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Books on the topic 'Peer rejection'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

R, Asher Steven, and Coie John D, eds. Peer rejection in childhood. Cambridge [England]: Cambridge University Press, 1990.

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2

Brendgen, Rosemarie. Peer rejection and friendship quality: A view from both friends' perspectives. Berlin: Max-Planck-Institut für Bildungsforschung, 1996.

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3

H, Cillessen Antonius, and Bukowski William M, eds. Recent advances in the measurement of acceptance and rejection in the peer system. San Francisco: Jossey-Bass Publishers, 2000.

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4

Kampe, Kristina E. Behavioural and self-perception correlates of peer status in learning disabled children. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1993.

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5

McCoy, Kathy. Life happens: A teenager's guide to friends, failure, sexuality, love, rejection, addiction, peer pressure, families, loss, depression, change, and other challenges of living. New York, NY: Berkley Pub. Group, 1996.

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6

McCoy, Kathy. Life happens: A teenager's guide to friends, failure, sexuality, love, rejection, addiction, peer pressure, families, loss, depression, change, and other challenges of living. New York, NY: Berkley Pub. Group, 1996.

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7

J, Harris Monica, ed. Bullying, rejection, and peer victimization a social cognitive neuroscience perspective. New York: Springer, 2009.

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8

Rubin, Kenneth H., Julie C. Bowker, Kristina L. McDonald, and Melissa Menzer. Peer Relationships in Childhood. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0011.

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The significance of peers in the lives of children and adolescents is described. The chapter begins with a discussion of theory relevant to the study of peer interactions, relationships, and groups. Next examined are the prevalence, stability, and characteristics of children’s friendships, the psychosocial correlates and consequences of having a mutual friendship and of having friendships with others who are experiencing adjustment difficulties. Thereafter, sections are focused on the assessment of peer acceptance, rejection, and popularity, and the behavioral, social-cognitive, affective, and self-system concomitants and longitudinal outcomes of peer acceptance and rejection. Subsequently, the extant literature pertaining to child and adolescent peer groups, cliques, and crowds is described. In the next section, the growing literature on culture and peer relationships is discussed. Then, in the summary, we present a transactional, developmental framework for understanding individual differences in children’s peer relationships experiences.
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9

French, Doran C., and Hoi Shan Cheung. Peer Relationships. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190847128.003.0007.

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This chapter examines how adolescents’ peer relations are contextualized within cultural norms and values. Across cultures, differences in demography, time use, and activity settings are identified as contributors to the varying patterns observed in adolescent social networks, friendships, and romantic relationships. This chapter also reviews status hierarchies related to peer acceptance and rejection, popularity, and bullying in different cultures and discusses the contributions of peers to adolescents’ academic success and engagement in deviant behaviors. We conclude with a recommendation to conduct more research on peer relationships outside of North America, especially focusing on time use and peer activities, cultural norms and values, neurological development and the impact of these on adolescent social competence and risk-taking behavior.
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10

McSweeney, Denise. Aggression and peer rejection among 5th class children in Limerick city. 2004.

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11

Juvonen, Jaana. Peer Rejection among Children and Adolescents: Antecedents, Reactions, and Maladaptive Pathways. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195398700.013.0010.

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12

Sandstrom, Marlene J. The Peer Nature of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0011.

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Relational aggression (RA), which involves the manipulation of a target’s relationships, peer status, or reputation, is an inherently interpersonal weapon. This chapter focuses on the peer context of RA, and addresses core questions about the association between RA and social constructs such as group acceptance, rejection, popularity, and friendship. What are the interpersonal costs and benefits of RA? What factors might explain why some relationally aggressive children are able to achieve and maintain popularity and social centrality despite being disliked? How does RA play out within mutual friendships? And how do the peer dynamics surrounding RA shift across development? The chapter begins with a discussion of RA in relation to group-level peer experiences (i.e., peer liking/acceptance; disliking/rejection; perceived popularity) and then turns to an exploration of RA within the context of friendships. It concludes with a discussion of selection and influence effects in regard to relationally aggressive behavior.
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13

Peer Rejection: Developmental Processes and Intervention Strategies (Guilford Series On Social And Emotional Development). The Guilford Press, 2003.

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14

Peer Rejection: Developmental Processes and Intervention Strategies (Guilford Series On Social And Emotional Development). The Guilford Press, 2005.

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15

Pires, Paulo. Parenting affect, temperament and peer relations: A model for adolescent use of illicit drugs. 2005.

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16

Koenig, Larry J. Keeping Your Child Safe at School: What Every Parent Needs to Know about Mobbing, Bullying, and Peer Rejection. Smart Family Press, 2001.

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17

Kornienko, Olga, and Douglas A. Granger. Peer Networks, Psychobiology of Stress Response, and Adolescent Development. Edited by Rosemary L. Hopcroft. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190299323.013.25.

