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Descriptors:
Early Adolescents; Bullying; Anxiety; Coping; Victims; Peer Relationship; Conflict Resolution; Emotional Adjustment; Middle School Students; Measures (Individuals); Anxiety Disorders; Self Esteem; Correlation; Gender Differences

Abstract:
Coping strategies employed by adolescents in response to negative peer experiences are related to their adjustment. This study examines the potential of forgiveness as a coping response for negative peer experiences in early adolescence. Participants were 616 6th through 8th grade students at a middle school (46% girls) who completed self-report measures of bullying and victimization experiences, general coping strategies in response to bullying, social anxiety, self-esteem, and a measure of forgiveness to a self-identified experience of being bullied or hurt by a peer. Forgiveness was positively associated with conflict resolution, advice and support seeking strategies, and negatively associated with revenge seeking. Forgiveness was also positively associated with concurrent self-esteem and negatively associated with social anxiety. Further, forgiveness was related to social anxiety and self-esteem after accounting for bullying behavior and victimization experiences, general coping responses, and gender. Developmental considerations of forgiveness and implications for this response are considered. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety Disorders; Intervention; Prevention; Parents; Emotional Development; Anxiety; Children; Measures (Individuals); Preschool Children; Models; Behavior Problems; Coping; Childhood Attitudes; Child Development

Abstract:
The high prevalence and early onset of anxiety disorders have inspired innovative prevention efforts targeting young at-risk children. With parent-child prevention models showing success for older children and adolescents, the goal of this study was to evaluate a parent-child indicated preventive intervention for preschoolers with mild to moderate anxiety symptoms. Sixteen children (ages 3-5) and at least one of their parents participated in Strengthening Early Emotional Development (SEED), a new 10-week intervention with concurrent groups for parents and children. Outcome measures included clinician-rated and parent-rated assessments of anxiety symptoms, as well as measures of emotion knowledge, parent anxiety, and parental attitudes about children's anxiety. Participation in SEED was associated with reduced child anxiety symptoms and improved emotion understanding skills. Parents reported decreases in their own anxiety, along with attitudes reflecting enhanced confidence in their children's ability to cope with anxiety. Reductions in child and parent anxiety were maintained at 3-month follow-up. Findings suggest that a parent-child cognitive-behavioral preventive intervention may hold promise for young children with mild to moderate anxiety. Improvements in parent anxiety and parental attitudes may support the utility of intervening with parents. Fostering increased willingness to encourage their children to engage in new and anxiety-provoking situations may help promote continued mastery of new skills and successful coping with anxiety. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Adolescents; Depression (Psychology); Victims; Structural Equation Models; Coping; Self Control; Symptoms (Individual Disorders); Parent Child Relationship; Peer Relationship; Models; Gender Differences; Correlation

Abstract:
Expressive suppression is regarded as a generally ineffective emotion regulation strategy and appears to be associated with the development of depressive symptoms among adolescents. However, the mechanisms linking suppression to depressive symptoms are not well understood. The main aim of this study was to examine two potential mediators of the prospective relationship from depressive symptoms to expressive suppression among adolescents: parental support and peer victimization. Structural equation modelling was used to construct a three-wave cross-lagged model (n = 2,051 adolescents, 48.5% female, at baseline; 1,465 with data at all three time points) with all possible longitudinal linkages. Depressive symptoms preceded decreases in perceived parental support 1 year later. Decreases in parental support mediated the relationship between depressive symptoms and increases in expressive suppression over a 2-year period. Multi-group analyses show that the mediation model tested was significant for girls, but not for boys. No evidence for other mediating models was found. Although initial suppression preceded increases in depressive symptoms 1 year later, we did not find any evidence for the reversed link from suppression to depressive symptoms. Clear evidence for a reciprocal relationship between depressive symptoms and parental support was found. However, only limited and inconsistent support was found for a reciprocal relationship between depressive symptoms and peer victimization. Finally, although some evidence for a unidirectional relationship from parental support to increases in suppression was found, no significant prospective relationship was found between peer victimization and suppression. The implications of our clear results for parental support, and mostly lacking results for peer victimization, are discussed. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Socialization; Income; Delay of Gratification; Structural Equation Models; Child Rearing; Toddlers; Parent Child Relationship; Coping; Mothers; Emotional Response; Low Income Groups; Self Control; Parenting Styles; Parent Influence; Affective Behavior; Age Differences; Gender Differences; Family Programs

