Academic literature on the topic 'Adolescence Adolescent psychology Social interaction in adolescence'
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Journal articles on the topic "Adolescence Adolescent psychology Social interaction in adolescence"
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Kandler, Christian, Trine Waaktaar, René Mõttus, Rainer Riemann, and Svenn Torgersen. "Unravelling the Interplay between Genetic and Environmental Contributions in the Unfolding of Personality Differences from Early Adolescence to Young Adulthood." European Journal of Personality 33, no. 3 (May 2019): 221–44. http://dx.doi.org/10.1002/per.2189.
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In two studies, we examined the genetic and environmental sources of the unfolding of personality trait differences from childhood to emerging adulthood. Using self–reports from over 3000 representative German twin pairs of three birth cohorts, we could replicate previous findings on the primary role of genetic sources accounting for the unfolding of inter–individual differences in personality traits and stabilizing trait differences during adolescence. More specifically, the genetic variance increased between early (ages 10–12 years) and late (ages 16–18 years) adolescence and stabilized between late adolescence and young adulthood (ages 21–25 years). This trend could be confirmed in a second three–wave longitudinal study of adolescents’ personality self–reports and parent ratings from about 1400 Norwegian twin families (average ages between 15 and 20 years). Moreover, the longitudinal study provided evidence for increasing genetic differences being primarily due to accumulation of novel genetic influences instead of an amplification of initial genetic variation. This is in line with cumulative interaction effects between twins’ correlated genetic makeups and environmental circumstances shared by adolescent twins reared together. In other words, nature × nurture interactions rather than transactions can account for increases in genetic variance and thus personality variance during adolescence. © 2019 European Association of Personality Psychology
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Guyer, Amanda E., Justin D. Caouette, Clinton C. Lee, and Sarah K. Ruiz. "Will they like me? Adolescents’ emotional responses to peer evaluation." International Journal of Behavioral Development 38, no. 2 (January 23, 2014): 155–63. http://dx.doi.org/10.1177/0165025413515627.
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Relative to children and adults, adolescents are highly focused on being evaluated by peers. This increased attention to peer evaluation has implications for emotion regulation in adolescence, but little is known about the characteristics of the evaluatee and evaluator that influence emotional reactions to evaluative outcomes. The present study used a computer-based social evaluation task to examine predictors of adolescents’ emotional responses to feedback from unknown peers. Nine-to-seventeen-year-olds ( N = 36) completed the “chatroom task” and indicated the degree to which each peer would be interested in interacting with them and how good they felt after receiving acceptance and rejection feedback from peers. We examined whether adolescents’ age and gender impacted their emotional responses to being accepted or rejected by peers of different age groups (i.e., early or middle adolescence) and genders. We also tested whether expectations about peers’ interest was associated with variability in adolescents’ emotional responses to the evaluative outcome. Upon being accepted by middle adolescent male peers, females in the middle relative to early years of adolescence reported greater well-being, whereas males reported similar levels of well-being regardless of their own age. Following acceptance from middle adolescent female peers, females reported greater well-being than males. Adolescents with high expectations for being liked by peers felt better after being accepted versus rejected relative to those with low expectations. For adolescents with low expectations, acceptance and rejection were associated with similar levels of well-being. Adolescents’ emotional responses to peer evaluation are influenced by specific individual characteristics and antecedent preparation for evaluation that may serve an emotion regulatory purpose.
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Holmes, George R., Yuji Sakano, Georgia H. Doran, James R. Doran, and Joseph Cautela. "Japanese High School and College Students' Responses to the Adolescent Reinforcement Survey Schedule." Psychological Reports 75, no. 2 (October 1994): 995–1006. http://dx.doi.org/10.2466/pr0.1994.75.2.995.
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Factor-analyzed correlations among items of the Japanese Adolescent Reinforcement Survey Schedule by Japanese high school students ( N = 939) and college students ( N = 500) were compared to investigate the changes in reinforcers between mid- and late adolescence, gender differences, and the specific groupings of reinforcers which suggest certain interventions for either or both groups of adolescents. The factor analysis yielded ten interpretable factors in both groups. These factors were similar and did not suggest a dramatic shift in reinforcers between mid- and late adolescence. Items related to heterosexual activities and antisocial behaviors were rated as more pleasurable by males and items related to interpersonal relationships and academic activities were rated as more pleasurable by females. Since both groups of students attach high reinforcement value to interpersonal interaction with peers and family members, interventions focusing on social skills development might be popular and well attended.
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Hein, Tyler C., Leigh G. Goetschius, Vonnie C. McLoyd, Jeanne Brooks-Gunn, Sara S. McLanahan, Colter Mitchell, Nestor L. Lopez-Duran, Luke W. Hyde, and Christopher S. Monk. "Childhood violence exposure and social deprivation are linked to adolescent threat and reward neural function." Social Cognitive and Affective Neuroscience 15, no. 11 (October 26, 2020): 1252–59. http://dx.doi.org/10.1093/scan/nsaa144.
