Your search found 24 results.

Descriptors:
Developmental Stages; Early Adolescents; Social Status; Peer Groups; Aggression; Rejection (Psychology); Questionnaires; Depression (Psychology); Symptoms (Individual Disorders); Peer Acceptance; Child Behavior; Children; Elementary School Students; Middle School Students; Comparative Analysis; Path Analysis; Gender Differences; Predictor Variables

Abstract:
This research examined two pathways through which depressive symptoms contribute to low social status (i.e., neglect and rejection) within the peer group over time: (a) depressive symptoms promote socially helpless behavior and consequent neglect by peers; and (b) depressive symptoms promote aggressive behavior and consequent rejection by peers. These pathways were investigated in independent samples of youth at two developmental stages: middle childhood (2nd-4th grade) and early adolescence (5th-7th grade). In both Study 1 (M age = 7.97, SD = 0.37; 338 girls, 298 boys) and Study 2 (M age = 11.74, SD = 0.68; 305 girls, 300 boys), youth and their teachers completed questionnaires at three waves. Multi-group comparison path analyses were conducted to examine sex differences in the models. Consistent with expectations, two pathways emerged through which depressive symptoms undermined subsequent social status. Support was not found for the reverse direction of effect nor for developmental or sex differences in the pathways with one exception: In early adolescence, neglect directly predicted depressive symptoms. These findings suggest specificity but also heterogeneity in the effects of depressive symptoms on social status, and identify behaviors that may be targeted for preventing the persistence of depression and its interpersonal consequences. 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:
Sexuality; Puberty; Depression (Psychology); Gender Differences; Physiology; Semi Structured Interviews; Adolescents; Stress Variables; Correlation; Risk; Symptoms (Individual Disorders)

Abstract:
Research suggests that the pubertal transition, particularly when experienced earlier than age-matched peers, is associated with heightened depression in girls but less depression in boys. This study examined whether stress within other-sex relationships serves as one process through which puberty differentially contributes to depression for girls and boys. Youth (51 girls, 34 boys; M age = 12.68) and their caregivers reported on pubertal status and age of menarche. Semistructured interviews were conducted to assess youths' depression and exposure to chronic other-sex stress. As anticipated, more advanced status and earlier timing were associated with more depression in girls and less depression in boys. More advanced status and earlier timing were associated with less other-sex stress in boys; earlier age of menarche was associated with more other-sex stress in girls. Other-sex stress partially mediated the early menarche-depression association in girls, suggesting one process through which puberty promotes risk for depression in girls. (Contains 4 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:
Females; Intervention; Depression (Psychology); Males; Victims; Aggression; Peer Relationship; Personality Traits; Hypothesis Testing; Gender Differences; Adjustment (to Environment); Parent Attitudes; Teacher Attitudes; Inhibition; Self Control; Symptoms (Individual Disorders); Grade 2; Emotional Response; Questionnaires

Abstract:
This research examined the hypothesis that temperament and sex moderate the contribution of peer victimization to children's subsequent adjustment (aggression and depressive symptoms). Children (125 boys, 158 girls; M age = 7.95 years, SD = 0.32; 77.7% White, 22.3% minority) and teachers reported on overt and relational victimization. Parents rated children's temperament (inhibitory control and negative emotionality) and depressive symptoms, and teachers reported on children's overt and relational aggression. Across a 1-year period, (a) overt victimization predicted overt aggression in girls with poor inhibitory control, (b) overt and relational victimization predicted depressive symptoms in girls with high negative emotionality, and (c) relational victimization predicted depressive symptoms in boys with low negative emotionality. This research helps to explain individual variation in children's reactions to peer victimization and has implications for Person x Environment models of development. Moreover, this research informs the development of targeted intervention programs for victimized youth that bolster specific resources depending on their temperament. (Contains 3 tables and 4 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:
Structural Equation Models; Grade 6; Grade 4; Grade 5; Peer Acceptance; Victims; Depression (Psychology); Correlation; Symptoms (Individual Disorders); Peer Relationship; Bullying; Teacher Attitudes; Parent Attitudes; Student Attitudes; At Risk Persons

Abstract:
A longitudinal investigation was conducted to explicate the network of associations between depressive symptoms and peer difficulties among 486 fourth through sixth graders (M = 9.93 years). Parent and teacher reports of depressive symptoms; peer, self, and teacher reports of victimization; and peer reports of peer acceptance were obtained. A systematic examination of nested structural equation models provided support for a symptoms-driven model whereby depressive symptoms contributed to peer difficulties; no evidence was found for interpersonal risk or transactional models. Analyses further revealed that victimization mediated the association between prior depressive symptoms and subsequent peer acceptance. Results extend knowledge about the temporal ordering of depressive symptoms and peer difficulties and elucidate one process through which depressive symptoms disrupt peer relationships. 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:
Intervention; Caregivers; Psychopathology; Adolescents; Interviews; Depression (Psychology); Interpersonal Relationship; Stress Variables; Longitudinal Studies; Measures (Individuals); Models; Prediction; Anxiety

