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1
Hanna, Jayne. "Conformity and peer rejection." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6548.
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This study examined adolescent conformity involving peer rejection in the face of a negative group opinion. 192 adolescents rated the likeability of a hypothetical peer prior to and after exposure to an apparently negative group opinion of the peer. The measure of conformity was derived from the difference between likeability ratings of the hypothetical peer before and after exposure to the negative group norm. Subjects participated in either friendship cliques or non-clique groups, and expected either that the other group members would see their opinions (public condition) or that their opinions would be kept to themselves (private condition). Overall, subjects conformed more in clique groups than in groups comprised of non-clique members. However, this effect was dependent on both sex and surveillance variables. Females conformed the most when they both were in their cliques and expected their group members to see their opinions. Conversely, males conformed most when they were also in their cliques, but expected their opinions to be kept to themselves. Fear of negative evaluation did not correlate significantly with conformity behaviour. Implications of these findings for the role of conformity in peer rejection are discussed.
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Lopez, Cristy Rene. "Peer victimization and rejection in early adolescence /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036844.
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Derry, Catherine. "Women's recollections of childhood peer rejection in school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59240.pdf.
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Morrow, Michael T. "Childhood aggression, depressive symptoms, and the experience of peer rejection." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.24 Mb., 52 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435923.
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Dick, Julie. "The Influence of Competitiveness on Aggression and Peer Rejection in Youth over Time." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36243.
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The temporal association between aggression, peer rejection, and competitiveness (i.e., the evaluation of one’s own skills and abilities compared to those of another) was examined in a sample of 615 students assessed yearly from grades 7 to 12. Using path analysis, results indicated that competitiveness predicted aggression at every time point with one exception (grade 11 to 12). Competitiveness and peer rejection were found to have a negative reciprocal association, and aggression and peer rejection were shown to be reciprocally related. Competitiveness, aggression, and peer rejection were each statistically significantly stable over time. Implications, limitations, and future directions are discussed.
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Goodman, Kimberly L. "Children's Coping with Peer Rejection Experiences: The Regulating Role of Emotion." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1405.
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The primary purpose of this investigation was to examine the role of emotions as predictors of children's coping responses to peer rejection experiences. This study also explored how children's emotional experience and coping behaviors were related to gender, peer socialization (i.e., receiving prosocial acts by peers and previous victimization experiences), and indices of psychopathology. Children ages 7-12 (N=53) completed questionnaires to assess emotional and coping responses to hypothetical peer rejection scenarios, symptoms of depression and anxiety, and peer experiences. Overall, findings suggested that emotion-related factors (emotion states and more stable "emotional tendencies" such as psychological symptoms) and social context (i.e., children's prosocial peer experiences and victimization) are important predictors of children's coping with peer rejection. Children's emotions predicted coping responses after controlling for peer experiences. Discrete emotions were uniquely associated with coping responses, indicating that coping responses are emotionally-driven. Finally, gender emerged as a predictor of children's emotions in response to rejection experiences. Girls were more likely than boys to anticipate feeling sad or worried inresponse to rejection. These findings provide an empirical foundation for future research and the development of interventions to facilitate adaptive reactions to peer rejection.
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Maras, Melissa Ann. "An Evaluation of the Relationship between Peer Rejection and Reciprocated Friendships." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1118852983.
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Rubin, Ronnie M. "Children's beliefs about peer relations links to peer rejection, depression, aggression, and the beliefs of parents and teachers /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 110 p, 2007. http://proquest.umi.com/pqdweb?did=1342734151&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Halliburton, Amanda E. "Piloting the Use of Acceptance, Cognitive Defusion, and Values, in Reducing Experiential Avoidance and its Consequences Among Youth Rejected by Peers." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81404.
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Peer rejection (PR) can be damaging to cognitive and emotional well being and lead to risky behavioral consequences (e.g., violence, increased peer pressure susceptibility), particularly for adolescents (Sebastian et al., 2010; Williams, 2007). Interventions designed to minimize the impact of and repair damage related to PR in youth have been somewhat successful (e.g., Mikami et al., 2005), although the need for further research into potentially pliable mechanisms underlying adolescent peer relationships remains. One suggested mediating factor is experiential avoidance (EA), which is the major target of acceptance- and mindfulness-based interventions such as Acceptance and Commitment Therapy (ACT; see Hayes, 2004 for a review). The present study built on the recommendations of Biglan et al. (2008) and Theodore-Oklota et al. (2014) in designing and implementing a prevention program aimed at reducing EA of PR experiences, with the hope of minimizing cognitive, emotional and behavioral consequences of PR. For this initial pilot, selected ACT components (acceptance, cognitive defusion, and values) were presented in age-appropriate form to six participants over five individual intervention sessions. The program was successful in reducing EA and cognitive fusion and/or improving mindfulness and acceptance for most participants, with some exceptions. Additionally, results showed a decrease in existing symptomatology for several participants (e.g., anger, depression, poor self-concept, overall stress). However, value congruence was not significantly improved for any of the six completers. Results are discussed in terms of theoretical implications and recommendations for further research, particularly in terms of how the existing pilot intervention could be altered and augmented to maximize effectiveness.Ph. D.
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Platt, Belinda J. "The role of peer rejection in adolescent depression : genetic, neural and cognitive correlates." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:3a1ae868-2b62-4411-a5da-15699d9ac604.
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Adolescent depression is a major public health problem, which is associated with educational problems, long-term psychiatric illness and suicide. One major source of stress during adolescence is peer rejection. In this thesis, I investigate the nature of the relationship between peer rejection and adolescent depression. In a review of longitudinal and experimental studies, I describe a bi-directional relationship between peer rejection and depressive symptoms. I then outline how genetic, cognitive and neural vulnerability may modify the effects of peer rejection on adolescent depression. Finally, I introduce five empirical chapters which test these hypotheses using different methodological approaches. The first study is a molecular genetic analysis of a sample of adolescents with and without a diagnosis of mood disorder. I report an interaction between diagnostic group, environmental stress (though not peer rejection specifically) and 5HTTLPR genotype on symptoms of anxiety, which supports the role of genetic factors in modifying the relationship between environmental stress and adolescent mood disorder. The second study is a behavioural study of negative attention biases in a typically developing sample of adolescents. I report a negative attention bias in adolescents with low (versus high) self-esteem. Although the data do not support a causal role for attention biases in adolescent depression, such biased cognitions could also moderate responses to peer rejection, maintaining affective symptoms. A final set of three fMRI datasets investigates how neural circuitry may influence depressed adolescents’ responses to peer rejection at three distinct stages: i) expectation of peer feedback, ii) the receipt of peer rejection, iii) emotion regulation of peer rejection. Data show distinct behavioural and neural differences between depressed patients and healthy controls during expectation and reappraisal of peer rejection, although heightened emotional reactivity immediately following the receipt of peer rejection did not differentiate behavioural or neural responses in adolescents with and without depression.
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Hunter, Tracey A., and n/a. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060309.114836.
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A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.
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Hunter, Tracey A. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366979.
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A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Munroe, Mary K. "Contributions of Peer Rejection and Family Discord to Internalizing and Externalizing Symptoms Among Trans Children." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1529687647156337.
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Guthrie, Amy Gail. "Breaking the habit of peer rejection in kindergarten : a classroom intervention to prevent social exclusion /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Krygsman, Amanda Lynn. "Peer Experiences and Depression Symptoms: Conditions of Association in Preschool, Childhood, and Adolescence." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37503.
