The Impact of Friendship Skills Psycho-education on the Friendship Quality of 9-12 Year-Old Students

Öztürk, Nilgün; Kutlu, Mustafa

doi:10.15390/eb.2017.7030

Cited by 5 publications

(4 citation statements)

References 30 publications

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“…Similar to other research, participants described the use of communication skills to convey ideas and described the ability to listen as important (Mancuso, 2008). Further, skills pertaining to friendship formation described in our data were in accordance with friendship skills named in literature (e.g., introducing oneself, sharing and exchanging information; McGinnis & Goldstein, 1997;Öztürk & Kutlu, 2017). However, participants also repeatedly voiced uncertainties in connection with specific aspects concerning communication skills, especially in the context of friendship formation (e.g., how much information sharing is considered ok, when does it become too much) and victimisation (e.g., is verbally confronting a bully a good strategy or too dangerous).…”

Section: Discussionsupporting

confidence: 87%

Children’s perspective on fears connected to school transition and intended coping strategies

et al. 2023

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The transition from primary to secondary school comes with major changes in the lives of children. There is a shortage of in-depth analyses of young people’s perspectives concerning their fears and strategies to address these. This qualitative study aims to gain first-hand understanding of children’s fears and the intended coping strategies used during school transition. Data from 52 workshops were analysed, with a total of 896 students (M age = 10.40, SD = .839) in lower Austria. First, in the classroom setting, a vignette story about a child facing fears about school transition from primary to secondary school was developed with pupils in a brainstorming session. This was followed by self-selected small group discussions, where pupils proposed strategies to help cope with these fears. A thematic analysis was carried out. Major thematic clusters distinguished between four types of fears: peer victimisation, being alone, victimisation by authority figures, and academic failure. Three additional thematic clusters described strategies for countering the fears: enacting supportive networks, personal emotion regulation, and controlling behaviour. In addition to these connected clusters, two further themes were identified: strategy outcomes and consequences, i.e., personal experiences with using specific strategies, and the discussion of participants about contradictions and questionable usefulness of identified strategy outcomes. In conclusion, the children in our study reported more social fears as compared to academic fears. Children seem reasonably competent at naming and identifying strategies; however, maladaptive strategies, as well as controversies within the described strategies may indicate a lack of certainty and competence at engaging with these strategies on a practical level.

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Section: Discussionsupporting

confidence: 87%

Children’s perspective on fears connected to school transition and intended coping strategies

et al. 2023

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“…This provides the mental representation of young children to be evaluated more effectively than surveys or interviews (Emde et al, 2003). In Turkey, there are many studies on the perception of primary-school-age children and adolescents friendship (Akın et al, 2014;Demir, 2006;Ercan, 2015;Öztürk, 2009;Öztürk & Kutlu, 2017). In the preschool period, especially peer relations were discussed by researchers (Gülay, 2008;Gülay & Erten, 2011;Özmen, 2013;Ulutaş, 2016;Yoleri, 2015), but no research on children's friendships was available during this period.…”

Section: Using Storytelling To Understand Relationships Of Childrenmentioning

confidence: 99%

Turkish preschool children's representations of friendship: Story completion method adaptation study

NUR

Arnas

2022

International Journal of Assessment Tools in Education

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In the preschool period, children's friendships considered a crucial developmental task. Hence, it is critical to evaluate children's mental representations of friendships during this period. This study aims to evaluate the validity and reliability of the story completion protocol designed to evaluate preschool children's mental representations of their friendships in school settings for Turkish children. The Preschool Friendship Story Completion Task consists of six stories, one of which is warming. The stories were translated into Turkish by researchers and Turkish-English language experts, and expert opinion was taken for Turkish-English compatibility. Two pilot studies were conducted to evaluate children's participation in the task and following the instructions. Seventy children attending pre-school education institutions participated in the study. Children are asked to complete the unfinished stories presented through a scene and figures. The coders evaluated the video-recorded children's narratives using a detailed rating system. In addition, teachers evaluated the social skills and problem behaviors of children. The results affirmed that the friendship dimensions were conceptually related to each other and the inter-coder reliability was high. Furthermore, our findings indicate that the story completion method on the basis of the narratives of children is a comprehensive and developmentally appropriate way to assess children's friendships.

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“…To conclude this detailed examination of the FQQ, it is important noting its global effect and acceptability, both in its long and short forms, from the early 1990s to the present. Due to the questionnaire's reputation as a reliable instrument for assessing individuals' perceptions of the quality of their best friendships, several projects have used it in their research design with both typically developing and neurodevelopmental disorder (ND) populations (DeSousa et al, 2014; Kiesner et al, 2005; Kokkinos et al, 2016; Margalit et al, 1999; Miller et al, 2020; Öztürk & Kutlu, 2017; Poulin & Boivin, 1999; H. Zhou et al, 2012). Finally, the questionnaire was presented individually or in groups to individuals ranging in age from childhood through adolescent and early adulthood.…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of the Greek translation of the Friendship Quality Questionnaire

Kouvava

Αντωνοπούλου

Kokkinos

et al. 2022

Psychology in the Schools

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The present study examines the psychometric properties of the long form (LF) of the Greek translation of the Friendship Quality Questionnaire (FQQ), a widely recognized self‐report instrument that assesses children's perceptions of the qualities of their friendships. Four hundred seventeen (417) typically developing primary‐school students (50.8% boys), aged between 8 and 12 years (M = 9.77 years old, SD = 1.2), who had a mutual best friend in their class, completed the survey at school. Confirmatory factor analysis verified the six‐factor structure of the original FQQ with all items fitting into the respective subscales. All factors presented high positive intercorrelations except for the Conflict and Betrayal subscale. All subscales demonstrated adequate internal consistency. Significant gender differences were observed. The Greek translation of the FQQ‐LF shows strong evidence of validity and reliability and provides a suitable instrument for assessing the qualitative characteristics of best friendships.

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The Impact of Friendship Skills Psycho-education on the Friendship Quality of 9-12 Year-Old Students

Cited by 5 publications

References 30 publications

Children’s perspective on fears connected to school transition and intended coping strategies

Children’s perspective on fears connected to school transition and intended coping strategies

Turkish preschool children's representations of friendship: Story completion method adaptation study

Psychometric properties of the Greek translation of the Friendship Quality Questionnaire

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