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There is an increasing number of autistic students being educated alongside their neurotypical peers. However, placing a student in the general education setting is not sufficient for meaningful inclusion. Historically, autistic students have had fewer friendships, been less accepted, and experienced stigmatization. Interventions to increase peer attitudes toward autism have emerged as a method for creating more inclusive environments. The purpose of this literature review was to describe the interventions to improve peer attitudes toward autism, review the quality of the research, and determine the effectiveness of interventions. Specifically, this review aimed to answer the following questions: (1) what are participant characteristics and components of interventions designed to improve attitudes toward autistic individuals? (2) What is the methodological quality of interventions designed to improve attitudes toward autistic individuals, as measured by Council for Exceptional Children standards for evidence-based practices in special education (2014) criteria? (3) What is the effectiveness of interventions to improve attitudes toward autistic individuals? A total of 13 studies were located through a systematic search. Included studies were coded for study characteristics, participant characteristics, intervention, and outcomes. Across the studies, there were a total of 2097 participants. All studies included contact (either direct, indirect, or peer-mediation) and most included an education component (k = 10). Findings indicated that interventions are effective at improving attitudes toward autism, but further research is required to determine their overall impact. [ABSTRACT FROM AUTHOR]

This article explores the synergies between relationship‐based practice and contextual safeguarding when working with young people experiencing extra‐familial risk and harm (EFRH). The article draws on data from interviews, observations, policy reviews and case files from two sites in England who are testing contextual safeguarding approaches to EFRH, including a children and families social work department and a voluntary and community sector organisation. The findings evidence how relationship‐based practice in contextual safeguarding facilitates practitioners' understanding of places and their peers. The discussion draws on the theory of social defences to evidence that despite willingness and commitment to relationship‐based practice, without systemic and cultural organisational support to respond to EFRH, efforts to do so may undermine and cause harm to practitioners engaging in this work. [ABSTRACT FROM AUTHOR]

While there is considerable evidence that children's early ability to understand others' mental states, called "theory of mind," is shaped by family experiences, it remains unclear whether children's social interactions at school influence theory of mind (ToM) beyond early childhood. We tested whether the mean level ("quantity") and/or the diversity ("variety") of peers' ToM influenced children's own ToM. We also examined whether peer effects on ToM were independent of possible confounding variables (e.g., verbal ability, social isolation) and comparable across children with different initial levels of ToM and social status. Four hundred fifty-four 8–12-year-old children completed assessments of ToM and peer and friendship nominations at baseline and (for ToM only) 1 year later. The variety (but not the quantity) of peers' ToM predicted the development of children's ToM over and above control variables. The magnitude of the peer effect was comparable across different levels of children's ToM and between children indexed as socially isolated and those who were not. These findings fit with sociocultural models and highlight the importance of the school environment in the development of ToM. Public Significance Statement: This study delves into the critical question of whether peers influence the development of "theory of mind" defined as children's ability to understand others' mental states such as desires, beliefs, and emotions. Involving 454 children aged 8–12, the research reveals that belonging to a classroom with greater heterogeneity in theory of mind performance predicts the advancement of children's own theory of mind, irrespective of other factors such as verbal ability and social isolation. These findings underscore the importance of the school environment in fostering the development of fundamental social cognitive skills, with significant implications for enhancing children's educational experiences. [ABSTRACT FROM AUTHOR]

Background: Peer relationships are impacted by the diagnosis of childhood cancer. Children with cancer can feel isolation, such as bullying and lack of engagement, from their peers. As the rates of survival increase, one way to further learn about the experiences of childhood cancer is to reflect on the memories of adult survivors. This study examines adult survivors of childhood cancer's memories of their experiences with peers during their cancer. Method: Twenty-seven adult survivors (15 male, 12 female) of childhood cancer were recruited from Amazon Mechanical Turk, a crowdsourcing marketplace for survey distribution, and surveyed about their experiences with peers during childhood cancer. Using inductive thematic analysis, open-ended survey questions were analyzed. Results: Five main themes emerged, including age, perceptions of cancer, acts of kindness, peer responses, and limited peer engagement. Participants' memories included peers' lack of understanding about their diagnosis, prognosis, and treatment, positive and negative responses to their cancer diagnosis, acts of services and gifts from peers, and feelings of isolation during the cancer experience. Discussion: In the current study, adult survivors of childhood cancer had specific memories about how cancer impacted peer relationships. Such findings contribute to the evidence that children with cancer could benefit from psychosocial interventions, including education to peers about the diagnosis and the impact of diagnosis on peer relationships, peer engagement activities, and peer support groups. [ABSTRACT FROM AUTHOR]

Purpose: Subjective wellbeing (SWB) is a significant contributor to quality of life and overall wellbeing in childhood through adulthood. However, less is known about the modifiable factors that support SWB among urban children. This study explored the association between socio-ecological factors (family, peers, and neighborhood) and child SWB. Method: A convenience sample of 69 students were recruited from the 3rd (n = 40) and 5th (n = 29) grades at two urban elementary schools in a mid-Atlantic state. The average age for participants was 9.32 (SD = 1.33) and most of the sample identified as female (60.9%). We expected that better perceived family and peer relationships, and neighborhood quality would be positively associated with higher child SWB. Regression analyses were conducted by SWB outcome, which included global and domain-specific life satisfaction (i.e., personal wellbeing), and core affect. Results: Study findings indicated that family relationships were positively associated with overall life satisfaction and personal wellbeing. Neighborhood quality was also positively associated with student life satisfaction and core affect. Peer relationships were not associated with any of the SWB outcomes. Discussion: The findings highlight the importance of strengthening a child's relationships and environment to sustain positive child SWB. [ABSTRACT FROM AUTHOR]

In Canada, there has been a substantial increase of opioid overdoses in recent years. PROFAN, a peer-led overdose prevention initiative, was successfully implemented in Montreal, Quebec, for people who use drugs (PWUD), or those likely to witness overdoses. The worsening of the situation during the COVID-19 pandemic sparked the need to expand the program across the province. Individual interviews were conducted with 17 key informants from 12 health regions to identify implementation facilitators and barriers. A thematic analysis was conducted based on emerging themes. Four main facilitators were reported: 1) presence of an active peer network involved with harm reduction in the region, 2) collaboration among community and public health sectors, 3) stakeholders' awareness of opioid situation, and 4) perceived appropriateness of training. Six main barriers also emerged: 1) geographical isolation, 2) existing offer of similar services, 3) difficulty reaching isolated PWUD, 4) stigmatization of PWUD, 5) unwillingness of stakeholders to address situation, and 6) lack of funding stability. The expansion achieved by the PROFAN program highlights the ability of a peer-driven community organization to lead an overdose prevention program when provided with funding and support from government health agencies and partnerships with other organizations such as addiction worker associations. [ABSTRACT FROM AUTHOR]

