervention strategies. Underachievement in a number of academic domains has been shown to be associated with behavioural problems in the classroom but the nature of the association and direction of any causal link has yet to be clarified. This study explored the association between poor academic achievement and behavioural problems by examining the direct effects of peer presence on classroom performance in children with identified behavioural difficulties. Specifically, it was hypothesised that independent performance on a cognitive task would decrease as number of classroom peers present increased. A total of 24 children attending two special schools for children with emotional and behavioural difficulties participated in the study. Age range was 9-14 years. A within-subjects design was used in which performance on a set of perceptual/conceptual matching tasks was assessed under three conditions: the child working alone, alongside one other peer, or within a group of six. Measures of non-verbal intelligence and academic attainment were collected, along with teacher ratings of the severity of each child's problem behaviour. Performance was found to be significantly influenced by peer presence, both in terms of number of correct responses and time taken to complete the matching tasks. Direction of effects on these two performance indicators differed according to number of peers present. Findings highlight the importance of contextual factors in determining classroom performance in children with behavioural difficulties. Given the current pressure to educate all children in mainstream classes, findings have implications for classroom management.

Defining neighborhood boundaries in studies of spatial dependence in child behavior problems.

PubMed

Caughy, Margaret O'Brien; Leonard, Tammy; Beron, Kurt; Murdoch, James

2013-05-03

The purpose of this study was to extend the analysis of neighborhood effects on child behavioral outcomes in two ways: (1) by examining the geographic extent of the relationship between child behavior and neighborhood physical conditions independent of standard administrative boundaries such as census tracts or block groups and (2) by examining the relationship and geographic extent of geographic peers' behavior and individual child behavior. The study neighborhood was a low income, ethnic minority neighborhood of approximately 20,000 residents in a large city in the southwestern United States. Observational data were collected for 11,552 parcels and 1,778 face blocks in the neighborhood over a five week period. Data on child behavior problems were collected from the parents of 261 school-age children (81% African American, 14% Latino) living in the neighborhood. Spatial analysis methods were used to examine the spatial dependence of child behavior problems in relation to physical conditions in the neighborhood for areas surrounding the child's home ranging from a radius of 50 meters to a radius of 1000 meters. Likewise, the spatial dependence of child behavior problems in relation to the behavior problems of neighborhood peers was examined for areas ranging from a radius 255 meters to a radius of 600 meters around the child's home. Finally, we examined the joint influence of neighborhood physical conditions and geographic peers. Poor conditions of the physical environment of the neighborhood were related to more behavioral problems, and the geographic extent of the physical environment that mattered was an area with a radius between 400 and 800 meters surrounding the child's home. In addition, the average level of behavior problems of neighborhood peers within 255 meters of the child's home was also positively associated with child behavior problems. Furthermore, these effects were independent of one another. These findings demonstrate that using flexible geographies in the study of neighborhood effects can provide important insights into spatial influences on health outcomes. With regards to child behavioral outcomes, specifically, these findings support the importance of addressing the physical and social environment when planning community-level interventions to reduce child behavior problems.

Emotion dysregulation and peer drinking norms uniquely predict alcohol-related problems via motives.

PubMed

Simons, Raluca M; Hahn, Austin M; Simons, Jeffrey S; Murase, Hanako

2017-08-01

This study examined the relationships between emotion dysregulation, peer drinking norms, drinking motives, and alcohol-related outcomes among 435 college students. We examined the mediating roles of drinking motives when predicting alcohol consumption and related problems from the subscales of the Difficulties in Emotion Regulation Scale (DERS; Gratz and Roemer, 2004) via negative and positive reinforcement models. First, we hypothesized that individuals who lack in emotion regulation strategies or have difficulties in accepting negative emotions are more likely to drink to cope. Additionally, we hypothesized that individuals who act impulsively or become distracted when upset as well as those with higher peer drinking norms are more likely to drink for social and enhancement motives. The results of the path model indicated that limited access to emotion regulation strategies significantly predicted alcohol-related problems via both depression and anxiety coping motives, but did not predict alcohol consumption. Nonacceptance of emotional responses was not significantly associated with coping motives. Impulsivity had a significant direct relationship with alcohol problems. Difficulty in engaging in goal-directed behaviors predicted both enhancement and social motives, but only enhancement motives in turn predicted consumption. Norms indirectly predicted problems via enhancement motives and consumption. The results indicated that using alcohol to reduce negative or to increase positive emotions increases alcohol consumption and alcohol-related problems. Overall, results advance our understanding of the mechanisms of increased alcohol use and problems among college students. Copyright © 2017 Elsevier B.V. All rights reserved.

Peer education: a successful strategy with some constraints.

PubMed

Baldo, M

1998-01-01

The use of peer education programs to promote sexual health has been widely accepted because of the potential of such programs to be implemented in a cost-effective manner in various settings and because peers are considered more convincing than outsiders. In addition, the thousands of people who have received training to become peer educators constitute a new generation of social work and health professionals who are not embarrassed by sexuality. Problems encountered by peer health education programs include sustainability of volunteers and funding, difficulty in assessing the impact of a program (especially cost-effectiveness), and the lack of appropriate monitoring and evaluation indicators. Given the large turnover of peer educators and the resources needed to provide week-long residential training courses, new methods of training are needed that are less labor intensive and more cost effective. Another problem is that many facilitators of peer health education programs lack a background in health promotion, and sometimes peer education programs for similar audiences compete or send contradictory messages because of a lack of coordination.

Managing Stress for At-Risk Students

ERIC Educational Resources Information Center

Spiegel, Ellen J.

2017-01-01

The BRIDGE Alternative Middle School in Lowell, Massachusetts, serves students ages 12-16 who have exhibited behavioral problems in traditional school settings, including problems such as truancy, multiple suspensions, mental health issues, peer conflicts, family dysfunction, academic problems, and gang involvement. Students referred to BRIDGE are…

Predictors of Adolescent Functioning in Girls with Attention-deficit/Hyperactivity Disorder (ADHD): The Role of Childhood ADHD, Conduct Problems, and Peer Status

PubMed Central

2010-01-01

Predictors of adolescent functioning were studied in an ethnically diverse sample of girls with attention-deficit/hyperactivity disorder (ADHD) (n = 140) and age- and ethnicity-matched comparison girls (n = 88) who participated in naturalistic summer programs during childhood. Over a five-year follow-up (sample retention = 92%; age range = 11.3–18.2 years), conduct problems were predicted by hyperactivity-impulsivity (HI) symptoms and noncompliance (NC). Academic achievement was predicted only by inattention symptoms, whereas school suspensions/expulsions were predicted by inattention symptoms (ADHD sample only), NC, and negative peer status. Substance use was predicted by NC and HI symptoms. Internalizing problems were predicted by HI symptoms, noncompliance, and covert antisocial behavior. Finally, initial peer status was the only significant predictor of later negative social preference. PMID:16836474

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school-to-home spillover

PubMed Central

Bai, Sunhye; Reynolds, Bridget M.; Robles, Theodore F.; Repetti, Rena L.

2016-01-01

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same-day child reports of higher negative mood. Peer problems were less consistently associated with parent-child interactions over and above the effects of academic problems that day. A one-time measure of parent-child relationship quality moderated several daily associations, such that the same-day link between school problems and child-report of family interactions was stronger among children who were closer to their parents. PMID:29307958

Neighbourhood human capital and the development of children׳s emotional and behavioural problems: the mediating role of parenting and schools.

PubMed

Midouhas, Emily; Kuang, Ye; Flouri, Eirini

2014-05-01

This study examined how low neighbourhood human capital (measured by percentage of residents with no qualifications) may be related to trajectories of children׳s emotional and behavioural problems from early-to-middle childhood. It also assessed whether effects of neighbourhood human capital or its pathways were moderated by child nonverbal cognitive ability. Using data on 9850 children in England participating in the Millennium Cohort Study, we found that, after adjusting for key child and family background characteristics, the adverse effects of low neighbourhood human capital on hyperactivity and peer problems remained, and were fully attenuated by the achievement level of children׳s schools. The effect of low neighbourhood human capital on the change in conduct problems over time was robust. Moreover, higher nonverbal ability did not dampen the adverse impact of low neighbourhood human capital on the trajectory of conduct problems or that of low performing schools on hyperactivity and peer problems. Copyright © 2014 Elsevier Ltd. All rights reserved.

Opposites Detract: Middle School Peer Group Antipathies

PubMed Central

Laursen, Brett; Bukowski, William M.; Nurmi, Jari-Eri; Marion, Donna; Salmela-Aro, Katariina; Kiuru, Noona

2010-01-01

This study examines variability in patterns of peer group antipathy. Same-grade adolescent peer groups were identified from sociometric nominations of preferred affiliates in a community sample of 600 Finnish 9th grade middle school students (M = 15.0 years-old). Hierarchical linear modeling determined characteristics of youth in actor groups (nominators) that predicted antipathy for youth in target groups (nominatees) on the basis of target group characteristics. Most antipathies were based on dissimilarity between groups representing the mainstream culture and groups opposed to it. The higher a peer group's school burnout, the more its members disliked students in peer groups with higher school grades and students in peer groups with higher sports participation. Conversely, the higher a peer group's school grades, the more its members disliked students in peer groups with higher school burnout. Students in peer groups with less problem behavior disliked students in peer groups with more problem behavior. There was some evidence of rivalry within the mainstream culture: The higher a group's school grades, the more its members disliked those in groups whose members participated in sports. PMID:20378125

Adolescent Peer Victimization and Physical Health Problems

PubMed Central

La Greca, Annette M.; Chan, Sherilynn F.

2016-01-01

Objective Peer victimization (PV) is a key interpersonal stressor that can be traumatizing for youth. This study evaluated the relationships between overt, relational, reputational, and cyber PV and adolescents’ somatic complaints and sleep problems. Symptoms of depression and social anxiety were examined as potential mediators. Method Adolescents (N = 1,162; M age = 15.80 years; 57% female; 80% Hispanic) were assessed at three time points, 6 weeks apart, using standardized measures of PV, depression, social anxiety, sleep problems, and somatic complaints. Structural equation modeling evaluated key study aims. Results Relational, reputational, and cyber PV, but not overt PV, were directly or indirectly associated with subsequent somatic complaints and/or sleep problems. Depression and social anxiety mediated relationships between relational PV and health outcomes, whereas reputational PV was indirectly associated with somatic complaints via depression only. Discussion The stress of PV may contribute to adolescents’ sleep problems and somatic complaints and has implications for pediatric psychologists. PMID:26050245

The association of ADHD and depression: Mediation by peer problems and parent-child difficulties in two complementary samples

PubMed Central

Humphreys, Kathryn L.; Katz, Shaina J.; Lee, Steve S.; Hammen, Constance L.; Brennan, Patricia A.; Najman, Jake M.

2013-01-01

Children with attention-deficit/hyperactivity disorder (ADHD) are at increased risk for the development of depression, with evidence that peer and academic difficulties mediate predictions of later depression from ADHD. The present study hypothesized that parent-child relationship difficulties may be an additional potential mediator of this association. Academic, peer, and parent-child functioning were tested as mediators of the association of attention problems and depression in two distinctly different, yet complementary samples. Study 1 was a cross-sectional sample of 230 5–10 year-old children with and without ADHD. Study 2 was a prospective longitudinal sample of 472 youth followed prospectively from birth to age 20 at risk for depression. Despite differences in age, measures, and designs, both studies implicated peer and parent-child problems as unique mediators of depressive symptoms, although academic difficulties did not uniquely mediate the ADHD-depression association. Further, inattention symptoms, but not hyperactivity, predicted depressive symptoms via the disruption of interpersonal functioning. The inclusion of oppositional defiant disorder into models impacted results, and supported its independent role in parent-child problems. Implications include support for interventions that target interpersonal competence, which may effectively reduce the risk of depression among children with ADHD. PMID:24016021

Peer Victimization among Classmates—Associations with Students’ Internalizing Problems, Self-Esteem, and Life Satisfaction

PubMed Central

Låftman, Sara B.; Modin, Bitte

2017-01-01

Bullying is a major problem in schools and a large number of studies have demonstrated that victims have a high excess risk of poor mental health. It may however also affect those who are not directly victimized by peers. The present study investigates whether peer victimization among classmates is linked to internalizing problems, self-esteem, and life satisfaction at the individual level, when the student’s own victimization has been taken into account. The data were derived from the first wave of the Swedish part of Youth in Europe Study (YES!), including information on 4319 students in grade 8 (14–15 years of age) distributed across 242 classes. Results from multilevel analyses show a significant association between classes with a high proportion of students being victimized and higher levels of internalizing problems, lower self-esteem, and lower life satisfaction at the student level. This association holds when the student’s own victimization has been taken into account. This suggests that peer victimization negatively affects those who are directly exposed, as well as their classmates. We conclude that efficient methods and interventions to reduce bullying in school are likely to benefit not only those who are victimized, but all students. PMID:29027932

Emotional development in children with tics: a longitudinal population-based study.

PubMed

Hoekstra, P J; Lundervold, A J; Lie, S A; Gillberg, C; Plessen, Kerstin J

2013-03-01

Children with tics often experience accompanying problems that may have more impact on their well being and quality of life than the tics themselves. The present study investigates characteristics and the course of associated problems. In a population-based follow-up study, we investigated the developmental trajectory of children with and without tics when they were 7-9 years old. Parents and teachers completed the strengths and difficulties questionnaire (SDQ) when the children were 7-9 years (wave 1) and 4 years later (wave 2). Using strict criteria, we identified 38 children with tics in the cohort of 4,025 children (0.94% of the total cohort) with a preponderance of boys (78.9%). 22 children (57.9%) in the group with tics had only motor tics, and 16 (42.1%) had both motor and vocal tics. Children with tics had significantly higher parent- and teacher-rated SDQ total difficulty scores and subscale scores in both waves. Children with tics experienced an increase in emotional problems and in peer problems between the first and the second wave. This study in a general population indicates that the presence of tics is associated with a range of internalizing and externalizing difficulties, as well as problems in peer relationships. Moreover, our study indicates that emotional and peer problems tend to increase over time in the group of children with tics.

A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder.

PubMed

Mikami, Amori Yee; Griggs, Marissa Swaim; Lerner, Matthew D; Emeh, Christina C; Reuland, Meg M; Jack, Allison; Anthony, Maria R

2013-02-01

Interventions for peer problems among children with attention-deficit/hyperactivity disorder (ADHD) typically focus on improving these children's behaviors. This study tested the proposition that an adjunctive component encouraging the peer group to be socially inclusive of children with ADHD would augment the efficacy of traditional interventions. Two interventions were compared: contingency management training (COMET), a traditional behavioral management treatment to improve socially competent behavior in children with ADHD, and Making Socially Accepting Inclusive Classrooms (MOSAIC), a novel treatment that supplemented behavioral management for children with ADHD with procedures training peers to be socially inclusive. Children ages 6.8-9.8 (24 with ADHD; 113 typically developing [TD]) attended a summer day program grouped into same-age, same-sex classrooms with previously unacquainted peers. Children with ADHD received both COMET and MOSAIC with a repeated measures crossover design. TD children provided sociometric information about the children with ADHD. Whereas the level of behavior problems displayed by children with ADHD did not differ across treatment conditions, children with ADHD displayed improved sociometric preference and more reciprocated friendships, and received more positive messages from peers, when they were in MOSAIC relative to COMET. However, the beneficial effects of MOSAIC over COMET predominantly occurred for boys relative to girls. Data support the concept that adjunctive procedures to increase the inclusiveness of the peer group may ameliorate peer problems among children with ADHD, and suggest the potential utility of modifying MOSAIC to be delivered in regular classroom settings.

The Development of Conduct Problems and Depressive Symptoms in Early Elementary School Children: The Role of Peer Rejection

ERIC Educational Resources Information Center

Gooren, Evelien M. J. C.; van Lier, Pol A. C.; Stegge, Hedy; Terwogt, Mark Meerum; Koot, Hans M.

2011-01-01

Conduct problems in childhood often co-occur with symptoms of depression. This study explored whether the development of conduct problems becomes indirectly linked to depressive symptoms in a sample of 323 kindergarten children, followed over a period of 2 school years. Results showed that the development of conduct problems was indirectly linked…

Sports participation and juvenile delinquency: the role of the peer context among adolescent boys and girls with varied histories of problem behavior.

PubMed

Gardner, Margo; Roth, Jodie; Brooks-Gunn, Jeanne

2009-03-01

In a study of 1,344 urban adolescents, the authors examined the relation between participation in organized sports and juvenile delinquency. They compared youth who participated in sports to those who only participated in nonathletic activities and to those who did not participate in any organized activities. They also examined the indirect relations between sports and delinquency via 2 peer-related constructs-deviant peer affiliations and unstructured socializing. Finally, they examined the extent to which gender and prior externalizing problems moderated the direct and indirect relations between sports participation and delinquency. The authors found that the odds of nonviolent delinquency were higher among boys who participated in sports when compared to boys who participated only in nonathletic activities but not when compared to boys who did not participate in any organized activities. Deviant peer affiliations and unstructured socializing mediated the relation between sports participation and boys' nonviolent delinquency. Moreover, prior externalizing problems moderated the mediated path through peer deviance. The authors did not, however, find direct, mediated, or moderated relations between sports and boys' violent delinquency nor between sports and girls' violent or nonviolent delinquency.

Effects of peer tutoring and consequences on the math performance of elementary classroom students1

PubMed Central

Harris, V. William; Sherman, James A.

1973-01-01

The effects of unstructured peer-tutoring procedures on the math performance of fourth- and fifth-grade students were investigated. Students' performances in two daily math sessions, during which they worked problems of the same type and difficulty, were compared. When students tutored each other over the same math problems as they subsequently worked, higher accuracies and rates of performance were associated with the tutored math sessions. The use of consequences for accurate performance seemed to enhance the effects of tutoring on accuracy. The results from an independent-study control condition, which was the same peer-tutoring except that students did not interact with each other, suggested that interactions between students during the tutoring procedure were, in part, responsible for improved accuracy and rate of performance. When students tutored each other over different but related problems to those that they were subsequently asked to solve, accuracies and rates during tutored math sessions were also higher, suggesting the development of generalized skills in solving particular types of math problems. PMID:16795443

Problem-Based Learning in Foods and Nutrition Classes

ERIC Educational Resources Information Center

Smith, Bettye P.; Katz, Shana H.

2006-01-01

This article focuses on the use of problem-based learning in high school foods and nutrition classes. Problem-based learning, an instructional approach that promotes active learning, is the elaboration of knowledge that occurs through discussion, answering questions, peer teaching, and critiquing. Students are confronted with a simulated or real…

The Effectiveness of "Pencasts" in Physics Courses

ERIC Educational Resources Information Center

Weliweriya, Nandana; Sayre, Eleanor C.; Zollman, Dean A.

2018-01-01

Pencasts are videos of problem solving with narration by the problem solver. Pedagogically, students can create pencasts to illustrate their own problem solving to the instructor or to their peers. Pencasts have implications for teaching at multiple levels from elementary grades through university courses. In this article, we describe the use of…

Twenty Recent Novels (and More) about Adolescents for Bibliotherapy.

ERIC Educational Resources Information Center

Hipple, Ted; Comer, Melissa; Boren, Dodie

1997-01-01

Lists 20 problems adolescents may encounter, with a description of one young adult novel in which that problem is a central feature. Some of the problems addressed include abuse, AIDS, alcohol, alienation, crime, death, disabilities, divorce, drugs, ethics, homosexuality, peer pressure, pregnancy, prejudice, rape, religious pressure, school, sex,…

Inclusive Education--Empirical Experience from Serbia

ERIC Educational Resources Information Center

Kovacevic, Jasmina; Macesic-Petrovic, Dragana

2012-01-01

This descriptive study finds out the problems most frequently facing the children with special needs in regular schooling. The sample included 500 teachers in elementary schools from Serbia. The results point out the problems in inclusive education. Most educational problems occur in relations and communications with their peers in typical…

Contextual determinants of mothers' interventions in young children's peer interactions.

PubMed

Colwell, Malinda J; Mize, Jacquelyn; Pettit, Gregory S; Laird, Robert D

2002-07-01

In this study, the role of context in mothers' interventions in their preschool children's peer relationship problems was investigated. Event theme (aggression, peer rebuff, or initiating play), the child's role in the event (actor or target), the child's age and sex, and the mother's emotional reaction were examined as predictors of the extent to which mothers (N = 71) said they would discuss peer relationships, encourage peer interaction, and use power assertion in response to a series of videotaped vignettes depicting common peer relationship problems. Mothers suggested using more discussion in aggressive situations and more encouragement in initiating play situations. Mothers said they would use more power assertion when the child was the actor (i.e., provocateur), rather than the target, in an aggressive situation. Findings are discussed in terms of (a) the importance of considering context in understanding how mothers intervene in their children's peer relationships and (b) the need to examine moderators of cross-contextual consistency in mothers' interventions.

Eating problems in adolescents with Type 1 diabetes: a systematic review with meta-analysis.

PubMed

Young, V; Eiser, C; Johnson, B; Brierley, S; Epton, T; Elliott, J; Heller, S

2013-02-01

We report a systematic review to determine (1) prevalence of eating problems compared with peers and (2) the association between eating problems and glycaemic control in young adults with Type 1 diabetes.   We conducted a systematic literature search via electronic databases and meta-analysis. Cohen's d (the mean difference score between Type 1 diabetes and comparison groups) was calculated for 13 studies that met inclusion criteria.   Eating problems [both disordered eating behaviour (39.3 and 32.5%; d = 0.52, 95% CI 0.10-0.94) and eating disorders (7.0 and 2.8%; d = 0.46, 95% CI 0.10-0.81)] were more common in adolescents with Type 1 diabetes compared with peers and both were associated with poorer glycaemic control (d = 0.40, 95% CI 0.17-0.64). In restricted analyses involving measures adapted for diabetes, associations between eating problems and poorer glycaemic control remained (d = 0.54, 95% CI 0.32-0.76). Disordered eating behaviour (51.8 and 48.1%; d = 0.06, 95% CI -0.05 to 0.21) and eating disorders (6.4 and 3.0%; d = 0.43, 95% CI -0.06 to 0.91) were more common in adolescents with Type 1 diabetes compared with peers, but differences were non-significant.   Eating problems are common among this age group. Future work in populations with Type 1 diabetes should develop sensitive measures of eating problems and interventions, and establish predictors of eating problems. Screening in clinics is recommended. © 2012 The Authors. Diabetic Medicine © 2012 Diabetes UK.

Friendship Quality, Peer Group Affiliation, and Peer Antisocial Behavior as Moderators of the Link Between Negative Parenting and Adolescent Externalizing Behavior

PubMed Central

Lansford, Jennifer E.; Criss, Michael M.; Pettit, Gregory S.; Dodge, Kenneth A.; Bates, John E.

2009-01-01

Quality of peer relationships and perceived peer antisocial behavior were examined as moderators of the link between negative parenting and externalizing behavior problems in school from middle childhood to early adolescence. Data on negative parenting (i.e., unilateral parental decision making, low supervision and awareness, and harsh discipline) were collected from 362 parents in the summer preceding the adolescents’ entry into Grade 6. Adolescent reports of positive peer relationships and peer antisocial behavior were assessed in the winter of Grade 7. The outcome measure was teacher report of adolescent externalizing behavior in the spring of Grade 7, controlling for externalizing behavior in Grade 5. High levels of friendship quality and peer group affiliation attenuated the association between unilateral parental decision making and adolescent externalizing behavior in school; this was particularly true when adolescents associated with peers perceived to be low in antisocial behavior. In addition, having low-quality peer relationships and having peers perceived to be highly antisocial further amplified the association between unilateral parental decision making and adolescent externalizing behavior problems. Finally, high levels of friend and peer group antisocial behavior exacerbated the predictiveness of harsh discipline for adolescents’ externalizing behavior. PMID:20209019

Peer Contagion in Child and Adolescent Social and Emotional Development

PubMed Central

Dishion, Thomas J.; Tipsord, Jessica M.

2012-01-01

In this article, we examine the construct of peer contagion in childhood and adolescence and review studies of child and adolescent development that have identified peer contagion influences. Evidence suggests that children's interactions with peers are tied to increases in aggression in early and middle childhood and amplification of problem behaviors such as drug use, delinquency, and violence in early to late adolescence. Deviancy training is one mechanism that accounts for peer contagion effects on problem behaviors from age 5 through adolescence. In addition, we discuss peer contagion relevant to depression in adolescence, and corumination as an interactive process that may account for these effects. Social network analyses suggest that peer contagion underlies the influence of friendship on obesity, unhealthy body images, and expectations. Literature is reviewed that suggests how peer contagion effects can undermine the goals of public education from elementary school through college and impair the goals of juvenile corrections systems. In particular, programs that “select” adolescents at risk for aggregated preventive interventions are particularly vulnerable to peer contagion effects. It appears that a history of peer rejection is a vulnerability factor for influence by peers, and adult monitoring, supervision, positive parenting, structure, and self-regulation serve as protective factors. PMID:19575606

Managing Network Partitions in Structured P2P Networks

NASA Astrophysics Data System (ADS)

Shafaat, Tallat M.; Ghodsi, Ali; Haridi, Seif

Structured overlay networks form a major class of peer-to-peer systems, which are touted for their abilities to scale, tolerate failures, and self-manage. Any long-lived Internet-scale distributed system is destined to face network partitions. Consequently, the problem of network partitions and mergers is highly related to fault-tolerance and self-management in large-scale systems. This makes it a crucial requirement for building any structured peer-to-peer systems to be resilient to network partitions. Although the problem of network partitions and mergers is highly related to fault-tolerance and self-management in large-scale systems, it has hardly been studied in the context of structured peer-to-peer systems. Structured overlays have mainly been studied under churn (frequent joins/failures), which as a side effect solves the problem of network partitions, as it is similar to massive node failures. Yet, the crucial aspect of network mergers has been ignored. In fact, it has been claimed that ring-based structured overlay networks, which constitute the majority of the structured overlays, are intrinsically ill-suited for merging rings. In this chapter, we motivate the problem of network partitions and mergers in structured overlays. We discuss how a structured overlay can automatically detect a network partition and merger. We present an algorithm for merging multiple similar ring-based overlays when the underlying network merges. We examine the solution in dynamic conditions, showing how our solution is resilient to churn during the merger, something widely believed to be difficult or impossible. We evaluate the algorithm for various scenarios and show that even when falsely detecting a merger, the algorithm quickly terminates and does not clutter the network with many messages. The algorithm is flexible as the tradeoff between message complexity and time complexity can be adjusted by a parameter.

Urban African American Pre-Adolescent Social Problem Solving Skills: Family Influences and Association with Exposure to Situations of Sexual Possibility

PubMed Central

Traube, Dorian E.; Chasse, Kelly Taber; McKay, Mary M.; Bhorade, Anjali M.; Paikoff, Roberta; Young, Stacie D.