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Abstract Background Childhood adversity is, unfortunately, highly prevalent and strongly associated with later psychopathology. Recent theories posit that two dimensions of early adversity, threat and deprivation, have distinct effects on brain development. The current study evaluated whether violence exposure (threat) and social deprivation (deprivation) were associated with adolescent amygdala and ventral striatum activation, respectively, in a prospective, well-sampled, longitudinal cohort using a pre-registered, open science approach. Methods One hundred and sixty-seven adolescents from the Fragile Families and Child Wellbeing Study completed functional magnetic resonance imaging (fMRI) scanning. Prospective longitudinal data from ages 3, 5 and 9 years were used to create indices of childhood violence exposure and social deprivation. We evaluated whether these dimensions were associated with adolescent brain function in response to threatening and rewarding faces. Results Childhood violence exposure was associated with decreased amygdala habituation (i.e. more sustained activation) and activation to angry faces in adolescence, whereas childhood social deprivation was associated with decreased ventral striatum activation to happy faces in adolescence. These associations held when adjusting for the other dimension of adversity (e.g., adjusting for social deprivation when examining associations with violence exposure), the interaction of the two dimensions of adversity, gender, internalizing psychopathology, and current life stress. Conclusions Consistent with recent theories, different forms of early adversity were associated with region-specific differences in brain activation.
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Baird, Sarah, Sarah Alheiwidi, Rebecca Dutton, Khadija Mitu, Erin Oakley, Tassew Woldehanna, and Nicola Jones. "Social Isolation and Disrupted Privacy." Girlhood Studies 13, no. 3 (December 1, 2020): 98–115. http://dx.doi.org/10.3167/ghs.2020.130308.
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The COVID-19 pandemic and subsequent lockdown has shattered the everyday lives of young people, limiting peer interactions and disrupting privacy, with potential for long-term detrimental impacts. This study uses rapid virtual quantitative and qualitative surveys undertaken from April to July 2020 with over 4,800 adolescents affected by displacement in Bangladesh and Jordan to explore adolescent girls’ experiences of social isolation and lack of privacy. Our mixed-methods findings suggest that the pandemic and policy response has caused sharp restrictions on privacy and substantially limited interactions with peers, with larger impacts on girls, particularly those with disabilities. For girls, digital exclusion exacerbates these gender differences. Given that privacy and peer interactions are paramount during adolescence, age-, gender-, and disability-responsive programming is essential to ensure future wellbeing.
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Allen, Joseph P., Rachel K. Narr, Emily L. Loeb, and Alida A. Davis. "Beyond deviancy-training: Deviant adolescent friendships and long-term social development." Development and Psychopathology 31, no. 5 (September 9, 2019): 1609–18. http://dx.doi.org/10.1017/s095457941900083x.
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AbstractAdolescent association with deviant and delinquent friends was examined for its roots in coercive parent–teen interactions and its links to functional difficulties extending beyond delinquent behavior and into adulthood. A community sample of 184 adolescents was followed from age 13 to age 27, with collateral data obtained from close friends, classmates, and parents. Even after accounting for adolescent levels of delinquent and deviant behavior, association with deviant friends was predicted by coercive parent–teen interactions and then linked to declining functioning with peers during adolescence and greater internalizing and externalizing symptoms and poorer overall adjustment in adulthood. Results are interpreted as suggesting that association with deviant friends may disrupt a core developmental task—establishing positive relationships with peers—with implications that extend well beyond deviancy-training effects.
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Allen, Joseph P., Bonnie J. Leadbeater, and J. Lawrence Aber. "The relationship of adolescents' expectations and values to delinquency, hard drug use, and unprotected sexual intercourse." Development and Psychopathology 2, no. 1 (January 1990): 85–98. http://dx.doi.org/10.1017/s0954579400000614.
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AbstractThis study examined adolescents' expectations and values about how competent behaviors would work for them in difficult social situations and explored the relation of these appraisals to adolescents' delinquency, drug use, and sexual intercourse without use of adequate birth control. Several lines of research on the determinants of adolescent achievement motivation, social competence, and various problem behaviors are integrated within a unified framework based on both motivational and cognitive-social learning theories. One hundred adolescents at-risk for problematic behaviors, aged 15½–18, received structured interviews measuring their expectations of self-efficacy in performing socially competent behaviors, their expectations about the outcomes of these behaviors, their values toward these behaviors, their perceptions of the values of peers, and their identification with the values of important adults. Adolescents also reported their recent levels of delinquency, hard drug use, and unprotected sexual activity. Adolescents' expectations and values were significantly related to all three problem behaviors; males' low efficacy expectations and females' lack of identification with an adult's values were the strongest correlates of problem behaviors. Adolescents' expectations and values are considered as potentially important aspects of adolescents' models of themselves in social interactions, which may mediate the link between problematic family relationships in childhood and deviant behavior in adolescence.