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Depression is one of the most disabling mental disorders with respect to years living with symptoms and life lost prematurely. Understanding the development of depression symptoms in childhood and adolescence is important considering the increase in prevalence in adolescence and the substantial continuity of depression symptoms over time. Interpersonal perspectives on depression emphasize the interpersonal environment in the development, and remission of symptoms. In the present dissertation, the interpersonal environment focus was peer experiences. Specifically, the conditions under which peer experiences and depression symptoms were associated concurrently and longitudinally were examined in preschool, childhood, and adolescence.
Different types of peer experiences were associated with depression symptoms in specific ways. In Study 1, the type of aggression and informant mattered where relational peer victimization and depression symptoms were associated in the presence of relational aggression when data were reported by teachers. In Study 2, informant and type of peer experience mattered such that when examining competing models of directional association of peer experiences and depression symptoms, depression symptoms predicted peer rejection across reporters and depression predicted peer victimization when data were self-reported. In Study 3, the type of aggression mattered again but peer-reported peer victimization was associated with self-reported depression symptoms in the presence of overt aggression for girls concurrently and over time. The effect was stronger for those who transitioned to high school. The conditions under which peer experiences and depression symptoms were associated depended on type of aggression (i.e., relational peer victimization and relational aggression in preschool and overt aggression for girls in late childhood and adolescence), type of relationship disturbance (i.e., peer victimization and peer rejection), informant, and whether individuals transitioned to high school.
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Bell, Cherie Lynn. "The contribution of narcissism and peer rejection to the psychological internalization process of the classroom avenger." View full text, 2003.
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Chen, Diane. "Conduct Problems and Peer Dynamics Across Childhood and Adolescence: Continuity and Discontinuity of Risk." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/178870.
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PsychologyPh.D.
Persistent conduct problems, which include aggressive, disruptive, and antisocial behaviors, are associated with a range of negative correlates and sequelae, including school failure and dropout, depression, and substance use. Problematic peer relationships, such as peer rejection and deviant peer affiliation (DPA), have been implicated in both the development and persistence of conduct problems. In particular, the impact of peer rejection has been highlighted in childhood, whereas the effects of DPA have received more attention during adolescence. Conduct problems, peer rejection, and DPA are dynamic processes that change across development, and understanding the relations among these processes is particularly important among contextually disadvantaged youth who are at elevated risk for aggression. Nevertheless, limited research has considered both peer rejection and DPA as they relate to conduct problems in a single study and even less research has looked at potential moderators of the relations among these processes. To address these gaps, I empirically evaluated a developmental model of conduct problems and peer processes, focusing on individual differences across childhood and adolescence. The goal of the present study was to examine continuity and discontinuity of trajectories of conduct problems and problematic peer relations from childhood through adolescence and to identify contextual factors that impact continuity/discontinuity of risk. Participants were 678 urban children recruited in fall of 1st grade for the second generation Prevention Intervention Research Center's Periodic Follow-up of Two Preventative Interventions. Aggression and peer rejection in childhood were modeled separately first, followed by modeling the joint trajectories of aggression and rejection. Four distinct joint trajectories of aggression-rejection in grades 1 to 3 were identified: high decreasing aggression-high stable rejection, low increasing aggression-moderate increasing rejection, moderate decreasing aggression-moderate decreasing rejection, and low stable aggression-low stable rejection. As with the childhood analyses, aggression and DPA in adolescence were modeled separately first, followed by modeling the joint trajectories of aggression and DPA. Three distinct joint trajectories of aggression-deviant peer affiliation in grades 6 to 12 were identified: high decreasing aggression-low stable DPA, moderate stable aggression-high stable DPA, and low stable aggression-low stable DPA. Next, latent transition patterns from high- and low-risk childhood aggression-rejection trajectories to adolescent aggression-DPA trajectories pointed to evidence for both continuity and discontinuity of risk along aggression-DPA trajectories. Introducing contextual variables (i.e., perceived neighborhood adversity, community violence exposure, and poor parental monitoring) into the transition model suggested that higher levels of contextual risk were associated with elevated risk for transition to higher-risk adolescent aggression-DPA classes (i.e., high decreasing aggression-low stable DPA, moderate stable aggression-high stable DPA).
Temple University--Theses
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Masselos, Chrisoula Grace. "Acceptance and rejection of friendship in peer culture within an early childhood setting : an observational study approach /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604131925.
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Clear, Sarah J. "Positive but Rarely Protective: Associations of Adolescents' Mindfulness with Emotional Adjustment and Responses to Rejection by Peers." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/402733.
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Dispositional mindfulness has been described as the self-regulation of sustained attention to thoughts, feelings, and sensations in the present moment in a way characterised by curiosity, openness, and acceptance (Bishop et al., 2004). As a construct, dispositional mindfulness is expected to activate internal mechanisms, including cognitive, emotional, and behavioural flexibility, which facilitate adaptive emotion and behavioural regulation (Shapiro, Carlson, Astin, & Freedman, 2006). Multiple stress and coping theories (Compas, Connor-Smith, Saltzman, Thomsen, & Wadsworth, 2001; Skinner & Zimmer-Gembeck, 2007, 2016) and neurodevelopmental perspectives (e.g., Sanger & Dorjee, 2015) identify flexibility and regulation as parts of the process of successfully attending, responding, and adapting to stressful events.
One significant form of stress can come from social relationships that are rejecting or unsupportive. Accepting, close and supportive social interactions and relationships with others are essential experiences that are foundations for the fulfillment of the basic human need for relatedness, one of three psychological needs proposed in Self-Determination Theory (Ryan & Deci, 2000). Relatedness, in Self-Determination Theory, is defined as the need to belong to social groups and to be related to, and valued by, others. When the need for relatedness is not met because of social rejection, social disconnection or a lack of supportive relationships, this signals an unmet relatedness need that can be thought of as akin to a stressful experience. The associated distress from this unmet need can be significant and long-lasting, and experiencing stressful events that threaten relatedness can have far-reaching negative impacts on well-being. Yet, there are individual differences in sensitivity to threats to relatedness that might be explained by dispositional traits such as mindfulness. However, there has been limited research focused on whether mindfulness, as a naturally occurring disposition, is associated with emotional adjustment and responses
Adolescent Dispositional Mindfulness vi
to one of the most common distressing interpersonal experiences during adolescence and young adulthood, namely victimisation and rejection by peers.
Drawing from dispositional mindfulness research, stress and coping theories, Self-Determination Theory, and past research that identifies peer victimisation and exclusion as a significant threat to relatedness, this research had two general aims. The first aim was to investigate whether dispositional mindfulness is negatively associated with emotional and social distress, focusing on its association with self-reported loneliness, social anxiety, depression (Study 1), as well as perceived threat to relatedness (i.e., feelings of rejection and exclusion) following a laboratory experience of rejection by peers (also referred to here as social exclusion; Study 2). The second aim was to test whether dispositional mindfulness was protective of emotional well-being when peer victimisation and exclusion had been personally experienced (Study 1) or directly after its occurrence (in Study 2).
Study 1 included 361 Australian adolescents, aged 11-18 years, recruited from a large independent public high school. Study 2 included 90 adolescents and young adults aged 16-23 years recruited from a large urban university. In Study 1, dispositional mindfulness was examined as a direct correlate of internalising symptoms (loneliness, social anxiety, and depression) and tested as a buffer of the associations of stress in the peer domain (peer victimisation and exclusion) with symptoms. Results indicated that dispositional mindfulness was associated with better emotional well-being, but it was not protective (i.e., did not buffer) against the association of peer victimisation and exclusion with adolescents’ elevated symptoms of loneliness, social anxiety, and depression.