2010-01-01

SUMMARY The results of two studies focusing on the social problem solving skills of African American preadolescent youth are detailed. In the first study data from a sample of 150 African American children, ages 9 to 11 years, was used to examine the association between type of youth social problem solving approaches applied to hypothetical risk situations and time spent in unsupervised peer situations of sexual possibility. Findings revealed that children with more exposure to sexual possibility situations generated a wider range of social problem solving strategies, but these approaches tended to be unrealistic and ambiguous. Further, there was a positive association between the amount of time spent unsupervised and youth difficulty formulating a definitive response to hypothetical peer pressure situations. Children with less exposure to sexual possibility situations tended to be more aggressive when approaching situations of peer pressure. In the second study, data from a non-overlapping sample of 164 urban, African American adult caregivers and their 9 to 11 year old children was examined in order to explore the associations between child gender, family-level factors including family communication frequency and intensity, time spent in situations of sexual possibility, and youth social problem solving approaches. Results revealed that children were frequently using constructive problem solving and help seeking behaviors when confronted by difficult social situations and that there was a significant relationship between the frequency and intensity of parent child communication and youth help seeking social problem solving approaches. Implications for research and family-based interventions are highlighted. PMID:20871790

Mental health problems and their association to violence and maltreatment in a nationally representative sample of Tanzanian secondary school students.

PubMed

Nkuba, Mabula; Hermenau, Katharin; Goessmann, Katharina; Hecker, Tobias

2018-04-12

Little is known about the prevalence of mental health problems among adolescents in Sub-Saharan Africa. Research consistently determined violence and maltreatment to be important risk factors. In this study, we examined the prevalence of mental health problems among adolescents in Tanzania, as well as the association with exposure to violence and maltreatment. We administered a set of questionnaires (e.g., strength and difficulties questionnaire; conflict tactic scale) to a nationally representative sample of 700 Tanzanian secondary school children (52% girls; age 14.92 years, SD = 1.02) and 333 parents or primary caregivers (53% females; age 43.47 years, SD = 9.02). 41% of the students reported an elevated level of mental health problems (emotional problems 40%, peer problems 63%, conduct problems 45%, hyperactivity 17%) in the past 6 months. Concordantly, 31% of parents reported observing an elevated level of mental health problems in their children (emotional problems 37%, peer problems 54%, conduct problems 35%, hyperactivity 17%). After controlling for other risk factors, we found significant associations between physical violence by parents and adolescent's mental health problems reported by students (β = 0.15) and their parents (β = 0.33). Our findings suggest a high prevalence of mental health problems using screening tools among secondary school students in Tanzania as well as an association between physical violence by parents and adolescents' mental health problems. Our findings emphasize the need to inform the population at large about the potentially adverse consequences associated with violence against children and adolescents.

Early age alcohol use and later alcohol problems in adolescents: individual and peer mediators in a bi-national study.

PubMed

Mason, W Alex; Toumbourou, John W; Herrenkohl, Todd I; Hemphill, Sheryl A; Catalano, Richard F; Patton, George C

2011-12-01

This paper examines whether there is cross-national similarity in the longitudinal relationship between early age alcohol use and adolescent alcohol problems. Potential mechanisms underlying this relationship also are examined, testing adolescent alcohol use, low self-regulation, and peer deviance as possible mediators. Students (N = 1,945) participating in the International Youth Development Study, a longitudinal panel survey study, responded to questions on alcohol use and influencing factors, and were followed annually over a 3-year period from 2002 to 2004 (98% retention rate). State-representative, community student samples were recruited in grade 7 in Washington State, United States (US, n = 961, 78% of those eligible; Mage = 13.09, SD = .44) and Victoria, Australia (n = 984, 76% of those eligible; Mage = 12.93, SD = .41). Analyses were conducted using multiple-group structural equation modeling. In both states, early age alcohol use (age 13) had a small but statistically significant association with subsequent alcohol problems (age 15). Overall, there was little evidence for mediation of early alcohol effects. Low self-regulation prospectively predicted peer deviance, alcohol use, and alcohol problems in both states. Peer deviance was more positively related to alcohol use and low self-regulation among students in Victoria compared to students in Washington State. The small but persistent association of early age alcohol use with alcohol problems across both samples is consistent with efforts to delay alcohol initiation to help prevent problematic alcohol use. Self-regulation was an important influence, supporting the need to further investigate the developmental contribution of neurobehavioral disinhibition.

Peer Victimization among Schoolchildren: Correlations, Causes, Consequences, and Considerations in Assessment and Intervention

ERIC Educational Resources Information Center

Card, Noel A.; Hodges, Ernest V. E.

2008-01-01

Peer victimization among schoolchildren is a common problem that predicts serious maladjustment. In this article, the authors define peer victimization, provide a brief overview of the history of research on the topic, and review prevalence rates, common measurement approaches, and the correlates of peer victimization. This review leads to…

Predictors of Peer Victimization among Hispanic Adolescent Girls: Implications for School Social Work

ERIC Educational Resources Information Center

Powell, Anne; Jenson, Jeffrey M.

2010-01-01

Aggressive behavior aimed at peers in school settings is a persistent problem for students, teachers, parents, and school social workers. Peer victimization is particularly troubling for adolescent girls in light of recent increases in aggression and violence among female adolescents. However, most studies of peer victimization, particularly among…

Peer Harassment. Hassles for Women on Campus.

ERIC Educational Resources Information Center

Association of American Colleges, Washington, DC. Project on the Status and Education of Women.

The subject of peer harassment for women on college campuses is explored. In order to handle such situations effectively, administrators need to know the parameters of the problem, what they are dealing with, and ways to prevent bad situations. The topic is presented as follows: a definition of peer harassment; the prevalence of peer harassment;…

Understanding the Benefits of Providing Peer Feedback: How Students Respond to Peers' Texts of Varying Quality

ERIC Educational Resources Information Center

Patchan, Melissa M.; Schunn, Christian D.

2015-01-01

Prior research on peer assessment often overlooks how much students learn from providing feedback to peers. By practicing revision skills, students might strengthen their ability to detect, diagnose, and solve writing problems. However, both reviewer ability and the quality of the peers' texts affect the amount of practice available to learners.…

New Students' Peer Integration and Exposure to Deviant Peers: Spurious Effects of School Moves?

ERIC Educational Resources Information Center

Siennick, Sonja E.; Widdowson, Alex O.; Ragan, Daniel T.

2017-01-01

School moves during adolescence predict lower peer integration and higher exposure to delinquent peers. Yet mobility and peer problems have several common correlates, so differences in movers' and non-movers' social adjustment may be due to selection rather than causal effects of school moves. Drawing on survey and social network data from a…

A Randomized Trial of a Classroom Intervention to Increase Peers' Social Inclusion of Children with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Mikami, Amori Yee; Griggs, Marissa Swaim; Lerner, Matthew D.; Emeh, Christina C.; Reuland, Meg M.; Jack, Allison; Anthony, Maria R.

2012-01-01

Objective Interventions for peer problems among children with Attention-Deficit/Hyperactivity Disorder (ADHD) typically focus on improving these children's behaviors. This study tested the proposition that an adjunctive component encouraging the peer group to be socially inclusive of children with ADHD would augment the efficacy of traditional interventions. Method Two interventions were compared: Contingency Management Training (COMET), a traditional behavioral management treatment to improve socially competent behavior in children with ADHD, and Making Socially Accepting Inclusive Classrooms (MOSAIC), a novel treatment that supplemented behavioral management for children with ADHD with procedures training peers to be socially inclusive. Children ages 6.8 – 9.8 (24 with ADHD; 113 typically developing [TD]) attended a summer day program grouped into same-age, same-sex classrooms with previously unacquainted peers. Children with ADHD received both COMET and MOSAIC using a repeated measures crossover design. TD children provided sociometric information about the children with ADHD. Results Whereas the level of behavior problems displayed by children with ADHD did not differ across treatment conditions, children with ADHD displayed improved sociometric preference and more reciprocated friendships, and received more positive messages from peers, when they were in MOSAIC relative to in COMET. However, the beneficial effects of MOSAIC over COMET predominantly occurred for boys relative to girls. Conclusions Data support the concept that adjunctive procedures to increase the inclusiveness of the peer group may ameliorate peer problems among children with ADHD, and suggest the potential utility of modifying MOSAIC to be delivered in regular classroom settings. PMID:22866680

Connecting Problem-Solving Style to Peer Evaluations of Performance in Secondary Cooperative Learning Projects

ERIC Educational Resources Information Center

Bush, Sarah A.; Friedel, Curtis R.; Hoerbert, Lindsey R.; Broyles, Thomas W.

2017-01-01

With an evolving and expanding agricultural industry, it is crucial to provide future professionals with valuable experiences and skills in problem solving, communication, and teamwork. Agricultural summer programs for secondary students, which provide cooperative learning experiences with a focus on group work and problem solving, aim to help…

The Legacy of Hobbs and Gray: Research on the Development and Prevention of Conduct Problems.

ERIC Educational Resources Information Center

Dodge, Kenneth A.

1996-01-01

Describes research on the development of chronic conduct problems in childhood and adolescence, examining a multiple risk-factor model that includes biological predispositions, ecological context, family processes, peer influences, academic performance, and social information processing as factors leading to conduct problems. The paper describes a…

Female Pubertal Timing and Problem Behaviour: The Role of Culture

ERIC Educational Resources Information Center

Skoog, Therese; Stattin, Hakan; Ruiselova, Zdena; Ozdemir, Metin

2013-01-01

We tested the peer-socialization/contextual-amplification explanation for the link between early female puberty and problem behaviour. We propose that in cultures with high tolerance for adolescent heterosexual involvement, early puberty should be linked with problem behaviour--not in other cultures. We compared girls in two cultures (Slovakia and…

Differentiating Developmental Trajectories for Conduct, Emotion, and Peer Problems Following Early Deprivation

ERIC Educational Resources Information Center

Sonuga-Barke, Edmund J.; Schlotz, Wolff; Kreppner, Jana

2010-01-01

The development of conduct and emotional problems involves a complex interplay between environmental and genetic factors. The child-rearing environment contributes to this process. Gross deviations, such as those seen in abusive or neglectful homes, or where the parent has serious mental health problems, have been shown to contribute to the…

Emergent Leadership in Children's Cooperative Problem Solving Groups

ERIC Educational Resources Information Center

Sun, Jingjng; Anderson, Richard C.; Perry, Michelle; Lin, Tzu-Jung

2017-01-01

Social skills involved in leadership were examined in a problem-solving activity in which 252 Chinese 5th-graders worked in small groups on a spatial-reasoning puzzle. Results showed that students who engaged in peer-managed small-group discussions of stories prior to problem solving produced significantly better solutions and initiated…

Demographic characteristics, social competence, and behavior problems in children with gender identity disorder: a cross-national, cross-clinic comparative analysis.

PubMed

Cohen-Kettenis, Peggy T; Owen, Allison; Kaijser, Vanessa G; Bradley, Susan J; Zucker, Kenneth J

2003-02-01

This study examined demographic characteristics, social competence, and behavior problems in clinic-referred children with gender identity problems in Toronto, Canada (N = 358), and Utrecht, The Netherlands (N = 130). The Toronto sample was, on average, about a year younger than the Utrecht sample at referral, had a higher percentage of boys, had a higher mean IQ, and was less likely to be living with both parents. On the Child Behavior Checklist (CBCL), both groups showed, on average, clinical range scores in both social competence and behavior problems. A CBCL-derived measure of poor peer relations showed that boys in both clinics had worse ratings than did the girls. A multiple regression analysis showed that poor peer relations were the strongest predictor of behavior problems in both samples. This study-the first cross-national, cross-clinic comparative analysis of children with gender identity disorder-found far more similarities than differences in both social competence and behavior problems. The most salient demographic difference was age at referral. Cross-national differences in factors that might influence referral patterns are discussed.

The Relationship Between Early Sexual Debut and Psychosocial Outcomes: A Longitudinal Study of Dutch Adolescents

PubMed Central

Sandfort, Theo; Reitz, Ellen; Bos, Henny; Dekovic, Maja

2010-01-01

In a longitudinal dataset of 470 Dutch adolescents, the current study examined the ways in which early sexual initiation was related to subsequent attachment, self-perception, internalizing problems, and externalizing problems. For male adolescents, analyses revealed general attachment to mother and externalizing problems at Wave 1 to predict to early transition at Wave 2. However, there was no differential change in these psychosocial factors over time for early initiators of sexual intercourse and their non-initiating peers. For female adolescents, the model including psychosocial factors at Wave 1 did not predict to sexual initiation at Wave 2. However, univariate repeated measures analyses revealed early initiators to have significantly larger increases in self-concept and externalizing problems than their non-initiating female peers. While the difference between female early initiators and non-initiators were statistically significant, the mean levels of problem behaviors were very low. The findings suggest that, contrary to previous research, early sexual initiation does not seem to be clustered with problem behaviors for this sample of Dutch adolescents. PMID:20119696

Low Family Income and Behavior Problems in Norwegian Preschoolers: Is Child Emotionality a Marker for Sensitivity of Influence?

PubMed

Bøe, Tormod; Hysing, Mari; Zachrisson, Henrik Daae

2016-04-01

Poor children have higher rates of mental health problems than more affluent peers, also in progressive welfare states such as Norway. Temperamental characteristics may render some children more sensitive to the adverse influence of poor economy. This study examined the direct associations between family income-to-needs and mental health and assessed moderation by early temperamental characteristics (i.e., emotionality). Using data from the Norwegian Mother and Child Cohort Study, associations between income-to-needs across children's first 3 years and internalizing and externalizing problems when children were 5 years old were examined. Differential sensitivity to family income-to-needs was assessed by investigating how emotionality, when children were one-and-a-half and 3 years old, moderated these associations. Significant main effects of income-to-needs and emotionality and a significant interaction effect between income-to-needs and emotionality were found for externalizing problems, but not for internalizing problems. Children in poor families with an emotionally reactive temperament had higher scores on externalizing problems when they were 5 compared with their less emotionally reactive peers.

From problem people to addictive products: a qualitative study on rethinking gambling policy from the perspective of lived experience.

PubMed

Miller, Helen E; Thomas, Samantha L; Robinson, Priscilla

2018-04-06

Previous research has shown that government and industry discussions of gambling may focus on personal responsibility for gambling harm. In Australia, these discussions have largely excluded people with lived experience of problem gambling, including those involved in peer support and advocacy. We conducted 26 in-depth interviews with people with current or previous problem gambling on electronic gaming machines (EGMs) involved in peer support and advocacy activities, using an approach informed by Interpretive Policy Analysis and Constructivist Grounded Theory. Participants perceived that government and industry discussed gambling as safe and entertaining with a focus on personal responsibility for problem gambling. This focus on personal responsibility was perceived to increase stigma associated with problem gambling. In contrast, they described gambling as risky, addictive and harmful, with problem gambling resulting from the design of EGMs. As a result of their different perspectives, participants proposed different interventions to reduce gambling harm, including reducing accessibility and making products safer. Challenging the discourses used by governments and industry to describe gambling, using the lived experience of people with experience of gambling harm, may result in reduced stigma associated with problem gambling, and more effective public policy approaches to reducing harm.

Marital conflict management skills, parenting style, and early-onset conduct problems: processes and pathways.

PubMed

Webster-Stratton, C; Hammond, M

1999-09-01

This study examined whether the link between marital conflict management style and child conduct problems with peers and parents is direct or mediated by mothers' and fathers' parenting style (critical parenting and low emotional responsivity). One hundred and twenty children, aged 4 to 7 years, were observed interacting in our laboratory playroom solving a problem with their best friend as well as at home with their parents. In addition, all the children's parents were observed in our laboratory trying to solve two family problems as well as at home interacting under more natural conditions with each other and with their children. Mothers and fathers completed questionnaires assessing marital problem solving as well as reports of their children's behavior problems. Results indicated that a negative marital conflict management style had direct links with children's conduct problems. In addition, the linkage between negative marital conflict management and children's interactions with parents and peers was found to be mediated by both mothers' and fathers' critical parenting and low emotional responsivity, thereby supporting the indirect as well as the direct model of negative family interactions. The findings are discussed in relation to the implications for treatment.

The impact of intimate partner violence on preschool children's peer problems: An analysis of risk and protective factors☆

PubMed Central

Bowen, Erica

2015-01-01

It is unclear whether there is variation in the impact of intimate partner violence (IPV) on child peer problems, and which individual and environmental factors might predict such variation. This study uses data from 7,712 children (3,974, 51.5% boys) aged 4 from the Avon Longitudinal Study of Parents and Children (ALSPAC). Children were cross-categorized based on exposure to IPV from birth to 3 years, and mother-rated peer problems at age 4, into 4 groups: Resilient, Non-resilient, Vulnerable and Competent. Between-group differences in maternal depression, maternal life events, parenting, attachment, and temperament were analyzed, and these variables were also examined as predictors of group membership. Girls were more likely to be identified as resilient. In contrast to the non-resilient group, resilient boys were less emotional, had more secure attachment to their mothers, more interaction with their mothers’ partner, and their mothers reported fewer life events. For girls, the resilient group was less emotional, more sociable, and their mothers reported less depression. Temperament played a stronger role in resilience for girls than boys. There are sex differences in predictors of resilience to IPV within the peer problems outcome domain, which suggests that different approaches to intervention may be needed to foster resilience in boys and girls exposed to IPV. PMID:26410625

Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition.

PubMed

Kasari, Connie; Dean, Michelle; Kretzmann, Mark; Shih, Wendy; Orlich, Felice; Whitney, Rondalyn; Landa, Rebecca; Lord, Catherine; King, Bryan

2016-02-01

Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher-child relationship were analyzed for 137 children with ASD across four sites. On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher-child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher-child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher-child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher-child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. © 2015 Association for Child and Adolescent Mental Health.

Neighbourhood and own social housing and early problem behaviour trajectories.

PubMed

Flouri, Eirini; Midouhas, Emily; Tzatzaki, Konstantina

2015-02-01

To explore the roles of proportion of social rented housing in the neighbourhood ('neighbourhood social housing'), own housing being socially rented, and their interaction in early trajectories of emotional, conduct and hyperactivity symptoms. We tested three pathways of effects: family stress and maternal psychological distress, low quality parenting practices, and peer problems. We used data from 9,850 Millennium Cohort Study families who lived in England when the cohort children were aged 3. Children's emotional, conduct and hyperactivity problems were measured at ages 3, 5 and 7. Even after accounting for own social housing, neighbourhood social housing was related to all problems and their trajectories. Its association with conduct problems and hyperactivity was explained by selection. Selection also explained the effect of the interaction between neighbourhood and own social housing on hyperactivity, but not why children of social renter families living in neighbourhoods with lower concentrations of social housing followed a rising trajectory of emotional problems. The effects of own social housing, neighbourhood social housing and their interaction on emotional problems were robust. Peer problems explained the association of own social housing with hyperactivity. Neither selection nor the pathways we tested explained the association of own social housing with conduct problems, the association of neighbourhood social housing with their growth, or the association of neighbourhood social housing, own social housing and their interaction with emotional problems. Children of social renter families in neighbourhoods with a low concentration of social renters are particularly vulnerable to emotional problems.

The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools

ERIC Educational Resources Information Center

Petry, Katja

2018-01-01

Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A…

Preparing new nurses with complexity science and problem-based learning.

PubMed

Hodges, Helen F

2011-01-01

Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years. 2011, SLACK Incorporated.

Children's Mathematics and Verbal Self-concepts and Externalizing Behaviors: The Moderating Role of Peer Rejection at School.

PubMed

Passiatore, Ylenia; Grimaldi Capitello, Teresa; De Stasio, Simona; Millioni, Michela; Gentile, Simonetta; Fiorilli, Caterina

2017-01-01

Previous research has found a strong correlation between children's academic self-concept and their behavioral problems. The present study examined whether children's peer rejection moderated the relationship between children's math and verbal self-concepts and their behavioral problems at school. We expected that children's social competence, as measured by peer rejection, moderated the negative effect of low self-concept on children's externalizing behaviors. Participants were 173 children (males = 93, M age = 10.31 years, SD = 1.43). The main findings showed that peer rejection moderated the effect of both low verbal and math self-concepts on children's externalizing behavior. The results are discussed in terms of the protective factor played by children's social competence reducing the impact of low self-concept on children's externalizing behaviors.

Parents’ Aggressive Influences and Children's Aggressive Problem Solutions with Peers

PubMed Central

Duman, Sarah; Margolin, Gayla

2009-01-01

This study examined children's aggressive and assertive solutions to hypothetical peer scenarios in relation to parents’ responses to similar hypothetical social scenarios and parents’ actual marital aggression. The study included 118 9−10 year old children, and their mothers and fathers. Children's aggressive solutions correlated with same-sex parents’ actual marital aggression. For children with mothers who exhibit low actual marital aggression, mothers’ aggressive solutions to hypothetical situations corresponded with children's tendencies to propose aggressive but not assertive solutions. In a 3-way interaction, fathers’ aggressive solutions to peer scenarios and marital aggression, combined, exacerbated girls’ aggressive problem solving, but had the opposite effect for boys. Discussion addresses the complexity, particularly with respect to parent and child gender combinations, in understanding parents’ aggressive influences on children's peer relationships. PMID:17206880

Alone is a crowd: social motivations, social withdrawal, and socioemotional functioning in later childhood.

PubMed

Coplan, Robert J; Rose-Krasnor, Linda; Weeks, Murray; Kingsbury, Adam; Kingsbury, Mila; Bullock, Amanda

2013-05-01

The primary goals of this study were to test a conceptual model linking social approach and avoidance motivations, socially withdrawn behaviors, and peer difficulties in later childhood and to compare the socioemotional functioning of different subtypes of withdrawn children (shy, unsociable, avoidant). Participants were 367 children, aged 9-12 years. Measures included assessments of social motivations (i.e., self-reported shyness and preference for solitude) and social withdrawal (observations of solitary behaviors in the schoolyard and self-reports of solitary activities outside of school), as well as self- and parent-reported peer difficulties and internalizing problems. Among the results, both shyness and preference for solitude were associated with socially withdrawn behaviors, which in turn predicted peer difficulties. However, only shyness (but not preference for solitude) also displayed a direct path to peer difficulties. As well, results from person-oriented analyses indicated that different subtypes of socially withdrawn children displayed decidedly different profiles with regard to indices of internalizing problems. For example, whereas unsociable children did not differ from their nonwithdrawn peers on indices of internalizing problems, socially avoidant (i.e., high in both shyness and unsociability) children reported the most pervasive socioemotional difficulties. Findings are discussed in terms of the implications of different forms of social withdrawal for socioemotional functioning in later childhood.

Do Social Self-Efficacy and Self-Esteem Moderate the Relationship between Peer Victimization and Academic Performance?

ERIC Educational Resources Information Center

Raskauskas, Juliana; Rubiano, Sherry; Offen, Ilanit; Wayland, Ann Kathleen

2015-01-01

Victimization by peers has been associated with low academic performance and internalizing problems. Still, not all students who experience peer victimization report a reduction in performance. The current study examines the potential protective nature of self-esteem and social self-efficacy in the relationship between peer victimization and…

Social Support and Self-Concept in Relation to Peer Victimization and Peer Aggression

ERIC Educational Resources Information Center

Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

2012-01-01

Peer victimization is an enduring problem in schools (Wang, Iannotti, & Nansel, 2009). The current study focused on relations among two ecological variables that may be related to involvement in peer victimization: self-concept and social support. The main goal of this study was to investigate relations among social support, self-concept, and…

Preschool Boys with Pervasive Hyperactivity: Early Peer Functioning and Mother-Child Relationship Influences

ERIC Educational Resources Information Center

Keown, Louise J.; Woodward, Lianne J.

2006-01-01

This study compared the peer functioning of a community sample of preschool boys with pervasive hyperactivity (N=33) and comparison boys (N=34), and examined the extent to which any differences in peer functioning between these groups could be explained by comorbid child conduct problems and parenting factors. The quality of boys' peer relations…

An Online Peer Assisted Learning Community Model and its Application in ZJNU

ERIC Educational Resources Information Center

Gaofeng, Ruan; Yeyu, Lin

2007-01-01

Peer coaching, or peer assisting, was established in 1970s by Joyce and Showers. Initially used in teachers' professional development, it refers to a process that two or more teacher peers evaluate current practice mutually; expand skills, extract and build new skills; share ideas, and review & solve problems of classroom teaching in a way of…

A closer look at co-rumination: gender, coping, peer functioning and internalizing/externalizing problems.

PubMed

Tompkins, Tanya L; Hockett, Ashlee R; Abraibesh, Nadia; Witt, Jody L

2011-10-01

Co-rumination, defined as repetitive, problem-focused talk explains higher levels of friendship quality in youth (Rose, 2002) and increased levels of anxiety/depression in females. Middle adolescents (N = 146) participated in a study of co-rumination, individual coping, externalizing/internalizing problems, and peer functioning. Consistent with past research, girls reported higher levels of co-rumination and internalizing symptoms. Co-rumination was also positively correlated with self-reports, but not teacher reports, of anxiety/depression and aggressive behavior. Both self-reported number of friends and teacher-rated social acceptance were negatively associated with co-rumination. Co-rumination partially accounted for the significant indirect effect of gender on internalizing symptoms. Additionally, co-rumination was associated with internalizing and externalizing symptoms but not individual coping efforts. Finally, co-rumination accounted for a unique amount of variance in internalizing symptoms, controlling for externalizing problems and secondary control coping. Theoretical implications and the importance of including broad domains of adjustment and peer functioning in future investigations of co-rumination are discussed. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Intervention Groups for Adolescents with Conduct Problems: Is Aggregation Harmful or Helpful?

ERIC Educational Resources Information Center

Mager, Wendy; Milich, Richard; Harris, Monica J.; Howard, Anne

2005-01-01

Past research has suggested that the aggregation of deviant peers during treatment may cause harmful effects (T. J. Dishion, J. McCord, & F. Poulin, 1999). This study compared the effectiveness of problem-solving skills training groups in which all members had conduct problems ("pure" group condition) with groups that consisted of adolescents with…

Friendship Moderates Prospective Associations between Social Isolation and Adjustment Problems in Young Children

ERIC Educational Resources Information Center

Laursen, Brett; Bukowski, William M.; Aunola, Kaisa; Nurmi, Jari-Erik

2007-01-01

This longitudinal study investigated prospective links between social isolation and adjustment problems among 166 (77 girls, 89 boys) Finnish children ages 7 to 9. Peer nominations for social engagement and self-reports of internalizing and externalizing problems were collected in the spring of the 1st and 2nd grade. Friendship moderated…

Clinical Problem Solving Exercises for Pre-Clinical Medical Education: A Design, Implementation and Preliminary Evaluation.

ERIC Educational Resources Information Center

Bordage, Georges

Clinical problem solving exercises for preclinical medical education that were developed at Michigan State University School of Osteopathic Medicine are described. Two types of outcomes were set as priorities in the design and implementation of the problem solving sessions: small group peer interactions as instructional and evaluative resources;…

Determination of the Problem Solving Level of Gifted/Talented Students

ERIC Educational Resources Information Center

Saygili, Gizem

2012-01-01

It is important to determine and develop problem solving skills of gifted and talented children, who have different emotional characteristics compared to peers, in terms of using their potentials at the highest level. In this research, which was done with the aim of determining self sensations of gifted and talented children in problem solving…

Symptoms of attention-deficit/hyperactivity disorder and social and school adjustment: the moderating roles of age and parenting.

