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Journal articles on the topic 'Childhood friendships'

Author: Grafiati

Published: 30 June 2021

Last updated: 2 February 2022

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1

Burr, Jeffrey A., Sae Hwang Han, and Changmin Peng. "Childhood Friendship Experiences and Cognitive Functioning in Later Life: The Mediating Roles of Adult Social Disconnectedness and Adult Loneliness." Gerontologist 60, no. 8 (June 23, 2020): 1456–65. http://dx.doi.org/10.1093/geront/gnaa055.

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Abstract Background and Objectives This study investigated the relationship between childhood friendships and cognitive functioning, as assessed with cognitive status and decline among adults aged 45 and older in China. We also examined the mediating effect of adult social disconnectedness and adult loneliness for this relationship. Research Design and Methods This study was based on 3 waves of data from the China Health and Retirement Longitudinal Study (CHARLS; 2011, 2013, 2015; N = 13,959). Cognitive functioning was assessed with episodic memory. Childhood friendship measures were taken from the 2014 life history module of the CHARLS. Two dimensions of adult social isolation, loneliness and social disconnectedness, were included as mediators. Latent growth curve modeling was utilized to test the associations between childhood friendships, adult social isolation, and cognitive functioning. Results Adverse childhood friendship experiences were found to be significantly associated with both lower initial cognitive status and the rate of decline in cognitive functioning. Our findings indicated that adult loneliness and social disconnectedness partly mediated the link between childhood friendship experiences and the initial level of cognitive functioning, but not cognitive decline later in life. Discussion and Implications The findings emphasized the enduring importance of childhood friendships for cognitive functioning later in life. Interventions that focus on improving social participation through fostering friendships in childhood may have long-term benefits for cognition later in life.

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Dwi Madyo Utomo, Kurniawan. "Pengaruh Persahabatan Terhadap Kesejahteraan Hidup Manusia." Seri Filsafat Teologi 30, no. 29 (December 7, 2020): 434–50. http://dx.doi.org/10.35312/serifilsafat.v30i29.28.

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Friendships are fundamental to human social life. Therefore, people try every great effort to build and maintain these friendships. The aim of this paper is to discuss the effect of friendship on the well-being of individuals at every stage of human development. The method used to achieve this goal is to explore the results of studies related to friendship and its effect on human well-being. The results of these studies indicate that friendship can be related to well-being. Healthy friendships help people to adjust and give them happiness. Happy people also tend to try to build and maintain friendships. Contrarily, unhealty friendships lead to loneliness and depression. Friendships which has been built since childhood also affects the well-being of an individual’s life at the later stages of human development.

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Maguire, Mary C., and Judy Dunn. "Friendships in Early Childhood, and Social Understanding." International Journal of Behavioral Development 21, no. 4 (November 1997): 669–86. http://dx.doi.org/10.1080/016502597384613.

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This study had two goals. The first was to provide descriptive data on the nature of individual differences in young children’s close friendships, and the second, to examine the relations between these individual differences and children’s earlier understanding of others’ emotions and mental states, and their later appreciation of ambivalent or mixed emotions. A total of 41 children participating in a longitudinal study from 33 months to 6-7 years were studied with their close friends as 6-year-olds, with a combination of observations and standard sociocognitive assessments. The results showed that different aspects of friendship interactions, such as co-ordination of play and amity, were neither closely related nor linked to power assertion. Early differences in the assessment of social understanding were associated with later differences in pretend play with the friend, and friendship interactions at 6 years were linked to later appreciation of mixed emotions. The two-way process of influence linking individual development and friendship quality is discussed.

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Flynn, Heather Kohler, Diane H. Felmlee, and Rand D. Conger. "The Social Context of Adolescent Friendships: Parents, Peers, and Romantic Partners." Youth & Society 49, no. 5 (November 27, 2014): 679–705. http://dx.doi.org/10.1177/0044118x14559900.

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We argue that adolescent friendships flourish, or wither, within the “linked lives” of other salient social network ties. Based on structural equation modeling with data from two time points, we find that young people tend to be in high-quality friendships when they are tightly embedded in their social network and receive social support from their peers, parents, and romantic partners. In addition, females have higher quality friendships than males, and the life course transition to marriage has detrimental effects on friendship quality. Findings show that the influence of parents does not end in childhood but continues into adolescence. Furthermore, although earlier research documents that friends affect romantic relationships, we find the reverse, that is, romantic partners influence friendships. Results demonstrate that social connectedness and support from a range of network ties contribute to high-quality, caring friendships among youth, highlighting the utility of life course and social network perspectives.

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Maya Beristain, Cynthia, and Judith Wiener. "Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder." Canadian Journal of School Psychology 35, no. 4 (September 4, 2020): 280–98. http://dx.doi.org/10.1177/0829573520931679.

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The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.

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Kouvava, Sofia, Ekaterini Antonopoulou, and Ekaterini Maridaki-Kassotaki. "Φιλικές σχέσεις μαθητών με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα (ΔΕΠ-Υ) στο δημοτικό σχολείο." Preschool and Primary Education 4, no. 2 (November 17, 2016): 276. http://dx.doi.org/10.12681/ppej.8577.

