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Iannello NM, Caravita S, Papotti N, Gelati C, Camodeca M. Social Anxiety and Bullying Victimization in Children and Early Adolescents: The Role of Developmental Period and Immigrant Status. J Youth Adolesc 2024; 53:130-141. [PMID: 37759127 PMCID: PMC10761516 DOI: 10.1007/s10964-023-01865-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 09/07/2023] [Indexed: 09/29/2023]
Abstract
Research reveals that social anxiety may be predictive of bullying victimization, but it is not clear whether this relation stands for different groups of youth. The present study examines this association by employing a longitudinal design over 1 year and including the moderating role of developmental period (childhood vs. early adolescence) and students' immigrant status (native vs. non-native). T1 sample included 506 children (46.44% girls, mean age M = 8.55 years, SD = 0.55) and 310 early adolescents (50% girls, mean age = 12.54 years, SD = 0.59) recruited in schools in Northern Italy. Due to missing cases and drop-outs from T1 to T2, the final sample comprised 443 and 203 students from primary and middle school, respectively. Social anxiety and peer victimization were assessed through self-reported questionnaires. Results indicated that victimization at T2 was predicted by a 3-way interaction between T1 social anxiety, immigrant status, and developmental period. In particular, socially anxious early adolescents with an immigrant background were the most victimized. The results are discussed in terms of group dynamics and intergroup processes. The findings highlight the importance of personal variables in the cumulation of risks: social anxiety is more predictive of bullying victimization for immigrant early adolescents than for children or native early adolescents.
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Affiliation(s)
| | - Simona Caravita
- University of Stavanger, Stavanger, Norway
- Catholic University of Sacred Heart Brescia, Milan, Italy
| | - Noemi Papotti
- Catholic University of Sacred Heart Brescia, Milan, Italy
- University of Genova, Genova, Italy
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Killen M, Elenbaas L, Ruck MD. Developmental Perspectives on Social Inequalities and Human Rights. Hum Dev 2022; 66:329-342. [PMID: 36530480 PMCID: PMC9754101 DOI: 10.1159/000526276] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/28/2023]
Abstract
Social inequalities and human rights are inevitably linked to children's and adolescents' healthy development. Children who experience structural and interpersonal inequalities in access to resources and opportunities based on their gender, race, ethnicity, or other group categories are denied the right to fair treatment. We assert that investigating the psychological perspectives that children hold regarding inequalities and human rights is necessary for creating fair and just societies. We take a constructivist approach to this topic which seeks to understand how individuals interpret and evaluate observed and experienced inequalities. Even young children think about these issues. Yet, throughout development, individuals must often weigh multiple, potentially conflicting considerations when interpreting, evaluating, and responding to social inequalities and rights violations. In these complex contexts, children and adolescents are neither fully "moral" nor fully "prejudiced." Rather, critical questions for research in this area concern when, why, and for whom young people reject inequalities and support rights, and, by contrast, when, why, and for whom they accept that inequalities and rights violations should be allowed to persist. This paper provides a brief overview of how different conceptions of social inequalities and rights are intrinsically linked together.
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Szekely L, Bonefeld M, Beißert H. Teachers’ ratings of social exclusion among students: The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees. OPEN PSYCHOLOGY 2022. [DOI: 10.1515/psych-2022-0007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Abstract
In the current study, we examined teachers’ ratings of social exclusion among students. 120 teachers (M
age=24.00, SD=3.71, 88% female) evaluated a hypothetical exclusion scenario in which the excluded student’s origin (German vs. Syrian refugee) was varied as well as whether participants received additional situational information about prior norm-violating behavior of the excluded student or not. Additionally, participants rated how likely they would intervene in the situation. For the evaluation of exclusion and the likelihood of intervention, there was a main effect of additional situational information, revealing that participants evaluated exclusion as less acceptable and were more likely to intervene if there was no additional situational information. Regarding the evaluation of exclusion, there was an interaction of additional situational information and the origin of the excluded student as the effect of additional situational information was bigger if the excluded student was German. For the likelihood of intervention, this interaction was not significant; but descriptively a similar pattern emerged. Results indicate that information about prior norm-violating behavior is more relevant for teachers’ reactions to social exclusion than the origin of the excluded student. However, in situations with an understandable reason for exclusion, teachers do include the origin of the excluded student in their considerations.
