Peer group processes and adolescent health-related behaviour: More than ‘peer group pressure’?

This paper argues that ‘peer group pressure’ conveys an individualistic and hence inadequate account of the group processes involved in adolescents' adoption of health-related behaviours such as smoking and drinking. We describe traditional analyses of adolescent peer processes, illustrate how these contain a series of individualistic assumptions about peer interactions/social influence processes, and describe how these structure the analysis of adolescent health-related behaviour and health education interventions. We highlight the inadequacies of these analyses, outline an alternative and draw out its implications for health education.     

British women's experiences of drinking alcohol: Dynamics of emotional proximity and distance

Research on alcohol consumption suggests that friendship and peer relations are highly influential and have a decisive impact on drinking behaviours. Further, that women's friendships appear to be characterised by emotional disclosure and ‘knowing’ one another. In this paper I draw on debates around emotional intimacy, ideas of ‘closeness’ and ‘distance’ to explore how this might work when young women go out and drink alcohol. Drawing on in-depth interviews with 25 British undergraduate female students aged 18–25, this research suggests that one of the compelling appeals of alcohol is that it creates a ‘space of suspension’, whereby feelings of being both close and distant (intimate proximity) coexist, often for strategic reasons associated with security. Two themes emerged from the data: firstly that the young women had a preference for paradoxically maintaining ‘distance’ alongside ‘closeness’ with friends, and secondly, that contingencies of safety and vulnerability promoted the need for co-operation to manage risk in the night-time economy. These themes permeated relationships and became a significant dynamic in group behaviour creating a tension between functionality and friendship. This paper contributes to a growing body of work that suggests intimacy and women's friendships are complex: traditional conceptions about young women seeking intimate and close friendships need revaluating to take into consideration how ‘distance’ within groups is both desirable and negotiated, and may be facilitated through the drinking of alcohol.     

The ‘weak pupil’ as a social representation: (re)production in dialogue between compulsory school teachers in Sweden

Attributing negative categories such as ‘weak’ to pupils is a common practice in Sweden and a known phenomenon worldwide. While there has been a substantial amount of research on different expressions of ‘deviance’ in the educational arena, the research on how teachers communicate about pupils as ‘weak’ is scarce. In this study, teachers’ communication about pupils as ‘weak’ is examined in dialogues produced in focus group discussions by 29 teachers in six different Swedish compulsory schools. Through the lens of social representations theory and a dialogical perspective, this study suggests that ‘weak pupil’ as a social representation can be characterized by a range of different and sometimes contradicting themes and mainly two themata: normal/deviant and nature/nurture. The results show that ‘weak pupil’ is used as a multifaceted communicative resource to describe pupils who do not perform according to schools’ expectations. In contrast to several previous studies, the use of ‘weak pupil’ is partially challenged by participants who, to some extent, place perceived problems within the educational institution instead of the individual pupil. The study has implications for the understanding of how perceptions of normality might be perceived and collectively (re)produced in communication about pupils as well as for future research using social representations theory within the educational field.

     

Women's experiences of workplace bullying: changes in social relationships

This article reports a qualitative study, which investigated social processes in workplace bullying, based on in‐depth interviews with ten British women professionals who were targets of workplace bullying. Data were analysed using grounded theory methods. The resulting analysis showed links between disclosures of bullying, reactions of others, and some impacts on targets' psychological health. Key themes which emerged from the data included ‘being heard’ which describes how others reacted to disclosures of bullying behaviours, and the ‘ripple effect’ which describes how bullying impacted upon targets' significant others; these predominantly describe relationships with others outside the workplace. The theme of ‘withdrawal’ describes how targets and others managed relationships within the workplace, and ‘denial’ and ‘personalizing problems’ describe how others within the workplace responded to knowledge of bullying behaviours. The theme ‘maintaining self’ describes how participants responded to changed relationships and struggled to maintain a coherent sense of self during and subsequent to bullying. This research emphasizes the role of social processes and social environments, rather than individual or personality characteristics, in explaining the development of workplace bullying and its impacts on targets. Copyright © 2004 John Wiley & Sons, Ltd.     

When collaboration leads to regression: Some negative consequences of socio-cognitive conflict

Piagetian scholars have argued that cognitive development is fostered by peer social interaction, brought about by ‘socio-cognitive conflict’ between conserver-non-conserver pairs. The nonconservers often attain conservation after having discussed their different opinions with conserving peers, whereas the conservers do not regress to non conservation. These results are generally taken to indicate the beneficial impact of such peer interaction. In this research, carried out with one sample in the United States and one in the Soviet Union, socio-cognitive conflict was engendered between pairs of 5–7 year-olds who were differentiated by their level of thinking about a mathematical balance beam. Contrary to the results reported by the Piagetians, regression was found to be at least as likely as development. The results are discussed in terms of differences between research in the domain of conservation and research in a related domain in which children's levels of thinking and degree of confidence are not confounded.     