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<p>Friendship is a dyadic relationship between two individuals, based on mutual affection and reciprocity. It is a voluntary bond co-created by two friends who expect to share an intimate, mutually rewarding experience with commitment, support and validation. In childhood, friends serve as playmates; in adolescence, they are viewed as confidants who provide emotional closeness. Having friends seems to mitigate the consequences of peer rejection and buffer against adjustment problems. Friendships vary in quality and stability. Regarding quality, some friendships possess positive features, such as validation, caring and trust, while others have negative features, such as conflict, antagonism and competition. Regarding stability, although the average friendship lasts for about one year, significant variability exists. Children with ADHD often experience peer relationship difficulties, mainly due to their social skills deficits. Research evidence suggests that the majority of children with ADHD have no reciprocated friends and that their friendships are less stable and of lower quality, while they prefer to be friends with other children with the same disorder. Research evidence looking at friendships and friendship quality of ADHD pupils attending inclusive settings is limited. This study examines friendships and perceptions of friendship quality of children with and without ADHD, attending inclusive public primary schools in Greece. Data regarding friendship stability and other characteristics of friendships of pupils with ADHD were also collected. One hundred and two typically developing children and22 children diagnosed with ADHD (mean age =9.51, <em>s.d</em>.= 1.30, age range: 8 to 12 years), named their friend(s) and their very best friend, using a sociometric nomination procedure; additionally, children responded to the Greek version of the <em>Friendship Quality Questionnaire</em>. Moreover, variables such as the number of the participants’ mutual friends, their friends’ characteristics and friendship duration were examined. The participating children were informed of the purpose of the study and were given appropriate instructions for completing the questionnaires individually. Data collection took place at pupils’ schools and children were engaged for approximately 30 minutes. The results showed that the majority of pupils with ADHD had few friends and even fewer mutual friendships than their typically developing peers. An interesting result of the present study, not in line with previous research evidence, is that ADHD children do not choose peers with disabilities to be their friends. Friendships of children with ADHD, as compared to those of typically developing peers, were of short duration. However, both ADHD children and their peers tend to attribute positive features to their friendships which are characterized by intimacy and support. Taking into consideration the importance of friendships in one’s life, as well as the fact that this research area has attracted little attention in Greece, further investigation is required.</p>

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Pettit, Gregory. "The Untold Story of Childhood Friendships." Contemporary Psychology: A Journal of Reviews 42, no. 9 (September 1997): 807–8. http://dx.doi.org/10.1037/001325.

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van Harmelen, A. L., R. A. Kievit, K. Ioannidis, S. Neufeld, P. B. Jones, E. Bullmore, R. Dolan, P. Fonagy, and I. Goodyer. "Adolescent friendships predict later resilient functioning across psychosocial domains in a healthy community cohort." Psychological Medicine 47, no. 13 (April 11, 2017): 2312–22. http://dx.doi.org/10.1017/s0033291717000836.

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BackgroundAdolescence is a key time period for the emergence of psychosocial and mental health difficulties. To promote adolescent adaptive (‘resilient’) psychosocial functioning (PSF), appropriate conceptualisation and quantification of such functioning and its predictors is a crucial first step. Here, we quantify resilient functioning as the degree to which an individual functions better or worse than expected given their self-reported childhood family experiences, and relate this to adolescent family and friendship support.MethodWe used Principal Component and regression analyses to investigate the relationship between childhood family experiences and PSF (psychiatric symptomatology, personality traits and mental wellbeing) in healthy adolescents (the Neuroscience in Psychiatry Network;N= 2389; ages 14–24). Residuals from the relation between childhood family experiences and PSF reflect resilient functioning; the degree to which an individual is functioning better, or worse, than expected given their childhood family experiences. Next, we relate family and friendship support with resilient functioning both cross-sectionally and 1 year later.ResultsFriendship and family support were positive predictors of immediate resilient PSF, with friendship support being the strongest predictor. However, whereas friendship support was a significant positive predictor oflaterresilient functioning,familysupport had anegativerelationship with later resilient PSF.ConclusionsWe show that friendship support, but not family support, is an important positive predictor of both immediate and later resilient PSF in adolescence and early adulthood. Interventions that promote the skills needed to acquire and sustain adolescent friendships may be crucial in increasing adolescent resilient PSF.

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Hollingsworth, Heidi L., and Virginia Buysse. "Establishing Friendships in Early Childhood Inclusive Settings." Journal of Early Intervention 31, no. 4 (September 2009): 287–307. http://dx.doi.org/10.1177/1053815109352659.

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10

Zeece, Pauline Davey. "Forming and fostering friendships in early childhood." Early Childhood Education Journal 23, no. 1 (September 1995): 45–48. http://dx.doi.org/10.1007/bf02353380.

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Buysse, Virginia, Barbara Davis Goldman, and Martie L. Skinner. "Setting Effects on Friendship Formation among Young Children with and without Disabilities." Exceptional Children 68, no. 4 (July 2002): 503–17. http://dx.doi.org/10.1177/001440290206800406.

