5 recherche sur le mot-clé 'peer rejection'

Dynamic pathways between rejection and antisocial behavior in peer networks: Update and test of confluence model / Olga KORNIENKO in Development and Psychopathology, 32-1 (February 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-1 (February 2020) . - p.175-188 Titre : Dynamic pathways between rejection and antisocial behavior in peer networks: Update and test of confluence model Type de document : Texte imprimé et/ou numérique Auteurs : Olga KORNIENKO, Auteur ; Thao HA, Auteur ; Thomas J. DISHION, Auteur Article en page(s) : p.175-188 Langues : Anglais (eng) Mots-clés : antisocial behavior  longitudinal social network analysis  peer networks  peer rejection  stochastic actor-based modeling Index. décimale : PER Périodiques Résumé : The confluence model theorizes that dynamic transactions between peer rejection and deviant peer clustering amplify antisocial behavior (AB) within the school context during adolescence. Little is known about the links between peer rejection and AB as embedded in changing networks. Using longitudinal social network analysis, we investigated the interplay between rejection, deviant peer clustering, and AB in an ethnically diverse sample of students attending public middle schools (N = 997; 52.7% boys). Adolescents completed peer nomination reports of rejection and antisocial behavior in Grades 6-8. Results revealed that rejection status was associated with friendship selection, and adolescents became rejected if they were friends with others who were rejected. Youth befriended others with similar levels of AB. Significant patterns of peer influence were documented for AB and rejection. As hypothesized, rejected youth with low AB were more likely to affiliate with others with high AB instead of similarly low AB. In contrast, nonrejected youth preferred to befriend others with similarly high or low AB. Results support an updated confluence model of a joint interplay between rejection and AB as ecological conditions that lead to self-organization into deviant clusters in which peer contagion on problem behaviors operates. En ligne : http://dx.doi.org/10.1017/s0954579418001645 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4160 [article] Dynamic pathways between rejection and antisocial behavior in peer networks: Update and test of confluence model [Texte imprimé et/ou numérique] / Olga KORNIENKO, Auteur ; Thao HA, Auteur ; Thomas J. DISHION, Auteur . - p.175-188. Langues : Anglais (eng) in Development and Psychopathology > 32-1 (February 2020) . - p.175-188 Mots-clés : antisocial behavior  longitudinal social network analysis  peer networks  peer rejection  stochastic actor-based modeling Index. décimale : PER Périodiques Résumé : The confluence model theorizes that dynamic transactions between peer rejection and deviant peer clustering amplify antisocial behavior (AB) within the school context during adolescence. Little is known about the links between peer rejection and AB as embedded in changing networks. Using longitudinal social network analysis, we investigated the interplay between rejection, deviant peer clustering, and AB in an ethnically diverse sample of students attending public middle schools (N = 997; 52.7% boys). Adolescents completed peer nomination reports of rejection and antisocial behavior in Grades 6-8. Results revealed that rejection status was associated with friendship selection, and adolescents became rejected if they were friends with others who were rejected. Youth befriended others with similar levels of AB. Significant patterns of peer influence were documented for AB and rejection. As hypothesized, rejected youth with low AB were more likely to affiliate with others with high AB instead of similarly low AB. In contrast, nonrejected youth preferred to befriend others with similarly high or low AB. Results support an updated confluence model of a joint interplay between rejection and AB as ecological conditions that lead to self-organization into deviant clusters in which peer contagion on problem behaviors operates. En ligne : http://dx.doi.org/10.1017/s0954579418001645 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4160