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Lau, Jennifer Y. F., Alice M. Gregory, Michelle A. Goldwin, Daniel S. Pine, and Thalia C. Eley. "Assessing gene–environment interactions on anxiety symptom subtypes across childhood and adolescence." Development and Psychopathology 19, no. 4 (2007): 1129–46. http://dx.doi.org/10.1017/s0954579407000582.
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AbstractConsistent evidence shows both genetic and stress-related risks on child and adolescent anxiety, yet few studies have considered the degree to which genetic effects are moderated by stress (gene–environment interaction). We used longitudinal data from both a child and adolescent sample of twins to examine three novel issues on the presence of gene–environment interaction on anxiety symptoms. First, we assessed moderation of genetic risks on anxiety symptoms by negative life events in each age group. Second, by distinguishing between “stable” and “age-specific” genetic factors, we explored the continuity of gene–environment interaction across time and/or its emergence at specific ages. Third, we compared the presence of gene–environment interaction across different symptom types (general, panic, social, and separation). Genetic effects on separation anxiety symptoms in childhood (mean age = 8 years, 6 months) and panic anxiety symptoms in adolescence (mean age = 15 years) increased across independent negative life events. Shared environmental effects on separation anxiety symptoms and nonshared environmental effects on general anxiety symptoms in adolescence were also moderated by negative life events. We interpret these preliminary findings tentatively in the context of gene–environment interaction on anxiety in general, and on early separation and later panic anxiety in particular.
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Rao, Devanshi Sudhindar, and Aneesh Kumar. "Development and Validation of the Social Media Self-Esteem Scale for Adolescents." International Journal of Cyber Behavior, Psychology and Learning 10, no. 4 (October 2020): 1–13. http://dx.doi.org/10.4018/ijcbpl.2020100101.
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Development of the self is a vital aspect during the period of adolescence. Interaction with peers contributes to the development of various aspects of self. Due to the technological advances in today's times, adolescents interact with their peers through social media sites and portals. It is essential to study this development in light of the increasing use of social media by adolescence. Thus, the study aimed at developing an item pool to tap the construct of social media influencing self-esteem of adolescents following the procedure of tool construction. Participants included adolescents ranging between 16 to 18 years of age, who have at least one social media account for personal use. There were 110 participants for the first phase and 397 participants for the second phase of the study. The scale has eight items with the overall reliability of .7. It indicates a fitting measure of self-esteem influenced by social media, with looking-glass self theory, according to which individuals develop their self, based on their perceptions of others responses to their behaviour.
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Richards, J. S., C. A. Hartman, B. F. Jeronimus, J. Ormel, S. A. Reijneveld, R. Veenstra, F. C. Verhulst, W. A. M. Vollebergh, and A. J. Oldehinkel. "Beyond not bad or just okay: social predictors of young adults’ wellbeing and functioning (a TRAILS study)." Psychological Medicine 49, no. 09 (September 19, 2018): 1459–69. http://dx.doi.org/10.1017/s0033291718001976.
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AbstractBackgroundVarious childhood social experiences have been reported to predict adult outcomes. However, it is unclear how different social contexts may influence each other's effects in the long run. This study examined the joint contribution of adolescent family and peer experiences to young adult wellbeing and functioning.MethodsParticipants came from the TRacking Adolescents’ Individual Lives Survey (TRAILS) study (n = 2230). We measured family and peer relations at ages 11 and 16 (i.e. family functioning, perceived parenting, peer status, peer relationship quality), and functioning as the combination of subjective wellbeing, physical and mental health, and socio-academic functioning at age 22. Using structural equation modelling, overall functioning was indicated by two latent variables for positive and negative functioning. Positive, negative and overall functioning at young adulthood were regressed on adolescent family experiences, peer experiences and interactions between the two.ResultsFamily experiences during early and mid-adolescence were most predictive for later functioning; peer experiences did not independently predict functioning. Interactions between family and peer experiences showed that both protective and risk factors can have context-dependent effects, being exacerbated or overshadowed by negative experiences or buffered by positive experiences in other contexts. Overall the effect sizes were modest at best.ConclusionsAdolescent family relations as well as the interplay with peer experiences predict young adult functioning. This emphasizes the importance of considering the relative effects of one context in relation to the other.
Dissertations / Theses on the topic "Adolescence Adolescent psychology Social interaction in adolescence"
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Mandell, Isabelle N. "Sexualized behavior, likeability and aggression in mixed gender adolescent peer groups : how are they related? /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072599.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 108-116). Also available for download via the World Wide Web; free to University of Oregon users.