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This study examined the effects of social setting on the friendship formation of 333 preschool children (120 children with disabilities and 213 typically developing children) enrolled in inclusive early childhood programs. The study found that typically developing children in specialized classrooms had significantly more friends than did children with disabilities in those same settings. In child care settings, however, the difference between the reported number of friendships for typically developing children and their peers with disabilities did not reach statistical significance. Implications are presented for considering how the social ecology of the early childhood classroom setting may influence social outcomes for young children enrolled in inclusive programs.

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Deighton, Stephanie, Christianne Laliberté Durish, H. Gerry Taylor, Kenneth Rubin, Maureen Dennis, Erin D. Bigler, Kathryn Vannatta, Cynthia A. Gerhardt, Terry Stancin, and Keith Owen Yeates. "Theory of Mind and Parental Nurturance as Predictors of Peer Relationships After Childhood Traumatic Brain Injury: A Test of Moderated Mediation." Journal of the International Neuropsychological Society 25, no. 09 (July 18, 2019): 931–40. http://dx.doi.org/10.1017/s135561771900064x.

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AbstractObjective: Traumatic brain injury (TBI) sustained in childhood is associated with poor social outcomes. This study investigated the role of theory of mind (ToM) as a mediator of the relation between TBI and peer rejection/victimization and reciprocated friendships, as well as the moderating effect of parental nurturance on those relationships. Method: Participants were children of 8–13 years old (M = 10.45, SD = 1.47), including 13 with severe TBI, 39 with complicated mild/moderate TBI, and 32 children with orthopedic injuries. Data on peer rejection/victimization and friendship were collected in school classrooms using the Extended Class Play and friendship nominations. Parents rated parental nurturance using the Child-Rearing Practices Report. Finally, ToM was measured based on children’s average performance across three tasks measuring different aspects of ToM. Results: Severe TBI was associated with poorer ToM, greater peer rejection/victimization, and fewer reciprocated friendships. ToM mediated the relation between severe TBI and peer rejection/victimization (i.e., severe TBI predicted poorer ToM, which in turn predicted greater rejection/victimization). Parental nurturance significantly moderated this relation, such that the mediating effect of ToM was significant only at low and average levels of parental nurturance, for both severe and complicated mild/moderate TBI groups. Neither the mediating effect of ToM nor the moderating effect of parental nurturance was significant for reciprocated friendships. Conclusion: High parental nurturance may mitigate the negative effects of ToM deficits on risk of peer rejection/victimization among children with TBI. Interventions designed to increase parental nurturance or ToM may promote better social outcomes among children with TBI.

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Kindschi, Martin, Jan Cieciuch, Eldad Davidov, Alexander Ehlert, Heiko Rauhut, Claudio Juan Tessone, and René Algesheimer. "Values in adolescent friendship networks." Network Science 7, no. 4 (September 23, 2019): 498–522. http://dx.doi.org/10.1017/nws.2019.16.

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AbstractValues—the motivational goals that define what is important to us—guide our decisions and actions every day. Their importance is established in a long line of research investigating their universality across countries and their evolution from childhood to adulthood. In adolescence, value structures are subject to substantial change, as life becomes increasingly social. Value change has thus far been understood to operate independently within each person. However, being embedded in various social systems, adolescents are constantly subject to social influence from peers. Thus, we introduce a framework investigating the emergence and evolution of value priorities in the dynamic context of friendship networks. Drawing on stochastic actor-oriented network models, we analyze 73 friendship networks of adolescents. Regarding the evolution of values, we find that adolescents’ value systems evolve in a continuous cycle of internal validation through the selection and enactment of goals—thereby experiencing both congruence and conflicts—and external validation through social comparison among their friends. Regarding the evolution of friendship networks, we find that demographics are more salient for the initiation of new friendships, whereas values are more relevant for the maintenance of existing friendships.

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Watson, Karen. "‘We are all friends’: Disrupting friendship play discourses in inclusive early childhood education." Contemporary Issues in Early Childhood 20, no. 3 (May 9, 2018): 253–64. http://dx.doi.org/10.1177/1463949118772575.

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In early childhood education, playing with friends has long been considered developmentally appropriate and an indicator of a child’s growing social competency. ‘We are all friends’ is a familiar mantra heard in classrooms and playgrounds. For children with a diagnosed disability and their families, inclusive settings offer the promise of play experiences with children without a diagnosed disability. However, the expectation of building friendships and the opportunity to play with friends is not always realised. This article problematises and questions the way friendship play for children is discursively produced and normalised. For the most part, it remains unchallenged, leading to exclusions that are often overlooked. As the friendship play discourse is appreciated as legitimate and taken up by children, it produces a marginal Other. Examining data created during a six-month post-structural ethnography, the power of friendship play discourses comes into focus, making visible exclusionary effects that raise questions about the persistent and pervasive use of the statement ‘We are all friends’.

