Children's friendship stability in the United States, China, and Indonesia: Associations with individual attributes and dyadic similarity.

Predictors of friendship stability from individual attributes and dyadic similarities were assessed using cross-classified multilevel analyses in this 6- to 8-month longitudinal study of 10-year-old US (White, Black, Asian, other; n = 477, 50% girls), Chinese (n = 467, 59% girls), and Indonesian (Sudanese, Javanese, other; n = 419, 45% girls) children with complete participation and reciprocated baseline friendships. Across countries, individual attributes of social preference, popularity, and academic achievement and dyadic social preference similarity positively predicted friendship stability. Dyadic similarity of popularity, academic achievement, and aggression respectively predicted friendship stabilities of US, Chinese, and Indonesian children.

Peer relationships mediate the pathways from behavioral qualities to United States and Chinese children's loneliness.

Loneliness is a perceived deficit in social relationships that is nested within broader cultural meaning systems. This longitudinal study examined predictors of loneliness in Chinese and U.S.

Toddler dysregulated fear predicts continued risk for social anxiety symptoms in early adolescence.

Identifying early risk factors for the development of social anxiety symptoms has important translational implications. Accurately identifying which children are at the highest risk is of critical importance, especially if we can identify risk early in development. We examined continued risk for social anxiety symptoms at the transition to adolescence in a community sample of children (n = 112) that had been observed for high fearfulness at age 2 and tracked for social anxiety symptoms from preschool through age 6.

Preventing Adolescent Substance Use: A Content Analysis of Peer Processes Targeted Within Universal School-Based Programs.

Universal school-based substance use prevention programs are widely disseminated and often include a focus on peer relationships. Network theory and social network analysis (SNA) have emerged as useful theoretical and methodological frameworks for examining the role of peer relationships in prevention and intervention research. We used content analysis to systematically code the peer processes targeted by three universal school based prevention programs.

Socioemotional Dynamics of Emotion Regulation and Depressive Symptoms: A Person-Specific Network Approach.

Socioemotional processes engaged in daily life may afford and/or constrain individuals' emotion regulation in ways that affect psychological health. Recent findings from experience sampling studies suggest that persistence of negative emotions (emotion inertia), the strength of relations among an individual's negative emotions (density of the emotion network), and cycles of negative/aggressive interpersonal transactions are related to psychological health. Using multiple bursts of intensive experience sampling data obtained from 150 persons over one year, person-specific analysis, and impulse response analysis, this study quantifies the complex and interconnected socioemotional processes that surround individuals' daily social interactions and on-going regulation of negative emotion in terms of recovery time.

Social Network Implications of Normative School Transitions in Non-Urban School Districts.

This article expands research on normative school transitions (NSTs) from elementary to middle school or middle to high school by examining the extent to which they disrupt structures of friendship networks. Social network analysis is used to quantify aspects of connectedness likely relevant to student experiences of social support. Data were drawn from 25 communities followed from sixth to ninth grades.

The Effect of Having Aggressive Friends on Aggressive Behavior in Childhood: Using Propensity Scores to Strengthen Causal Inference.

This study uses propensity scores to statistically approximate the causal effect of having aggressive friends on aggressive behavior in childhood. Participants were 1,355 children (53% girls; 31% minority) in 97 third and fifth grade classrooms enrolled in the Classroom Peer Ecologies Project. Propensity scores were calculated to control for the impact of 21 relevant confounder variables related to having aggressive friendships and aggressive behavior.

Understanding Process in Group-Based Intervention Delivery: Social Network Analysis and Intra-entity Variability Methods as Windows into the "Black Box".

Although the majority of evidence-based programs are designed for group delivery, group process and its role in participant outcomes have received little empirical attention. Data were collected from 20 groups of participants (94 early adolescents, 120 parents) enrolled in an efficacy trial of a mindfulness-based adaptation of the Strengthening Families Program (MSFP). Following each weekly session, participants reported on their relations to group members.

Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children.

Background: Growing up in poverty undermines healthy development, producing disparities in the cognitive and social-emotional skills that support early learning and mental health. Preschool and home-visiting interventions for low-income children have the potential to build early cognitive and social-emotional skills, reducing the disparities in school readiness that perpetuate the cycle of poverty. However, longitudinal research suggests that the gains low-income children make during preschool interventions often fade at school entry and disappear by early elementary school.

The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning.

Objective: This study assessed the sustained effects of Head Start REDI (Research-based, Developmentally Informed), a randomized controlled preschool preventive intervention, on children's developmental trajectories of social-emotional functioning into elementary school.

Method: Twenty-five Head Start centers with 44 classrooms were randomly assigned to deliver Head Start REDI or Head Start as usual. Head Start REDI featured an integrated language-emergent literacy and social-emotional skills curriculum and enhanced support for positive teaching practices.

Diffusion of Intervention Effects: The Impact of a Family-Based Substance Use Prevention Program on Friends of Participants.

Purpose: We tested whether effects of the Strengthening Families Program for Youth 10-14 (SFP10-14) diffused from intervention participants to their friends. We also tested which program effects on participants accounted for diffusion.

Methods: Data are from 5,449 students (51% female; mean initial age = 12.

Emergence of mixed-sex friendship groups during adolescence: Developmental associations with substance use and delinquency.

