Social
Competencies
Adolescent Relationships
Bibliography
Theory and Theoretical Perspectives:
Bandura,
A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
|
Social learning theory
emphasizes the role of vicarious, symbolic, and self-regulatory
processes in psychological functioning. It regards human behavior as
a reciprocal, continuous interaction between one's cognitive,
behavioral, and environmental determinants. This view neither casts
the human being into a powerless role that is controlled by
environmental forces nor as free agents that have the capacity to
become whatever they choose. The environment and the person are
reciprocal determinants of each other. People do not simply react to
their environment. They select, organize, and transform the stimuli
they come into contact with during the course of their everyday
interactions. Bandura's book presents an overview of recent
theoretical and experimental advances in the field. |
Brown,
B. B. (1990). Peer groups and peer culture. In S. Feldman & G.
Elliott (Eds.), At the threshold: The developing adolescent. Cambridge,
MA: Harvard University Press.
|
This article discusses
what accounts for the emergence of adolescent peer groups and peer
cultures. Some of the questions which form the focus of the chapter
are: How do teenagers come to understand and find their place in
their peer system? How do peer groups affect individual behavior and
psychological well-being? Should adults or can adults attempt to
structure adolescent peer cultures or manipulate an adolescents
place within the peer culture? In addition the authors discuss such
issues as debunking the myth of the youth culture; the emerging
character of the adolescent peer groups; and finding one's peer
group niche. |
Eccles,
J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan,
C., & Mac Iver, D. (1993). Development during adolescence. American
Psychologist, 48(2), 90-101.
|
Why is it that some
adolescents experience high levels of "storm and stress"
when passing through adolescence? The article advances the
hypothesis that some of the negative psychological changes
associated with adolescent development are the result of a mismatch
between the needs of the developing adolescent and the opportunities
afforded them by the social environments. The article provides
examples of how this mismatch develops in the school and the home.
In addition, linkage is provided to negative age-related changes in
early adolescents' motivation and self-perceptions. Discussed are
the possible creation of more developmentally appropriate social
environments. |
Honess,
T. & Robinson, M. (1993). Assessing parent-adolescent relationships:
A review of current research issues and methods. In S. Jackson and H.
Rodriquez-Tome (Eds.), Adolescence and Its Social Worlds. Hillsdale:
Lawrence Erlbaum Assoc.
|
The authors indicate the
similarities and differences in theoretical assumptions and research
methods in parent-adolescent relationship research. The article
provides a review of work representative of key researchers who
consistently have added to the core of empirical findings. Discussed
are related research techniques including consensus in the research.
The works presented illustrate a range of theoretical, conceptual,
and methodological influences. Finally, the authors provide possible
directions for methodological and theoretical refinement and
development necessary for the study of parent-adolescent
relationships to continue its forward move. |
Peterson,
G. W. & Leigh, G. K. (1990). The family and social competence in
adolescence. In T. Gullotta, G. Adams, & R. Montemayor (Eds.),
Developing Social Competency in Adolescence. London: Sage Publications.
|
These authors examine the
parent-adolescent relationship and the larger family system as
contexts for the development of social competence. Dimensions of
family process, structure, and communication that are drawn from
systems perspectives are examined for their association with
adolescent social competence. Attention is given to social
-structure variables that have impact on parent-adolescent
relationships. |
Schinke,
S. P., McAlister, A. L., Orlandi, M. A., & Botvin, G. J. (1990). The
social environmental constructs of social competency. In T. Gullotta, G.
Adams, & R. Montemayor (Eds.), Developing Social Competency in
AdolescenLondon: Sage Publications.
|
Reviewed and critically
examined are the social environmental constructs related to social
competency during adolescence. Offered is a summary of recent
theoretical and empirical research on social environmental
constructs followed by a discussion of social networks, friendships,
and role formulations that occur among adolescents. A research
example is used to illustrate major points. |
Relationship and Attachment Theory:
Many developmental theorists argue that infant attachment, as
developed by Bowlby and extended by Ainsworth, have implications for the
development of healthy functioning in adolescent and adult
relationships. The articles presented here are indicativonly a small
sample of the attachment theory literature available. Some present the
theoretical background of infant attachment, while others extend this
theory towards a better understanding of adolescent functioning within
parent and peer relationships. These theories suggest for the most part
that the ability to form attachment bonds occur in infancy. It would
appear likely that adolescent programs might not be able to change an
adolescent's already developed attachment disposition. However, it could
be that those adolescents without strong bonds may benefit more from
programs that connect them with adults.
