Personal and interpersonal antecedents and consequences of victimization by peers.

This study was designed to determine whether the personal and interpersonal difficulties that characterize victimized children are antecedents of victimization, consequences of victimization, or both. Boys and girls in the 3rd through 7th grades (N?=?173, mean age?=?11.3 years) were assessed on victimization, personal variables (internalizing problems, externalizing problems, and physical strength), and interpersonal variables (number of friends and peer rejection). One year later children were assessed again on all variables. Internalizing problems, physical weakness, and peer rejection contributed uniquely to gains in victimization over time. Moreover, initial victimization predicted increases in later internalizing symptoms and peer rejection. These reciprocal influences suggest the existence of a vicious cycle that supports the strong temporal stability of peer victimization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's social judgments concerning emotionally disturbed peers.

Analysis of 31 4th and 6th graders' judgments of observable behavior (presented in vignettes) showed that Ss made distinctions between normal and disturbed central figures and among 4 disturbed central figures on degree of perceived disturbance. Liking and disliking were not related to each other or to degree of perceived disturbance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role assignment and interpersonal influence.

15-minute discussions of the desegregation issue were held by 34 groups of 3 college students, 2 whose attitude scores had reflected nonsegregationist views and a 3rd who was E's accomplice and always expressed segregationist views. "When specific roles were not assigned [in half the groups], the nonaccomplice Ss: (a) had greater confidence in their appraisals of the accomplice's attitudes, (b) indicated greater sociometric preference for one another (rather than for the accomplice) at the conclusion of the discussion period, (c) produced shorter communications, and (d) yielded more to the segregationist arguments expressed by the accomplice. Contrary to expectation, when no roles were assigned, Ss did not indicate less esteem for the accomplice than was the case when roles were assigned." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's attitudes toward peers with disabilities: the Israeli perspective

Attitudes toward peers with disabilities were compared in two groups of elementary school children, Israeli (2845 children) and Canadian (1831 children), using the Chedoke-McMaster Attitudes Toward Children with Handicaps (CATCH) scale. Israeli children expressed significantly more positive general attitudes (P=0.0001). The more favourable attitudes were seen in both areas evaluated by the CATCH, the cognitive and the affective-behavioural. In both groups, children who had had previous experience with a disabled person expressed more positive attitudes (P=0.001). An effect of gender was seen in the Canadian but not in the Israeli children. Cultural factors appear to play a role in modelling children's attitudes toward their disabled peers and therefore should be considered before educational programmes are implemented.     

Children's interpersonal behaviors and the teacher–child relationship.

Relations between kindergartners' (N?=?199; M age?=?5 years 6 months) behavioral orientations and features of their 1st-grade teacher-child relationships (i.e., conflict, closeness, dependency) were examined longitudinally. Early behavioral orientations predicted teacher-chiId relationship quality in that (a) unique associations emerged between children's early antisocial behavior and features of their 1st-grade teacher-child relationships (i.e., negative relation with closeness, positive relation with conflict and dependency) and between asocial behavior and teacher-child dependency, and (b) prosocial behavior was correlated with but not uniquely related to any feature of children's 1st-grade teacher-child relationships. In addition, specific features of the teacher-child relationship (e.g., conflict) predicted changes in children's behavioral adjustment (e.g., decreasing prosocial behavior). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's perceptions of popular and unpopular peers: A multimethod assessment.

Children's perceptions of popular and unpopular peers were examined in 2 studies. Study 1 examined the degree to which 4th-8th-grade boys and girls (N=408) nominated the same peers for multiple criteria. Children viewed liked others as prosocial and disliked others as antisocial but associated perceived popularity with both prosocial and antisocial behavior. In Study 2, a subset of the children from Study 1 (N=92) described what makes boys and girls popular or unpopular. Children described popular peers as attractive with frequent peer interactions, and unpopular peers as unattractive, deviant, incompetent, and socially isolated. In both studies, children's perceptions varied as a function of the gender, age, and ethnicity of the participants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Resistance to psychopathology in adolescent monkeys (Macaca fascicularis) reared with mothers and peers.

