Divided we fall: Children's friendships and peer victimization

Malcolm, Kenya T.; Jensen‐Campbell, Lauri A.; Rex‐Lear, Madeline; Waldrip, Amy M.

doi:10.1177/0265407506068260

Cited by 60 publications

(60 citation statements)

References 34 publications

(54 reference statements)

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“…More important, friendship quality was found to be especially important for adolescents' adjustment when overall peer acceptance and number of friends are low (Waldrip et al, 2008). Furthermore, high-quality reciprocated friendships at school also act as a buffer against overt victimization, when peer acceptance is low (Malcolm et al, 2006). According to Malcolm and colleagues (2006), a high-quality friend can be defined as someone who provides companionship, intimacy, and support.…”

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confidence: 99%

“…Fifth, none of the previous studies took possible gender differences into account. Previous research in elementary and secondary school revealed that in the typically developing population, friendship quality is rated higher among girls than among boys (e.g., Berndt & McCandless, 2009;Bowker, 2004;Malcolm et al, 2006). So far, nothing is known about gender differences in friendship quality for the SEN population.…”

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confidence: 99%

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Quality of Reciprocated Friendships of Students with Special Educational Needs in Mainstream Seventh Grade

et al. 2015

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confidence: 99%

Section: Please Scroll Down For Articlementioning

confidence: 99%

Quality of Reciprocated Friendships of Students with Special Educational Needs in Mainstream Seventh Grade

et al. 2015

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“…Friendship quality was assessed by an instrument developed by Malcolm, Jensen-Campbell, Rex-Lear, and Waldrip (2006) which assesses friendship quality of best friendships. Students were asked to answer four questions about the quality of the relation with each nominated friend.…”

Section: Friendship Qualitymentioning

confidence: 99%

Loneliness among students with special educational needs in mainstream seventh grade

Bossaert

Colpin

Pijl

et al. 2012

Research in Developmental Disabilities

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. Over the last decades, worldwide educational policies concerning the education of students with special educational needs (SEN) have shifted in favor of inclusive education. In current literature, students with SEN are defined as ''students with various (combinations of) difficulties in participating in education (Pijl, Frostad, & Flem, 2008, p. 389)''. As stated in Article 24 of the Convention on the Rights of Persons with a Disability of 2006, inclusive education aims to provide effective individualized support in environments ''that maximize academic and social development, consistent with the goal of full inclusion'' (United Nations, 2006). Belgium is one of the states that signed the Convention. In the federal state of Belgium, each community has its own education system (De Ro, 2008). Flanders, the Dutch-speaking region of Belgium, has long been known for its two-track education system (i.e., special and regular education system are two distinct systems; Meijer, 2003). The goals of this study were twofold. The first aim was to explore loneliness prevalence in typically developing students, students with ASD and students with motor and/or sensory disabilities in mainstream 7th grade in Belgium. The second aim was to explore the relations between number of friends, friendship quality, social self-concept on the one hand and loneliness on the other for each of these three groups, and to compare them across groups. In this study, 108 students with special educational needs (SEN; i.e., 58 students with ASD and 50 students with motor and/or sensory disabilities) were matched to 108 typically developing classmates. Students with ASD reported more loneliness than typically developing students and students with motor and/or sensory disabilities. Loneliness prevalence for typically developing students and students with motor and/or sensory disabilities did not differ significantly. Factors related with loneliness differed between typically developing students and students with SEN (i.e., students with ASD and students with motor and/or sensory disabilities). For students with SEN, same-sex social self-concept was related with loneliness, but not, as for typically developing students, number of friends and opposite-sex social self-concept. Also friendship quality had a marginally significant effect on loneliness feelings for students with SEN. Implications for further research and practice are discussed. ß

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“…Here researchers have attended to precursors of peer victimization such as lower social preference and peer acceptance (Schwartz et al 1999), outcomes such as social withdrawal and loneliness (Boulton and Underwood 1992), and intervening mechanisms such as friendship quality that link victimization to psychological adjustment (Malcolm et al 2006). Less well known is whether peer victimization experiences at school are associated with other aspects of adolescents' social lives such as parent-adolescent interactions at home.…”

mentioning

confidence: 99%

Peer Victimization and Parental Psychological Control in Adolescence

Bellmore

2011

J Abnorm Child Psychol

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With a sample of 831 U.S. adolescents (49% girls) followed from 9th to 11th grade, the directionality of the association between school-based peer victimization and adolescents' perception of their parents' psychological control were examined. Possible mediating influences of internalizing symptoms were also explored. The results highlight the relevance of adolescent-to-parent influences during adolescence by demonstrating that physical peer victimization was predictive of increases in mother's psychological control but parental psychological control did not predict subsequent peer victimization. These direct effects were present above and beyond the contribution of adolescent internalizing symptoms to higher parental psychological control. Practical implications of the primacy of adolescent-to-parent influences in predicting the social adjustment of victims of peer harassment are discussed.

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Divided we fall: Children's friendships and peer victimization

Cited by 60 publications

References 34 publications

Quality of Reciprocated Friendships of Students with Special Educational Needs in Mainstream Seventh Grade

Quality of Reciprocated Friendships of Students with Special Educational Needs in Mainstream Seventh Grade

Loneliness among students with special educational needs in mainstream seventh grade

Peer Victimization and Parental Psychological Control in Adolescence

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