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Affiliation(s)
- Lino Szekely
- DIPF
- Leibniz Institute for Research and Information in Education , Rostocker Straße 6 , Frankfurt am Main , Germany
| | - Meike Bonefeld
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) , Rostocker Straße 6 , Frankfurt am Main , Germany ; University of Konstanz , Department of Empirical Educational Research , Universitätsstraße 10 , Konstanz , Germany
| | - Hanna Beißert
- DIPF
- Leibniz Institute for Research and Information in Education , Rostocker Straße 6 , Frankfurt am Main , Germany ; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA) , Rostocker Straße 6 , Frankfurt am Main , Germany
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Zhu M, Qian H, Zhang P, Gao X. Perceiving faces through reconnection-colored glasses after social exclusion: Evidence from N100. Scand J Psychol 2021; 63:64-71. [PMID: 34514611 DOI: 10.1111/sjop.12775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 07/01/2021] [Accepted: 07/06/2021] [Indexed: 11/27/2022]
Abstract
Social exclusion motivates individuals to selectively reconnect with others, in which face categorization plays an important role. However, it remains unknown how reconnection possibility interacts with perception at the very early stage of face categorization. To address this issue, after social exclusion or social inclusion priming, participants were instructed to select one person from two gender-matched strangers as a future "coworker" (with high reconnection possibility; the left one is a future "stranger," with low reconnection possibility) for another ostensible task, and then complete an orientation judgment task of self-face, coworker face and stranger face, with event-related brain potential (ERP) recordings. Results showed that excluded participants produced larger N100 to future coworker face than to stranger face, but no such difference was found among included participants. Compared with included participants, excluded participants produced significantly larger N100 to future coworker face. Moreover, N100 elicited by future coworker face was significantly negatively correlated with rating scores of exclusion only for social excluded participants. These findings indicate that social reconnection desire may contribute to the biased face perception which facilitates face categorization of socially excluded people.
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Affiliation(s)
- Min Zhu
- Department of Social Work and Management, Nanjing Tech University, Nanjing, China
| | - Haoyue Qian
- Institute of Neuroscience, Key Laboratory of Primate Neurobiology, Center for Excellence in Brain Science and Intelligence Technology, Chinese Academy of Sciences, Shanghai, China.,School of Physics and Electronic Science, East China Normal University, Shanghai, China
| | - Pengcheng Zhang
- Department of Psychology, School of Education, Zhejiang International Studies University, Hangzhou, China
| | - Xiangping Gao
- Academic Affairs Office, Shanghai Normal University, Shanghai, China
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Moral Reasoning about Aggressive Behavior in Relation to Type of Aggression, Age and Gender in South Korean Pupils. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052288. [PMID: 33669063 PMCID: PMC7967684 DOI: 10.3390/ijerph18052288] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Revised: 02/18/2021] [Accepted: 02/22/2021] [Indexed: 11/18/2022]
Abstract
Studies of moral reasoning in relation to aggressive behaviors have paid limited attention to different types of aggression, and have mainly been conducted in Western societies. We describe findings from a study of 157 children, aged 6 or 11 years, from two schools in South Korea. Using a cartoon scenario methodology, we assessed moral reasoning about eight types of aggression: verbal, physical individual, physical group, social exclusion, rumor spreading, breaking one’s belongings, sending a nasty text via mobile phone, and sending a nasty message/email via computer. Four aspects of moral reasoning were assessed: moral judgment, harmfulness, reason for judgment, and causal responsibility. Many significant differences by type of aggression were found, especially for social exclusion (seen as less wrong and harmful, and more the victim’s responsibility), physical group aggression (seen as more wrong or harmful, and a matter of fairness, especially in older children and boys), and cyber aggression (seen more as the aggressor’s responsibility). Older children gave more reasons based on welfare, and fewer “don’t know” responses for reasons and attributions. Gender differences were relatively few, but girls did make more use of welfare in the moral reasoning domain. Findings are discussed in relation to previous research and the cultural context in South Korea.