PubMed

Kawabata, Yoshito; Tseng, Wan-Ling; Gau, Susan Shur-Fen

2012-02-01

This study examined the associations between symptoms of attention-deficit/hyperactivity disorder (ADHD) and social and school adjustment (academic performance, peer relationships, school social problems) and the moderating roles of children's age and maternal parenting (affection and overprotection) in these associations. The sample consisted of 2,463 students who were in the first to ninth grade in northern Taiwan. Results from the linear mixed models demonstrated that ADHD symptoms were inversely associated with academic performance and positively associated with social adjustment problems. Further, children's age and maternal parenting moderated the associations between ADHD symptoms and school and social adjustment. For example, maternal overprotection moderated the relation between hyperactivity and negative peer relationships (i.e., difficulty forming and maintaining friendships), such that this relation was stronger for children who experienced higher levels of overprotection than children who did not. Moreover, children's age moderated the association between attention problems and decreased academic performance, such that this association was stronger for older children and adolescents than for younger children. Furthermore, children's age and maternal affection interacted to influence the association between attention problems and school social problems (i.e., bullying, aggression, and peer rejection) with maternal affection acting as a buffer for older children (grades 4-6) only. These findings are discussed from a developmental psychopathology perspective.

Greeks Assisting Greeks (G.A.G). Training Manual.

ERIC Educational Resources Information Center

Ensminger, David

This training manual, intended for use by college students to learn peer counseling techniques, contains four sections. The first section provides an introduction to peer counseling. Effective therapeutic communication, solving a problem, basic counseling techniques, communicating styles, and the limitations of peer counseling are discussed. The…

Positive Peer Culture with German Youth

ERIC Educational Resources Information Center

Steinebach, Christoph; Steinebach, Ursula

2009-01-01

Children and youth develop the ability to surmount difficult life challenges through a combination of external supports and internal strengths. Positive peers can contribute substantially to growth in resilient coping and problem-solving skills. Positive Peer Culture (PPC) programs are designed to strengthen supportive social bonds, competence,…

Developmental Trajectories of Aggression, Prosocial Behavior, and Social-Cognitive Problem Solving in Emerging Adolescents with Clinically Elevated ADHD Symptoms

PubMed Central

Kofler, Michael J.; Larsen, Ross; Sarver, Dustin E.; Tolan, Patrick H.

2015-01-01

Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with ADHD given their childhood social difficulties. Although childhood ADHD has been associated with increased aggression and peer relational difficulties, relatively few ADHD studies have examined social behavior beyond the elementary years, or examined aspects of positive (prosocial) behavior. In addition, social-cognitive problem solving has been implicated in ADHD; however, its longitudinal impact on prosocial and aggressive behavior is unclear. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (sixth grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD inattentive and hyperactive/impulsive symptoms were compared longitudinally across sixth through eighth grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, ODD symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d= −0.44) and more aggressive behavior (d= 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group, and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in sixth grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups. PMID:26595479

Resident assistant training program for increasing alcohol, other drug, and mental health first-aid efforts.

PubMed

Thombs, Dennis L; Gonzalez, Jennifer M Reingle; Osborn, Cynthia J; Rossheim, Matthew E; Suzuki, Sumihiro

2015-05-01

In college and university residence halls, resident assistants (RAs) are expected to serve as first-aid providers to students who may have alcohol, other drug, mental health, and academic problems. Despite this responsibility, evidence-based, first-aid programs have not been developed and tested for the RA workforce. The current study examined effects of an investigational first-aid program designed specifically for RAs. The online Peer Hero Training program is a novel approach to RA training in its use of interactive video dramatizations of incidents involving substance-using or distressed residents. A 9-month randomized trial conducted on eight US campuses compared RAs who participated in the Peer Hero Training program to RAs who received training-as-usual. Participation in the Peer Hero Training program significantly increased RA first-aid efforts for residential students who may have had alcohol, other drug, mental health, or academic problems 6 months after baseline. Compared with those in the training-as-usual condition, RAs in the Peer Hero Training program made more than 10 times as many first-aid efforts for possible alcohol problems, almost 14 times the number of first-aid efforts for possible drug use, almost 3 times the number of first-aid efforts for possible mental health problems, and 3 times the number of first-aid efforts for academic problems. There was no evidence that measured RA attitudes mediated the effects of the intervention. Results of this preliminary evaluation trial suggest that online training using interactive video dramatizations is a viable approach to strengthening RAs' ability to provide alcohol, other drugs, and mental health first-aid to undergraduates.

Developmental trajectories of girls' and boys' delinquency and associated problems.

PubMed

Pepler, Debra J; Jiang, Depeng; Craig, Wendy M; Connolly, Jennifer

2010-10-01

Developmental trajectories in delinquency through adolescence were studied along with family and peer relationship problems. Drawing from eight waves of data over seven years, we conducted trajectory analyses with a sample of 746 students (402 girls; 344 boys). Analyzing girls and boys together, a five-class model emerged: 60% of the adolescents rarely reported delinquency; 27.7% reported low initial levels with moderate levels of delinquency over time; 6% in the late onset group reported initially low and rising levels of delinquency; 5% in the early onset group reported moderate initial levels which increased and then decreased in later adolescence. A small group of only boys (1.3%) labeled chronic reported high initial levels of delinquency that increased over time. Group comparisons revealed problems in internalizing, parent and peer relationship problems. The findings provide direction for early identification and interventions to curtail the development of delinquency.

Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review.

PubMed

Kok, Francien M; Groen, Yvonne; Fuermaier, Anselm B M; Tucha, Oliver

2016-01-01

Children with attention deficit hyperactivity disorder (ADHD) experience many peer interaction problems and are at risk of peer rejection and victimisation. Although many studies have investigated problematic peer functioning in children with ADHD, this research has predominantly focused on boys and studies investigating girls are scant. Those studies that did examine girls, often used a male comparison sample, disregarding the inherent gender differences between girls and boys. Previous studies have highlighted this limitation and recommended the need for comparisons between ADHD females and typical females, in order to elucidate the picture of female ADHD with regards to problematic peer functioning. The aim of this literature review was to gain insight into peer functioning difficulties in school-aged girls with ADHD. PsychINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing school-aged girls with ADHD to typically developing girls (TDs) in relation to peer functioning. The peer relationship domains were grouped into 'friendship', 'peer status', 'social skills/competence', and 'peer victimisation and bullying'. In total, thirteen studies were included in the review. All of the thirteen studies included reported that girls with ADHD, compared to TD girls, demonstrated increased difficulties in the domains of friendship, peer interaction, social skills and functioning, peer victimization and externalising behaviour. Studies consistently showed small to medium effects for lower rates of friendship participation and stability in girls with ADHD relative to TD girls. Higher levels of peer rejection with small to large effect sizes were reported in all studies, which were predicted by girls' conduct problems. Peer rejection in turn predicted poor social adjustment and a host of problem behaviours. Very high levels of peer victimisation were present in girls with ADHD with large effect sizes. Further, very high levels of social impairment and social skills deficits, with large effect sizes, were found across all studies. Levels of pro-social behaviour varied across studies, but were mostly lower in girls with ADHD, with small to large effect sizes. Overall, social disability was significantly higher among girls with ADHD than among TD girls. Congruous evidence was found for peer functioning difficulties in the peer relationship domains of friendship, peer status, social skills/competence, and peer victimisation and bullying in girls with ADHD.

Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review

PubMed Central

Groen, Yvonne; Fuermaier, Anselm B. M.; Tucha, Oliver

2016-01-01

Objective Children with attention deficit hyperactivity disorder (ADHD) experience many peer interaction problems and are at risk of peer rejection and victimisation. Although many studies have investigated problematic peer functioning in children with ADHD, this research has predominantly focused on boys and studies investigating girls are scant. Those studies that did examine girls, often used a male comparison sample, disregarding the inherent gender differences between girls and boys. Previous studies have highlighted this limitation and recommended the need for comparisons between ADHD females and typical females, in order to elucidate the picture of female ADHD with regards to problematic peer functioning. The aim of this literature review was to gain insight into peer functioning difficulties in school-aged girls with ADHD. Methods PsychINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing school-aged girls with ADHD to typically developing girls (TDs) in relation to peer functioning. The peer relationship domains were grouped into ‘friendship’, ‘peer status’, ‘social skills/competence’, and ‘peer victimisation and bullying’. In total, thirteen studies were included in the review. Results All of the thirteen studies included reported that girls with ADHD, compared to TD girls, demonstrated increased difficulties in the domains of friendship, peer interaction, social skills and functioning, peer victimization and externalising behaviour. Studies consistently showed small to medium effects for lower rates of friendship participation and stability in girls with ADHD relative to TD girls. Higher levels of peer rejection with small to large effect sizes were reported in all studies, which were predicted by girls’ conduct problems. Peer rejection in turn predicted poor social adjustment and a host of problem behaviours. Very high levels of peer victimisation were present in girls with ADHD with large effect sizes. Further, very high levels of social impairment and social skills deficits, with large effect sizes, were found across all studies. Levels of pro-social behaviour varied across studies, but were mostly lower in girls with ADHD, with small to large effect sizes. Overall, social disability was significantly higher among girls with ADHD than among TD girls. Conclusion Congruous evidence was found for peer functioning difficulties in the peer relationship domains of friendship, peer status, social skills/competence, and peer victimisation and bullying in girls with ADHD. PMID:27870862

Adolescent externalizing behaviour, psychological control, and peer rejection: Transactional links and dopaminergic moderation.

PubMed

Janssens, Annelies; Van Den Noortgate, Wim; Goossens, Luc; Verschueren, Karine; Colpin, Hilde; Claes, Stephan; Van Heel, Martijn; Van Leeuwen, Karla

2017-09-01

This study investigated (1) reciprocal links among parental psychological control, peer rejection, and adolescent externalizing (aggressive and rule-breaking behaviour), and (2) the moderating effect of an adolescent genetic factor (biologically informed polygenic score for dopamine signalling). Three-year longitudinal data from 1,116 adolescents (51% boys; M age = 13.79) and their parents included psychological measures (adolescent-reported psychological control, peer-reported rejection, and parent-reported aggressive and rule-breaking behaviour). Cross-lagged analyses showed bidirectional effects between psychological control and both aggressive and rule-breaking behaviour and a unidirectional effect of peer rejection on both forms of problem behaviour over time. Multigroup structural equation modelling revealed genetic moderation only for rule-breaking behaviour: for adolescents with intermediate levels of dopamine signalling significant environmental effects were present, whereas adolescent effects of rule-breaking behaviour on psychological control were significant for adolescents with both intermediate and high profiles and effects on peer rejection only for adolescents with high dopamine profiles. Statement of contribution What is already known on this subject? Parental psychological control is related to adolescent externalizing problems. Experiencing peer rejection reinforces aggressive and rule-breaking behaviour. Single-gene studies show that dopaminergic genes influence externalizing problems directly or in interaction with the environment. What does this study add? Parental psychological control and adolescent aggressive and rule-breaking behaviour exacerbate one another longitudinally. Longitudinal associations between peer rejection and both subtypes of externalizing behaviour are unidirectional. With a polygenic approach, dopaminergic moderation is present for rule-breaking behaviour only. © 2017 The British Psychological Society.

Adolescents' beliefs about sources of help for ADHD and depression.

PubMed

Swords, Lorraine; Hennessy, Eilis; Heary, Caroline

2011-06-01

The peer group begins to become a source of support during late childhood and adolescence making it important to understand what type of help young people might suggest to a friend with an emotional or behavioral problem. Three groups of young people participated in the study with average ages of 12 (N = 107), 14 (N = 153) and 16 years (N = 133). All participants were presented with vignettes describing fictional peers, two of whom had symptoms of clinical problems (ADHD and depression) and a third comparison peer without symptoms. Results indicate that all participants distinguished between clinical and comparison vignette characters and they believed that the characters with clinical symptoms needed help. The 16-year-olds were more likely to differentiate between the two clinical vignettes in terms of the type of help suggested. The results are discussed in light of previous research on adolescents' understanding of sources of help for mental health problems. Copyright © 2010 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Fathering and adolescents' psychological adjustment: the role of fathers' involvement, residence and biology status.

PubMed

Flouri, E

2008-03-01

Studies on fathering and child mental health are now increasingly looking for specificity in children's psychological adjustment, indicating whether the impact of fathering is diagnostically specific or non-specific. Data from 435 fathers of secondary school-aged children in Britain were used to explore the association between resident biological fathers', non-resident biological fathers' and stepfathers' involvement and children's total difficulties, prosocial behaviour, emotional symptoms, conduct problems, hyperactivity and peer problems (all measured with the Strengths and Difficulties Questionnaire) in adolescence. After controlling for child-, father- and family-related factors, fathers' involvement was negatively associated with children's total difficulties and hyperactivity, was positively associated with children's prosocial behaviour, and was unrelated with children's emotional symptoms, conduct problems and peer problems. There was no non-resident biological father effect. Compared with resident biological fathers, stepfathers reported more total difficulties, conduct problems and hyperactivity in their children even after adjusting for involvement. Whether this reflects stepfathers' low tolerance levels or biological fathers' complacency, as sociobiologists would argue, or whether this is due to pre-existing predispositions of children in families which separate and restructure, to the effects of these multiple family changes or to the high exposure of children in restructured families to parental risk factors, is, given the data available and the study design, unclear. However, this study showed that, compared with their peers in biological father families, adolescents in stepfather families are perceived to be at higher risk of behaviour problems, and that father involvement is related to specific aspects of child adjustment.

Reflections of a CHAMPUS-APA peer reviewer.

PubMed

Parlour, R R

1986-02-01

Peer review is a major professional response to the problems of health insurance coverage for psychiatric services. Standard insurance programs reimburse only services that are conventional and cost-effective. The system assumes that services are skillfully documented by providers. Experience as a peer reviewer helps clinicians acquire skill in documentation.

Familism Values as a Protective Factor for Mexican-Origin Adolescents Exposed to Deviant Peers

ERIC Educational Resources Information Center

German, Miguelina; Gonzales, Nancy A.; Dumka, Larry

2009-01-01

This study examined interactive relations between adolescent, maternal, and paternal familism values and deviant peer affiliations in predicting adolescent externalizing problems within low-income, Mexican-origin families (N = 598). Adolescent, maternal, and paternal familism values interacted protectively with deviant peer affiliations to predict…

Peer Instruction: An Evaluation of Its Theory, Application, and Contribution

ERIC Educational Resources Information Center

Gok, Tolga; Gok, Ozge

2017-01-01

Many qualitative and quantitative studies performed on peer instruction based on interactive engagement method used in many different disciplines and courses were reviewed in the present study. The researchers examined the effects of peer instruction on students' cognitive skills (conceptual learning, problem solving, reasoning ability, etc.) and…

Cross-Setting Correspondence in Sociometric Nominations among Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Mikami, Amori Yee; Hoza, Betsy; Hinshaw, Stephen P.; Arnold, L. Eugene; Hechtman, Lily; Pelham, William E., Jr.

2015-01-01

Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…

Effect of Peer Mentors on Academic Performance

ERIC Educational Resources Information Center

Bonin, Elizabeth

2016-01-01

Undergraduate peer mentoring programs strive to retain students who solve their own problems, develop options, unravel obstacles, and establish a process of figuring out solutions. A crucial component of obtaining that goal is to effectively train peer mentors to serve as advocates to freshman undergraduate students. Terrion and Philion (2008)…

Item Response Theory for Peer Assessment

ERIC Educational Resources Information Center

Uto, Masaki; Ueno, Maomi

2016-01-01

As an assessment method based on a constructivist approach, peer assessment has become popular in recent years. However, in peer assessment, a problem remains that reliability depends on the rater characteristics. For this reason, some item response models that incorporate rater parameters have been proposed. Those models are expected to improve…

Peer Relations in Peer Learning

ERIC Educational Resources Information Center

Riese, Hanne; Samara, Akylina; Lillejord, Solvi

2012-01-01

Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance…

Responding to Children Victimized by Their Peers

ERIC Educational Resources Information Center

Nickerson, Amanda B.; Brock, Stephen E.; Chang, Yiping; O'Malley, Meagan D.

2006-01-01

Because victimization results from the dynamic interplay between the victim and his or her parents, peers, and teachers, responding to this problem should involve both direct and indirect interventions. This paper describes and reviews empirically supported direct interventions with victims, as well as indirect interventions with parents, peers,…

Peer Acceptance of Children with Language and Communication Impairments in a Mainstream Primary School: Associations with Type of Language Difficulty, Problem Behaviours and a Change in Placement Organization

ERIC Educational Resources Information Center

Laws, Glynis; Bates, Geraldine; Feuerstein, Maike; Mason-Apps, Emily; White, Catherine

2012-01-01

This research investigated peer acceptance of children with language and communication impairments attending a language resource base attached to a mainstream school. Compared to other children in their mainstream peer groups, peer acceptance was poor. Peer rejection was more common for children with profiles consistent with an autistic spectrum…

Deviant Peer Influences in Intervention and Public Policy for Youth. Social Policy Report. Volume 20, Number 1

ERIC Educational Resources Information Center

Dodge, Kenneth A.; Dishion, Thomas J.; Lansford, Jennifer E.

2006-01-01

The problem is well known to every parent of a teenager, every high school teacher, every clinical practitioner, and every social policy maker: vulnerable adolescents risk becoming more deviant through association with deviant peers and peer groups. Deviant peer influences are among the most potent factors in the development of antisocial…

When learners become teachers: a review of peer teaching in medical student education.

PubMed

Benè, Kristen L; Bergus, George

2014-01-01

Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.

I Can Problem Solve (ICPS): A Cognitive Approach to Preventing Early High Risk Behaviors.

ERIC Educational Resources Information Center

Shure, Myrna B.; And Others

This outline presents a program designed to teach children "how" to think, not what to think--so as to help them solve typical interpersonal problems with peers and adults. Through games, stories, puppets, illustrations, and role plays, children learn a pre-problem solving vocabulary, feeling word concepts, and ways to arrive at solutions to…

The Effect of Teacher's Invitations to Parental Involvement on Children's Externalizing Problem Behaviors: An Examination of a CBC Intervention. CYFS Working Paper No. 2012-3

ERIC Educational Resources Information Center

Coutts, Michael J.; Sheridan, Susan M.; Kwon, Kyongboon; Semke, Carrie A.

2012-01-01

Behavioral problems in childhood are associated with academic difficulties including in-school suspensions, high school dropout, and low academic grades and achievement scores. Students with disruptive behavior problems demonstrate higher rates of social risk factors than their nondisruptive peers, including school maladjustment, antisocial…

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and Their Typically Developing Peers

ERIC Educational Resources Information Center

Bae, Young Seh; Chiang, Hsu-Min; Hickson, Linda

2015-01-01

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study.…

[Inactivity, obesity and mental health in the Spanish population from 4 to 15 years of age].

PubMed

Rodríguez-Hernández, Arturo; Cruz-Sánchez, Ernesto de la; Feu, Sebastián; Martínez-Santos, Raúl

2011-08-01

An active lifestyle and a good weight status are two major health determinants from a public health perspective. To evaluate the degree of association between physical activity, weight status and the emotional and mental health of Spanish schoolchildren. Mental health status was assessed through the Strengths and Difficulties Questionnaire (SDQ), also leisure time physical activity and body mass index (BMI) in a total of 6 803 children from 4 to 15 years participating in the Spanish National Health Survey 2006. The degree of association between. these variables was estimated by a multinomial logistic regression analysis. Among sedentary schoolchildren are more common mental health problems (OR 2.10), emotional problems (OR 1.84), conduct problems (OR 1.53), problems with peers (OR 2.35) and social relationship difficulties (OR 1.36). Obesity is associated with poor general mental health (OR 1.58), and obese schoolchildren show more often emotional problems (OR 1.52) and problems with peers (OR 2.43). In the Spanish schoolchildren, a healthy BMI is associated with increased mental well-being, although an active lifestyle is the best indicator of a good mental health status.

Parenting and adolescent problem behavior: an integrated model with adolescent self-disclosure and perceived parental knowledge as intervening variables.

PubMed

Soenens, Bart; Vansteenkiste, Maarten; Luyckx, Koen; Goossens, Luc

2006-03-01

Parental monitoring, assessed as (perceived) parental knowledge of the child's behavior, has been established as a consistent predictor of problem behavior. However, recent research indicates that parental knowledge has more to do with adolescents' self-disclosure than with parents' active monitoring. Although these findings may suggest that parents exert little influence on adolescents' problem behavior, the authors argue that this conclusion is premature, because self-disclosure may in itself be influenced by parents' rearing style. This study (a) examined relations between parenting dimensions and self-disclosure and (b) compared 3 models describing the relations among parenting, self-disclosure, perceived parental knowledge, and problem behavior. Results in a sample of 10th- to 12th-grade students, their parents, and their peers demonstrated that high responsiveness, high behavioral control, and low psychological control are independent predictors of self-disclosure. In addition, structural equation modeling analyses demonstrated that parenting is both indirectly (through self-disclosure) and directly associated with perceived parental knowledge but is not directly related to problem behavior or affiliation with peers engaging in problem behavior. Copyright (c) 2006 APA, all rights reserved.

Low family income and behavior problems in Norwegian preschoolers: Is child emotionality a marker for sensitivity of influence?

PubMed Central

Bøe, Tormod; Hysing, Mari; Zachrisson, Henrik Daae

2016-01-01

Background Poor children have higher rates of mental health problems compared to more affluent peers, also in progressive welfare states like Norway. Temperamental characteristics may render some children more sensitive to the adverse influence of poor economy. Objective The current study examined the direct associations between family income-to-needs and mental health, and assessed moderation by early temperamental characteristics (i.e., emotionality). Method Using data from the Norwegian Mother and Child Cohort Study, associations between income-to-needs across children's first three years, and internalizing and externalizing problems when children were five years old were examined. Differential sensitivity to family income-to-needs was assessed by investigating how emotionality, when children were one-and-a-half and three years old, moderated these associations. Results Significant main effects of income-to-needs and emotionality, and a significant interaction effect between income-to-needs and emotionality was found for externalizing problems, but not for internalizing problems. Conclusion Children in poor families with an emotionally reactive temperament had higher scores on externalizing problems when they were five compared to their less emotionally reactive peers. PMID:27035694

Poor peer relations predict parent- and self-reported behavioral and emotional problems of adolescents with gender dysphoria: a cross-national, cross-clinic comparative analysis.

PubMed

de Vries, Annelou L C; Steensma, Thomas D; Cohen-Kettenis, Peggy T; VanderLaan, Doug P; Zucker, Kenneth J

2016-06-01

This study is the third in a series to examine behavioral and emotional problems in children and adolescents with gender dysphoria in a comparative analysis between two clinics in Toronto, Ontario, Canada and Amsterdam, the Netherlands. In the present study, we report Child Behavior Checklist (CBCL) and Youth Self-Report (YSR) data on adolescents assessed in the Toronto clinic (n = 177) and the Amsterdam clinic (n = 139). On the CBCL and the YSR, we found that the percentage of adolescents with clinical range behavioral and emotional problems was higher when compared to the non-referred standardization samples but similar to the referred adolescents. On both the CBCL and the YSR, the Toronto adolescents had a significantly higher Total Problem score than the Amsterdam adolescents. Like our earlier studies of CBCL data of children and Teacher's Report Form data of children and adolescents, a measure of poor peer relations was the strongest predictor of CBCL and YSR behavioral and emotional problems in gender dysphoric adolescents.

Preparing English Learners for Effective Peer Review in the Writers' Workshop

ERIC Educational Resources Information Center

Kim, Soo Hyon

2015-01-01

English Language Learners (ELLs) often face challenges when participating in peer review activities in writers' workshops. This article identifies some of the potential difficulties that ELL writers may experience, and provides teachers with strategies to address these problems. The author describes a simple three-step peer review training model…

Peer Attachment and Youth Internalizing Problems: A Meta-Analysis

ERIC Educational Resources Information Center

Gorrese, Anna

2016-01-01

Background: Peer relationships become the central arena in which attachment processes are likely to play out during adolescence and beyond, and contribute to various aspects of psychosocial adjustment. Objective: Given the relevance of peer connections and the growing literature examining them, the purpose of this article was to review, through a…

Peer Victimization, Aggression, and Their Co-Occurrence in Middle School: Pathways to Adjustment Problems

ERIC Educational Resources Information Center

Graham, Sandra; Bellmore, Amy D.; Mize, Jennifer

2006-01-01

An ethnically diverse sample of 6th-grade students completed peer nomination procedures that were used to create subgroups of students with reputations as victims, aggressors, aggressive victims, and socially adjusted (neither aggressive nor victimized). Self-report data on psychological adjustment, attributions for peer harassment, and perceived…

Moderators of Negative Peer Influence on Early Adolescent Externalizing Behaviors: Individual Behavior, Parenting, and School Connectedness

ERIC Educational Resources Information Center

Mrug, Sylvie; Windle, Michael

2009-01-01

This study examined the extent to which antisocial behavior, parenting, and school connectedness moderated the association between peer deviancy in preadolescence and externalizing problems in early adolescence. The participants included 500 boys and girls, most of them African Americans. Peer deviancy was measured with teacher reports of…

Multiple Peer Victimization among Elementary School Students: Relations with Social-Emotional Problems

ERIC Educational Resources Information Center

Raskauskas, Juliana

2010-01-01

Research has indicated that children exposed to multiple risks often report worse mental health and academic performance than those experiencing only one risk. The present research examines whether exposure to more than one form of peer victimization (multiple peer victimization) at school is related to reports of negative outcomes. Eighty-six…

Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutee and Tutor Experiences

ERIC Educational Resources Information Center

Kieran, Patricia; O'Neill, Geraldine

2009-01-01

Peer-Assisted Tutorials (PATs), a form of Peer-Assisted Learning (PAL), were introduced to a conventional 4-year honours degree programme in Chemical Engineering. PATs were designed to support students in becoming more self-directed in their learning, to develop student confidence in tackling Chemical Engineering problems and to promote effective…

Peer Network Overlap in Twin, Sibling, and Friend Dyads

ERIC Educational Resources Information Center

McGuire, Shirley; Segal, Nancy L.

