6 recherche sur le mot-clé 'peer acceptance'

Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program / Natalia J. RANSON in Journal of Autism and Developmental Disorders, 44-11 (November 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2778-2796 Titre : Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program Type de document : Texte imprimé et/ou numérique Auteurs : Natalia J. RANSON, Auteur ; Mitchell K. BYRNE, Auteur Article en page(s) : p.2778-2796 Langues : Anglais (eng) Mots-clés : Female higher-functioning autism  Peer acceptance  Anti-stigma program  Knowledge  Attitudes  Behavioural intentions Index. décimale : PER Périodiques Résumé : This study evaluated the effects of an eight-session female higher-functioning autism anti-stigma program on the knowledge, attitudes and behavioural intentions of adolescent girls. Participants were seventh-, eighth- and ninth-grade students (N = 273) in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition. The remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program positively influenced knowledge, attitudes and to a lesser extent behavioural intentions towards peers with higher-functioning autism within the intervention condition. Some degree of attitudinal improvement occurred across all conditions following the program suggesting some spill over effects. Overall, findings provide preliminary evidence supporting the efficacy of an anti-stigma program tailored to support females with higher-functioning autism. En ligne : http://dx.doi.org/10.1007/s10803-014-2139-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Promoting Peer Acceptance of Females with Higher-functioning Autism in a Mainstream Education Setting: A Replication and Extension of the Effects of an Autism Anti-Stigma Program [Texte imprimé et/ou numérique] / Natalia J. RANSON, Auteur ; Mitchell K. BYRNE, Auteur . - p.2778-2796. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2778-2796 Mots-clés : Female higher-functioning autism  Peer acceptance  Anti-stigma program  Knowledge  Attitudes  Behavioural intentions Index. décimale : PER Périodiques Résumé : This study evaluated the effects of an eight-session female higher-functioning autism anti-stigma program on the knowledge, attitudes and behavioural intentions of adolescent girls. Participants were seventh-, eighth- and ninth-grade students (N = 273) in a mainstream school. Two-eighth-grade classes were randomly allocated to the intervention condition. The remaining students were either allocated to the no-intervention peer or no-intervention non-peer condition. The anti-stigma program positively influenced knowledge, attitudes and to a lesser extent behavioural intentions towards peers with higher-functioning autism within the intervention condition. Some degree of attitudinal improvement occurred across all conditions following the program suggesting some spill over effects. Overall, findings provide preliminary evidence supporting the efficacy of an anti-stigma program tailored to support females with higher-functioning autism. En ligne : http://dx.doi.org/10.1007/s10803-014-2139-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

The social withdrawal and social anxiety feedback loop and the role of peer victimization and acceptance in the pathways / Stefania A. BARZEVA in Development and Psychopathology, 32-4 (October 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-4 (October 2020) . - p.1402-1417 Titre : The social withdrawal and social anxiety feedback loop and the role of peer victimization and acceptance in the pathways Type de document : Texte imprimé et/ou numérique Auteurs : Stefania A. BARZEVA, Auteur ; Jennifer S. RICHARDS, Auteur ; Wim H. J. MEEUS, Auteur ; Albertine J. OLDEHINKEL, Auteur Article en page(s) : p.1402-1417 Langues : Anglais (eng) Mots-clés : peer acceptance  peer victimization  random intercept cross-lagged panel model  social anxiety  social withdrawal Index. décimale : PER Périodiques Résumé : Social withdrawal and social anxiety are believed to have a bidirectional influence on one another, but it is unknown if their relationship is bidirectional, especially within person, and if peer experiences influence this relationship. We investigated temporal sequencing and the strength of effects between social withdrawal and social anxiety, and the roles of peer victimization and acceptance in the pathways. Participants were 2,772 adolescents from the population-based and clinically referred cohorts of the Tracking Adolescents' Individual Lives Survey. Self- and parent-reported withdrawal, and self-reported social anxiety, peer victimization, and perceived peer acceptance were assessed at 11, 13, and 16 years. Random-intercept cross-lagged panel models were used to investigate within-person associations between these variables. There was no feedback loop between withdrawal and social anxiety. Social withdrawal did not predict social anxiety at any age. Social anxiety at 11 years predicted increased self-reported withdrawal at 13 years. Negative peer experiences predicted increased self- and parent-reported withdrawal at 13 years and increased parent-reported