Ainsworth,
M. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of
attachment: A psychological study of the Strange Situation. Hillsdale,
NJ: Lawrence Erlbaum.
|
Posited are three major
patterns of attachment in children: secure attachment, wherein the
child is able to use their caregiver as a secure base when
distressed; anxious-ambivalent attachment, wherein the child
responds to separation with intense distress; and avoidant
attachment, wherein the child exhibits avoidance, disinterest, and
detachment in the presence of their caregivers during periods of
distress. Over the course of repeated interactions, individual
differences emerge based on the child's expectations of caregiver
responsiveness and dependability. Attachment style is closely
related with favorable or unfavorable developmental history and
relationship functioning and as such has serious implications for
adolescent functioning in relationships. |
Baumeister,
R. F. & Leary, M. R. (1995). The need to belong: Desire for
interpersonal attachments as a fundamental human motivation.
Psychological Bulletin, 117, 497-529.
|
The authors propose that
the need to belong, i.e., a need to form and maintain at least a
minimum quantity of interpersonal relationships is innate and
therefore nearly universal. It presumably has an evolutionary basis
as a desire to form and maintain social bonds would have both
survival and reproductive benefits. The need to belong contains two
main features. The first feature is that people need frequent
personal contacts or interactions with other people and these
interactions should be free from negative effect. Secondly, people
need to perceive that there is an interpersonal bond or relationship
marked by stability, affective concern and continuation into the
foreseeable future. The need to belong is something more than just a
need for affiliation or for intimate attachment. Article reviews a
variety of empirical findings to support their theory including the
formation of social bonds, not breaking bonds, cognition, emotion,
and consequences of deprivation. |
Bowlby,
J. (1988). A secure base: Parent-child attachment and healthy human
development. New York: Basic Books.
|
Attachment theory posits
that humans and other primates have evolved a behavioral system that
is designed to maintain proximity between an infant and their
primary caregiver. When the primary caregiver is perceived as
sufficiently responsible and available, they then function as a
secure base permitting the infant to explore the environment with
confidence. When the primary caregiver is perceived as undependable,
unresponsive or insufficiently available, attachment behaviors are
activated to restore proximity. Styles of attachment are argued by
many developmentalists to have far reaching developmental
consequences that can inhibit or facilitate relationship development
during adolescence and adulthood. |
Chu,
L. & Powers, P. A. (1995). Synchrony in adolescence. Adolescence,
30(118), 453-461.
|
The interactive model of
synchrony studied in early parent-child relationships suggests that
a mutual and responsive interaction between the child and the
caretaker is essential to the development of secure attachment,
sense of autonomy, and social competence in a child. A life-span
view of development allows the concept of synchrony to be extended
to the adolescent providing insights to how developmental
mismatches, i.e., when social environment does not change to meet
the adolescent's needs for independence, self-determination, and
participation in decision making, occur between the adolescent and
parent. |
Kerns,
K. & Stevens, A. C. (1996). Parent-child attachment in late
adolescence: Links to social relations and personality. Journal of Youth
and Adolescence, 25(3), 323-342.
|
This article examines
personality and social relations between adolescents' and their
parents in terms of attachment. Results indicated that that
attachment to the mother was related to the quality and quantity of
daily interactions while attachment to the father was related to
quality only. It was further found that loneliness was related to
mother-child and father-child attachment but not to friendship
quality. Discussed is the idea, based on various findings within
this study, that it might be beneficial to examine adolescent's
attachments to specific attachment figures. |
Patterson,
J., Pryor, J., & Field, J. (1995). Adolescent attachment to parents
and friends in relation to aspects of self-esteem. Journal of Youth &
Adolescence, 24(3), 365-376.
|
Adolescent perceptions of
attachment relationships with parents and friends were examined
using 3 measures of self-esteem. Also measured were the utilization
of emotional support and proximity and the quality of effect. The
results suggest that self-esteem is more strongly associated with
the quality of affect toward parents and friends than the
utilization of those figures for support and proximity. |
Schneider,
B. H., & Younger, A. J. (1996). Adolescent-parent attachment and
adolescents' relations with their peers. Youth and Society, 28(1),
95-108.
|
This study looks at
attachment with emphasis on the adolescent. It was hypothesized that
adolescents who reported more secure attachments with their parents
should display higher levels of interpersonal competence than
adolesce' who reported less secure attachments to their parents.