2013-01-01

Research suggests that sibling–peer connections are important for understanding adolescent problem behaviors. Using a novel behavioral genetic design, the current study investigated peer network overlap in 300 child–child pairs (aged 7-13 years) in 5 dyad types: monozygotic (MZ), dizygotic twins, full siblings (FSs), friend pairs, and virtual…

Large-scale P2P network based distributed virtual geographic environment (DVGE)

NASA Astrophysics Data System (ADS)

Tan, Xicheng; Yu, Liang; Bian, Fuling

2007-06-01

Virtual Geographic Environment has raised full concern as a kind of software information system that helps us understand and analyze the real geographic environment, and it has also expanded to application service system in distributed environment--distributed virtual geographic environment system (DVGE), and gets some achievements. However, limited by the factor of the mass data of VGE, the band width of network, as well as numerous requests and economic, etc. DVGE still faces some challenges and problems which directly cause the current DVGE could not provide the public with high-quality service under current network mode. The Rapid development of peer-to-peer network technology has offered new ideas of solutions to the current challenges and problems of DVGE. Peer-to-peer network technology is able to effectively release and search network resources so as to realize efficient share of information. Accordingly, this paper brings forth a research subject on Large-scale peer-to-peer network extension of DVGE as well as a deep study on network framework, routing mechanism, and DVGE data management on P2P network.

Feasibility of electronic peer mentoring for transition-age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications.

PubMed

Kramer, Jessica M; Ryan, Cathryn T; Moore, Rachel; Schwartz, Ariel

2018-01-01

There is a need for mentoring interventions in which transition-age youth and young adults with intellectual and/or developmental disabilities (I/DD) participate as both mentors and mentees. Project TEAM (Teens making Environment and Activity Modifications) is a problem-solving intervention that includes an electronic peer-mentoring component. Forty-two mentees and nine mentors with I/DD participated. The present authors analysed recorded peer-mentoring calls and field notes for mentee engagement, mentor achievement of objectives and supports needed to implement peer mentoring. Overall, mentees attended 87% of scheduled calls and actively engaged during 94% of call objectives. Across all mentoring dyads, mentors achieved 87% of objectives and there was a significant relationship between the use of supports (mentoring script, direct supervision) and fidelity. Transition-age mentees with I/DD can engage in electronic peer mentoring to further practice problem-solving skills. Mentors with I/DD can implement electronic peer mentoring when trained personnel provide supports and individualized job accommodations. © 2017 John Wiley & Sons Ltd.

Peer Victimization of Children with Disabilities: Examining Prevalence and Early Risk and Protective Factors among a National Sample of Children Receiving Special Education Services

ERIC Educational Resources Information Center

Son, Esther

2011-01-01

Peer victimization is a serious social problem that can negatively affect a child's psychosocial development and school adjustment, and may have lasting effects for victims. Previous studies on peer victimization have suggested that children with disabilities (CWD) are likely to be more frequent targets of peer victimization. This longitudinal…

Reactive aggression and peer victimization from pre-kindergarten to first grade: accounting for hyperactivity and teacher-child conflict.

PubMed

Runions, Kevin C

2014-12-01

The role of reactive aggression in the development of peer victimization remains unclear due in part to a failure to account for confounding problems of behavioural undercontrol (e.g., hyperactivity). As well, the school social context has rarely been examined to see whether these risks are mediated by relationships with teachers. This study tests the prospective relations between reactive aggression, hyperactivity, victimization, and teacher-child (T-C) relationship, to determine whether conflict mediates the relationships between externalizing problems and victimization. A sample of 1,114 Australian students were followed from pre-kindergarten through first grade. Cross-lagged path analyses were conducted, with comparison of gender-moderating models and autocorrelation models. Full-information maximum likelihood was deployed to account for missingness. Best fitting models found that the relationship of early externalizing problems to later victimization was mediated by T-C conflict. No evidence of victimization increasing externalizing problems nor gender differences were observed. T-C conflict in kindergarten predicted subsequent increases in victimization, reactive aggression, and hyperactivity. Understanding the processes whereby externalizing problems confer risk of victimization involves understanding the whole social context of classrooms, including relationships with teachers. Finer-grained research is needed to better understand how peer dynamics may be influenced by observation of T-C relationships. Pre-service teacher education needs to ensure a focus on the potential social impact of teacher's relationships with students. © 2014 The British Psychological Society.

Buffering the effects of peer victimization on adolescent non-suicidal self-injury: The role of self-compassion and family cohesion.

PubMed

Jiang, Yongqiang; You, Jianing; Hou, Yang; Du, Chao; Lin, Min-Pei; Zheng, Xiaoling; Ma, Congfen

2016-12-01

Non-suicidal self-injury (NSSI) is a significant behavioral problem among adolescents all over the world. This study examined the longitudinal relationship between peer victimization and NSSI, as well as the buffering effects of self-compassion and family cohesion on this relationship. Data were collected at two time points from 525 secondary school students (226 girls; M age  = 12.97, SD = 1.02) in China. Results showed that peer victimization (marginally) significantly predicted NSSI over time even after controlling for Wave 1 NSSI. This association was weakened under the condition of high levels of self-compassion. Findings of this study emphasize the buffering effect of self-compassion in the relationship between peer victimization and NSSI, and are informative for prevention and intervention of this behavioral problem. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Children’s Mathematics and Verbal Self-concepts and Externalizing Behaviors: The Moderating Role of Peer Rejection at School

PubMed Central

Passiatore, Ylenia; Grimaldi Capitello, Teresa; De Stasio, Simona; Millioni, Michela; Gentile, Simonetta; Fiorilli, Caterina

2017-01-01

Previous research has found a strong correlation between children’s academic self-concept and their behavioral problems. The present study examined whether children’s peer rejection moderated the relationship between children’s math and verbal self-concepts and their behavioral problems at school. We expected that children’s social competence, as measured by peer rejection, moderated the negative effect of low self-concept on children’s externalizing behaviors. Participants were 173 children (males = 93, Mage = 10.31 years, SD = 1.43). The main findings showed that peer rejection moderated the effect of both low verbal and math self-concepts on children’s externalizing behavior. The results are discussed in terms of the protective factor played by children’s social competence reducing the impact of low self-concept on children’s externalizing behaviors. PMID:29163290

Sexual experience among emotionally and behaviorally disordered students in therapeutic day schools: an ecological examination of adolescent risk.

PubMed

Donenberg, Geri R; Emerson, Erin; Brown, Larry K; Houck, Christopher; Mackesy-Amiti, Mary Ellen

2012-09-01

This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes. A total of 417 13- to 20-year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior. For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys' but not girls' sexual experiences. Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.

Peer Models in Mental Health for Caregivers and Families.

PubMed

Acri, Mary; Hooley, Cole D; Richardson, Nicole; Moaba, Lily B

2017-02-01

Peer-delivered mental health models may hold important benefits for family members, yet their prevalence, components, and outcomes are unknown. We conducted a review of peer-delivered services for families of children and adults with mental health problems. Randomized studies of interventions published between 1990 and 2014 were included if the intervention contained a component for family members and examined familial outcomes. Of 77 studies that were assessed for their eligibility, six met criteria. Familial components included coping and parenting skills, knowledge about mental health, and emotional support. Outcomes were uneven, although significant improvements in family functioning, knowledge about mental illness, parental concerns about their child, and parenting skills were associated with the intervention. Peer-delivered services for family members may have important benefits to family members and individuals with mental health problems; however, the research base remains thin. A research agenda to develop and examine these models is discussed.

Raising a Thinking Preteen: The "I Can Problem Solve" Program for 8- to 12-Year-Olds.

ERIC Educational Resources Information Center

Shure, Myrna B.

Aimed at parents of early adolescents, this book helps parents provide the skills teens need to cope with life's everyday frustrations and to make informed decisions about problems such as the stresses of homework, friendship, contending with peer pressure, and dealing with bullies. The foundation of the book is the "I Can Problem Solve" (ICPS)…

Metacognitive Strategy Use of Eighth-Grade Students with and without Learning Disabilities during Mathematical Problem Solving: A Think-Aloud Analysis

ERIC Educational Resources Information Center

Rosenzweig, Carly; Krawec, Jennifer; Montague, Marjorie

2011-01-01

The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were…

Attentional Cuing in Math Word Problems for Girls At-Risk for ADHD and Their Peers in General Education Settings

ERIC Educational Resources Information Center

Kercood, Suneeta; Zentall, Sydney S.; Vinh, Megan; Tom-Wright, Kinsey

2012-01-01

The purpose of this theoretically-based study was to examine the effects of yellow-highlighting "relevant" words and units within math word problems. Initial differences were documented between 10 girls at-risk for ADHD and 10 comparisons on the performance of group and individual assessments of math computations and word problems, as had…

Defining neighborhood boundaries in studies of spatial dependence in child behavior problems

PubMed Central

2013-01-01

Background The purpose of this study was to extend the analysis of neighborhood effects on child behavioral outcomes in two ways: (1) by examining the geographic extent of the relationship between child behavior and neighborhood physical conditions independent of standard administrative boundaries such as census tracts or block groups and (2) by examining the relationship and geographic extent of geographic peers’ behavior and individual child behavior. Methods The study neighborhood was a low income, ethnic minority neighborhood of approximately 20,000 residents in a large city in the southwestern United States. Observational data were collected for 11,552 parcels and 1,778 face blocks in the neighborhood over a five week period. Data on child behavior problems were collected from the parents of 261 school-age children (81% African American, 14% Latino) living in the neighborhood. Spatial analysis methods were used to examine the spatial dependence of child behavior problems in relation to physical conditions in the neighborhood for areas surrounding the child’s home ranging from a radius of 50 meters to a radius of 1000 meters. Likewise, the spatial dependence of child behavior problems in relation to the behavior problems of neighborhood peers was examined for areas ranging from a radius 255 meters to a radius of 600 meters around the child’s home. Finally, we examined the joint influence of neighborhood physical conditions and geographic peers. Results Poor conditions of the physical environment of the neighborhood were related to more behavioral problems, and the geographic extent of the physical environment that mattered was an area with a radius between 400 and 800 meters surrounding the child’s home. In addition, the average level of behavior problems of neighborhood peers within 255 meters of the child’s home was also positively associated with child behavior problems. Furthermore, these effects were independent of one another. Conclusions These findings demonstrate that using flexible geographies in the study of neighborhood effects can provide important insights into spatial influences on health outcomes. With regards to child behavioral outcomes, specifically, these findings support the importance of addressing the physical and social environment when planning community-level interventions to reduce child behavior problems. PMID:23642001

Which behavioral, emotional and school problems in middle-childhood predict early sexual behavior?

PubMed

Parkes, Alison; Waylen, Andrea; Sayal, Kapil; Heron, Jon; Henderson, Marion; Wight, Daniel; Macleod, John

2014-04-01

Mental health and school adjustment problems are thought to distinguish early sexual behavior from normative timing (16-18 years), but little is known about how early sexual behavior originates from these problems in middle-childhood. Existing studies do not allow for co-occurring problems, differences in onset and persistence, and there is no information on middle-childhood school adjustment in relationship to early sexual activity. This study examined associations between several middle-childhood problems and early sexual behavior, using a subsample (N = 4,739, 53 % female, 98 % white, mean age 15 years 6 months) from a birth cohort study, the Avon Longitudinal Study of Parents and Children. Adolescents provided information at age 15 on early sexual behavior (oral sex and/or intercourse) and sexual risk-taking, and at age 13 on prior risk involvement (sexual behavior, antisocial behavior and substance use). Information on hyperactivity/inattention, conduct problems, depressive symptoms, peer relationship problems, school dislike and school performance was collected in middle-childhood at Time 1 (6-8 years) and Time 2 (10-11 years). In agreement with previous research, conduct problems predicted early sexual behavior, although this was found only for persistent early problems. In addition, Time 2 school dislike predicted early sexual behavior, while peer relationship problems were protective. Persistent early school dislike further characterized higher-risk groups (early sexual behavior preceded by age 13 risk, or accompanied by higher sexual risk-taking). The study establishes middle-childhood school dislike as a novel risk factor for early sexual behavior and higher-risk groups, and the importance of persistent conduct problems. Implications for the identification of children at risk and targeted intervention are discussed, as well as suggestions for further research.

Psychological problems in children with hemiplegia: a European multicentre survey.

PubMed

Parkes, J; White-Koning, M; McCullough, N; Colver, A

2009-06-01

To describe the prevalence and determinants of psychological problems in European children with hemiplegia. Cross-sectional survey. Home visits in nine European regions by research associates who administered standard questionnaires to parents. 279 children with hemiplegia aged 8-12 years were recruited from population-based case registers. Strengths and Difficulties Questionnaire comprising emotion, conduct, hyperactivity, peer problems and prosocial domains. An "impact score" (IS) measures the social and psychological impact of the child's difficulties. Children with hemiplegia had higher mean scores on the total difficulties score (TDS) compared with a normative sample (p<0.001). 48% and 57% of children, respectively, had borderline-abnormal TDS and IS. Significant, independent associations were observed between intellectual impairment and an increased risk for hyperactivity (odds ratio; OR 8.4, 95% CI 3.4 to 20.8), peer problems (OR 3.1, 95% CI 1.7 to 5.5), psychological and social impact (OR 3.0, 95% CI 1.6 to 5.6) when children with an intellectual quotient (IQ) <50 were compared with those with an IQ >70. Boys had an increased risk for conduct (OR 2.1, 95% CI 1.2 to 3.7) and hyperactivity disorders (OR 2.5, 95% CI 1.4 to 4.6). Poor self-esteem was associated with an increased risk for peer problems (OR 5.8, 95% CI 2.5 to 13.4) and poor prosocial skills (OR 7.5, 95% CI 2.4 to 23.2) compared with those with high self-esteem. Other determinants of psychological adjustment were impaired communication, severe pain and living with a single parent. Many of the psychological problems identified are amenable to treatment. Special attention should be given to those at highest risk of developing psychological difficulties.

Developmental trajectories of aggression, prosocial behavior, and social-cognitive problem solving in emerging adolescents with clinically elevated attention-deficit/hyperactivity disorder symptoms.

PubMed

Kofler, Michael J; Larsen, Ross; Sarver, Dustin E; Tolan, Patrick H

2015-11-01

Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with attention-deficit/hyperactivity disorder (ADHD) given their childhood social difficulties. Relatively few ADHD studies have examined social behavior and social-cognitive problem solving beyond the elementary years, or examined aspects of positive (prosocial) behavior. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (6th grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD-combined symptoms were compared longitudinally across 6th through 8th grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, oppositional-defiant disorder (ODD) symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d = -0.44) and more aggressive behavior (d = 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group after accounting for co-occurring ODD symptoms and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in 6th grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups. (c) 2015 APA, all rights reserved).

Social Environmental Influences on the Development and Resolution of Alcohol Problems

PubMed Central

McCrady, Barbara S.; Zucker, Robert A.; Molina, Brooke S. G.; Ammon, Lyndsay; Ames, Genevieve M.; Longabaugh, Richard

2006-01-01

This article summarizes the proceedings of a symposium presented at the 2005 Annual Meeting of the Research Society on Alcoholism, Santa Barbara, California, June 25–30. The overall goal of the symposium was to consider the broad impact of the social environment on the development of and successful or unsuccessful resolution of drinking problems. The presentations addressed multiple social environmental influences including: the influence of children on parents (Dr. Zucker), the influence of peers and parents on adolescents (Dr. Molina), the influence of family members on adult drinking (Dr. McCrady), the influence of adult peers/friends (Dr. Kaskutas), and the influence of the occupational environment (Dr. Ames). Dr. Longabaugh, the symposium discussant, addressed models for understanding the relationships between social influences and drinking problems. PMID:16573588

How Caregivers Make Meaning of Child Mental Health Problems: Toward Understanding Caregiver Strain and Help Seeking.

PubMed

Mayberry, Lindsay S; Heflinger, Craig Anne

Family caregivers' conceptualizations of their child's emotional and behavioral problems (EBP) influence help-seeking for the child and caregiver strain. We analyzed 21 interviews with caregivers to explore their conceptualizations about the cause of their child's EBP, their experiences of strain, and their reported help-seeking behaviors. Caregivers had divergent conceptualizations of their child's EBP: 12 caregivers viewed the EBP as caused by a disorder and described the onset of symptoms as the central stressful event, whereas 9 caregivers described their child's problems as a response to an earlier stressor (e.g. trauma, abuse, divorce). Different patterns of caregiver strain and help-seeking were associated with caregiver conceptualization. All caregivers voiced a need for peer-to-peer support for caregivers and youth with EBP.

Multiple Identification and Risks: Examination of Peer Factors Across Multiracial and Single-Race Youth

PubMed Central

Choi, Yoonsun; He, Michael; Herrenkohl, Todd I.; Catalano, Richard F.; Toumbourou, John W.

2012-01-01

Multiracial youth are thought to be more vulnerable to peer-related risk factors than are single-race youth. However, there have been surprisingly few well-designed studies on this topic. This study empirically investigated the extent to which multiracial youth are at higher risk for peer influenced problem behavior. Data are from a representative and longitudinal sample of youth from Washington State (N = 1,760, mean age = 14.13, 50.9% girls). Of those in the sample, 225 youth self-identified as multiracial (12.8%), 1,259 as White (71.5%), 152 as Latino (8.6%), and 124 as Asian American (7.1%). Results show that multiracial youth have higher rates of violence and alcohol use than Whites and more marijuana use than Asian Americans. Higher levels of socioeconomic disadvantage and single-parent family status partly explained the higher rates of problem behaviors among multiracial youth. Peer risk factors of substance-using or antisocial friends were higher for multiracial youth than Whites, even after socioeconomic variables were accounted for, demonstrating a higher rate of peer risks among multiracial youth. The number of substance-using friends was the most consistently significant correlate and predictor of problems and was highest among multiracial youth. However, interaction tests did not provide consistent evidence of a stronger influence of peer risks among multiracial youth. Findings underscore the importance of a differentiated understanding of vulnerability in order to better target prevention and intervention efforts as well as the need for further research that can help identify and explain the unique experiences and vulnerabilities of multiracial youth. PMID:22395776

Mental health associations with eczema, asthma and hay fever in children: a cross-sectional survey

PubMed Central

Hammer-Helmich, Lene; Linneberg, Allan; Obel, Carsten; Thomsen, Simon Francis; Tang Møllehave, Line; Glümer, Charlotte

2016-01-01

Objective This study aimed to examine the association of eczema, asthma and hay fever with mental health in a general child population and to assess the influence of parental socioeconomic position on these associations. Methods We conducted a cross-sectional health survey of children aged 3, 6, 11 and 15 years in the City of Copenhagen, Denmark. Individual questionnaire data on eczema, asthma, and hay fever and mental health problems assessed using the Strengths and Difficulties Questionnaire (SDQ) was linked to register data on demographics and parental socioeconomic position. 9215 (47.9%) children were included in the analyses. Results Linear regression analyses showed that children with current eczema symptoms had higher SDQ scores (mean difference, 95% CI) of emotional problems (0.26, 0.12 to 0.39), conduct problems (0.19, 0.09 to 0.29) and hyperactivity problems (0.32, 0.16 to 0.48); children with current asthma symptoms had higher SDQ scores of emotional problems (0.45, 0.32 to 0.58), conduct problems (0.28, 0.18 to 0.38) and hyperactivity problems (0.52, 0.35 to 0.69); and children with current hay fever symptoms had higher SDQ scores of emotional problems (0.57, 0.42 to 0.72), conduct problems (0.22, 0.11 to 0.33), hyperactivity problems (0.44, 0.26 to 0.61) and peer problems (0.14, 0.01 to 0.26), compared with children without current symptoms of the relevant disease. For most associations, parental socioeconomic position did not modify the effect. Conclusions Children with eczema, asthma or hay fever had more emotional, conduct and hyperactivity problems, but not peer problems, compared with children without these diseases. Atopic diseases added equally to the burden of mental health problems independent of socioeconomic position. PMID:27742629

Mental health associations with eczema, asthma and hay fever in children: a cross-sectional survey.

PubMed

Hammer-Helmich, Lene; Linneberg, Allan; Obel, Carsten; Thomsen, Simon Francis; Tang Møllehave, Line; Glümer, Charlotte

2016-10-14

This study aimed to examine the association of eczema, asthma and hay fever with mental health in a general child population and to assess the influence of parental socioeconomic position on these associations. We conducted a cross-sectional health survey of children aged 3, 6, 11 and 15 years in the City of Copenhagen, Denmark. Individual questionnaire data on eczema, asthma, and hay fever and mental health problems assessed using the Strengths and Difficulties Questionnaire (SDQ) was linked to register data on demographics and parental socioeconomic position. 9215 (47.9%) children were included in the analyses. Linear regression analyses showed that children with current eczema symptoms had higher SDQ scores (mean difference, 95% CI) of emotional problems (0.26, 0.12 to 0.39), conduct problems (0.19, 0.09 to 0.29) and hyperactivity problems (0.32, 0.16 to 0.48); children with current asthma symptoms had higher SDQ scores of emotional problems (0.45, 0.32 to 0.58), conduct problems (0.28, 0.18 to 0.38) and hyperactivity problems (0.52, 0.35 to 0.69); and children with current hay fever symptoms had higher SDQ scores of emotional problems (0.57, 0.42 to 0.72), conduct problems (0.22, 0.11 to 0.33), hyperactivity problems (0.44, 0.26 to 0.61) and peer problems (0.14, 0.01 to 0.26), compared with children without current symptoms of the relevant disease. For most associations, parental socioeconomic position did not modify the effect. Children with eczema, asthma or hay fever had more emotional, conduct and hyperactivity problems, but not peer problems, compared with children without these diseases. Atopic diseases added equally to the burden of mental health problems independent of socioeconomic position. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Inclusion of peers in a school-based obesity intervention

USDA-ARS?s Scientific Manuscript database

The increasing prevalence of childhood obesity and the comorbid health problems highlight a pressing need to identify effective treatments that address this public health problem during the childhood years. The current study evaluated a school-based pediatric obesity program for middle-school childr...

School based obesity intervention: Inclusion of peers

USDA-ARS?s Scientific Manuscript database

The increasing prevalence of childhood obesity and the comorbid physical and psychological health problems highlight a pressing need to identify effective treatments that address this public health problem during the childhood years. The purpose of the current study was to evaluate a school-based pe...

Alcohol Use and Related Problems Among College Students and Their Noncollege Peers: The Competing Roles of Personality and Peer Influence*

PubMed Central

Quinn, Patrick D.; Fromme, Kim

2011-01-01

Objective: Although alcohol use and related problems are highly prevalent in emerging adulthood overall, college students drink somewhat more than do their peers who do not attend college. The personal or social influences underlying this difference, however, are not yet well understood. The present study examined whether personality traits (i.e., self-regulation and sensation seeking) and peer influence (i.e., descriptive drinking norms) contributed to student status differences. Method: At approximately age 22, 4-year college students (n = 331) and noncollege emerging adults (n = 502) completed web-based surveys, including measures of alcohol use, alcohol-related problems, personality, and social norms. Results: College students drank only slightly more heavily. This small difference, however, reflected personality suppression. College students were lower in trait-based risk for drinking, and accounting for traits revealed a stronger positive association between attending college and drinking more heavily. Although noncollege emerging adults reported greater descriptive drinking norms for social group members, norms appeared to more strongly influence alcohol use among college students. Finally, despite drinking less, noncollege individuals experienced more alcohol-related problems. Conclusions: The association between attending college and drinking heavily may be larger than previously estimated, and it may be masked by biased selection into college as a function of both self-regulation and sensation seeking. Differing patterns of alcohol use, its predictors, and its consequences emerged for the college and noncollege samples, suggesting that differing intervention strategies may best meet the needs of each population. PMID:21683044

Behavioral and Social Correlates of Methamphetamine Use in a Population-based Sample of Early and Later Adolescents

PubMed Central

Embry, Dennis; Hankins, Martin; Biglan, Anthony; Boles, Shawn

2009-01-01

This paper reports relationships between methamphetamine use and behaviors and social influences using data from a population-based survey of 8th- and 11th-grade students in Oregon for the 2001–2003 school years. We analyze methamphetamine use within a general problem behavior framework to identify malleable correlates of behavior for future prevention interventions. We specifically test two models of methamphetamine use employing logistic regression analysis: one comprised of behaviors and traits of the individual students and another focusing on peer and parental influences. This study finds adolescent methamphetamine use related to several problem behaviors. However, the specific problems vary by grade and are moderated by gender. Findings indicate the need for tailored interventions targeting gender/grade-specific behaviors or problems such as antisocial activities, risky sex, and depression, as well as social influences such as peers engaging in antisocial behaviors or using drugs and parents favoring drug use or poorly monitoring or setting limits for their children. PMID:19138821

The mental health of adolescents with and without mild/moderate intellectual disabilities in England: Secondary analysis of a longitudinal cohort study.

PubMed

Hatton, Chris; Emerson, Eric; Robertson, Janet; Baines, Susannah

2017-11-24

Children with mild/moderate intellectual disabilities are at greater risk for mental health problems, with socio-economic factors and adversity partly accounting for this. Fewer data are available for adolescents. Secondary analysis was undertaken of the Next Steps annual panel study following a cohort through adolescence into adulthood containing self-report mental health data up to age 16/17. Participants with mild/moderate intellectual disabilities were identified through data linkage with educational records. Adolescents with mild/moderate intellectual disabilities were more likely than non-disabled peers to experience socio-economic disadvantage and bullying. Incidence rates of mental health problems were generally not significantly different between adolescents with and without intellectual disabilities. These findings are consistent with higher rates of persistent mental health problems beginning earlier among children with intellectual disabilities. Greater attention needs to be paid to the timecourse of mental health problems, and the impact of socio-economic factors, family and peers on mental health. © 2017 John Wiley & Sons Ltd.

Exploring Initiative as a Signal of Knowledge Co-Construction During Collaborative Problem Solving.

PubMed

Howard, Cynthia; Di Eugenio, Barbara; Jordan, Pamela; Katz, Sandra

2017-08-01

Peer interaction has been found to be conducive to learning in many settings. Knowledge co-construction (KCC) has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates with both KCC and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre-testers, and total task initiative shifts correlate with learning for high pre-testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer. Copyright © 2016 Cognitive Science Society, Inc.

The Relationship Between Resilience and Internet Addiction: A Multiple Mediation Model Through Peer Relationship and Depression.

PubMed

Zhou, Pingyan; Zhang, Cai; Liu, Jian; Wang, Zhe

2017-10-01

Heavy use of the Internet may lead to profound academic problems in elementary students, such as poor grades, academic probation, and even expulsion from school. It is of great concern that Internet addiction problems in elementary school students have increased sharply in recent years. In this study, 58,756 elementary school students from the Henan province of China completed four questionnaires to explore the mechanisms of Internet addiction. The results showed that resilience was negatively correlated with Internet addiction. There were three mediational paths in the model: (a) the mediational path through peer relationship with an effect size of 50.0 percent, (b) the mediational path through depression with an effect size of 15.6 percent, (c) the mediational path through peer relationship and depression with an effect size of 13.7 percent. The total mediational effect size was 79.27 percent. The effect size through peer relationship was the strongest among the three mediation paths. The current findings suggest that resilience is a predictor of Internet addiction. Improving children's resilience (such as toughness, emotional control, and problem solving) can be an effective way to reduce Internet addiction behavior. The current findings provide useful information for early detection and intervention for Internet addiction.

