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Résultat de la recherche
33 recherche sur le mot-clé 'Peer relationships'




Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights / Amanda E. GILLOOLY in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
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Titre : Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights Type de document : Texte imprimé et/ou numérique Auteurs : Amanda E. GILLOOLY, Auteur ; Deborah M RIBY, Auteur ; Kevin DURKIN, Auteur ; Sinéad M. RHODES, Auteur Article en page(s) : p.169-178 Langues : Anglais (eng) Mots-clés : Peer relationships Social functioning Social skills Williams syndrome Index. décimale : PER Périodiques Résumé : Although children with Williams syndrome (WS) are reported to show a strong motivation towards social interaction, evidence suggests many experience difficulties with peer relations. Less is known regarding the characteristics of such difficulties. Parents and teachers of 21 children with WS (7- to 16 years) completed questionnaires measuring aspects of social functioning and peer interactions. Parents and teachers reported that children with WS demonstrated significantly greater peer problems than population norms, including difficulties sustaining friendships and increased social exclusion. More substantial social functioning difficulties were associated with greater peer relation problems. The study provides multi-informant evidence of peer relationship difficulties in children with WS that require further consideration within the broader WS social phenotype. En ligne : http://dx.doi.org/10.1007/s10803-020-04503-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.169-178[article] Peer Relationships in Children with Williams Syndrome: Parent and Teacher Insights [Texte imprimé et/ou numérique] / Amanda E. GILLOOLY, Auteur ; Deborah M RIBY, Auteur ; Kevin DURKIN, Auteur ; Sinéad M. RHODES, Auteur . - p.169-178.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.169-178
Mots-clés : Peer relationships Social functioning Social skills Williams syndrome Index. décimale : PER Périodiques Résumé : Although children with Williams syndrome (WS) are reported to show a strong motivation towards social interaction, evidence suggests many experience difficulties with peer relations. Less is known regarding the characteristics of such difficulties. Parents and teachers of 21 children with WS (7- to 16 years) completed questionnaires measuring aspects of social functioning and peer interactions. Parents and teachers reported that children with WS demonstrated significantly greater peer problems than population norms, including difficulties sustaining friendships and increased social exclusion. More substantial social functioning difficulties were associated with greater peer relation problems. The study provides multi-informant evidence of peer relationship difficulties in children with WS that require further consideration within the broader WS social phenotype. En ligne : http://dx.doi.org/10.1007/s10803-020-04503-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Aggression, peer relationships, and depression in Chinese children: a multiwave longitudinal study / Xinyin CHEN in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)
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Titre : Aggression, peer relationships, and depression in Chinese children: a multiwave longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Xinyin CHEN, Auteur ; Xiaorui HUANG, Auteur ; Li WANG, Auteur ; Lei CHANG, Auteur Article en page(s) : p.1233-1241 Langues : Anglais (eng) Mots-clés : Aggression peer relationships depression Chinese children Index. décimale : PER Périodiques Résumé : Background: Largely due to methodological problems in existing studies, issues concerning causal directions and confounding factors, such as the stability effect, remain to be clarified in the relations among aggression, peer relationships, and psychological adjustment. The purpose of this longitudinal study was to examine (a) reciprocal direct and indirect effects among aggression, peer relationships, and depression based on a full cross-lagged model with the stability effect controlled, and (b) moderating effects of initial status on the growth of the variables. Method: A sample of Chinese children (N = 1,162) participated in the study. Four waves of longitudinal panel data were collected from the participants in ages 9?12 years from multiple sources including peer assessments, teacher ratings, sociometric nominations, and self-reports. Results: Aggression negatively contributed, in both direct and indirect manners, to later peer relationships, and positively contributed to depression in late childhood. Peer relationships had negative direct and indirect effects on later aggression and depression. In addition, the initial level of aggression moderated the growth pattern of peer relationships. Conclusions: Early social and behavioral problems have proximal as well as long-term cross-domain effects on individual development. Moreover, children?s early behavioral characteristics may serve to facilitate the development of social competence and exacerbate the development of social problems. The study provided valuable information about how the important aspects of socioemotional functioning were associated with each other in Chinese children from a developmental perspective. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02576.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1233-1241[article] Aggression, peer relationships, and depression in Chinese children: a multiwave longitudinal study [Texte imprimé et/ou numérique] / Xinyin CHEN, Auteur ; Xiaorui HUANG, Auteur ; Li WANG, Auteur ; Lei CHANG, Auteur . - p.1233-1241.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1233-1241