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Berndt, Thomas J., and Sally G. Hoyle. "Stability and change in childhood and adolescent friendships." Developmental Psychology 21, no. 6 (1985): 1007–15. http://dx.doi.org/10.1037/0012-1649.21.6.1007.

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Pawlby, Susan J., Alice Mills, Alan Taylor, and David Quinton. "Adolescent friendships mediating childhood adversity and adult outcome." Journal of Adolescence 20, no. 6 (December 1997): 633–44. http://dx.doi.org/10.1006/jado.1997.0116.

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Anderson, Wanni W. "Andaman Coast Muslim Social Circles and Friendship Networks." MANUSYA 11, no. 4 (2008): 82–98. http://dx.doi.org/10.1163/26659077-01104005.

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On Nipa Island (a pseudonym), in a Thai Muslim community on the Andaman coast, childhood is a happy period as children are pampered and loved and spend long, happy hours in the company of their home-village friends. From these sustained social interactions develop long-lasting friendships that function importantly later on in adult life. Kloe-ship, another form of friendship is unique to Southern Thailand. Comparative human development, discourse analysis, kinesic analysis, and multiplexity of social networks form the theoretical approaches to the analysis of the ethnographic data.

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Gasser-Haas, Olivia, Fabio Sticca, and Corina Wustmann Seiler. "The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence—A regression model." PLOS ONE 16, no. 7 (July 1, 2021): e0253888. http://dx.doi.org/10.1371/journal.pone.0253888.

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The quality of a best friendship provides information about how developmentally beneficial it is. However, little is known about possible early risk factors that influence later friendship quality. The present study examined the role of family risks and social-emotional problems (behavioral problems, peer problems, anxious, and depressive symptoms) in early childhood for positive (i.e., support and help) and negative (i.e., conflicts and betrayal) dimensions of friendship quality with their best friend in preadolescence. 293 children (47.9% female) aged 2–4, their parents and teachers participated in the study with three measurement occasions (T1; Mage = 2.81, T2; Mage = 3.76, T3; Mage = 9.69). The last measurement occasion was at the age of 9–11 years. Results of the longitudinal regression model showed that depressive symptoms in early childhood were associated with a lower positive dimension of friendship quality in preadolescence. In contrast, early anxious symptoms were related to a higher positive dimension of friendship quality six years later. Neither family risks, nor behavioral problems and peer problems in early childhood were linked to the positive dimension of friendship quality in preadolescence. No early predictors were found for the negative dimension of friendship quality. Possible reasons for the lack of associations are discussed. Findings suggest that children with early depressive symptoms at 3–5 years of age should be the targets of potential interventions to form high quality friendships in preadolescence. Possible interventions are mentioned.

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Ilmarinen, Ville–Juhani, Mari–Pauliina Vainikainen, Markku Johannes Verkasalo, and Jan–Erik Lönnqvist. "Homophilous Friendship Assortment Based on Personality Traits and Cognitive Ability in Middle Childhood: The Moderating Effect of Peer Network Size." European Journal of Personality 31, no. 3 (May 2017): 208–19. http://dx.doi.org/10.1002/per.2095.

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Even though homophily (love of the same) is often thought of as a standard feature of friendships, the empirical evidence for attraction based on personality trait similarity is mixed at best. One reason for the inconsistent findings across studies could be variation in the large–scale social environment in which the studies have been conducted. We investigated whether diversity in the everyday social ecologies of 7– to 8–year–old children ( N = 549) moderates whether friendships are formed on the basis of similar personality traits and similar levels of Cognitive ability. Moderated polynomial regression and response surface analyses showed that classroom size moderated homophily based on Openness to Experience: children similar in Openness were more likely to form friendship ties, but only in larger classrooms. Moreover, we found homophily for Cognitive ability, especially among girls. The results for Openness and Cognitive ability were independent of each other. We discuss the social relevance of trait Openness and the notion that capacity to reciprocate underlies homophily based on Cognitive ability. Copyright © 2017 European Association of Personality Psychology

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Pepler, Debra J., and Wendy M. Craig. "Assessing Children's Peer Relationships." Child Psychology and Psychiatry Review 3, no. 4 (November 1998): 176–82. http://dx.doi.org/10.1017/s1360641798001737.

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Peers have both positive and negative influences on children; therefore, considerable attention has focused on assessing peer relationships and friendships through childhood and adolescence. The present article provides an overview of the main methods of assessing peer relationships. The adaptive nature of children's peer relations has been assessed through four main methodologies: (1) asking the children themselves about elements of peer relations and friendships; (2) asking children about their perceptions of others within the peer group; (3) asking adults (i.e. parents and teachers) about the peer relations skills of children in their care; and (4) directly observing children during interactions with peers. Each of these approaches is described, with attention to relative strengths and weaknesses and their suitability for assessing peer relations in early childhood, middle childhood, and adolescence.

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Gifford-Smith, Mary E., and Celia A. Brownell. "Childhood peer relationships: social acceptance, friendships, and peer networks." Journal of School Psychology 41, no. 4 (July 2003): 235–84. http://dx.doi.org/10.1016/s0022-4405(03)00048-7.