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De, Wet Cecilia. "Die verband tussen gesinsorg en interpersoonlike skemas in adolessensie." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52794.
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Thesis (PhD)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: An increasing number of children in South Africa are deprived of adequate parental care. Factors exacerbating the situation are the deaths of parents due to HIV/AIDS and contextual stressors like poverty and violence. Children removed from family care in accordance with stipulations of the Act on Child Care, were all exposed to factors of inadequate care like a lack of basic means of existence and/or physical, emotional or spiritual neglect or sexual abuse. The current thesis tried to determine to what extend these factors influence the social development of children. Theories of psychosocial development have shown that optimal social development starts with securing a strong positive and reciprocal emotional bond with the primary caregiver. This is the basis of personal security and interpersonal trust upon which further developmental elements like a positive self image, autonomy, pro-social behaviour, emotional well-being, moral values, the ability to find solutions to problems, self control and expectations about the future, will be based. Schema theory has confirmed the importance of positive developmental experiences in establishing positive expectations about social interaction. Negative developmental experiences will lead to dysfunctional schemas and selective processing of information. This will negatively influence emotional well-being, the ability to solve interpersonal problems and realistically assessing the self and others. Dysfunctional interpersonal patterns, inappropriate social behaviour and a less positive expectation of the future, will follow. Patterns of parental care are still important in adolescence and influence body image, sexual identity, academic achievement, career aspirations, values, autonomy and emotional well-being. Negative patterns of parenting, like loveless over-control and child abuse, lead to dysfunctional interpersonal expectations. Residential care increases the risk of diffused bonding, unless sufficient preventive measures are put in place. In the current thesis ten elements of interpersonal schemas were identified according to the above theories. Statistical comparisons of the elements were done using two groups of adolescents. Adolescents in the first group were removed from parental care in accordance with the Act on Child Care, while adolescents in the second group experienced continuous and adequate parental care. The results supported all of the hyphotheses, with a measure of ambivalence about autonomy. Psychosocial history was proved to be a measurable discriminating factor in adolescent interpersonal schemas. Sex proved to be a further discriminating factor in some elements. Girls were influenced most by the presence or lack of family security. In a second section, current programmes for social empowerment in use in children's homes, were evaluated according to the above results. Indications were given about possible adaptations and additions to therapeutic and skills programmes, the role of substitute families and character traits of staff that may help in limiting the risks of residential care.
AFRIKAANSE OPSOMMING: 'n Toenemende getal kinders in Suid-Afrika ontbeer deurlopende en toereikende gesinsorg. Faktore wat hiertoe bydra, is ouersterftes weens MIVNIGS en kontekstuele stressors soos armoede en geweld. Kinders wat uit gesinsorg verwyder word weens die bepalings van die Wet op Kindersorg, was almal blootgestel aan faktore van ontoereikende sorg soos gebrekkige bestaansmiddele en/of fisieke, emosionele of geestelike verwaarlosing of seksuele misbruik. Hierdie proefskrif het probeer vasstel in watter mate dié faktore die sosiale ontwikkeling van kinders beïnvloed. Teorieë omtrent psigososiale ontwikkeling toon aan dat optimale sosiale ontwikkeling begin by die vestiging van 'n sterk positiewe en wederkerige emosionele band met 'n primêre bindingsfiguur. Dit vorm die basis van persoonlike sekuriteit en interpersoonlike vertroue, waarop ontwikkelingselemente soos 'n positiewe selfsiening, outonomie, pro-sosialiteit, emosionele welstand, morele waardes, probleemoplossingsvaardighede, selfbeheer en toekomsverwagting gebaseer is. Skema-teorie bevestig die belang van positiewe ontwikkelings-ervarings in die daarstel van positiewe verwagtings omtrent sosiale interaksie. Negatiewe ontwikkelings-ervarings lei tot disfunksionele skemas, waarin inligting selektief verwerk word. Dit het 'n negatiewe uitwerking op emosionele welstand, die vaardigheid om interpersoonlike probleme op te los en realisties oor die self en ander te oordeel. Die gevolg is patrone van interpersoonlike wanaanpassing, ontoepaslike sosiale optrede en 'n minder positiewe toekomsverwagting. In adolessensie speelouerskapspatrone steeds 'n rol ten opsigte van liggaamsbeeld, geslagsidentiteit, akademiese prestasie, beroepsideale, waardes, outonome optrede en emosionele welstand. Negatiewe ouerskapspatrone, soos oormatige en liefdelose beheer en kindermishandeling, lei tot disfunksionele interpersoonlike verwagtings. Residensiële sorg verhoog die risiko vir diffuse bindingsgedrag, tensy doeltreffende voorsorgmaatreëls daargestel word. In die proefskrif is tien elemente van interpersoonlike skemas aan die hand van die teoretiese uiteensetting geïdentifiseer. 'n Statistiese vergelyking ten opsigte van die elemente is gedoen met twee groepe adolessente. Die eerste groep is weens wetlike bepalings uit ouersorg verwyder, terwyl die tweede groep deurlopende en toereikende ouersorg ervaar het. Die resultate het al die hipoteses ondersteun, met 'n mate van ambivalensie omtrent outonomie. Psigososiale geskiedenis was dus 'n meetbare onderskeidingsfaktor ten opsigte van interpersoonlike skemas in adolessensie. Geslag was 'n verdere meetbare faktor by sommige elemente. Dogters was die meeste beïnvloed deur die teenwoordigheid van óf gebrek aan gesinsekuriteit. In 'n tweede afdeling, is die bestaande programme van sosiale bemagtiging in kinderhuise geëvalueer in die lig van bogenoemde resultate. Aanbevelings is gedoen oor die aanpassing en uitbouing van terapeutiese en vaardigheidprogramme, die rol van substituut-gesinne en die eienskappe van personeel wat kan bydra om die risiko's van inrigtingsorg te verminder.