Abstract:
This study tested the validity of an emotion-related parenting construct, indicated by six key emotion-related socialization behaviors (ERSBs) occurring in daily, developmentally salient parenting in a low-income sample of mothers (N=123) of toddlers, and examined the relationship between the ERSB construct and toddlers' self-regulation. Structural equation modeling confirmed a latent emotion-related parenting construct, indicated by observed maternal warmth and supportiveness, observed emotional responsivity in the home, maternal report of mealtime socialization practices, observed maternal use of mental state language and emotion talk, and maternal report of positive self-expressivity in the family. Emotion-related parenting significantly related to toddlers' effective coping and delay of gratification (medium effect sizes). Maternal demographic risk was negatively related to emotion-related parenting (large effect size) but positively related to toddlers' effective coping (medium effect size); toddler age and gender were not significantly related to ERSBs. Results suggest that maternal ERSBs are cohesive in a low-income population, reflecting emotion-related parenting, and play a role in economically at-risk toddlers' self-regulation. Implications for parenting and family support programs as well as implications for future research are discussed. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Pervasive Developmental Disorders; Asperger Syndrome; Children; Interpersonal Competence; Social Cognition; Play Therapy; Dramatic Play; Intervention; Group Activities; Behavior Development; Emotional Development; Program Effectiveness; Pilot Projects

Abstract:
The key features of Asperger Syndrome (AS) and high functioning autism (HFA) include marked and sustained impairment in social interactions. A multi-session, small group program was developed to increase social perception based on the assumption perceptual or interpretive problems underlying these social difficulties. Additionally, the group format espoused a play therapy orientation and the use of sociodramatic play was the primary therapeutic modality used. Qualitative analyses of the data resulted in an explanation of the key changes in social interactions that took place through the course of the intervention. Although each participant's experience in this group was unique, all children in this program demonstrated improvements in their social interactions, as they experienced development both emotionally and behaviorally. Findings suggest that, despite their rigid interests and behavior patterns, the social limitations of these children improved when provided with the necessary environmental resources. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Integrity; Social Cognition; Incidence; Therapy; Cognitive Restructuring; Behavior Modification; Pervasive Developmental Disorders; Literature Reviews; Counseling Techniques; Counseling Effectiveness; Symptoms (Individual Disorders); Anxiety; Research; Journal Articles; Sampling; Clinical Diagnosis; Gender Differences; Age Differences; Intelligence Quotient; Outcomes of Treatment; Models; Parent Participation; Research Methodology; Emotional Response; Emotional Development; Self Concept; Cognitive Processes; Homework; Problem Solving; Coping; Interpersonal Competence; Visual Stimuli; Figurative Language

Abstract:
The overall intention of this project was to enhance awareness, for those involved with persons on the autism spectrum, of cognitive behaviour therapy (CBT) strategies for treating persons with autism spectrum disorders (ASD). The project involved a literature review on autism and the use of CBT strategies for people with autism spectrum disorders (ASD). The literature review attempted to answer the question: Is there sufficient evidence to conclude, based on the research reviewed, that CBT for children with ASD is an efficacious or probably efficacious treatment? This projected is intended to be a valuable resource to parents, professionals, counselors, educators and others in close contact with persons on the spectrum. Overall, the evidence reviewed suggested that CBT delivered in a flexible manner individualized to the ASD child can be effective in reducing symptoms of anxiety and may also have an impact on some of the core features of ASD such as social cognition. The research suggested that CBT can be a very powerful and effective tool for higher-functioning children on the autism spectrum, and may be considered an empirically validated efficacious therapy for this population. Strengths and limitations of this project are addressed, and comprehensive appendices as well as an extensive reference list are included. Twelve appendices are included: (1) List of the 15 Autism Studies Using CBT that were included in this project; (2) Table Comparing the Research Articles on Sample Size and Diagnosis, Gender, Age and IQ Level; (3) Table Comparing the Research Articles on Criteria Used to Diagnose Autism and the Problem Studied; (4) Table Comparing the Research Articles on Outcome Measures Used to Assess the Effects of Treatment; (5) Table Comparing the Research Articles on Design Characteristics; (6) Table Comparing the Research Articles on Treatment Integrity Efforts; (7) Table Comparing the Research Articles on Treatment Length and Type; (8) Table Comparing the Research Articles on Treatment Details Such as the Model, Techniques Used, Modifications, and Parent Involvement; (9) Table Comparing the Research Articles on Findings; (10) Table Comparing the Research Articles on the CBT Treatment Components of Emotion Recognition, Body Awareness, Cognitive Awareness, and Use of Homework; (11) Table Comparing the Research Articles on the Treatment Components of Problem-Solving Skills, Coping or Social Skills, and Parent Involvement; and (12) Table Comparing the Research Articles on the Treatment Components of Visual Strategies and Metaphors. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Socialization; Caregivers; Questionnaires; Coping; Mothers; Parent Influence; Stress Variables; Peer Relationship; Stress Management; Early Adolescents; Interviews; Predictor Variables; Responses