Integrating students into their college community is viewed as essential for student retention. However, these efforts may expose students to a drinking subculture, which potentially threatens their academic success. This threat appears even more pronounced for students of color, who must also navigate racial obstacles such as prejudice and discrimination, which further predispose them to greater levels of problem drinking. Drawing off survey data from a Latino sample of college students, I examine the importance of peer socialization messages about ethnicity and race (peer ethnic-racial socialization; peer ERS) and how they influence levels of alcohol intoxication. A confirmatory factor analysis identified three dimensions of peer ERS: cultural socialization, preparation for bias, and promotion of mistrust. Peer messages stressing cultural socialization reduced levels of alcohol intoxication by promoting a strong ethnic identity. In addition, respondents actively involved in fraternities/sororities and student clubs/organizations reported reduced prevalence of alcohol intoxication when exposed to greater levels of all three dimensions of peer ERS. I discuss these findings within the broader ethnic-racial socialization literature as well as how they might be used by administrators to improve retention for students of color. [ABSTRACT FROM AUTHOR]

Context: Engaging with peers is gaining increasing interest from healthcare systems in numerous countries. Peers are people who offer support by drawing on lived experiences of significant challenges or 'insider' knowledge of communities. Growing evidence suggests that peers can serve as a bridge between underserved communities and care providers across sectors, through their ability to build trust and relationships. Peer support is thus seen as an innovative way to address core issues of formal healthcare, particularly fragmentation of care and health inequalities. The wide body of approaches, goals and models of peer support speaks volumes of such interest. Navigating the various labels used to name peers, however, can be daunting. Similar terms often hide critical differences. Objectives/Background: This article seeks to disentangle the conceptual multiplicity of peer support, presenting a conceptual map based on a 3‐year knowledge synthesis project involving peers and programme stakeholders in Canada, and international scientific and grey literature. Synthesis/Main Results: The map introduces six key questions to navigate and situate peer support approaches according to peers' roles, pathways and settings of practice, regardless of the terms used to label them. As a tool, it offers a broad overview of the different ways peers contribute to integrating health and community care. Discussion: We conclude by discussing the map's potential and limitations to establish a common language and bridge models, in support of knowledge exchange among practitioners, policymakers and researchers. Patient or Public Contribution: Our team includes one experienced peer support worker. She contributed to the design of the conceptual map and the production of the manuscript. More than 10 peers working across Canada were also involved during research meetings to validate and refine the conceptual map. [ABSTRACT FROM AUTHOR]

Aims: We investigated whether (1) adolescents selected friends with a similar socio‐economic status (SES), (2) smoking and alcohol consumption spread in networks and (3) the exclusion of non‐smokers or non‐drinkers differed between SES groups. Design: This was a longitudinal study using stochastic actor‐oriented models to analyze complete social network data over three waves. Setting: Eight Hungarian secondary schools with socio‐economically diverse classes took part. Participants: This study comprised 232 adolescents aged between 14 and 15 years in the first wave. Measurements Self‐reported smoking behavior, alcohol consumption behavior and friendship ties were measured. SES was measured based upon entitlement to an income‐tested regular child protection benefit. Findings Non‐low‐SES adolescents were most likely to form friendships with peers from their own SES group [odds ratio (OR) = 1.07, 95% confidence interval (CI) = 1.02–1.11]. Adolescents adjusted their smoking behavior (OR = 24.05, 95% CI = 1.27–454.86) but not their alcohol consumption (OR = 1.65, 95% CI = 0.62–4.39) to follow the behavior of their friends. Smokers did not differ from non‐smokers in the likelihood of receiving a friendship nomination (OR = 0.98, 95% CI = 0.87–1.10), regardless of their SES. Alcohol consumers received significantly more friendship nominations than non‐consumers (OR = 1.16, 95% CI = 1.01–1.33), but this association was not significantly different according to SES. Conclusions: Hungarian adolescents appear to prefer friendships within their own socio‐economic status group, and smoking and alcohol consumption spread within those friendship networks. Socio‐economic groups do not differ in the extent to which they encourage smoking or alcohol consumption. [ABSTRACT FROM AUTHOR]

Much of the work on body image socialization masks the potentially unique influence of different socializers, yet clearer understanding of socialization mechanisms and ideological context aid intervention efforts. We explored how fathers, female peers, male peers, and adolescent boys themselves produce different levels of internalized appearance-related norms and how these socializer-specific norms differentially relate to wellbeing and beliefs related to gender identity. With a sample of early adolescent boys (n = 260; M age = 11.44 years, SD age =.56, 64% White), we used SEM to investigate relations between internalized norms, wellbeing, and gender beliefs. We found that most boys internalized appearance-related norms, and that boys reported higher levels of norms from themselves than from fathers or peers. Internalized appearance-related norms from different socializers uniquely related to self-esteem, private/public regard of gender, and self-presentation expectations in peer interactions. This relational framework provides unique insights into boys' experiences with their appearance and the role of different socializers. [ABSTRACT FROM AUTHOR]

Background: The proportion of the population aged 65 years or older is increasing. Typically, physical activity and health decline with age, which is why action to promote active ageing is a major public health priority, particularly due to health inequalities in older adults. The aim of this study is to assess the effectiveness and cost-effectiveness of the Walk with Me peer-led walking intervention for older adults. Methods: This study is a two-arm, assessor-blind, randomised controlled trial. The intervention is a 12-week peer-led walking intervention based on social cognitive theory. Participants in the control group will receive information on active ageing and healthy nutrition. The study will target 348 community-dwelling older adults, aged 60 years or over living in areas of socio-economic disadvantage communities. Trained peer mentors will deliver the intervention. The primary outcome will be a mean between-group change in moderate-to-vigorous physical activity at 12 months from baseline, measured using an Actigraph accelerometer. Secondary outcomes will include quality of life, mental wellbeing, blood pressure, BMI and waist circumference. An embedded process evaluation will involve focus groups and participant diaries. Discussion: Evidence-based, cost-effective interventions to promote physical activity in older adults living in socio-economically disadvantaged communities are needed to address health inequalities. [ABSTRACT FROM AUTHOR]