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A consistent focus of research has been on understanding how social relationships shape the activity of the biological stress response system. Progress has been made in characterizing these dynamics at the level of the individual, but significantly less is known about the role of social networks as a proximal ecology in which the stress response system is activated and contributes to human development. The focus of this chapter is on adolescence—a developmental period in which social relationships with peers represent both sources of social stress and opportunities for social buffering. It is proposed that considering peer social networks in which adolescents are embedded will augment understanding of the social context of psychosocial processes, including social status, rejection, isolation, bullying and victimization, and support, that are related to psychobiology of stress.
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18

Kampe, Kristina E. Behavioural and self-perception correlates of peer status in learning disabled children. 1993.

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19

(Editor), Janis B. Kupersmidt, and Kenneth A. Dodge (Editor), eds. Children's Peer Relations: From Development to Intervention (Decade of Behavior). American Psychological Association (APA), 2004.

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20

Why Will No One Play with Me?: Coach Your Child to Overcome Social Anxiety, Peer Rejection and Bullying - And Thrive. Ebury Publishing, 2019.

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21

Matloff, Gary. Peer Rejection Rates and Perceived Social Competence Among Elementary-school Children Who Display Reactive and Combined Reactive and Proactive Aggressive Behaviors. Dissertation Discovery Company, 2018.

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22

Matloff, Gary. Peer Rejection Rates and Perceived Social Competence Among Elementary-school Children Who Display Reactive and Combined Reactive and Proactive Aggressive Behaviors. Dissertation Discovery Company, 2018.

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23

Bukowski, William M. Recent Advances in the Measurement of Acceptance and Rejection in the Peer System: New Directions for Child and Adolescent Development (J-B CAD Single Issue Child & Adolescent Development). Jossey-Bass, 2000.

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24

Dewar, Jacqueline M. The Final Step for Doing SoTL. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0009.

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Chapter 8 provides information and resources for completing a scholarship of teaching and learning (SoTL) project. These include why it is a good idea to have one or more collaborators when doing SoTL, and where to find them, as well as sources of support and possible venues for dissemination. It describes the benefits of having a “critical friend” to act as a peer mentor. It details a variety of factors to consider when choosing a conference to present a paper. It also offers advice for choosing a journal, completing a manuscript for publication, and responding to reviews or rejection. In addition to conference papers and journal publications, the chapter describes several other options for going public.
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25

SINGH, Dr PREETI. INFORMATION TECHNOLOGY. KAAV PUBLICATIONS, DELHI, INDIA, 2022. http://dx.doi.org/10.52458/9789391842499.eb.

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The book offers a global platform for the academia to elevate their image as internationally acclaimed scholars, as it reaches the nook and the corner of the globe online. Researchers can also ripe the benefit of enriching their study by submitting manuscripts to the editorial board that comprises scholars with proven abilities and established research track record. All the articles submitted for publication are subjected to rigorous single blinded peer review to ensure its quality before it gets published. Authors’ scholarly work undergoes critical scrutiny by experts in the same subject to check for scientific validity, relevance and accuracy. Upon getting the final approval from the editorial board members, their decision on acceptance or rejection will be informed via E-mail. The Book supports open access publishing model to maximize the visibility of the published research. Authors can track the article status from the Editorial Manager System of the Book which allows authors to submit article, track status and respond to reviewers’ comments and revision requests.
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26

Herrmann, Matthias, ed. Sichten auf Max Reger und seinen Schüler Paul Aron. Tectum – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783828875739.

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The oeuvre of Max Reger (1873–1916) evoked approval and rejection during the composer's lifetime. Reger also polarized as a person. The present volume deals with Reger's compositional oeuvre and with his personal environment – in the form of his student Paul Aron (1886–1955) from Dresden. At times, he was part of the close network of relationships between the Reger couple. The letters and cards from Reger to Aron from 1905 to 1915, as well as Reger's assessments, which are completely edited for the first time here, are supplemented by Aron's letters from the front of the First World War to Elsa Reger after the death of her husband (1916–1918). The extensive correspondence between Max Reger and Paul Aron shows an exciting teacher-student relationship more than 100 years ago. The sensitive texts of well-known authors trace a detailed picture of the composer. With contributions by Vitus Froesch, Manuel Gervink, Peter Gülke, Michael Heinemann, Matthias Herrmann, Jörn Peter Hiekel, Stefanie Steiner-Grage
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27

Pasnau, Robert, ed. Oxford Studies in Medieval Philosophy Volume 7. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198845515.001.0001.