withdrawal at 16 years. In turn, self-reported withdrawal at 13 years predicted negative peer experiences at 16 years. In conclusion, adolescents became more withdrawn when they became more socially anxious or experienced greater peer problems, and increasing withdrawal predicted greater victimization and lower acceptance. En ligne : http://dx.doi.org/10.1017/s0954579419001354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] The social withdrawal and social anxiety feedback loop and the role of peer victimization and acceptance in the pathways [Texte imprimé et/ou numérique] / Stefania A. BARZEVA, Auteur ; Jennifer S. RICHARDS, Auteur ; Wim H. J. MEEUS, Auteur ; Albertine J. OLDEHINKEL, Auteur . - p.1402-1417. Langues : Anglais (eng) in Development and Psychopathology > 32-4 (October 2020) . - p.1402-1417 Mots-clés : peer acceptance  peer victimization  random intercept cross-lagged panel model  social anxiety  social withdrawal Index. décimale : PER Périodiques Résumé : Social withdrawal and social anxiety are believed to have a bidirectional influence on one another, but it is unknown if their relationship is bidirectional, especially within person, and if peer experiences influence this relationship. We investigated temporal sequencing and the strength of effects between social withdrawal and social anxiety, and the roles of peer victimization and acceptance in the pathways. Participants were 2,772 adolescents from the population-based and clinically referred cohorts of the Tracking Adolescents' Individual Lives Survey. Self- and parent-reported withdrawal, and self-reported social anxiety, peer victimization, and perceived peer acceptance were assessed at 11, 13, and 16 years. Random-intercept cross-lagged panel models were used to investigate within-person associations between these variables. There was no feedback loop between withdrawal and social anxiety. Social withdrawal did not predict social anxiety at any age. Social anxiety at 11 years predicted increased self-reported withdrawal at 13 years. Negative peer experiences predicted increased self- and parent-reported withdrawal at 13 years and increased parent-reported withdrawal at 16 years. In turn, self-reported withdrawal at 13 years predicted negative peer experiences at 16 years. In conclusion, adolescents became more withdrawn when they became more socially anxious or experienced greater peer problems, and increasing withdrawal predicted greater victimization and lower acceptance. En ligne : http://dx.doi.org/10.1017/s0954579419001354 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Factors associated with acceptance of peers with mental health problems in childhood and adolescence / Lorraine SWORDS in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.933-941 Titre : Factors associated with acceptance of peers with mental health problems in childhood and adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Lorraine SWORDS, Auteur ; Caroline HEARY, Auteur ; Eilis HENNESSY, Auteur Année de publication : 2011 Article en page(s) : p.933-941 Langues : Anglais (eng) Mots-clés : Peer acceptance  mental health problems  ADHD  depression Index. décimale : PER Périodiques Résumé : Background:  Research suggests that children’s reactions to peers with mental health problems are related to the maintenance and outcomes of these problems. However, children’s perceptions of such peers, particularly those with internalising problems, are neither well researched nor understood. The present study aimed to test a series of models relating socio-demographic and attributional variables to the acceptance of hypothetical boys and girls with attention deficit hyperactivity disorder (ADHD) and depression. Methods:  A sample of 595 participants, drawn from five different age-groups spanning early childhood to late adolescence, completed a booklet of questions in response to two vignettes describing the behaviour of hypothetical target peers with depression and ADHD. The sample was drawn from schools randomly selected in the east of Ireland. Results:  The models indicated that age and gender of the participant, and the perceived responsibility of the target character for his/her condition, were the three most important predictors of acceptance in all models. However, the relationship between these variables and acceptance varied depending on the gender of the target child and the condition (depression or ADHD) in the models tested. Conclusions:  The findings of the study suggest that the relationships between socio-demographic and attributional variables and acceptance of peers with mental health problems depend on the type of mental health problem under consideration. The findings have implications for the development of information and education programmes to improve the integration of children with mental health problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02351.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Factors associated with acceptance of peers with mental health problems in childhood and adolescence [Texte imprimé et/ou numérique] / Lorraine SWORDS, Auteur ; Caroline HEARY, Auteur ; Eilis HENNESSY, Auteur . - 2011 . - p.933-941. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.933-941 Mots-clés : Peer acceptance  mental health problems  ADHD  depression Index. décimale : PER Périodiques Résumé : Background:  Research suggests that children’s reactions to peers with mental health problems are related to the maintenance and outcomes of these problems. However, children’s perceptions of such peers, particularly those with internalising problems, are neither well researched nor understood. The present study aimed to test a series of models relating socio-demographic and attributional variables to the acceptance of hypothetical boys and girls with attention deficit hyperactivity disorder (ADHD) and depression. Methods:  A sample of 595 participants, drawn from five different age-groups spanning early childhood to late adolescence, completed a booklet of questions in response to two vignettes describing the behaviour of hypothetical target peers with depression and ADHD. The sample was drawn from schools randomly selected in the east of Ireland. Results:  The models indicated that age and gender of the participant, and the perceived responsibility of the target character for his/her condition, were the three most important predictors of acceptance in all models. However, the relationship between these variables and acceptance varied depending on the gender of the target child and the condition (depression or ADHD) in the models tested. Conclusions:  The findings of the study suggest that the relationships between socio-demographic and attributional variables and acceptance of peers with mental health problems depend on the type of mental health problem under consideration. The findings have implications for the development of information and education programmes to improve the integration of children with mental health problems. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02351.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Connecting the dots: social networks in the classroom and white matter connections in the brain / Rosa H. MULDER in Journal of Child Psychology and Psychiatry, 63-12 (December 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1622-1630 Titre : Connecting the dots: social networks in the classroom and white matter connections in the brain Type de document : Texte imprimé et/ou numérique Auteurs : Rosa H. MULDER, Auteur ; Monica LOPEZ-VICENTE, Auteur ; Andrea P. CORTES HIDALGO, Auteur ; Lisa R. STEENKAMP, Auteur ; Berna GUROÄŽLU, Auteur ; Henning TIEMEIER, Auteur ; Ryan L. MUETZEL, Auteur Article en page(s) : p.1622-1630 Langues : Anglais (eng) Mots-clés : Child  Humans  White Matter/diagnostic imaging  Diffusion Tensor Imaging  Cross-Sectional Studies  Brain/diagnostic imaging  Social Networking  Bullying behavior  Generation R Study  brain imaging  peer acceptance  peer rejection  peer victimization  white matter microstructure Index. décimale : PER Périodiques Résumé : BACKGROUND: Peer connections in school classrooms play an important role in social-emotional development and mental health. However, research on the association between children's peer relationships and white matter connections in the brain is scarce. We studied associations between peer relationships in the classroom and white matter structural connectivity in a pediatric population-based sample. METHODS: Bullying and victimization, as well as rejection and acceptance, were assessed in classrooms in 634 children at age 7. White matter microstructure (fractional anisotropy (FA), mean diffusivity (MD)) was measured with diffusion tensor imaging at age 10. We examined global metrics of white matter microstructure and used Tract-Based Spatial Statistics (TBSS) for voxel-wise associations. RESULTS: Peer victimization was associated with higher global FA and lower global MD and peer rejection was associated with lower global MD; however, these associations did not remain after multiple testing correction. Voxel-wise TBSS results for peer victimization and rejection were in line with global metrics both in terms of direction and spatial extent of the associations, with associated voxels (p(FWE) <.05) observed throughout the brain (including corpus callosum, corona radiata, sagittal stratum and superior longitudinal fasciculi). CONCLUSIONS: Although based only on cross-sectional data, the findings could indicate accelerated white matter microstructure maturation in certain brain areas of children who are victimized or rejected more often. However, repeated measurements are essential to unravel this complex interplay of peer connections, maturation and brain development over time. En ligne : http://dx.doi.org/10.1111/jcpp.13647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 [article] Connecting the dots: social networks in the classroom and white matter connections in the brain [Texte imprimé et/ou numérique] / Rosa H. MULDER, Auteur ; Monica LOPEZ-VICENTE, Auteur ; Andrea P. CORTES HIDALGO, Auteur ; Lisa R. STEENKAMP, Auteur ; Berna GUROÄŽLU, Auteur ; Henning TIEMEIER, Auteur ; Ryan L. MUETZEL, Auteur . - p.1622-1630. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1622-1630 Mots-clés : Child  Humans  White Matter/diagnostic imaging  Diffusion Tensor Imaging  Cross-Sectional Studies  Brain/diagnostic imaging  Social Networking  Bullying behavior  Generation R Study  brain imaging  peer acceptance  peer rejection  peer victimization  white matter microstructure Index. décimale : PER Périodiques Résumé : BACKGROUND: Peer connections in school classrooms play an important role in social-emotional development and mental health. However, research on the association between children's peer relationships and white matter connections in the brain is scarce. We studied associations between peer relationships in the classroom and white matter structural connectivity in a pediatric population-based sample. METHODS: Bullying and victimization, as well as rejection and acceptance, were assessed in classrooms in 634 children at age 7. White matter microstructure (fractional anisotropy (FA), mean diffusivity (MD)) was measured with diffusion tensor imaging at age 10. We examined global metrics of white matter microstructure and used Tract-Based Spatial Statistics (TBSS) for voxel-wise associations. RESULTS: Peer victimization was associated with higher global FA and lower global MD and peer rejection was associated with lower global MD; however, these associations did not remain after multiple testing correction. Voxel-wise TBSS results for peer victimization and rejection were in line with global metrics both in terms of direction and spatial extent of the associations, with associated voxels (p(FWE) <.05) observed throughout the brain (including corpus callosum, corona radiata, sagittal stratum and superior longitudinal fasciculi). CONCLUSIONS: Although based only on cross-sectional data, the findings could indicate accelerated white matter microstructure maturation in certain brain areas of children who are victimized or rejected more often. However, repeated measurements are essential to unravel this complex interplay of peer connections, maturation and brain development over time. En ligne : http://dx.doi.org/10.1111/jcpp.13647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490

College Students' Knowledge and Attitudes Towards Students on the Autism Spectrum / D. WHITE in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2699-2705 Titre : College Students' Knowledge and Attitudes Towards Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : D. WHITE, Auteur ; A. HILLIER, Auteur ; A. FRYE, Auteur ; E. MAKREZ, Auteur Article en page(s) : p.2699-2705 Langues : Anglais (eng) Mots-clés : Attitudes  College  Intergroup contact  Knowledge  Peer acceptance  University Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) are attending university in increasing numbers. The importance of acceptance from peers and integration into the university have been recognized as key factors for success. We examined university students' knowledge and attitudes towards students with ASD, underlying factors that contributed to such attitudes, and whether attitudes changed across two cohorts 5-years apart. The later cohort demonstrated greater knowledge and more positive attitudes toward students with ASD compared to students in the first cohort. However, knowledge was not found to be a significant predictor of attitudes and many students who were knowledgeable about ASD still reported negative attitudes toward participating in university and classroom based activities with students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2818-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] College Students' Knowledge and Attitudes Towards Students on the Autism Spectrum [Texte imprimé et/ou numérique] / D. WHITE, Auteur ; A. HILLIER, Auteur ; A. FRYE, Auteur ; E. MAKREZ, Auteur . - p.2699-2705. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2699-2705 Mots-clés : Attitudes  College  Intergroup contact  Knowledge  Peer acceptance  University Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) are attending university in increasing numbers. The importance of acceptance from peers and integration into the university have been recognized as key factors for success. We examined university students' knowledge and attitudes towards students with ASD, underlying factors that contributed to such attitudes, and whether attitudes changed across two cohorts 5-years apart. The later cohort demonstrated greater knowledge and more positive attitudes toward students with ASD compared to students in the first cohort. However, knowledge was not found to be a significant predictor of attitudes and many students who were knowledgeable about ASD still reported negative attitudes toward participating in university and classroom based activities with students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2818-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

Understanding Our Peers with Pablo: Exploring the Merit of an Autism Spectrum Disorder De-stigmatisation Programme Targeting Peers in Irish Early Education Mainstream Settings / Sonia MORRIS in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

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