An approach for heterogeneous and loosely coupled geospatial data distributed computing

NASA Astrophysics Data System (ADS)

Chen, Bin; Huang, Fengru; Fang, Yu; Huang, Zhou; Lin, Hui

2010-07-01

Most GIS (Geographic Information System) applications tend to have heterogeneous and autonomous geospatial information resources, and the availability of these local resources is unpredictable and dynamic under a distributed computing environment. In order to make use of these local resources together to solve larger geospatial information processing problems that are related to an overall situation, in this paper, with the support of peer-to-peer computing technologies, we propose a geospatial data distributed computing mechanism that involves loosely coupled geospatial resource directories and a term named as Equivalent Distributed Program of global geospatial queries to solve geospatial distributed computing problems under heterogeneous GIS environments. First, a geospatial query process schema for distributed computing as well as a method for equivalent transformation from a global geospatial query to distributed local queries at SQL (Structured Query Language) level to solve the coordinating problem among heterogeneous resources are presented. Second, peer-to-peer technologies are used to maintain a loosely coupled network environment that consists of autonomous geospatial information resources, thus to achieve decentralized and consistent synchronization among global geospatial resource directories, and to carry out distributed transaction management of local queries. Finally, based on the developed prototype system, example applications of simple and complex geospatial data distributed queries are presented to illustrate the procedure of global geospatial information processing.

Psychological distress amongst AIDS-orphaned children in urban South Africa.

PubMed

Cluver, Lucie; Gardner, Frances; Operario, Don

2007-08-01

South Africa is predicted to have 2.3 million children orphaned by Acquired Immune Deficiency Syndrome (AIDS) by 2020 (Actuarial Society of South Africa, 2005). There is little knowledge about impacts of AIDS-related bereavement on children, to aid planning of services. This study aimed to investigate psychological consequences of AIDS orphanhood in urban township areas of Cape Town, South Africa, compared to control groups of children and adolescents orphaned by other causes, and non-orphans. One thousand and twenty-five children and adolescents (aged 10-19) were interviewed using socio-demographic questionnaires and standardised scales for assessing depression, anxiety, post-traumatic stress, peer problems, delinquency and conduct problems. Controlling for socio-demographic factors such as age, gender, formal/informal dwelling and age at orphanhood, children orphaned by AIDS were more likely to report symptoms of depression, peer relationship problems, post-traumatic stress, delinquency and conduct problems than both children orphaned by other causes and non-orphaned children. Anxiety showed no differences. AIDS-orphaned children were more likely to report suicidal ideation. Compared to Western norms, AIDS-orphaned children showed higher levels of internalising problems and delinquency, but lower levels of conduct problems. Children orphaned by AIDS may be a particularly vulnerable group in terms of emotional and, to a lesser extent, behavioural problems. Intervention programs are necessary to ameliorate the psychological sequelae of losing a parent to AIDS.

Gambling and problem gambling in The Netherlands.

PubMed

Goudriaan, Anna E

2014-07-01

To provide an overview of gambling in the Netherlands, focusing on historical background, policy, legislation, prevalence of problem gambling, availability of treatment options and research base. Literature review. Contradictions between gambling policy and practice have been present in the past 15-20 years, and have led to an increasingly stricter gambling regulation to retain the government policy to restrict gambling within a national monopoly. Conversely, political efforts have been made to legalize internet gambling, but have not yet been approved. Compared to other European countries, slot machine gambling and casino gambling are relatively popular, whereas betting is relatively unpopular. Last-year problem gambling prevalence (South Oaks Gambling Screen score > 5) is estimated at 0.22-0.15% (2005, 2011). Treatment for problem gambling is covered by health insurance under the same conditions as substance dependence, but only a small proportion of Dutch problem gamblers seeks help at addiction treatment centres. Gambling policy in the Netherlands has become stricter during recent last years in order to maintain the Dutch gambling monopoly. Problem gambling in the Netherlands is relatively stable. Dutch research on problem gambling has a lack of longitudinal studies. Most of the epidemiological gambling studies are reported in non-peer-reviewed research reports, which diminishes control by independent peers on the methodology and interpretation of results. Recent efforts to enhance consistency in research methods between gambling studies over time could enhance knowledge on changes in (problem) gambling in the Netherlands. © 2013 Society for the Study of Addiction.

Differential risk for late adolescent conduct problems and mood dysregulation among children with early externalizing behavior problems.

PubMed

Okado, Yuko; Bierman, Karen L

2015-05-01

To investigate the differential emergence of antisocial behaviors and mood dysregulation among children with externalizing problems, the present study prospectively followed 317 high-risk children with early externalizing problems from school entry (ages 5-7) to late adolescence (ages 17-19). Latent class analysis conducted on their conduct and mood symptoms in late adolescence revealed three distinct patterns of symptoms, characterized by: 1) criminal offenses, conduct disorder symptoms, and elevated anger ("conduct problems"), 2) elevated anger, dysphoric mood, and suicidal ideation ("mood dysregulation"), and 3) low levels of severe conduct and mood symptoms. A diathesis-stress model predicting the first two outcomes was tested. Elevated overt aggression at school entry uniquely predicted conduct problems in late adolescence, whereas elevated emotion dysregulation at school entry uniquely predicted mood dysregulation in late adolescence. Experiences of low parental warmth and peer rejection in middle childhood moderated the link between early emotion dysregulation and later mood dysregulation but did not moderate the link between early overt aggression and later conduct problems. Thus, among children with early externalizing behavior problems, increased risk for later antisocial behavior or mood dysfunction may be identifiable in early childhood based on levels of overt aggression and emotion dysregulation. For children with early emotion dysregulation, however, increased risk for mood dysregulation characterized by anger, dysphoric mood, and suicidality--possibly indicative of disruptive mood dysregulation disorder--emerges only in the presence of low parental warmth and/or peer rejection during middle childhood.

Peer Sexual Harassment and Disordered Eating in Early Adolescence

ERIC Educational Resources Information Center

Petersen, Jennifer L.; Hyde, Janet S.

2013-01-01

Peer sexual harassment is a pervasive problem in schools and is associated with a variety of negative mental health outcomes. Objectification theory suggests that sexual attention in the form of peer harassment directs unwanted attention to the victim's body and may lead to a desire to alter the body via disordered eating. In the current study, we…

The Influence of School Climate on Students' Experiences of Peer Sexual Harassment in High Schools

ERIC Educational Resources Information Center

Tully, Carol A.

2010-01-01

Early studies on the prevalence of peer sexual harassment in schools have left little doubt that it is a serious problem, often with negative consequences. Research indicates that sexual harassment is a subjective and gendered phenomenon, and peer sexual harassment is further complicated by the developmental changes associated with adolescence.…

Doing a Good Deed or Confounding the Problem? Peer Review and Sociology Textbooks.

ERIC Educational Resources Information Center

Kendall, Diana

1999-01-01

Examines how the peer review process influences the writing and publication of sociology textbooks and the teaching of sociology. States that the peer review process may influence the final textbook in five ways: (1) degree of innovation; (2) length; (3) reading level; (4) cloning ancillaries and accessories; and (5) using reviewers as marketing…

A Randomized Trial of a Classroom Intervention to Increase Peers' Social Inclusion of Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Mikami, Amori Yee; Griggs, Marissa Swaim; Lerner, Matthew D.; Emeh, Christina C.; Reuland, Meg M.; Jack, Allison; Anthony, Maria R.

2013-01-01

Objective: Interventions for peer problems among children with attention-deficit/hyperactivity disorder (ADHD) typically focus on improving these children's behaviors. This study tested the proposition that an adjunctive component encouraging the peer group to be socially inclusive of children with ADHD would augment the efficacy of traditional…

Longitudinal Trajectories of Peer Relations in Children with Specific Language Impairment

ERIC Educational Resources Information Center

Mok, Pearl L. H.; Pickles, Andrew; Durkin, Kevin; Conti-Ramsden, Gina

2014-01-01

Background: Peer relations is a vulnerable area of functioning in children with specific language impairment (SLI), but little is known about the developmental trajectories of individuals. Methods: Peer problems were investigated over a 9-year period (from 7 to 16 years of age) in 171 children with a history of SLI. Discrete factor growth…

Sexual Harassment between Same-Sex Peers: Intersection of Mental Health, Homophobia, and Sexual Violence in Schools.

ERIC Educational Resources Information Center

Fineran, Susan

2002-01-01

This article provides a historical and legal framework for defining peer sexual harassment from three perspectives: sex discrimination, mental health, and sexual violence. It also identifies sexism and heterosexism as a major social violence problem in U.S. education and argues that peer sexual harassment is sexual violence with considerable…

Applying Peer Reviews in Software Engineering Education: An Experiment and Lessons Learned

ERIC Educational Resources Information Center

Garousi, V.

2010-01-01

Based on the demonstrated value of peer reviews in the engineering industry, numerous industry experts have listed it at the top of the list of desirable development practices. Experience has shown that problems (defects) are eliminated earlier if a development process incorporates peer reviews and that these reviews are as effective as or even…

Preschool Peer Interactions and Readiness To Learn: Relationships between Classroom Peer Play and Learning Behaviors and Conduct.

ERIC Educational Resources Information Center

Coolahan, Kathleen; Fantuzzo, John; Mendez, Julia; McDermott, Paul

2000-01-01

Examines whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of…

Children with Generalized Anxiety Disorder Do Not Have Peer Problems, Just Fewer Friends

ERIC Educational Resources Information Center

Scharfstein, Lindsay; Alfano, Candice; Beidel, Deborah; Wong, Nina

2011-01-01

A common assumption is that all youth with anxiety disorders (AD) experience impaired peer relationships relative to healthy control children. Social impairments have been identified among youth with certain AD (e.g., social anxiety disorder; SAD), but less is known about the peer relationships of children with generalized anxiety disorder (GAD).…

Adolescents' Susceptibility to Peer Pressure: Relations to Parent-Adolescent Relationship and Adolescents' Emotional Autonomy from Parents

ERIC Educational Resources Information Center

Chan, Siu Mui; Chan, Kwok-Wai

2013-01-01

Studies on factors affecting susceptibility to peer pressure are not plentiful although this susceptibility has been found to be associated with youth problems such as substance use and risky sexual behavior. The present study examined how adolescents' susceptibility to peer pressure is related to their relationships with mothers and emotional…

Utilizing Peer Education Theater for the Primary Prevention of Sexual Violence on College Campuses

ERIC Educational Resources Information Center

McMahon, Sarah; Postmus, Judy L.; Warrener, Corinne; Koenick, Ruth Anne

2014-01-01

To address the widespread problem of sexual assault, many colleges and universities are providing primary prevention education programs. Although a number of such programs exist and appear in the literature (for review see Vladutiu, Martin, & Macy, 2011), the role of peer education theater offers a unique approach. Peer education has been…

[Knowledge of Emotion Regulation Strategies, Problem Behavior, and Prosocial Behavior in Preschool Age].

PubMed

Gust, Nicole; Koglin, Ute; Petermann, Franz

2015-01-01

The present study examines the relation between knowledge of emotion regulation strategies and social behavior in preschoolers. Knowledge of emotion regulation strategies of 210 children (mean age 55 months) was assessed. Teachers rated children's social behavior with SDQ. Linear regression analysis examined how knowledge of emotion regulation strategies influenced social behavior of children. Significant effects of gender on SDQ scales "prosocial behavior", "hyperactivity", "behavior problems", and SDQ total problem scale were identified. Age was a significant predictor of SDQ scales "prosocial behavior", "hyperactivity", "problems with peers" and SDQ total problem scale. Knowledge of emotion regulation strategies predicted SDQ total problem scores. Results suggest that deficits in knowledge of emotion regulation strategies are linked with increased problem behavior.

Energize It! An Ecologically Integrated Approach to the Study of the Digestive System and Energy Acquisition.

ERIC Educational Resources Information Center

Derting, Terry L.

1992-01-01

Develops a research-oriented method of studying the digestive system that integrates species' ecology with the form and function of this system. Uses problem-posing, problem-probing, and peer persuasion. Presents information for mammalian systems. (27 references) (MKR)

Problems of Maltreated Runaway Youth.

ERIC Educational Resources Information Center

Kurtz, P. David; And Others

1991-01-01

Shelter staff from 8 states completed Client Information Records on 2,019 runaways. Found significant differences in problems reported by physically abused and sexually abused runaways when compared to nonabused runaway peers. Runaways who were both physically and sexually maltreated were significantly more vulnerable and much worse off than those…

Suicidal Ideation among Adolescent School Children, Involvement in Bully-Victim Problems, and Perceived Social Support.

ERIC Educational Resources Information Center

Rigby, Ken; Slee, Phillip

1999-01-01

Results of self-reports and peer nomination procedures to identify bullies and victims indicated that involvement in bully-victim problems at school, especially for students with relatively little social support, was significantly related to degree of suicidal ideation. (Author/JDM)

Psychological Adjustment in Adolescents with Vision Impairment

ERIC Educational Resources Information Center

Pinquart, Martin; Pfeiffer, Jens P.

2012-01-01

The present study compared psychological adjustment of 158 adolescents with vision impairment and 158 sighted adolescents with a matched-pair design using the Strengths and Difficulties Questionnaire. Adolescent self-reports and teacher reports on emotional problems, peer problems, and total difficulties showed higher scores in students with…

Adolescents' Viewing of Suicide-Related Web Content and Psychological Problems: Differentiating the Roles of Cyberbullying Involvement.

PubMed

Görzig, Anke

2016-08-01

Possible links of cyberbullying with suicide and psychological problems have recently received considerable attention. Suicide-related behaviors have also been linked with viewing of associated web content. Studies on traditional bullying indicate that the roles of bullying involvement (bullies, victims, and bully-victims) matter in terms of associations with specific suicide-related behaviors and psychological problems. Yet, related research in the area of cyberbullying is lacking. The current study investigates the association of cyberbullying roles with viewing of specific suicide-related web content and psychological problems. Data from N = 19,406 (50 percent girls) 11-16-year-olds (M = 13.54, SD = 1.68) of a representative sample of Internet-using children in Europe were analyzed. Self-reports were obtained for cyberbullying role, viewing of web content related to self-harm, and suicide, as well as the emotional, peer, and conduct problem subscales of the Strengths and Difficulties Questionnaire (SDQ). Multinomial logistic regression analyses revealed that compared with those not involved in cyberbullying, viewing of web content related to suicide was higher for cybervictims and cyberbully-victims, but not for cyberbullies. Viewing of web content related to self-harm was higher for all cyberbullying roles, especially for cyberbully-victims. Rates of emotional problems were higher among cybervictims and cyberbully-victims, rates of peer problems were higher for cybervictims, and rates of conduct problems were higher for all cyberbullying roles. Moreover, the links between cyberbullying role and viewing of suicide-related web content were independent of psychological problems. The results can be useful to more precisely target efforts toward the specific problems of each cyberbullying role. The outcomes on viewing of web content also indicate an opportunity to enhance the presence of health service providers on Internet platforms.

Behavior in children with Prader-Willi syndrome before and during growth hormone treatment: a randomized controlled trial and 8-year longitudinal study.

PubMed

Lo, Sin T; Siemensma, Elbrich P C; Festen, Dederieke A M; Collin, Philippe J L; Hokken-Koelega, Anita C S

2015-09-01

Information on behavior of children with Prader-Willi syndrome (PWS) and the effect of growth hormone (GH) treatment is scarce. Parents report less problem behavior during GH treatment. Forty-two pre-pubertal children, aged 3.5-14 years were studied in a randomized controlled GH trial (RCT) during 2 years, followed by a longitudinal study during 8 years of GH treatment. Behavior was measured annually by the Developmental Behavior Checklist for children with intellectual disability (DBC) and a Dutch questionnaire to evaluate social behavioral problems in children, the Children's Social Behavior Questionnaire (CSBQ). Problem behavior measured by the DBC in children with PWS was similar compared to peers with comparable intellectual disability. Scores on 'Social disabilities' subscale were however significantly higher compared to the DBC total score (p < 0.01). A lower IQ was associated with more self-absorbed behavior, more communication problems and more problem behavior in general. Problem behavior measured by the CSBQ was similar compared to peers with a comparable intellectual disability, but children with PWS scored significantly higher on the 'Not tuned', 'Understanding', and 'Stereotyped' subscales than the CSBQ total score (p < 0.05 for all subscales and p = 0.001 for the 'Not tuned'-subscale). There were no significant effects of GH treatment during the RCT and 8 years of GH treatment. Children with PWS showed similar problem behavior as a reference population with a comparable intellectual disability. Social problems were the most pronounced within-problem behavior in PWS. In contrast to our expectations and parents reports, our study shows no improvement but also no deterioration of behavioral problems in children with PWS during long-term GH treatment.

Non-Zero Net Force and Constant Velocity: A Study in Mazur's Peer Instruction

NASA Astrophysics Data System (ADS)

Newburgh, Ronald

2009-10-01

A problem addressed infrequently in beginning physics courses is that of a moving body with changing mass. Elementary texts often have footnotes referring to jet planes and rockets but rarely do they go further. This omission is understandable because calculations with variable mass generally require the tools of calculus. This paper presents a changing mass problem that can be treated on an elementary level, thereby leading to an understanding of the role of changing mass on Newton's second law. It also illustrates Mazur's technique of Peer Instruction, a technique that demands active student participation.

Behavioural problems in children with enuresis

PubMed Central

Birdal, Seval; Doğangün, Burak

2016-01-01

Aim: Enuresis is defined as involuntary or intentional repeated voiding of urine into clothes or bed at least twice a week for a period of three consecutive months in children older than five years old. It is one of the most frequent chronic childhood disorders. The aim of this study was to investigate the frequency of behavioural problems in children with enuresis. Material and Methods: The research compared 30 children aged between 7 and 11 years who had consulted to Bakırköy Prof. Dr. Mazhar Osman Mental Health and Neurological Diseases Training and Research Hospital, Child and Adolescent Psychiatry Clinics and diagnosed with enuresis with their 30 peers who were randomly selected from a state elementary school. The Child Behaviour Checklist was applied to both groups. Results: The subdimension scores of both groups were compared, it was observed that children with enuresis had higher scores compared to their peers in all sub-tests except for the Sluggish Cognitive Tempo, Anxiety Disorders, and Obsessive Compulsive Disorder sub-tests. Enuretic children had higher scores in externalizing (p<0.001), internalizing (p=0.001) and total problem (p<0.001) scales. Conclusion: The results of this study indicate that children with enuresis exhibit behavioral problems with a higher rate compared to their healthy peers. The results are in line with the literature. Moreover, compered to the results of the studies conducted in different countries, significantly higher scores in internalizing problems were obtained. It was thought is possible that this might be related with cultural factors. However, these findings need to be verified with data from larger scale studies. PMID:27738398

Gender influences on preschool children's social problem-solving strategies.

PubMed

Walker, Sue; Irving, Kym; Berthelsen, Donna

2002-06-01

The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.

Inaccuracy of perceived competence ratings is associated with problem behaviors in 5-year-old children.

PubMed

Klaver, Jacqueline M; Palo, Amanda D; DiLalla, Lisabeth F

2014-01-01

The authors examined problem behaviors in preschool children as a function of perceived competence. Prior research has demonstrated a link between inaccuracy of self-perceptions and teacher-reported externalizing behaviors in preschool aged boys. This study extended past research by adding data collected from observed behaviors in a laboratory setting, as well as parent reports of internalizing and externalizing behaviors. Five-year-old children completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) in the lab, participated in a 10-min puzzle interaction task with their cotwin and mother, and completed a short task assessing cognitive abilities. Children were grouped into 3 self-esteem categories (unrealistically low, realistic, and unrealistically high) based on comparisons of self-reported (PSPCSA) versus actual competencies for maternal acceptance, peer acceptance, and cognitive competence. Results showed that children who overreported their maternal acceptance and peer acceptance had significantly more parent-reported externalizing problems as well as internalizing problems. There were no significant differences in accuracy for cognitive competence. The findings from this study underscore the negative impact of unrealistically high self-appraisal on problem behaviors in young children.

Unique associations between peer relations and social anxiety in early adolescence.

PubMed

Flanagan, Kelly S; Erath, Stephen A; Bierman, Karen L

2008-10-01

This study examined the unique associations between feelings of social anxiety and multiple dimensions of peer relations (positive peer nominations, peer- and self-reported peer victimization, and self-reported friendship quality) among 383 sixth- and seventh-grade students. Hierarchical regression analysis provided evidence for the unique contribution made by peer relations to social anxiety above that made by adolescents' individual vulnerabilities (i.e., teacher ratings of social behavior, self-reported social appraisals assessed by hypothetical vignettes). Two subgroups of socially anxious adolescents--those with and without peer problems--were distinguished by their social behavior but not their social appraisals.

Behavioral and Emotional Symptoms of Post-Institutionalized Children in Middle Childhood

ERIC Educational Resources Information Center

Wiik, Kristen L.; Loman, Michelle M.; Van Ryzin, Mark J.; Armstrong, Jeffrey M.; Essex, Marilyn J.; Pollak, Seth D.; Gunnar, Megan R.

2011-01-01

Background: Experience in institutional/orphanage care has been linked to increased mental health problems. Research suggests that children adopted from institutions experience specific difficulties related to inattention/overactivity. Evidence of internalizing and conduct problems relative to non-adopted peers has been found in early childhood…

Problem Posing and Problem Solving in a Math Teacher's Circle

ERIC Educational Resources Information Center

Appleton, Eric; Farina, Solange; Holzer, Tyler; Kotelawala, Usha; Trushkowsky, Mark

2017-01-01

This article describes the New York City Community of Adult Math Instructors (CAMI), a math teachers' circle founded in November 2014. The authors share details about their own participation in CAMI to show the professional growth that research-based, peer-led professional development can offer for adult educators.

Early Environmental Support and Elementary School Adjustment as Predictors of School Adjustment in Middle Adolescence.

ERIC Educational Resources Information Center

Carlson, Elizabeth A.; Sroufe, L. Alan; Collins, W. Andres; Jimerson, Shane; Weinfield, Nancy; Henninghausen, Katherine; Egeland, Byron; Hyson, Daniel M.; Anderson, Fione; Meyer, Stephanie E.

1999-01-01

This longitudinal study examined socioemotional antecedents of adolescent school adjustment. Findings indicated that early and later parental problem-solving support accounted for 13 percent of variance in high school adjustment. Early and later parental problem-solving support, peer competence, externalizing behavior, and emotional…

Family Psychoeducation: Giving Caregivers What They Want and Need.

ERIC Educational Resources Information Center

Goldberg-Arnold, Jill S.; Fristad, Mary A.; Gavazzi, Stephen M.

1999-01-01

Childhood onset mood disorders can lead to stress and parenting burden as well as problems within family, peer, and school settings. Article highlights research related to caretaker burden among parents, and describes a multifamily psychoeducation group intervention designed to alleviate some of these problems. Parental reports of intervention…

Working Together: The Art of Consulting & Communicating.

ERIC Educational Resources Information Center

DeBoer, Anita

Productive learning occurs when educators work together to create new visions, analyze important issues, and evaluate outcomes. This book explores how educators can effectively engage in peer problem solving, focusing on three aspects of the process: (1) models for consulting with colleagues in problem solving; (2) communication skills necessary…

Program for Peer Relationship Development.

ERIC Educational Resources Information Center

Salzberg, Bernard; Smith, Nancy E.

Children, aged 10-12, were referred to an outpatient mental health center because of behavior problems, some involving social skill deficits, others not so involved. Children acknowledging a social skill problem, and a desire to do something about it, were chosen pending parent approval and cooperation. Prior to participation in the group,…

Sensory Integration Dysfunction: Implications for Counselors Working with Children

ERIC Educational Resources Information Center

Withrow, Rebecca L.

2007-01-01

Sensory Integration Dysfunction (SID), a sensory processing problem that afflicts about 15% of children, sets many children on a developmental trajectory of emotional and social problems. Children with SID often unintentionally alienate parents, peers, and teachers in their efforts to modify the amounts of sensory stimulation they receive. They…

Sexual Risk among African American Girls: Psychopathology and Mother-Daughter Relationships

ERIC Educational Resources Information Center

Donenberg, Geri R.; Emerson, Erin; Mackesy-Amiti, Mary Ellen

2011-01-01

Objective: To examine the associations among mental health problems, maternal monitoring and permissiveness, mother-daughter communication and attachment, and sexual behaviors among African American girls receiving outpatient psychiatric care. Youths with mental health problems report higher rates of HIV-risk behavior than do their peers, and…

Peer-to-Peer Learning and the Army Learning Model

DTIC Science & Technology

2012-06-08

their goals. 4. Capability to operate and provide advice at the national level. 5. Cultural astuteness and ability to use this awareness and...Joint and cultural context of the Operating Environment, collaborative skills are required. This survey finds that collaboration among peers ranked...and engagement (oral, written, negotiation) • Critical thinking and problem solving • Cultural and joint, interagency, intergovernmental, and

Toward Motivating Participants to Assess Peers' Work More Fairly: Taking Programing Language Learning as an Example

ERIC Educational Resources Information Center

Wang, Yanqing; Ai, Wenguo; Liang, Yaowen; Liu, Ying

2015-01-01

Peer assessment is an efficient and effective learning assessment method that has been used widely in diverse fields in higher education. Despite its many benefits, a fundamental problem in peer assessment is that participants lack the motivation to assess others' work faithfully and fairly. Nonconsensus is a common challenge that makes the…

A Simulated Peer-Assessment Approach to Improving Student Performance in Chemical Calculations

ERIC Educational Resources Information Center

Scott, Fraser J.

2014-01-01

This paper describes the utility of using simulated, rather than real, student solutions to problems within a peer-assessment setting and whether this approach can be used as a means of improving performance in chemical calculations. The study involved a small cohort of students, of two levels, who carried out a simulated peer-assessment as a…

The Effects of Online Peer Assessment and Family Entrepreneurial Experience on Students' Business Planning Performance

ERIC Educational Resources Information Center

Lee, Chun-Yi

2015-01-01

Problem Statement: In recent years, many educators and researchers in the field of education have made efforts to leverage the advantages provided by online peer assessment, leading to its extensive application in a range of domains, particularly higher education. However, studies on the roles of the reviewer and author in online peer assessment…

Changing the Peer Review or Changing the Peers--Recent Development in Assessment of Large Research Collaborations

ERIC Educational Resources Information Center

Hansson, Finn; Monsted, Mette

2012-01-01

Peer review of research programmes is changing. The problem is discussed through detailed study of a selection process to a call for collaborations in the energy sector for the European Institute of Innovation and Technology. The authors were involved in the application for a Knowledge Innovation Community. Through the analysis of the case the…

Multiple Identification and Risks: Examination of Peer Factors across Multiracial and Single-Race Youth

ERIC Educational Resources Information Center

Choi, Yoonsun; He, Michael; Herrenkohl, Todd I.; Catalano, Richard F.; Toumbourou, John W.

