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PubMed1994

Constraints and facilitators to friendships in late late life.

This report analyzes friendship patterns of individuals 85 and older, 77% of whom are women. Despite high levels of disability and the loss of age peers, the majority were in frequent contact with friends and still had a close friend. Over 31 months, however, the predictors of friendship involvement changed. At Time 1, mood was most important, but by Time 3, increased disability was most important. Qualitative data describe how the constraints and facilitators lead to changing criteria for friendships in late late life.

Aged↗
PubMed1999

Friendship and social support: the importance of role identity to aging adults.

This article proposes role identity theory as a means of integrating the diverse frameworks and findings that populate the social support literature, and it highlights the importance of the friendship role on life satisfaction for aging adults. A sample of 800 preretirement-age working men and women were surveyed as part of a longitudinal study, Roles and Self: Factors in Development and Retirement. The results include differences in social support by gender, no significant influence of structural support variables, and the significant effect of the role of friendship on respondents' life satisfaction. Hierarchical regression analysis showed that commitment to the role of friend is significant in predicting life satisfaction when controlling for background variables, and friendship identity meanings emerged as the strongest predictor--stronger than income or marital status--when predicting well-being. Integration of theory with current and previous research, implications for practice, and directions for future research are discussed.

Adult↗
PubMed1997

Short-term outcome of major depression: II. Life events, family dysfunction, and friendship difficulties as predictors of persistent disorder.

OBJECTIVE: To determine whether there is a pattern of social characteristics that specifically predicts persistent major depression at 36 weeks follow-up. METHOD: Sixty-eight consecutive cases with a first-episode DSM-III-R diagnosis of major depression completed a life events and friendship difficulties interview at presentation and again at 36 weeks. RESULTS: Four factors were associated with persistent psychiatric disorder in general: lack of a maternal confiding relationship with current partner, family dysfunction and poor friendships at presentation, and severely disappointing events between presentation and follow-up. There was no association between these adverse experiences. No combination of long-term or recent life events or difficulties was, however, specifically associated with persistent depression. CONCLUSION: Nonsocial factors may need to be taken into account to specifically explain the phenotypic persistence of major depressive disorder in first-episode nonrecovered cases within a year of presentation. Psychosocial interventions with first-degree relatives and current close friendships should be considered as a part of the treatment strategy for first-episode major depression.

Adolescent↗
PubMedDate not supplied

Adolescents sex-typed friendship experiences: does having a sister versus a brother matter?

This study examines the connections between having a sister versus a brother and coming from a same-sex versus an opposite-sex sibling dyad and the degree of sex-typing in adolescents' friendship experiences, including the qualities of their friendships (i.e., intimacy, control) and their friends' personal attributes (i.e., sex-typed leisure interests, expressive and instrumental personality qualities). Participants were 159 firstborn-secondborn adolescent sibling pairs (M = 14.94 years and M = 12.43 years, respectively) and a close friend of each sibling (N = 636, including siblings and friends). Data were collected during home visits with siblings and telephone interviews with friends of siblings. The results suggested that sisters may learn control tactics from their brothers that they apply in their friendships; boys, however, were less likely to model the emotional intimacy that characterized their sisters' experiences with friends. In addition, coming from an opposite-sex sibling dyad was linked to sex-typing in friends' personal attributes, particularly their masculine leisure interests and instrumental personality qualities. Sisters and brothers may provide unique opportunities to learn about sex-typed relationship experiences in early adolescence, a time when gender segregation in the peer context is pervasive.

Adolescent↗
PubMed1997

Peer relations and friendship in physically disabled children.

This article presents the results of a literature study and qualitative fieldwork into the way physically disabled children experience friendship. We discuss literature on how children make contact with peers, on the nature of their friendship and on what it is like to be excluded. Some aspects are complemented with information from the children themselves. Peer relations and friendship are the very essence of a happy childhood. This article therefore closes with a number of recommendations to improve peer relationships.

Child↗
PubMed1978

Friendship, proximity, and self-disclosure.

Patterns of self-disclosure were explored by means of a questionnaire administered to pairs of roommates and hallmates (non-roommates living on the same floor) in freshman dormitories. It was predicted and found that friendship was more highly related to self-disclosure in intimate than in non-intimate topic areas, whereas proximity was more highly related to disclosure in non-intimate than in intimate areas. It was also found that friendship and intimate disclosure were more highly related among women than among men. These findings emphasize the interplay of personal, role-related, and environmental factors which underlie patterns of friendship and self-disclosure. They also point to the importance of viewing self-disclosure in differentiated terms, rather than as single monolithic entity. Other findings of both substantive and methodological interest are reported. For example, there was a strong tendency for respondents to overemphasize the degree to which their patterns of giving and receiving personal information were symmetrical. There was also a tendency for respondents to report giving more disclosure than they received in non-intimate areas, but not in intimate areas.