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Ricketts, Jennifer J. "Adolescents and power understandings of power, and deconstruction of negative peer interactions /." Connect to this title online, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20041217.122437.
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Brooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.
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Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
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Mostert, Petronella Louisa. "Determining the relationship between the body image of adolescent girls and their academic achievement, social involvement and sport participation : a pilot study." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003373.
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Ever since the earliest times much emphasis has been placed on the physical appearance of women. Particularly in western cultures idealized images of perfection are constantly promoted and the message that comes across in various media outlets is that a woman ought to have a 'perfect' appearance in order to be competent and desirable. This puts a great deal of stress on women and particularly on adolescent girls who are going through a phase of increased sensitivity about their appearance. The literature suggests that people, and women in particular, are fundamentally affected by the way they view their bodies. The body image furthermore has a strong relationship with the self concept, which affects other areas of a person's life such as her academic achievement and her social 'life. Against this background an attempt was made in this study to determine the relationship between the body image of adolescent girls and their academic achievement, their sport participation and their social involvement. The subjects were 180 girls drawn from two rural secondary schools. The survey involved the completion of two questionnaires, namely an adapted form of the Physical Self Subscale of the Tenessee Self Concept Scale (used to determine a score for body image) and a questionnaire on social involvement and sport participation, which was drawn up by the researcher. Biographic data as well as academic scores were gathered from school records. Data was analysed statistically by means of the BMDP Software Version 1990: programme (Sun Unix). Pearson's chi square tests of independence, as well as a one-way analysis of variance with co-variate were carried out. The results reveal that the body image and academic achievement of this group of girls are not significantly correlated. There are, however, significant correlations between the body image and social involvement of these girls, between their body image and sport participation, as well as between their social involvement and sport participation. iv These findings have important implications for"'e"ducation and consideration is given to addressing these issues in schools.
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Lopez, Cristy Rene. "Peer victimization and rejection in early adolescence /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036844.
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Weiss, Virginia G. "EFFECTS OF SOCIAL INTERACTION ON MORPHINE CONDITIONED PLACE PREFERENCE IN ADOLESCENT MALE RATS." UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/144.
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The fact that adolescents commonly initiate drug use in social settings is well established. Both clinical and preclinical research has investigated how social interaction is altered by a variety of drugs of abuse. What is less understood is how the rewarding value of drugs of abuse is affected by the presence of social peers. This dissertation aimed to investigate the interaction of morphine and social play on conditioned place preference (CPP) in adolescent male Sprague Dawley rats, using both behavioral and immunohistochemistry (IHC) methods. Rats were exposed to morphine (0, 1, or 3 mg/kg; s.c.), social interaction, or a combination of both and tested in a modified CPP procedure. Behavioral results indicate that, while doses of morphine used produced only weak CPP across experiments, they were sufficient to reduce the rewarding effect of social interaction. IHC results suggest that this finding may be due to reduced activation in NAc shell. Taken together, the results of this dissertation may help to provide an explanation as to why persons with opioid use disorder spend less time interacting with social peers, compared to non-dependent persons.
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Armsden, Gay Gilbert. "Attachment to parents and peers in late adolescence : relationships to affective status, self-esteem and coping with loss, threat and challenge /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/9015.
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Tobola, Cloy Douglas. "Online Interaction and Identity Development: The Relationship between Adolescent Ego Identity and Preferred Communication Activities." Diss., North Dakota State University, 2011. https://hdl.handle.net/10365/28944.