Participants were 63 10th grade adolescents from two high suburban
high schools in predominately middle-class, English speaking
neighborhoods. Data was collected using the Inventory of Parent
Attachment (IPA) and the Interpersonal Competence Questionnaire.
Additional information was obtained by having the parents complete a
week-long log of their child's extracurricular activities with their
peers. Results indicated little correspondence between parent-child
attachment and the positive aspects of adolescent social competence.
Implications and limitations are discussed. |
Relations
The relationship literature has been divided into five main
categories: family relations and peer relations each
contains literature that focuses primarily within the confines of the
family or within the confines of peers. The combination section of family
and peer relations contains literature selections concerned with the
interconnection and influence that exists between family and peer
relationships. Mentoring relations has gained attention by those
concerned with prevention of risk behaviors. And social relations
focuses primarily on those aspects of relationships that pertain to our
social world but whose influence may differ from the immediate influence
of intimate family and peer relationships.
Family Relations:
Blake,
P. C. & Slate, J. R. (1993). A preliminary investigation into the
relationship between adolescent self-esteem and parental verbal
interaction. School Counselor, 41(2), 81-85.
|
Outlined is a preliminary
investigation into the effects of parental verbal interactions on
the self-esteem and self-concept of adolescents. The authors
speculated that while such abuse is not as obvious as physical abuse
it can be as devastating to scents. Data were collected on 97
students by means of the Coopersmith Self-esteem Inventory and the
Verbal Interaction Questionnaire. Results indicate that the quality
of parental verbal interaction as perceived by adolescents is
related to adolescent's self-esteem levels. |
Furstenberg,
F. F. Jr. & Condran, G. A. (1988). Family change and adolescent
well-being: A reexamination of U. S. trends. In Andrew J. Cherlin (Ed.),
The changing American family and public policy. The changing domestic
priorities series. Washington, DC: Urban Institute Press, 117-155.
|
The authors review
evidence of the changing patterns of teenage behavior and the
possible link between this behavior and the rates of divorce and
parental employment. They suggest that the evidence does not support
the link between behavior and maternal employment. Discussed is an
explanation for the decline in well being of youth and the erosion
of the parent-child bond due to increases in maternal employment and
marital instability. |
Jacob,
T. & Seilhamer, R. A. (1985). Adaptation of the areas of change
questionnaire for parent-child relationship assessment. American Journal
of Family Therapy, 13(2), 28-38.
|
This article introduces a
parent-child version of the Areas of Change Questionnaire for the
assessment of parent-adolescent relationships. They describe the
potential utility of this instrument in clinical and research
efforts, as well as for initial psychometric evaluations. They
conclude that the parent-child version used in this study has both
discriminate and concurrent validity. |
Kellerhals,
J., Montadon, C., & Gaberel, P. (1992). Social stratification and
the parent-child relationship. In Ulla Bjornberg (Ed.), European parents
in the 1990s: Contradictions and comparisons. New Brunswick, NJ:
Transaction Publishers. 103-119.
|
This book focuses on
social stratification and the parent-child relationship and presents
an empirical study of the styles of socialization as related to
families with different socioeconomic status. The authors argue it
is possible to analyze the relationship between social class and
style of education from the level of parental resources and the
style of family cohesion. Their conclusion is based on research
conducted upon a sample of Swiss families who were responsible for
the education of an adolescent child. |
Long,
J. (1983). Being there for adolescents: Parent guidelines for help and
hope. Pointer, 27(3), 37-41.
|
Discussed is the apparent
paradox of the adolescent's simultaneous desire for the security of
their parents while at the same time wanting the parents to remain
at a distance. Presented are various suggestions designed to help
parents cope with adolescents experiencing stress due to their
search for identity, body changes, sexual feelings, and need to
establish independence. Further discussion focuses on suggestions
for listening, communicating, setting limits, and spending time
together. |
Roehling,
P. V. & Robin, A. L. (1986). Development and validation of the
Family Beliefs Inventory: A measure of unrealistic beliefs among parents
and adolescents. Journal of Consulting & Clinical Psychology, 54(5),
693-697.