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Ross, Dorothea M. "The Company They Keep: Friendships in Childhood and Adolescence." Journal of Developmental & Behavioral Pediatrics 18, no. 3 (June 1997): 202. http://dx.doi.org/10.1097/00004703-199706000-00014.

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Gleason, Tracy R., and Lisa M. Hohmann. "Concepts of Real and Imaginary Friendships in Early Childhood." Social Development 15, no. 1 (February 2006): 128–44. http://dx.doi.org/10.1111/j.1467-9507.2006.00333.x.

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Prazen, Ariana, Nicholas H. Wolfinger, Caitlin Cahill, and Lori Kowaleski-Jones. "Joint Physical Custody and Neighborhood Friendships in Middle Childhood*." Sociological Inquiry 81, no. 2 (April 3, 2011): 247–59. http://dx.doi.org/10.1111/j.1475-682x.2011.00370.x.

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Marsh, Pauline. "Picturing a golden age." Alphaville: Journal of Film and Screen Media, no. 5 (August 1, 2013): 59–73. http://dx.doi.org/10.33178/alpha.5.04.

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In two Australian coming-of-age feature films, Australian Rules and September, the central young characters hold idyllic notions about friendship and equality that prove to be the keys to transformative on-screen behaviours. Intimate intersubjectivity, deployed in the close relationships between the indigenous and nonindigenous protagonists, generates multiple questions about the value of normalised adult interculturalism. I suggest that the most pointed significance of these films lies in the compromises that the young adults make. As they reach the inevitable moral crisis that awaits them on the cusp of adulthood, despite pressures to abandon their childhood friendships they instead sustain their utopian (golden) visions of the future.

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Tung, Irene, Amanda N. Noroña, and Steve S. Lee. "Childhood maltreatment affects adolescent sensitivity to parenting and close friendships in predicting growth in externalizing behavior." Development and Psychopathology 31, no. 04 (September 25, 2018): 1237–53. http://dx.doi.org/10.1017/s0954579418000585.

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AbstractChildhood maltreatment robustly predicts adolescent externalizing behaviors (EB; e.g., violence, delinquency, substance use) and may crystalize patterns of EB by influencing sensitivity to the social environment (e.g., parenting, friendships). In a nationally representative sample of 9,421 adolescents, we modeled latent growth curves of EB from age 13 to 32 years. Next, we explored whether maltreated youth differed from nonmaltreated youth in their sensitivity to parental closeness, friendship involvement, and polymorphisms from dopamine genes linked to EB (dopamine receptors D2 and D4, dopamine transporter). Overall, maltreated youth had significantly higher levels of EB across adolescence and adulthood; however, maltreated and nonmaltreated youth showed similar patterns of EB change over time: violent behavior decreased in adolescence before stabilizing in adulthood, whereas nonviolent delinquency and substance use increased in adolescence before decreasing in the transition to adulthood. Maltreatment reduced sensitivity to parental closeness and friendship involvement, although patterns varied based on type of EB outcome. Finally, none of the environmental effects on EB were significantly moderated by the dopamine polygenic risk score after accounting for multiple testing. These findings underline the enduring effects of early maltreatment and implicate that maltreatment may contribute to long-term risk for EB by influencing children's sensitivity to social relationship factors in adolescence.

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Stocker, Clare, and Judy Dunn. "Sibling relationships in childhood: Links with friendships and peer relationships." British Journal of Developmental Psychology 8, no. 3 (September 1990): 227–44. http://dx.doi.org/10.1111/j.2044-835x.1990.tb00838.x.

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TSAI, JENNIFER, THOMAS W. VALENTE, KIMBERLY A. MILLER, KAYLA DE LA HAYE, TREVOR A. PICKERING, and MYLES G. COCKBURN. "Friendship networks and sun safety behavior among children." Network Science 4, no. 3 (May 10, 2016): 314–35. http://dx.doi.org/10.1017/nws.2016.6.

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AbstractSocial networks, particularly those defined by friendships, influence many childhood and adolescent health behaviors such as the use of alcohol, tobacco, and other drugs, as well as diet and physical activity. Few, if any, studies have examined the concordance between friendship networks and sun exposure/safety behaviors. This study examines the friendship networks and sun safety behaviors for a group of fourth and fifth grade students taking part in a larger sun safety intervention, “SunSmart” (n = 128). Intra-class correlation, homophily hypothesis testing, and exponential random graph models were used to test friendship homophily based on sun safety behaviors. Peer Leaders were identified through social network popularity, and sun safety change scores were compared between Peer Leaders and non-leaders. Results show that students cluster based on shared demographic characteristics and some sun safety behaviors, and that there was a trend for Peer Leaders to respond better to the SunSmart intervention than non-leaders. Implications for future sun safety interventions using Peer Leaders as champions for sun safety behavior change are discussed.

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Wang, Dianxi. "Effect of family-related adverse childhood experiences on self-rated health in childhood and adulthood——childhood friendships as moderator." SSM - Population Health 14 (June 2021): 100762. http://dx.doi.org/10.1016/j.ssmph.2021.100762.