Extended S. J. Suomi's (1971) incarceration-separation procedure for the production of depressive behavior pathology to mother- and peer-reared, adolescent Java monkeys (2 males and 2 females) (Macaca fascicularis). In light of recent protein deprivation studies, an attempt to assess the extent of self-inflicted food deprivation was also made. Although there were significant differences in the amount of food consumed, no pathological behavior patterns developed. In general, the experimental manipulations appeared to be associated with increased social interest rather than with depression. Mother-peer-reared adolescents appear to be resistant to experimentally induced psychopathology. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social influence and threat in confrontations between competent peers.

Five studies investigated social influence processes in confrontations between competent peers and showed a default absence of influence of a competent source on an equally competent target. This default lack of influence is attributed to the representation that competent targets give to the influence encounter, in which different answers from competent peers are incompatible, the error of the source thus being the sine qua non condition of targets’ correctness. However, an influence appeared when the representation of the task was modified via a decentering procedure (Study 1), even when controlling for alternative explanations (Study 2). Study 3 demonstrated that this liberating effect of decentering did not appear when the source was incompetent. Study 4 also examined social comparison processes and showed that independence of judgments produced the same liberating effect as decentering. Finally, Study 5 showed that the default lack of influence in confrontations between competent peers is due to the presence of a threat to the self. Indeed, the reduction of threat through a procedure of self-affirmation modified the representation of the task and allowed influence to appear. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's relationships with peers: differential associations with aspects of the teacher-child relationship

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.     

Children's beliefs about familiar and unfamiliar peers in relation to their sociometric status.

Examined children's general beliefs about familiar and unfamiliar peers in relationship to their sociometric status and their experience with parents. In the initial phase involving 886 4th and 5th graders, submissive rejected children but not aggressive rejected children reported less positive beliefs about peers than average status children. In the 2nd portion, which included 77 boys and girls from the larger sample, no relationship between children's sociometric status and their beliefs about unfamiliar peers was found. Beliefs about unfamiliar peers were related, however, to children's perception of the amount of acceptance and support they received from parents. Implications of these findings for children's social competence are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consequences of influence tactics used with subordinates, peers, and the boss.

A field study was conducted to discover how a manager's use of 9 different influence tactics is related to target task commitment and the manager's effectiveness. The variables were measured with a questionnaire filled out by subordinates, peers, and the boss of each manager. The most effective tactics were rational persuasion, inspirational appeal, and consultation; the least effective tactics were pressure, coalition, and legitimating. Ingratiation and exchange were moderately effective for influencing subordinates and peers but were not effective for influencing superiors. Inspirational appeal, ingratiation, and pressure were used most in a downward direction; personal appeal, exchange, and legitimating were used most in a lateral direction; coalitions were used most in lateral and upward directions; and rational persuasion was used most in an upward direction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's involvement in intervention selection: Acceptability of interventions for misbehaving peers.

Examined children's acceptance of a variety of common school-based methods for dealing with misbehaving peers in 2 experiments in which 102 6th-graders served as Ss. Ss were surveyed for their suggestions for treating peers' classroom misbehaviors and their acceptance of different teacher-implemented interventions for modifying 2 behavior problems. The main finding was that Ss differentially rated the acceptability of 12 common interventions. From among 3 categories of interventions, Ss rated private teacher–student interactions, group reinforcement, and negative sanctions for the misbehaving children as most acceptable. Public reprimand and negative group contingencies were rated as unacceptable interventions. Behavior problem severity did not have a significant impact on Ss' ratings of intervention acceptability except for traditional interventions. Methodological, theoretical, and developmental considerations in treatment acceptability are discussed. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of peers on young adult substance use.

Data collected from 294 young adults, ages 19 to 25, and both a same- and an opposite-gender best friend or mate across 3 annual assessments were analyzed to examine the similarity to and influence of the peer on the young adult's substance use. The authors found similarity across time between both peers and the young adult in cigarette use, alcohol use, binge drinking, and, in most cases, marijuana use. In prospective analyses, peer use predicted young adult cigarette use, binge drinking, and problem use by the young adults. Results were generally consistent across gender and for both same- and opposite-gender peers. Findings emphasize peer influence contribution to young adult substance use and suggest the design of interventions that involve both young adults and their peers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's understanding of their emotionally disturbed peers: a replication

Despite increasing recognition of the early importance of peer relations, virtually no systematic information exists on the way in which normal children view their emotionally disturbed peers. This paper reports a replication of recent findings on children's use of the concept of emotional disturbance. Ss were 40 fourth and sixth graders. Five vignettes that described one normal and four emotionally disturbed boys were read to individual Ss; who were interviewed about their understanding of the central figures (CFs). Interviews were coded to a 5-point scale of degree of perceived emotional disturbance. Earlier findings were replicated to a remarkable degree. Ss differentiated among the CFs in a manner congruent with clinician judges' ratings. Grade differences indicate the differential attention to and valuing of specific behaviors, rather than global differences in perception of emotional disturbance.     