|
The Family Beliefs
Inventory measures unreasonable beliefs regarding parent-adolescent
relationships. 30 distressed and 30 non-distressed families, each
having a 12-17 year old adolescent, completed the inventory. Results
indicated that distressed adolescents displayed more unreasonable
beliefs concerning ruination, unfairness, and autonomy than
non-distressed adolescents did. Support was found for the
contribution of cognitive factors to parent-adolescent relationship
problems and the validity of the Family Beliefs Inventory.
Suggestions for further research are discussed. |
Scheer,
S. D. & Unger, D. G. (1995). Parents' perceptions of their
adolescence: Implications for parent-youth conflict and family
satisfaction. Psychological Reports, 76(1), 131-136.
|
The authors investigate
the possibility of a relationship between parents' perceptions of
the stress of their own adolescence and their relationship with
their adolescent children. The results indicate that parentwho had
experienced a greater amount of turmoil and stress as an adolescent,
tended to have more conflict in the relationships with their
adolescent children and, overall, were less satisfied with their
families in general. |
Family and Peer Relations:
Aseltine,
R. H. (1995). A reconsideration of parental and peer influence on
adolescent deviance. Journal of Health and Social Behavior, 36(2),
103-121.
|
The influence of parents
and peers on delinquency and marihuana use was investigated. Results
indicate that friends were likely to be the primary source of
influence on adolescent's behavior. However, estimates of the
adolescent's own influence were believed to be overstated.
Additional results indicate that parental supervision and attachment
were only weakly related to subsequent delinquency and drug use.
They argue that both selection and socialization influences play
important roles in the formation of drug-using peer groups. |
Bennett,
L. & Westera, D. (1994). The primacy of relationships for teens:
Issues and responses. Family & Community Health, 17(3), 60-69.
|
Highlighted are select
findings pertinent to the relationship structures of adolescents
found in a broad-based survey of teen attitudes, values, beliefs,
and behaviors. Adolescents placed top priority on peer and dating
relationships and valued family life and parental approval. However,
adolescents were less positive in the assessment of their
relationships with other adults. The study provides a comprehensive
database for the development of meaningful youth programs that take
into account relationship issues for adolescents. |
Bracken,
B. A. & Newman, V. L. (1994). Child and adolescent interpersonal
relations with parents, peers, and teachers: A factor analytic
investigation. Canadian Journal of School Psychology, 10(2), 108-122.
|
These authors
investigated the factor structure of the Assessment of Interpersonal
Relations Scale using a nationwide representative sample of 2,501
adolescents. This scale assesses 15 relationship characteristics on
the five interpersonal relationships most important to children and
adolescents: relationships with mothers and fathers, male and female
peers, and teachers. Results, using a principal components factor
analysis with Varimax rotation, found support for the theoretical
structure of the subscales. The authors discuss the importance of
not grouping parents and peers into a single relationship category.
Rather, each should be considered separately when considering
adolescent relationships. |
Edwards,
C. P. (1992). Cross-cultural perspectives on family-peer relations. In
R. Parke & G. Ladd (Eds.), Family-peer relationships: Modes of
linkage. Hillsdale, NJ: Lawrence Erlbaum Associates, 285-316.
|
Considered in this
article are the linkages between family and peer relations in
diverse cultures and the peer relations of adolescents. The
socializing functions of childhood peer relations are considered by
examining both culturally universal and specific elements. |
Fasick,
F. A. (1984). Parents, peers, youth culture and autonomy in adolescence.
Adolescence, 19(73), 143-157.
|
Examined is the potential
discontinuity in the socialization of adolescents due to the
emphasis on continued dependence by the high school system and the
rise of the market economy with its emphasis on economic
independence. Further, the author discusses adolescent coping by the
transference of allegiance from parents and some parental values to
peers and associated youth cultures as a transitional phase in
achieving full independence. It is argued that close relationships
with peers represent an extension of the emotional bonds rather than
transference of those bonds from the parents. |
Fuligni,
A. J. & Eccles, J. S. (1993). Perceived parent-child relationships
and early adolescents' orientation toward peers. Developmental
Psychology, 29(4), 622-632.