Analysis of Variance↗
PubMed1987

Opportunities and constraints: black-white differences in the formation of interracial friendships.

In this article, we examine the effects of classroom characteristics on the interracial friendliness of students in desegregated classrooms. We argue that social psychological processes that affect cross-race sociability are set in motion by the classroom climate, the organization of instruction, and the class racial composition. The effects of these variables on the likelihood of cross-race friendships are observed in longitudinal data from 455 students in 16 fourth- through seventh-grade desegregated classrooms. The results show that classroom characteristics associated with "status-leveling" effects operate differently for black and white students. Ability grouping influences the interracial sociability of white students more than that of blacks, while the academic status of peers affects the cross-race friendships of blacks more than of whites. Race differences in the effects of classroom climate on interracial friendships are also observed.

Achievement↗
PubMed1990

Peer interactions and friendships in an ethnically diverse school setting.

Peer interaction, social status, and reciprocated friendships were examined in 2 ethnically diverse groups of children: 104 kindergartners and 106 third graders. There was no correlation between social status and ethnicity. Third-grade children formed more cross-ethnic friendships and engaged in more cross-ethnic positive peer interaction than kindergartners. Children with more cross-ethnic friendships and more cross-ethnic peer interaction were no different in social status than children with fewer cross-ethnic experiences.

Child↗
PubMed1993

Conflict and friendship relations in middle childhood: behavior in a closed-field situation.

Disagreements between school-aged children were examined as a function of friendship status. 66 same-sex dyads were selected, including equal numbers of "best friends" and nonfriends, who were then observed while playing a board game (a closed-field situation). Conflicts occurred more frequently among friends than among nonfriends and lasted longer. Friends did not talk more during their conflicts than nonfriends, but assertions were used selectively according to friendship and sex: With friends, girls used assertions accompanied by rationales more frequently than boys whereas boys used assertions without rationales more frequently than girls. These sex differences were not evident during conflicts between nonfriends. Results are discussed in relation to the social constraints intrinsic to closed-field competitive conditions as they apply to friendship relations in middle childhood.

Child↗
PubMedDate not supplied

Holism, contextual variability, and the study of friendships in adolescent development.

This study treated a key relationship in the developmental ecology of adolescence, friendships, as multidimensional and context specific. First, it examined 4 characteristics of friends (academic achievement, alcohol use, emotional distress, and extracurricular participation) as independent factors and as components in holistic friendship group profiles. Longitudinal analyses of 9,224 adolescents (ages 12-20) revealed that multiple characteristics of friends predicted adolescent behavioral problems, as did membership in the best adjusted group profile. Second, the study examined whether the associations between friendship factors and adolescent behavior varied as a function of the larger peer network and school context, finding that network centrality, school academic press, and intergenerational bonding in schools conditioned the role of friends' characteristics and group profiles in positive and negative ways.

Adolescent↗
PubMed2006

I thought we could be friends, but ...: systematic miscommunication and defensive distancing as obstacles to cross-group friendship formation.

This study examined the precursors and consequences of systematic miscommunications regarding relationship interest during intergroup interaction. Pairs of previously unacquainted same-sex students (White-White, White-Chinese, or Chinese-Chinese) engaged in a relatively intimate controlled interaction. White participants who had had little prior contact with Chinese persons were more apt to exhibit a signal-amplification bias (i.e., to perceive that their overtures had conveyed more interest than was actually the case) in intergroup as compared with intragroup exchanges. In contrast, White participants with high levels of prior contact with Chinese persons and Chinese participants did not show enhanced signal amplification in intergroup relative to intragroup exchanges. These results support our hypothesis that lack of intergroup contact experience sets the stage for miscommunications regarding friendship interest. White participants' tendency to feel that they had initially communicated more interest in being friends than their Chinese partner mediated a downward shift in their actual friendship interest over time, suggesting that signal amplification triggers defensive distancing and ultimately lowers the likelihood of cross-group friendship formation.

Adult↗
PubMed1995

Friendship and literacy through literature.

The exploratory research reported in this article was designed to determine the processes and outcomes of planning thematic literacy instruction in a holistic and contextualized manner. The work was conducted in an upper-elementary, self-contained setting for students identified as learning disabled. Specifically, the instructional activities included (a) interactive readings from literature on friendship, (b) personal written responses to the literature, (c) supported retellings of the literature, (d) performance related to the literature, and (e) journal writing on the topic of friendship. The outcomes are reported in terms of the use of intertextuality over the course of the 6-week unit, the emergence of theme as a salient feature in literature, and a change in the children's conceptions of friendship. More specific literacy outcomes are captured in case studies of 3 children.

