Using Positive Peer Reporting to Improve the Social Interactions and Acceptance of Socially Isolated Adolescents in Residential Care: A Systematic Replication

Bowers, Frank E.; Woods, Douglas W.; Carlyon, William D.; Friman, Patrick C.

doi:10.1901/jaba.2000.33-239

Cited by 27 publications

(14 citation statements)

References 3 publications

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“…PPR involves students being rewarded for reporting on peers' positive behaviour, and has been shown to be effective in increasing positive peer interaction, and in increasing peer acceptance of children with SEBD (Ervin et al 1996;Jones, Gottfredson, and Gottfredson 1997;Bowers et al 2000;Moroz and Jones 2002).…”

Section: Teacher Utilisation Of Student Peer Influence In Classroomsmentioning

confidence: 99%

Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review

Cooper

2011

European Journal of Special Needs Education

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Section: Teacher Utilisation Of Student Peer Influence In Classroomsmentioning

confidence: 99%

Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review

Cooper

2011

European Journal of Special Needs Education

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“…PPR is a relatively simple procedure that has been used in residential and educational settings to enhance peer interactions and peers' perceptions of students who are socially rejected or neglected (Bowers, McGinnis, Ervin, & Friman, 1999;Bowers, Woods, Carlyon, & Friman, 2000;Ervin, Johnston, & Friman, 1998;Ervin, Miller, & Friman, 1996;Jones, Young, & Friman, 2000;Robinson, 1998). Table 1 provides a basic outline of the procedure.…”

Section: Positive Peer Reporting (Ppr)mentioning

confidence: 99%

“…Subsequent studies conducted at Boys Town investigated the effects of similar interventions (Bowers et al, 1999;Bowers et al, 2000;Robinson, 1998). Across these three investigations, there were nine target students.…”

Section: Introduce and Define Positive Peer Reporting (Ppr)mentioning

confidence: 99%

Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders

Skinner

Neddenriep

Robinson

et al. 2002

Psychology in the Schools

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Typical classroom management procedures designed to reduce instances of inappropriate social behavior (i.e., tattling and punishment systems) may adversely impact the social development and social relations of students with behavior and/or social emotional disorders. Two alternative procedures where students are encouraged to monitor and report incidental prosocial behaviors are described and research supporting their effectiveness in remedying and preventing social interaction problems within classroom environments are reviewed. Recommendations for future research on altering classroom environments so that peers encourage and support classmates' incidental prosocial behavior are provided.

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“…Although the present study focused on the predictive role of emotional dysregulation over peer attachment, previous studies have suggested that peer relationships may act as an important mediator and moderator of the influence of emotional dysregulation over aggressive behaviour (Röll, Koglin, & Petermann, 2012 with peers have demonstrated interesting results, with established improvements in the quality of peer relationships and the adolescents' self-concept (Bowers, Woods, Carlyon, & Friman, 2000;James, 2011). Together, these studies and our results draw attention to the fact that both emotional dysregulation and peer attachment are interconnected, and therefore capable of influencing one another.…”

Section: Discussionmentioning

confidence: 86%

Emotional dysregulation as a predictor of peer attachment perceptions of adolescents in residential care

Lino¹,

Lima²

2017

Psychologica

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. Emotional dysregulation as AbstractAdolescents who live in residential care tend to have a development characterized by insecure and ambivalent emotional experiences. In addition, they frequently exhibit levels of emotional dysregulation that potentially compromise the quality of their interpersonal relationships. Considering that in this context the peer group has an important role in providing emotional support, the present study aimed to analyse the levels of emotional dysregulation of adolescents living in residential care and to explore its predictive role in the perception of the attachment to peers. The sample is composed of 100 adolescents (71 girls; 29 boys) living in residential care, aged between 12-18 years old. Measures included the Portuguese versions of the Abbreviated Dysregulation Inventory and the Inventory of Parent and Peer Attachment (peer version only). The levels of dysregulation were not high, and adolescents displayed a higher affective than a behavioural dysregulation. Only cognitive dysregulation negatively accounted for the variability of communication, trust and perception of attachment to peers in general. This is understandable, since cognition has an important role in managing negative emotions and controlling their behavioural outputs. Albeit modest, the results encourage the promotion of emotional regulation as a means of fostering secure interpersonal relationships in residential care.Keywords: adolescents; residential care; emotional dysregulation; peer attachment

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Using Positive Peer Reporting to Improve the Social Interactions and Acceptance of Socially Isolated Adolescents in Residential Care: A Systematic Replication

Cited by 27 publications

References 3 publications

Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review

Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review

Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders

Emotional dysregulation as a predictor of peer attachment perceptions of adolescents in residential care

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