The aims of Study 2 were accomplished by participants attending a research laboratory at a university and engaging in a simulated experience of peer social exclusion via an online ball tossing game called Cyberball. Before and following the
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game plus after a delay, participants completed several items to report mood, social feelings, and perceived life meaning to investigate reactions and recovery from the experience of social exclusion. Results indicated that dispositional mindfulness was a resource for presenting with more positive emotions and friendly feelings towards others prior to Cyberball and was associated with greater recovery from the negative mood following social exclusion during Cyberball. This study also considered threat appraisal (i.e., how rejected participants felt after Cyberball), finding that higher threat appraisal was associated with more negative reactions across all measures. Also, participants with high dispositional mindfulness and low appraisal of threat reported the most positivity following social exclusion.
Three general conclusions are drawn from the results of the two studies: 1) adolescents and young adults who report more dispositional mindfulness report better adjustment; 2) adolescents with more capacity for dispositional mindfulness are not universally protected from the negative outcomes following the stress of naturally occurring peer victimisation and exclusion or induced social exclusion, however there is some promise that mindfulness may enhance mood recovery; and 3) the negative impact of social threat and exclusion by others seems pervasive and difficult to avoid. Future research, recommendations, and practical implications when working with adolescents and young adults are discussed. Improving mindfulness can improve emotional adjustment and lead to more positive peer interpersonal relationships. However, mindfulness interventions are not a one size fits all approach, and, in fact, under particular conditions could be harmful to some young people. The current thesis provides a foundation from which to better identify why and when mindfulness may be of benefit to young people, promoting more adaptive social functioning and well-being.Thesis (Professional Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
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Van, Horn Jenny L. "Utility of positive peer reporting to improve interactions among children in foster care." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000488.
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Greenman, Paul S. "A multi-informant, longitudinal study of overt aggression, peer rejection, and school adjustment in Italian elementary school children." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29217.
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This longitudinal, multi-informant study is an examination of aggressive behaviour and peer rejection as predictors of children's school adjustment over time. 524 children between the ages of seven and eight (272 boys, 252 girls) in greater Florence, Italy and their mathematics/science and language arts/social studies teachers participated in the investigation, which spanned 18 months. Following a review of the relation among children's aggressive behaviour, rejection from the peer group, their adjustment to school, and the Italian cultural context, analyses of hierarchical linear models indicated that children who were rejected by their peers generally liked school less, avoided school more, and performed worse academically over time than did children who were not rejected. The onset of peer rejection predicted a decline in academic performance in some cases. Peer rejection also forecast increased aggression in boys. Children who were aggressive avoided school more than nonaggressive children did. The present findings support the claim that peer rejection might be a pivotal contributor to the development of children's academic difficulties over time with aggressive behaviour, school avoidance, and school dislike as potential mechanisms of decline.
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Bodie, Jessica Elizabeth. "CHARACTERIZING AND VALIDATING PROACTIVE AND REACTIVE AGGRESSION CLASSES IN A PROSPECTIVE SAMPLE." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/455597.
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PsychologyPh.D.
Research investigating aggressive behavior among youth is plentiful; however, the field contains mixed findings in terms of risk factors, correlates, sequelae, and treatment response, suggesting that individuals who exhibit aggressive behaviors are heterogeneous. The current project utilized a person-centered perspective to characterize youth who differ in frequency and quality of aggressive behaviors and a variable-centered approach to validate these classes. Specifically, the aims of the current study were (a) to use latent class analysis (LCA) to identify classes of youth that are characterized by qualitatively and quantitatively different types of aggressive behaviors, and (b) to examine the external validity of the identified aggression classes in a large, prospective sample. Participants included 648 children (M = 11.42 + .92 years; 76% Caucasian) assessed at five time points between the ages of 10 and 25 as part of a longitudinal project conducted through the Center for Education and Drug Abuse Research at the University of Pittsburgh. Analyses suggest five distinct aggression profiles in the sample; individuals exhibiting (1) primarily reactive aggression, (2) primarily proactive aggression (3) mixed reactive and proactive aggression, (4) loss of control (endorsement of a subset of reactive aggression items), and (5) low reactive and proactive aggression. Classes differed in their levels of executive functioning, peer processes, lack of guilt, internalizing symptoms, and provocation to aggression. Specifically, individuals who engaged in primarily proactive, primarily reactive, or mixed aggression exhibited significantly lower ECF than individuals in the low aggression class. Individuals who engaged in mixed aggression experienced greater peer rejection, associations with deviant peers, internalizing symptoms, and lack of guilt than individuals who exhibited low aggression at specific time points. Of note, individuals who engaged in primarily proactive aggression were more likely to experience internalizing symptoms than individuals who engaged in reactive or low aggression in late childhood and early adolescence and were more likely to report lack of guilt after misbehaving than members of other aggression classes across late childhood and early adulthood. Differences among classes in terms of these variables better characterize and validate the subgroups of aggressive youth identified in the latent class analysis. The study fills gaps in the literature by identifying concurrent and prospective correlates of aggression classes and decreasing the heterogeneity found in aggression-related research by considering the qualitative and quantitative ways in which individuals differ on aggression using a dimensional approach. These findings enhance understanding of risk processes related to aggression and inform interventions that focus specifically on ameliorating deficits displayed by youth with different aggression profiles.
Temple University--Theses
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Nunes, Mayara Figueiredo. "Status sociométrico e avaliação funcional de interações sociais em crianças do ensino fundamento I." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-04092017-102446/.