Friendship as a moderator of the relationship between social skills problems and peer victimisation

Previous research, primarily in North America, has found that individual factors (e.g., ‘internalising problems’) and social factors (e.g., friendship) interact to influence children's levels of peer victimisation. Some research has found that the identity of children's friends and friendship quality (as ‘protective factors’) are more important than the sheer number of friends. However, studies have produced conflicting findings. A peer nomination inventory was used to assess social skills problems, peer victimisation, peer acceptance, and several different aspects of friendship. Four hundred and forty‐nine children aged 9 to 11 years completed the inventory at two time points over the course of an academic year. Social skills problems were found to predict an increase in peer victimisation over time. Two friendship variables were found to moderate this relationship: a) number of friends, and b) the peer acceptance of the very best‐friend. The relationship was found to be weaker for those children with lots of friends and for those children with a ‘popular’ best‐friend. The findings advance understanding of the factors that promote peer victimisation. Aggr. Behav. 32:110–121, 2006. © 2006 Wiley‐Liss, Inc.     

Are ‘Machiavellian’ Chinese children well‐adapted in the peer group? The relationship between resource acquisition strategies and social functioning and status

The purpose of the present study was to examine the relationship between resource acquisition strategies, social functioning and social status in Chinese children. A sample of nearly 500 Chinese children in elementary schools in Shanghai, China, participated in this study. The authors divided the sample into five resource acquisition strategies; based on self‐reported use of coercive and pro‐social strategies of resource control, they were ‘bistrategic controllers’ (Machiavellians), ‘coercive controllers’, ‘pro‐social controllers’, ‘non‐controllers’, or ‘typicals’. The results revealed that bistrategic controllers were the most effective in resource control, followed by pro‐social and coercive controllers: non‐controllers were the least effective. It also indicated that bistrategic and coercive controllers exhibited poor social functioning and low peer status; in contrast, ‘typical’ controllers emerged as possessing positive social functioning and high peer status. In addition, non‐controllers were not at risk with regard to social competence. The results indicate specific cultural ‘meanings’ of different resource acquisition strategies in Chinese children.     

‘That's just what I do’: Placing emotion in academic activism

In this paper, I wish to critically reflect on the role of emotion/s in how I position myself with regards to research, teaching and learning, drawing on experiences over the past three years as a human geography lecturer ‘doing’ research with refugees and asylum seekers in a local inner city area. While there has been increasing debate regarding what constitutes ‘the activist-academic’, in particular deconstructing any dualism or border between ‘academic’ and ‘activist’, the motivation for undertaking such a role is generally ascribed to an ‘ideological commitment’ to social and personal change of one type or another. For me, such a commitment cannot be separated from how I feel about the issues that I research, learn and teach about. In particular, I explore how emotions relate across different spaces and places in my life to produce motivation for activism and how that activism – specifically the encounters with people through it – feeds back into emotional geographies across my professional (and personal) endeavours. More broadly, I'm concerned with the ways in which emotional becomings and the interconnectivities across spaces of activity/ism and everyday life play out beyond my own individual subjective experience, but rather are caught up in ‘situated, relational perspectives’ (after Bondi, 2005). I argue that recognising the significance of emotion has implications for how we conduct and disseminate research.     

Gaming, Texting, Learning? Teaching Engineering Ethics Through Students’ Lived Experiences With Technology

This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people’s engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching ‘the net generation’.     

‘See it doesn’t look pretty does it?’ Young adults’ airbrushed drinking practices on Facebook

A range of negative health outcomes are associated with young adults’ drinking practices. One key arena where images of, and interaction about, drinking practices occurs is social networking sites, particularly Facebook. This study investigated the ways in which young adults’ talked about and understood their uses of Facebook within their drinking practices. Face-to-face, semi-structured interviews were conducted with seven New Zealand young adults as they displayed, navigated and talked about their Facebook pages and drinking behaviours. Our social constructionist thematic analysis identified three major themes, namely ‘friendship group belonging’, ‘balanced self-display’ and ‘absences in positive photos’. Drinking photos reinforced friendship group relationships but time and effort was required to limit drunken photo displays to maintain an overall attractive online identity. Positive photos prompted discussion of negative drinking events which were not explicitly represented. Together these understandings of drinking photos function to delimit socially appropriate online drinking displays, effectively ‘airbrushing’ these visual depictions of young adults’ drinking as always pleasurable and without negative consequences. We consider the implications of these findings for ways alcohol health initiatives may intervene to reframe ‘airbrushed’ drinking representations on Facebook and provoke a deeper awareness among young people of drinking practices and their online displays.     