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Crosnoe, Robert. "Friendships in Childhood and Adolescence: The Life Course and New Directions." Social Psychology Quarterly 63, no. 4 (December 2000): 377. http://dx.doi.org/10.2307/2695847.

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Vanclooster, Stephanie, Johan Bilsen, Lieve Peremans, Jutte Van Der Werff Ten Bosch, Geneviève Laureys, Philippe Paquier, and Anna Jansen. "Reintegration Into School After Treatment for a Brain Tumor: The Child’s Perspective." Global Pediatric Health 6 (January 2019): 2333794X1986065. http://dx.doi.org/10.1177/2333794x19860659.

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This multiple case study investigated perspectives of childhood brain tumor survivors on reintegration into school over a 2-year period. Semistructured interviews were conducted with 5 children at 3 times to obtain an extensive view of their overall school experience. Thematic analysis of data resulted in 4 themes: “school life and participation,” “peer relations and friendships,” “performance and difficulties,” and “support and follow-up.” Childhood brain tumor survivors consider school attendance as part of a normal disease-free life. Social contact and friendships represent their main motivating factors for returning to school. Attitudes and feelings regarding performance, difficulties, and support vary among survivors and change over time. In conclusion, continuity in learning and social contact established before the return facilitate the reintegration process. A comprehensive assessment of their academic and psychosocial functioning should be organized on reentry. Systematic follow-up by parents, school staff, and health professionals throughout the child’s school career is required.

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Searle, Alison. "Action Research - A Valuable Teaching/Learning Strategy." Aboriginal Child at School 16, no. 2 (May 1988): 44–52. http://dx.doi.org/10.1017/s0310582200015340.

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This article is a follow-up to “Utilizing a Research Project as a Teaching/Learning Strategy : The Joys and Fears of Childhood” which appeared in Vol.15 No.3, 1987. In both projects the students contributed significantly.In Semester II, 1987, a group of Aboriginal and Islander students in their second year of the Diploma of Teaching (ECE) at James Cook University conducted an action research project entitled “Cross-cultural Perspectives on Children’s Friendships in Middle Childhood”.

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Ferreira, Milene, Cecília Aguiar, Nadine Correia, Margarida Fialho, and Júlia Serpa Pimentel. "Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage." Topics in Early Childhood Special Education 39, no. 3 (August 11, 2019): 183–95. http://dx.doi.org/10.1177/0271121419864419.

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Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality; children’s verbal, social, and behavioral skills; and the friendships and social acceptance of children with disabilities, while testing the moderating effects of ECE dosage. Eighty-six children with disabilities (63 boys; Mage = 67.53 years, SD = 10.54 years), attending 86 inclusive ECE classrooms from the Metropolitan Area of Lisbon, Portugal, participated in the study. We found no effects of classroom quality on children’s social acceptance and friendships and ECE dosage did not moderate this association. However, ECE dosage moderated the association between children’s individual skills and their social acceptance and friendships. Findings suggest that more time in ECE is not enough to support children’s social acceptance, particularly for children with increased language and behavioral difficulties, who likely require more intensive and individualized interventions to support their peer-related social experiences.

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Asher, Steven R., and Julie A. Paquette. "Loneliness and Peer Relations in Childhood." Current Directions in Psychological Science 12, no. 3 (June 2003): 75–78. http://dx.doi.org/10.1111/1467-8721.01233.

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Although loneliness is a normative experience, there is reason to be concerned about children who are chronically lonely in school. Research indicates that children have a fundamental understanding of what it means to be lonely, and that loneliness can be reliably measured in children. Most of the research on loneliness in children has focused on the contributions of children's peer relations to their feelings of well-being at school. Loneliness in children is influenced by how well accepted they are by peers, whether they are overtly victimized, whether they have friends, and the durability and quality of their best friendships. Findings from this emerging area of research provide a differentiated picture of how children's peer experiences come to influence their emotional well-being.

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Cairns, Robert B., Man-Chi Leung, Lisa Buchanan, and Beverley D. Cairns. "Friendships and Social Networks in Childhood and Adolescence: Fluidity, Reliability, and Interrelations." Child Development 66, no. 5 (October 1995): 1330. http://dx.doi.org/10.2307/1131650.

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Mariano, Kristin A., and Helen C. Harton. "Similarities in Aggression, Inattention/Hyperactivity, Depression, and Anxiety in Middle Childhood Friendships." Journal of Social and Clinical Psychology 24, no. 4 (July 2005): 471–96. http://dx.doi.org/10.1521/jscp.2005.24.4.471.

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Boer, Frits. "Catherine L. Bagwell and Michelle E. Schmidt: Friendships in childhood and adolescence." European Child & Adolescent Psychiatry 21, no. 7 (March 21, 2012): 415–16. http://dx.doi.org/10.1007/s00787-012-0268-7.

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Hocking, Matthew C., Robert B. Noll, Anne E. Kazak, Cole Brodsky, Peter Phillips, and Lamia P. Barakat. "Friendships in Pediatric Brain Tumor Survivors and Non-Central Nervous System Tumor Survivors." Journal of Pediatric Psychology 45, no. 2 (January 11, 2020): 194–202. http://dx.doi.org/10.1093/jpepsy/jsz101.