Active living lifestyles for wheelchair users (ALLWheel) was developed to improve leisure time physical activity (LTPA). The purpose of this study was to assess the feasibility of the ALLWheel program. In a pilot pre-post design, 12 manual wheelchair users in three Canadian cities completed the ALLWheel program (containing 14 sessions over 10 weeks delivered by a peer using a smartphone). Feasibility indicators were collected for process, resources, management, and intervention—before, during, and after ALLWheel. Exploratory outcomes were collected for LTPA (primary outcome), motivation, self-efficacy, and satisfaction with autonomy support and goal attainment—at baseline, immediately following ALLWheel, and three months later. Feasibility was evaluated using a priori criteria for success (yes/no), and within-subjects comparisons were made to explore the change in exploratory outcomes. The participants were 48.9 ± 15.1 years of age and women (66.7%), and had spinal cord injury (41.7%) or multiple sclerosis (16.7%). Feasibility was achieved in 11 of 14 indicators, with suggestions to consider subjective reports of LTPA as the primary outcome in a future randomized controlled trial to overcome limitations with device-based measures and to use strategies to enhance recruitment. Mild-intensity LTPA and satisfaction with goal attainment improved after the completion of ALLWheel. With minor modifications, it is feasible that ALLWheel can be administered to wheelchair users by a peer using a smartphone. [ABSTRACT FROM AUTHOR]

We used a single-case experimental research design to examine the effect of modelling (peer versus non-peer) on exercise self-efficacy in stroke survivors who participated in a community-based exercise program. Data were obtained using an ABCA design: (A1) no model/baseline 1 (3 weeks); (B) peer model (6 weeks); (C) non-peer model (6 weeks); and (A2) no model/baseline 2 (3 weeks). Four participants completed self-efficacy questionnaires after each weekly session. Overall, participants reported higher exercise self-efficacy in the model conditions (Cohen's d range from −0.37 to 4.22), with ratings appearing highest for the non-peer model. Modelling in general may help stroke survivors increase their exercise self-efficacy. Lastly, we provide our reflections on the pragmatics of completing a study within a community setting. [ABSTRACT FROM AUTHOR]

Peers, i.e. people with lived/living experience of substance use, are at the forefront of harm reduction initiatives in British Columbia, yet they often lack recognition for their contributions. This study aims to understand the role of peers in overdose response settings and their experiences interacting with emergency service providers (ESPs) within the context of the Good Samaritan Drug Overdose Act (GSDOA). Telephone interviews were conducted with 42 people aged 16 years and older, who were likely to witness and respond to overdoses. Participants were asked about their experiences witnessing or responding to overdoses, and interactions with ESPs. Interview transcripts were analyzed thematically. Peers were often the first to respond to overdoses due to their positioning and saw themselves as having unique expertise in responding to overdoses and connecting with other people who use substances. However, peers perceived several barriers that impacted their ability to respond, including stigmatizing attitudes toward ESPs, lack of recognition, and lack of adequate resources. While policies, such as the GSDOA are in place to promote calling 9-1-1, peers feel confident and competent in responding to overdoses and often consider calling 9-1-1 a waste of resources. There is a need to better recognize and support peers as first responders in overdose contexts. [ABSTRACT FROM AUTHOR]

Background: There is limited understanding of the context surrounding physical activity (PA) of young people with intellectual disabilities (ID), which has an impact on the development of PA promotion programmes. Peer social connectedness seems to be a vital correlate to focus on, but has not been included in current studies examining the correlates and determinants of PA levels of young people with ID. This study aims to synthesise the evidence on (1) the social constructs researchers have used to conceptualise peer social connectedness in a PA context among young people with ID, (2) the measurement tools that have been used and (3) the relationship between PA and peer social connectedness in young people with ID. Methods: The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines. Ovid MEDLINE, Ovid Embase, Web of Science, ERIC, CINAHL and PsycINFO were searched from 1 January 1996 up to, and including, July 2023 to identify English‐language studies, which examined associations between PA and peer social connectedness in adolescents and young adults (13–24 years) with ID. Study quality was assessed using the Standard Quality Assessment Criteria for Evaluating Primary Research Papers from a Variety of Fields. Results: Thirteen studies met the inclusion criteria and were included in the review. Ten peer social connectedness constructs and 18 measurement instruments were identified. Studies were predominantly focused on Special Olympics participants and unified activity formats. Participation in PA can increase social connectedness, but there is a lack of studies examining whether PA can also be increased by focusing on peer social connectedness in young people with ID. Conclusions: Results show that peer social connectedness is recognised as relevant to researchers developing and testing PA programmes for young people with ID. [ABSTRACT FROM AUTHOR]

Romantic and peer relationships both contribute to overall well-being; however, each demand time and emotional investment that may give rise to competition. Little is known about how men, in particular, balance these relationships. We explored the extent to which men's investments in peer relationships are associated with romantic relationship quality. We further examined differences between fathers and non-fathers. Data were from five annual waves of the Men and Parenting Pathways cohort study (N = 608). Participants were men in committed relationships (n = 526) aged 28-32 years at baseline (M = 29.91, SD = 1.3). In cross-sectional, linear regressions, estimated using Generalised Estimating Equations (GEE; to account for repeated waves), we investigated peer network investments, (1) time (hours) spent with peers, (2) close network size, and (3) extended network size, and their associations with romantic relationship quality, self-reported using the Dyadic Adjustment Scale. Inverted U-shaped associations were found for time spent with peers and close network size, whereby increases in investment were associated with improved relationship quality up to a "tipping point", following which declines in quality are observed. For extended social networks, the association was linear, such that larger networks were linked to higher romantic relationship quality; however, this association was only evident in fathers. Investing too little or too much in peer relationships may adversely impact the quality of men's relationships with romantic partners. Supporting men, and particularly fathers, to maintain appropriate investment in peer networks may have benefits for their romantic relationships. [ABSTRACT FROM AUTHOR]

Peers' attitudes toward survivors of sexual violence can impact their willingness to disclose. Students with minoritized identities may perceive and experience their campus environments as less supportive than peers with privileged identities. The purpose of this study was to examine perceptions of anticipated peer support for sexual violence survivors, using a cross-sectional study of 2,727 students. Linear regression modeling showed significant associations between students with minoritized identities and lower scores on perceptions of anticipated peer support for survivors. There were also several important interactions between specific overlapping student identities. The findings suggest that students with minoritized identities perceive anticipated peer support less favorably than those with privileged identities. [ABSTRACT FROM AUTHOR]

The study examined the efficacy of the Polish adaptation of the PEERS® curriculum for adolescents on the autism spectrum. Twenty-nine adolescents (aged 11–16) were randomized into a Treatment and a Waitlist Control Group. Due to COVID-19-related restrictions, the Treatment Group received part of the intervention online (in hybrid mode). Results showed large effects of PEERS® increasing the teens' social skills, knowledge about social skills, and the number of get-togethers with peers. Most of the effects were maintained over a six-month follow-up period. There was no impact of the delivery mode on the treatment effects. The study demonstrates the feasibility and efficacy of the Polish adaptation of PEERS® and encourages future research on the online/hybrid delivery of Social Skills Training. [ABSTRACT FROM AUTHOR]