2012-01-01

Multiracial youth are thought to be more vulnerable to peer-related risk factors than are single-race youth. However, there have been surprisingly few well-designed studies on this topic. This study empirically investigated the extent to which multiracial youth are at higher risk for peer influenced problem behavior. Data are from a representative…

Blending Asynchronous Discussion Groups and Peer Tutoring in Higher Education: An Exploratory Study of Online Peer Tutoring Behaviour

ERIC Educational Resources Information Center

De Smet, Marijke; Van Keer, Hilde; Valcke, Martin

2008-01-01

In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N=39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a better understanding of the supportive interventions of tutors in asynchronous discussion groups. Peer…

Online and offline peer led models against bullying and cyberbullying.

PubMed

Palladino, Benedetta Emanuela; Nocentini, Annalaura; Menesini, Ersilia

2012-11-01

The aim of the present study is to describe and evaluate an ongoing peer-led model against bullying and cyberbullying carried out with Italian adolescents. The evaluation of the project was made through an experimental design consisting of a pre-test and a post-test. Participants in the study were 375 adolescents (20.3% males), enrolled in 9th to 13th grades. The experimental group involved 231 students with 42 peer educators, and the control group involved 144 students. Results showed a significant decrease in the experimental group as compared to the control group for all the variables except for cyberbullying. Besides, in the experimental group we found a significant increase in adaptive coping strategies like problem solving and a significant decrease in maladaptive coping strategies like avoidance: these changes mediate the changes in the behavioural variables. In particular, the decrease in avoidance predicts the decrease in victimization and cybervictimization for peer educators and for the other students in the experimental classes whereas the increase in problem solving predicts the decrease in cyberbullying only in the peer educators group. Results are discussed following recent reviews on evidence based efficacy of peer led models.

A distributed incentive compatible pricing mechanism for P2P networks

NASA Astrophysics Data System (ADS)

Zhang, Jie; Zhao, Zheng; Xiong, Xiao; Shi, Qingwei

2007-09-01

Peer-to-Peer (P2P) systems are currently receiving considerable interest. However, as experience with P2P networks shows, the selfish behaviors of peers may lead to serious problems of P2P network, such as free-riding and white-washing. In order to solve these problems, there are increasing considerations on reputation system design in the study of P2P networks. Most of the existing works is concerning probabilistic estimation or social networks to evaluate the trustworthiness for a peer to others. However, these models can not be efficient all the time. In this paper, our aim is to provide a general mechanism that can maximize P2P networks social welfare in a way of Vickrey-Clarke-Groves family, while assuming every peer in P2P networks is rational and selfish, which means they only concern about their own outcome. This mechanism has some desirable properties using an O(n) algorithm: (1) incentive compatibility, every peer truly report its connection type; (2) individually rationality; and (3) fully decentralized, we design a multiple-principal multiple-agent model, concerning about the service provider and service requester individually.

Group Projects and Peer Review.

ERIC Educational Resources Information Center

Dyrud, Marilyn A.

2001-01-01

Describes problems the author experienced with disfunctionality in student group projects. Describes how she implemented informal and formal peer reviews throughout the term in these groups, which has helped short-circuit disfunctionality, improve student productivity, and help the instructor form a fairer overall assessment. (SR)

Associations between children's social functioning and physical activity participation are not mediated by social acceptance: a cross-sectional study.

PubMed

Sebire, Simon J; Jago, Russell; Fox, Kenneth R; Page, Angie S; Brockman, Rowan; Thompson, Janice L

2011-09-30

Physical activity (PA) during childhood often occurs in social contexts. As such, children's ability to develop and maintain friendship groups may be important in understanding their PA. This paper investigates the associations among children's social functioning, and physical activity and whether perceptions of social acceptance mediate any social functioning-PA association. A cross sectional survey in which 652 10-11 year olds self-reported their peer (e.g. difficulties with friends) and conduct (e.g. anger/aggression) problems, prosocial behaviours (e.g. being kind to others) and perceptions of social acceptance. Physical activity was objectively assessed by Actigraph GT1M accelerometers to estimate counts per minute, (CPM) and minutes of moderate-to-vigorous physical activity (MVPA). Linear regression analyses were conducted to investigate associations between social functioning and PA. Indirect effects were analysed to explore mediation by social acceptance. Among boys, peer problems were negatively associated with CPM and MVPA and conduct problems were positively associated with CPM and MVPA. Prosocial behaviour was unrelated to PA in boys. Social functioning was not associated with PA among girls. Social acceptance did not mediate the social functioning-PA relationship. Boys' conduct and peer problems were associated positively and negatively respectively with their PA but this relationship was not mediated by perceptions of social acceptance. Future research should study alternative mediators to understand the processes underpinning this relationship.

Bullying in the family: sibling bullying.

PubMed

Wolke, Dieter; Tippett, Neil; Dantchev, Slava

2015-10-01

Sibling relationships have a substantial and lasting effect on children's development. Many siblings experience some occasional conflict, however, up to 40% are exposed to sibling bullying every week, a repeated and harmful form of intrafamilial aggression. We review evidence on the precursors, factors relating to peer bullying, and mental health consequences of sibling bullying. Parenting quality and behaviour are the intrafamilial factors most strongly associated with bullying between siblings. Sibling bullying increases the risk of being involved in peer bullying, and is independently associated with concurrent and early adult emotional problems, including distress, depression, and self-harm. The effects appear to be cumulative, with those children bullied by both siblings and peers having highly increased emotional problems compared with those bullied by siblings or peers only, probably because they have no safe place to escape from bullying. The link between sibling and peer bullying suggests interventions need to start at home. Health professionals should ask about sibling bullying and interventions are needed for families to prevent and reduce the health burden associated with sibling bullying. Copyright © 2015 Elsevier Ltd. All rights reserved.

Family Adversity, Positive Peer Relationships, and Children's Externalizing Behavior: A Longitudinal Perspective on Risk and Resilience

PubMed Central

Criss, Michael M.; Pettit, Gregory S.; Bates, John E.; Dodge, Kenneth A.; Lapp, Amie L.

2009-01-01

Peer acceptance and friendships were examined as moderators in the link between family adversity and child externalizing behavioral problems. Data on family adversity (i.e., ecological disadvantage, violent marital conflict, and harsh discipline) and child temperament and social information processing were collected during home visits from 585 families with 5-year-old children. Children's peer acceptance, friendship, and friends' aggressiveness were assessed with sociometric methods in kindergarten and grade 1. Teachers provided ratings of children's externalizing behavior problems in grade 2. Peer acceptance served as a moderator for all three measures of family adversity, and friendship served as a moderator for harsh discipline. Examination of regression slopes indicated that family adversity was not significantly associated with child externalizing behavior at high levels of positive peer relationships. These moderating effects generally were not qualified by child gender, ethnicity, or friends' aggressiveness, nor were they accounted for by child temperament or social information-processing patterns. The need for process-oriented studies of risk and protective factors is stressed. PMID:12146744

Improving Critical Skills Using Wikis and CGPS in a Physics Classroom

NASA Astrophysics Data System (ADS)

Mohottala, H. E.

2016-10-01

We report the combined use of Wikispaces (wikis) and collaborative group problem solving (CGPS) sessions conducted in introductory-level calculus-based physics classes. As a part of this new teaching tool, some essay-type problems were posted on the wiki page on a weekly basis and students were encouraged to participate in problem solving without providing numerical final answers but only the steps. Each week students were further evaluated on problem solving skills, opening up more opportunity for peer interaction through CGPS. Students developed a set of skills in decision making, problem solving, communication, negotiation, critical and independent thinking, and teamwork through the combination of wikis and CGPS.

Permissive Parenting, Deviant Peer Affiliations, and Delinquent Behavior in Adolescence: the Moderating Role of Sympathetic Nervous System Reactivity.

PubMed

Hinnant, J Benjamin; Erath, Stephen A; Tu, Kelly M; El-Sheikh, Mona

2016-08-01

The present study examined two measures of sympathetic nervous system (SNS) activity as moderators of the indirect path from permissive parenting to deviant peer affiliations to delinquency among a community sample of adolescents. Participants included 252 adolescents (M = 15.79 years; 53 % boys; 66 % European American, 34 % African American). A multi-method design was employed to address the research questions. Two indicators of SNS reactivity, skin conductance level reactivity (SCLR) and cardiac pre-ejection period reactivity (PEPR) were examined. SNS activity was measured during a baseline period and a problem-solving task (star-tracing); reactivity was computed as the difference between the task and baseline periods. Adolescents reported on permissive parenting, deviant peer affiliations, externalizing behaviors, and substance use (alcohol, marijuana). Analyses revealed indirect effects between permissive parenting and delinquency via affiliation with deviant peers. Additionally, links between permissive parenting to affiliation with deviant peers and affiliation with deviant peers to delinquency was moderated by SNS reactivity. Less SNS reactivity (less PEPR and/or less SCLR) were risk factors for externalizing problems and alcohol use. Findings highlight the moderating role of SNS reactivity in parenting and peer pathways that may contribute to adolescent delinquency and point to possibilities of targeted interventions for vulnerable youth.

Permissive Parenting, Deviant Peer Affiliations, and Delinquent Behavior in Adolescence: The Moderating Role of Sympathetic Nervous System Reactivity

PubMed Central

Hinnant, J. Benjamin; Erath, Stephen A.; Tu, Kelly M.; El-Sheikh, Mona

2015-01-01

The present study examined two measures of sympathetic nervous system (SNS) activity as moderators of the indirect path from permissive parenting to deviant peer affiliations to delinquency among a community sample of adolescents. Participants included 252 adolescents (M = 15.79 years; 53% boys; 66% European American, 34% African American). A multi-method design was employed to address the research questions. Two indicators of SNS reactivity, skin conductance level reactivity (SCLR) and cardiac pre-ejection period reactivity (PEPR) were examined. SNS activity was measured during a baseline period and a problem-solving task (star-tracing); reactivity was computed as the difference between the task and baseline periods. Adolescents reported on permissive parenting, deviant peer affiliations, externalizing behaviors, and substance use (alcohol, marijuana). Analyses revealed indirect effects between permissive parenting and delinquency via affiliation with deviant peers. Additionally, links between permissive parenting to affiliation with deviant peers and affiliation with deviant peers to delinquency was moderated by SNS reactivity. Less SNS reactivity (less PEPR and/or less SCLR) were risk factors for externalizing problems and alcohol use. Findings highlight the moderating role of SNS reactivity in parenting and peer pathways that may contribute to adolescent delinquency and point to possibilities of targeted interventions for vulnerable youth. PMID:26667026

Peer-led problem-based learning in interprofessional education of health professions students.

PubMed

Lehrer, Michael D; Murray, Samuel; Benzar, Ruth; Stormont, Ryan; Lightfoot, Megan; Hafertepe, Michael; Welch, Gabrielle; Peters, Nicholas; Maio, Anna

2015-01-01

The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

Peer-led problem-based learning in interprofessional education of health professions students.

PubMed

Lehrer, Michael D; Murray, Samuel; Benzar, Ruth; Stormont, Ryan; Lightfoot, Megan; Hafertepe, Michael; Welch, Gabrielle; Peters, Nicholas; Maio, Anna

2015-01-01

Background The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Methods Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. Results In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Conclusion Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

Peer Models Prevent Smoking among Pre-Adolescents.

ERIC Educational Resources Information Center

Williamson, John A.; Campbell, Lloyd P.

1980-01-01

It is suggested that the most desirable approach to combatting the smoking problem is to prevent youngsters from beginning to smoke, rather than prescribing treatment for them after they have become steady smokers. A program, which uses peer models, is described in this paper. (Author/KC)

Networking CD-ROMs: A Tutorial Introduction.

ERIC Educational Resources Information Center

Perone, Karen

1996-01-01

Provides an introduction to CD-ROM networking. Highlights include LAN (local area network) architectures for CD-ROM networks, peer-to-peer networks, shared file and dedicated file servers, commercial software/vendor solutions, problems, multiple hardware platforms, and multimedia. Six figures illustrate network architectures and a sidebar contains…

The Relationship Between Reported Health and Involvement in Bully/ Victim Problems among Male and Female Secondary Schoolchildren.

PubMed

Rigby, K

1998-10-01

The relationship between involvement in bully/victim problems at school and the reported health of adolescents was investigated using questionnaires completed anonymously by 819 Australian schoolchildren attending coeducational high school. From self-reports of their relations with peers at school, respondents were categorized as victims, bullies, bully-victims and 'others'. The students also completed a measure of mental health, the General Health Questionnaire, and answered questions to assess their frequency of physical complaints and perceived consequences of adverse treatment by peers at school. In general, peer- victimized girls reported a higher incidence of emotional distress and more perceived adverse health effects. Compared with 'others' , victims of both sexes indicated significantly worse mental and physical health. Among boys only, bullies consistently reported poorer health. Explanations for health effects and reported gender differences are discussed in relation to the consequences of stress engendered by peer victimization at school as well as suggested differences in the nature and implications of bullying behaviours employed by boys and girls.

How do teachers with self-reported voice problems differ from their peers with self-reported voice health?

PubMed

Lyberg Åhlander, Viveka; Rydell, Roland; Löfqvist, Anders

2012-07-01

This randomized case-control study compares teachers with self-reported voice problems to age-, gender-, and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, personality, psychosocial and coping aspects, searching for causative factors of voice problems in teachers. Subjects and controls, recruited from a teacher group in an earlier questionnaire study, underwent examinations of the larynx by high-speed imaging and kymograms; voice recordings; voice range profile; audiometry; self-assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. The subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery time from voice problems and scored higher on all subscales of the Voice Handicap Index-Throat. The results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the recovery time. The results also underline the importance of using self-assessed reports of voice dysfunction. Copyright © 2012 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Rates of peer victimization in young adolescents with ADHD and associations with internalizing symptoms and self-esteem.

PubMed

Becker, Stephen P; Mehari, Krista R; Langberg, Joshua M; Evans, Steven W

2017-02-01

The purposes of the present study were to: (1) describe rates of peer victimization in young adolescents with attention-deficit/hyperactivity disorder, (2) evaluate the association between types of peer victimization (i.e., physical, relational, and reputational) and internalizing problems (i.e., anxiety, depression, and self-esteem), and (3) examine whether associations between victimization and internalizing problems differ for males or females. Participants were 131 middle-school students (ages 11-15 years, 73 % male, 76 % White) diagnosed with ADHD who completed ratings of victimization, anxiety, depression, and self-esteem. Over half of the participants (57 %) reported experiencing at least one victimization behavior at a rate of once per week or more, with higher rates of relational victimization (51 %) than reputational victimization (17 %) or physical victimization (14 %). Males reported experiencing more physical victimization than females, but males and females did not differ in rates of relational or reputational victimization. Whereas relational and physical victimization were both uniquely associated with greater anxiety for both males and females, relational victimization was associated with greater depressive symptoms and lower self-esteem for males but not females. These findings indicate that young adolescents with ADHD frequently experience peer victimization and that the association between victimization and internalizing problems among young adolescents with ADHD differs as a result of victimization type, internalizing domain, and sex.

What Ever Happened To The ‘Cool’ Kids? Long-Term Sequelae Of Early Adolescent Pseudomature Behavior

PubMed Central

Allen, Joseph P.; Schad, Megan M.; Oudekerk, Barbara; Chango, Joanna

2014-01-01

Pseudomature behavior—ranging from minor delinquency to precocious romantic involvement—is widely viewed as a nearly normative feature of adolescence. When such behavior occurs early in adolescence, however, it was hypothesized to reflect a misguided overemphasis upon impressing peers and was considered likely to predict long-term adjustment problems. In a multi-method, multi-reporter study following a community sample of 184 adolescents from age 13 to 23, early adolescent pseudomature behavior was linked cross-sectionally to a heightened desire for peer popularity and to short-term success with peers. Longitudinal results, however, supported the study’s central hypothesis: Early adolescent pseudomature behavior predicted long-term difficulties in close relationships, as well as significant problems with alcohol and substance use, and elevated levels of criminal behavior. PMID:24919537

Development of Educational Methods and Techniques Adapted to the Specific Conditions of the Developing Countries. Peer Tutoring: Operational Description of Various Systems and Their Applications.

ERIC Educational Resources Information Center

Charconnet, Marie-George

This study describes various patterns of peer tutoring and is based on the use of cultural traditions and endogenous methods, on techniques and equipment acquired from other cultures, on problems presented by the adoption of educational technologies, and on methods needing little sophisticated equipment. A dozen peer tutoring systems are…

Deselection: A Novel Approach to the Peering Process. AIR 1988 Annual Forum Paper.

ERIC Educational Resources Information Center

Duby, Paul B.

A salary study was conducted employing a national peer group because of the expiration of a faculty contract in 1987. The problem addressed was the way in which to produce this national peer group and the resulting salary database in such a fashion that it would be accepted and utilized by both faculty and administrators involved in the collective…

Sticks and Stones May Break My Bones, but Names will Make Me Feel Sick: The Psychosocial, Somatic, and Scholastic Consequences of Peer Harassment

ERIC Educational Resources Information Center

Nishina, Adrienne; Juvonen, Jaana; Witkow, Melissa R.

2005-01-01

This study examined associations among peer victimization, psychosocial problems, physical symptoms, and school functioning across the 1st year in middle school. An ethnically diverse sample of urban 6th graders (N = 1,526) reported on their perceptions of peer victimization, psychosocial adjustment, and physical symptoms during fall and spring.…

Peer Victimization and Rejection: Investigation of an Integrative Model of Effects on Emotional, Behavioral, and Academic Adjustment in Early Adolescence

ERIC Educational Resources Information Center

Lopez, Cristy; DuBois, David L.

2005-01-01

This study investigated an integrative model of the effects of peer victimization (PV) and peer rejection (PR) on youth adjustment using data from 508 middle-school students. In the proposed model, PV and PR each contribute independently to problems in emotional, behavioral, and academic adjustment. The adverse consequences of PV and PR are each…

Students Helping Students: A Guide for Peer Educators on College Campuses. First Edition. The Jossey-Bass Higher and Adult Education Series.

ERIC Educational Resources Information Center

Ender, Steven C.; Newton, Fred B.

Many thousands of students are now serving their peer groups in a variety of helping positions on college campuses. Their success as peer counselors is largely dependent upon the skills they developed in training. To be effective, these students must first examine their own personal strengths and weaknesses, know problem-solving strategies, and…

Do causes of stress differ in their association with problem drinking by sex in Korean adolescents?

PubMed

Choi, Jae-Woo; Park, Eun-Cheol; Kim, Jae-Hyun; Park, So-Hee

2017-01-01

Previous studies have focused mainly on whether stress causes present drinking or excessive drinking. However, few studies have been conducted on the relationship between stress and problem drinking in adolescents. The objective of this study was to examine the stress level and the cause of stress related to problem drinking behavior according to sex among Korean youth. Data for this study were pooled from cross-sectional data collected annually from 2007 through 2012 from the Korea Youth Risk Behavior Web-based Survey. A representative sample of 442,113 students from 800 randomly selected middle and high schools in Korea were included. Multiple logistic regression models were used in the analysis. Both male and female students with extremely high stress were more likely to engage in problem drinking than were students with no stress (odds ratios [OR], 1.73 in males and 1.41 in females). The major causes of stress in male students that were associated with problem drinking were conflict with a teacher, trouble with parents, and peer relationships (ORs, 2.47, 1.72, and 1.71, respectively), whereas there are no statistically significant association between causes of stress and problem drinking among female students. Considering stress level, Male students with extremely high stress level were associated with problem drinking regardless of causes of stress, while Female students who felt extremely high levels of stress were more likely to engage in problem drinking due to stress from a conflict with parents, peer relationships, appearance, and financial difficulty (ORs, 1.53, 1.53, 1.46, and 1.47, respectively). Adolescents who engage in problem drinking may be affected by different causes of stress according to sex. Thus, appropriate approaches that reflect sex differences will be helpful to alleviate problem drinking in adolescents and educational authorities need to arrange more effective education program for drinking given positive associations between drinking education and problem drinking. Copyright © 2016. Published by Elsevier Ltd.

Social Learning in the Schools Through Psychodrama.

ERIC Educational Resources Information Center

Allen, Doris Twitchell

Psychodrama is the acting out of difficult situations one has experienced. It gives the actors and spectators the chance to try out alternative solutions to problem situations. When these problems are acted out, the actors become better acquainted with themselves and their peers. This awareness becomes a dominant determinant of future behavior.…

Changing Attitudes and Facilitating Understanding in the Undergraduate Statistics Classroom: A Collaborative Learning Approach

ERIC Educational Resources Information Center

Curran, Erin; Carlson, Kerri; Celotta, Dayius Turvold

2013-01-01

Collaborative and problem-based learning strategies are theorized to be effective methods for strengthening undergraduate science, technology, engineering, and mathematics education. Peer-Led Team Learning (PLTL) is a collaborative learning technique that engages students in problem solving and discussion under the guidance of a trained peer…

Multicultural Mastery Scale for Youth: Multidimensional Assessment of Culturally Mediated Coping Strategies

ERIC Educational Resources Information Center

Fok, Carlotta Ching Ting; Allen, James; Henry, David; Mohatt, Gerald V.

2012-01-01

Self-mastery refers to problem-focused coping facilitated through personal agency. Communal mastery describes problem solving through an interwoven social network. This study investigates an adaptation of self- and communal mastery measures for youth. Given the important distinction between family and peers in the lives of youth, these adaptation…

Early Maternal Depression and Children's Adjustment to School.

ERIC Educational Resources Information Center

Wright, Cheryl A.; George, Thomas P.; Burke, Renee; Gelfand, Donna M.; Teti, Douglas M.

2000-01-01

Examined the relationship between mother's history of depression when their children were 0-3 years old and the child's subsequent early school adaptation, using teacher ratings of problem behaviors, peer relations, and academic performance of 5- to 8-year-olds. Found that maternal depression was related to more adjustment and behavior problems,…

Bully/Victim Problems and Their Association with Machiavellianism and Self-Efficacy in Greek Primary School Children

ERIC Educational Resources Information Center

Andreou, E.

2004-01-01

Background: Previous research demonstrated that Machiavellian beliefs are linked with bully/victim problems at school. However, Machiavellianism was treated as a single construct and not as multidimensional. Children's perceptions of self-efficacy in both social and academic domains have been related to conflictual peer interactions but not…

Precocious Puberty in Adolescent Girls: A Biomarker of Later Psychosocial Adjustment Problems

ERIC Educational Resources Information Center

Tremblay, Line; Frigon, Jean-Yves

2005-01-01

We have investigated the hypothesis that stress condition will accelerate pubertal maturation in adolescent girls and that faster maturing girls will display more behavioral problems than their on-time or late-maturing peers during pubertal development. Longitudinal data were collected yearly from 1986 to 1997. Parents of 1039 French-speaking…

Working with Perfectionist Students. ERIC Digest.

ERIC Educational Resources Information Center

Brophy, Jere

Perfectionist students are not satisfied with merely doing well or even with doing better than their peers. They are satisfied only if they have done a job perfectly. Problems associated with forms of perfectionism that focus on seeking success are relatively minor, but problems associated with forms of perfectionism that focus on avoiding failure…

Group Composition and Its Effect on Female and Male Problem-Solving in Science Education

ERIC Educational Resources Information Center

Harskamp, Egbert; Ding, Ning; Suhre, Cor

2008-01-01

Background: Cooperative learning may help students elaborate upon problem information through interpersonal discourse, and this may provoke a higher level of thinking. Interaction stimulates students to put forward and order their thoughts, and to understand the ideas or questions of their peer learner. However, partner gender is an important…

A Profile of Interpersonal Conflict Resolution of Children with Learning Disabilities

ERIC Educational Resources Information Center

Agaliotis, Ioannis; Goudiras, Dimitrios

2004-01-01

This study involved a comparison between 30 children with Learning Disabilities (LD) and 30 typically developing peers, regarding their ability to resolve interpersonal conflict problems. It was hypothesized that the groups would show significant differences along the following parameters: (a) understanding of the components of the problems; (b)…

Preventing Behavioural and Emotional Problems in Children Who Have a Developmental Disability: A Public Health Approach

ERIC Educational Resources Information Center

Mazzucchelli, Trevor G.; Sanders, Matthew R.

2011-01-01

Children with developmental disabilities are at substantially greater risk of developing emotional and behavioural problems compared to their typically developing peers. While the quality of parenting that children receive has a major effect on their development, empirically supported parenting programs reach relatively few parents. A recent trend…

Stressful Events and Depression among Chinese Adolescents: The Mitigating Role of Protective Factors

ERIC Educational Resources Information Center

Zhang, Wenxin; Li, Hailei; Gong, Yanming; Ungar, Michael

2013-01-01

This study examines the role of salient external factors (family, peer and school caring relations) and internal factors (goals and aspirations, problem solving and self-efficacy, empathy, and self-awareness) in protecting adolescents experiencing interpersonal problems and academic pressure from depression. A total of 1,297 eighth and ninth grade…

Food Preferences and Factors Influencing Food Selectivity for Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Schreck, Kimberly A.; Williams, Keith

2006-01-01

Although clinicians and parents widely accept that children with autism spectrum disorder exhibit more feeding problems than their typically developing peers, little information is available concerning the characteristic food items accepted by these children or the possible factors contributing to these feeding problems. This article used an…

Developmental Trajectories of Girls' and Boys' Delinquency and Associated Problems

ERIC Educational Resources Information Center

Pepler, Debra J.; Jiang, Depeng; Craig, Wendy M.; Connolly, Jennifer

2010-01-01

Developmental trajectories in delinquency through adolescence were studied along with family and peer relationship problems. Drawing from eight waves of data over seven years, we conducted trajectory analyses with a sample of 746 students (402 girls; 344 boys). Analyzing girls and boys together, a five-class model emerged: 60% of the adolescents…

Adolescent Behavior Problems: Peer Pressure "Is" All It Is Cracked Up To Be.

ERIC Educational Resources Information Center

Giancola, Susan P.

Student misbehavior is a problem affecting schools across the nation. Many school districts are searching for programs to remediate and reform problematic behavior in students. In order to develop successful programs, it is important first to understand what constitutes student misbehavior and second to determine reasons for students' behavior.…

Internalising Problems and the Effects of Peer Ostracism on Children's Primary Needs

ERIC Educational Resources Information Center

Hawes, David J.; Zadro, Lisa; Iannuzzelli, Rose; Godwin, Alexandra; MacNevin, Georgia; Dadds, Mark R.; Griffiths, Brendan; Richardson, Rick

2013-01-01

The aim of this study was to examine associations between ostracism, internalising problems, and threat to primary needs (belonging, control, self-esteem, meaningful existence) in children (N= 165, M age = 9 years). Ostracism was simulated experimentally using the Cyberball paradigm--a computer-based ball-throwing game--and threats to primary…

Rural and Non-Rural African American Youth: Does Context Matter in the Etiology of Problem Behaviors?

ERIC Educational Resources Information Center

Vazsonyi, Alexander T.; Trejos-Castillo, Elizabeth; Young, Maureen A.