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Ao ingressar no ambiente escolar, a criança se depara com novas demandas e desafios que requerem a ampliação de seu repertório comportamental, sejam esses acadêmicos ou sociais. Com isso, as habilidades e/ou déficits sociais desta irão se evidenciar neste ambiente, uma vez que os repertórios comportamentais - como cumprimento de regras, respeito ao próximo, tolerância à frustação, resolução de conflitos, entre outros - serão exigidos com maior frequência. Devido a estas peculiaridades, é comum, em alguns casos, que a interação social com os colegas apresente certas limitações, entre elas a rejeição entre pares. Essa experiência pode agravar dificuldades emocionais e comportamentais na criança, gerando prejuízos a curto, médio e longo prazo em sua vida. Neste sentido, o presente estudo teve como objetivo geral caracterizar a rejeição social entre crianças do Ensino Fundamental I e formular hipóteses funcionais sobre a emissão e manutenção de comportamentos relacionados ao status sociométrico de rejeição. Participaram 105 alunos de três escolas públicas do interior do Paraná, com idade média de 7,48 anos (DP= 0,52), sendo 49% do sexo feminino e 51% do sexo masculino. Para verificar o status social dos participantes, realizou-se a entrevista sociométrica por nomeação, individualmente, na qual se solicitou a indicação de três colegas da turma que a criança entrevistada escolheria para brincar (nomeações positivas) e três crianças da turma que não escolheria para brincar (nomeações negativas). Para cada nomeação, solicitaram-se os motivos para tal escolha. Uma vez identificados os alunos com status social de rejeição, foram realizadas as observações dos comportamentos desses alunos, declarados como motivos para as nomeações negativas. Dos 105 alunos participantes do estudo, 13,3% foram classificados como rejeitados pelos pares; destes, 57,1% eram do sexo masculino. As justificativas mais citadas para nomeações negativas para os alunos com status de rejeição foram agressividade e perturbação do ambiente. As hipóteses funcionais levantadas para os comportamentos agressivos e que perturbavam o ambiente em geral, eram reforçados positivamente com a atenção dispensada pela professora e/ou pelos pares, e, em outras situações, reforçados negativamente com a retirada de situação aversiva (p. ex. interação com os colegas, execução da demanda). Os resultados obtidos no presente estudo, quanto aos comportamentos indicativos de rejeição social, coadunam-se com a literatura nacional e internacional. Entretanto, destaca-se neste cenário a ausência de estudos que abordem, além das topografias comportamentais, a avaliação funcional de tais comportamentos, lacuna esta que o presente estudo procurou preencher. Avaliar funcionalmente os comportamentos que se expressam nos relacionamentos interpessoais pode contribuir para aprofundar a compreensão dessas interações e delinear intervenções preventivas com foco nas alterações do ambiente do aluno. A partir dessas considerações, sugerem-se novos estudos sobre a avaliação e análise funcional de comportamentos envolvidos nos relacionamentos entre crianças e implicados nos diferentes status sociométricos, especialmente no âmbito nacionalWhen the child entering the school environment they have new demands and challenges that require the expansion of their academic and social repertoire. Thus, the social skills and/or deficits of it will be evident in this environment, once behavioral repertoires such as rule compliance, respect for others, tolerance for frustration, conflict resolution, among others aspects, will be required more frequently. Due to these peculiarities it is common in some cases limitations on social interaction with colleagues, as peer rejection. This experience may exacerbate emotional and behavioral difficulties in the child, producing losses in the short, medium and long term in their life. Therefore, the present study aimed to characterize social rejection among elementary school children and formulate functional hypotheses about the emission and maintenance of behaviors related to the sociometric status of rejection. A total of 105 students from three public schools in the interior of Parana, with a mean age of 7.48 years (SD = 0.52), 49% female and 51% male. In order to verify the social status of the participants, a sociometric interview was conducted individually, in which interviewed were asked to indicate three classmates who do they would choose to play (positive nominations) and three classmates from the group who would not choose to play (negative nominations). For each appointment, the reasons for were requested. Once students rejection status were identified, observations of behaviors reported as reasons for the negative appointments were made. Of the 105 students participating in the study, 13.3% were classified as rejected by peers, of whom 57.1% were male. The most cited justifications for negative nominations for students with rejection status were aggressiveness and environmental disruption. The functional hypotheses raised for the aggressive behaviors that disturbed the environment in general were positively reinforced with the attention given by the teacher and/or the peers, and in other situations negatively reinforced with withdrawal from the aversive situation (e.g. interaction with classmates, performing tasks). The results obtained in the present study regarding behaviors indicative of social rejection are consistent with the national and international literature. However, in this scenario, we highlight the absence of studies that address, in addition to behavioral topographies, the functional evaluation of such behaviors, a gap that the present study sought to fill. The functional evaluation of the behaviors expressed in the interpersonal relations can contribute to deepen the understanding of these interactions and to delineate preventive interventions focused on changes in the student\'s environment. Based on these considerations, we suggest new studies on the evaluation and functional analysis of behaviors involved in relationships between children and those involved in different sociometric statuses, especially at the national level
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Rohlf, Helena [Verfasser], and Barbara [Akademischer Betreuer] Krahé. "The development of aggression in middle childhood : longitudinal analyses of the role of anger regulation, social rejection, and peer socialization / Helena L. Rohlf ; Betreuer: Barbara Krahé." Potsdam : Universität Potsdam, 2016. http://d-nb.info/1218400862/34.
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Yudron, Monica Stumpff. "Characterizing the Social Ecology of the Preschool Classroom and Exploring Its Relationship With Young Children’s Long-Term Experience of Peer Rejection and Development of Social Competence." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23519641.
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The social ecology of a classroom—comprising settling-level features that emerge from the characteristics and interactions of the people in the classroom—shapes the opportunities a child has for forming relationships, as well as the way children experience these relationships (Bierman, 2004). In this dissertation, I examined how two aspects of the preschool classroom’s social ecology influenced children’s subsequent experience of peer rejection and subsequent development of social competence during elementary school. Unlike the majority of research published about social competence, peer rejection, or preschool classroom characteristics, in this dissertation I took a longitudinal approach and examined the independent and joint contributions of two aspects of the preschool classroom social ecology—the classroom composition of child externalizing behaviors and the quality of the emotional and relational climate of the classroom—to the subsequent development of my outcomes of interest. I found that, on average children’s trajectories of peer rejection did not demonstrate change over time (estimated IRR = 1.00, p = 0.76). I also found that, on average, children’s social competence grew from age four to age five (β = 0.32, p < 0.001). In addition, the preschool classroom composition of externalizing behavior was related to the elevation of children’s subsequent developmental trajectories of social competence from age 4 to age 5 such that children in preschool classrooms with relatively lower proportions of children with externalizing behaviors displayed subsequent developmental trajectories of social competence with higher elevations than did children in preschool classrooms with relatively higher proportions of children with these behaviors. This relationship, in turn, was moderated by the preschool classroom emotional quality such that children had subsequent trajectories of social competence that were higher in elevation when they had attended preschool classrooms with more positive emotional climate compared to children taught in preschool classrooms with less positive emotional climate, providing the level of the preschool classroom composition of externalizing behaviors was held constant. I discuss these findings and their implications in the following thesis.
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Rohlf, Helena L. [Verfasser], and Barbara [Akademischer Betreuer] Krahé. "The development of aggression in middle childhood : longitudinal analyses of the role of anger regulation, social rejection, and peer socialization / Helena L. Rohlf ; Betreuer: Barbara Krahé." Potsdam : Universität Potsdam, 2016. http://d-nb.info/1218400862/34.
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Shields, Morgan Christina. "Physical Activity Predicts Emotion-Context-Sensitivity." Kent State University Honors College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1399133615.
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Naylor, Gregory Ian. "The Executive Functions of Rejected Children in an Urban Elementary School." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214777.
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School PsychologyPh.D.
The relationship between Executive Functions and Peer Rejection was explored. Thirty-Five students in an urban elementary school, (mean 10.7 years of age (sd=2.8), 34% male, and 88% African American) completed measures of executive functions: KABC-II Rover, The Wisconsin Card Sort and NEPSY-II Statue (below age 9) or The Iowa Gambling Task (age 9 and up). Classmates reported who was not a preferred play mate: a measure of rejection. Executive Functions were not significantly related to Rejection across the sample, but among the children with the lowest Executive Functions, The Wisconsin Card Sort was significantly negatively related to Rejection (-0.61, p = .04) suggesting poor Cognitive Flexibility may be a risk factor for Rejection. Performance on the Iowa Gambling Task was found to be positively correlated with Rejection (0.4, p = .008) suggesting that high impulse control may also be a risk factor for rejection among adolescents. This was consistent with a finding of a positive correlation between Office Discipline Referrals and popularity (.4, p = .008) among the sample. Implications for practice are also discussed including the difficulty of managing behavior when bad behavior is related to popularity. Keywords: Iowa Gambling Task, Wisconsin Card Sort, Peer Rejection, Executive Functions, Urban children.
Temple University--Theses
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Allen, Sarah. "Narratives of Women Who Suffered Social Exclusion in Elementary School." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1405504885.