Peer groups are a central socialization setting in adolescence, and an emerging body of research has started to investigate the influence of peers on how adolescents understand, think about, and act on issues of ethnicity and race. This commentary summarizes the existing research that has investigated peer ethnic/racial socialization (ERS) and its associations with adolescent outcomes, highlighting the need to better understand: (1) what peers are doing related to issues of ethnicity/race; (2) who these peers are; (3) in what contexts peer ERS occurs; and (4) how peer ERS changes over time in adolescence. We hope the commentary, along with recent theoretical work seeking to unpack the complexity of ethnic/racial messages that young people receive across various developmental settings, will help generate more research to better understand the content, sources, and context of ERS, as well as its developmental changes over time. Highlights: Peer groups are a central socialization setting in adolescence, and an emerging body of research hasstarted to examine the influence of peers on how adolescents understand, think about, and act on issues of ethnicity and race.This commentary summarizes the existing research that has investigated peer ethnic/racial socialization (ERS) and its associations with adolescent outcomes.The commentary highlights the need to betterunderstand 1) what peers are doing related to issues of ethnicity/race, 2)who these peers are, 3) in what contexts peer ERS occurs, and 4) how peerERS changes over time in adolescence.The commentary seeks to generate more researchto better unpack the complexity of ERS across various developmental settings. [ABSTRACT FROM AUTHOR]

Parents are crucial in the construction of their children's attitudes towards the gender division of labor. However, little is known about the extent to which parents' influences on their children's attitudes weaken in favor of peers during adolescence. This study explores how gender beliefs of parents, friends, and classmates shape adolescents' attitudes towards the gender division of labor in Sweden, Germany, England, and the Netherlands. It extends previous research which predominantly examined parent-child transmission. The analysis draws on 4645 children (at wave 1: Mage = 14.9, SDage = 0.67, females = 50%) of the Children of Immigrants Longitudinal Survey in Four European Countries. Regression analyses of within-person changes in attitudes show that adolescents on average become more egalitarian from age 15 to 16 and significantly adapt their own beliefs to those of their parents, friends, and classmates. In cases of opposing beliefs, adolescents tended to adapt more strongly to whoever held more egalitarian views, possibly aligning with more widespread norms of egalitarianism. The findings show great similarity in adaptation processes across countries and align well with a multi-layered conceptualization of gender as a social structure that shapes gender attitudes. [ABSTRACT FROM AUTHOR]

Previous studies have mostly focused on the socialisation role of parents on adolescents' prosocial behaviours and there is relatively less work focusing on peers who are important socialisation agents for the development of prosocial behaviours in adolescence. Further, simultaneously examining the socialisation roles of multiple socialisation agents in prosocial behaviours and empathy development is even rarer. Thus, in the current study, we examined supportive and poor relationships with three socialisation agents (i.e., parents, peers in class, and peers in extracurricular activities) on adolescents' prosocial behaviours, considering whether empathy mediates these relations. Additionally, we examined the links between supportive and poor relationships with peers in the class and extracurricular activities and adolescents' prosocial behaviours, and the mediating role of empathy. The sample was 676 French adolescents (50% female, M age = 14.35 years). Supportive relationships and poor relationships models were tested separately. We examined the relative strengths of three socialisation agents using three-socialiser and two-socialiser models. In the three-socialiser model, supportive relationships with parents and peers in the extracurricular activities were positively linked to adolescents' empathy a year later, which, in turn, was positively linked to helping and caring behaviours. Additionally, poor relationships with parents were negatively linked to adolescents' empathy a year later, which, in turn, was positively linked to helping and caring behaviours. In the two-socialiser model, both supportive relationships with peers in class and extracurricular activities were positively linked to adolescents' empathy 1 year later, which, in turn, was positively linked to helping and caring behaviours but only for early adolescents. Lastly, in the two-socialiser model, poor relationships with peers in extracurricular activities were negatively linked to adolescents' empathy 1 year later, which, in turn, was positively linked to helping and caring behaviours. In general, these results were robust across adolescents' gender and age. Overall, results make several important contributions to the literature on the role of multiple socialisation agents and adolescents' prosocial behaviours. [ABSTRACT FROM AUTHOR]

Social and neurobiological factors independently associate with the development of antisocial behavior during adolescence, yet it is unclear how these factors contribute to antisocial behavior in girls. Using a longitudinal sample of 45 adolescent girls (age in years at scan: M = 15.38, SD = 0.33), this study examined the contributions of parent-adolescent relationship quality and deviant peer affiliation from 6th–8th grades along with the neural correlates of risk taking in 9th grade to later antisocial behavior. High parent-adolescent closeness in early adolescence predicted lower antisocial behavior for girls in later adolescence via lower affiliation with deviant peer groups and less activation of the medial prefrontal cortex during risk taking. Findings highlight the enduring role of parents and peers during adolescence, and the importance of investigating social relationships alongside the brain to identify a holistic understanding of the development of antisocial behavior in girls. [ABSTRACT FROM AUTHOR]

Play has important developmental benefits for young children that may be hindered or helped by their own emotional experience during play with others, such as parents, siblings, or peers. Our goal was to explore and examine the intersection of social interaction during play with temperament (i.e., social inhibition and negative emotionality) and age in connection with changes in emotional experience. Participants included 57 families with a child aged 3–5 years (46% female, M = 4.02 years, SD = 0.90) observed over 5 min using Ecological Momentary Assessment techniques. Results indicated that, in general, playing with parents and peers was linked to increases in positive emotions during play. Particularly when play partners were parents or peers, results demonstrated that positive emotions were moderated by social inhibition. Further, older children tended to display more negative emotion when not playing with a parent or a peer. The results of this study suggest that emotional experiences, particularly in the context of temperament and age, depend on the child's play partner. Highlights: Play partners can influence the emotional experience for children. Our study found that when children played with a parent or a peer, there was a significant increase in the child's positive emotion the following minute. However, unlike positive emotion, there was no significant relationship between who the child played with and the child's experience of negative emotions. Socially inhibited children experienced more positive emotions when playing with siblings, while non-socially inhibited children experienced significantly more positive emotions when playing with peers. [ABSTRACT FROM AUTHOR]

