China
Africa
Explore chapters and articles related to this topic
The Initial Phase of IPT-A
Published in Robert McAlpine, Anthony Hillin, Interpersonal Psychotherapy for Adolescents, 2020
Robert McAlpine, Anthony Hillin
When some young people enter the therapist’s office for the first time, it doesn’t take long to work out that something is not right. Some young people, despite living their childhood and adolescence in the company of others, don’t seem to pick up the rules of engagement. Whilst there is considerable variation amongst young people, most, without consciously trying, internalise the capacity to initiate and maintain relationships. For some though, their childhood and adolescence comprises loneliness; broken friendships; rejections; inability to communicate emotions effectively; and regularly misunderstanding others and, in turn, regularly being misunderstood by them. Most young people live in an interpersonal world in which their peer group plays a pivotal role, and this environment is central to the development of a personal identity. If, during this critical time of identity formation, the young person’s behaviours, cognitions, and affects do not comply with the peer group’s expectations and requirements, the adolescent may experience rejection, ridicule, and even bullying rather than the sense of belonging, nurture, and connectedness optimally provided by this group. When young people do not possess the required relationship skills to build social connections, or the skills necessary to maintain them, these normative requirements of adolescence may be jeopardised. The peer rejection that often accompanies social failure leads some young people to elevated levels of distress that may be experienced, for example, as social anxiety and depression.
Adolescence and young adult mental health
Published in Mary Steen, Michael Thomas, Mental Health Across the Lifespan, 2015
Adolescents tend to be considered more sociable than children are and more sensitive to their acceptance or rejection by peers (Steinberg and Morris, 2001). Adolescent girls may also be more sensitive to this as they have been found to invest more into relationships (Girgus and Nolen-Hoeksema, 2006, as cited in Corcoran, 2011, p. 144). Peer rejection can lead to increased rates of anxiety and depression (Litwack et al., 2010; Masten et al., 2009, 2012). This may be mediated in part by increasingly sensitive and active regions of the brain (Masten et al., 2009, 2010, 2012). Attempting to conform and fit within a group enhances the impact of peer influence and may make an individual more susceptible to peer pressure. Behavioural risks in early developing females have been attributed to the influence from older teens in their social group (Cavanagh, 2004). Moreover, in areas of increased deprivation, violence committed by young males has been linked to friendships involving older peers (Harding, 2009). The varied rates of development and intense changes adolescents undergo during this period may mean that some are introduced to certain types of potentially harmful behaviours, or complex social and sexual relations, earlier than most. If this is the case then an individual may incur greater detriment to their health, wellbeing, sociability and academic or work-related performance.
Children's understanding of disabilities
Published in Beverley Clough, Jonathan Herring, Disability, Care and Family Law, 2021
Nonetheless, there are understandable discrepancies in the responses of disabled children and adults, and those of their families, to these shifts in thinking and in their own experiences of each type of schooling (Priestly & Rabiee, 2002; Rogers, 2007). This variation arises at least in part because of young children's ability to identify and discriminate against those with disabilities (Nota, Ginevra, & Soresi, 2018). In this vein, a meta-analysis found that children without disabilities had a marked preference for playing with peers without disabilities (Nowicki & Sandieson, 2010). Another study found that children with physical disabilities rated more highly the academic and physical skills of those with disabilities than the skills of non-disabled ones (Trepanier-Street, Hong, Silverman, Reynolds Keefer and Morris., 2011). Qualitative research has also sought to represent the voices of children with disabilities: Spencer-Cavaliere and Watkinson (2010) asked Canadian 8–12-year olds with different physical disabilities about their schoolmates, finding they all felt at some point that they had “not being included” due to their disability. Experiencing negative attitudes has been shown to result in problems for targets of this discrimination when it comes to taking part in social activities, poor academic attainment, and problematic behaviour (Aluede, Adeleke, Omoike, & Afen-Akpaida, 2008; de Boer, Pijl, & Minnaert, 2012). Peer rejection has also been linked to poor mental health outcomes (Aluede et al., 2008; de Boer et al., 2012). Research, explored in greater depth later, underlines the value of providing schools and policymakers with the knowledge and resources to establish an inclusive space for children with disabilities; one that accounts for all children's cognitive and social development, and their emerging understanding of disability.
