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Descriptors:
Adolescents; Attachment Behavior; Coping; Structural Equation Models; Family Programs; Peer Relationship; Self Esteem; Role; Interpersonal Competence; Prediction; Security (Psychology); Residential Care; Empathy

Abstract:
This study analyzes the contribution of peer attachment in predicting active coping and self-esteem in a sample of 109 institutionalized adolescents. It also explores the mediating role of social skills in the association between peer attachment, coping, and self-esteem. Structural equation modeling identified a model able to predict a positive and direct contribution of peer relationships on self-esteem. Results confirmed the mediating role of social skills but only between quality of peer attachment and the development of active coping. From an ecological perspective, quality of relationships with significant peer figures can contribute to the development of a secure base, especially in adolescents without family support. Consequently, institutionalized adolescents who perceive quality in their peer relationships seem to be more able to express their feelings and ideas. As a result, they can become able to establish positive and empathic relationships with others, which can lead to the development of active coping skills. The quality of peer relationships can also increase the self-esteem of these adolescents because they feel they have a source of personal support and can share their difficulties. 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:
Counseling; Graduate Students; Counselor Training; Supervision; Peer Relationship; Doctoral Programs; Social Support Groups; Intervention

Abstract:
Counselor education doctoral students (CEDSs), like other doctoral students, need assistance and support to ensure their self-care. One area markedly affecting self-care is one's relationships with others. The purpose of this article is to examine the multiple relationships involved within CEDSs supervision, the potential areas to utilize peer support, and to propose peer support as an intervention for CEDSs. The authors discuss implications for using peer support to negotiate issues such as multiple relationships while being a CEDS and propose a call for research into the use of peer support as an effective approach to managing multiple 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:
Academic Achievement; Student Attitudes; Peer Relationship; Grade 5; Learner Engagement; Role; Socialization; Correlation; Outcomes of Education; Peer Influence; Longitudinal Studies; Surveys; Elementary School Students; Institutional Characteristics; Individual Characteristics; Family Characteristics

Abstract:
During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9% male, 51.4% White, 17.8% Hispanic, 7.6% African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. 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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Descriptors:
Outcome Measures; Intervention; Well Being; Bullying; Foreign Countries; Counseling Effectiveness; Outcomes of Treatment; Program Evaluation; Longitudinal Studies; Scores; Peer Relationship; Comparative Analysis; Emotional Response

Abstract:
Bullying remains a significant issue in the lives of many children and young people at school and can have serious negative implications for emotional health and well-being in the short and longer term. This paper reports on an impact evaluation of the effectiveness of a school counselling intervention in promoting positive change in the peer relationships of pupils who have been bullied. Longitudinal data were collected from 202 pupils (mean age = 12.5, standard deviation = 2.3) using the self-rated Strengths and Difficulties Questionnaire (SDQ). In total, 27.2% of referrals (55 pupils) to the intervention related to being bullied. Latent growth curve modelling confirmed that pupils who had been bullied scored significantly higher initial status scores (1.40, p less than 0.01) on the Peer problems subscale of the SDQ and experienced a significantly more rapid rate of decrease on this subscale (-0.25, p less than 0.01) with each successive session of school counselling compared with those pupils who had accessed the intervention for another reason. Results indicate that school counselling is an effective intervention in supporting pupils who have been bullied and should be a key component of an effective whole school approach aimed at addressing bullying. The implications for research and practice development are considered. (Contains 2 tables, 3 figures 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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Descriptors:
Classroom Environment; Communities of Practice; Programming; Expertise; Knowledge Level; Grade 6; Social Status; Role; Change; Group Dynamics; Teacher Student Relationship; Peer Relationship; Recognition (Achievement)

Abstract:
Changing an established role in a classroom is difficult. It involves constructing a new set of relations within a community. In this article we investigate how students with newly developed interest and experience in programming developed outside the classroom pick up and establish their roles as experts in programming within the classroom community. More specifically, we focus on how two 11-year-old software designers shifted their established roles in their classroom to gain status as expert programmers. We use an identity lens to understand how peer expertise was established in the context of a classroom community, adopting a multifaceted perspective of identity by focusing on an individual's narrativization of self, full, or peripheral participation among a group of people, and individuals' social recognition by others. Our findings point to the importance of both positive positioning by authority figures in the classroom and activities and roles that provide opportunities to establish intersubjectivity among peers in facilitating students' identities as experts in the classroom. Students' willingness to take up a new position in the established activity system also played a role. We consider implications of how making roles flexible within classroom stratification may provide opportunities for more students see themselves as experts. (Contains 3 footnotes.) 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:
Language Attitudes; Foreign Countries; Romance Languages; Immigrants; Working Class; Longitudinal Studies; High School Students; Spanish; Self Concept; Language Usage; Maturity (Individuals); Experience; Political Attitudes; Political Influences; Peer Relationship; Young Adults

Abstract:
During the early catalanization of schooling in the Barcelona area in the 1980s, Castilian-speaking teenagers of working-class immigrant descent often struggled against Catalan language and identity. This longitudinal study followed a group of high-school classmates and found that as young adults, some but not all of the resistant working-class Castilian speakers have incorporated Catalan into their lives and identity. This article draws on Mikhail Bakhtin's concept of the "chronotope" or time-space frame to analyze the accounts of language and identity given by informants who adapted positively to Catalan and that of a peer whose hostility to Catalan increased over the years. Drawing on three contrasting chronotopes, informants give different meanings to personal experiences and linguistic practices. Those who adapted positively to Catalan present their linguistic development within biographical and cosmopolitan chronotopes that emphasize individual maturation and experience. They reject the politicization of language and an ideology of authenticity that links language choice to origins. The more anti-Catalan peer presents a socio-historical chronotope that frames his own experience as political and related to national and state debates, and he draws on an ideology of ethnolinguistic solidarity and linguistic authenticity. (Contains 9 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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Descriptors:
Developmental Delays; Feedback (Response); Play; Preschool Children; Dramatic Play; Peer Relationship; Skill Development; Social Development; Interpersonal Relationship; Pictorial Stimuli; Positive Reinforcement; Cooperation; At Risk Students

Abstract:
The purpose of this study was to examine the impact of a buddy skills package on the social and play interactions between three preschoolers with developmental delays and their peers. Each child participated in sociodramatic play activities with two peers who exhibited age-appropriate social and play skills. Following baseline, the children participated in three sessions of training on the strategies of stay, play, and talk with your friends. The intervention consisting of teacher feedback, praise, and picture cards was then used to support children's social interactions and play. A multiple baseline design indicated that the package was effective for increasing children's cooperative play in the exchange of activity-related comments. In addition, each playgroup continued to demonstrate these positive outcomes during a maintenance condition. (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:
Student Attitudes; Physical Disabilities; Negative Attitudes; Anxiety; Attitudes toward Disabilities; High School Students; Predictor Variables; Social Status; Peer Relationship; Social Bias

Abstract:
The aim of this work was to study attitudes toward people with disabilities from the viewpoint of the integrated threat theory of prejudice. This theory postulates that threat may cause negative attitudes toward a group and posits that such threat may come from different sources. To test this model, a study was carried out with high school students (N = 228), which included social dominance orientation (SDO) as antecedent variable. Perceived threat for resources and intergroup anxiety were the mediating threats investigated in this process. Results showed support for the theory: Perceived threat for resources and intergroup anxiety seemed to be effective mediators. SDO also appeared as a potent antecedent predictor of attitudes toward people with physical disabilities. (Contains 3 tables, 1 figure, and 1 note.) 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:
Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories

Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (Contains 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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