forward thinking: preparing our youth for the coming world october 24 - 25, 2011
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Changing Contexts and Moving Targets: Assessing Positive Peer Influences on Mental Health Across Developmental Transitions. FORWARD THINKING: PREPARING OUR YOUTH FOR THE COMING WORLD OCTOBER 24 - 25, 2011 University of Virginia Charlottesville, Virginia. - PowerPoint PPT PresentationTRANSCRIPT
FORWARD THINKING: PREPARING OUR YOUTH FOR THE COMING WORLD
OCTOBER 24 - 25 , 2011 UNIVERSITY OF VIRGINIA
CHARLOTTESVILLE, VIRGINIA
Changing Contexts and Moving Targets:
Assessing Positive Peer Influences on Mental Health Across Developmental
Transitions
Bonnie Leadbeater, Jacqueline Homel, Kara Thompson and Paweena Sukhawathanakul
Positive Peer Influences in Childhood
The quality of peer relationships in early childhood is associated with: Greater levels of well-being (Holder &
Coleman, 2009); Lower levels of peer victimization (Ladd,
2006); Greater school engagement (Perdue, et al.
2009)
Positive Peer Influences in Adolescents on
Psychological adjustment (Hirsch & DuBois)
School engagement (Li, Lerner)Civic engagement and volunteering
(Youniss, Flanagan )Emotional distress (Newcomb & Bentler,
Allen)Substance use and delinquency
(Prinstein & Boergers, Allen & Antonishak, Catalano, Hawkins, etc.)
Driving (Brown)
Assessing Positive Peer Influences
Often assessed as individual traits
Friendship quality,Reciprocated “best” friends Emotional or social support, Sociomemetric status (accepted,
liked)
or the absence of associations with negative peer activities
Assessment is complicated in longitudinal studies
Peer influences are broader than close friendships,
Peer networks change (often frequently) over time
Changes in contexts fuel changes in peer networks Annual classroom re-organizations School transitions: elementary to middle school create
larger peer networks Shifts in interest (giving up band for shop, joining a
team) Family moves Developmental transitions (e. g. late adolescence to
early adulthood) Starting romantic relationships (often short term)
Outline: To open discussion
I am going to BRIEFLY present two of our efforts to conceptualize peer influences over time:
1. A study of individual and classroom effects of social competence and social responsibility in first to third grade students
2. A study of emotional support and positive peer activities in a sample of youth 12 to 18 whom we have followed for 6 years across the transition to young adulthood .
Study 1: Children in grades 1 to 3
With the elementary school children, we assessed the mediating effects of individual and classroom levels of variables at the intersection of individual and peer relationships:
Social competence and Social responsibility
and their effects as mediators of the relationship between peer victimization and internalizing or aggression
A WITS Program Evaluation
Sample
Baseline Time 1 Time 2
• Fall of 2006
• N = 830
Grades 1 to 3
• Fall of 2007
• N = 737
• Spring of 2008
• N = 732
(www.witsprogram.ca)
Measures: Its all about interactions
Physical and Relational Victimization: Child Report: Social Experience Questionnaire
Social Responsibility: Teacher Ratings • “Is friendly, caring, & helpful to others”; “Helps solve peer
conflicts”
Behavior Assessment System for Children (BASC) Parent ratings • Aggression “Teases others”, “ “Threatens to hurt others” • Internalizing ‘‘Worries’’, ‘‘Appears unhappy, sad’’• Social Competence
• Social skills: “congratulates others when good things happen to them”,
• Leadership: “is good at getting people to work together”,• Adaptability: “recovers quickly after a setback.”
(Crick & Grotpeter, 1996; Leadbeater & Sukhawathanakul, 2011; Reynolds & Kamphaus, 2004)
Assessing classroom levels
Classroom level scores were computed for each child as the average of his or her classmates’ social competence and social responsibility
i.e. without the influence of the child’s own score
(following Kellam, Aber etc.)
Effects of Victimization on Internalizing
Effects of Victimization on Aggression
Conclusion: quality of interactions matter
Children’s social competence with a variety of peers mediate the link between peer victimization and increases in mental health problems
Children’s socially responsible roles within classrooms may reduce the effects of victimization on internalization and aggression (by setting protective norms?)
Assessing classroom norms may require class level observational methods or annual renewal of sample to increase class size.
Study 2: Assessing positive peer influences across the transition to young adulthood
Using an accelerated longitudinal design we computed the trajectories of peer support and positive and negative
activities with peers and anxiety symptoms
We then asked Whether initial levels and changes in peer
support and peer activities predict changes in anxiety symptoms.
Data from the Victoria Healthy Youth Survey
Time 1 Time 2 Time 3 Time 4
Spring 2003
• N = 662 (48% boys)
12 to 18 years (Mean 15.5)
Spring 2005
• N = 578 (87%) (47% boys)
14 to 20 years
Spring 2007
• N = 538 (81%) (46% boys)
16 to 22 years
Fall 2009
• N = 459 (70%) (44% boys)
18 to 25 years
Measures
Covariates Age, SES
Anxiety Symptoms Brief Child and Family Phone Interview
(Cunningham et al 2009)
Peer Emotional Support e.g. ‘I rely on my friends for emotional
support’ ‘My peers are good at helping me to solve problems
Quality of interactions with peers
Positive Peer Activities Difference between number of positive
activities (playing sport, working hard in school, performing, church or spiritual groups) and negative activities (smoking, drinking & using drugs, gangs, panhandling). Higher values indicate more positive activities.
Mean number of activities averaged across all waves is controlled to remove effects of more activity from the difference score.
Univariate trajectories of anxiety
T1 T2 T3 T45
5.25
5.5
5.75
6
6.25
6.5
6.75
7
MalesFemales
Time
Sy
mp
tom
Le
ve
l (0
-12
)
β = .26**
β = .21†
Univariate trajectories of peer support
T1 T2 T3 T44
5
6
7
8
9
MalesFemales
Time
Le
ve
l of
Su
pp
ort
(0
-9)
β=.08
β= .03
Univariate trajectories of peer activities
T1 T2 T3 T40
1
2
3
4
Positive activities Males
Positive activities Females
Negative activities Males
Negative activities Females
Time
Nu
mb
er
of
ac
tiv
itie
s
β= -.01
β = -.13 ***
β = .16 ***
β= .25***
Intercept
Slope
11
111
0
2 3
Intercept Slope
11
111
0
2 3
Intercept Slope
11
1110
2 3
AnxietyT1
AnxietyT2
AnxietyT3
AnxietyT4
Support T1
Support T4
Support T3
Support T2
Activities T1
Activities T2
Activities T3
Activities T4
Figure 4: Association between peer support, peer activities and anxiety symptoms over time
-.08 (-.52*)
-.11*(-.07)*
Coefficients for females are shown in parentheses
Conclusions: Interactions matter
Social support is stable across the transition to young adulthood and adolescent levels predict levels of anxiety in females.
Opportunities for positive peer activities decline and negative activities increase over the transition to young adulthood. BUT
Higher levels of positive activities in adolescence predict declines in anxiety over time for boys and girls.
Can we measure positive peer influences over time?
Peer (and romantic) relationships change frequently and vary systematically with context changes.
Assessing the effects of peer influences may need to take into account the values, beliefs and opportunities offered by the contexts of these influences – neighborhoods, schools, classrooms, colleges, residences, workplaces, etc. and the opportunities that these settings afford for positive interactions with peers.
Thinking forward?
How can we tap positive peer interactions across developmental stages and changing contexts ?
How can we improve opportunities for the positive peer interactions at each developmental stage and across transitions ?