Abstract:
This research examined the proposal that ineffective responses to common interpersonal problems disrupt youths' relationships, which, in turn, contributes to depression during adolescence. Youth (86 girls, 81 boys; M age = 12.41, SD = 1.19) and their primary female caregivers participated in a three-wave longitudinal study. Youth completed a measure assessing interpersonal stress responses; youth and caregivers completed semi-structured interviews assessing youths' life stress and psychopathology. Consistent with the hypothesized model, ineffective stress responses (low levels of effortful engagement, high levels of involuntary engagement and disengagement) predicted the generation of subsequent interpersonal stress, which partially accounted for the association between stress responses and depression over time. Moreover, results revealed that self-generated interpersonal, but not noninterpersonal stress, predicted depression, and that this explanatory model was specific to the prediction of depression but not anxiety. This research builds on interpersonal stress generation models of depression, and highlights the importance of implementing depression-focused intervention programs that promote effective stress responses and adaptive interpersonal relationships during adolescence. 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:
Student Attitudes; Goal Orientation; Problem Solving; Social Adjustment; Interpersonal Relationship; Interpersonal Competence; Grade 2; Grade 3; Elementary School Students; Correlation; Prediction; Aggression; Intervention

Abstract:
This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = 0.34) were followed from 2nd to 3rd grades. Validity of the social goal orientation construct was established through correlations with situation-specific goals and social adjustment. Development goals predicted adaptive responses (more effortful engagement, problem solving, advice seeking; fewer involuntary responses); demonstration goals predicted maladaptive responses (less effortful engagement, problem solving; more disengagement, retaliation). This study contributes to theoretical understanding of the process of peer aggression and interventions to promote optimal social health. 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:
Stress Variables; Females; Caregivers; Depression (Psychology); Males; Gender Differences; Correlation; Responses; Hypothesis Testing; Predictor Variables; Mothers; Interviews; Questionnaires; Comparative Analysis; Adjustment (to Environment); Symptoms (Individual Disorders); Intervention; Child Psychology

Abstract:
This study examined transactional associations between responses to peer stress and depression in youth. Specifically, it tested the hypotheses that (a) depression would predict fewer effortful responses and more involuntary, dysregulated responses to peer stress over time; and (b) fewer adaptive and more maladaptive responses would predict subsequent depression. Youth (M age=12.41; SD=1.19; 86 girls, 81 boys) and their maternal caregivers completed semi-structured interviews and questionnaires at three annual waves. Multi-group comparison path analyses were conducted to examine sex and stress-level differences in the proposed reciprocal-influence model. In girls and in youth exposed to high levels of peer stress, maladaptive stress responses predicted more depressive symptoms and adaptive stress responses predicted fewer depressive symptoms at each wave. These findings suggest the utility of preventive interventions for depression designed to enhance the quality of girls' stress responses. In boys, depression predicted less adaptive and more maladaptive stress responses, but only at the second wave. These findings suggest that interventions designed to reduce boys' depressive symptoms may help them develop more adaptive stress responses. 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; Gender Differences; Mental Health; Symptoms (Individual Disorders); Victims of Crime; Depression (Psychology); Elementary School Students; Trauma; Predictor Variables; Role; Prevention; Grade 2; Grade 5; Statistical Analysis

Abstract:
Peer victimization has been implicated as a traumatic stressor that compromises children's long-term mental health, yet a dearth of prospective research documents lasting effects of early victimization. This study examined whether early (2nd grade) and increasing (2nd-5th grade) victimization predicted 5th grade depressive symptoms and aggressive behavior. Children (238 girls, 195 boys) reported on victimization and depressive symptoms; teachers reported on victimization and aggressive behavior. Latent growth curve analysis revealed that early and increasing victimization made unique contributions to depressive symptoms and aggressive behavior. Relational aggression was particularly likely to follow victimization in girls. This study reveals that victimization contributes to mental health over an extended period and elucidates the role of early versus increasing victimization, supporting the need for programs to prevent the pernicious mental health consequences of victimization. (Contains 2 tables, 1 figure and 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:
Aggression; Females; Models; Individual Differences; Anatomy; Victims of Crime; Peer Groups; Bullying; Physiology; Biochemistry; Measures (Individuals); Teacher Attitudes; Task Analysis; Correlation; Stress Variables

Abstract:
This research examined whether variations in salivary measures of the hypothalamic-pituitary-adrenal axis (cortisol) and autonomic nervous system (alpha amylase [sAA]) contribute to individual differences in the association between peer victimization and aggression. Children (N = 132; M age = 9.46 years, SD = 0.33) completed a measure of peer victimization, teachers rated children's aggression, and children's saliva was collected prior to, and following, participation in a laboratory-based peer-oriented social challenge task. Children rated their level of frustration at the end of the task. Results revealed that victimization interacted with cortisol and sAA measured in anticipation of the task to predict aggression; the victimization x cortisol contribution to aggression was partly mediated by children's self-reported frustration level. Victimization also was associated with heightened frustration in girls with high task-related sAA reactivity. Task-related sAA reactivity was associated with heightened aggression, but only for girls. These findings suggest that associations between peer victimization and aggression are moderated by variation in the activity of the major components of the psychobiology of stress; results are discussed in relation to theoretical models of individual differences in biological sensitivity to context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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