The goal of the current study was to investigate whether children's social information processing (SIP) predicts their conversations with peers, including both their remarks to peers and peers' remarks to them. When children (N = 156; 55% male; United States; Representation by Race: 60% African American, 18% Mixed race, 15% European American, 7% Other; Representation by Latino/a Ethnicity: 22% Latino/a, 78% Not Latino/a; Mincome = $39,419) were 8 years old, we assessed their aggressive and prosocial SIP using the Social Information Processing Application (SIP-AP). When children were 9 years old, they participated in playgroups typically consisting of four same-sex unfamiliar children who interacted in a round-robin format. Each dyad completed a five-minute frustration task and a five-minute planning task. Observers coded children's verbalizations into six prosocial categories (Suggest, Agree, Solicit Input, Ask, Encourage, State Personal) and four antisocial categories (Command, Disagree, Discourage, Aggress). Children with higher aggressive SIP made more antisocial and fewer prosocial statements, whereas children with higher prosocial SIP made more prosocial and fewer antisocial statements. Furthermore, children with higher aggressive SIP elicited more antisocial and fewer prosocial statements from peers, whereas children with higher prosocial SIP elicited more prosocial and fewer antisocial statements from peers. Children's antisocial and prosocial remarks mediated relations between their aggressive SIP and peers' subsequent antisocial and prosocial remarks. Findings are discussed in terms of: (a) the use of SIP to predict more subtle social behaviors in children's social interaction, and (b) cycles of social interactions that maintain and reinforce children's SIP patterns. Public Significance Statement: Findings of the current study suggest that children who think more aggressively about social interactions speak to their peers using more negative and fewer positive statements. Peers respond using similar language, and their responses help to maintain children's aggressive thinking patterns. [ABSTRACT FROM AUTHOR]

A growing body of research explores human resource management practices that encourage employees to innovate. In this study, we examine the links between different sources of feedback (supervisor and coworker) and employees' innovative behavior. Drawing on social exchange theory and the job demands‐resources theory, we first propose that work engagement and psychological contract breach mediate the relationship between supervisor feedback and employees' innovative behavior. Second, we propose a moderated mediation model in which coworker feedback attenuates the relationships between supervisor feedback and employees' innovative behavior through the mediating mechanisms of both work engagement and psychological contract breach. Using three waves of multisource data from 300 Chinese employees and their 64 supervisors, we found a dual‐mediation pathway by which employees' work engagement and perceptions of psychological contract breach mediate the influence of supervisor feedback on innovative behavior. Our results also show that coworker feedback can be used to supplement the lack of supervisor feedback when required. Organizations are advised to ensure that employees obtain regular feedback from multiple sources because such feedback can promote employees' work engagement and perceptions that the organization is upholding its side of the psychological contract, which fosters employees' innovative behavior. [ABSTRACT FROM AUTHOR]

Rehabilitation for people with cerebral palsy has traditionally focused on the physical body. This study has a psychosocial focus and investigates the experience of being part of a peer community at a camp. Two semi-structured interviews with 16 participants were carried out. The first interview aimed at getting a sense of the participants and their life situation, and the second at getting a sense of their experiences at camp. Seven themes were identified in the thematic analysis: belonging, social security, group-synergy, symmetry in abilities, being a resource, being understood, and left alone in the period after camp. The findings indicate that peer communities for people with cerebral palsy can improve their self-perception and situated participation. Therefore, clinical recommendations and strategies should consider including peer communities. However, we must be aware of the transition from segregated interventions to everyday life, as this process may be difficult and inhibit the potential. [ABSTRACT FROM AUTHOR]

The current study examined how adolescents' social support networks are associated with long-term psychosocial outcomes (depressive symptoms and romantic relationship quality) in a nationally representative sample of adolescents followed into adulthood. Data were from 14,800 participants who completed in-home interviews during Wave I (grades 7–12) and Wave IV (24–32 years) of the National Longitudinal Study of Adolescent to Adult Health. Using latent class analysis, we identified three profiles of adolescent social support across parents, friends, teachers, and adults: (1) high support from all sources, (2) low teacher support and high support from other sources, and (3) low teacher/adult and moderate parent/friend support. The third profile reported significantly higher increases in depressive symptoms from adolescence to young adulthood and lower romantic relationship quality in young adulthood than the other two profiles, but the "low teacher/high other support" group did not significantly differ from the "high support from everyone" group. Furthermore, multiple regression analyses indicated that adult and teacher support each interacted with parent support to predict outcomes during adulthood. These results highlight the advantage of having multiple supports in one's social network and emphasize the importance of understanding how adolescents' overall profile of relationships promotes their well-being in young adulthood. [ABSTRACT FROM AUTHOR]

Peer-to-peer approaches engage groups of people considered to share one or more characteristics that identify them as peers and draw on rationales of credibility, identification and role modelling in peer-to-peer interactions. Despite the popularity of the approach, the ways in which the peer leadership component specifically contributes to health promotion is not thoroughly understood. We suggest that a first step for making use of peer leader characteristics is to make explicit what the peer leadership component is expected to bring to a programme. To approach such an understanding, we investigated how peer leaders can be supported in activating their 'peerness' in health promotion programmes, using as a case the peer leader education of a youth-led, peer-to-peer community sports programme, implemented by the non-profit street sports organization, GAME. We analysed the peer leader training programme's learning objectives and field notes from observations of the training programme. The empirical material was analysed using an abductive approach by drawing upon contemporary interpretations of two forms of knowledge originally proposed by Aristotle. In so doing, this article explores how the development of techne (practical knowledge) and phronesis (practical wisdom) was supported in a peer leader training programme for young people. Findings suggest that supporting the development of both these types of knowledge can strengthen programme planners' attention to the contribution of peers. Concurrently, an emphasis on promoting phronesis in peer leader training can support and encourage peer leaders in activating their 'peerness' in peer-to-peer health promotion programmes. [ABSTRACT FROM AUTHOR]

Scholars have extensively documented social class differences in students' relationships with educational institutions through their interactions with authority figures and the unequal institutional advantages these interactions yield. However, little is known about whether or how social class also shapes students' peer interactions in ways that produce these inequalities. Using a qualitative case study of an elite engineering school in which I draw on participant observation and interviews with 88 undergraduates and six administrators, I argue that social class context—a proxy for social class—shapes the peer help-seeking and help-giving (collaborative) strategies students use, which can create inequalities in the institutional advantages they secure in the form of academic help, support, and learning opportunities. Focusing specifically on the social class context of students' high schools, I find that compared to their less-privileged counterparts, privileged students—who came from class-advantaged high school contexts where they became familiar with collaboration and upper-middle-class cultural signals—more easily collaborated with their college classmates and displayed signals that communicated they were "good" collaborators. The findings highlight new mechanisms through which inequalities are reproduced in educational institutions and make theoretical contributions to research on cultural capital, inequality, and education. [ABSTRACT FROM AUTHOR]

