Efficient Screening for Impairments in Peer Functioning Among Mid-to-Late Adolescents Receiving Clinical Assessments for Social Anxiety

Beale, Alexis; Keeley, Lauren M.; Okuno, Hide; Szollos, Sebastian; Rausch, Erica; Makol, Bridget A.; Augenstein, Tara M.; Lipton, Melanie F.; Racz, Sarah J.; Reyes, Andres De Los

doi:10.1007/s10566-018-9458-x

Cited by 14 publications

(2 citation statements)

References 32 publications

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“…In contrast, negative peer interactions can harm students' motivation and engagement in school, and consequently their academic performance (e.g., Becker & Luthar, 2002;Finn, 1993). Young people who experience conflicts with friends or who are rejected by their peers may experience both academic difficulties as well as increased rates of absenteeism and truancy (Beale et al, 2018;DeRosier et al, 1994). Negative perceptions of peers are also correlated with weaker feelings of school belonging, lower levels of school engagement, and higher rates of school suspension (Ladd, 1990;Li et al, 2011;Sanders et al, 2017).…”

Section: The Importance Of Peersmentioning

confidence: 99%

From the Classroom to the Community: Peer Relationships in an Ecological Context

Leo

Wilcox²,

Tobin³

2022

AM J QUALITATIVE RES

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Previous scholarship has identified factors that can influence peer relationships at the classroom level, while others have noted how school-level characteristics and practices can impact the interactions among young people. Little scholarship, however, has addressed the connections between these school systems as well as to the wider community. Moreover, few studies have offered a qualitative analysis of peer relationships in varied settings. To address this gap, this study draws on data gathered among educators and students from two secondary schools in New York State to better understand the various influences on peer relationships. In this analysis, we draw on social-ecological theory to demonstrate how elements from the various systems in which youth participate impact peer relationships in these schools. Our contribution offers practical value for educators and policymakers seeking to improve relationships among youth while providing a qualitative contribution to a topic that has largely been examined through quantitative analysis.

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Section: The Importance Of Peersmentioning

confidence: 99%

From the Classroom to the Community: Peer Relationships in an Ecological Context

Leo

Wilcox²,

Tobin³

2022

AM J QUALITATIVE RES

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“…(response options: yes or no). This screening distinguishes adolescents on referral status (Cramer's V = .68) and clinical elevations on symptom measures of social anxiety, depression, and attention-deficit/ hyperactivity disorder (Odds ratios ranging from 2.39 to 3.68; Beale et al, 2018).…”

Section: Psychosocial Impairments (Work and Social Adjustment Scales ...mentioning

confidence: 99%

Adolescent Safety Behaviors and Social Anxiety: Links to Psychosocial Impairments and Functioning with Unfamiliar Peer Confederates

et al. 2021

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Socially anxious adolescents often endure anxiety-provoking situations using safety behaviors: strategies for minimizing in-the-moment distress (e.g., avoiding eye contact, rehearsing statements before entering a conversation). Studies linking safety behaviors to impaired functioning have largely focused on adults. In a sample of one hundred thirty-four 14 to 15 year-old adolescents, we tested whether levels of safety behaviors among socially anxious adolescents relate to multiple domains of impaired functioning. Adolescents, parents, and research personnel completed survey measures of safety behaviors and social anxiety, adolescents and parents reported about adolescents’ evaluative fears and psychosocial impairments, and adolescents participated in a set of tasks designed to simulate social interactions with same-age, unfamiliar peers. Relative to other adolescents in the sample, adolescents high on both safety behaviors and social anxiety displayed greater psychosocial impairments, evaluative fears, and observed social skills deficits within social interactions. These findings have important implications for assessing and treating adolescent social anxiety.

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Broadening the perspective on youth's systems of support: An ecological examination of supportive peer and adult relationships during adolescence

Melton

Brehm

Deutsch

2021

Journal Community Psychology

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This study applies the theory of positive youth development (Lerner et al., 2010) and the youth systems framework (Varga & Zaff, 2018) to the examination of supportive peer and adult relationships across multiple Adolescence is a time of significant change (National Academies of Sciences Engineering and Medicine, 2019). As individuals enter adolescence they develop in several critical ways, including socially (Bowers et al., 2014;Carlo et al., 2007). Although multiple factors contribute to development, including biological changes (Branje, 2018), the interactions with other individuals in one's environment are often considered to be the mechanism for most development (Lerner et al., 2010). Many researchers agree: development occurs through relationships (Varga & Zaff, 2018). Individuals learn social skills and develop a sense of identity through interactions with others in their environment (Bowers et al., 2014). During adolescence, the relationships that shape development are shifting, as relationships with parents often change (Branje, 2018), and peers become increasingly important as sources of support (Stotsky & Bowker, 2018).However, although parental relationships change, there is still evidence that supportive relationships with parents remain important for positive development (Muscarà et al., 2018). In addition, research provides evidence that supportive relationships with nonparental adults can also be valuable during adolescence (Yu et al., 2018). As youth age, they begin to interact with more individuals across different contexts of their environment, including with additional adults outside their families (Lerner et al., 2010;Zhang et al., 2018). In an effort to make sense of these multiple relationships, this study examines supportive relationships with peers, parents, and nonparental adults across multiple contexts during adolescence using an ecological perspective and mixed methodology. | REVIEW OF LITERATUREAs adolescents mature, their social networks expand (Zhang et al., 2018), allowing them to interact with more individuals and across multiple contexts. These social networks become important sources of social support, which is essential as youth progress to adulthood (Chu et al., 2010). Social support is generally defined as social resources available or perceived to be available to a person by individuals within their network and is associated with positive youth outcomes such as well-being (Chu et al., 2010). Although social support is often discussed in a holistic way, there are multiple types of support, including companionship (partnership in activities), emotional (source of support with feelings, etc.), informational (provides advice and information about resources), instrumental (provides concrete support and help), and validation support (affirms individual, normalizing behavior and feelings; Wills & Shinar, 2000). The presence of social support has been associated with positive youth outcomes (Lerner et al., 2011), and a youth's perception of support has been found to act as a signif...

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Efficient Screening for Impairments in Peer Functioning Among Mid-to-Late Adolescents Receiving Clinical Assessments for Social Anxiety

Cited by 14 publications

References 32 publications

From the Classroom to the Community: Peer Relationships in an Ecological Context

From the Classroom to the Community: Peer Relationships in an Ecological Context

Adolescent Safety Behaviors and Social Anxiety: Links to Psychosocial Impairments and Functioning with Unfamiliar Peer Confederates

Broadening the perspective on youth's systems of support: An ecological examination of supportive peer and adult relationships during adolescence

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