Are Young Adolescents’ Social and Emotional Skills Protective Against Involvement in Violence and Bullying Behaviors?

Polan, Julie; McMorris, Barbara J.

doi:10.1177/1524839912462392

Cited by 40 publications

(32 citation statements)

References 30 publications

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“…These items showed good internal consistency in the present study (Cronbach α = .75). These items have shown good internal consistency in a previous sample of 6 th and 7 th grade participants (Cronbach α = .80; Polan et al, 2013). …”

Section: Methodsmentioning

confidence: 85%

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Future Expectations, Attitude Toward Violence, and Bullying Perpetration During Early Adolescence

2015

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Section: Methodsmentioning

confidence: 85%

“…The present study utilized the measures of physical bullying perpetration and relational aggression perpetration from the Lead Peace Survey (LPS; Polan, Sieving, & McMorris, 2013). …”

Section: Methodsmentioning

confidence: 99%

Future Expectations, Attitude Toward Violence, and Bullying Perpetration During Early Adolescence

2015

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“…Todavia, microssistemas coercitivos e que incentivam padrões relacionais baseados em preconceitos e discriminações de gênero e etnia, por exemplo, podem prejudicar o desenvolvimento harmonioso anteriormente referido, aumentando a chance de surgir problemas de comportamento e dificuldades emocionais, não só na infância como na adolescência e vida adulta (Burhin & Vera, 2009;Del Prette & Del Prette, 2002;Polan et al, 2013;Murta et al, 2012). Além disso, a aprendizagem das habilidades sociais na infância é influenciada por outros contextos dos quais a criança não participa diretamente (exossistema), mas que seus cuidadores (como pais e professores) frequentam (Del Prette & Del Prette, 2001, 2005.…”

Section: Pessoa Contexto Tempo E Habilidades Sociaisunclassified

Habilidades Sociais E O Modelo Bioecológico Do Desenvolvimento Humano: Análise E Perspectivas

et al. 2015

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RESUMO Este artigo analisa possíveis relações entre o campo teórico-prático das Habilidades Sociais (HS) e o ModeloBioecológico do Desenvolvimento Humano (MBDH). Para isso, descreve e relaciona os pressupostos e conceitoschave de cada um, focalizando as contribuições da perspectiva bioecológica para o estudo do desenvolvimento das habilidades sociais. Defende-se o MBDH como uma alternativa teórico-metodológica que se aproxima de alguns conceitos vinculados a uma vertente teórica relacionada do campo das HS e do Treinamento de Habilidades Sociais (THS). Embora se reconheçam os limites e desafios da presente proposta, entende-se que ela tem o mérito de fomentar novas possibilidades de pesquisa e de prática em trabalhos que contemplem as relações interpessoais e as HS ao longo do ciclo vital. Palavras-chave:Habilidades sociais, modelo bioecológico, desenvolvimento humano. RESUMENEste artículo analiza las posibles relaciones entre el campo teórico y práctico de las habilidades sociales (HS) y el Modelo Bioecológico de Desarrollo Humano (MBDH). Para ello, describe y enumera los supuestos y conceptos clave de cada uno, centrándose en las contribuciones de la perspectiva bioecológica para el estudio del desarrollo de habilidades sociales. Sostiene el MBDH como una alternativa teórico-metodológica que se acerca de algunos conceptos vinculados a un enfoque teórico relacionado del campo de las HS y Entrenamiento en Habilidades Sociales (EHS). A pesar de que reconocen los límites y desafíos de esta propuesta, se entiende que tiene el mérito de promover nuevas oportunidades para la investigación y la práctica en las obras que abordan las relaciones interpersonales y el HS a lo largo del ciclo de vida.Palabras clave: Habilidades Sociales, modelo bioecológico, desarrollo humano. ABSTRACTThis article examines possible relationships between the theoretical and practical of Social Skills (SS) and Bioecological Model of Human Development (BMHD). The study describes and lists the assumptions and key concepts of each, focusing on the contributions of bio-ecological approach to study the development of social skills. It is argued the BMHD as an alternative theoretical and methodological approach of some concepts linked to the theoretical of SS, and Social Skills Training (SST). Although recognizing the limits and challenges of this proposal means that it has the merit of promoting new opportunities for research and practice in works that address the interpersonal relationships and the SS over the life cycle.

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“…Children’s social-emotional skills, such as interpersonal and stress management skills, have been associated with less physical bullying and relational aggression (Polan, Sieving, & McMorris, 2013). In the same way that social learning may result in increased aggression, exposure to a sibling’s positive social skills and relationship strategies may lead to improved social skills and lower levels of aggression in a child.…”

Section: Introductionmentioning

confidence: 99%

The Role of Placement History and Current Family Environment in Children’s Aggression in Foster Care

Perry

Price

2017

J Child Fam Stud

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Predictors of the physical and relational aggressive behavior of children in foster care were examined (N = 160, 50.9% male, M age = 7.57, SD = 2.39). First, predictors representative of children’s placement histories were examined in relation to the children’s aggression at T1. Next, predictors representing characteristics of the current family environment were examined in relation to the children’s aggression at T2 (four months later). Results revealed that a greater number of prior group home placements and being in a non-kinship home were associated with higher physical aggression at T1. A greater number of prior group home placements, a fewer number of regular home placements, being in a non-kinship home, and prior removal from the home due to neglect were associated with higher relational aggression at T1. The results also revealed that higher foster sibling relational aggression at T1 predicted lower child physical aggression at T2. If foster siblings were biological children of the foster parent, higher levels of a foster sibling’s physical aggression at T1 predicted reduced child physical aggression at T2. The opposite pattern was observed if foster siblings were not biological children of the foster parent. Lastly, longer time in the current placement, more children in the home, and the presence of a sibling that was a biological child of the parent predicted higher child relational aggression at T2. These findings provide initial insights into how placement history and current family environment are associated with the physical and relational aggressive behavior of children in foster care.

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Are Young Adolescents’ Social and Emotional Skills Protective Against Involvement in Violence and Bullying Behaviors?

Cited by 40 publications

References 30 publications

Future Expectations, Attitude Toward Violence, and Bullying Perpetration During Early Adolescence

Future Expectations, Attitude Toward Violence, and Bullying Perpetration During Early Adolescence

Habilidades Sociais E O Modelo Bioecológico Do Desenvolvimento Humano: Análise E Perspectivas

The Role of Placement History and Current Family Environment in Children’s Aggression in Foster Care

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