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Bottema-Beutel K, Kim SY, Miele DB. College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact. J Autism Dev Disord 2018; 49:307-323. [PMID: 30284666 DOI: 10.1007/s10803-018-3769-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations.
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Affiliation(s)
- Kristen Bottema-Beutel
- Department of Teacher Education, Special Education, and Curriculum & Instruction, Lynch School of Education, Boston College, 140 Commonwealth Ave., Chestnut Hill, MA, 02467, USA.
| | - So Yoon Kim
- Department of Teacher Education, Special Education, and Curriculum & Instruction, Lynch School of Education, Boston College, 140 Commonwealth Ave., Chestnut Hill, MA, 02467, USA
| | - David B Miele
- Counseling, Developmental, and Educational Psychology Department, Lynch School of Education, Boston College, Chestnut Hill, USA
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Peplak J, Song JH, Colasante T, Malti T. “Only you can play with me!” Children’s inclusive decision making, reasoning, and emotions based on peers’ gender and behavior problems. J Exp Child Psychol 2017; 162:134-148. [DOI: 10.1016/j.jecp.2017.04.019] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2016] [Revised: 04/22/2017] [Accepted: 04/22/2017] [Indexed: 10/19/2022]
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Uskul AK, Over H. Culture, Social Interdependence, and Ostracism. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2017. [DOI: 10.1177/0963721417699300] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Recent research has demonstrated that cultural groups differ in how they experience ostracism and in how they behave in the wake of being ostracized. We review this literature paying particular attention to the role that one key cultural variable, social interdependence, plays in moderating responses to ostracism. Although the data present a complex picture, a growing number of studies have suggested that collectivistic cultures and high levels of social interdependence are associated with less negative responses to ostracism. We review explanations for observed cultural and individual-level differences in responses to ostracism and make a series of suggestions for future research that, we hope, will disambiguate current findings and offer a more nuanced picture of ostracism and the significance of cultural variation inherent within it.
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Mulvey KL, Killen M. Children's and Adolescents' Expectations about Challenging Unfair Group Norms. J Youth Adolesc 2017; 46:2241-2253. [PMID: 28389840 DOI: 10.1007/s10964-017-0671-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2017] [Accepted: 03/29/2017] [Indexed: 11/24/2022]
Abstract
Youth often hold group norms that perpetuate inequality. One way these norms can be changed is by challenging these norms by choosing to include new members into these groups who hold morally just norms. In the current study, children's and adolescents' inclusion decisions and social reasoning about challenging group norms through inclusion were investigated. The sample included 9-10 (children) and 13-14 year-olds (adolescents) (N = 673, 54.4% female). Participants supported including challengers into groups holding norms supporting relational aggression and unequal allocation of resources, but they were less likely to support including a challenger into a physically aggressive group. Age-related differences and gender differences were found: children and female participants were more likely to include challengers than were adolescents and male participants. The findings indicate that youth support including new members who would challenge morally questionable group norms, but that their support depends on the specific norm the group holds.
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Affiliation(s)
- Kelly Lynn Mulvey
- Department of Educational Studies, University of South Carolina, 129 Wardlaw, Columbia, SC, 29208, USA.
| | - Melanie Killen
- Dept of Human Development and Quantitative Methodology, University of Maryland, 3942 Campus Drive, Suite 3304, College Park, MD, 20742-1131, USA
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Gasser L, Grütter J, Torchetti L, Buholzer A. Competitive classroom norms and exclusion of children with academic and behavior difficulties. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017. [DOI: 10.1016/j.appdev.2016.12.002] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Cooley S, Elenbaas L, Killen M. Social Exclusion Based on Group Membership is a Form of Prejudice. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2016; 51:103-29. [PMID: 27474424 DOI: 10.1016/bs.acdb.2016.04.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Children around the world are affected by bias, prejudice, and discrimination. In this chapter, we argue that intergroup social exclusion-exclusion of peers on the basis of group membership-is a form of prejudice. As such, research efforts should be directed at uncovering the negative intergroup attitudes that sustain these behaviors, and encouraging the development of children's capacity to resist biases in favor of inclusion and just treatment of others. In order to interpret what is known about intergroup social exclusion in childhood, as well as identify compelling issues for current investigation, we introduce our integrative social reasoning developmental model, which emphasizes how children weigh moral and social concerns in everyday peer contexts. This chapter emphasizes three areas of research that have contributed to understanding social inclusion and exclusion decisions in childhood which include the roles of: (1) intergroup contact and friendship, (2) peer group norms, and (3) messages from parents and teachers. While providing a background on the state of research to date, this chapter also pinpoints recent work, shedding new light on the complex interplay of moral reasoning and intergroup attitudes in children's inclusion and exclusion decisions.
