This article considers the meaning of "social support" and its relationship to social networks, and discusses a structural approach to analysis of social connections in the study of schizophrenia. The concept of social supports is seen as methodologically more problematic and less strategic than the more structurally oriented concepts of social networks and social connections. It is argued that in terms of research strategy, if social connections are studied structurally as they change and develop over time, the impact of the specifically social processes can be better separated from that of the personal characteristics of the focal individual than seems possible with other approaches. Analysis of the properties of the networks around the focal individual, independently of that individual's own social behavior, can help to disentangle the interwoven complex of causes, characteristics, and consequences of schizophrenia.

Social behavior and peer status of 87 physically abused 8-12-year-old urban children were compared with those of 87 case-matched nonmaltreated classmates. Peer nominations and peer ratings were collected in classrooms, social networks were assessed by child interview, family variables were assessed by interviewing mothers, and behavior problems were rated by parents and teachers. Significant findings were that abused children had lower peer status and less positive reciprocity with peers chosen as friends; they were rated by peers as more aggressive and less cooperative and by parents and teachers as more disturbed; and their social networks showed more insularity, atypicality, and negativity. Social behavior as perceived by peers accounted for a significant portion of the variance in social status; global disturbance measures did not add to this association. Results are discussed in terms of a context of family violence in the development of social maladjustment.

Social behavior and peer status of 87 physically abused 8-12-year-old urban children were compared with those of 87 case-matched nonmaltreated classmates. Peer nominations and peer ratings were collected in classrooms, social networks were assessed by child interview, family variables were assessed by interviewing mothers, and behavior problems were rated by parents and teachers. Significant findings were that abused children had lower peer status and less positive reciprocity with peers chosen as friends; they were rated by peers as more aggressive and less cooperative and by parents and teachers as more disturbed; and their social networks showed more insularity, atypicality, and negativity. Social behavior as perceived by peers accounted for a significant portion of the variance in social status; global disturbance measures did not add to this association. Results are discussed in terms of a context of family violence in the development of social maladjustment.

This article suggests that social network concepts and methods can provide a unifying framework for social research on schizophrenia. A selective review of the literature indicates that a social network perspective is not only consistent with a range of other research approaches and findings, but may help resolve some basic and persistent methodological and conceptual problems. A theoretical model is briefly described which attributes a critical role in the onset and recurrence of schizophrenia to social network processes. Some examples are given of the potential contribution of social network variables to research and therapy in schizophrenia.

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