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Almeida TS, Ribeiro O, Freitas M, Rubin KH, Santos AJ. Loneliness and Social Functioning in Adolescent Peer Victimization. Front Psychol 2021; 12:664079. [PMID: 34276490 PMCID: PMC8281116 DOI: 10.3389/fpsyg.2021.664079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 06/03/2021] [Indexed: 11/30/2022] Open
Abstract
Interpersonal adversity such as peer victimization has been shown to have complex associations with other socio-emotional difficulties, particularly during adolescence. We used a multidimensional peer nomination measure on a sample of 440 (52% girls) 11- to 17-year-old (M = 13.14 years, SD = 1.26) Portuguese youths to identify three groups, classified by peers as (1) victimized adolescents who showed anxious withdrawn behaviors in the context of the peer group (n = 111), (2) victimized adolescents who did not exhibit anxious withdrawn behaviors (n = 104), and (3) non-victimized adolescents (n = 225). We compared these groups on their peer-reported social functioning and on their self-reported feelings of social and emotional loneliness (with peers and family). Anxiously withdrawn victims were viewed by peers as more excluded, less aggressive, less prosocial, and less popular than non-withdrawn victims and non-victims. Non-anxiously withdrawn victims were considered more excluded than non-victims, and more aggressive than both anxiously withdrawn victims and non-victims. Finally, anxiously withdrawn victims reported feeling less integrated and intimate with their peers than non-withdrawn victims and non-victims, which is indicative of greater feelings of social and emotional loneliness at school. Youths in the current study did not report feeling lonely in their family environment. Our findings thus provide further evidence that victimized youths constitute a heterogeneous group, which differ in the way they behave toward their peers and experience loneliness.
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Affiliation(s)
- Telma Sousa Almeida
- William James Center for Research, ISPA-Instituto Universitário, Lisbon, Portugal
| | - Olivia Ribeiro
- William James Center for Research, ISPA-Instituto Universitário, Lisbon, Portugal
| | - Miguel Freitas
- William James Center for Research, ISPA-Instituto Universitário, Lisbon, Portugal
| | - Kenneth H Rubin
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - António J Santos
- William James Center for Research, ISPA-Instituto Universitário, Lisbon, Portugal
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Andrews NCZ, Hanish LD, Updegraff KA, DeLay D, Martin CL. Dyadic Peer Interactions: the Impact of Aggression on Impression Formation with New Peers. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 47:839-850. [PMID: 30417252 DOI: 10.1007/s10802-018-0490-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Little is known about youth's initial interactions with previously unfamiliar peers and how aggression can affect behavior in these interactions. We observed previously unfamiliar youth engaging in a dyadic activity to determine how tendencies toward aggression related to behavior within the activity (i.e., collaboration) and how collaboration affected initial impression formation. From a dyadic perspective, we assessed how similarities versus differences in tendencies toward aggression affected the nature of the interaction. Participants were 108 5th grade dyads (M = 11.13 years; 50% female; 67% White), observed in a laboratory session. Teachers rated individuals' aggression; ratings were used to calculate dyadic-level aggression (the discrepancy between partners). Observers rated dyads' collaboration during the interaction and participants reported perceptions about their partner after the interaction. Results indicated that collaboration mediated the link between discrepancy in aggression and peers' perceptions of one another. Specifically, dyads more discrepant in their aggression collaborated less and had less positive perceptions of one another. Results highlight the importance of considering a dyadic perspective and indicate a potential intervention point to improve youth's peer relationships.
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Affiliation(s)
- Naomi C Z Andrews
- Early Intervention Department, Mothercraft, 860 Richmond St W, Unit 100, Toronto, ON, M6J 1C9, Canada.