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Affiliation(s)
- Shelby Cooley
- Community Center for Education Results, Seattle, WA, United States
| | | | - Melanie Killen
- University of Maryland, College Park, MD, United States.
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Killen M, Elenbaas L, Rutland A. Balancing the Fair Treatment of Others While Preserving Group Identity and Autonomy. Hum Dev 2016; 58:253-272. [PMID: 27175034 DOI: 10.1159/000444151] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Social exclusion and inclusion from groups, as well as the distribution of resources, are fundamental aspects of social life, and serve as sources of conflicts that bear on issues of fairness and equality, beginning in childhood. For the most part, research on social exclusion and allocation of resources has not focused on the issue of group membership. Yet, social exclusion from groups and the denial of resources reflect societal issues pertaining to social inequality and its counterpoint, fair treatment of others. Social inequality occurs when opportunities and resources are distributed unevenly in society, often through group norms about allocation that reflect socially defined categories of persons. This occurs at multiple levels of societal organization, from experiences of exclusion in childhood such as being left out of a play activity, to being denied access to resources as a member of a group. These situations extend to larger level experiences in the adult world concerning social exclusion from voting, for example, or participation in educational institutions. Thus, most decisions regarding social exclusion and the denial of resources involve considerations of group identity and group membership, implicitly or explicitly, which contribute to prejudice and bias, even though this has rarely been investigated in developmental science. Current research illustrating the role of group identity and autonomy regarding decision-making about social exclusion and the denial of resources is reviewed from the Social Reasoning Developmental model, one that integrates social domain theory and developmental social identity theories to investigate how children use moral, conventional, and psychological judgments to evaluate contexts reflecting group identity, group norms, and intergroup dynamics.
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Mulvey KL. Children's Reasoning About Social Exclusion: Balancing Many Factors. CHILD DEVELOPMENT PERSPECTIVES 2015. [DOI: 10.1111/cdep.12157] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Conry-Murray C, Kim JM, Turiel E. Judgments of gender norm violations in children from the United States and Korea. COGNITIVE DEVELOPMENT 2015. [DOI: 10.1016/j.cogdev.2015.04.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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O'Driscoll C, Heary C, Hennessy E, McKeague L. Adolescents' beliefs about the fairness of exclusion of peers with mental health problems. J Adolesc 2015; 42:59-67. [DOI: 10.1016/j.adolescence.2015.03.008] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2014] [Revised: 03/10/2015] [Accepted: 03/15/2015] [Indexed: 12/16/2022]
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Paulus M. Children's inequity aversion depends on culture: a cross-cultural comparison. J Exp Child Psychol 2015; 132:240-6. [PMID: 25626404 DOI: 10.1016/j.jecp.2014.12.007] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2014] [Revised: 12/21/2014] [Accepted: 12/22/2014] [Indexed: 11/29/2022]
Abstract
Recent work showed the presence of strong forms of inequity aversion in young children. When presented with an uneven number of items, children would rather tend to throw one item away than to distribute them unequally between two anonymous others. The current study examined whether or not this pattern is a universal part of typical development by investigating 6- and 7-year-old Ugandan children. Results revealed that the Ugandan children, in contrast to their U.S. peers, tended to distribute the resources unequally rather than to throw the remaining resource away. This points to cross-cultural differences in the development of children's fairness-related decision making.
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Affiliation(s)
- Markus Paulus
- Department of Developmental Psychology, Ludwig-Maximilians-Universität München, 80802 Munich, Germany.