Genotype?environment correlation by intervention effects underlying middle childhood peer rejection and associations with adolescent marijuana use / Kit K. ELAM in Development and Psychopathology, 34-1 (February 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-1 (February 2022) . - p.171-182 Titre : Genotype?environment correlation by intervention effects underlying middle childhood peer rejection and associations with adolescent marijuana use Type de document : Texte imprimé et/ou numérique Auteurs : Kit K. ELAM, Auteur ; Sierra CLIFFORD, Auteur ; Ariana RUOF, Auteur ; Daniel S. SHAW, Auteur ; Melvin N. WILSON, Auteur ; Kathryn LEMERY-CHALFANT, Auteur Article en page(s) : p.171-182 Langues : Anglais (eng) Mots-clés : gene?environment correlation  marijuana use  middle childhood  peer rejection  time-varying effect modeling Index. décimale : PER Périodiques Résumé : Aggressive behavior in middle childhood can contribute to peer rejection, subsequently increasing risk for substance use in adolescence. However, the quality of peer relationships a child experiences can be associated with his or her genetic predisposition, a genotype?environment correlation (rGE). In addition, recent evidence indicates that psychosocial preventive interventions can buffer genetic predispositions for negative behavior. The current study examined associations between polygenic risk for aggression, aggressive behavior, and peer rejection from 8.5 to 10.5 years, and the subsequent influence of peer rejection on marijuana use in adolescence (n = 515; 256 control, 259 intervention). Associations were examined separately in control and intervention groups for children of families who participated in a randomized controlled trial of the family-based preventive intervention, the Family Check-Up . Using time-varying effect modeling (TVEM), polygenic risk for aggression was associated with peer rejection from approximately age 8.50 to 9.50 in the control group but no associations were present in the intervention group. Subsequent analyses showed peer rejection mediated the association between polygenic risk for aggression and adolescent marijuana use in the control group. The role of rGEs in middle childhood peer processes and implications for preventive intervention programs for adolescent substance use are discussed. En ligne : http://dx.doi.org/10.1017/s0954579420001066 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4741 [article] Genotype?environment correlation by intervention effects underlying middle childhood peer rejection and associations with adolescent marijuana use [Texte imprimé et/ou numérique] / Kit K. ELAM, Auteur ; Sierra CLIFFORD, Auteur ; Ariana RUOF, Auteur ; Daniel S. SHAW, Auteur ; Melvin N. WILSON, Auteur ; Kathryn LEMERY-CHALFANT, Auteur . - p.171-182. Langues : Anglais (eng) in Development and Psychopathology > 34-1 (February 2022) . - p.171-182 Mots-clés : gene?environment correlation  marijuana use  middle childhood  peer rejection  time-varying effect modeling Index. décimale : PER Périodiques Résumé : Aggressive behavior in middle childhood can contribute to peer rejection, subsequently increasing risk for substance use in adolescence. However, the quality of peer relationships a child experiences can be associated with his or her genetic predisposition, a genotype?environment correlation (rGE). In addition, recent evidence indicates that psychosocial preventive interventions can buffer genetic predispositions for negative behavior. The current study examined associations between polygenic risk for aggression, aggressive behavior, and peer rejection from 8.5 to 10.5 years, and the subsequent influence of peer rejection on marijuana use in adolescence (n = 515; 256 control, 259 intervention). Associations were examined separately in control and intervention groups for children of families who participated in a randomized controlled trial of the family-based preventive intervention, the Family Check-Up . Using time-varying effect modeling (TVEM), polygenic risk for aggression was associated with peer rejection from approximately age 8.50 to 9.50 in the control group but no associations were present in the intervention group. Subsequent analyses showed peer rejection mediated the association between polygenic risk for aggression and adolescent marijuana use in the control group. The role of rGEs in middle childhood peer processes and implications for preventive intervention programs for adolescent substance use are discussed. En ligne : http://dx.doi.org/10.1017/s0954579420001066 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4741

Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade / Barbara MENTING in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.72-79 Titre : Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade Type de document : Texte imprimé et/ou numérique Auteurs : Barbara MENTING, Auteur ; Pol A. C. VAN LIER, Auteur ; Hans M. KOOT, Auteur Année de publication : 2011 Article en page(s) : p.72-79 Langues : Anglais (eng) Mots-clés : Elementary school children  language skills  externalizing behavior  peer rejection  sex differences Index. décimale : PER Périodiques Résumé : Background:  Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior. Methods:  Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually. Results:  Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys. Conclusion:  Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02279.x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1138 [article] Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade [Texte imprimé et/ou numérique] / Barbara MENTING, Auteur ; Pol A. C. VAN LIER, Auteur ; Hans M. KOOT, Auteur . - 2011 . - p.72-79. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.72-79 Mots-clés : Elementary school children  language skills  externalizing behavior  peer rejection  sex differences Index. décimale : PER Périodiques Résumé : Background:  Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior. Methods:  Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually. Results:  Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys. Conclusion:  Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02279.x Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1138

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 : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4904 [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 : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4904

How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis / E. I. WILLIAMS in Autism, 23-1 (January 2019)  

Public ISBD [article]  inAutism > 23-1 (January 2019) . - p.8-28 Titre : How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis Type de document : Texte imprimé et/ou numérique Auteurs : E. I. WILLIAMS, Auteur ; K. GLEESON, Auteur ; B. E. JONES, Auteur Article en page(s) : p.8-28 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorder  lived experience  metasummary  metasynthesis  qualitative research  school-aged children  self-understanding  asperger-syndrome  psychological adjustment  gender-differences  secondary-school  peer rejection  meta-synthesis  children  friendship  identity  students  Psychology Index. décimale : PER Périodiques Résumé : Evidence that interpersonal interactions and self-appraisal in social context are crucial in developing self-understanding raises concerns about how pupils with autism spectrum disorder make sense of themselves in school settings where many experience social marginalisation. Metasynthesis was used to systematically extract and integrate findings from qualitative studies examining the mainstream school experiences of these students. Synthesised findings identified three, intermeshing, aspects of experience which contribute to many pupils with autism spectrum disorder making sense of themselves as 'different' to typical peers in a negative way: difficulties linked to autism spectrum disorder; interpersonal relationships, particularly with peers; and accessibility of the school environment. Typical pupils' attitudes and responses towards peers with autism spectrum disorder, unusual sensory reactions to the physical school environment and individual sense-making about the self are highlighted as key areas requiring further research and intervention to improve the experiences, self-esteem and well-being of pupils with autism spectrum disorder in inclusive settings and to inform educational policy and practice. En ligne : http://dx.doi.org/10.1177/1362361317723836 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3795 [article] How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis [Texte imprimé et/ou numérique] / E. I. WILLIAMS, Auteur ; K. GLEESON, Auteur ; B. E. JONES, Auteur . - p.8-28. Langues : Anglais (eng) in Autism > 23-1 (January 2019) . - p.8-28 Mots-clés : adolescents  autism spectrum disorder  lived experience  metasummary  metasynthesis  qualitative research  school-aged children  self-understanding  asperger-syndrome  psychological adjustment  gender-differences  secondary-school  peer rejection  meta-synthesis  children  friendship  identity  students  Psychology Index. décimale : PER Périodiques Résumé : Evidence that interpersonal interactions and self-appraisal in social context are crucial in developing self-understanding raises concerns about how pupils with autism spectrum disorder make sense of themselves in school settings where many experience social marginalisation. Metasynthesis was used to systematically extract and integrate findings from qualitative studies examining the mainstream school experiences of these students. Synthesised findings identified three, intermeshing, aspects of experience which contribute to many pupils with autism spectrum disorder making sense of themselves as 'different' to typical peers in a negative way: difficulties linked to autism spectrum disorder; interpersonal relationships, particularly with peers; and accessibility of the school environment. Typical pupils' attitudes and responses towards peers with autism spectrum disorder, unusual sensory reactions to the physical school environment and individual sense-making about the self are highlighted as key areas requiring further research and intervention to improve the experiences, self-esteem and well-being of pupils with autism spectrum disorder in inclusive settings and to inform educational policy and practice. En ligne : http://dx.doi.org/10.1177/1362361317723836 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3795