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Walker, Susan. "Peer acceptance in early childhood : sex and social status differences in social information processing, temperament and social behaviour." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36634/1/36634_Walker_2001.pdf.
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The apparent relationship between rejection from the peer group and future maladjustment, combined with the fact that peer rejection appears to be a relatively stable phenomenon (Coie & Dodge, 1983), has led to increasing concern about children who are experiencing peer relationship problems or who are socially rejected by their peers. Therefore, the social status of children deserves investigation to identify children
at risk. Three factors that have emerged as important predictors of social status for children in middle childhood are individual differences in social information processing, temperament and social behaviour. However, although early childhood may be a optimum period for implementation of intervention programs, little is known about the correlates of social status in early childhood. Additionally, relatively little research has
addressed the issue of sex differences in the factors that are associated with peer social status. The studies in this thesis were derived from a program of research focused on peer social status in early childhood. Specifically, the studies constitute an examination
of sex and social status differences in social information processing, temperament and social behaviour in a sample of preschool-aged children. The first study used peer informants to identify children's social status as a basis for subject classification for the subsequent research studies. One hundred and eighty-seven
preschool children (94 boys and 93 girls, mean age 62.4 months, SD = 4.22) were assigned to social status groups through a sociometric procedure involving a
combination of limited choice positive nominations and a three-point rating scale (Asher & Dodge, 1986). From this procedure five social status groups were constituted: popular (12 boys, 14 girls), rejected (13 boys, 11 girls), neglected (13 boys, 12 girls), controversial (7 boys, 4 girls) and average (13 boys, 22 girls) and an unclassified group of "others" (36 boys, 30 girls). These social status groups were subsequently used for
analysis of social status differences.
In the second study, sex and social status differences in social information processing were examined. Children took part in individual interviews in which they were asked to respond to hypothetical problematic social situations involving same and opposite sex
target peers. The situations consisted of intentional and ambiguous provocation situations, peer group entry and a situation that violated social expectations, such as sharing or taking turns. There were few social status differences in the competency of children's responses to the problematic social situations however, sex differences were evident both in the overall competency of children's responses and in the ways in which
they responded to same and opposite sex target peers. Overall, girls were more likely than boys to suggest prosocial responses while boys were more likely than girls to suggest aggressive or retaliatory responses. In response to provocation situations, boys
responded less competently to provocation by a boy target than they did to a girl target
while girls responded similarly to same and opposite sex target figures. In contrast, while boys responded similarly across target figures in social expectation and peer group entry situations, girls responded less competently to a girl target child than to a boy
target child in social expectation situations and less competently to a target group of boys
than to a target group of girls in peer group entry situations. The third study assessed sex and social status differences in temperament. Teachers
were asked to complete a 23 item Teacher Temperament Questionnaire (Keogh, Pullis & Cadwell, 1982) and data were analysed along the dimensions of Task Distractibility, Personal-Social Inflexibility, Reactivity and Threshold of Response. There were
significant sex differences in temperament. Specifically, teachers rated boys as more likely than girls to display Task Distractibility in terms of high distractibility, high activity and low persistence. Temperament also emerged as an important discriminator between social status groups in that rejected children were rated by their teachers as displaying a more "difficult" temperamental style than popular children in terms of high Task Distractibility and high Personal-Social Inflexibility. The relationship between temperamental characteristics and social status also differed for boys and girls. Specifically, while Task Distractibility, Personal-Social Inflexibility and Reactivity were
important predictors of rejected social status for girls, temperament did not predict rejected social status for boys. However, low Task Distractibility predicted popular
social status for boys while temperament did not predict popular social status for girls.
The fourth and fifth studies assessed children's social behaviour through teacher report and naturalistic observation. In the fourth study, teachers completed a 30 item questionnaire developed for this program of research which assessed aspects of prosocial behaviour, aggression, peer group entry and peer conflict. With respect to sex differences, teachers rated boys as more likely than girls to engage in aggressive behaviour, use aggressive and disruptive peer group entry strategies and use aggressive strategies when dealing with conflict. Results with respect to status differences indicated
that the most powerful discriminator between children in the rejected and neglected
groups and popular children was a lack of prosocial behaviour. The demonstration of cooperative play behaviour also emerged as the strongest predictor of popular social status for boys while low rates of cooperative play and prosocial behaviour predicted
rejected social status for girls. In the fifth study, rejected, neglected and popular children were observed for a total of 25 minutes over a three month period engaging in free play within their preschool centres. Popular children were observed to engage in cooperative
play, ongoing connected conversation and display positive affect while rejected and
neglected children spent more time alone, engaged in conversation less often and were
more likely to display neutral or negative affect.
The final study investigated the stability of social status over a six month period. Group differences in temperament and social behaviour between children with stable rejected, neglected and popular social status and children whose social status was less stable were
examined and profiles of children with stable rejected social status were described. The results indicated that preschool-aged children's social status classifications showed a moderate to high rate of stability for those children classified as popular, rejected and
neglected. Specifically, half the boys and over half the girls identified as rejected on the basis of peer nominations and a rating scale at the beginning of the year retained this classification six months later. Children who were stably rejected and neglected were
rated by their teachers as displaying higher Personal-Social Inflexibility and less
prosocial behaviour than those children who were more transiently rejected or neglected.
Children who retained popular social status over the six months of the study period were rated by their teachers as displaying lower Task Distractibility and more prosocial behaviour than children who were popular for a shorter period of time. Finally, four stably rejected children were selected and profiled in terms of their social problem solving strategies, teacher-rated temperament, teacher-rated social behaviour and
observed social behaviour. The profiles illustrate both typical and atypical rejected children in order to demonstrate the need for intervention programs to be informed by
observation of individual children and specifically tailored to the needs of each child. Overall, the results from the studies in this thesis suggest that although a lack of positive prosocial behaviours predicts a lack of peer acceptance in early childhood, the relationship between temperament, social behaviour and social status differs for boys and girls. Specifically, with respect to teacher-rated temperament, Task Distractibility,
Personal-Social Inflexibility and Reactivity appeared to be important predictors of rejected social status for girls but not for boys. Similarly, with respect to teacher-rated social behaviour, low rates of prosocial, cooperative behaviour, high rates of aggression,
use of aggressive or disruptive group entry strategies and infrequent use of direct group entry strategies predicted rejected social status for girls but not for boys. These differences appear to be related to gender specific styles of social functioning in that girls
spend more time in small group activities, in cooperative and tum-taking games and are more sensitive to the requirements of collaboration than boys (Dorsch & Keane, 1994; Jones & Glenn, 1991; Maccoby, 1988). The results of these studies are discussed in tenns of the implications for intervention programs and research into the peer
relationships of young children.
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Marande, Perrin Ghislaine. "Evaluación del impacto de una intervención multinivel, multicomponente y multiagente para combatir el rechazo entre iguales en el primer ciclo de Educación Primaria." Doctoral thesis, Universitat Jaume I, 2014. http://hdl.handle.net/10803/396343.