This study explores children's attitudes towards their peers with special needs (SN) at a preschool level. A total of 151 children were examined using the Acceptance Scale for Kindergarteners – Revised and social demographic questionnaires to collect information from parents and educators. The research included preschool children (5 years old) attending private preschools in a city of Portugal- Leiria-as well as their corresponding parents and educators. Further, 10 classrooms within preschools participated in the study, with a sample of 151 children, 149 parents, and 14 educators. Internal consistency was calculated, and the Cronbach's α coefficient for the complete scale was.688. Results revealed that the average score associated with children's attitudes was 18.78 (DP = 5.88). Children have more positive attitudes if they are in contact with peers with special needs regardless of the location (p <.05). Although children who have contact with peers with special needs in classroom have positive attitudes (p <.01) those who have contact in the preschool (outside classroom) have much more (p <.01). The results of this study provide insights into children's attitudes and reveal that closer contact with children with special needs benefits peer attitudes. [ABSTRACT FROM AUTHOR]

Positive parent and peer influences are frequently targets for enhancing prevention and intervention programs for adolescent substance use. However, differences in the patterns of cannabis use trajectories in the transition from late adolescence to young adulthood may affect the quality of relationships with parents and peers. We examined how parent and peer influences in adolescence and in young adulthood relate to cannabis use trajectory groups that distinguish high risk trajectories of cannabis use across ten years; namely, Increasers (20%) and Chronic users (11%), from lower risk user groups of Abstainers (29%), Occasional users (27%), and Decreasers (14%). We assessed mother and father communication and parent monitoring, and as well as experiences of peer victimization and engagement with peers involved in positive and negative activities. Data were from the Victoria Healthy Youth Survey (V-HYS). Youth were randomly recruited in 2003 (N = 662; 48% male; Mage = 15.5) and followed biennially for ten years to 2013 (N = 478; 45% male; Mage = 25.8). Parent monitoring distinguished groups in adolescence, but, as expected, monitoring was low and not significant in young adulthood. Levels of parent communication were high across both age groups, but were not related to the cannabis trajectory groups. Peer influences were similar in adolescence and young adulthood, in showing that deviant peer influences remain greater in high risk user groups across this transition. Implications for preventive and treatment interventions for high risk users in young adulthood are discussed. Highlights: This 10 year longitudinal study adds to an understanding of how different patterns of use of cannabis in the transition from adolescence to young adulthood are related to changes in parent and peer influences related to these differences. Peer influences were similar in adolescence and young adulthood, showing that deviant peer influences persist in their associations with high risk use across this transition. Parent monitoring had protective effects in adolescence but not young adulthood. The impact of parent communication on cannabis use was not significant in young adulthood, controlling for levels established in adolescents, however levels of communication were high in both adolescence and young adulthood. [ABSTRACT FROM AUTHOR]

Friendship networks are relevant to adolescent weight status and lifestyle, but little is known about their relationship in an East Asian setting. Using a longitudinal cohort of Taiwanese adolescents, we studied how weight status and lifestyles might influence friendship. Simultaneously considering the influence of friendship networks, we further examined the effects of peers' lifestyles on the body weight status of adolescents. Data were retrieved from the first three waves of the Taiwan Youth Project (N = 2409; 51 % boys). Participants were asked to nominate their friends at school and to report their lifestyle factors (e.g. sleep habits, internet use, and athletic performance). Weight status was proxied by body mass index calculated from self-reported weight and height. Stochastic actor-based modeling was used for the friendship network analyses. Considering network structure, adolescents selected friends based on similarities in weight status (β = 0.147 [standard error = 0.044], p < 0.001) and lifestyle factors, such as athletic performance (β = 0.181 [0.034], p < 0.001), internet use (β = 0.156 [0.039], p < 0.001), and social jetlag (β = 0.055 [ ± 0.022], p < 0.05). In the behavior dynamics model, we did not observe any peer influence on changes in adolescents' weight status. These findings suggest a pervasive homophilic friendship selection explained by weight and lifestyle-based similarities, despite no evidence of peer influence on weight status. Stakeholders and care providers of adolescent health should be aware of the social network processes that underlie weight problems. [ABSTRACT FROM AUTHOR]

• Adolescents' attachment quality to significant others exerts an influence on their internalizing problems through the development of both positive and negative automatic thoughts. • Attachment to mother and father has both shared (conjugated) and unique (specific to each parent) effects on the levels of automatic thoughts and internalizing problems. • Attachment to peers exhibits distinct effects beyond the influence of parental attachment on automatic thoughts and internalizing problems. • Neither gender nor age served as significant moderators in any of the pathways examined. Previous studies found that the insecure attachment of adolescents towards their mother, father, and peers leads to more internalizing problems and maladaptive cognitive processes (for example, low self-esteem). However, the dynamic between the attachment of adolescents, negative and positive automatic thoughts, and internalizing problems of adolescents is not well understood. The present study proposed and tested a theoretical model in which positive and negative automatic thoughts mediate the relationship between the attachment of adolescents towards their parents and peers and the internalizing problems of adolescents. A clinical sample of adolescents (N=105; mean age = 16.60), diagnosed with internalizing disorders, have filled out the evaluations for this study. All analyses were conducted in RStudio, and the mediation models were tested using Partial Least Square Structural Equation Modeling. Our main results are that positive and negative automatic thoughts mediate the relationship between adolescents' parents- and peer-related attachment and internalizing problems. The biological sex and age of adolescents did not moderate any of the paths in the model. Parents and peer attachment, along with positive and negative automatic thoughts, explained 57 % of the variance in the internalizing problems of adolescents. The main findings of the paper are discussed, and the main caveats are underlined. [ABSTRACT FROM AUTHOR]

This study evaluated the effectiveness of behavioral skills training (BST) to teach peer‐trainers to implement video feedback (Study 1) and evaluated the effectiveness of peer‐implemented video feedback to increase proper deadlifting form across 3 participants (Study 2). A nonconcurrent, multiple baseline design across participants was employed to evaluate BST and peer implemented video feedback. Results demonstrate that BST was effective for teaching peer‐trainers to implement video feedback and video feedback led to improvement of deadlifting form across all participants. [ABSTRACT FROM AUTHOR]

In England, drug use in young people increased significantly between 2014 and 2017. This upward trend continues despite implementation of drug use policies to reduce supply, possession and manufacture of illicit drugs. Taking the view that drug use is a learnt behaviour, the purpose of this paper is to evaluate whether social learning (SL) factors explain drug use in English adolescents across: a) nine regions b) by age (11 to 15 years) and c) by gender using the Social Structure Social Learning (SSSL) theory as a framework. This study addresses a gap in the literature on English adolescent students by identifying the strongest SL pathway to drug use (imitation, parental reinforcement, attitudes, peer association). Cumulative mediation analyses were carried out on data from the Smoking Drinking Drug Use Survey 2016 (N = 12,051) on adolescents aged 11–15 years across England. The results show that imitation, peer association, attitudes and parental reinforcement mediate drug use at ages 12–14 and for some regions but not for gender. Drug use is a socially learnt behaviour in adolescents students living in England. [ABSTRACT FROM AUTHOR]