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The purpose of this study was to evaluate the types of communication activities adolescents reported as important and used most frequently, and how these communication preferences were reflected in adolescents' identity development status. Participants were approximately 600 new university students who completed a survey regarding 18 communication activities, along with the Erikson Psychosocial Stage Inventory identity subscale. Data analysis was conducted in two phases. To reduce the frequency and importance data to a manageable size, exploratory factor analyses and confirmatory factor analyses
were conducted. Two identical factors were identified and validated related to the importance and the frequency of communication activities. The first factor comprised four items related to online ''performance": online gaming, participation in virtual reality settings, live chat with strangers, and live chat with groups unknown to the individual. The second factor comprised four communication activities that occurred on social networking sites as individuals created lasting "exhibits" of themselves: updating a personal profile, viewing the profiles of others, posting status messages, and sharing pictures or other
content (articles, jokes, videos) with others. Analysis of means indicated that the three communication activities rated as most important and frequently used were face-to-face interaction, voice calls and text messaging. These were followed by social networking activities, and then writing activities such as
blogging. The performative activities identified in the exploratory factor analysis were ranked as least important and least frequently used. Regression analysis revealed small but statistically significant negative relationships between the reported importance of performative activities and identity development status, and between the reported frequency of performative activities and identity development status. Small positive relationships were also identified between the importance of face-to-face interaction and identity development status, and the importance of voice phone calls and identity development status. Small positive relationships were also identified between the frequency of face-to-face communication and identity development, between the frequency of voice phone calls and identity development, and between the frequency of email use and identity development.
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Shaver, Amy Elizabeth. "Patterns of rule-Violating behavior in children and adolescents /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069613155.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains x, 115 p.; also includes graphics Includes bibliographical references (p. 105-115). Available online via OhioLINK's ETD Center
Books on the topic "Adolescence Adolescent psychology Social interaction in adolescence"
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Les relations fraternelles des adolescents. Paris: Presses universitaires de France, 1999.
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freudienne, Société de psychanalyse. Le malaise adolescent dans la culture. Paris: Campagne première, 2005.
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Kovalenko, A. B. Psykholohii︠a︡ rozvytku tolerantnosti pidlitka: Monohrafii︠a︡. Perei︠a︡slav-Khmelʹnyt︠s︡ʹkyĭ: PP "SKD", 2014.
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Chappelle, Sharon. Diversity in action: Using adventure activities to explore issues of diversity with middle school and high school age youth. United States: Project Adventure Publication, 1998.
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Social development: Relationships in infancy, childhood, and adolescence. New York: Guilford Press, 2011.
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Let's talk relationships: Activities for exploring love, sex, friendship and family with young people. London: Jessica Kingsley Publishers, 2011.
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Kahane, Reuven. The origins of postmodern youth: Informal youth movements in a comparative perspective. New York: Walter de Gruyter, 1997.
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Social enjoyment groups for children, teens and young adults with autism spectrum disorders: Guiding toward growth. London: Jessica Kingsley Publishers, 2010.
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Piccoli, Norma De. Norme e agire quotidiano negli adolescenti. Bologna: Il mulino, 2001.
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Ellen, McGinnis, ed. Skillstreaming the adolescent: Student manual. Champaign, Ill: Research Press, 1997.
Find full textBook chapters on the topic "Adolescence Adolescent psychology Social interaction in adolescence"
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Heaven, Patrick C. L. "The Working Adolescent." In The Social Psychology of Adolescence, 220–46. London: Macmillan Education UK, 2001. http://dx.doi.org/10.1007/978-1-137-10743-5_10.
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Gatzke-Kopp, Lisa M., David DuPuis, and Robert L. Nix. "Social and Biological Changes During Adolescence That Precipitate the Onset of Antisocial Behavior." In Handbook of Adolescent Health Psychology, 447–61. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6633-8_28.
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Dadds, Mark R., Yixin Jiang, Valsamma Eapen, and Stephen Scott. "Child and adolescent psychiatry and psychology." In Landmark Papers in Psychiatry, edited by Elizabeth Ryznar, Aderonke B. Pederson, Mark A. Reinecke, and John G. Csernansky, 255–74. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198836506.003.0016.
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This chapter reviews landmark studies in the history of child psychotherapy. Studies were chosen based on innovation, impact, and methodological rigour. They include Mary Cover Jones’ first use of observational methods to overcome fear in young children; Ivan Lovaas’ work with autism in children; the Oregon Social Learning Center’s conceptualization of child behavioural problems as sequelae of family interactions and subsequent development of effective parenting interventions; the inclusion of the family system in the treatment of eating disorders; the application of attachment theory to psychotherapy; and finally, the work of David Olds et al. and the Family Nurse Partnership model as an influential attempt to get out of the clinic and into the natural environment of vulnerable children. The chapter concludes with a discussion of future themes and directions; hopefully, the chapter’s take on this rather diverse history helps keep such diversity and innovation alive.
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Yule, William, and Matt Woolgar. "Developmental psychology through infancy, childhood, and adolescence." In New Oxford Textbook of Psychiatry, 234–45. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0030.
