Review of Friendship Development across the Life Span

Tesch, Stephanie A.

doi:10.1159/000272888

Cited by 51 publications

(19 citation statements)

References 45 publications

(48 reference statements)

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“…A long line of research indicates that European American women see same-sex friends as important vehicles through which various affective states are understood and negotiated. European American women not only view affectively oriented communication skills as important for same-sex friends to possess , Burleson et al, 1996, but also define friends as ''confidants'' (Sapadin, 1988) and consider talk to be the ''most critical'' feature of their relationships (Tesch, 1983;Weiss & Lowenthal, 1975). African American women appear to have a different notion of same-sex friendship and the role communication plays therein.…”

Section: Discussionmentioning

confidence: 99%

The Role of Communication in Same-Sex Friendships: A Comparison among African Americans, Asian Americans, and European Americans

Samter¹,

Burleson

2005

Communication Quarterly

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This study explored whether affectively oriented forms of communication are accorded the same significance in the friendships of Asian and African Americans as they are in the friendships of European Americans. Participants (72 Asian American men and women; 50 African American men and women; and 55 European American men and women) indicated the importance of affectively versus instrumentally oriented communication skills using a revised version of the authors' Communication Functions Questionnaire. Results indicated a complex pattern of differences due to ethnicity, sex, and type of communication skill. In particular, European American women viewed the affectively oriented skills of their same-sex friends as more important than did African American women. These and related findings are discussed in terms of the role communication plays in friendships, and how this role is moderated by ethnicity and sex.

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Section: Discussionmentioning

confidence: 99%

The Role of Communication in Same-Sex Friendships: A Comparison among African Americans, Asian Americans, and European Americans

Samter¹,

Burleson

2005

Communication Quarterly

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“…Additional research is needed to determine whether this could potentially lead to goals that are unattainable or unimportant for boys' development and socialization. Furthermore, children's constructs of friend and their peer-related behaviors have been shown to change as they age (Furman & Bierman, 1984;Hartup, 1992;La Gaipa, 1979;Tesch, 1983), so parents' goals for them might also be expected to change. Socioeconomic, race, age, and gender differences in parents' goals will need further study, so generalization of these goals and indicators to other parents and their children should be made with caution.…”

Section: Discussionmentioning

confidence: 99%

Peer Relationships as Support for Children with Disabilities

Overton¹,

Rausch

2002

Focus Autism Other Dev Disabl

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This article reports the results of a study to determine what mothers of children with disabilities considered important social goals and valid measures of success for their children concerning friendship development. Three focus groups were convened, consisting of 11 mothers of elementary-age students with various disabilities. A thematic analysis suggested 9 peer-specific friendship goals for children with disabilities and 3 broader goals to which friendship was perceived to contribute. Assessment of outcomes would be expected to include indicators of both types of goals, and specific indicators were suggested along the dimensions of (a) quantity and breadth of contacts, (b) affect or quality of relationships, (c) duration and stability of relationships, (d) level of independence of action, (e) consistency with parental expectations, and (f) contribution to overall adjustment. Implications of this research are discussed for teachers, administrators, program and curriculum developers, and researchers. The authors conclude that efforts to affect the peer relationships of children with disabilities in meaningful ways should consider the impact relative to these parental goals and should be based upon indicators that parents consider relevant and credible.

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“…Viewing these communication skills as important is consistent with conceiving the friendship relation as built around the creation of psychological intimacy, the exploration and validation of selves, and the provision of mutual emotional support. Developmental research indicates that most young adults conceive of friendship in this manner (e.g., Tesch, 1983;Tesch & Martin, 1983). Moreover, prior research had found that affectively oriented communication skills such as comforting and ego support were rated by samples of college students as the most important skills for friends to possess (Burleson & Samter, 1990).…”

Section: Discussionmentioning

confidence: 99%