Prosocial and antisocial children's perceptions of peers' motives for prosocial behaviours

This study investigated whether peer‐nominated prosocial and antisocial children have different perceptions of the motives underlying peers' prosocial actions. Eighty‐seven children, aged 10–12 years old, completed peer‐nomination measures of social behaviour. On the basis of numbers of social nominations received, a subsample of 51 children (32 who were peer‐nominated as ‘prosocial’, and 18 who were peer‐nominated as ‘antisocial’) then recorded their perceptions of peers' motives for prosocial behaviours. Expressed motives were categorized predominantly into three categories, coinciding with Turiel's (1978) ‘moral’, ‘conventional’, and ‘personal domains’. Results indicate that children's social reputation is associated with the extent to which they perceive peers' prosocial motives as ‘personal’ or ‘moral’, with more prosocial children attributing moral motives, and more antisocial children attributing personal motives. Although traditionally Turiel's domain theory has been used to understand ‘antisocial’ children's behaviour, the current findings suggest that ‘prosocial’ children's behaviour may also be related to domains of judgment.     

Adolescent coping and support across multiple social environments

This paper considers how research on stress, coping, and social support in adolescence may be informed by a social ecological perspective. Two case studies are presented which examine contrasting strategies by which adolescents at risk may cope successfully. One strategy focuses on the use of a strong peer social network, the other on the use of school involvements. In both cases, the analyses emphasize coping and social network processes across multiple social environments. Preventive social-community interventions are suggested to circumvent potential trouble spots associated with the use of these strategies.     

Life story research: A relevant methodology for counsellors and psychotherapists

Aims: This paper introduces, describes and proposes life story research as an important, relevant and appropriate contribution to counselling and psychotherapy research. It shows how narrative knowledge is created and constructed through the stories people tell about their lived experiences and explores the concept of ‘narrative knowing’ (Bruner, 1986). Methods: Drawing on life story research with people who linked their history of problematic drug use with experiences of historic trauma/abuse, the paper contributes to the ongoing discussion related to the similarities/differences between therapy and research and what we might learn from each that informs the other. Implications for practice: The paper offers narrative ideas and practices as ways of researching matters of social and psychological importance. It suggests that therapists (and counselling researchers) could learn from what participants tell us about the therapeutic value of using life story methods which one participant described as helping him to face ‘out into the world, without unduly or specifically delving into, or focusing on [my] emotional state’. This learning may be particularly relevant for therapists working with traumatised clients.     

Children’s Attitudes toward Aggression: Associations with Depression,Aggression, and Perceived Maternal/Peer Responses to Anger

Little is known about factors that influence children’s attitudes toward aggression, despite evidence that these attitudes are influential in promoting violent behaviors. The purpose of the present research was to examine the relation of self, peer, and parent social factors to school-age children’s maladaptive attitudes toward aggression. Specifically, symptoms of depression, peer overt aggression behaviors, and perceptions of maternal and peer responses to anger were evaluated as important factors associated with the use of aggression. These factors were examined separately for boys and girls, as research has consistently documented gender differences in the form and use of aggression. Hierarchical regression models were computed separately for boys and girls in grades three through five (N?=?167), with child-reported depression, peer-nominated overt aggression, and child-reported maternal and best friend responses to anger examined as predictors of maladaptive attitudes toward aggression. For girls, depressive symptoms positively predicted maladaptive attitudes toward aggression. For boys, the extent of peer-reported overt aggression (positively) and child-reported supportive maternal responses to the child’s anger (negatively) predicted maladaptive attitudes toward aggression. The value of examining social factors that relate to attitudes toward aggression is discussed as well as consideration of gender differences in these relations. In addition, discussion includes how these results highlight important targets for interventions that may be especially relevant for school-age girls and boys.     