|
The purpose of this study
was to examine links between perceptions of the manner in which
adolescents and their parents adjust their relationship during early
adolescence and early adolescent's orientation toward parents and
peers. The discussion focuses on the importance for adjustment of
parent-child relationships to early adolescents' changing
developmental needs. The implications of early adolescent peer
orientations on later development are addressed. |
Furman,
W. & Buhrmester, D. (1992). Age and sex differences in perceptions
of networks of personal relationships. Child Development, 63, 103-115.
|
The authors compare and
contrast the characteristics of different kinds of relationships
that occur in children'' social networks. They found that parents
were turned to most often for affection, enhancement of worth, as
sense of reliable aid, and instrumental aid. Grandparents were the
next most turned to by adolescents seeking affection and enhancement
of worth. Friends were found to be the greatest source of
companionship. The discussion centers on the bases for the
children's differentiations of their relationships and the
implications for understanding social networks. |
Hoelter,
J. & Harper, L. (1987). Structural and interpersonal family
influences on adolescent self-conception. Journal of Marriage and the
Family, 49,129-139.
|
Developed is a model
linking several structural and interpersonal family variables with
self-concept variables of self-esteem and son/daughter salience for
use on adolescents. Family support was found to have the largest
effect on the self-concept variables. Father's education, a control
variable, was found to affect family support positively among girls
but to have a negative effect on the salience of the daughter
identity. Implications for these findings are discussed. |
Sibereisen,
R. K. & Todt, E. (1994). Adolescence in context: The interplay of
family, school, peers, and work in adjustment. New York:
Springer-Verlag.
|
This book consists of an
interdisciplinary group of contributors who discuss the development
of adolescents as it takes place in various contexts. Discussed are
instigative personal attitudes and contextual features conducive to
adolescent development and the interaction among contexts that
provide opportunities in their own right. The various chapters,
which are well referenced, contain studies by the contributors and
concentrate on the continuum of positive adjustment to maladaptive
outcomes that can occur during adolescence. This continuum taps no
only setting-specific behaviors, but also attitudes, beliefs, and
values that give actions direction. The main sections target:
introduction, social contexts and the development of orientations
for life, the impact of cultural and ethnic contexts, the
family-work nexus, the interplay between school and work, and the
sample case of aggressive behavior. |
Warr,
M. (1993). Parents, peers, and delinquency. Social Forces, 72(1),
247-264.
|
Discussed in this article
is whether parental influence is capable of countering the influence
of delinquent peers. An analysis of data from the National Youth
Survey revealed that the amount of time spent with family is indeed
capable of reducing and even eliminating peer influence. However,
attachment to parents apparently has no such effect. |
Youniss,
J. & Smollar, J. (1985). Adolescent relations with mothers, fathers,
and friends. Chicago, IL: University of Chicago Press.
|
This book was written
using a sociological and psychological perspective as a way of
presenting the more typical ways in which relationships with parents
and friends prepares the adolescent for the transition into
adulthood. The authors argue there are clear differences with
regards to the roles of mothers and fathers. In addition, peer
friendships are not often given enough credit for the positive
influence they exert. Presented in the book are two types of
material: the first is the adolescent's own descriptions of
relationship interactions, and the second area pertains to the
theory of what these relations are and how they contribute to
development. Includes a summary, theoretical basis, and framework
for this and previous work by the author whose perspective is
derived from the works of Piaget ([1932] 1965) and H. S. Sullivan
(1953). |
Mentoring Relations:
Blechman,
E. A. (1992). Mentors for high-risk minority youth: From effective
communication to bicultural competence. Journal of Clinical Child
Psychology, 21(2), 160-169.
|
Presented is a
contextually based social-learning formulation for successful
mentoring programs with emphasis on mentors who are bi-culturally
competent. Mentoring programs have become viewed by many as an
effective way to build resiliency against delinquency, school
dropping out, teen pregnancy, unemployment, and overall feelings of
alienation in adolescents. The author defines mentoring as a process
whereby an experienced individual transmits knowledge to a protégé.