2008-01-01

The current study provides new information on the etiology of adolescent problem behaviors in African American youth by testing the importance of known predictors, namely parenting measures (monitoring, support, and communication), peers, and neighborhood characteristics across rural and non-rural developmental contexts. More specifically, the…

Problematic Situations in the Lives of Urban African American Middle School Students: A Qualitative Study

ERIC Educational Resources Information Center

Farrell, Albert D.; Erwin, Elizabeth H.; Allison, Kevin W.; Meyer, Aleta; Sullivan, Terri; Camou, Suzanne; Kliewer, Wendy; Esposito, Layla

2007-01-01

Qualitative methods were used to identify problem situations encountered by adolescents in urban middle schools serving a predominantly African American student population. Interviews focusing on identifying problem situations and the context in which they occur were conducted with 60 adolescents including students and peer mediators at middle…

Early risk pathways to physical versus relational peer aggression: The interplay of externalizing behavior and corporal punishment varies by child sex.

PubMed

Zulauf, Courtney A; Sokolovsky, Alexander W; Grabell, Adam S; Olson, Sheryl L

2018-03-01

Children who aggress against their peers may use physical or relational forms, yet little research has looked at early childhood risk factors and characteristics that uniquely predict high levels of relational versus physical aggression in preadolescence. Accordingly, the main aim of our study was to link early corporal punishment and externalizing behavior to children's physical and relational peer aggression during preadolescence and to examine how these pathways differed by sex. Participants were 193, 3-year-old boys (39%) and girls who were reassessed following the transition to kindergarten (5.5 years) and preadolescence (10.5 years). A series of autoregressive, cross-lagged path analyses were conducted to examine the relationships between child externalizing problems and corporal punishment at ages 3 and 5.5 years, and their association with physical and relational aggression at age 10.5. Multiple group analysis was used to determine whether pathways differed by sex. Three developmental pathways were identified: (i) direct associations between stable childhood externalizing problems and later physical aggression; (ii) a direct pathway from early corporal punishment to preadolescent relational and physical peer aggression; and (iii) an indirect pathway from early corporal punishment to later physical aggression via continuing externalizing problems in middle childhood. Child sex moderated the nature of these pathways, as well as the direction of association between risk and outcome variables. These data advance our understanding of the etiology of distinct forms of peer aggression and highlight the potential for more efficacious prevention and intervention efforts in the early childhood years. © 2018 Wiley Periodicals, Inc.

Psychological problems, protective factors and health-related quality of life in youth affected by violence: the burden of the multiply victimised.

PubMed

Schlack, Robert; Ravens-Sieberer, Ulrike; Petermann, Franz

2013-06-01

This study investigates self-rated mental health in terms of psychological problems, protective factors and health-related quality of life (HRQOL) in a nationally representative sample of adolescents (n=6813) aged 11-17 involved in violence with varying frequency. Using MANCOVA and ANCOVA, youth with single and multiple histories of violent victimisation and violence perpetration were contrasted with non-involved comparisons. The results show that even low levels of violence involvement were associated with more problems, fewer protective factors and impaired HRQOL. Multiply victimised youth - not perpetrating victims - stood out with internalising, peer and hyperactivity/inattention problems. Discriminant function analysis separated non-involved from violence-affected youth, and multiply victimised from not multiply victimised youth. Externalising behaviours, family issues, male sex and school functioning predicted group separation on the first function (proportion variance explained 80.0%), while internalising and peer issues were predictive for the second function (PVE 14.2%). Implications for prevention, intervention and research are discussed. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Movie Exposure to Alcohol Cues and Adolescent Alcohol Problems: A Longitudinal Analysis in a National Sample

PubMed Central

Wills, Thomas A.; Sargent, James D.; Gibbons, Frederick X.; Gerrard, Meg; Stoolmiller, Mike

2009-01-01

The authors tested a theoretical model of how exposure to alcohol cues in movies predicts level of alcohol use (ever use plus ever and recent binge drinking) and alcohol-related problems. A national sample of younger adolescents was interviewed by telephone with 4 repeated assessments spaced at 8-month intervals. A structural equation modeling analysis performed for ever-drinkers at Time 3 (N = 961) indicated that, controlling for a number of covariates, movie alcohol exposure at Time 1 was related to increases in peer alcohol use and adolescent alcohol use at Time 2. Movie exposure had indirect effects to alcohol use and problems at Times 3 and 4 through these pathways, with direct effects to problems from Time 1 rebelliousness and Time 2 movie exposure also found. Prospective risk-promoting effects were also found for alcohol expectancies, peer alcohol use, and availability of alcohol in the home; protective effects were found for mother’s responsiveness and for adolescent’s school performance and self-control. Theoretical and practical implications are discussed. PMID:19290687

Movie exposure to alcohol cues and adolescent alcohol problems: a longitudinal analysis in a national sample.

PubMed

Wills, Thomas A; Sargent, James D; Gibbons, Frederick X; Gerrard, Meg; Stoolmiller, Mike

2009-03-01

The authors tested a theoretical model of how exposure to alcohol cues in movies predicts level of alcohol use (ever use plus ever and recent binge drinking) and alcohol-related problems. A national sample of younger adolescents was interviewed by telephone with 4 repeated assessments spaced at 8-month intervals. A structural equation modeling analysis performed for ever-drinkers at Time 3 (N = 961) indicated that, controlling for a number of covariates, movie alcohol exposure at Time 1 was related to increases in peer alcohol use and adolescent alcohol use at Time 2. Movie exposure had indirect effects to alcohol use and problems at Times 3 and 4 through these pathways, with direct effects to problems from Time 1 rebelliousness and Time 2 movie exposure also found. Prospective risk-promoting effects were also found for alcohol expectancies, peer alcohol use, and availability of alcohol in the home; protective effects were found for mother's responsiveness and for adolescent's school performance and self-control. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

Generational Differences in Children's Externalizing Behavior Problems

PubMed Central

Hofferth, Sandra L.

2016-01-01

This study examines the effects of time spent with parents and peers on generational differences in children's externalizing behavior problems in immigrant families. Using the Child Development Supplement and Time Diaries from the Panel Study of Income Dynamics, we found that first and second generation children exhibited fewer externalizing behavior problems than did third generation children, despite their lower socioeconomic status. First and second generation children spent more time with either one or both parents, and less time with peers, on the weekend day than did third generation children. We found a marginal but beneficial effect of time spent with fathers on the weekday, but not on the weekend day. The implications are that time spent with fathers on weekdays differs from time spent with fathers on the weekend, and that promoting immigrant father involvement on the weekday through school or community programs could benefit immigrant children. PMID:27350766

Moderating Effect of Intimate Exchange on Delinquent Socialization Processes

ERIC Educational Resources Information Center

Gaertner, Alden E.; Fite, Paula J.; Colder, Craig R.

2011-01-01

Research indicates peer socialization processes affect the development of problem behavior in childhood and adolescence; however moderating peer factors have not been readily examined. Friendship intimate exchange may be an important factor to consider, as literature suggests that intimate exchange becomes an increasingly important aspect of…

Implementation of Peer-Reviewed Homework Assignments

ERIC Educational Resources Information Center

Zare, Richard N.; Cox, Charles T., Jr.; Murphy, Katherine; Bayas, Camille

2017-01-01

In large, introductory courses, instructors and teaching assistants often struggle to provide detailed feedback on student homework in a timely manner. Here we describe a peer-reviewed homework system that provides quick turnaround while offering flexibility in the construction of homework problems. Homework is administered through a cycle, which…

Preventive child health care findings on early childhood predict peer-group social status in early adolescence.

PubMed

Jaspers, Merlijne; de Winter, Andrea F; Veenstra, René; Ormel, Johan; Verhulst, Frank C; Reijneveld, Sijmen A

2012-12-01

A disputed social status among peers puts children and adolescents at risk for developing a wide range of problems, such as being bullied. However, there is a lack of knowledge about which early predictors could be used to identify (young) adolescents at risk for a disputed social status. The aim of this study was to assess whether preventive child health care (PCH) findings on early childhood predict neglected and rejected status in early adolescence in a large longitudinal community-based sample. Data came from 898 participants who participated in TRAILS, a longitudinal study. Information on early childhood factors was extracted from the charts of routine PCH visits registered between infancy and age of 4 years. To assess social status, peer nominations were used at age of 10-12 years. Multinomial logistic regression showed that children who had a low birth weight, motor problems, and sleep problems; children of parents with a low educational level (odds ratios [ORs] between 1.71 and 2.90); and those with fewer attention hyperactivity problems (ORs = .43) were more likely to have a neglected status in early adolescence. Boys, children of parents with a low educational level, and children with early externalizing problems were more likely to have a rejected status in early adolescence (ORs between 1.69 and 2.56). PCH findings on early childhood-on motor and social development-are predictive of a neglected and a rejected status in early adolescence. PCH is a good setting to monitor risk factors that predict the social status of young adolescents. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Peer review.

PubMed

Twaij, H; Oussedik, S; Hoffmeyer, P

2014-04-01

The maintenance of quality and integrity in clinical and basic science research depends upon peer review. This process has stood the test of time and has evolved to meet increasing work loads, and ways of detecting fraud in the scientific community. However, in the 21st century, the emphasis on evidence-based medicine and good science has placed pressure on the ways in which the peer review system is used by most journals. This paper reviews the peer review system and the problems it faces in the digital age, and proposes possible solutions.

Resource Management In Peer-To-Peer Networks: A Nadse Approach

NASA Astrophysics Data System (ADS)

Patel, R. B.; Garg, Vishal

2011-12-01

This article presents a common solution to Peer-to-Peer (P2P) network problems and distributed computing with the help of "Neighbor Assisted Distributed and Scalable Environment" (NADSE). NADSE supports both device and code mobility. In this article mainly we focus on the NADSE based resource management technique. How information dissemination and searching is speedup when using the NADSE service provider node in large network. Results show that performance of the NADSE network is better in comparison to Gnutella, and Freenet.

Godt Peer Gynt er halve verket (Phonetic and Phonological Questions from the Fourth Act of Ibsen's "Peer Gynt"); A Field Manual for Readers of "The Problem of Meaning in Primitive Languages" by Bronislaw Malinowski. ROLIG-papir, n 31.

ERIC Educational Resources Information Center

Haberland, Hartmut; Mey, Jacob L.

Two articles are included in this issue. The first article, written in Danish, focuses on an incident that occurs in the fourth act of Henrik Ibsen's play "Peer Gynt." A theory is put forth on why this particular incident, which involves the misinterpretation of the name Peer Gynt by the German character Begriffenfeldt, takes place. The…

Pre-school children with and without developmental delay: behaviour problems and parenting stress over time.

PubMed

Baker, B L; McIntyre, L L; Blacher, J; Crnic, K; Edelbrock, C; Low, C

2003-01-01

Children with intellectual disability are at heightened risk for behaviour problems and diagnosed mental disorder. The present authors studied the early manifestation and continuity of problem behaviours in 205 pre-school children with and without developmental delays. Behaviour problems were quite stable over the year from age 36-48 months. Children with developmental delays were rated higher on behaviour problems than their non-delayed peers, and were three times as likely to score in the clinical range. Mothers and fathers showed high agreement in their rating of child problems, especially in the delayed group. Parenting stress was also higher in the delayed group, but was related to the extent of behaviour problems rather than to the child's developmental delay. Over time, a transactional model fit the relationship between parenting stress and behaviour problems: high parenting stress contributed to a worsening in child behaviour problems over time, and high child behaviour problems contributed to a worsening in parenting stress. Findings for mothers and fathers were quite similar.

Poverty and the Growth of Emotional and Conduct Problems in Children with Autism With and Without Comorbid ADHD.

PubMed

Flouri, Eirini; Midouhas, Emily; Charman, Tony; Sarmadi, Zahra

2015-09-01

We investigated the longitudinal relationship between socio-economic disadvantage (SED) and trajectories of emotional and conduct problems among children with autism spectrum disorder (ASD) who had comorbid attention deficit/hyperactivity disorder (ADHD; ASD + ADHD) or not (ASD - ADHD). The sample was 209 children with ASD who took part in the UK's Millennium Cohort Study. Trajectories of problems across ages 3, 5 and 7 years were analyzed using growth curve models. The ASD - ADHD group decreased in conduct problems over time but the ASD + ADHD group continued on a high trajectory. Although SED was not a risk factor for ASD + ADHD, it was associated with elevated emotional problems among children with ASD + ADHD. This effect of SED on emotional problems was not attenuated by parenting or peer problems.

Parents' Aggressive Influences and Children's Aggressive Problem Solutions with Peers

ERIC Educational Resources Information Center

Duman, Sarah; Margolin, Gayla

2007-01-01

This study examined children's aggressive and assertive solutions to hypothetical peer scenarios in relation to parents' responses to similar hypothetical social scenarios and parents' actual marital aggression. The study included 118 children ages 9 to 10 years old and their mothers and fathers. Children's aggressive solutions correlated with…

Predatory Journals, Peer Review, and Education Research

ERIC Educational Resources Information Center

Beall, Jeffrey

2017-01-01

This commentary examines the problem of predatory journals, low-quality open-access journals that seek to earn revenue from scholarly authors without following scholarly publishing best practices. Seeking to accept as many papers as possible, they typically do not perform a standard peer review, leading to the publication of improperly vetted…

Peer-Mediated Reading and Writing in a Digital, Multimodal Environment

ERIC Educational Resources Information Center

Fitzgerald, Miranda S.; Palincsar, Annemarie Sullivan

2017-01-01

The goals for engaging students in peer learning range from positioning students as knowledgeable others to promoting social-emotional learning goals to providing contexts in which students can articulate and compare their thinking to supporting opportunities to cogenerate solutions to complex problems. There are a number of complexities…

Internalising Symptoms: An Antecedent or Precedent in Adolescent Peer Victimisation

ERIC Educational Resources Information Center

Lester, Leanne; Dooley, Julian; Cross, Donna; Shaw, Therese

2012-01-01

The transition period from primary to secondary school is a critical time in adolescent development. The high prevalence of adolescent mental health problems makes understanding the causal pathways between peer victimisation and internalising symptoms an important priority during this time. This article utilises data collected from self-completion…

The Context of Ethnicity: Peer Victimization and Adjustment Problems in Early Adolescence

ERIC Educational Resources Information Center

Hoglund, Wendy L. G.; Hosan, Naheed E.

2013-01-01

The current study bridges research on peer relational and physical victimization with research on ethnic victimization and situates this research in the context of ethnic diversity. Specifically, the authors investigate how ethnic, relational, and physical victimization relate to concurrent levels of depression/anxiety and physical aggression and…

Peer-Monitoring and Self-Monitoring: Alternatives to Traditional Teacher Management.

ERIC Educational Resources Information Center

Fowler, Susan A.

1986-01-01

Peer-monitoring and self-monitoring procedures were developed to decrease disruption and nonparticipation during transition activities of a kindergarten class with 10 children with behavior and/or learning problems. Results suggested that classroom management can be achieved through carefully developed routines with clear instructions paired with…

A Case Study on the Communication of Older Adolescents

ERIC Educational Resources Information Center

Davis, Lauren; Spencer, Elizabeth; Ferguson, Alison

2011-01-01

This study compared the communication of two older male adolescents (aged 17 and 19 years) with each other (peer interaction) and with a teacher (non-peer interaction) in three different types of activity (casual conversation, providing/listening to a recount and collaborative problem-solving). Conversation analysis, selected analyses from the…

A Fresh Approach to Peer Victimization

ERIC Educational Resources Information Center

Dominguez, John

2013-01-01

Bullying often persists in spite of formal programs targeting this problem. Supportive school and classroom communities enlist brave peers in consoling, encouraging, and befriending victims, which removes the status that fuels bullies. For the past 18 years, this author has worked in multiple children's agencies and schools, studying bullying…

Relationship between Parents and Peer Influences on Qualities of Adolescent Friendship

ERIC Educational Resources Information Center

Obiunu, Jude J.

2015-01-01

The study investigated the relationship between parents and peer influences on the qualities of adolescent friendship. Relevant literature in the field of adolescent friendship qualities and parental interaction were investigated. The problem of the study is the increasing incidences of emotional, imbalance among young people that manifest in…

Children's Perceptions of Medical and Psychological Disorders in Their Peers.

ERIC Educational Resources Information Center

Roberts, Michael C.; And Others

The present investigation examined how children viewed imaginary peers who were described as suffering from various forms of medical or psychological disorders. Four written vignettes were employed, each describing imaginary children who varied on dimensions of type of disorder (Medical/Psychological) and severity of the problem (Mild/Severe).…

Interrater Reliability to Assure Valid Content in Peer Review of CME-Accredited Presentations

ERIC Educational Resources Information Center

Quigg, Mark; Lado, Fred A.

2009-01-01

Introduction: The Accreditation Council for Continuing Medical Education (ACCME) provides guidelines for continuing medical education (CME) materials to mitigate problems in the independence or validity of content in certified activities; however, the process of peer review of materials appears largely unstudied and the reproducibility of…

Do Continuing Medical Education Articles Foster Shared Decision Making?

ERIC Educational Resources Information Center

Labrecque, Michel; Lafortune, Valerie; Lajeunesse, Judith; Lambert-Perrault, Anne-Marie; Manrique, Hermes; Blais, Johanne; Legare, France

2010-01-01

Introduction: Defined as reviews of clinical aspects of a specific health problem published in peer-reviewed and non-peer-reviewed medical journals, offered without charge, continuing medical education (CME) articles form a key strategy for translating knowledge into practice. This study assessed CME articles for mention of evidence-based…

Emotional, self-conceptual, and relational characteristics of bullies and the bullied.

PubMed

Meland, Eivind; Rydning, Jan Henrik; Lobben, Stian; Breidablik, Hans-Johan; Ekeland, Tor-Johan

2010-06-01

To clarify distributions of emotional and somatic symptoms among different groups involved in bullying behaviour during early adolescence; to explore differences in social integration and self-perceptions; to explore how different cut-off limits for bullying behaviour may affect the impact of these measures; and to interpret our findings in the light of theories of identity that may suggest directions for interventions against bullying in schools. A cross-sectional study, based on self-completion questionnaire, of 1237 pupils aged 11-15 years in autumn 2000 in Alesund, Norway. Bullies and their victims reported similar and greater emotional impairments and psychosomatic complaints, lack of self-confidence, and pessimism than students not involved in bullying. With increasing involvement, bullies differed from non-involved students only in regard to depressive complaints and pessimism. The bullied group reported more depressive, somatic and anxiety complaints, and self-reproach with increasing victimisation. Both bullies and the bullied reported problems relating to school, parents, and teachers. Bullies enjoyed friendships to the same degree or better than their peers not involved in bullying, whereas the bullied group reported impaired peer relations and increasing problems with more serious involvement. Bullies, the bullied, and bully-victims reported diminishing peer support in their class with increasing involvement. Both the bullied and bullies share relational, emotional, and self-conceptual problems, but they also differ in whether they succeed in social arenas and to what extent they are affected by different emotional and self-conceptual problems. They are, however, fellow sufferers in many aspects.

Peer Tutoring, Metacognitive Processes and Multimedia Problem-based Learning: The Effect of Mediation Training on Critical Thinking

NASA Astrophysics Data System (ADS)

Shamir, Adina; Zion, Michal; Spector Levi, Ornit

2008-08-01

The main objective of the study reported was to explore the effect on young children's critical thinking of a peer-tutoring training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking. The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group. The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes. The control children received a general preparation for peer-assisted learning. Following their respective preparations, all the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation of the Newman et al. (Interpers Comput Technol 3(2):56-77, 1995) content analysis instrument. Analysis of the discourse conducted during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control group. The findings supported previous results showing the efficacy of the Peer Mediation for Young Children mediation-training program, with its embedded metacognitive competencies, for reinforcing young children's higher-order thinking. Implications for educators are discussed.

What’s about Peer Tutoring Learning Model?

NASA Astrophysics Data System (ADS)

Muthma'innah, M.

2017-09-01

Mathematics learning outcomes in Indonesia in general is still far from satisfactory. One effort that could be expected to solve the problem is to apply the model of peer tutoring learning in mathematics. This study aims to determine whether the results of students’ mathematics learning can be enhanced through peer tutoring learning models. This type of research is the study of literature, so that the method used is to summarize and analyze the results of relevant research that has been done. Peer tutoring learning model is a model of learning in which students learn in small groups that are grouped with different ability levels, all group members to work together and help each other to understand the material. By paying attention to the syntax of the learning, then learning will be invaluable peer tutoring for students who served as teachers and students are taught. In mathematics, the implementation of this learning model can make students understand each other mathematical concepts and help students in solving mathematical problems that are poorly understood, due to the interaction between students in learning. Then it will be able to improve learning outcomes in mathematics. The impact, it can be applied in mathematics learning.

Exploring a QoS Driven Scheduling Approach for Peer-to-Peer Live Streaming Systems with Network Coding

PubMed Central

Cui, Laizhong; Lu, Nan; Chen, Fu

2014-01-01

Most large-scale peer-to-peer (P2P) live streaming systems use mesh to organize peers and leverage pull scheduling to transmit packets for providing robustness in dynamic environment. The pull scheduling brings large packet delay. Network coding makes the push scheduling feasible in mesh P2P live streaming and improves the efficiency. However, it may also introduce some extra delays and coding computational overhead. To improve the packet delay, streaming quality, and coding overhead, in this paper are as follows. we propose a QoS driven push scheduling approach. The main contributions of this paper are: (i) We introduce a new network coding method to increase the content diversity and reduce the complexity of scheduling; (ii) we formulate the push scheduling as an optimization problem and transform it to a min-cost flow problem for solving it in polynomial time; (iii) we propose a push scheduling algorithm to reduce the coding overhead and do extensive experiments to validate the effectiveness of our approach. Compared with previous approaches, the simulation results demonstrate that packet delay, continuity index, and coding ratio of our system can be significantly improved, especially in dynamic environments. PMID:25114968

Language development in the early school years: the importance of close relationships with teachers.

PubMed

Spilt, Jantine L; Koomen, Helma M Y; Harrison, Linda J

2015-02-01

This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their parents and teachers (N = 4,983) participating in the Longitudinal Study of Australian Children (LSAC) at ages 4-5, 6-7, and 8-9 years (3 waves). Teachers reported on levels of closeness in relationships with individual children. Independent assessments of receptive language were employed. Parents and teachers reported on peer interaction problems and child conduct problems. Results indicated reciprocal associations between close teacher-child relationships and receptive language development above and beyond associations with peer interaction quality and child behavioral functioning. However, the effects were only modest. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Comparison of violence and abuse in juvenile correctional facilities and schools.

PubMed

Davidson-Arad, Bilha; Benbenishty, Rami; Golan, Miriam

2009-02-01

Peer violence, peer sexual harassment and abuse, and staff abuse experienced by boys and girls in juvenile correctional facilities are compared with those experienced by peers in schools in the community. Responses of 360 youths in 20 gender-separated correctional facilities in Israel to a questionnaire tapping these forms of mistreatment were compared with those of 7,012 students in a representative sample of Israeli junior high and high schools. Victimization was reported more frequently by those in correctional facilities than by those in schools. However, some of the more prevalent forms of violence and abuse were reported with equal frequency in both settings, and some more frequently in schools. Despite being victimized more frequently, those in the correctional facilities tended to view their victimization as a significantly less serious problem than those in the schools and to rate the staff as doing a better job of dealing with the problem.

Job-Embedded Professional Development: Reducing Teacher Isolation by Enacting Social Change

ERIC Educational Resources Information Center

Frank, K.

2009-01-01

Teacher isolation and burn-out are problems which contribute to high rates of teacher attrition and require school districts to hire new teachers each year and start anew with professional development. The purpose of this qualitative case study was to investigate whether peer coaching and mentoring programs had an effect on this problem by…

Contributions of Attachment and Self-Concept on Internalizing and Externalizing Problems among Japanese Adolescents

ERIC Educational Resources Information Center

Nishikawa, Saori; Hagglof, Bruno; Sundbom, Elisabet

2010-01-01

We examined the associations and likely pathways underlying the relationships between peer attachment style, self-concept, and Internalizing/Externalizing Problems among high school students in Japan. A total of 228 senior high school students (186 boys and 82 girls; mean age = 16.4) completed the Attachment Questionnaire for Children,…

A Responsive Tier 2 Process for a Middle School Student with Behavior Problems

ERIC Educational Resources Information Center

McDaniel, Sara C.; Bruhn, Allison L.; Mitchell, Barbara S.

2017-01-01

Students requiring Tier 2 behavioral supports frequently display behavioral deficits in multiple domains (e.g., emotional symptoms and peer problems). The Tier 2 framework developed by McDaniel, Bruhn, & Mitchell (2015a) is a responsive structure for identifying and intervening at Tier 2. This process is described with a practical case example…

Stable Roles, Changed Skills: Teacher Candidate Responses to Instruction about Adolescent Psychosocial Support Practices

ERIC Educational Resources Information Center

Phillippo, Kate; Blosser, Allison

2017-01-01

By virtue of their day-to-day contact with students, teachers are uniquely positioned to notice and respond to student psychosocial issues, both mental health problems and issues like peer harassment that can contribute to mental health problems. Yet, teachers' opportunities to learn about providing psychosocial support remain scattered. The…

Examination of a Social Problem-Solving Intervention to Treat Selective Mutism

ERIC Educational Resources Information Center

O'Reilly, Mark; McNally, Deirdre; Sigafoos, Jeff; Lancioni, Giulio E.; Green, Vanessa; Edrisinha, Chaturi; Machalicek, Wendy; Sorrells, Audrey; Lang, Russell; Didden, Robert

2008-01-01

The authors examined the use of a social problem-solving intervention to treat selective mutism with 2 sisters in an elementary school setting. Both girls were taught to answer teacher questions in front of their classroom peers during regular classroom instruction. Each girl received individualized instruction from a therapist and was taught to…

Environmental Correlates of Gambling Behavior among College Students: A Partial Application of Problem Behavior Theory to Gambling

ERIC Educational Resources Information Center

Wickwire, Emerson M., Jr.; McCausland, Claudia; Whelan, James P.; Luellen, Jason; Meyers, Andrew W.; Studaway, Adrienne

2008-01-01

This study explored the relation between gambling behavior among college students and the perceived environment, the component of problem behavior theory (Jessor & Jessor, 1977) that assesses the ways that youth perceive their parents and peers. Two hundred and thirty-three ethnically diverse undergraduates at a large urban public university…

Problem Solving as a Professional Development Strategy for Teachers: A Case Study with Fractions

ERIC Educational Resources Information Center

Perdomo-Díaz, Josefa; Felmer, Patricio; Randolph, Valeria; González, Guillermo

2017-01-01

In this paper we present a professional development course designed to impact on teachers' mathematical knowledge for teaching fractions. The main features of the course are the use of i) problem solving activities related with mathematical knowledge for teaching fractions ii) peer discussions and iii) monitor's interventions focused on answering…

Developmental Changes in the Relations between Inhibitory Control and Externalizing Problems during Early Childhood

ERIC Educational Resources Information Center

Utendale, William T.; Hastings, Paul D.

2011-01-01

Deficits in executive function, and in particular, reduced capacity to inhibit a dominant action, are a risk factor for externalizing problems (EP). Inhibitory control (IC) develops in the later preschool and early childhood periods, such that IC might not regulate EP in toddlers and younger preschoolers. Aggression was observed during peer play…

Parents, Peers, and Pot--II: Parents in Action.

