Social Support and Developmental Psychopathology

Ethics During Adolescence: A Social Networks Perspective

“…Boys (but not girls) with high closeness centrality have higher EP and lower RB. These findings support a gender friendship quality perspective, whereby positive friendships act as a protective factor against negative situations, such as stress (Thompson et al 2006) and risky behaviors (Waldrip et al 2008). Because high-density ties within a network (i.e., high closeness centrality) contributes to the emergence of mutual trust (Coleman 1990), adolescent boys with high closeness centrality are socially interconnected to many other individuals within their network and are more inclined to have ethical consumer beliefs than peripheral adolescents.…”

Drivers of human development: How relationships and context shape learning and development1

“…Developmental relationships are also characterized by attunement, social synchrony, compassionate communication, co-regulation, support, modeling, consistency, trustworthiness, cognitively stimulation, and a caregiver's capacity to accurately perceive and respond to the child's mental state (e.g., Bergin & Bergin, 2009;Bornstein, 2015;Li & Julian, 2012;Siegel, 2012). Support must also be developmentally constitutive in a manner that aligns with a child's social-historical life space; provides emotional security, information and knowledge; and helps children develop age-appropriate skills (Thompson & Goodvin, 2016). Developmentally constitutive relationships can be incorporated into the design of practices and interventions seeking to support performance and promote the development of complex skills, adaptive capacities, and resilience, particularly among students from environments that place them at higher levels of risk.…”

“…These relationships build upon early attachment relationships which establish a secure base for exploration and a safe haven, which continue to be important for learning and development (Ainsworth & Bowlby, 1991;Bowlby, 1988;Cassidy, Jones, & Shaver, 2013). Perceived support is more strongly related to psychological well-being than other dimensions of support (Thompson & Goodvin, 2016), and is affected by how developmental relationships are experienced, processed, and rememberedphenomenological factors that can be shaped by social-cognitive factors such as parent-child discourse and culture (Cassidy & Shaver, 2008;Thompson 2015).…”

Parenting practices and perceived social support: Longitudinal relations with the social competence of Mexican-origin children.

“…Perceived support or ‘emotional support’ is the subjective belief that one has a caring and available social network, and is more strongly associated with mental health and well-being than other forms of social support (Turner & Brown, 2010). Researchers have found that social support can both prevent and alleviate stress; individuals with supportive social networks encounter fewer adverse circumstances and are more resilient to stressful situations when they occur (Cohen & Willis, 1985; Thompson, Flood, & Goodwin, 2006). …”

“…Additionally, parents who have higher levels of perceived social support report feeling more effective (MacPhee et al, 1996; Marshall, et al, 2001). For example, studies with African American single-mothers have found that mothers with higher levels of social support also engage in higher levels of parental warmth and monitoring (Ceballo & McLoyd, 2002; Miller, McKay & Baptist, 2007; Murry, Bynum, Brody, Willet, & Stephens 2001; Taylor, 1996; Taylor, Seaton, & Dominguez, 2008); behaviors that, in turn, promote positive adjustment and competence in children (Sashimi & Amato, 1994; Thompson, et al, 2006). …”