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O’Driscoll C, Heary C, Hennessy E, McKeague L. Adolescents’ Explanations for the Exclusion of Peers With Mental Health Problems. JOURNAL OF ADOLESCENT RESEARCH 2014. [DOI: 10.1177/0743558414550246] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Young people with mental health problems are often excluded from their peer group; however, research has not specifically explored their peers’ explanations for this exclusion. Drawing on data from group interviews with Irish adolescents ( N = 148), this study explores the reasons offered for rejecting young people with mental health problems. Such reasons include perceived violation of expectations of friendships, and perceived social and personal risks to members of the peer group. The implications of these findings for the development of interventions to combat the stigma of mental health problems are discussed.
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Nguyen C, Malti T. Children's judgements and emotions about social exclusion based on weight. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2014; 32:330-44. [DOI: 10.1111/bjdp.12045] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2013] [Revised: 04/14/2014] [Indexed: 11/27/2022]
Affiliation(s)
- Christine Nguyen
- Department of Psychology; University of Toronto; Mississauga Ontario Canada
| | - Tina Malti
- Department of Psychology; University of Toronto; Mississauga Ontario Canada
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Richardson CB, Hitti A, Mulvey KL, Killen M. Social Exclusion: The Interplay of Group Goals and Individual Characteristics. J Youth Adolesc 2013; 43:1281-94. [DOI: 10.1007/s10964-013-9967-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2013] [Accepted: 05/25/2013] [Indexed: 11/28/2022]
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Killen M, Mulvey KL, Hitti A. Social Exclusion in Childhood: A Developmental Intergroup Perspective. Child Dev 2012; 84:772-90. [DOI: 10.1111/cdev.12012] [Citation(s) in RCA: 154] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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O'Driscoll C, Heary C, Hennessy E, McKeague L. Explicit and implicit stigma towards peers with mental health problems in childhood and adolescence. J Child Psychol Psychiatry 2012; 53:1054-62. [PMID: 22823158 DOI: 10.1111/j.1469-7610.2012.02580.x] [Citation(s) in RCA: 61] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
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 attitudes thus ensuring that stigma is not well understood. To address this issue, the current study explored patterns of explicit and implicit stigmatisation of peers with depression and attention deficit hyperactivity disorder (ADHD). METHODS The sample was 385 children (M = 10.21 years) and adolescents (M = 15.36 years). Participants completed a questionnaire assessing explicit stigma towards an age- and gender-matched peer with ADHD or depression and another peer with 'normal issues' who were described in vignettes. They also completed a modified version of the implicit association test (IAT) that explored implicit attitudes towards the target peers. RESULTS Questionnaire data indicated that the peer with ADHD was perceived more negatively than the peer with depression on all dimensions of stigma, except perceived dangerousness and fear. In contrast, the IAT findings suggest that some participants had more negative views of the peer with depression than the peer with ADHD. Specifically, the findings demonstrate that adolescent males demonstrated significantly stronger negative implicit evaluations of depression compared with younger males and adolescent females. CONCLUSIONS Children and adolescents demonstrate stigmatising responses to peers with common mental health problems. The nature and extent of these responses depends on the type of problem and the type of measurement used. The findings highlight the importance of using both explicit and implicit measures of stigma.
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Affiliation(s)
- Claire O'Driscoll
- School of Psychology, National University of Ireland, Galway, Ireland School of Psychology, University College Dublin, Dublin, Ireland
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Park Y, Lee-Kim J, Killen M, Park K, Kim J. Korean Children's Evaluation of Parental Restrictions Regarding Gender-stereotypic Peer Activities. SOCIAL DEVELOPMENT 2012. [DOI: 10.1111/j.1467-9507.2011.00643.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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23
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Richardson CB, Mulvey KL, Killen M. Extending Social Domain Theory with a Process-Based Account of Moral Judgments. Hum Dev 2012. [DOI: 10.1159/000335362] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Malti T, Killen M, Gasser L. Social Judgments and Emotion Attributions About Exclusion in Switzerland. Child Dev 2011; 83:697-711. [DOI: 10.1111/j.1467-8624.2011.01705.x] [Citation(s) in RCA: 70] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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