Second year treatment outcome of alcoholics treated by individualized behavior therapy: Results

Second year treatment outcome results are reported for 69 of 70 male alcoholics who, while hospitalized at Patton State Hospital, served as subjects in an experiment evaluating ‘Individualized Behavior Therapy (IBT)’ techniques. Subjects were initially assigned to either a controlled drinking or non-drinking (abstinence) treatment goal. and were then randomly assigned to either an experimental group receiving IBT or a control group receiving conventional state hospital treatment oriented towards abstinence. Previously reported results found that IBT subjects functioned significantly better than control subjects throughout the first year of follow-up. Second year follow-up results found that IBT subjects treated with a controlled drinking goal functioned significantly better than their respective control subjects on a variety of measures, including drinking behavior. Differences between IBT subjects treated with a non-drinking goal and their control subjects did not retain statistical significance during the second year of follow-up. Individual drinking profiles are presented for all subjects. Only subjects treated by IBT with a goal of controlled drinking engaged in a substantial amount of limited, non-problem drinking during the second year interval, and those subjects also had more abstinent days than subjects in any other group. The nature of adequate follow-up procedures and measures is discussed. Implications of these findings for alcoholism treatment are considered.     

A diachronic perspective on peer disagreement in veritistic social epistemology

The main issue in the epistemology of peer disagreement is whether known disagreement among those who are in symmetrical epistemic positions undermines the rationality of their maintaining their respective views. Douven and Kelp have argued convincingly that this problem is best understood as being about how to respond to peer disagreement repeatedly over time, and that this diachronic issue can be best approached through computer simulation. However, Douven and Kelp’s favored simulation framework cannot naturally handle Christensen’s famous Mental Math example. As a remedy, I introduce an alternative (Bayesian) simulation framework, Laputa, inspired by Alvin Goldman’s seminal work on veritistic social epistemology. I show that Christensen’s conciliatory response, reasonably reconstructed and supplemented, gives rise to an increase in epistemic (veritistic) value only if the peers continue to recheck their mental math; else the peers might as well be steadfast. On a meta-level, the study illustrates the power of Goldman’s approach when combined with simulation techniques for handling the computational issues involved.

     

Working psychodynamically and psychosocially with women who have been raped

In this paper, I analyse aspects of the experience of some female University students who have been raped drawing on a Kleinian psychoanalytic perspective and Layton’s concept of ‘normative unconscious processes’. I suggest that Klein’s writing provides a theoretical basis for thinking about the projective and introjective processes that may be at play between perpetrator and ‘victim’. Here, I focus upon Kleinian conceptualisations of castration anxiety, fragmentation, envy, greed and guilt. In terms of ‘normative unconscious processes’, I explore how castration anxiety (in a more symbolic sense of powerlessness), fragmentation, envy, greed and guilt may also operate within social discourses around sexual violence. Specifically, I draw upon Freyd’s concept of DARVO and Payne’s Rape Myth Acceptance Scale which both explain ‘victim blaming’ in terms of the social reversal of the positions of perpetrator and ‘victim’. I illustrate this social process with reference to representations of rape within the mainstream media. My hypothesis is that, although the ‘psychic’ and the ‘social’ are two contrasting positions theoretically, it is possible to draw on both of them to make sense of the experience of working with rape clinically.

The clinical context of this paper is my work as a psychodynamic counsellor at a modern London-based University. I draw on composite case studies of women who have been raped, drawing on both ‘psychic’ and ‘social’ perspectives. I seek to explore how the ‘psychic’ and the ‘social’ can be integrated in different ways depending upon the clinical situation. I suggest that they can be mutually enriching ways of working. Through approaching how the ‘psychic’ and the ‘social’ might interrelate from a clinical viewpoint, I conclude that the idea of ‘working psychosocially’ is of most use when approached as a flexible concept that different clinicians may draw on in different ways with different patients.     

Perceptions of the Nature of Happiness: Cultural,but Related to the Dynamics of the Human Mind and the Gratification of General Needs

In her book ‘Happiness’ Laura Hyman identifies some discourses, as defined by Foucault, about happiness among 19 middle-class respondents in the UK. A discourse is a way of thinking and communicating about some issue, and comparable to a ‘perception’ or a’ view’. The dominant ‘Therapeutic Discourse’, is based on the view that happiness is an individual and normative challenge; it is to be worked on by selfcare and self-knowledge. A somewhat contradictory discourse puts more priority on social relations, as a condition for happiness. Hyman explains the co-existence of these discourses as a consequence of individualization. Individualization puts more priority on individual responsibility, but can easily lead to a neglect of social relations. It is difficult to assess the universality of these discourses, because the sample of respondents is very homogeneous. If individualization is an important factor we might expect different discourses in more collectivistic cultures. There are, however, theoretical reasons to believe that these discourses are rather universal. We may expect that the gratification of general needs is important. If certain needs are not gratified they will get more attention, and more priority, in a discourse about happiness. The ‘Therapeutic Discourse’, more in particular, is apparently a logical consequence of the dynamics of the human mind. The characteristics of the human consciousness clearly support this discourse. We need more empirical research, about discourses in different cultures, to find out for sure!