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Oxford Studies in Medieval Philosophy annually collects the best current work in the field of medieval philosophy. The various volumes print original essays, reviews, critical discussions, and editions of texts. The aim is to contribute to an understanding of the full range of themes and problems in all aspects of the field, from late antiquity into the Renaissance, and extending over the Jewish, Islamic, and Christian traditions. Volume 6 includes work on a wide range of topics, including Davlat Dadikhuda on Avicenna, Christopher Martin on Abelard’s ontology, Jeremy Skrzypek and Gloria Frost on Aquinas’s ontology, Jean‐Luc Solère on instrumental causality, Peter John Hartman on Durand of St.‐Pourçain, and Kamil Majcherek on Chatton’s rejection of final causality. The volume also includes an extended review of Thomas Williams of a new book on Aquinas’s ethics by Colleen McCluskey.
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28

Lurie, Peter. Queer Historiography in The Bridge. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199797318.003.0005.

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This chapter culminates my earlier discussion of several works’ regretful looks back on U.S. history with Hart Crane’s plaintive lament over the country’s signal historical events, tempered by his hopefulness for the republic’s future. It uses sexuality theory to argue against a teleological, progressive sequencing—both in my study’s rhetorical structure and in ways of tracing history’s unfolding. It suggests the importance of textual erotics of painful empathy in the reader’s encounter with an indigenous past in its early sections, before turning to in The Bridge’s critique of U.S. aerial history and maritime trade. The poem’s account of displaced historical subjects encompasses this alterity in the figure of its peripatetic speaker across its several sections and historical eras. The chapter ends with a coda about Crane’s suicide as a response to his New Critical peers’ rejection of his nonironic, non-Eliotonian vision and of what they saw as his “undisciplined” style and sexuality.
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29

Ran, Hirschl. 2 Early Engagements with the Constitutive Laws of Others: Lessons from Pre-Modern Religion Law. Oxford University Press, 2014. http://dx.doi.org/10.1093/acprof:oso/9780198714514.003.0003.

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Many purportedly new debates in comparative constitutional law have early equivalents, some dating back over two millennia. The chapter examines pre-modern religion law and the birth of two concepts cardinal for understanding the philosophy of comparative constitutional studies of law and religion: acknowledgment of the legitimacy and integrity of the constitutive laws of others; and doctrinal innovation from a necessity-based or ideologically driven impulse to respond to or incorporate such laws. Pre-modern canon law and Jewish law suggest that engagement with the constitutive laws of others is much longer and thicker than the current convergence trend. Some of the concepts developed in religion-laden contexts in times long gone continue to be relevant for understanding contemporary constitutional reaction to external convergence pressures. Further examples illustrate that alongside inquisitiveness per se, instrumentalist factors matter greatly in explaining purportedly principled, doctrinal debates over openness toward, or rejection of, the constitutive laws of others.
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30

Reinle, Christine, and Anna-Lena Wendel, eds. Das Recht in die eigene Hand nehmen? Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748924449.

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Autonomous use of violence — whether for vengeance or in a feud — can potentially endanger community safety. The contributors to this volume depict the logic and narrative strategies used to validate the autonomous use of violence on the one hand, and examine attempts to delegitimise such violence through legal and religions norms on the other. In doing so, they focus on the endeavours of theologians to discredit violence used in a feud as a danger to the salvation of an individual’s soul and as a threat to everyone’s safety. As emotions are often cited as an argument for both justifying and rejecting violent action, some of the studies in this anthology also contribute to the history of emotions. With contributions by Maria Pia Alberzoni, Zdeněk Beran, Matthias Berlandi, Simone Brehmer, Maximilian Diesenberger, Jan Hirschbiegel, Peter Hoppenbrouwers, Marius Kraus, Stephen Mossman, Christine Reinle, Stefan Tebruck, Anna-Lena Wendel, Christian Wenzel, Klaus Wolf and Lidia Luisa Zanetti Domingue.
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31

Oqubay, Arkebe, and Kenichi Ohno, eds. How Nations Learn. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198841760.001.0001.

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Authored by eminent scholars, the volume aims to generate interest and debate among policymakers, practitioners, and researchers on the complexity of learning and catch-up, particularly for twenty-first century late-late developers. The volume explores technological learning at the firm level, policy learning by the state, and the cumulative and multifaceted nature of the learning process, which encompasses learning by doing, by experiment, emulation, innovation, and leapfrogging. Why is catch-up rare? And why have some nations succeeded while others failed? What are the prospects for successful learning and catch-up in the twenty-first century? These are pertinent questions that require further research and in-depth analysis. The World Bank estimates that out of the 101 middle-income economies in 1960, only thirteen became high income by 2008. This volume examines how nations learn by reviewing key structural and contingent factors that contribute to dynamic learning and catch-up. Rejecting both the one-size-fits-all approach and the agnosticism that all nations are unique and different, the volume uses historical as well as firm-level, industry-level, and country-level evidence and experiences to identify the sources and drivers of successful learning and catch-up and the lessons for late-latecomer countries. Building on the latecomer-advantage perspective, the volume shows that what is critical for dynamic learning and catch-up is not learning per se but the intensity of learning, robust industrial policies, and the pace and direction of learning. Equally important are the passion to learn, long-term strategic vision, and understanding the context in which successful learning occurs.
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