Parental correlates of children's peer relations: An empirical test of a tripartite model.

McDowell, David J.; Parke, Ross D.

doi:10.1037/a0014305

Cited by 149 publications

(140 citation statements)

References 53 publications

(59 reference statements)

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“…This process of emotion socialization helps children develop emotion regulation skills that lead to social competence and positive interactions with peers (see Zeman et al 2006 for a review). Parents also influence children's peer relationships by discussing strategies that children can use to navigate challenging social situations and by regulating opportunities for peer interaction (e.g., neighborhood choice, encouraging involvement in extracurricular activities; McDowell and Parke 2009). According to the developmental psychopathology perspective, adaptations to one's environment are heavily influenced by interpersonal relationships with individuals such as parents and peers (Sroufe 1997).…”

Section: Guiding Theoretical Perspective: Developmental Psychopathologymentioning

confidence: 99%

Peer Experiences of Anxious and Socially Withdrawn Youth: An Integrative Review of the Developmental and Clinical Literature

Kingery

Erdley

Marshall

et al. 2010

Clin Child Fam Psychol Rev

162

132

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Prior research indicates that both anxious youth and socially withdrawn youth tend to experience challenges and difficulties in various aspects of their peer relationships and social functioning. While clinical psychology researchers have examined how anxiety relates to peer experiences using normative and clinically anxious samples, developmental psychologists have focused primarily on the peer experiences of shy and withdrawn children. Research from these two fields has progressed on related yet separate paths, producing similar results despite using different terminology and assessment techniques. The purpose of this review is to bring together the developmental and clinical bodies of literature on the peer experiences of anxious and socially withdrawn youth by identifying common themes and unique contributions of each discipline. Studies reviewed focus specifically on the peer constructs of acceptance, friendship, peer victimization, social skills, and social-cognitive processes. Limitations including methodological inconsistencies and insufficient examination of age-, gender-, and ethnicity-related issues are identified. Recommendations for future collaborations between developmental and clinical researchers as well as implications for interventions targeting the peer relations of anxious and withdrawn youth are discussed.

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Section: Guiding Theoretical Perspective: Developmental Psychopathologymentioning

confidence: 99%

Peer Experiences of Anxious and Socially Withdrawn Youth: An Integrative Review of the Developmental and Clinical Literature

Kingery

Erdley

Marshall

et al. 2010

Clin Child Fam Psychol Rev

162

132

View full text Add to dashboard Cite

show abstract

“…For instance, research has found that parental monitoring matters more in high -risk environments than low -risk ones (Schonberg & Shaw, 2007 ), that parental monitoring decreases as children age (McDowell & Parke, 2009 ), and that parental monitoring has varying infl uences on peer relationships (Mounts, 2001 ). Thus, the impact of parenting practices on peer interactions may be accentuated or attenuated by environmental risk at different developmental ages.…”

Section: Parent and Peer Relations Within The Broader Social Contextmentioning

confidence: 99%

The Interplay Between Parents and Peers as Socializing Influences in Children's Development

Reich

Vandell

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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For the most part, separate research traditions have developed to study children ' s relationships with parents and peers. The organization and format of this handbook refl ect these separate and distinct literatures. Studies of children ' s interactions with their parents have focused on attachment security (see Chapter 17 ), parenting practices (see Chapter 18 ), and variations associated with demographic and cultural factors (see Chapters 8 and 9 ). As a quick perusal of these chapters reveals, a central issue for many researchers is identifying the effects of children ' s experiences with their parents on a host of social and emotional outcomes including mental health, adjustment, empathy, and prosocial behaviors. Other researchers have focused on children ' s relationships with their peers and studied areas such as peer acceptance and rejection (see Chapter 21 ), friendship (see Chapter 25 ), and peer group interaction (see Chapter 23 ) as socializing infl uences on child developmental outcomes. As a review of the four chapters in the " Peer Group " part of this handbook clearly illustrates, this corpus of work is also large.The purpose of the current chapter is to consider the smaller but important body of literature that examines the role of both parents and peers on child development. We consider fi ve interrelated issues: (a) the infl uence of parent -child relationships on children ' s interactions and relationships with their peers, (b) the infl uence of peer experiences on children ' s interactions and relationships with their parents, (c) additive or cumulative effects of parents and peers on social and cognitive outcomes, (d) interactive or synergistic effects of parents and peers on child developmental outcomes, and fi nally

