Christina L. Grimes

Intergenerational Continuities and Their Influences on Children’s Social Development

The purpose of this article is to provide a comprehensive review of the recent efforts by psychologists to explore intergenerational continuities and their influences on children’s social development. A primary criterion for inclusion in the review was use of three generations of subjects represented in the research, although two generation studies were included to supplement or expand upon the conclusions drawn from three generation studies. The following domains of research were reviewed: (1) literature regarding the repetition of child abuse across generations, (2) research examining the intergenerational continuity of attachment status, (3) investigations of the continuity of parenting and childrearing behavior parents experienced with their own parents, (4) research examining intergenerational continuities in parenting involving non-human primates, and (5) investigations of intergenerational continuities in both peer and sibling relationships. Across all literatures reviewed, evidence was found for intergenerational continuity with gender of parent affecting results. Two primary mechanisms for transmission appear to be cognitive schemas of relationships and modeling. A paradigm is proposed describing possible means of intergenerational transmission of influence on the social development of children.

Perceptions of Friendship Quality and Observed Behaviors with Friends: How do Sociometrically Rejected, Average, and Popular Girls Differ?

This study examined associations between sociometric status and friendship quality using observational and questionnaire data from 139 fourth-grade girls and their friends. Multivariate analyses of covariance (controlling for ethnicity and socioeconomic status) showed that rejected girls and their friends did not differ in their reported friendship quality compared to average or popular girls. However, coded behavioral observations revealed that compared to other girls, rejected girls displayed more negative affect, bossiness, and deviance but less positive gossip, negative gossip, prosocial behavior, and social competence. Furthermore, as a dyad, compared to other girls, rejected girls and their friends exhibited less behavioral maturity and poorer conflict resolution skills. These results are important in advancing understanding of ways in which rejected girls may perpetuate their problems in peer contexts. [End Page 694]

Academic giftedness and alcohol use in early adolescence

Adolescence is a period of development particularly vulnerable to the effects of alcohol use, with recent studies underscoring alcohol’s effects on adolescent brain development. Despite the alarming rates and consequences of adolescent alcohol use, gifted adolescents are often overlooked as being at risk for early alcohol use. Although gifted adolescents may possess protective factors that likely inhibit the use of alcohol, some gifted youth may be vulnerable to initiating alcohol use during adolescence as experimenting with alcohol may be one way gifted youth choose to compensate for the social price (whether real or perceived) of their academic talents. To address the dearth of research on alcohol use among gifted adolescents the current study (a) examined the extent to which gifted adolescents use alcohol relative to their nongifted peers and (b) examined the adjustment profile of gifted adolescents who had tried alcohol relative to nongifted adolescents who tried alcohol as well as gifted and nongifted abstainers. More than 300 students in seventh grade (42.5% gifted) participated in the present study. Results indicated gifted students have, in fact, tried alcohol at rates that do not differ from nongifted students. Although trying alcohol was generally associated with negative adjustment, giftedness served as a moderating factor such that gifted students who had tried alcohol were less at risk than their nongifted peers. However, evidence also suggests that gifted adolescents who tried alcohol may be a part of a peer context that promotes substance use, which may place these youth at risk for adjustment difficulties in the future. Putting the Research to Use This research demonstrates that a fruitful line of future research would focus on examining the potential mechanisms underlying alcohol use among gifted youth. Individual differences with regard to endorsing a high desirability of gaining social acceptance or fitting in with non-gifted peers or distancing oneself from a “gifted” image may explain why some gifted students use alcohol and others do not. Until the underlying reasons of alcohol use/experimentation among gifted adolescents are better understood and researched further, it is not clear whether current prevention and intervention programs are effective for this subgroup of adolescents.

Natural Peer Leaders as Substance Use Prevention Agents: the Teens’ Life Choice Project

In adolescent social groups, natural peer leaders have been found to engage in more frequent experimentation with substance use and to possess disproportionate power to affect the behavior and social choices of their associated peer followers. In the current exploratory study, we used sociometrics and social cognitive mapping to identify natural leaders of cliques in a seventh grade population and invited the leaders to develop anti-drug presentations for an audience of younger peers. The program employed social-psychological approaches directed at having leaders proceed from extrinsic inducements to intrinsic identification with their persuasive products in the context of the group intervention process. The goals of the intervention were to induce substance resistant self-persuasion in the leaders and to produce a spread of this resistance effect to their peer followers. To test the intervention, we compared the substance use behaviors of the selected leaders and their peers to a control cohort. The study found preliminary support that the intervention produced changes in the substance use behavior among the leaders who participated in the intervention, but did not detect a spread to non-leader peers in the short term. This descriptive study speaks to the plausibility of employing self-persuasion paradigms to bring about change in high-risk behaviors among highly central adolescents. In addition, it highlights the viability of applying social psychological principles to prevention work and calls for more research in this area.