ERIC Educational Resources Information Center

Manatt, Marsha

This book traces the progress of the parent movement for drug-free youth, and describes a set of varied approaches to drug problems. Chapter 1 focuses on the actions of the city of Atlanta, Georgia in confronting drug problems and shows how that initial parent activism contained the seeds of the current national movement. Chapter 2 documents the…

Effects of Psychological Distress on Academic Achievement in Brunei Student Teachers: Identification Challenges and Counseling Implications

ERIC Educational Resources Information Center

Mundia, Lawrence

2011-01-01

Students with psychological and mental health problems are often accorded a low status and priority compared to peers with other disabilities. Recent research indicated that a female Brunei student teacher prematurely left her training program due to unaddressed mental health problems. The present study used a mixed methods approach. The random…

An Oral Language Based Reading Remedial Program for Special Education Children.

ERIC Educational Resources Information Center

Langdon, Tom

A problem was addressed within the context of the action based research practicum model. The problem was junior high school special education students who read at or below the 10th percentile when compared to age appropriate peers on standardized achievement instruments; and who have had all manner of reading interventions and yet continue to fall…

Addressing Bullying Problems in Irish Schools and in Cyberspace: A Challenge for School Management

ERIC Educational Resources Information Center

Corcoran, Lucie; Mc Guckin, Conor

2014-01-01

Background: School management, in Ireland and also internationally, are currently faced with the problem of peer aggression among students both in a traditional school context and in a cyber context. Although Irish school principals are obliged to implement policy and procedures to counter bullying among students, there is a need for guidance that…

The Potential of Peer Robots to Assist Human Creativity in Finding Problems and Problem Solving

ERIC Educational Resources Information Center

Okita, Sandra

2015-01-01

Many technological artifacts (e.g., humanoid robots, computer agents) consist of biologically inspired features of human-like appearance and behaviors that elicit a social response. The strong social components of technology permit people to share information and ideas with these artifacts. As robots cross the boundaries between humans and…

Elements of Emotional Intelligence that Facilitate Exper-to-Peer Tacit Knowledge Transfer

ERIC Educational Resources Information Center

Berry, Catherine M.

2010-01-01

The purpose of this quantitative study was to compare the emotional intelligence competencies of a group of technical experts with high skills in problem-solving, leadership and mentoring (Group A) with a group of technical experts with lower skills in problem solving, leadership, and mentoring (Group B) at a semiconductor manufacturing factory in…

The Role of Previous Mother-Child Scaffolding in Head Start Children's Structuring of Problem-Solving Tasks with a Peer

ERIC Educational Resources Information Center

Hustedt, Jason T.

2015-01-01

This study further extends scaffolding research to mother-child dyads (N = 51) in poverty, examining relationships between maternal scaffolding and 4-year-old Head Start children's own later scaffolding behaviors. At Time 1, experimental group children received maternal scaffolding during problem-solving tasks, whereas control group children…

Social Problem Solving in High-Risk Mother-Child Dyads: An Intergenerational Study

ERIC Educational Resources Information Center

Martin, Julie P.; Stack, Dale M.; Serbin, Lisa A.; Schwartzman, Alex E.; Ledingham, Jane

2012-01-01

This study examined the contribution of maternal childhood histories of aggression and social withdrawal to the prediction of mother-child social problem solving in the next generation. Fifty-seven women (M = 37.32 years), previously rated (on a version of the pupil evaluation inventory) by their peers during childhood on measures of aggression…

The Effects of Collaborative Interaction and Computer Tool Use on the Problem-Solving Processes of Lower-Ability Students.

ERIC Educational Resources Information Center

Derry, Sharon; And Others

This study examined ways in which two independent variables, peer collaboration and the use of a specific tool (the TAPS interface), work together and individually to shape students' problem-solving processes. More specifically, the researchers were interested in determining how collaboration and TAPS use cause metacognitive processes to differ…

A problem-solving approach to nutrition education with Filipino mothers.

PubMed

Ticao, C J; Aboud, F E

1998-06-01

The study examined Filipino mothers' problem solving on issues related to child feeding, using a dyadic, peer-help approach. The participants were mothers of children under 6 yr of age from a village in the southern Philippines, where malnutrition among children is prevalent. Mothers were paired with a mutual friend (each nominated the other as a best friend) or a unilateral friend (only one nominated the other as a best friend) to discuss a feeding problem to which they initially gave similar solutions (agreed) and one to which they gave different solutions (disagreed). In the final step, they were asked to give privately the solutions they considered best for the problem. The number and quality of these final-step solutions were analyzed as a function of the friend relation, the level of initial agreement with their friend partner, and the source of the solution. Results indicated that the quantity and quality of solutions increased from before to after the dyadic discussion, especially among mothers paired with a mutual friend with whom they agreed. Most of their final-step solutions came from ones they themselves had generated during the discussion, not ones their friend partner had proposed. There was also evidence that high quality solutions were generated by mothers paired with a disagreeing unilateral friend. Implications for nutrition education concern the benefits of a peer-help, dyadic problem-solving approach, taking into account the role of a friend in facilitating a mother's production of new solutions to child feeding problems. The procedure may be used by health promoters who want to build capacities and self-reliance through collective problem solving.

Differential Risk for Late Adolescent Conduct Problems and Mood Dysregulation Among Children with Early Externalizing Behavior Problems

PubMed Central

Bierman, Karen L.

2016-01-01

To investigate the differential emergence of antisocial behaviors and mood dysregulation among children with externalizing problems, the present study prospectively followed 317 high-risk children with early externalizing problems from school entry (ages 5–7) to late adolescence (ages 17–19). Latent class analysis conducted on their conduct and mood symptoms in late adolescence revealed three distinct patterns of symptoms, characterized by: 1) criminal offenses, conduct disorder symptoms, and elevated anger (“conduct problems”), 2) elevated anger, dysphoric mood, and suicidal ideation (“mood dysregulation”), and 3) low levels of severe conduct and mood symptoms. A diathesis-stress model predicting the first two outcomes was tested. Elevated overt aggression at school entry uniquely predicted conduct problems in late adolescence, whereas elevated emotion dysregulation at school entry uniquely predicted mood dysregulation in late adolescence. Experiences of low parental warmth and peer rejection in middle childhood moderated the link between early emotion dysregulation and later mood dysregulation but did not moderate the link between early overt aggression and later conduct problems. Thus, among children with early externalizing behavior problems, increased risk for later antisocial behavior or mood dysfunction may be identifiable in early childhood based on levels of overt aggression and emotion dysregulation. For children with early emotion dysregulation, however, increased risk for mood dysregulation characterized by anger, dysphoric mood, and suicidality – possibly indicative of disruptive mood dysregulation disorder – emerges only in the presence of low parental warmth and/or peer rejection during middle childhood. PMID:25183553

A Latent Class Approach to Examining Forms of Peer Victimization

PubMed Central

Bradshaw, Catherine P.; Waasdorp, Tracy E.; O’Brennan, Lindsey M.

2014-01-01

There is growing interest in gender differences in the experience of various forms of peer victimization; however, much of the work to date has used traditional variable-centered approaches by focusing on scales or individual forms of victimization in isolation. The current study explored whether there were discrete groups of adolescents who experience distinct forms of peer victimization by bullying (e.g., physical, verbal, relational) among middle and high school-age youth, and whether membership in a particular victimization group was associated with internalizing problems and aggression. Latent class analyses examining 10 different forms of victimization were conducted on a diverse sample of middle school (n = 11,408) and high school (n = 5,790) students. All forms of victimization were less common among high school students, except cyberbullying and sexual comments/gestures. The analyses revealed that there were 4 distinct victimization patterns for middle school students (Verbal and Physical; Verbal and Relational; High Verbal, Physical, and Relational; and Low Victimization/Normative), whereas high school students fell into a similar pattern with the exception of a Verbal and Physical class. These patterns of victimization were functionally associated with co-occurring internalizing problems and aggression. There were also some notable gender and developmental differences in the pattern of victimization and its relation with adjustment problems. These findings enhance our understanding of the complex patterns of peer victimization that are experienced by middle and high school students. Implications for educational researchers and school-based bullying interventions are discussed. PMID:25414522

Early puberty, negative peer influence, and problem behaviors in adolescent girls.

PubMed

Mrug, Sylvie; Elliott, Marc N; Davies, Susan; Tortolero, Susan R; Cuccaro, Paula; Schuster, Mark A

2014-01-01

To determine how early puberty and peer deviance relate to trajectories of aggressive and delinquent behavior in early adolescence and whether these relationships differ by race/ethnicity. In this longitudinal study, 2607 girls from 3 metropolitan areas and their parents were interviewed at ages 11, 13, and 16 years. Girls reported on their age of onset of menarche, best friend's deviant behavior, delinquency, and physical, relational, and nonphysical aggression. Parents provided information on family sociodemographic characteristics and girls' race/ethnicity. Sixteen percent of girls were classified as early maturers (defined by onset of menarche before age 11 years). Overall, relational and nonphysical aggression increased from age 11 to age 16, whereas delinquency and physical aggression remained stable. Early puberty was associated with elevated delinquency and physical aggression at age 11. The relationship with early puberty diminished over time for physical aggression but not for delinquency. Best friend's deviant behavior was linked with higher levels of all problem behaviors, but the effect lessened over time for most outcomes. Early puberty was associated with a stronger link between best friend's deviance and delinquency, suggesting increased vulnerability to negative peer influences among early-maturing girls. A similar vulnerability was observed for relational and nonphysical aggression among girls in the "other" racial/ethnic minority group only. Early puberty and friends' deviance may increase the risk of problem behavior in young adolescent girls. Although many of these associations dissipate over time, early-maturing girls are at risk of persistently higher delinquency and stronger negative peer influences.

Predicting doctor performance outcomes of curriculum interventions: problem-based learning and continuing competence.

PubMed

Norman, Geoffrey R; Wenghofer, Elizabeth; Klass, Daniel

2008-08-01

Problem-based learning (PBL) is an educational strategy designed to enhance self-assessment, self-directed learning and lifelong learning. The present study examines a peer review programme to determine whether the impact of PBL on continuing competence can be detected in practice. This study aimed to establish whether McMaster graduates who graduated between 1972 and 1991 were any less likely to be identified as having issues of competence by a systematic peer review programme than graduates of other Ontario medical schools. We identified a total of 1166 doctors who had graduated after 1972 and had completed a mandated peer review programme. Of these, 108 had graduated from McMaster and 857 from other Canadian schools. School of graduation was cross-tabulated against peer rating. A secondary analysis examined predictors of ratings using multiple regression. We found that 4% of McMaster graduates and 5% of other graduates were deemed to demonstrate cause for concern or serious concern, and that 24% of McMaster doctors and 28% of other doctors were rated as excellent. These differences were not significant. Multiple regression indicated that certification by family medicine or a specialty, female gender and younger age were all predictors of practice outcomes, but school of graduation was not. There is no evidence from this study that PBL graduates are better able to maintain competence than graduates of conventional schools. The study highlights potential problems in attempting to link undergraduate educational interventions to doctor performance outcomes.

Behavioral and emotional profile and parental stress in preschool children with autism spectrum disorder.

PubMed

Giovagnoli, Giulia; Postorino, Valentina; Fatta, Laura M; Sanges, Veronica; De Peppo, Lavinia; Vassena, Lia; Rose, Paola De; Vicari, Stefano; Mazzone, Luigi

2015-01-01

Parents of children with autism spectrum disorder (ASD) were shown to experience more stress than parents of typically developing peers, although little is known about risk factors predicting stress in this population. The aim of this study was to evaluate parental stress levels and behavioral and emotional problems in a sample of preschool children with ASD as compared to typically developing (TD) peers and to investigate the role of several factors, including the severity of autistic symptoms, adaptive skills, cognitive abilities and behavioral and emotional problems, on parental stress. Results confirmed that parents of children with ASD experience higher stress levels than parents of TD and that children with ASD show more behavioral and emotional problems than controls. Moreover, our results showed that behavioral and emotional problems are strong predictors of parental stress, while stress related to a parent-child dysfunctional relationship was associated with daily living and communication skills as well as cognitive abilities. Findings revealed different behavioral and emotional problems affecting parental stress in ASD and TD samples. No association between the severity of autism symptoms and parental stress was detected. These results suggest that dysfunctional behaviors in preschool children with ASD have a strong impact on parental stress, profoundly affecting the well-being of the entire family. Therefore, strategies aimed at the early detection and management of these behavioral and emotional problems are crucial in order to prevent parental stress and to develop the most appropriate treatment interventions. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Strategy for Improving US Middle School Student Mathematics Word Problem Solving Performance

NASA Technical Reports Server (NTRS)

Thomas, Valerie L.

2004-01-01

U.S. middle school students have difficulty understanding and solving mathematics word problems. Their mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves. This researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy.

A Method for Decentralised Optimisation in Networks

NASA Astrophysics Data System (ADS)

Saramäki, Jari

2005-06-01

We outline a method for distributed Monte Carlo optimisation of computational problems in networks of agents, such as peer-to-peer networks of computers. The optimisation and messaging procedures are inspired by gossip protocols and epidemic data dissemination, and are decentralised, i.e. no central overseer is required. In the outlined method, each agent follows simple local rules and seeks for better solutions to the optimisation problem by Monte Carlo trials, as well as by querying other agents in its local neighbourhood. With proper network topology, good solutions spread rapidly through the network for further improvement. Furthermore, the system retains its functionality even in realistic settings where agents are randomly switched on and off.

Effects of Teacher-Student Relationships on Peer Harassment: A Multilevel Study

ERIC Educational Resources Information Center

Lucas-Molina, Beatriz; Williamson, Ariel A.; Pulido, Rosa; Pérez-Albéniz, Alicia

2015-01-01

Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student-to-student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students' relationships with the classroom teacher. The purpose of this study was to use a…

Predictors of Future Expectations of Inner-City Children: A 9-Month Prospective Study.

ERIC Educational Resources Information Center

Dubow, Eric F.; Arnett, Mitzi; Smith, Katherine; Ippolito, Maria F.

2001-01-01

Assessed contributions of internal resources, supportive family and peer relations, peer negative influences, and behavioral adjustment to positive expectations for the future for inner-city school children. Found that higher levels of positive expectation related to lower levels of problem behavior and to higher levels of school involvement,…

The Emergence of Inclusive Exploratory Talk in Primary Students' Peer Interaction

ERIC Educational Resources Information Center

Rajala, Antti; Hilppo, Jaakko; Lipponen, Lasse

2012-01-01

In this study, we examine a prominent type of classroom talk, exploratory talk, in primary school peer interactions. Exploratory talk has been shown to be productive in facilitating problem solving and fostering school achievement. However, within the growing body of research concerning exploratory talk, the relation between exploratory talk and…

Educators and Operations: A Prioritized Approach to Support 21st Century Needs with Limited Resources

ERIC Educational Resources Information Center

Babuca, Pamela; Meade, Kelly

2012-01-01

Today's educators are passionate about shifting the standard classroom towards technology rich, collaborative spaces that support multiple types of learning environments (e.g. individual; peer-to-peer; problem based; hands-on; student-centered). On the other hand, facilities planners are challenged to create solutions within existing, restrictive…

Examining the Role of Trust in Shaping Children's Approaches to Peer Dialogue

ERIC Educational Resources Information Center

James, Jennifer Hauver; Kobe, Jessica F.; Zhao, Xiaoying

2017-01-01

Background/Context: Research reveals that peer dialogue can contribute to improved cognitive ability and reasoning, increased tolerance for difference, and appreciation for talk as a means of problem solving. When invited to participate in such dialogue, however, not all children do, and often, degrees of engagement reflect demographic patterns.…

Estimating Peer Effects in Sexual Behavior among Adolescents

ERIC Educational Resources Information Center

Ali, Mir M.; Dwyer, Debra S.

2011-01-01

In this paper we seek to empirically quantify the role of peer social networks in influencing sexual behavior among adolescents. Using data of a nationally representative sample of adolescents we utilize a multivariate structural model with school-level fixed effects to account for the problems of contextual effects, correlated effects and peer…

What Educators Need to Know about Bullying

ERIC Educational Resources Information Center

Graham, Sandra

2011-01-01

Peer victimization--or what's known as harassment or bullying--is not a new problem in American schools, though it appears to have taken on more epic proportions in recent years. The research about peer victimization has increased dramatically in the past 10 years, but there are still many myths about bullying. This article discusses six myths…

Adoptive Parent Hostility and Children's Peer Behavior Problems: Examining the Role of Genetically Informed Child Attributes on Adoptive Parent Behavior

ERIC Educational Resources Information Center

Elam, Kit K.; Harold, Gordon T.; Neiderhiser, Jenae M.; Reiss, David; Shaw, Daniel S.; Natsuaki, Misaki N.; Gaysina, Darya; Barrett, Doug; Leve, Leslie D.

2014-01-01

Socially disruptive behavior during peer interactions in early childhood is detrimental to children's social, emotional, and academic development. Few studies have investigated the developmental underpinnings of children's socially disruptive behavior using genetically sensitive research designs that allow examination of parent-on-child and…

Deviant Peer Influences in Programs for Youth Problems and Solutions

ERIC Educational Resources Information Center

Dodge, Kenneth A., Ed.; Dishion, Thomas J., Ed.; Lansford, Jennifer E., Ed.

2006-01-01

Most interventions for at-risk youth are group based. Yet, emerging research indicates that young people often learn to become deviant by interacting with deviant peers. In this important volume, leading intervention and prevention experts from psychology, education, criminology, and related fields analyze how, and to what extent, programs that…

Peer Involvement Advisors Improve First-Year Student Engagement and Retention

ERIC Educational Resources Information Center

Peck, Adam

2011-01-01

In this article, the author describes the Involvement Center and Peer Involvement Advising Program at Stephen F. Austin State University which were developed to address the important and persistent problems in higher education. Early indications are that the program is quite effective in doing so. In its second full year of existence, the…

Which Do Students Prefer to Evaluate Their Essays: Peers or Computer Program

ERIC Educational Resources Information Center

Lai, Yi-hsiu

2010-01-01

The purpose of this study was to investigate problems and potentials of new technologies in English writing education. The effectiveness of automated writing evaluation (AWE) ("MY Access") and of peer evaluation (PE) was compared. Twenty-two English as a foreign language (EFL) learners in Taiwan participated in this study. They submitted…

What Schools Can Do To Combat Student-to-Student Sexual Harassment.

ERIC Educational Resources Information Center

Webb, L. Dean; And Others

1997-01-01

By their silence and failure to combat peer sexual harassment, schools are serving as training grounds for domestic violence. Schools must establish a districtwide program of student peer sexual harassment prevention and intervention comprised of a school policy, an environmental survey of the problem, a grievance procedure, a training component,…

Peer Victimization and Social-Emotional Functioning: A Longitudinal Comparison of Students in General and Special Education

ERIC Educational Resources Information Center

O'Brennan, Lindsey M.; Waasdorp, Tracy E.; Pas, Elise T.; Bradshaw, Catherine P.

2015-01-01

The present longitudinal study used a social-ecological framework to explore the extent to which peer victimization and aggression were associated with changes in concentration problems and emotion regulation among elementary students in general versus special education, while accounting for student demographics and school contextual factors. Data…

Heart to Heart, Student to Student

ERIC Educational Resources Information Center

Ambler, Marjane

2010-01-01

AIDS affects thousands of American Indians and Alaska Natives: They have the third highest rate of AIDS diagnosis in the United States, despite having the smallest population. To tackle this problem, the federal agency has provided capacity-building grants to seven tribal colleges and universities (TCUs) for an innovative, peer-to-peer initiative.…

Social Dynamics within Electronic Networks of Practice

ERIC Educational Resources Information Center

Mattson, Thomas A., Jr.

2013-01-01

Electronic networks of practice (eNoP) are special types of electronic social structures focused on discussing domain-specific problems related to a skill-based craft or profession in question and answer style forums. eNoP have implemented peer-to-peer feedback systems in order to motivate future contributions and to distinguish contribution…

Addressing Problem Behavior at Recess Using Peer Praise Notes

ERIC Educational Resources Information Center

Teerlink, Elise; Caldarella, Paul; Anderson, Darlene H.; Richardson, Michael J.; Guzman, E. Geovanni

2017-01-01

School recess, though beneficial to students in many ways, can be a problematic setting due to inadequate supervision, structure, and safety. A peer praise note (PPN) intervention was implemented on the recess playground to address these concerns at a Title I elementary school. Researchers used a single-subject reversal design across all students…

The Role of Peer Pressure, Automatic Thoughts and Self-Esteem on Adolescents' Aggression

ERIC Educational Resources Information Center

Yavuzer, Yasemin; Karatas, Zeynep; Civilidag, Aydin; Gundogdu, Rezzan

2014-01-01

Problem Statement: Aggression is defined as any kind of behavior intended to hurt others. Aggression generally arises due to the interaction between individual (e.g., social and emotional difficulties, low self-esteem, peer rejection, academic failure) and environmental (e.g., poverty, lack of family supervision, limited social support, conflicts…

Analysis of Peer Learning Behaviors Using Multiple Representations in Virtual Reality and Their Impacts on Geometry Problem Solving

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Hu, Shih-Shin

2013-01-01

Learning geometry emphasizes the importance of exploring different representations such as virtual manipulatives, written math formulas, and verbal explanations, which help students build math concepts and develop critical thinking. Besides helping individuals construct math knowledge, peer interaction also plays a crucial role in promoting an…

The Associations among Sibling and Peer-Bullying, Social Support and Internalizing Behaviors

ERIC Educational Resources Information Center

Coyle, Samantha; Demaray, Michelle K.; Malecki, Christine K.; Tennant, Jaclyn E.; Klossing, Jacqueline

2017-01-01

Background: Peer bullying is associated with internalizing problems for children and adolescents. However, less is known about how these same behaviors are related to student well-being when they occur within the context of the sibling relationship and how supportive behavior may benefit those experiencing bullying. Objective: The purpose of this…

www.p2p.edu: Rip, Mix & Burn Your Education.

ERIC Educational Resources Information Center

Gillespie, Thom

2001-01-01

Discusses peer to peer technology which allows uploading files from one hard drive to another. Topics include the client/server model for education; the Napster client/server model; Gnutella; Freenet and other projects to allow the free exchange of information without censorship; bandwidth problems; copyright issues; metadata; and the United…

The Effectiveness of Discipline/Judicial Processes on Catholic Campuses as Measured by the Rate of Recidivism

ERIC Educational Resources Information Center

O'Reilly, Frances L.; Evans, Roberta D.

2007-01-01

University and college campuses in the United States utilize disciplinary/judicial processes to help address student behavioral problems. These include administrative, majority-peer, and minority-peer processes. This descriptive research was undertaken to find which of these three discipline/judicial processes were the most effective. The…

Non-verbal reasoning ability and academic achievement as moderators of the relation between adverse life events and emotional and behavioural problems in early adolescence: the importance of moderator and outcome specificity.

PubMed

Flouri, Eirini; Tzavidis, Nikos

2011-02-01

This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural problems was non-quadratic. Intelligence rather than academic achievement moderated the association between contextual risk and children's emotional and behavioural problems. However, the interaction effect was significant only on peer problems. These findings suggest that both moderator and outcome specificity should be considered when evaluating the role of intellectual competence in the association between contextual risk and children's emotional and behavioural problems.

Peer Substance Use Associated with the Co-Occurrence of Borderline Personality Disorder Features and Drug Use Problems in College Students

ERIC Educational Resources Information Center

Pizzarello, Scott; Taylor, Jeanette

2011-01-01

Objective: To determine if the substance use patterns of one's close friends and romantic partners would be a significant contributor to the co-occurrence of borderline personality disorder (BPD) features and drug use problems above and beyond impulsivity and negative emotionality. Participants: Participants were 2,202 undergraduates who attended…

Bias in Self-Perceptions and Internalizing and Externalizing Problems in Adjustment During Early Adolescence: A Prospective Investigation

ERIC Educational Resources Information Center

DuBois, David L.; Silverthorn, Naida

2004-01-01

We investigated bias in self-perceptions of competence (relative to parent ratings) for family, school, and peer domains as predictors of adjustment problems among 139 young adolescents over a 1-year period using a prospective design. Regressions examined measures of bias at Time 1 (T1) as predictors of ratings of internalizing and externalizing…

Using a Collaborative Problem Solving Strategy To Facilitate the Mainstreaming of Students with Severe Handicaps (The Collaborative Education Project). Final Report.

ERIC Educational Resources Information Center

Salisbury, Christine; Evans, Ian M.

The Collaborative Education Project's goal was to assess the effectiveness of collaborative problem solving (CPS) by peer advocates for enhancing the integration of students with severe disabilities into regular early education contexts. The CPS strategy gives some responsibility to nondisabled students for the planning and design of activities…

RuHe DuiDai WanMei ZhuYi De XueSheng (Working with Perfectionist Students). ERIC Digest.

ERIC Educational Resources Information Center

Brophy, Jere

Perfectionist students are not satisfied with merely doing well or even with doing better than their peers. They are satisfied only if they have done a job perfectly. Problems associated with forms of perfectionism that focus on seeking success are relatively minor, but problems associated with forms of perfectionism that focus on avoiding failure…

Stability of Early Identified Aggressive Victim Status in Elementary School and Associations with Later Mental Health Problems and Functional Impairments

ERIC Educational Resources Information Center

Burk, Linnea R.; Armstrong, Jeffrey M.; Park, Jong-Hyo; Zahn-Waxler, Carolyn; Klein, Marjorie H.; Essex, Marilyn J.

2011-01-01

Aggressive victims--children who are both perpetrators and victims of peer aggression--experience greater concurrent mental health problems and impairments than children who are only aggressive or only victimized. The stability of early identified aggressive victim status has not been evaluated due to the fact that most studies of aggressor/victim…

Interpersonal Relationships and the Development of Behavior Problems in Adolescents in Urban Schools: A Longitudinal Study

ERIC Educational Resources Information Center

Montague, Marjorie; Cavendish, Wendy; Enders, Craig; Dietz, Samantha

2010-01-01

The purpose of this study was to investigate the trajectories of behavioral problems for a sample of predominately minority adolescents (n = 212, 91% African-American and/or Hispanic, 45% boys, 55% girls) in a large, urban school district and to determine the impact of parental and peer relationships, gender, and risk status on their development…

Contextual Risk Factors as Predictors of Disruptive Behavior Disorder Trajectories in Girls: The Moderating Effect of Callous-Unemotional Features

ERIC Educational Resources Information Center

Kroneman, Leoniek M.; Hipwell, Alison E.; Loeber, Rolf; Koot, Hans M.; Pardini, Dustin A.

2011-01-01

Background: The presence of callous-unemotional (CU) features may delineate a severe and persistent form of conduct problems in children with unique developmental origins. Contextual risk factors such as poor parenting, delinquent peers, or neighborhood risk are believed to influence the development of conduct problems primarily in children with…