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Abstract Objective Brain tumors during childhood may disrupt the development and maintenance of friendships due to the impact of disease- and treatment-related factors on functioning. The goal of this study was to determine if children treated for either a brain tumor or a non-central nervous system (CNS) solid tumor could name a friend and to evaluate the social information processes associated with the ability to name a friend. Method Youth (ages 7–14) treated for either a brain tumor (n = 47; mean age = 10.51 years) or a non-CNS solid tumor (n = 34; mean age = 11.29) completed an assessment within 6 months of the conclusion of treatment that included asking participants to name a friend and completing measures of social information processing (SIP). Rates of self-reported friendship were compared between groups and correlates of being able to name a friend were evaluated. Results Youth treated for a brain tumor (61.7%) were significantly less likely to name a friend compared with youth treated for a non-CNS solid tumor (85.3%). Diagnosis type (brain vs. non-CNS), relapse status, attribution style, and facial affect recognition were significant predictors of being able to name a friend or not in a logistic regression model. Conclusions Youth treated for a brain tumor and those who experienced a disease relapse are at risk for impairments in friendships; difficulties with SIP may increase this risk. Targeted screening and intervention efforts for children diagnosed with brain tumors and those who have relapsed could address difficulties with peers.

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Honma, Yuko, and Ichiro Uchiyama. "Emotional Engagement and School Adjustment in Late Childhood: The Relationship between School Liking and School Belonging in Japan." Psychological Reports 114, no. 2 (April 2014): 496–508. http://dx.doi.org/10.2466/21.10.pr0.114k19w7.

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This study examined the relationship between school adjustment and emotional engagement in late childhood. Participants were Grade 5 and 6 Japanese children ( N = 304; 164 boys, 200 girls). The School Liking and Avoidance Questionnaire (SLAQ) was used to measure children's emotional adjustment to school. The School Adjustment Scale, which was used to assess emotional engagement, consists of four factors: “friendships,” “school work,” “teacher–child relationships,” and “school in general.” The last factor was used to measure school belonging.

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Maunder, Rachel, and Claire P. Monks. "Friendships in middle childhood: Links to peer and school identification, and general self‐worth." British Journal of Developmental Psychology 37, no. 2 (October 31, 2018): 211–29. http://dx.doi.org/10.1111/bjdp.12268.

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Sakyi, Kwame S., Pamela J. Surkan, Eric Fombonne, Aude Chollet, and Maria Melchior. "Childhood friendships and psychological difficulties in young adulthood: an 18-year follow-up study." European Child & Adolescent Psychiatry 24, no. 7 (October 15, 2014): 815–26. http://dx.doi.org/10.1007/s00787-014-0626-8.

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Almquist, Y. M. "Childhood friendships and adult health: findings from the Aberdeen Children of the 1950s Cohort study." European Journal of Public Health 22, no. 3 (April 15, 2011): 378–83. http://dx.doi.org/10.1093/eurpub/ckr045.

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Kerns, Kathryn A. "A Longitudinal Examination of Links between Mother-Child Attachment and Children's Friendships in Early Childhood." Journal of Social and Personal Relationships 11, no. 3 (August 1994): 379–81. http://dx.doi.org/10.1177/0265407594113004.

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Kamper-DeMarco, Kimberly E., and Jamie M. Ostrov. "The Influence of Friendships on Aggressive Behavior in Early Childhood: Examining the Interdependence of Aggression." Child Psychiatry & Human Development 50, no. 3 (December 17, 2018): 520–31. http://dx.doi.org/10.1007/s10578-018-0857-x.

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Ettekal, Idean, and Gary W. Ladd. "Development of aggressive-victims from childhood through adolescence: Associations with emotion dysregulation, withdrawn behaviors, moral disengagement, peer rejection, and friendships." Development and Psychopathology 32, no. 1 (March 6, 2019): 271–91. http://dx.doi.org/10.1017/s0954579419000063.

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AbstractAt multiple developmental periods spanning from middle childhood through adolescence, we investigated the development of aggressive-victims. Multiple-informant data collected across four grade levels (1, 5, 8, and 11; N = 482; 50% females) was used to perform person-centered analyses including latent profile and latent transition analyses in order to examine the co-occurring development of multiple forms (i.e., physical, verbal, and relational) of aggression and peer victimization. Results indicated that there were two distinct subgroups of aggressive-victims, one of which was more relational in form (i.e., relational aggressive-victims), and children in these two subgroups were distinguishable with respect to their individual characteristics (emotion dysregulation, withdrawn behaviors, and moral disengagement) and relational experiences (peer rejection and friendships). Furthermore, the findings elucidated the mechanisms by which developmental continuity and change (i.e., transitions) among the subgroups occurred across childhood and adolescence.

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MONTEITH, SHARON. "Between Girls: Kaye Gibbons' Ellen Foster and Friendship as a Monologic Formulation." Journal of American Studies 33, no. 1 (April 1999): 45–64. http://dx.doi.org/10.1017/s0021875898006069.

