家庭功能与青少年消极冒险行为的关系:一个有调节的中介模型

为探讨家庭功能影响青少年消极冒险行为的作用机制及条件,采用青少年冒险行为问卷、家庭功能问卷、自尊问卷、同伴群体特征问卷对山东省日照市940名初高中学生进行调查。结果发现:(1)家庭功能不良不仅可直接预测青少年更多的消极冒险行为,而且也可通过使青少年交往更多不良同伴进而使其冒险行为进一步增多;(2)不良同伴交往对青少年消极冒险行为的预测受到个体自尊的调节。低自尊个体更容易受到不良同伴交往的影响而发生更多的消极冒险行为,表现出两风险因素的叠加效应。研究结果提示,家庭是青少年健康成长的基础,家庭功能不良可使青少年适应不良,塑造良好的同伴环境、培养良好的自我素质或可降低这一风险。     

A meta‐analysis of the differential relations of traditional and cyber‐victimization with internalizing problems

This meta‐analysis examined the associations between cyber‐victimization and internalizing problems controlling for the occurrence of traditional victimization. Twenty independent samples with a total of 90,877 participants were included. Results confirmed the significant intercorrelation between traditional and cyber‐victimization (r = .43). They both have medium‐to‐large bivariate correlations with internalizing problems. Traditional victimization (sr = .22) and cyber‐victimization (sr = .12) were also uniquely related to internalizing problems. The difference in the relations between each type of victimization and internalizing problems was small (differential d = .06) and not statistically significant (p = .053). Moderation of these effect sizes by sample characteristics (e.g., age and proportion of girls) and study features (e.g., whether a definition of bullying was provided to participants and the time frame used as reference) was investigated. Results are discussed within the extant literature on cyber‐aggression and cyber‐victimization and future directions are proposed.

     

Peer Rejection and Internalizing Behavior: The Mediating Role of Peer Victimization in Preschool

The author examined the relationship among peer rejection, peer victimization, and internalizing behaviors. The author hypothesized that physical and relational victimization would have a different indirect effect on the relationship between peer rejection and internalizing behaviors. Participants were 94 preschool children (37 girls; average age 49.97 months) from two university preschools located in the northern part of the United States. The results indicated that internalizing behaviors predicted the mediating variables only regarding relational victimization. Relational victimization indirectly affected the association between peer rejection and internalizing behaviors. The study provides evidence of the mediating effect of victimization behaviors on the relationship among peer rejection, victimization, and internalizing behaviors.     

Young Children's ability to Discriminate between Antisocial and Prosocial Teases

The present study was designed to (a) examine 5- to 8-year-old children's ability to discriminate between antisocial and prosocial teases and (b) determine whether their age and experiences within the home are associated with their ability to recognize these two types of teases. Results revealed that the 5- to 8-year-old children were able to discriminate between antisocial and prosocial teases. Although the children's parents or legal guardians indicated that the children had more frequent experience with prosocial than antisocial teases in the home, (a) the children were better able to correctly identify the intent of antisocial teasers than prosocial teasers and (b) the parents or legal guardians (correctly) indicated that their child would be better able to recognize an antisocial tease than a prosocial tease. Despite the finding that the children's comprehension of antisocial teasing tended to exceed their comprehension of prosocial teasing, the findings indicate that being relatively young (i.e., 5–6 years old vs. 7–8 years old) and having relatively frequent experience with antisocial teasing in the home may be associated with some children's difficulty in recognizing the intent behind antisocial teases.     

A church-based peer-led group intervention for mental illness

Religion and spirituality (R/S) can be powerful supports and provide important coping resources for individuals in recovery. Faith communities seem to offer many advantages for recovery-oriented support, but have rarely been the setting for empirically examined psychosocial rehabilitation efforts. This study describes the outcomes for individuals in Living Grace Groups (LGGs), a peer-led group intervention for mental illness that is based in churches and integrates R/S. Persons at all active LGGs were surveyed before and after participation using well-validated scales for recovery, psychiatric symptoms, and spirituality. LGGs attracted individuals with a broad range of persistent psychiatric difficulties, who described religion as important to them and rated the groups as very helpful. Participants reported improvements in recovery and spirituality as well as reductions in psychiatric symptoms. R/S-integrated support groups may improve care by increasing cultural match, as well as providing more access to recovery-oriented care by tapping the resources of faith communities.     

Children's Theory of Mind,Self‐Perceptions,and Peer Relations: A Longitudinal Study

This longitudinal study explored Theory of Mind (ToM), self‐perceptions, and teacher ratings of peer relations of 91 children (52 females, ages 6–8 years) drawn from two schools situated in a mainly Euro‐Canadian, middle socioeconomic status, semi‐rural central Canadian context. ToM, self‐perceptions, and teacher ratings of peer relations were assessed at Time 1 (T1, M = 6 y 2 m) and 2 years later at Time 2 (T2, M = 8 y 5 m). Findings showed that ToM scores and perceptions of global self‐worth and physical appearance significantly increased with time across both genders. Positive longitudinal associations were found between teacher ratings of sociable peer relations at T1 and children's T2 moral self‐perceptions. A positive longitudinal correlation was found between T1 ToM and T2 teacher ratings of anxious/fearful peer relations. Individual variation in ToM at age 6 predicted teacher ratings of anxious and fearful behaviours in 8 year olds. In contrast, teacher ratings at age 6 did not predict ToM ability in 8 year olds. Educational implications for social and emotional competencies are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

Child,Parenting, and Situational Characteristics Associated with Toddlers' Prosocial Behaviour

The infant and toddler years are crucial for the development of prosocial behaviour, such as helping, sharing, comforting and cooperation. Recent evidence suggests that the correlates of different types of prosocial behaviour may differ. The current study investigated whether child, maternal parenting and situational characteristics were differentially associated with toddlers' cooperation and concern with a peer. The sample, drawn from the National Institute of Child Health and Human Development Study of Early Child Care, included the 612 children who participated in the 36‐month dyadic play session and their mothers. The results indicated that girls were more cooperative and expressed more concern than boys. Greater sustained attention to toys was associated with lower cooperation. Children were more cooperative with peers who engaged in more positive social interaction, and expressed more concern with peers that they had a close relationship with. Maternal sensitivity at 24 months was associated with greater cooperation when the peer engaged in more positive social behaviour. Finally, both maternal sensitivity and cognitive stimulation at 15 months indirectly influenced toddlers' cooperation through maternal sensitivity at 24 months, underscoring the predictive power of early parenting when children are rapidly developing the capacity to engage in prosocial behaviour. Overall, the results highlight some differences in the correlates of toddlers' cooperation and concern. Copyright © 2015 John Wiley & Sons, Ltd.