Abstract:
Understanding how youths develop particular styles of responding to stress is critical for promoting effective coping. This research examined the prospective, interactive contribution of maternal socialization of coping and peer stress to youth responses to peer stress. A sample of 144 early adolescents (mean age = 12.44 years, SD = 1.22) and their maternal caregivers completed questionnaires and semistructured interviews in 2 waves over a 1-year period. Results revealed that mothers' disengagement coping suggestions predicted maladaptive responses to stress, particularly for youths who received low levels of engagement suggestions, and engagement coping suggestions protected youths against maladaptive responses to stress. Importantly, these effects emerged only in the context of heightened peer stress. This research suggests that maternal socialization of coping has the potential to support or undermine youths' development of an effective repertoire of responses to stress. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prediction; Photography; Discriminant Analysis; Language Patterns; Models; Gender Differences; Aesthetics; Communication Skills; Interpersonal Competence; Social Cognition; Writing (Composition); Coding; Language Usage; Sex Stereotypes; Sexual Identity

Abstract:
The gender-linked language effect (GLLE) is a phenomenon in which transcripts of female communicators are rated higher on Socio-Intellectual Status and Aesthetic Quality and male communicators are rated higher on Dynamism. This study proposed and tested a new general process model explanation for the GLLE, a central mediating element of which posits that males and females have socialized schema of how each gender normatively communicates. Participants described five landscape photographs in writing. Participants were asked to describe the first photograph with no other instructions. The next four randomly ordered photos were described under two guises: "as if you were a man," and "as if you were a woman." Under both gender guises, participants described the photograph "to a man" and "to a woman." Transcripts were coded for gender-distinguishing language features. Discriminant analysis indicated that the language used by male and female respondents in the male guise differed from that used by the same respondents in the female guise, supporting communicators' consistent gender-linked language schemata, and stereotypes, and the new process model. While the data supported the new gender-linked language model, no effects were found for predictions also made regarding communication accommodation or gender identity salience. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aggression; Friendship; Coping; Depression (Psychology); Anxiety; Gender Differences; Peer Influence; Behavior Problems; Adolescents; Symptoms (Individual Disorders); Correlation; Teacher Attitudes; Peer Relationship; Cognitive Processes

Abstract:
Co-rumination, defined as repetitive, problem-focused talk explains higher levels of friendship quality in youth (Rose, 2002) and increased levels of anxiety/depression in females. Middle adolescents (N = 146) participated in a study of co-rumination, individual coping, externalizing/internalizing problems, and peer functioning. Consistent with past research, girls reported higher levels of co-rumination and internalizing symptoms. Co-rumination was also positively correlated with self-reports, but not teacher reports, of anxiety/depression and aggressive behavior. Both self-reported number of friends and teacher-rated social acceptance were negatively associated with co-rumination. Co-rumination partially accounted for the significant indirect effect of gender on internalizing symptoms. Additionally, co-rumination was associated with internalizing and externalizing symptoms but not individual coping efforts. Finally, co-rumination accounted for a unique amount of variance in internalizing symptoms, controlling for externalizing problems and secondary control coping. Theoretical implications and the importance of including broad domains of adjustment and peer functioning in future investigations of co-rumination are discussed. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resilience (Psychology); Depression (Psychology); Foreign Countries; Family Violence; Cross Cultural Studies; Questionnaires; At Risk Persons; Individual Characteristics; Adolescents; Aggression; Gender Differences; Experience; Socioeconomic Status; Predictor Variables; Parenting Styles; Verbal Communication; Teacher Influence; Parent Influence; Substance Abuse; Peer Relationship; Grade 8

Abstract:
Questionnaire data from a cross-sectional study of a randomly selected sample of 5,149 middle-school students from four EU countries (Austria, Germany, Slovenia, and Spain) were used to explore the effects of family violence burden level, structural and procedural risk and protective factors, and personal characteristics on adolescents who are resilient to depression and aggression despite being exposed to domestic violence. Using logistic regression to identify resilience characteristics, our results indicate that structural risks like one's sex, migration experience, and socioeconomic status were not predictive of either family violence burden levels or resilience. Rather, nonresilience to family violence is derived from a combination of negative experiences with high levels of family violence in conjunction with inconsistent parenting, verbally aggressive teachers, alcohol and drug misuse and experiences of indirect aggression with peers. Overall, negative factors outweigh positive factors and play a greater role in determining the resilience level that a young person achieves. (Contains 7 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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