Mots-clés : Aggression peer relationships depression Chinese children Index. décimale : PER Périodiques Résumé : Background: Largely due to methodological problems in existing studies, issues concerning causal directions and confounding factors, such as the stability effect, remain to be clarified in the relations among aggression, peer relationships, and psychological adjustment. The purpose of this longitudinal study was to examine (a) reciprocal direct and indirect effects among aggression, peer relationships, and depression based on a full cross-lagged model with the stability effect controlled, and (b) moderating effects of initial status on the growth of the variables. Method: A sample of Chinese children (N = 1,162) participated in the study. Four waves of longitudinal panel data were collected from the participants in ages 9?12 years from multiple sources including peer assessments, teacher ratings, sociometric nominations, and self-reports. Results: Aggression negatively contributed, in both direct and indirect manners, to later peer relationships, and positively contributed to depression in late childhood. Peer relationships had negative direct and indirect effects on later aggression and depression. In addition, the initial level of aggression moderated the growth pattern of peer relationships. Conclusions: Early social and behavioral problems have proximal as well as long-term cross-domain effects on individual development. Moreover, children?s early behavioral characteristics may serve to facilitate the development of social competence and exacerbate the development of social problems. The study provided valuable information about how the important aspects of socioemotional functioning were associated with each other in Chinese children from a developmental perspective. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02576.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement / Virginia CARTER LENO in Development and Psychopathology, 36-1 (February 2024)
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Titre : Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement Type de document : Texte imprimé et/ou numérique Auteurs : Virginia CARTER LENO, Auteur ; Nicola WRIGHT, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Connor KERNS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Annie RICHARDS, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur Article en page(s) : p.443-453 Langues : Anglais (eng) Mots-clés : autism depression educational achievement failure model irritability peer relationships Index. décimale : PER Périodiques Résumé : In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (N = 390), followed from early in development shortly after they received a clinical diagnosis. Mediators were measured in mid-childhood (age 10) by a combination of measures, from which latent factors for peer relationships and educational engagement were estimated. Results showed early childhood irritability was positively associated with adolescent depression symptoms, and this association remained when adjusting for baseline depression. A significant indirect pathway through peer relationships was found, which accounted for around 13% of the association between early childhood irritability and adolescent depression, suggesting peer problems may partially mediate the association between irritability and later depression. No mediation effects were found for education engagement. Results highlight the importance of early screening and intervention for co-occurring irritability and peer problems in young autistic children. En ligne : https://dx.doi.org/10.1017/S0954579422001316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Development and Psychopathology > 36-1 (February 2024) . - p.443-453[article] Longitudinal associations between early childhood irritability and adolescent depression symptoms in autistic children are mediated by peer relationships but not educational engagement [Texte imprimé et/ou numérique] / Virginia CARTER LENO, Auteur ; Nicola WRIGHT, Auteur ; Andrew PICKLES, Auteur ; Rachael BEDFORD, Auteur ; Anat ZAIDMAN-ZAIT, Auteur ; Connor KERNS, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Eric DUKU, Auteur ; Teresa BENNETT, Auteur ; Stelios GEORGIADES, Auteur ; Isabel M. SMITH, Auteur ; Annie RICHARDS, Auteur ; Tracy VAILLANCOURT, Auteur ; Peter SZATMARI, Auteur ; Mayada ELSABBAGH, Auteur . - p.443-453.
