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At least 109 records · Page 6Linked to original sources
PubMed2005

Interpersonal perception and pathological personality features: consistency across peer groups.

This study investigated the consistency of interpersonal perceptions regarding people who exhibit features of personality disorders. The participants (N=82) were college students who were assessed for features of personality disorders, using both self-report and peer nominations at Time 1. Two years later, participants attended four meetings in groups of 7 to 12 people for a total of 2 hours. Group discussions were designed to encourage interaction and give participants an opportunity to behave in ways that might be expected from people with personality problems. After Meetings 1 and 4, group members ranked their impressions of each other with regard to several personality traits and behavioral attributes. We observed important consistencies between the peer nominations collected at Time 1 and personality rankings made by a different peer group at Time 2. There was considerable convergence between personality disorder features and negative evaluations by others, with participants high in detachment eliciting the most negative reactions from peers in the lab.

Diagnostic and Statistical Manual of Mental Disord↗
PubMed2004

The effects of verbal support strategies on small-group peer interactions.

PURPOSE: This study investigated whether child care providers could learn to facilitate peer interactions by using verbal support strategies (e.g., prompts, invitations, or suggestions to interact) during naturalistic play activities. METHOD: Seventeen caregivers were randomly assigned to experimental and control groups, stratified by center so that staff from one center could attend the training program together. The experimental group received inservice training on how to facilitate peer interaction; the control group received training on adult-child communication strategies. Caregivers in the experimental group were taught to facilitate children's interactions with their peers by using indirect referrals (e.g., alerting children to situational information, offering praise) and direct referrals (e.g., telling a child what to say to a peer, inviting children to play together). RESULTS: At posttest, the caregivers in the experimental group used more verbal supports for peer interaction than the caregivers in the control group. Specifically, they used more utterances to promote communication between peers and to invite children to interact together. In turn, the children in the experimental group initiated interactions with peers more often and engaged in extended peer sequences more often than the children in the control group. CLINICAL IMPLICATIONS: The results support the viability of this training model in early childhood education settings and suggest that future research of its effects with children who have disabilities is warranted.

Adult↗
PubMed2005

Could the peer group explain school differences in pupil smoking rates? An exploratory study.

Schools differ in the proportion of their pupils who smoke. Such differences transcend pupil intake characteristics and relate to the internal life of the school. Although adolescents' smoking behaviour has been associated with that of their peers, little consideration has been given to whether peer structures and processes contribute to school differences in pupil smoking rates. In two relatively deprived Scottish schools, one with a higher and one with a lower rate of pupil smoking, 13 and 15 year-olds were surveyed. Sociometric data and information on pupils' smoking behaviour and views were gathered. Twenty-five single-sex discussion groups were then held with a sub-sample of the 13 year-olds in order to explore in detail their views on smoking, smokers and fellow pupils. Findings showed that in the higher smoking school, pupils were more often in groups, smokers were identified as popular, and attitudes (especially among non-smoking females) were more pro-smoking. In the lower smoking school, by contrast, there were more isolates and dyads, there were no popular smokers and attitudes (especially among non-smoking females) were much less pro-smoking. Thus, evidence suggests peer group structures and related influences could be one explanation for school differences in smoking, and that the popularity of smokers together with the views of non-smoking females may be particularly important in creating such differences.

Adolescent↗
PubMed2003

[Peer groups].

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Delivery of Health Care↗