Prospective longitudinal data from over 14,000 youth residing in 28 communities in the rural United States were analyzed to examine the emergence of mixed-sex friendship groups in early adolescence. Youth were surveyed on 5 occasions between fall of 6th grade and spring of 9th grade. At each assessment, youth reported the names of up to 7 same-grade friends and described patterns of alcohol use, cigarette use, and delinquency.

Adolescent peer networks and the potential for the diffusion of intervention effects.

Many evaluation studies assess the direct effect of an intervention on individuals, but there is an increasing interest in clarifying how interventions can impact larger social settings. One process that can lead to these setting-level effects is diffusion, in which intervention effects spread from participants to non-participants. Diffusion may be particularly important when intervention participation rates are low, as they often are in universal family based prevention programs.

Peers and the Emergence of Alcohol Use: Influence and Selection Processes in Adolescent Friendship Networks.

This study addresses not only influence and selection of friends as sources of similarity in alcohol use, but also peer processes leading drinkers to be chosen as friends more often than non-drinkers, which increases the number of adolescents subject to their influence. Analyses apply a stochastic actor-based model to friendship networks assessed five times from 6 through 9 grades for 50 grade cohort networks in Iowa and Pennsylvania, which include 13,214 individuals. Results show definite influence and selection for similarity in alcohol use, as well as reciprocal influences between drinking and frequently being chosen as a friend.

Rejection and victimization among elementary school children: the buffering role of classroom-level predictors.

This study examined features of classroom peer ecologies and teaching practices that may attenuate the prevalence of victimization and its connection to peer rejection. Participants were 1020 elementary school students from 54 classrooms and their teachers followed for one academic year. In the majority of classrooms students who were rejected in fall tended to be victimized in spring, but the strength of this association varied across classrooms.

Dynamic Social Networks and Physical Aggression: The Moderating Role of Gender and Social Status Among Peers.

We examined three interrelated questions: (1) Who selects physically aggressive friends?; (2) Are physically aggressive adolescents influential?; and (3) Who is susceptible to influence from these friends? Using stochastic actor-based modeling, we tested our hypotheses using a sample of 480 adolescents (ages 11-13) who were followed across four assessments (fall and spring of 6 and 7 grade). After controlling for other factors that drive network and behavioral dynamics, we found that physically aggressive adolescents were attractive as friends, physically aggressive adolescents and girls were more likely to select physically aggressive friends, and peer-rejected adolescents were less likely to select physically aggressive friends. There was an overall peer influence effect, but gender and social status were not significant moderators of influence.

Effects of PROSPER on the influence potential of prosocial versus antisocial youth in adolescent friendship networks.

Objectives: We test the hypothesis that an evidence-based preventive intervention will change adolescent friendship networks to reduce the potential for peer influence toward antisocial behavior. Altering adolescents' friendship networks in this way is a promising avenue for achieving setting-level prevention benefits such as expanding the reach and durability of program effects.

Methods: Beginning in 2002, the Promoting School-University Partnerships to Enhance Resilience (PROSPER) randomized control trial assigned two entire sixth-grade cohorts of 14 rural and small town school districts in Iowa and Pennsylvania to receive the intervention and of 14 to control.

Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts.

One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage  = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher-student interactions, emphasis on reading instruction, and school-level student achievement.

Testing three explanations of the emergence of weapon carrying in peer context: the roles of aggression, victimization, and the social network.

Purpose: To examine the relative contribution of weapon carrying of peers, aggression, and victimization to weapon carrying of male and female adolescents over time.

Methods: Data were derived from a population-based sample of male (N = 224) and female (N = 244) adolescents followed from grade 10 (M age = 15.5) to grade 11 (M age = 16.

The storm and stress (or calm) of early adolescent self-concepts: within- and between-subjects variability.

This study uses intraindividual variability and change methods to test theoretical accounts of self-concept and its change across time and context and to test the developmental implications of this variability. The 5-year longitudinal study of 541 youths in a rural Pennsylvania community from 3rd through 7th grade included twice-yearly assessments of self-concept (academic and social), corresponding external evaluations of competence (e.g.

Popularity Trajectories and Substance Use in early Adolescence.

This paper introduces new longitudinal network data from the "Promoting School-Community-University Partnerships to Enhance Resilience" or "PROSPER" peers project. In 28 communities, grade-level sociometric friendship nominations were collected from two cohorts of middle school students as they moved from 6(th), to 9(th) grade. As an illustration and description of these longitudinal network data, this paper describes the school popularity structure, changes in popularity position, and suggests linkages between popularity trajectory and substance use.

Strengthening prevention program theories and evaluations: contributions from social network analysis.

A majority of school-based prevention programs target the modification of setting-level social dynamics, either explicitly (e.g., by changing schools' organizational, cultural or instructional systems that influence children's relationships), or implicitly (e.

Relatedness with teachers and peers during early adolescence: an integrated variable-oriented and person-oriented approach.

The primary aims of the present longitudinal study were to examine (a) patterns of early transition relatedness with teachers and peers in 6th grade, (b) whether pre-transition behavior in 5th grade predicted early transition relatedness in 6th grade, and (c) how unique indicators of early transition relatedness with teachers and peers and patterns of early transition relatedness were associated with school adjustment among 383 rural, lower- to middle-class, White youth. Results suggest that behavioral characteristics in elementary school may contribute to early transition patterns of relatedness with teachers and peers in middle school. Findings also indicate that having a pattern of poor relationships with the primary social partners in the school context is negatively associated with adjustment above and beyond the independent indicators of relatedness.