Mentors can include teachers, social workers, or religious and
community volunteers. They may also be recruited from conventional
programs such as the Big Brother or Big Sister programs. Effective
communication and coping skills help promote bicultural competence.
An adolescent who is bi-culturally competent has a chance for the
best of both worlds. Discussed are mentor selection, the
administration of mentoring programs, supervision of mentors, and
measuring the mentors' impact. Additional comments are made with
reference to mentoring single mothers, the integration of
family-skills training, classroom achievement, and peer
communication training with mentoring. |
Bernard,
B. (1992). Mentoring programs for urban youth: Handle with care. Western
Regional Center for Drug-Free Schools and Communities, Northwest
Regional Educational Laboratory, Portland, Oregon.
|
Mentoring, which evolves
from the theory of social capital, has emerged as a popular
intervention strategy in the last decade. The author of this article
reviews the literature on the mentoring movement focusing mainly on
disadvantaged urban youth and the rationale for this particular
approach. She then reviews the characteristics of effective
mentoring relationships and programs, and the implications and
issues that surround this strategy for risk and prevention policy.
Mentoring has found popularity due to demographic shifts that
indicated that the traditional providers, i.e., family and
community, are not longer able to provide what is termed social
capital for the adolescent population. An effective mentoring
relationship is one where the adult attitude is such that they view
adolescents as resources to be nurtured and not as a problem to be
fixed. Included are clear and specific guidelines for developing
planned mentoring programs. |
Rhodes,
J. E. (1994). Older and wiser: Mentoring relationships in childhood and
adolescence. The Journal of Primary Prevention, 14(3), 187-196.
|
Reviewed and synthesized
is the literature of several fields with respect to mentoring.
Mentoring is ususally defined as a relationship between an
experienced, older mentor and a younger, unrelated protegee. Mentors
typically provide guidance, instru, and encouragement with the goal
of building competence and character in the adolescent or protegee.
It is suggested by some that mentor relationships can substitute for
the absence of strong parental bonds. Included is a brief review of
the literature on social support and resilience followed by
conceptual and programmatic issues. Natural mentoring which emerges
from the adolescents' social networks is distinguished from assigned
mentoring programs such as those found in some schools and religious
communities. |
Peer Relations:
Bishop,
J. A. (1995). Peer acceptance and friendship: An investigation of their
relation to self-esteem. Journal of Early Adolescence, 15(4), 476-489.
|
Examined is the
relationship between peer relations and self-esteem. The results
indicated no significant difference in self-esteem scores across
sociometric groups. However, it was found that adolescents with at
least one reciprocal friend had higher self-esteem scores than
subjects without a reciprocal friend. The author discusses the
importance of friendship to the development of self-esteem and the
implications for intervention programs for those children who lack a
close friendship. |
Buhrmester,
D., Furman, W., Wittenberg, M. T., & Reis, H. T. (1988). Five
domains of interpersonal competence in peer relationships. Journal of
Personality and Social Psychology, 55(6), 991-1008.
|
These authors use data
from three studies to investigate the utility of distinguishing
among different domains of interpersonal competence in peer
relations. The dimensions of competence studied were initiating
relationships, self-disclosure, providing emotional support,
asserting displeasure with others' actions, and managing
interpersonal conflicts. During Study 1 the questionnaire used in
the investigation was developed. The findings suggest the utility of
distinguishing among these domains. |
Cauce,
A. M. & Srebnik, D. S. (1989). Peer networks and social support: A
focus for preventive efforts with youths. In L. Bond & B. Compas
(Eds.), Primary prevention and promotion in schools. Primary prevention
in psychopathology, Vol. 12. Newbury Park, CA: Sage Publications,
235-254.
|
The authors investigate
and attempt to demonstrate that peer support is a distinct component
of a child's social support network. They present data suggesting
that peer group relationships, by the support they provide and the
values they promote, influence an adolescent's social adjustment and
display of competence. |
Ennett,
S. T. & Bauman, K. E. (1993). Peer group structure and adolescent
cigarette smoking: A social network analysis. Journal of Health &
Social Behavior, 34(3), 226-236.
|
Applied social network
theory is used in an examination of whether those adolescents who
fill various social positions characteristic of peer group structure
differ in their smoking prevalence. Results indicated that the odds
of being a current smoker were greater for isolates (those not
attached to the group structure) than for those who were clique
members. |
Fried,
J. L. (1994). Women and young girls: High-risk populations for tobacco
use. Health Values: The Journal of Health and Behavior, Education and
Promotion, 18(1), 33-40.
