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PubMedDate not supplied

Effects of 2,3,7,8-tetrachlorodibenzo-p-dioxin on behavior of monkeys in peer groups.

Adult female rhesus monkeys were fed diets containing 0, 5, or 25 ppt 2,3,7,8-tetrachlorodibenzo-p-dioxin (TCDD) for approximately 4 years. They were bred to unexposed males during TCDD exposure (Experiment 1) and again after TCDD exposure ended (Experiment 2). Offspring from both experiments were weaned at 4 months and socialized for 1.5 h/day in groups of four monkeys each beginning at approximately 8 months of age. Each social group contained both control and TCDD-exposed monkeys. In Experiment 2, the offspring were later placed in new social groups containing only monkeys from the same TCDD exposure condition. The TCDD-exposed offspring born concurrent with maternal TCDD exposure (Experiment 1) initiated more rough-tumble play, retreated less during play bouts, and were less often displaced from preferred positions in the playroom. They also engaged in more self-directed behaviors. The behavior of offspring born after maternal TCDD exposure ended (Experiment 2) was not altered when they were socialized with control monkeys. However, some behavioral changes did emerge when they were placed in social groups containing only TCDD-exposed monkeys.

Animals↗
PubMed2006

Popularity, social acceptance, and aggression in adolescent peer groups: links with academic performance and school attendance.

This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination inventory, and data on academic engagement were obtained from school records. For adolescents who were highly aggressive, increases in popularity were associated with increases in unexplained absences and decreases in grade point average. Conversely, changes in social acceptance were not predictive of changes in grade point average or unexplained absences. These results highlight the importance of multidimensional conceptualizations of social standing for research on school adjustment during adolescence and emphasize the potential risks associated with popularity.

Achievement↗
PubMed1990

Facilitating peer group teaching within nurse education.

Nurse teachers have an obligation to explore every teaching and learning method in order to prepare students to be able practitioners. In the wider educational field peer tutoring has been used to foster a deeper understanding of a subject area. Experiments using this method have been carried out extensively in America and are becoming more widespread in this country; however very little material is available on the use of this method in nurse education. The following article explains the use of peer tutoring as a method for developing teaching skills amongst student nurses. Two groups of learners were used in this exercise, the senior learners acting as peer tutors. Evaluation by nurse teachers and both groups of learners was favourable and the peer tutors were able to identify the benefits they received from the exercise.

Education, Nursing↗
PubMed1996

Parents and peer group as mediators of the effect of community structure on adolescent problem behavior.

Used a sample of 207 single-parent families residing in 104 small, Midwestern communities to test hypotheses regarding the link between community context and adolescent conduct problems and psychological distress. For boys, community disadvantage had a direct affect on psychological distress, while it indirectly boosted the probability of conduct problems by disrupting parenting and increasing affiliation with deviant peers. Community disadvantage was unrelated to the deviant behavior or emotional well-being of girls. Proportion of single-parent households in the community had a direct effect on girls' conduct problems. It also contributed indirectly to girls' conduct problems by increasing the probability of involvement with deviant peers. Possible explanations for these gender differences are provided.

Adolescent↗
PubMed1988

Popular and unpopular children's interactions during cooperative and competitive peer group activities.

Popular and unpopular fourth-grade boys were videotaped as each attempted to gain entry into a cooperative and a competitive task involving two classmates who were average in popularity. During the competitive procedure, the unpopular entry children were more likely than their popular counterparts to break rules, emit silly noises, and appeal to authority. Children average in popularity directed more positive behaviors toward their well-liked classmates and more derisive and dominating behavior toward unpopular peers. Unpopular children exhibited less negative and immature behavior in the benign, tension-free atmosphere of the cooperative project and their peers were more tolerant toward them than during the competitive game. The findings suggest that contextual factors influence the social skills exhibited by the unpopular child. Implications for the treatment of peer relationship problems are discussed.

Affective Symptoms↗
PubMed1975

The solo woman in a professional peer group.

The role of the lone woman was studied in six small groups--three T-groups and three work-groups--each containing one woman. All the women became deviants, isolates, or low status regular members of their groups. Reasons for this finding are discussed, and strategies are suggested whereby a woman may avoid depression if she finds herself in a similar setting.

Depression↗