- LaMarsh Centre for Child and Youth Research, York University, Toronto, ON, Canada.
| | - Laura D Hanish
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA
| | - Kimberly A Updegraff
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA
| | - Dawn DeLay
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA
| | - Carol Lynn Martin
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA
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Loncke J, Mayer A, Eichelsheim VI, Branje SJT, Meeus WHJ, Koot HM, Buysse A, Loeys T. Latent State-Trait Models for Longitudinal Family Data. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2017. [DOI: 10.1027/1015-5759/a000415] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Support is key to healthy family functioning. Using the family social relations model (SRM), it has already been shown that variability in perceived support is mostly attributed to individual perceiver effects. Little is known, however, as to whether those effects are stable or occasion-specific. Several methods have been proposed within the structural equation modeling (SEM) framework for the investigation of hypotheses on stable and occasion-specific aspects of such psychological attributes. In this paper, we explore the applicability of different models for determining the consistency of SRM effects of perceived support: the multistate model, the singletrait-multistate model, and the trait-state occasion model. We provide a detailed description of the model building process and assumption verification, as well as the supporting R-code. In addition to the methodological contribution on how to combine these models with the SRM, we also provide substantive insights into the consistency of perceived family support. We rely on round robin data on relational support from the Dutch RADAR-Y (Research on Adolescent Development and Relationships – Younger Cohort) study, a 6-year longitudinal study of 500 families with a 13-year-old target adolescent at the start of the study.
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Affiliation(s)
| | - Axel Mayer
- Department of Data Analysis, Ghent University, Belgium
| | - Veroni I. Eichelsheim
- Netherlands Institute for the Study of Crime and Law Enforcement, Amsterdam, The Netherlands
| | - Susan J. T. Branje
- Faculty of Social Sciences, Department of Youth and Family, Utrecht University, The Netherlands
| | - Wim H. J. Meeus
- Faculty of Social Sciences, Department of Youth and Family, Utrecht University, The Netherlands
| | - Hans M. Koot
- Department of Clinical Developmental Psychology, VU University of Amsterdam, The Netherlands
| | - Ann Buysse
- Department of Experimental Clinical and Health Psychology, Ghent University, Belgium
| | - Tom Loeys
- Department of Data Analysis, Ghent University, Belgium
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Closson LM, Hymel S. Status Differences in Target-Specific Prosocial Behavior and Aggression. J Youth Adolesc 2016; 45:1836-48. [PMID: 27083913 DOI: 10.1007/s10964-016-0481-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2016] [Accepted: 04/08/2016] [Indexed: 10/21/2022]
Abstract
Previous studies exploring the link between social status and behavior have predominantly utilized measures that do not provide information regarding toward whom aggression or prosocial behavior is directed. Using a contextualized target-specific approach, this study examined whether high- and low-status adolescents behave differently toward peers of varying levels of status. Participants, aged 11-15 (N = 426, 53 % females), completed measures assessing aggression and prosocial behavior toward each same-sex grademate. A distinct pattern of findings emerged regarding the likeability, popularity, and dominance status of adolescents and their peer targets. Popular adolescents reported more direct aggression, indirect aggression, and prosocial behavior toward popular peers than did unpopular adolescents. Well-accepted adolescents reported more prosocial behavior toward a wider variety of peers than did rejected adolescents. Finally, compared to subordinate adolescents, dominant adolescents reported greater direct and indirect aggression toward dominant than subordinate peers. The results highlight the importance of studying target-specific behavior to better understand the status-behavior link.
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Affiliation(s)
- Leanna M Closson
- Department of Psychology, Saint Mary's University, 923 Robie Street, Halifax, NS, Canada.
| | - Shelley Hymel
- Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, BC, Canada
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Bullying in medically fragile youth: a review of risks, protective factors, and recommendations for medical providers. J Dev Behav Pediatr 2015; 36:285-301. [PMID: 25923529 DOI: 10.1097/dbp.0000000000000155] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
Bullying is a common child and adolescent phenomenon that has concurrent and long-term implications for victims' psychological, psychosomatic, social, and academic functioning. Youth with chronic illnesses are at increased risk for being bullied, but few studies have evaluated specific risk and protective factors for medically fragile youth. Despite recommendations by the American Academy of Pediatrics and the Society for Adolescent Medicine that pediatric health care providers should contribute to bullying prevention and intervention efforts, researchers also have yet to identify the best ways for providers to intervene with medically fragile youth. In this article, the authors review risk and protective factors for bullying among healthy samples. Then, the authors specifically address the ways in which these risk and protective factors are likely to apply to children with fragile medical conditions, and they provide summaries of extant bullying research for selected examples of medically fragile pediatric populations. Finally, the authors present recommendations for intervening with medically fragile youth and suggest several areas in which additional research is needed.
