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Affiliation with depressive peer groups and social and school adjustment in Chinese adolescents / Lingjun CHEN in Development and Psychopathology, 32-3 (August 2020)
[article]
Titre : Affiliation with depressive peer groups and social and school adjustment in Chinese adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Lingjun CHEN, Auteur ; Xinyin CHEN, Auteur Article en page(s) : p.1087-1095 Langues : Anglais (eng) Mots-clés : Chinese adolescents adjustment depression peer groups Index. décimale : PER Périodiques Résumé : The purpose of the present study was to examine the role of depressive peer group context in individual social and school adjustment in a sample of 1,430 Chinese adolescents (672 boys, mean age = 15.43 years) from middle (n = 430) and high (n = 1000) schools. Peer groups were identified using the Social Cognitive Map technique. One-year longitudinal data on depression and social and school adjustment were obtained from self-reports, peer nominations, teacher ratings, and school records. Multilevel analyses showed that group-level depression positively predicted later individual depression. Moreover, group-level depression negatively predicted later social competence, peer preference, school competence, and academic achievement, and it positively predicted later peer victimization and learning problems. The results suggest that affiliation with more depressive peer groups contributes to more psychological, social, and school adjustment problems in a cascading manner among Chinese adolescents. En ligne : http://dx.doi.org/10.1017/s0954579419001184 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Development and Psychopathology > 32-3 (August 2020) . - p.1087-1095[article] Affiliation with depressive peer groups and social and school adjustment in Chinese adolescents [Texte imprimé et/ou numérique] / Lingjun CHEN, Auteur ; Xinyin CHEN, Auteur . - p.1087-1095.
Langues : Anglais (eng)
in Development and Psychopathology > 32-3 (August 2020) . - p.1087-1095
Mots-clés : Chinese adolescents adjustment depression peer groups Index. décimale : PER Périodiques Résumé : The purpose of the present study was to examine the role of depressive peer group context in individual social and school adjustment in a sample of 1,430 Chinese adolescents (672 boys, mean age = 15.43 years) from middle (n = 430) and high (n = 1000) schools. Peer groups were identified using the Social Cognitive Map technique. One-year longitudinal data on depression and social and school adjustment were obtained from self-reports, peer nominations, teacher ratings, and school records. Multilevel analyses showed that group-level depression positively predicted later individual depression. Moreover, group-level depression negatively predicted later social competence, peer preference, school competence, and academic achievement, and it positively predicted later peer victimization and learning problems. The results suggest that affiliation with more depressive peer groups contributes to more psychological, social, and school adjustment problems in a cascading manner among Chinese adolescents. En ligne : http://dx.doi.org/10.1017/s0954579419001184 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings / Daniel PARKER in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)
[article]
Titre : Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings Type de document : Texte imprimé et/ou numérique Auteurs : Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur Année de publication : 2011 Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : autism task completion self-monitoring social settings elementary ages peer groups Index. décimale : PER Périodiques Résumé : In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. En ligne : http://dx.doi.org/10.1177/1088357610376945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141
in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142[article] Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings [Texte imprimé et/ou numérique] / Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur . - 2011 . - p.131-142.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142
Mots-clés : autism task completion self-monitoring social settings elementary ages peer groups Index. décimale : PER Périodiques Résumé : In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. En ligne : http://dx.doi.org/10.1177/1088357610376945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141