Risk and protection factors in the peer context: how do other children contribute to the psychosocial adjustment of the adolescent?

Abstract

As children become adolescents, peers assume greater importance in their lives. Peer experiences can either help them thrive or negatively affect their psychosocial adjustment. In this review article definitions for the types of peer experiences are provided followed by an overview of common psychosocial issues encountered by adolescents. Past research that has pointed to risk and protection factors that emerge from peer experiences during adolescence and the role of peer influences in the context of current issues relevant to adolescent education are discussed. Research suggests that friendships with deviant peers, involvement in bullying and the experience of rejection from the overall peer group are related to adjustment problems, whereas friendships with prosocial and academically oriented peers and social acceptance in the peer group are related to healthy development. Friendship quality, popularity among peers, and involvement in friendship cliques cannot be clearly categorized as either positive or negative influences, because they interact with other factors in shaping the development of adolescents. The promotion of social skills and positive youth leadership as an integral part of the student's learning process in school is recommended.

Drug Use Predictors Identified in the School Environment

“…Correct relations between students in the same class -where the following play an important role: mutual acceptance, respect and tolerance -can be decisive when it comes to positive general feelings of school interactions' participants, whereas experiencing rejection by peers may lead to engaging in risk behaviours (Véronneau et al, 2014). In order to determine whether drug use may be influenced by subjective feelings of youths experienced in relations with other students in the same class, the questionnaire included a question on how they feel in their class.…”

Children’s Mathematics and Verbal Self-concepts and Externalizing Behaviors: The Moderating Role of Peer Rejection at School

“…Based on the results of our study, we believe that intervention programs designed to improve children’s schooling should not be limited to cognitive skills but should also involve social-emotional competences. According to several authors (for a review see Véronneau et al, 2014 ) children who live positive experiences at school have a higher chance of building confidence in their own abilities and to form the self-image of a good learner. This is especially true in these academic domains: mathematics and verbal abilities, in fact, represents both a cognitive and a social “visiting card,” starting in early childhood, for the growth of children’s social skills.…”

Associação do uso de drogas lícitas e ilícitas, sexo e condição socioeconômica entre adolescentes de 12 anos de idade

“…O uso de substâncias ilícitas pode incorrer em violência ou acidentes 10 , que podem culminar em traumatismos 4 ou em morte prematura 10 . Assim, não é surpreendente que a adolescência seja uma fase de comportamentos de risco em decorrência da sua fragilidade emocional, vulnerabilidade e predisposição a ser influenciada por pares 11 .…”

“…Adolescência é também caracterizada pelos esforços em reafirmar sua independência, utilizando mecanismos que englobam a rejeição de valores sociais, religiosos e familiares [10][11][12] . Outros transtornos encontrados são distúrbios físicos e psicológicos, baixo desempenho escolar, dependência na vida adulta, morte prematura por overdose e contaminação por HIV/Aids 13,14 .…”