Black or African American↗
PubMed2000

Stigmatization and the development of friendship and romantic relationships in adolescent victims of sexual abuse.

This study examines same- and other-sex friendship networks and perceptions of peer competence as functions of stigmatization, defined as shame and a self-blame attributional style. Fifty-six sexually abused adolescents were seen at the time of abuse discovery and 1 year later. Higher self-blame attributional style for the abuse was related to more satisfaction with other-sex friends and less satisfaction with same-sex friends. More shame was related to less satisfaction with same-sex friends and to having a larger number of other-sex friends. Higher self-blame attributional style was related to perceptions of poorer peer acceptance and close friendship and to perceptions of poorer romantic appeal. More shame was related to lower perceptions of peer acceptance and close friendship. The results support the idea that abuse victims who experience higher levels of shame and self-blame attributional style feel less capable of forming satisfying relationships with peers, friends, and potential romantic partners.

Adolescent↗
PubMed1999

[A study on the factors affecting friendship with HIV-infected students in high school: from the survey of AIDS related knowledge, information sources and attitudes in 1989 and 1992].

To clarify the factors affecting the friendship with human immunodeficiency virus (HIV)-infected persons, a self-reported questionnaire study was conducted in two high schools in Tokyo in 1989 and 1992. A complete set of responses was obtained from 541 (98%) and 517 (99%) students in 1989 and 1992, respectively. The following results were obtained: 1) The proportion of the students who received information on HIV/acquired immunodeficiency syndrome (AIDS) from school teachers in 1992 was higher than that in 1989 for both males and females. Similarly, for both males and females, the proportion of students with correct knowledge on HIV transmission was significantly higher in 1992. The proportion of the students who intended to have a friendship with a hypothetical HIV-infected classmate or close friend in 1992 was significantly higher. 2) The results of multiple logistic regression analysis indicated that such factors as having more correct knowledge on HIV transmission and considering the confidentiality of persons with HIV/AIDS were significantly related to having friendship with a hypothetical HIV-infected classmate for both 1989 and 1992; such factors as being a female and having an increasing risk of HIV infection were significantly related to the responses obtained for 1992.

Acquired Immunodeficiency Syndrome↗
PubMed1988

Just being friendly means a lot--women, friendship, and aging.

This article examines friendship patterns and interactional skills among older, noninstitutionalized women. It draws on two studies, one quantitative and the second qualitative, of friendship undertaken by the author. Friendship is viewed in relation to age, related socio-environmental transitions and psychological growth in later life including the issues of intimacy, reciprocity and relational identity.

Aged↗
PubMed2006

Impact of senior center friendships on aging women who live alone.

Elderly women who live alone are considered at greater risk for loneliness, depression, and decreased mobility. This paper examines the influences of late-life friendships and senior center activities on the health and well-being of aging women living alone. Based on the findings from 274 women living alone it was found that the senior center is an excellent environment where new supportive friendships can easily be formed. These friendships and other center activities have positive mental and physical outcomes. Using a comparison group of 171 elderly women living with their spouses, it was discovered that women who lived alone participated in center activities more frequently and, as a result, also created a social network that extended outside of the center environment.

Activities of Daily Living↗
PubMed1999

"Best friends": the construction of a teenage friendship.

A case study of a friendship between two high school students with disabilities was reported. The study was part of a research project on the social relationships of children and youth with disabilities. Ethnographic interviews and participant observations were used to accomplish two goals: (a) delineating the features of a spontaneous friendship between two young women in a self-contained high school class and (b) assisting them in pursuing social activities together outside of school. The "insider perspectives" of the participants regarding their friendship is presented as is an interpretation of factors that supported and constrained the relationship. The importance of professionals encouraging the formation of networks among the families of youth with disabilities and of respecting families' cultural perspectives is emphasized.

Adolescent↗
PubMed2002

Characteristics and qualities of the play dates of children with Down syndrome: emerging or true friendships?

Although research on typical development suggests that friendship is a social relationship based on interactions with certain criteria, the qualities, definitions, and characteristics of friendship are not well-understood among children with atypical development. In this study, the interactions of 27 dyads of children in a play-date situation were examined; one dyad member had Down syndrome. The peers brought were more often the same gender, age, and ethnicity. Dyads who were similar in gender, CA, and classroom experiences had better quality interactions. Twenty dyads met strict friendship criteria and, thus, could be classified as friends. These friend dyads were more positive in affect, more often involved in turn-taking, and played at higher levels than did children categorized as simply playmates.

Child↗