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Taking a developmental perspective to mental health issues should apply across the lifespan. Psychiatrists working with adults need to understand where their clients are coming from and where they are going to. They need to understand the pleasures and pressures that children bring to their parents, and where appropriate they should be considering the impact of parental illness on the children. The institutionalized separation of child and adult psychiatry (in terms of service delivery) should not lead to a separation in ways of considering the developmental context of presenting problems. This chapter has shown that there are many small, focused models of development that deal with discrete areas of development. Stage theories emphasize differences at different stages; social learning theories emphasize continuities on processes of development. As long as practitioners are aware that when they say a child is at a particular stage, this is but a rough guide to describing the child, which may be fine. It is when such models are taken literally, that oversimplification leads to poor practice. There is no one overarching theory of child development and while this may be inconvenient for examiners, it truly reflects the rich diversity of human development. By paying more attention to the interactions between biological, social, and psychological factors, a better understanding of healthy, normal development will emerge. Empirical studies will help identify risk and protective factors which in turn will lead to better mental health promotion and more effective interventions when mental disorders manifest.
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Wright, Michelle F. "What Is Cyberbullying?" In Encyclopedia of Information Science and Technology, Fifth Edition, 374–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3479-3.ch027.
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Children and adolescents spend a great deal of time using and interacting through electronic technologies, including cell phones, gaming consoles, and the internet. Cyberbullying occurs through electronic technologies, including gaming consoles, email, instant messaging, chatrooms, social media, and text messages via mobile phones. The attention given to cyberbullying incidences are due to the nature of electronic communications. Through electronic technologies, children and adolescents can remain anonymous, allowing them to harm their victims without experiencing repercussions. Cyberbullying can also involve multiple bystanders who are also capable of resharing content. The literature in this chapter draws on research from various disciplines, including communication, computer science, education, media studies, psychology, social work, and sociology. Furthermore, the literature involves a variety of different research designs, including cross-sectional and longitudinal methodologies as well as qualitative and quantitative designs.
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Howe, Paul. "The Crucible of Adolescence." In Teen Spirit, 33–51. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749827.003.0003.
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This chapter investigates how social influence is a formidable force operating across many arenas of human experience, including adolescence. To describe adolescence as a crucible is to think about it not only as a particular phase of life between the ages of thirteen and nineteen, but also a social milieu where intense interaction has powerful effects on people's ways of thinking, acting, and being. Even as teenagers are engaged in a deeply personal process of self-discovery over the adolescent period, they are profoundly influenced and shaped by those around them. Given the power of peer influence to shape who we are, extending the period of intensive youth interaction in the first half of the twentieth century to include the adolescent years was a portentous development. More than a simple extension, it represented a major shift in the developmental process because of important differences between childhood and the teenage years.
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Hanson, Elly. "‘Losing track of morality’: understanding online forces and dynamics conducive to child sexual exploitation." In Child Sexual Exploitation: Why Theory Matters, 87–116. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447351412.003.0005.
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This chapter argues that the ideology of cyberlibertarianism, combined with organisational social processes and the impact of power, have contributed to tech corporations acting in ways that facilitate child sexual exploitation (CSE; both directly and indirectly). Relatedly, cyberlibertarianism has contributed to online spaces and processes being understood and approached as freer from social and moral concerns than others. Thus, the chapter specifically explores how the evolution, design, and control of the Internet and digital technology have been conducive to CSE. Four key (interrelated) online routes to increased CSE are highlighted involving online sex offending psychology, the online porn industry, online ‘escort’ agencies, and the interaction of social media and gaming platforms with adolescent developmental proclivities. Practice and policy implications of this ‘big picture’ perspective of online contributors to CSE are then explored.
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Howe, Paul. "A Century of Change." In Teen Spirit, 52–72. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749827.003.0004.
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This chapter evaluates how it was in the early years of the twentieth century, as adolescence emerged as a defined life stage marked by intensive peer interaction, that adolescent qualities started to overflow the boundaries of adolescence proper, seeping upward into the adult world. Demonstrating the rise of the adolescent character over this long stretch of time involves various methods and sources of information. For the earlier years, systematic studies of personality and character traits were uncommon; evidence of the growing salience of adolescent attributes must rest primarily on a blend of historical and anecdotal evidence along with hints of emergent trends from scattered polling results. After the war, social science research flourished, and systematic, large-scale studies became more common, providing the foundation for more rigorous trend analysis. This mixed bag of evidence points to a steady rise of adolescent qualities over the decades, incubating first in the intimate circles of the adolescent realm and gradually moving outward and upward to find a home in society at large.
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Hysing, Mari, and Astri J. Lundervold. "General Effects of Pediatric Diseases on Cognition and Behavior." In Cognitive and Behavioral Abnormalities of Pediatric Diseases. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195342680.003.0006.