|
The article reviews
smoking among women and the effects of tobacco use on women. Those
factors influencing initial use among girls, i.e., social
acceptability and parental and peer influence, were explored. In
addition, the maintenance of smoking behavior among young women was
investigated. Offered are recommendations for the development and
implementation of intervention programs for young women. |
Urberg,
K. A., Degirmencioglu, S. M., Tolson, J. M., & Halliday-Scher, K.
(1995). The structure of adolescent peer networks. Developmental
Psychology, 31(4), 540-547.
|
Mapped are the structural
aspects of school-based peer networks of 6th to 12th grade
adolescents in 3 school systems. The results indicate females, more
so than males, are more connected to the peer network. Additionally,
it was shown that peer networks became more exclusive with
increasing grade and that best friends are highly embedded in
friendship groups, but neither friendship group nor best friendship
were highly embedded in social crowd. Discussed are the implications
due to the complexity of adolescent relationships, the necessity for
attention to contextual variables, and the need for replication in
more than one system. |
Social relations:
Galbo,
J. J. (1986). Adolescents' perceptions of significant adults:
Implications for the family, the school and youth serving agencies.
Children and Youth Services Review, 8, 37-51.
|
This paper updates recent
reviews of the finding for family, the school, and youth servicing
agencies on perceptions of significant adults. Parents are the most
often mentioned significant adult, but their significance tends to
be situational. Implications are explored which discuss the possible
relationships between the level of cognitive development of
adolescents and the degree and quality of adolescent's interaction
with significant adults. |
Hoffman,
M. A., Levy-Shiff, R., & Ushpiz, V. (1993). Moderating effects of
adolescent social orientation the relation between social support and
self-esteem. Journal of Youth and Adolescence, 22(1), 23-31.
|
This particular study was
designed to assess whether the impact of social support on
self-esteem is moderated by the adolescent's orientation toward the
source of aid. Correlational analysis revealed that heightened
orientation toward parents was associated with higher levels of
perceived parental support. Heightened orientation toward peers was
associated with higher levels of peer support and lower parental
support. These findings suggest the adolescent have an active role
in selectively seeking out and filtering external social influences. |
Jackson,
S. & Rodriguez-Tome, H. (1993). Adolescence and its Social Worlds.
Hilsdale, USA: Lawrence Erlbaum Associates
|
Compiled is a collection
of works traceable to a 1988 workshop on adolescence attended by 30
European researchers in Paris. However, it is stressed that the
greatest amount of the material presented here is new material
written specifically for this book. The primarily focus is on how
the adolescent transverses his or her social world. For example, one
presumes that how one evaluates differences and changes in different
social worlds are in some way related to a complex of cognitive
processes and the implications to this are discussed. Among the
topics presented are social behavior in adolescence, assessing
parent-adolescent relationships, variation in maturational timing
and adjustment, dating and interpersonal relationships,
developmental tasks, relationships with peers, grandparents, and
family, stress and coping, loneliness and solitude, and
institutional relationships. |
Mboya,
M. M. (1989). The relative importance of global self-concept and
self-concept of academic ability in predicting academic achievement.
Adolescence, 24(93), 39-46.
|
Investigated was whether
the relationship between self-concept of academic ability and
academic achievement was correlated more strongly than the
relationship between global self-concept among adolescent high
school students. The results indicated that global self-concept and
self-concept of academic ability correlated positively with academic
achievement. Discussed is the likelihood of educational intervention
strategies being more successful if they focus on enhancement of the
self-concept component of academic ability rather than on global
self-concept. |
Phelan,
P. (1994). Navigating the psychosocial pressures of adolescence: the
voices and experiences of high school youth. American Educational
Research Journal, 31(2), 415-447.
|
Discussed are the various
conditions and circumstances in the adolescent's family and peer
relationships, and in the school world that are perceived as
creating those pressures and stresses powerful enough to divert
their attention and interest away from school. Described is the
Student's Multiple Worlds Model and Typology composed of four
student types. Results include the descriptions of the particular
concerns of students listed within each category. |
|