Langues : Anglais (eng)
in Development and Psychopathology > 36-1 (February 2024) . - p.443-453
Mots-clés : autism depression educational achievement failure model irritability peer relationships Index. décimale : PER Périodiques Résumé : In the general population, irritability is associated with later depression. Despite irritability being more prevalent in autistic children, the long-term sequelae are not well explored. We tested whether irritability in early childhood predicted depression symptoms in autistic adolescents, and whether associations could be explained by difficulties in peer relationships and lower educational engagement. Analyses tested the longitudinal associations between early childhood irritability (ages 3-5) and adolescent depression symptoms (age 14) in a prospective inception cohort of autistic children (N = 390), followed from early in development shortly after they received a clinical diagnosis. Mediators were measured in mid-childhood (age 10) by a combination of measures, from which latent factors for peer relationships and educational engagement were estimated. Results showed early childhood irritability was positively associated with adolescent depression symptoms, and this association remained when adjusting for baseline depression. A significant indirect pathway through peer relationships was found, which accounted for around 13% of the association between early childhood irritability and adolescent depression, suggesting peer problems may partially mediate the association between irritability and later depression. No mediation effects were found for education engagement. Results highlight the importance of early screening and intervention for co-occurring irritability and peer problems in young autistic children. En ligne : https://dx.doi.org/10.1017/S0954579422001316 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 Poor sleep quality is associated with discordant peer relationships among adolescents with Autism Spectrum Disorder / Janice N. PHUNG in Research in Autism Spectrum Disorders, 34 (February 2017)
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Titre : Poor sleep quality is associated with discordant peer relationships among adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Janice N. PHUNG, Auteur ; Wendy A. GOLDBERG, Auteur Article en page(s) : p.10-18 Langues : Anglais (eng) Mots-clés : ASD Adolescents Sleep quality Daytime sleepiness Peer relationships Index. décimale : PER Périodiques Résumé : AbstractBackground Individuals with Autism Spectrum Disorder (ASD) experience impairments in social communication, and these deficits often make it difficult to form and maintain friendships with peers. Poor sleep quality and daytime sleepiness are common among adolescents with ASD, and consequences of poor sleep may make social interactions difficult. Connections between sleep quality and social relationships in ASD samples have been understudied; the current study addresses this gap. Method Participants were community samples of 19 adolescents with ASD and 10 neurotypical (NT) adolescents. Adolescents completed questionnaires about closeness and discord in relationships with a same-gender peer, and they reported on sleep-wake problems, daytime sleepiness, and internalizing problems. Adolescents also wore an actigraph for 7-nights. Results Pearson correlations revealed significant associations between adolescents’ reports of sleep problems and discordant peer relationships; more sleep-wake problems and more daytime sleepiness were associated with more discord with peers in the sample with ASD, but not in the NT sample. The closeness aspect of peer relationships was not significantly associated with sleep quality. Internalizing problems did not mediate between sleep quality and discordant relationships. Conclusions Adolescents’ reports of more sleep problems and daytime sleepiness, but not actigraph indicators of sleep quality, were directly associated with discordant peer relationships. Adolescents who are already challenged in social interactions due to ASD may be especially vulnerable to intense negativity in peer relationships when they also experience poorer nighttime sleep and more daytime sleepiness. NT adolescents may be better able to regulate social interactions despite poor sleep and feeling tired. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Research in Autism Spectrum Disorders > 34 (February 2017) . - p.10-18[article] Poor sleep quality is associated with discordant peer relationships among adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Janice N. PHUNG, Auteur ; Wendy A. GOLDBERG, Auteur . - p.10-18.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 34 (February 2017) . - p.10-18
Mots-clés : ASD Adolescents Sleep quality Daytime sleepiness Peer relationships Index. décimale : PER Périodiques Résumé : AbstractBackground Individuals with Autism Spectrum Disorder (ASD) experience impairments in social communication, and these deficits often make it difficult to form and maintain friendships with peers. Poor sleep quality and daytime sleepiness are common among adolescents with ASD, and consequences of poor sleep may make social interactions difficult. Connections between sleep quality and social relationships in ASD samples have been understudied; the current study addresses this gap. Method Participants were community samples of 19 adolescents with ASD and 10 neurotypical (NT) adolescents. Adolescents completed questionnaires about closeness and discord in relationships with a same-gender peer, and they reported on sleep-wake problems, daytime sleepiness, and internalizing problems. Adolescents also wore an actigraph for 7-nights. Results Pearson correlations revealed significant associations between adolescents’ reports of sleep problems and discordant peer relationships; more sleep-wake problems and more daytime sleepiness were associated with more discord with peers in the sample with ASD, but not in the NT sample. The closeness aspect of peer relationships was not significantly associated with sleep quality. Internalizing problems did not mediate between sleep quality and discordant relationships. Conclusions Adolescents’ reports of more sleep problems and daytime sleepiness, but not actigraph indicators of sleep quality, were directly associated with discordant peer relationships. Adolescents who are already challenged in social interactions due to ASD may be especially vulnerable to intense negativity in peer relationships when they also experience poorer nighttime sleep and more daytime sleepiness. NT adolescents may be better able to regulate social interactions despite poor sleep and feeling tired. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.11.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 The experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence / Lily CRESSWELL in Research in Autism Spectrum Disorders, 61 (May 2019)