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In this chapter, pediatric diseases are defined as “illnesses that affect a person for an extended period of time, often for life, and that require medical care attention above and beyond the normal requirements for a child or adolescent” (American Academy of Pediatrics 1993). The prevalence of such chronic illnesses has steadily increased over the past 20–30 years (Downs et al. 2001; Vincer et al. 2006; Marelli et al. 2007), with estimated rates ranging from below 1% to 44% depending on the definition, method, and sample included in the different studies (van der Lee et al. 2007). Several theoretical frameworks and models have been presented to explain how diagnosis-specific effects and generic factors across disorders affect cognition and behavior. The transactional stress and coping model (TSC) is one of the most cited theories on psychological adaption in children with a chronic illness, encompassing both specific and generic effects (Thompson and Gustafson 1996). Dennis (2000) has presented a similar model of factors affecting cognitive outcome in chronically ill children. The models describe how disease-related variables interact with child characteristics, developmental level, family resources, and peer relationships, and provide a useful framework to the present chapter. Several epidemiological and clinical studies have documented that children with pediatric diseases have an increased risk of emotional and behavioral problems (Lavigne and Faier-Routman 1992; Glazebrook et al. 2003; Hysing et al. 2007). Symptoms of internalizing and externalizing disorders are frequently found across the diseases but illness-specific manifestations also exist. Externalizing symptoms of hyperactivity and social problems are most often shown by children with neurological disorders (Rodenburg et al. 2005), while the rate of emotional problems has been reported to be especially high in children with asthma (Vila et al. 2003). Peer interaction and social functions are often affected in children with pediatric disorders. Investigations of the impact of social functioning is a growing research field in pediatric psychology, as part of a general trend in developmental psychology that focuses on close peer relationship as a moderator of nonoptimal functioning (Bukowski and Adams 2005; Burt et al. 2008).
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Sierykh, Larisa. "INTERACTION OF GENERAL SECONDARY AND OUT-OF-SCHOOLS EDUCATION IN AESTHETIC EDUCATION OF TEENAGERS: SUBJECTS OF INNOVATIVE AESTHETIC ACTIVITY." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-6.
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The article describes the basis of the concept of interaction between institutions of general secondary and extracurricular education in the aesthetic education of adolescents. The first level of the concept is the mega-level, the main structural elements of which are discussed in the article. Concepts include the social component, the system of social relations, the demographic component, the legislative, normative base of research, provisions, concepts, normative and methodological documents, which operate in the conditions of interaction of institutions of general secondary and of the out-of-school education and directly and indirectly influence the development of aesthetic education of teenagers. Using theoretical methods: analysis, generalization, comparison and comparison of different normative-methodical acts, the content of the basic principles of out-of-school education and general secondary education in aesthetic education of teenagers was found out. Organization of interaction of secondary and out-of-schools education in the aesthetic education of teenagers is based on the results of the analysis of their practical and aesthetic activities and takes into account the components of aesthetic education: emotional, informational, communicative. In the interaction of secondary and out-of-schools education in the aesthetic education of teenagers the methodological basis is the integration of knowledge in the field of aesthetics, pedagogy, ethics, psychology, theories of aesthetic education. The regulatory framework of the study is considered in detail. This made it possible to expand the content of the basic principles of extracurricular and general secondary education in accordance with the orientation of the specifics of educational activities offered today by general secondary and out-of-school education and to highlight the content and scope of educational concepts, provisions, phenomena that are interrelated. Based on the above it can be argued that the invariant of process of interaction of secondary and out-of-schools education in the aesthetic education of teenagers is the aesthetic activity of teenagers, is carried out primarily in diverse social creativity. In the interaction of secondary and out-of-schools education in the aesthetic education of teenagers the methodological basis is the integration of knowledge in the field of aesthetics, pedagogy, ethics, psychology, theories of aesthetic education. The development of the system of aesthetic education separately as secondary and extracurricular educational institutions, which included in secondary schools: aesthetic education in the lessons of art-aesthetic cycle; aesthetic education on the lessons of other cycles in the framework of the educational goals of the lesson; in extracurricular work during the group work, electives, project, exhibition, concert, workshops and other creative student activities; work with parents. In out-of-schools education: aesthetic education in the classroom circles of artistic and aesthetic direction and other groups in the framework of educational goals; during mass events, during the organization and conduct of exhibitions, competitions, flash mobs, workshops, master classes, concerts of children and youth creativity, preparation teams and documentation accompanying the submission for the title of "Exemplary" and "Popular" children's creative teams.
Conference papers on the topic "Adolescence Adolescent psychology Social interaction in adolescence"
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Amanda, Nabila Rizki. "Social Interaction Among Adolescents Who Use Social Media." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.025.
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