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Peets K, Hodges EVE. Is popularity associated with aggression toward socially preferred or marginalized targets? J Exp Child Psychol 2014; 124:112-23. [PMID: 24780299 DOI: 10.1016/j.jecp.2014.02.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2013] [Revised: 02/02/2014] [Accepted: 02/03/2014] [Indexed: 11/27/2022]
Abstract
This study was designed to test whether aggression toward easy or challenging targets is more likely to be associated with popularity. More specifically, we tested two alternative hypotheses with a sample of 224 adolescents (12- and 13-year-olds): (a) whether aggression toward highly disliked peers is associated with popularity (the easy target hypothesis) or (b) whether aggression toward highly liked peers is associated with popularity (the challenging target hypothesis). Support was found only for the challenging target hypothesis. In particular, our results indicate that aggressiveness toward peers who are liked by many others has social benefits in the form of greater popularity (particularly for highly preferred adolescents) without social costs (i.e., is unrelated to social preference). In contrast, aggressiveness toward peers who are disliked by many others is associated with lower social preference but bears no association with popularity. These results highlight the importance of studying contextualized aggression in order to understand the conditions under which aggression is most, and least, likely to be associated with social power and dominance.
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Affiliation(s)
- Kätlin Peets
- Department of Psychology, Utrecht University, 3508 TC Utrecht, The Netherlands; Department of Psychology, University of Turku, 20014 Turku, Finland.
| | - Ernest V E Hodges
- Department of Psychology, St. John's University, Jamaica, NY 11439, USA
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Lansu TAM, Cillessen AHN, Sandstrom MJ. From Classroom to Dyad: Actor and Partner Effects of Aggression and Victim Reputation. SOCIAL DEVELOPMENT 2013. [DOI: 10.1111/sode.12055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Schwartz D, Lansford JE, Dodge KA, Pettit GS, Bates JE. The link between harsh home environments and negative academic trajectories is exacerbated by victimization in the elementary school peer group. Dev Psychol 2012; 49:305-16. [PMID: 22506975 DOI: 10.1037/a0028249] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This article presents a prospective investigation focusing on the moderating role of peer victimization on associations between harsh home environments in the preschool years and academic trajectories during elementary school. The participants were 388 children (198 boys, 190 girls) who we recruited as part of an ongoing multisite longitudinal investigation. Preschool home environment was assessed with structured interviews and questionnaires completed by parents. Peer victimization was assessed with a peer nomination inventory that was administered when the average age of the participants was approximately 8.5 years. Grade point averages (GPAs) were obtained from reviews of school records, conducted for 7 consecutive years. Indicators of restrictive punitive discipline and exposure to violence were associated with within-subject declines in academic functioning over 7 years. However, these effects were exacerbated for those children who had also experienced victimization in the peer group during the intervening years.
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Affiliation(s)
- David Schwartz
- Department of Psychology, University of Southern California,Seeley G. Mudd 501, Los Angeles, CA 90089, USA
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Card NA. Toward a Relationship Perspective on Aggression among Schoolchildren: Integrating Social Cognitive and Interdependence Theories. PSYCHOLOGY OF VIOLENCE 2011; 1:188-201. [PMID: 26985397 PMCID: PMC4790090 DOI: 10.1037/a0023711] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The traditional psychological approach of studying aggression among schoolchildren in terms of individual differences in aggression and in victimization has been valuable in identifying prevalence rates, risk, and consequences of involvement in aggression. However, it is argued that a focus on aggressor-victim relationships is warranted based on both conceptual and empirical grounds. Such a shift in focus requires modification and integration of existing theories of aggression, and this paper integrates social cognitive theory and interdependence theory to suggest a new, interdependent social cognitive theory of aggression. Specifically, this paper identifies points of overlap and different foci between these theories, and it illustrates their integration through a proposed model of the emergence of aggressor-victim interactions and relationships. The paper concludes that expanding consideration to include aggressor-victim relationships among schoolchildren offers considerable theoretical, empirical, and intervention opportunities.
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Ojanen T, Little TD. Modeling Contextual Effects in Developmental Research: Linking Theory and Method in the Study of Social Development. SOCIAL DEVELOPMENT 2009. [DOI: 10.1111/j.1467-9507.2009.00563.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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