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Los resultados obtenidos al finalizar una intervención contra el rechazo entre iguales en el primer ciclo de educación primaria fueron muy esperanzadores tanto a nivel universal (todo el alumnado) como a nivel específico del alumnado rechazado, y tanto desde la perspectiva de los iguales, como de los padres y profesores. Comparando con la muestra Control, en las aulas de Intervención, a) el rechazo es menos intenso, b) hay menos alumnos rechazados y c) hay menos alumnos rechazados crónicos. Además, d) la reputación de agresividad del alumnado es más baja; tienen menos expectativas negativas y se sienten más aceptados por sus iguales, y la centralidad de los alumnos rechazados es más alta. Por otra parte, e) las relaciones interpersonales profesorado-alumnado, y especialmente con el alumnado rechazado, son más cálidas en muestra Intervención que en muestra Control, y f) padres y profesores informan más positivamente de las relaciones entre iguales.The results obtained at the end of an intervention against peer rejection conducted in first and second grades of primary education were very encouraging, both at universal level (all the students) and at specific level (rejected students), from the perspectives both of peers, and of parents and teachers. Compared to the control sample, in intervention classrooms, a) rejection is less intense, b) there are fewer rejected students and c) there are fewer chronic rejected students. In addition, d) the reputation of students' aggressiveness is lower; they have less negative expectations and feel more accepted by their peers, and the centrality of rejected students is higher. Moreover, e) the teacher-students relationships, especially the relationships with rejected students, are warmer in intervention sample than in control sample, and f) parents and teachers report more positive peer relationships.
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Wainman, Briony Mary. "Loneliness and classroom participation in adolescents with learning disabilities : a social cognitive view." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/38536/1/Briony_Wainman_Thesis.pdf.
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Students with learning disabilities (LD) often experience significant feelings of loneliness. There is some evidence to suggest that these feelings of loneliness may be related to social difficulties that are linked to their learning disability. Adolescents experience more loneliness than any other age group, primarily because this is a time of identity formation and self-evaluation. Therefore, adolescents with learning disabilities are highly likely to experience the negative feelings of loneliness. Many areas of educational research have highlighted the impact of negative feelings on learning. This begs the question, =are adolescents with learning disabilities doubly disadvantaged in regard to their learning?‘ That is, if their learning experience is already problematic, does loneliness exacerbate these learning difficulties? This thesis reveals the findings of a doctoral project which examined this complicated relationship between loneliness and classroom participation using a social cognitive framework. In this multiple case-study design, narratives were constructed using classroom observations and interviews which were conducted with 4 adolescent students (2 girls and 2 boys, from years 9-12) who were identified as likely to be experiencing learning disabilities. Discussion is provided on the method used to identify students with learning disabilities and the related controversy of using disability labels. A key aspect of the design was that it allowed the students to relate their school experiences and have their stories told. The design included an ethnographic element in its focus on the interactions of the students within the school as a culture and elements of narrative inquiry were used, particularly in reporting the results. The narratives revealed all participants experienced problematic social networks. Further, an alarmingly high level of bullying was discovered. Participants reported that when they were feeling rejected or were missing a valued other they had little cognitive energy for learning and did not want to be in school. Absenteeism amongst the group was high, but this was also true for the rest of the school population. A number of relationships emerged from the narratives using social cognitive theory. These relationships highlighted the impact of cognitive, behavioural and environmental factors in the school experience of lonely students with learning disabilities. This approach reflects the social model of disability that frames the research.
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Askins, Martha Ann. "Perceptions of Social Support among Children with Attention Deficit Hyperactivity Disorder, Pre- and Post-Parent Training." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278643/.
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The literature demonstrates that children with Attention Deficit Hyperactivity Disorder (ADHD) often experience peer rejection as a result of their difficulties with interpersonal interactions. The manner in which children with ADHD process social information and the extent to which social difficulties may adversely impact these children has remained unclear. In the first part of the study, the perceptions of social support between boys (ages 7 to 11 years) with and without ADHD were compared. An analysis of variance procedure (ANOVA) was performed and children with ADHD were found to perceive significantly lower levels of social support from their classmates than normal peers at pretreatment. The groups did not differ significantly with regard to perceptions of parent, teacher, and close friend support. In the second part of the study, the role of ADHD parent training and its effectiveness in decreasing problem-behaviors, ameliorating social problems, and enhancing perceptions of social support was examined. Repeated measures MANOVAs revealed a significant rater (mother and teacher) by time (pretreatment and posttreatment) interaction effect for total behavior problems, externalizing behavior problems, internalizing behavior problems, and social problems. On each scale, mothers reported more behavior problems than teachers at pretreatment, but fewer problems than teachers at posttreatment assessment. Main effects were not detected. ANOVAs performed on social support ratings by children with ADHD demonstrated a significant increase in their perceptions of parental support between pretreatment and posttreatment. Children's ratings of teacher, close friend, and classmate support did not differ significantly between pretreatment and posttreatment. The findings suggest that children with ADHD are socially perspicacious and sensitive to subtle changes within their social support systems. The parent training program appeared to help with the amelioration of problem behaviors in the home, but results did not indicate generalization of improvements to the classroom. Implications of the findings were discussed and suggestions were made for providing assistance to children with ADHD.
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Rigaard, Judith Petronella. "Tienerswangerskap en die verwerpingsbelewing by 'n groep swanger hoërskoolleerders / Judith P. Rigaard." Thesis, North West University, 2010. http://hdl.handle.net/10394/12799.
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The aim of this African culturally based research is to establish whether a group of unmarried pregnant teenage girls experience rejection during their period of pregnancy as well as to determine whether they experienced rejection for whatever reason before falling pregnant. Seen in the context of the communal and person-centred life view as upheld by the African culture where respect for and well-being of the individual within the tribal and extended family structure is paramount, one would expect that unmarried girls finding themselves in a precarious situation such as premature pregnancy would experience understanding, acceptance and support. The research is quantitative as well as qualitative. The quantitative research focuses on 341 grade 11-leamers at seven secondary schools in the Free State Province of Education as well as in the Gauteng Department of Education. Questionnaires were presented with the aim of establishing the reason for teenage pregnancy; to research the thoughts, feelings and actions of the peer group toward pregnant teenage girls; to determine the presence of feelings of rejection of a group of pregnant teenage girls at the same schools; to determine the thoughts the girls have about themselves as well as about the future. On account of the fact that that the responses of the pregnant girls seemingly contradicted the responses given by the grade 11-peer group sample it was decided to supplement the quantitative research result with a qualitative research investigation by means of focus group interviews conducted with twelve willing to participate pregnant girls at two ofthe secondary schools who voluntarily agreed to participate. The research result indicates that although the pregnant girls did not experience rejection before falling pregnant they did however experience rejection after falling pregnant, especially from the peer group at school, educators, and certain sections of society. Although the parents of these girls were initially offended and reluctant, their attitude toward the pregnancy changed to include acceptance and even support.M.A. Psychology, North-West University, Vaal Triangle Campus, 2010
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Zeng, Chenghui. "Rejection Properties of Perfluorohexanoic Acid in Various Aqueous Media by Polyamide and Sulfonated Polyethersulfone Nanofiltration Membranes." Kyoto University, 2017. http://hdl.handle.net/2433/227615.
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Nauroth, Peter [Verfasser], and Mario [Akademischer Betreuer] Gollwitzer. "Group-based science rejection: How social identities shape the way we perceive, evaluate, and engage with science / Peter Nauroth. Betreuer: Mario Gollwitzer." Marburg : Philipps-Universität Marburg, 2015. http://d-nb.info/1071947850/34.
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黒川, 雅幸, Masayuki KUROKAWA, 浩路 三島, Kouji MISHIMA, 俊和 吉田, and Toshikazu YOSHIDA. "仲間集団から内在化される集団境界の評定." 名古屋大学大学院教育発達科学研究科, 2006. http://hdl.handle.net/2237/9455.