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“…Parenting which is high in warmth and low in control, predicts greater social competence in children over time (McDowell, Parke & Wang, 2003). McDowell and Parke (2009) found three distinct paths by which parents influence children's peer competence and acceptance over time: though warm parent-child interactions, direct instruction, and provision of opportunities. Sibling relationships provide an important context for children to learn and practise peer skills, with sibling relationship quality, including bullying and aggression, predictive of peer relationships several years later (Wolke & Samara, 2004;Stauffacher & DeHart, 2006).…”

Section: Accepted M Manuscriptmentioning

confidence: 94%

Randomized Controlled Trial of a Family Intervention for Children Bullied by Peers

Healy

Sanders

2014

Behavior Therapy

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This study examined the effects of a family intervention on victimization and emotional distress of children bullied by peers. The intervention, Resilience Triple P, combined facilitative parenting and teaching children social and emotional skills relevant to developing strong peer relationships and addressing problems with peers. Facilitative parenting is parenting which supports the development of children's peer relationship skills. A randomized controlled trial was conducted with 111 families who reported chronic bullying of children aged six to 12 years. Families were randomly allocated to either an immediate start to Resilience Triple P (RTP) or an assessment control (AC) condition. Assessments involving children, parents, teachers and observational measures were conducted at 0 (pre), 3(post) and 9 months follow-up. RTP families had significantly greater improvements than AC families on measures of victimization, child distress, child peer and family relationships, Key words: school bullying, facilitative parenting, family intervention, controlled trial, victim A C C E P T E D M A N U S C R I P T ACCEPTED MANUSCRIPT3 Randomized Controlled Trial of a Family Intervention for Children Bullied by PeersBullying is hurtful behavior which is typically repeated (Olweus, 1993). It can take physical, verbal and relational forms (e.g. deliberate exclusion) and can be carried out in person or through technology. Children who bully do not distribute their aggressive behavior evenly across all available peers; they selectively target a minority of 10% of children (Perry, Kusel & Perry, 1988). For this targeted minority, victimization tends to be quite stable throughout primary school (Boulton & Smith, 1994), and across the transition into middle or high school (Paul & Cillessen, 2003), resulting in the same children being victimized over many years. Bullying in primary school has serious mental health consequences for victims including higher rates of internalizing problems two years later (Arseneault et al., 2008), higher rates of self-harm and psychotic problems by 12 years of age (Fisher et al., 2012;Schreier et al., 2009) and increased incidence of depression and psychiatric problems in early adulthood and up to 32 years later (Sourander et al. 2007;Farrington, Loeber, Stallings, & Ttofi, 2011), after controlling for early adjustment and family factors.There is evidence that children who are bullied demonstrate social behavior which can attract more bullying over time. Poor social competence is one of the strongest predictors for being bullied (Cook, Williams, Guerra, Kim & Sadek, 2010). Children who are bullied have fewer friends than other students, which places them at greater risk of ongoing victimization (Fox & Boulton, 2006). Being emotionally reactive is also a risk factor for victimization. The majority of bullied children act as "passive victims", who demonstrate "internalizing" behaviors of submissiveness, depression and anxiety which act as both risk factors and consequences of bullying, resultin...

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Parental correlates of children's peer relations: An empirical test of a tripartite model.

Cited by 149 publications

References 53 publications

Peer Experiences of Anxious and Socially Withdrawn Youth: An Integrative Review of the Developmental and Clinical Literature

Peer Experiences of Anxious and Socially Withdrawn Youth: An Integrative Review of the Developmental and Clinical Literature

The Interplay Between Parents and Peers as Socializing Influences in Children's Development

Randomized Controlled Trial of a Family Intervention for Children Bullied by Peers

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