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Titre : The experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence Type de document : Texte imprimé et/ou numérique Auteurs : Lily CRESSWELL, Auteur ; Rebecca HINCH, Auteur ; Eilidh CAGE, Auteur Article en page(s) : p.45-60 Langues : Anglais (eng) Mots-clés : Autism Systematic review Adolescence Friendship Peer relationships Index. décimale : PER Périodiques Résumé : Background Peer relationships can be especially difficult for autistic adolescents, given their marked social communication difficulties. The purpose of this systematic review is to synthesise reported qualitative findings on how autistic adolescents experience peer relationships, including the rewards and challenges, from their perspective. The review includes the perspectives of others (e.g. parents, support workers), from included papers where these were reported in addition to the adolescent viewpoint. Method PRISMA guidelines and the Joanna Briggs Institute meta-aggregative approach to qualitative synthesis informed this review process. Articles included were published in the last ten years, specific to autistic adolescents between the ages of 10 and 19. Of the 75 articles meeting eligibility for full-text review, ten matched the final inclusion criteria. Results Findings relating to four main themes emerged from the qualitative synthesis: understanding friendship, having and wanting friends, challenges of peer relationships and overcoming challenges. Fourteen sub-topics are described in detail, for example, that autistic adolescents do have and want friends, though this is often not easily achieved, leading to feelings of loneliness. Findings also revealed experiences of peer rejection and victimisation, and specific factors that might make building positive peer relationships difficult, such as group settings. Conclusions Autistic adolescents face a number of difficulties with understanding social rules and conventions, which seem to make peer relationships difficult. However, due to many autistic adolescents having a desire for friendship, some have developed ways of overcoming these challenges. This review highlights that additional support is needed to support the development of autistic adolescents’ social skills and awareness; further research is needed to establish how this could be done most effectively. En ligne : https://doi.org/10.1016/j.rasd.2019.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385
in Research in Autism Spectrum Disorders > 61 (May 2019) . - p.45-60[article] The experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence [Texte imprimé et/ou numérique] / Lily CRESSWELL, Auteur ; Rebecca HINCH, Auteur ; Eilidh CAGE, Auteur . - p.45-60.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 61 (May 2019) . - p.45-60
Mots-clés : Autism Systematic review Adolescence Friendship Peer relationships Index. décimale : PER Périodiques Résumé : Background Peer relationships can be especially difficult for autistic adolescents, given their marked social communication difficulties. The purpose of this systematic review is to synthesise reported qualitative findings on how autistic adolescents experience peer relationships, including the rewards and challenges, from their perspective. The review includes the perspectives of others (e.g. parents, support workers), from included papers where these were reported in addition to the adolescent viewpoint. Method PRISMA guidelines and the Joanna Briggs Institute meta-aggregative approach to qualitative synthesis informed this review process. Articles included were published in the last ten years, specific to autistic adolescents between the ages of 10 and 19. Of the 75 articles meeting eligibility for full-text review, ten matched the final inclusion criteria. Results Findings relating to four main themes emerged from the qualitative synthesis: understanding friendship, having and wanting friends, challenges of peer relationships and overcoming challenges. Fourteen sub-topics are described in detail, for example, that autistic adolescents do have and want friends, though this is often not easily achieved, leading to feelings of loneliness. Findings also revealed experiences of peer rejection and victimisation, and specific factors that might make building positive peer relationships difficult, such as group settings. Conclusions Autistic adolescents face a number of difficulties with understanding social rules and conventions, which seem to make peer relationships difficult. However, due to many autistic adolescents having a desire for friendship, some have developed ways of overcoming these challenges. This review highlights that additional support is needed to support the development of autistic adolescents’ social skills and awareness; further research is needed to establish how this could be done most effectively. En ligne : https://doi.org/10.1016/j.rasd.2019.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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PermalinkPeer Relationship Problems in Children with Tourette's Disorder or Diabetes Mellitus / Harry N. BAWDEN in Journal of Child Psychology and Psychiatry, 39-5 (July 1998)
PermalinkChildhood Peer Relationship Problems and Later Risks of Educational Under-achievement and Unemployment / Lianne J. WOODWARD in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
PermalinkChildren with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)
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PermalinkThe association between early regulatory problems and adult peer relationship quality is mediated by the brain's allostatic-interoceptive system / Sa?a ZORJAN in Journal of Child Psychology and Psychiatry, 66-1 (January 2025)
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