Predictors of peer helpfulness: Implications for youth in residential treatment

Abstract

Sociometric measures were used to predict peer helpfulness of youth in a residential treatment center. Seventeen female adolescents with conduct disorders were asked to choose three peers in their group who were most popular, similar, well-liked, and competent. These sociometric measures were correlated with the frequency in which each peer was nominated as most and least helpful in several problem scenarios representing actual situations encountered in residential settings. A multiple linear regression analysis indicated that "popularity" was the best predictor of peer helpfulness across the problem scenarios. Discussion focused on the impact of popularity on treatment strategies for youth in residential placement.Peer mediated interventions have been effective in treating a variety of problems including social withdrawal (Ragland, Keer, & Strain, 1981; Saintato, Maheady, & Shook, 1986;Strain, 1977;Strain, 1981; Strain, Shores, & Timm, 1977), disruptive classroom behaviors (Carden-Smith & Fowler, 1984;Fowler, Dougherty, Kirby, & Kohler, 1986;Ringer, 1973), and improving the social skills of students with severe handicaps (Blew, Schwartz, & Luce, 1985; Donder & Nietupski, 198 1; Drabman & Spitalnik, 1973;Hendrickson, Strain, Tremblay, & Shores, 1982;Lancioni, 1982; Sasso, Houghes, Swanson, & Novak, 1987;Sisson, Van Hasselt, Hersen, & Strain, 1985;Strain, Kerr, & Ragland, 1979).A number of studies have found that using "high status" peers can enhance treatment effects with peer mediated interventions. For example, Sasso and Rude (1987) found that popular peers were more influential in producing higher rates of initiations towards students with handicaps than were "low status" peers. Solomon and Wahler (1973) demonstrated the utility of using popular peers to reinforce appropriate behaviors in the classroom. Students with high social reinforcement value have also been used effectively to increase attendance James Vincent is currently in the doctoral program in the School of Psychology at the University of Nebraska-Lincoln. Daniel Houlihan, Ph.D. is Assistant Professor of Clinical Psychology at Mankato State University, Mankato, MN. Patricia Mitchell is the director of the Forest Ridge

Using sociometric measures to predict help seeking behaviors of youth in a positive peer culture program

“…The purpose of the current analysis was to identify factors that determine intentions to seek help from peers in a residential treatment center. Previous research has suggested that sociometric measures of popularity predicted the frequency in which peers are nominated as helpful (Vincent et al, 1992). Contrary to this result, the current study suggests that "competence" may be more important in determining help seeking behaviors of youth in a positive peer culture program.…”

“…A primary concern within the positive peer culture approach is to identify students who are the most influential within their peer group. Vincent, Houlihan, and Mitchell (1992) investigated the degree to which sociometric measures predicted the frequency to which peers were nominated as "most helpful" within a PPC residential program. Results suggested that sociometric measures of "popularity" was the greatest predictor of most helpful nominations.…”

Discussion: Using Peers to Increase Behaviors of Isolated Children in School Settings: An Analysis of Generalization Effects

“…For example, Logan, Barnhart, and Gossett (1982) found popularity to be a greater predictor of success for adolescents released from a psychiatric setting than quality of hospital staff relationships. Vincent, Houlihan, and Mitchell (1992) found that sociometric measures of popularity predicted the frequency in which peers were nominated as helpful in a residential treatment center. Other researchers have found popularity to be related to self-esteem (Walker & Greene, 1986); depression (Reinherz, Stewart-Berghauer, Pakiz, & Frost, 1989), happiness (Feingold, 1983), alienation (Mohanty, 1984), and acceptance of peers with handicaps (Cowardin, 1986).…”