Adolescence is a developmental period when peer network structure is associated with mental health. However, how networks relate to distress for youth at different intersecting racial/ethnic and gender identities is unclear. Using National Longitudinal Study of Adolescent to Adult Health survey data, cross-sectional models examine peer network cohesion predicting adolescent depressive levels for racial/ethnic and gender groups. The analytic sample is N = 13,055, average age 15.3 years, 50.2% female, 68.8 % White, 17.2% Black, 9.7% Hispanic, and 4.2% Asian. The results indicate that average cohesion, depressive levels, and cohesion associated with depressive levels differ by race/ethnicity and gender, with the greatest benefits for White and Black girls. This work clarifies patterns of adolescent networks and mental health by race/ethnicity and gender. [ABSTRACT FROM AUTHOR]

We are not aware of any validated sexual health communication scales for use with young men who have sex with men (YMSM). We used data from an HIV prevention study in Lebanon with 226 YMSM aged 18–29 to assess the psychometric characteristics of our scale, Judgmental Communication with Peers about Sex (JCPS). The construct validity of the JCPS scale was supported by it being negatively correlated with general social support, percentage of alters perceived to be supportive, and the percentage of peers who are perceived to use condoms. The scale was positively correlated with gay-related discrimination, feeling part of the gay community, and gay social integration. These findings reflect a reliable, valid measure to assess judgmental sexual health communication between YMSM. [ABSTRACT FROM AUTHOR]

Introduction: Peer support models for the management of diabetes self-care have been hailed as a promising solution to strengthen a formal health system to support diabetes patients. Diabetes self-care in patients can truncate the risk factors and reduce the complications.Objective: To identify self-care level (adherence to the diet, exercise, treatment) and depression among known diabetes patients and to find the effect of the support group intervention on diabetes self-care.Methods and Material: A Sequential type Embedded Mixed-Method study (qual→QUAN(qual)→qual) was conducted in three phases in 168 known diabetes adults aged ≥ 30 years in a rural setting. After obtaining IEC clearance, the intervention was carried out over eight months, forming peer support groups in four villages. Each group comprises between six to 12 participants. Assessment of self-care, treatment adherence and depression with standardized scales.Data Analysis: A manual content analysis was performed on the qualitative data. The Wilcoxon rank test was used to compare the quantitative data before and after intervention and analyzed using SPSS (Version_24) software package.Results: In this study, we found improved self-care practices and treatment adherence among study participants (p < 0.001). About 88.7% of participants said that the support group was useful and provided moral support for diabetes.Conclusion: We found an improvement in treatment adherence, self-care among diabetes patients' and marginal improvement in depression status through support group intervention. Also the peer support group was well accepted, and it provided the low-cost, feasible intervention respect to the chronic conditions like diabetes, by addressing their behavioral changes and support from community. By sustaining the support group, might able to achieve the efficient health care in high quality even at resource-poor settings.Key Messages: A Community-Based intervention for the diabetes self-care using peer support group among the diabetes patients will improve the self-care practices in the area with limited access to healthcare and financial resources, it provides a low-cost, flexible, culturally sensitive approach to support self-care management and reduce the further complications among It also imporve the problem-solving capacity and social support from families and peers patients. [ABSTRACT FROM AUTHOR]

Social capital strengthens emerging adults' ability to reach life goals, but little is known about how peers and near-peers (slightly older and/or more experienced peers who serve in mentorship or coaching roles) support social capital development especially among young people of color. To address this gap, the current study examined how social capital derived from peers and near-peers contributes to emerging adults' ability to actively mobilize social capital in pursuit of their education or career goals (i.e., self-initiated social capital) and, in turn, their education and career outcomes. A total of 841 emerging adults who participated in one of five community-based education and/or workforce support programs were surveyed (72% female; Mage = 20.1, SD = 1.84; 35% Latinx, 30% Black, 19% Asian, 16% Other). Peer social capital was indirectly associated with outcomes (i.e., progress towards education/career goals, commitment to paying-it-forward, collective efficacy to change systems) via greater self-initiated social capital, whereas near-peer social capital was both directly and indirectly associated with outcomes. The mechanisms by which peer and near-peer social capital support emerging adults as they work towards their goals may differ and have important program implications. [ABSTRACT FROM AUTHOR]

The purpose of this systematic review was to describe single case design (SCD) research studies that systematically included peers in interventions designed to have positive outcomes for children with disabilities aged 3–8 years. Thirty-nine articles published in peer-referred journals in the past 10 years were analyzed in relation to study rigor and characteristics of interventions. Overall, this review supports including peers into systematic interventions for young children with disabilities, as the interventions were effective in producing positive changes in the behavior of young children with a variety of disabilities in social, communication, cognitive, play, and academic skills. No clear pattern emerged of a relationship between ecological factors (setting and interventionist) and generalization and maintenance of child behaviors. The analysis of study rigor suggests that fewer than half of the studies met current standards for SCD research and the number of studies conducting generalization, maintenance, and social validity was inadequate. A significant challenge for the field is to conduct more rigorous research to identify critical factors promoting positive behavior change for young children with disabilities when peers are included in interventions. [ABSTRACT FROM AUTHOR]

Peer-mediated interventions (PMIs) are evidence-based practices that improve outcomes for students with intellectual and developmental disabilities (IDD). Determining whether peers also benefit substantively from their involvement in these widely used practices is key to establishing the reciprocity of PMIs. This study examined the breadth and depth of ways that peers perceive they are impacted by their experiences in PMIs and the factors that shape this impact. More than 250 secondary and postsecondary peers completed the Peer-Mediated Impact Survey for Peers (PMIS:P). Peers reported being impacted in multiple positive ways clustered within seven thematic areas: rewarding impact, advocacy impact, changes in views, future impact, social impact, skill and intrapersonal development, and self-worth impact. Several factors were associated with variations in peer impact, including having supported at least one student with autism, supported at least one student who was nonverbal, prior familiarity with a student, received ongoing support from an educator or other school staff, and more time spent together. We provide recommendations for research and practice aimed at addressing the myriad benefits of involving peers in PMIs. [ABSTRACT FROM AUTHOR]

Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions. [ABSTRACT FROM AUTHOR]