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In the work of contemporary writers who explore the racial and social geography of growing up in the American South, fleeting encounters between white and black girls abound but enduring friendships prove to be more problematic to represent. In Ellen Foster (1987), Ellen and Starletta's association stretches across the novel whereas, most frequently in fictions, the points at which black and white women converge and relate tend to be brief and transient, as in Toni Morrison's Beloved (1987) where a heavily pregnant and fugitive Sethe is aided by poor white Amy; or in Thulani Davis's 1959 (1992) where the brief kindness of a white woman is remembered as a significant, if fleeting gesture. I wish to raise questions about the ways in which cross-racial childhood relationships are represented formally and aesthetically. There is often an understandable but troubling literary–critical impasse whereby black girls are contained within the first-person narrations of white protagonists which, whilst explicating the connection between the girls, risk engulfing or subsuming the black “best friend.” I shall examine the ways in which this may be the inevitable result of the Bildungsroman form and consider how the representation of the cross-racial friendship at the heart of Ellen Foster is modified in direct correspondence to the novel's structuring.

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Pursall, Dona. "Learning to be a lord, a friend, ‘a human’: Lord Snooty as a comic strip representation of John Macmurray’s philosophies of social and emotional learning." Studies in Comics 11, no. 1 (July 1, 2020): 147–66. http://dx.doi.org/10.1386/jem_00019_1.

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Friendship was a central motif of ‘Lord Snooty and His Pals’, a comic strip created by Dudley Dexter Watkins for the launch of DC Thomson’s new children’s weekly, Beano, in July 1938. The Lord and his working-class friends were motivated by their relationship to overcome boundaries in order to play and learn together. This close analysis of strips from the first year of the comic explores the ways in which friendship is depicted, illuminating the extent to which social learning is pivotal to the child reader’s pleasure. This examination is framed within educational thinking from the time. It specifically draws from Scottish philosopher John Macmurray’s notion of ‘valuational knowledge’, which contends that interrelational social compassion, developed through friendships, promotes our capacity for wisdom and rationalization. As one of the many humanist progressives of education at the time, he argued that it is through our companionships that we learn what we need to know in order to live socially. Through appreciation of the ways in which learning and compassion are portrayed in these comics, this article wishes to align these strips with both educational concerns from the 1930s, such as Macmurray’s, and further to draw attention to the relevance of this discussion in the light of renewed interest raised, for example, by Richard Gerver’s Education: A Manifesto for Change (2019) and as enacted by policies such as Scotland’s Curriculum for Excellence (2010). Through a study of comics for children, this article compares pedagogic ideas from the 1930s with contemporary discourse related to childhood, learning and compassion.

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Pursall, Dona. "Learning to be a lord, a friend, ‘a human’: Lord Snooty as a comic strip representation of John Macmurray’s philosophies of social and emotional learning." Studies in Comics 11, no. 1 (July 1, 2020): 147–66. http://dx.doi.org/10.1386/stic_00019_1.

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Friendship was a central motif of ‘Lord Snooty and His Pals’, a comic strip created by Dudley Dexter Watkins for the launch of DC Thomson’s new children’s weekly, Beano, in July 1938. The Lord and his working-class friends were motivated by their relationship to overcome boundaries in order to play and learn together. This close analysis of strips from the first year of the comic explores the ways in which friendship is depicted, illuminating the extent to which social learning is pivotal to the child reader’s pleasure. This examination is framed within educational thinking from the time. It specifically draws from Scottish philosopher John Macmurray’s notion of ‘valuational knowledge’, which contends that interrelational social compassion, developed through friendships, promotes our capacity for wisdom and rationalization. As one of the many humanist progressives of education at the time, he argued that it is through our companionships that we learn what we need to know in order to live socially. Through appreciation of the ways in which learning and compassion are portrayed in these comics, this article wishes to align these strips with both educational concerns from the 1930s, such as Macmurray’s, and further to draw attention to the relevance of this discussion in the light of renewed interest raised, for example, by Richard Gerver’s Education: A Manifesto for Change (2019) and as enacted by policies such as Scotland’s Curriculum for Excellence (2010). Through a study of comics for children, this article compares pedagogic ideas from the 1930s with contemporary discourse related to childhood, learning and compassion.

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Sakai, Atsushi, Iori Egawa, Masumi Sugawara, Satoko Matsumoto, and Masashi Aizawa. "Moderating effects of best friendships on parent-child relationships and externalizing problem behaviors in childhood and puberty." Japanese journal of psychology 90, no. 1 (2019): 11–20. http://dx.doi.org/10.4992/jjpsy.90.17053.

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Ettekal, Idean, and Gary W. Ladd. "Developmental Pathways From Childhood Aggression-Disruptiveness, Chronic Peer Rejection, and Deviant Friendships to Early-Adolescent Rule Breaking." Child Development 86, no. 2 (November 18, 2014): 614–31. http://dx.doi.org/10.1111/cdev.12321.

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