Children's understanding of indebtedness as a feature of reciprocal help exchanges between peers.

Examined age differences in children's understanding of indebtedness as a function of helper cost and relationship. 120 children from the 1st, 3rd, and 5th grades responded to 3 high-cost and 3 low-cost vignettes describing a hypothetical reciprocal exchange between 2 friends or 2 acquaintances. Fifth graders reported a diminished obligation to reciprocate following the receipt of low-cost help, whereas the obligation to reciprocate remained high for 3rd and 1st graders. Low-cost help also minimized any negative feelings resulting from a peer's inability to reciprocate for 5th and 3rd graders but not 1st graders. All children reported that it was more important for an acquaintance to reciprocate assistance than it was for a friend. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transactive discussions with peers and adults.

Piaget (1932) hypothesized that peer and adult–child discussions of moral dilemmas are qualitatively different and that children are more likely to use reasoning when interacting with peers. To test this hypothesis, the present study compared the interactive styles of child–child and adult–child dyads engaged in discussions of moral dilemmas, focusing on the use of logical operations (transacts). 48 7- and 11-yr-old girls were paired with either a female agemate or their mother. Ss used transacts in a higher proportion of their conversational turns when interacting with peers than when interacting with mothers. Ss produced proportionally more transactive responses when interacting with mothers because mothers produced proportionally more requests for idea clarification than did peer partners. Self-generated transacts, on the other hand, were produced proportionally more often with peers. When paired with peers, Ss produced transactive statements that operated on the partner's logic more often rather than clarifying their own logic. Results support Piaget's contention that moral discussions with peers feature a more spontaneous use of reasoning than do discussions with adults. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fathers' influence in the lives of children with adolescent mothers.

Little is known about the extent, nature, and impact of fathers of children with adolescent mothers. The current study measured father involvement with 134 children of adolescent mothers over the first 10 years of life. Overall, 59% had consistent father contact across the first 8 years. This contact was associated with better socioemotional and academic functioning at 8 and 10 years of age, particularly in school related areas. Children with greater levels of father contact had fewer behavioral problems and had higher scores on reading achievement; these results held after controlling for maternal risk. The findings showed the important role that fathers play in the lives of at-risk children, even if the father does not reside with the child. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Orientation on understanding interpersonal influence

Everyone influences and is influenced by others. Are you satisfied with the impact your influence has on others? If not, it can be changed by examining and working on the dimensions of your "style of influence," such as activity, visibility, involvement, and productivity. The author analyzes some of the opposites on a spectrum or "wheel of influence," showing how they may be melded by moderation to achieve the kind of impact you may wish. For instance, there is the analyzer vs. the performer, the leader vs. the follower, the experimenter vs. the organizer, and the asserter vs. the listener. As modes of influence, extremes in any dimension are self-defeating, but by balancing aspects of both sides, desirable "compromises" can be developed. Should you wish to change your style of influence, helfpful procedures to follow are suggested, which, hopefully, will result in satisfying interpersonal relationships and understanding.     

Children's influence in the marital relationship.

In a 3-wave longitudinal study, the authors tested hypotheses regarding children's influence on the marital relationship, examining relations between interparental discord and children's negative emotional reactivity, agentic behavior, dysregulated behavior, and psychosocial adjustment. Participants were 232 cohabiting mothers and fathers who completed questionnaires and a marital conflict resolution task. Consistent with theory, interparental discord related to children's negative emotional reactivity, which in turn related to children's agentic and dysregulated behavior. Agentic behavior related to decreases in interparental discord, whereas dysregulated behavior related to increases in discord and elevations in children's adjustment problems. Person-oriented analyses of agentic and dysregulated responses indicated distinct clusters of children linked with meaningful individual differences in marital and psychosocial functioning. Results are discussed in terms of possible mechanisms of child effects, such as increased parental awareness of children's distress potentially leading to reduced marital conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)