Associations Between Peer Relationships and Cyber Aggression: A Three-Level Meta-Analysis
Published in Journal of School Violence, 2023
Guangming Ran, Jing Ren, Qi Zhang, Huizhen Fan
Peer relationships can be divided into positive and negative dimension, including a number of variables such as peer acceptance, friendship quality, peer rejection and peer victimization (J.B. Xu et al., 2022; Portt et al., 2020). Peer acceptance refers to how much an individual is liked by peers (Rubin et al., 2006). Friendship quality encompasses multiple positive and negative features (Chiu et al., 2021). Positive friendship quality includes intimacy, companionship, loyalty, and support, while negative friendship quality consists of conflict and competition. Positive friendship quality is one aspect of positive peer relationships (Bollmer et al., 2005). Peer rejection refers to negative attitudes an entire peer group have to an individual (Ladd & Troop-Gordon, 2003). The form of peer victimization encompasses traditional victimization and cyber victimization (Gini et al., 2018). Positive peer relationships are related to peer acceptance and positive friendship quality (Portt et al., 2020). Positive peer relationships could affect many aspects of people’s behaviors. For example, both peer acceptance and friendship quality are negatively associated with aggressive behavior (Bollmer et al., 2005). This can be explained by stress-buffering model (Cohen & Wills, 1985). These kinds of positive peer relationships can buffer stressful events and people are less likely to become aggressors.
Understanding and supporting peer relationships in adolescents with acquired brain injury: A stakeholder engagement study
Published in Neuropsychological Rehabilitation, 2023
Scott Ankrett, Janet Smithson, Jenny Limond, Nicholas Behn, Shari L. Wade, Louise Wilkinson, Anna-Lynne Ruth Adlam
Adolescents with ABI were reported to experience difficulties with peer relationships. At an important time for social development, peer rejection can increase feelings of isolation, loneliness, shame, and hopelessness. This can have further implications for mental health, peer relationships, and QoL. The individual, psychological, behavioural, and environmental determinants for peer relationship difficulties are broad. Reported stakeholder experiences offer new clinical and theoretical insights for the paediatric neuropsychology literature. A meaningful intervention would need to be multifaceted attempting to build understanding in others, facilitate opportunities for meaningful social connection, offer early support post-injury, and help manage psychological wellbeing. A primary focus would be to empower adolescents post-ABI. The presented logic model provides a robust understanding of peer relationship difficulties for adolescents with ABI that can be used to guide intervention development in future research.
The Measurement of Female Early Adolescent Sexual Desire
Published in The Journal of Sex Research, 2022
Anne E. Norris, Ariel U. Smith, Dina Ferranti, Hye Jeong Choi
Fortunately, an examination of three changes within the biological and psychological systems helps identify how sexual desire is experienced and how to anticipate the impact of social contexts on its expression in early adolescence. First, changes in the pre-frontal cortex produce (a) emotional distress with peer rejection (Sebastian et al., 2010), (b) boosts in positive affect when socially accepted by a desirable peer (Guyer et al., 2012), and (c) heightened sensitivity to social evaluation (Somerville, 2013). These psychological changes are responsible for early adolescent susceptibility to peer pressure (Brown, 2004; Steinberg & Monahan, 2007), which in turn motivates interest in peers’ physical development and sexual behavior and in how oneself compares with peers on these dimensions (e.g., Kenny et al., 2017; O’Sullivan et al., 2000). Susceptibility to peer pressure also manifests in desiring partners based on peers’ recognition of someone’s desirability (Collins, 2003; Savickaite et al., 2020) as well as clothing choices (Lennon et al., 2017). Simultaneously, the broader social context shapes ideas about physical attractiveness and dress in this immediate social context (e.g., Badaoui et al., 2018).