Attachment--and loss.

The chapter begins with a distinction made between the interactions children have with peers, the relationships they form with peers, and the groups and networks within which peer interactions and relationships occur. From this conceptual overview, a review of relevant theories is presented. Thereafter, a developmental perspective of peer interactions, relationships, and groups is presented covering the periods of infancy, toddlerhood, early childhood, middle childhood, and adolescence. Subsequently, methods and measures pertaining to the study of children's peer experiences are described. Next, we examine factors that may account for peer acceptance and rejection as well as qualitatively rich and poor friendships. Among the factors discussed are included temperament (biological factors), sex of child, parenting, parent-child relationships, and culture. The chapter concludes with a discussion of the extent to which individual differences in peer acceptance, rejection and friendship (prevalence and quality) predict adaptive and maladaptive developmental outcomes and a suggested agenda for future research.


Keywords:

friendship;
peer interactions;
peer relationships;
peer rejection;
social acceptance;
social competence

Peer Interactions, Relationships, and Groups

and distant from their actions. Children will not only match or imitate the pretend acts of other children but also attempt to recruit the partner to join their pretend play. These efforts are not routinely successful, but it is clear that children are beginning to understand that nonliteral meanings can be shared by partners. From 21 to 24 months, children engage in similar pretend actions in the context of broader joint activity. Attempts to recruit others into pretense are more frequent and more successful. Although children organize materials for sociodramatic play, there is little or no joint organization of the pretend play itself. Scripted joint play emerges from 25 to 30 months, and the assignment of social roles in play (e.g., doctor, mother, father, police officer) emerges shortly thereafter, from 31 to 36 months. At this point, children understand that nonliteral meaning can be shared and they can communicate these meanings effectively during pretense with partners.

Peer Relationships, Child Development, and Adjustment: A Developmental Psychopathology Perspective

A Secure Base

This study investigated child and early adolescent relationships with parents and peers within the theoretical framework of attachment. A cross-sectional sample of 279 fourth, sixth, and eighth graders completed two self-report measures assessing attachment to parents and friends. Fourth graders described more trusting and communicative relationships with parents than sixth or eighth graders. Older early adolescents turned to peers to fulfill attachment functions of proximity seeking and safe haven more often than children, although all participants reported that parents primarily served secure base functions. Females reported more trust, communication, and overall attachment to peers than males. Grade, sex, and views of attachment relationships to parents and peers predicted the introduction of friends into the attachment hierarchy. Participants who viewed relationships with parents as less secure were more likely to select peers to fulfill attachment functions. The important and complementary roles of parents and peers and their implications are discussed.

/pdf/parent-and-peer-attachment-in-late-childhood-and-early-51vndg6tvt.pdf

Parent and Peer Attachment in Late Childhood and Early Adolescence.

A model of the association between adolescents’ perception of the quality of parent/adolescent attachment and adolescent aggression was examined, with social cognition and self-esteem as mediators. A total of 68 sixth graders, their parents, and their language arts teachers participated. Adolescents completed measures of attachment with mother and with father, self-esteem, social cognition, and aggressive tendencies. Mothers, fathers, and teachers each completed measures of adolescent aggressive and prosocial behavior. Evidence was obtained for social cognition and self-esteem both as mediators between adolescents’ perceived quality of mother/adolescent attachment and adolescent selfreport of aggression. Controlling for mother/adolescent and father/adolescent attachment and adolescent self-esteem, adolescent higher social cognition was associated with adolescent lower self-report of aggression. Controlling mother/adolescent and father/adolescent attachment and adolescent social cognition, adolescent highe...

Quality of Parent/Adolescent Attachment and Aggression in Young Adolescents

The present study utilized an empirically derived coding system to identify content categories in the spontaneous verbalizations of social phobics in the context of a short-term cognitive-behavioral group therapy The coding system was applied successfully to segments of transcriptions of eleven group sessions Evaluation of changes in the content categories utilized by two subjects over the course of the life of the group indicates the usefulness of this coding system in identifying meaningful shifts in cognitive processes during treatment

/pdf/content-analysis-of-social-phobics-discourse-in-cognitive-4iwgh0mhca.pdf

Content analysis of social phobics' discourse in cognitive-behavioral therapy.

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Quality of Parent/Adolescent Attachment and Aggression in Young Adolescents

Content analysis of social phobics' discourse in cognitive-behavioral therapy.