Aim: The present study aimed to examine the effects of primary social factors on the smoking behaviors according to the smoking stages—initiation and continuation—among Korean adolescents. Subject and methods: We used the clustered logistic regression method to examine whether the primary social factors significantly influence smoking behaviors among Korean adolescents at two different stages with a cross-sectional study for 9 years. Results: We found that primary social factors significantly influenced adolescent smoking in both stages, and peer effects for adolescent smoking were much clearer in the smoking continuation stage. In addition, adolescents initiating smoking early tend to continue their smoking with high probability. Conclusion: The impacts of primary social factors are robust on adolescent smoking, particularly in the smoking continuation stage. [ABSTRACT FROM AUTHOR]

Background: Self-harm usually begins during adolescence and adolescents that self-harm most commonly confide in friends, yet to date, there is little research from the friend's perspective. Objective: This qualitative study explores adolescents' experiences of what it is like to have a friend who self-harms by cutting and what this experience means for friendship, the wider peer group and psychological well-being. Methods: Semi-structured interviews were conducted face-to-face with a community sample of eight females aged between 13 and 18 years, living in England. Interpretative Phenomenological Analysis was used to analyse the data. Results: Four superordinate themes emerged: desperately searching for meaning, I will be there at all costs, too hot to handle and identification. Adolescents were concerned about escalations in their friends' behaviours and felt a sense of duty to help, but the majority experienced a dilemma as to whether to disclose to others and all reported some form of distress. Conclusions: The results highlight the important, yet complex nature of friendship in this context. Friends play a key role in supporting adolescents who self-harm but need greater support managing this role and the effects. Schools/colleges should educate young people about self-harm to increase their knowledge and skills in relation to supporting a friend with this issue. Furthermore, they should promote environments for talking about mental health openly to give young people increased opportunities for help-seeking. [ABSTRACT FROM AUTHOR]

Acceptance and rejection by parents and peers play an important role in pre-adolescents' educational outcomes. Prior research focused on either parents or peers, did not encompass effects into adulthood, or considered either acceptance or rejection. This study investigated the relation between parental and peer acceptance and rejection, and their interplay, in pre-adolescence and educational attainment in early adulthood. A sample of 2229 pre-adolescents (Mage T1 = 11.11, SD = 0.56; 50.7% girls) was followed to early adulthood (Mage T5 = 22.29, SD = 0.65). Ordinal logistic regression showed that pre-adolescents' perceived parental acceptance was positively related to educational attainment in early adulthood, whereas peer rejection was negatively related, even when WISC score and socioeconomic status were considered. No interaction effects were found, revealing no "dual-hit effect" of being rejected by parents and peers, no "dual-miss effect" of being accepted by parents and peers, and no effects of acceptance in one context (i.e., parents or peers) buffering the negative effect of rejection in the other context. The findings underscore unique and long-term links of parental acceptance and peer rejection with early adults' educational attainment, underlining the importance of not only peers but also parents in adolescence. These insights can be used in promoting long-term educational outcomes through relationships with parents and peers. [ABSTRACT FROM AUTHOR]

Adolescents' aggressive behavior has been often linked to biases in morality. However, limited knowledge is available regarding the relative strength of different moral correlates, both at the individual and class-level, in predicting different types of aggressive behavior over time. To address this gap, the present study tested the prospective associations of moral identity and moral disengagement with reactive and proactive aggression in a short-term longitudinal study. The sample consisted of 1158 Italian adolescents (48.7% females; Mage = 13.6 years, SD = 1.1). Participants completed self-report measures of moral identity, moral disengagement, perceived collective moral disengagement in the fall, and reactive and proactive aggression in the fall and in the spring. Multivariate multilevel analysis indicated that, at the individual level, after controlling for the stability of aggressive behavior, T2 (Time 2) reactive aggression was higher for students who reported lower moral identity and higher moral disengagement at T1 (Time 1). For proactive aggression, a significant interaction effect indicated that the negative association between T1 moral identity and T2 aggression was apparent only at high levels of T1 moral disengagement. Moreover, proactive aggression was significantly predicted by higher perceived collective moral disengagement. At the class-level, T1 collective moral disengagement helped explain between-class variability of T2 reactive and proactive aggressive behavior. How these results expand previous research on morality and aggressive behavior and their potential implications for prevention and intervention programs is discussed. [ABSTRACT FROM AUTHOR]

Feelings of alienation with parents and peers can lead to psychological distress, possibly because such feelings are stressful. Supportive siblings are known to foster mental health in youth, but research in emerging adulthood is limited. We hypothesized supportive sibling climate as a protective factor in the risks that stress from parent and peer alienation poses to psychological distress among emerging adults. A proposed moderated-mediation model was tested, across three samples, using latent moderated mediation structural equation modeling. Results indicated that parental and peer alienation were associated with more psychological distress, and stress partially mediated the link between parental (but not peer) alienation and psychological distress in two samples. However, a supportive sibling climate was not protective as it did not moderate the links among alienation, stress, and psychological distress. In sum, siblings seem beneficial, but perhaps it is not sufficient to protect emerging adults' mental health against stress from parent and peer alienation. [ABSTRACT FROM AUTHOR]

Despite the centrality of dating relationships for teens, it is unclear whether the influence of romantic partners' alcohol use on adolescents' under-age drinking is distinct from the influence of peers and parents. To address this gap, this study used longitudinal data from a population-based sample of 825 adolescents (49% male, 51% female), ages 12 to 19. Adolescents completed a survey using laptops for privacy, and a parent completed a survey separately. Ordinary least squares and logistic regression models assessed alcohol use frequency and alcohol problems and included dating partners' drinking, adolescents' prior drinking, peers' drinking, parents' substance use, parental monitoring, and sociodemographic background characteristics. Alcohol use frequency and alcohol problems were influenced by dating partners' alcohol use and dating partners' influence was stronger on older adolescents and male adolescents. The study results are useful for public health messaging and prevention efforts by demonstrating the influence of parents, peers, and dating partners on teens' alcohol use. [ABSTRACT FROM AUTHOR]

Peer-mediated interventions (PMIs) offer substantial academic and social benefits to adolescents served under the special education categories of intellectual disability, autism, and multiple disabilities (i.e., intellectual and developmental disabilities [IDD]). However, limited attention has focused on the impact of PMI on participating peers without disabilities. This systematic review identified all experimental (e.g., single case, group experimental) and descriptive (e.g., qualitative, survey) studies addressing PMIs implemented at the secondary level with students with IDD. Among the 98 PMI studies that we identified in this review, 66 (67.3%) studies included some qualitative or quantitative measure of peer impact. Across these studies, the impact on peers was addressed in 10 different areas. This review provides new insights into the ways peer impact has been evaluated and how peers have been impacted by their PMI experience. Recommendations for research and practice aimed at addressing the benefits of involving peers without disabilities in these interventions are provided. [ABSTRACT FROM AUTHOR]