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Gutierrez, Lorinda A. "The Development of READY-A (Ready for Adolescents): An Adolescent Premarital Education Inventory." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1962.pdf.
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Tiako, Djomatchoua Murielle Sandra. "Sports et Routes Migratoires : entre Imaginaires (Post) Coloniaux et Experiences Individuelles dans Fais peter les basses, Bruno! et Le Chemin de L' Amerique de Baru." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626239430252334.
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Redondo, Pachón Dolores. "Monitorización sérica e histológica del rechazo mediado por anticuerpos en trasplante renal." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/650402.
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El trasplante renal es el tratamiento de elección en los pacientes con enfermedad renal crónica avanzada porque mejora la supervivencia del paciente, su calidad de vida e implica menores costes si lo comparamos con el tratamiento sustitutivo mediante diálisis. En los últimos años, los avances en la inmunosupresión, la mejora en las técnicas quirúrgicas y el mejor conocimiento de la inmunología del trasplante han permitido incrementar la supervivencia del paciente y del injerto a corto plazo, con menor impacto en las tasas de pérdida a medio y largo plazo. Se han producido dos importantes avances en la última década: el desarrollo de nuevas técnicas de detección de anticuerpos frente a antígenos HLA y la caracterización histológica del rechazo mediado por anticuerpos.
El objetivo de la presente tesis ha sido profundizar en el conocimiento del rechazo mediado por anticuerpos abordando nuevos aspectos desde estos dos puntos de vista: estudio serológico de los anticuerpos HLA y caracterización histológica del rechazo humoral.
Para ello, hemos analizado una amplia cohorte de pacientes trasplantados con estudio de anticuerpos antiHLA pre y postrasplante determinados mediante tecnología Luminex. Los pacientes con anticuerpos dirigidos frente al donante detectados pretrasplante presentan una peor supervivencia del injerto y mayor riesgo de rechazo mediado por anticuerpos; y este riesgo sigue incrementado tanto si persiste como si no persiste el anticuerpo después del trasplante o aparece de novo. Por otro lado, hemos realizado el estudio de otros anticuerpos considerados clásicamente menos inmunogénicos y con poca relevancia en el campo del trasplante hasta la fecha, pero que las nuevas técnicas en fase sólida permiten identificar, como son los anticuerpos frente a los antígenos HLA DP. En nuestra experiencia, el 10% de los pacientes trasplantados presentan anticuerpos antiHLA-DP detectados por Luminex, tanto pre como postrasplante. La presencia de estos anticuerpos no parece modificar el impacto en la supervivencia del injerto.
Desde el punto de vista histológico, hemos demostrado que el rechazo mediado por anticuerpos es un diagnóstico frecuente en las biopsias tardías de injerto renal realizadas por indicación según los criterios de la clasificación de Banff 2013, y confiere un peor pronóstico que otras categorías histológicas. Finalmente, hemos profundizado en el análisis de la categoría histológica de rechazo mediado por anticuerpos comparando la clasificación de Banff 2009 con la nueva definición de cambios mediados por anticuerpos de la clasificación de Banff 2013. Según nuestros resultados, la clasificación de Banff 2013 proporciona un diagnóstico más preciso del rechazo mediado por anticuerpos.Kidney transplantation is considered the treatment of choice for patients with end-stage renal disease. It is associated with improved survival, better quality of life and reduced costs when compared with dialysis. Throughout the years, the progress in immunosuppression, the improvement in surgical techniques and a better understanding of transplant immunology have produced an increase in both patient and graft survival short-term, notwithstanding in medium and long-term outcomes. Two major developments have taken place over the last decade: the development of new techniques to detect HLA antibodies, and the histological characterization of antibody-mediated rejection. The aim of this thesis has been to expand the knowledge of antibody-mediated rejection by addressing the issue from these two points of view: HLA antibody serological testing with new techniques and histological characterization of humoral rejection. To that end, we have analyzed a large cohort of transplant patients with pre and post-transplant anti-HLA antibodies determined by Luminex technologies. Patients with preformed donor specific antibodies show worse graft survival and greater risk of antibody-mediated rejection, regardless potential DSA clearing after transplantation. Furthermore, we evaluated the impact of typically less immunogenic antibodies believed to be less relevant in the transplant field thus far, such as HLA DP antibodies, albeit detectable by newer solid phase techniques. In our experience, 10% of transplant patients show HLA DP antibodies as detected by Luminex assay both pre and post-transplant. The presence of these antibodies does not seem to modify graft survival Histologically, we have shown that antibody-mediated rejection is a common diagnosis most often seen in late kidney graft biopsies according to the Banff 2013 classification criteria; antibody-mediated rejection also shows worse prognosis compared to other histological categories. Eventually, we have delved into the analysis of the antibody-mediated rejection category by comparing the Banff 2009 classification to the new antibody-mediated changes from Banff 2013. According to our results, Banff 2013 classification provides a more accurate diagnosis of antibody-mediated rejection.
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Logue, Michael. "Aggressive response to peer rejection and acceptance as a function of rejection sensitivity and attachment style /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29579.
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Thesis (M.A.)--York University, 2006. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 57-62). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29579
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Goodman, Kimberly. "Children's coping with peer rejection experiences : the regulating role of emotion /." 2006. http://hdl.handle.net/10156/2065.
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Sun, Daniel. "Hungry for sour grape: brand rejection on brand desirability and preference." 2012. http://hdl.handle.net/1993/8455.
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Many niche and luxury brands build their strategies based on the notion that “people want what they can’t have.” Companies build their brand exclusiveness on brand rejection. While rejection may heighten one’s desire, it may also decrease one’s preference and enjoyment. In this study, we focus on the effect of brand rejection by exclusive brands on consumers: do consumers want a brand more but like it less when rejected by a brand and can this counter-driving be expanded to include peer brands?
In two studies, we show that the counter-driving of want and preference is present when brand rejection comes from a legitimate source and expands to include peer brands but not non-peer brands. Our research makes novel theoretical contributions and provides important managerial implications. We offer suggestions for future research that may bring great interest and knowledge expansion in the field of consumer behaviour and branding.
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Hsiu-Yeh, Chan, and 詹秀葉. "The meaning formaions of the children''s interpersonal experiences about peer rejection." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/03943433998725875132.
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碩士國立新竹師範學院
國民教育研究所
88
The aims of this study are to find out what interpersonal experiences the rejected children have, and to explore the meanings they constructed from those experiences. To realize what happened in children life, the researcher understands their relationship with parents, teachers and classmates from children’s view, then have some ideas about the rejected children how do they feel? What do they think about? What is the behind meaning of their behavior? The researcher collected the information of the field observation with qualitative method, such as: individual interview, classroom observation and document analysis, 2 members in the researcher’s class were invited to be the key informants of this study. After collecting, data was separated and integrated, then shown in narrative analysis theory. In due to the researcher is still a teacher during the procedure, and the field is the classroom, which the teacher is familiar in daily life. However, some problems are waiting to solve, for example, the conflicts came from different roles and the dilemma of ethic issues. After continually tried and made error, I understood the active meaning about a teacher to be a researcher and it’s clearer to know the children and the teacher have so different viewpoints. At the results, I show a student’s life first by a teacher’s viewpoint, the child’s character of behavior and teacher’s impressing about a rejected child are included. Next, I show his active strategy about how did he feel, act and think about others when his classmates rejected him. Finally, I find out his interpersonal context and try to explicate the experience.
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Su, Chiu-Pi, and 蘇秋碧. "A Study on Causes of Peer Rejection for Peer-Rejected Children in the Sixth Grade Class of Elementary School." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/02420481255330866705.
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碩士臺中師範學院
國民教育研究所
88
A Study on the Causes of Peer Rejection for Peer-Rejected Children in the Sixth Grade Class of Elementary School Chiu-Pi Su Abstract This study aims to investigate the factors of peer rejection for the sixth grade peer rejected children in the elementary school. It focuses on four issues. (1) To examine causes for peer rejection during the process of peer interaction. (2) To analyze the correlation between the behavior of peer-rejected children and the reaction of their peers. (3) To investigate the relations between the ways of grade teacher''''s responses to peer-rejected children''''s behavior and children''''s peer relationships. (4) To conclude suggestions and implications from the main results of this study for grade teachers. This study is a qualitative analysis. It spent one full semester of field study with observation, interview and document analysis on five peer-rejected children in a sixth grade class of an elementary school. The main findings are the following: (1) Children''''s improper behavior was the common cause and feature for peer rejection. The major cause for children to be peer-rejected is their improper behavior violating group norm or intruding others'''' bodies, belongings, personality, and freedom. Moreover, peer rejection may also result from the incapability of social cognition, social skills and academic ability as peer-rejected children getting along with their peers. (2) Although there are common features for peer rejection, there are also differences in degree among these eatures, which are the major causes for peer rejection. (3) The ability for peer-rejected children to solve the problem of interpersonal relationship and to maintain peer harmonization depends on the cognition differences on their behavior between them and their peers. (4) Since peer-rejected children have no ability of social cognition on their behavior, they will have improper attribution and reaction when encountering peer-rejection. These in turn will influent the stability of their peer social status. (5) Grade teachers'''' desires and teaching attitude toward students may affect their evaluation on student''''s behavior and in turn have indirect influences on the ways of their responses to students'''' attitude and behavior. (6) The cognition differences among grade teacher, peer-rejected children and their peers can affect a child''''s peer relationship in the class. Keywords: Peer, Peer-Rejected Children, Peer Relationships, and Peer Social Status
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Pires, Paulo. "Parenting affect, temperament and peer relations : a model for adolescent use of illicit drugs /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370943&T=F.
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LAVICTOIRE, LINDSAY. "Affective Dynamics of Rejected Children in Triadic Peer Interactions in Early Childhood." Thesis, 2010. http://hdl.handle.net/1974/6062.
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Entry into elementary school marks the beginning of a crucial shift in the amount and quality of time that children spend with their peers (Coie & Dodge, 1988). For many 5-year olds, kindergarten provides the opportunity to encounter their first stable peer group. It is in the context of these interactions that children practice essential social skills, as well as develop a capacity to interact with others. For various reasons, however, many children have difficulty gaining acceptance into fundamental peer groups. For these children, the opportunities for peer interactions present in the early school years are limited and often characterized by a high degree of aggressive affect (Coie & Dodge, 1988). Although previous research has reliably identified the individual affective states characteristic of rejected children during a typical peer interaction (Newcomb, Bukowski, & Pattee, 1993), it should be kept in mind that these expressions are embedded within a larger peer context, which plays an important role in how these dynamic processes unfold in real time (O’Connell, Pepler, & Craig, 1999). The purpose of the present study was to explore the application of a dynamic systems (DS) technique, state space grids (SSG), to the study of kindergarten peer processes and their impact on long-term psychopathology. Participants were 267 kindergarten children from a single school serving a predominantly low socioeconomic neighbourhood. In order to examine the social dynamics of interacting triads, moment-to-moment changes in affect were documented. Parent and teacher ratings of child conduct problems were also obtained at four measurement points. Consistent with previous research, both controversial and rejected children were more likely to express aggressive affect. Differential effects across sociometric groups were also replicated for both externalizing and internalizing ratings, where rejected children were found to have significantly higher scores. Extending upon past research, the expression of particular triadic affective states were found to differ significantly across sociometric groups. Furthermore, specific triadic affective states were found to be related to the developmental trajectories of clinical outcomes. Overall, results of the present study extend previous findings on the expression of individual affective states through the application of DS principles and methodology.Thesis (Master, Psychology) -- Queen's University, 2010-09-20 22:48:51.92
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"Developmental Pathways to Antisocial Behavior in Early-Adolescence: Examining Changes in Aggression and Peer Exclusion through Childhood." Master's thesis, 2011. http://hdl.handle.net/2286/R.I.9338.
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abstract: This study examined the influence of childhood aggression, peer exclusion and associating with deviant peers on the development of antisocial behavior in early adolescence. To gain a stronger understanding of how these factors are associated with antisocial behavior and delinquency, multiple alternative pathways were examined based on additive, mediation and incidental models. A parallel process growth model was specified to assess whether early childhood aggression and peer exclusion (in 1st grade) and intra-individual increases in aggressive behaviors and exclusion through childhood (grades 1 to 6) are predictive of associating with deviant peers (in 7th grade) and antisocial behavior (in 8th grade). Based on a sample of 383 children (193 girls and 190 boys), results showed the strongest support for an additive effects model in which early childhood aggression, increases in aggression, increases in peer exclusion and associating with more deviant peers all predicted antisocial behavior. These findings have implications for how children's psychological adjustment is impacted by their behavioral propensities and peer relational context and the importance of examining developmental processes within and between children over time.Dissertation/Thesis
M.S. Family and Human Development 2011
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Peairs, Kristen Jeanne Foster. "The Social World of Gifted Adolescents: Sociometric Status, Friendship, Social Network Centrality." Diss., 2011. http://hdl.handle.net/10161/5628.
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The current project is the first study to investigate the competence of academically gifted youth across multiple dimensions of the peer system. To date, there is no comprehensive examination of the social functioning of gifted youth, severely limiting what is known about the overall social world of gifted youth and the extent to which the subset of gifted youth with peer problems experience the same adjustment difficulties related to negative peer interactions. By examining how aspects of sociometric status, friendship and social network centrality relate to a myriad of outcome variables, the current study permits a comprehensive investigation of the risk profile associated with problematic peer relations among gifted youth within the adjustment domains (behavioral, academic and psychological functioning). Participants included 327 adolescents, 149 identified as gifted, who were initially assessed in the 7th grade and were then reassessed 2 years later.
Consistent with prior research, findings from the current student provided evidence that academic giftedness was generally associated with more positive peer relations as well as more positive functioning across behavioral, academic and adjustment domains when compared to non-gifted adolescents. However, findings from the current study did not find evidence suggesting that gifted youth experience significantly less peer problems than their non-gifted peers. As such, the current study substantiates predictions that there are indeed subgroups of gifted youth who experience peer problems and they were found to be similarly at risk as non-gifted adolescents with peer problems regarding negative behavioral, academic and psychological adjustment. However, the most alarming finding revealed that the negative effects of being rejected were more pronounced for gifted students, who were the most victimized students in the entire sample, even more than non-gifted peers who were rejected. Findings from the current study highlight the complexity of the social world of gifted adolescents and underscore the importance for future research to continue examining the social difficulties of gifted youth. Limitations and implications of these results are discussed.
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Hoff, Kathryn E. "The social affiliations of rejected youth in residential treatment : investigating peer group structure through sociometric and social networking techniques /." Diss., 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:9935163.
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