Jennifer Connolly

Peer to peer sexual harassment in early adolescence: A developmental perspective

The goal of this study was to examine sexual harassment in early adolescence. Available data indicate that peer to peer sexual harassment is prevalent in high school and is associated with psychosocial problems for both victims and perpetrators. For the present study, we adopted a developmental contextual model to examine the possibility that this behavior develops during the late elementary and middle school years and is linked to the biological and social changes that occur at this time. Youths from Grades 6-8 (N = 1,213) enrolled in seven elementary and middle schools in a large south-central Canadian city were asked to report on their sexual harassment behaviors with same- and cross-gender peers; their pubertal development, and the gender composition of their peer network. The results revealed that cross-gender harassment was distinct from same-gender harassment, increased in frequency from Grade 6 to Grade 8, and was linked to pubertal maturation and participation in mixed-gender peer groups. The implications of a developmental contextual model for understanding the emergence of this problematic behavior in adolescence are discussed.

Relation of Social Fantasy Play to Social Competence in Preschoolers

The relation of social fantasy play to several indices of social competence was examined in a sample of 91 preschoolers, aged 35 months to 69 months. Naturalistic observations of the frequency and complexity of social fantasy play during freeplay periods were collected. Competence measures included teacher ratings of social competence, popularity, social role-taking skills, and observations of social behavior. Multiple regression procedures were used to analyze the prediction of social competence from the fantasy measures, independent of age, sex, IQ, and frequency of social activity. The results indicated that the amount and complexity of fantasy play significantly predicted four of the competence measures: teacher rating of peer social skill, popularity, affective role taking, and a behavioral summary score reflecting positive social activity. Fantasy play was also found to be more positive, sustained, and group oriented than was nonfantasy play. Implications of these findings on the role of fantasy play and peer-peer activity in social-skill acquisition are discussed. Fantasy play during the preschool years has been hypothesized to exercise a leading role in the young childs growth and development (Bruner, 1972; Singer, 1973; Vygotsky, 1966). It has also been suggested that fantasy play in the context of a social interaction may lead to the development of socially relevant cognitive skills and a repertoire of competent social behaviors (Garvey, 1977; Smilansky, 1968). According to this view, participation in fantasy play with another child requires a high level of complex cognitive and social abilities. Sharing and cooperation, self-regulation of affect, and an appreciation of cognitive and behavioral role reciprocity are all important underlying skills. Social fantasy play is a unique

The Challenge of Romantic Relationships in Emerging Adulthood Reconceptualization of the Field

Although theories of romantic stage development suggest that youth in the period of emerging adulthood are fully capable of commitment to an intimate romantic relationship, recent research suggests that the relationships of many young people are quite different. Marriage and other forms of deep commitment are delayed while many youth engage in short-term casual encounters or in noncommitted relationships. In this article, we suggest that these data pose a challenge to stage theories that can be reconciled by considering the developmental life tasks that emerging adults must simultaneously resolve. We propose a transitional emerging adult romantic stage, coordinating romance and life plans, in which young people strive to integrate their career paths and life plans with those of a romantic partner. Resolution of this stage provides the grounding for long-term commitment to a life partner. This proposal is discussed within the perspective of life cycle and evolutionary life history theories.

Risk Models of Dating Aggression across Different Adolescent Relationships: A Developmental Psychopathology Approach.

The present study examined physical dating aggression in different adolescent relationships and assessed linear, threshold, and moderator risk models for recurrent aggressive relationships. The 621 participants (59% girls, 41% boys) were drawn from a 1-year longitudinal survey of Canadian high school youths ranging from Grade 9 through Grade 12. Approximately 13% of participants reported recurrent dating aggression across 2 different relationships. Using peer and dyadic risk factors from Time 1 of the study, the authors confirmed a linear risk model, such that adolescents in 2 different violent relationships had significantly more contextual risk factors than did adolescents in 1 or no violent relationship. Further, structural equation modeling assessing moderation of contextual risk factors indicated that, for adolescents with high acceptance of dating aggression, peer aggression and delinquency significantly predicted recurrent aggression in a new relationship. In comparison, for adolescents with low acceptance of dating aggression, negative relationship characteristics significantly predicted recurrent aggression. Acceptance did not moderate concurrent associations between risk factors and aggression in 1 relationship. Results support a developmental psychopathological approach to the understanding of recurrent aggression and its associated risk factors.

The Ecology of Adolescent Dating Aggression: Attitudes, Relationships, Media Use, and Socio-Demographic Risk Factors

Using an ecological systems perspective, 627 Canadian adolescents (297 boys, 330 girls) with romantic partners were evaluated longitudinally to determine how risks across multiple contexts (individual, relationship, sociocultural or popular media, socio-demographic) collectively contribute to dating aggression. Two models were tested. The results indicated that risks at all ecological levels are predictive of dating aggression and they highlight the influence of aggressive media use, especially among ethnic minority youth. The results also demonstrated the intervening importance of violence-tolerant attitudes in the longitudinal links between the more distal influence of aggressive media use and dating aggression. Overall, the results provide support for the emerging view of adolescent dating aggression as multidetermined by risk factors located within all levels of influence.

Teen dating violence: A meta-analytic review of prevalence rates.

Objective: The goals of the present review were to determine the prevalence of physical and sexual TDV among adolescents, obtain the rates of teen dating violence (TDV) separately by gender, and examine the potential moderation effects of age, demographics, and measurement. Method: A systematic literature search elicited 101 studies reporting rates for youth aged 13 to 18. Results: Meta-analytic combination produced an overall prevalence of 20% for physical TDV and 9% for sexual TDV. Significant variability in rates was found, with physical TDV ranging from 1% to 61% and sexual TDV ranging from <1% to 54%. Gender differences in physical TDV were significant for perpetration (boys 13% vs. girls 25%) but not for victimization (21% boys and girls). A different pattern was observed for sexual TDV with girls reporting lower rates of perpetration compared with boys (3% vs. 10%) and higher rates of victimization (14% vs. 8%). Moderator analyses revealed higher rates in samples representing higher proportions of older teens (sexual TDV), cultural minority girls (physical TDV), and disadvantaged neighborhoods (physical TDV). Studies using broad measurement tools yielded higher rates of both forms of TDV across gender. Conclusions: Basing the meta-analysis on a large pool of studies with comparable samples, 1 in 5 adolescents reported physical TDV and roughly 1 in 10 reported sexual TDV. Systematic bias in boys’ and girls’ self-reports was evident along with high variability in TDV rates across studies and significant moderator influences. These findings are suggestive of substantive methodological challenges in extant studies. The obtained rates should be cautiously interpreted and future research should address the methodological limitations of self-reported TDV, taking into consideration the potential influences of gender, demographics, age, and measurement issues when designing TDV research.

Negotiation and Enactment in Social Pretend Play: Relations to Social Acceptance and Social Cognition.

Pretend play with peers has been hypothesized to augment the social and social-cognitive skills of preschool children. Two alternative mechanisms for these effects are proposed: first, out-of-play negotiations with play partners about roles, object properties, and actions; and second, the actual enactment of pretend episodes. The frequency of negotiation and enactment of pretend was observed in 62 boys and girls during free play in three day care centers. The relation of these pretend components to each other and to indices of social acceptance by peers and affective role-taking were evaluated. Negotiation and enactment were positively correlated, and both predicted peer social acceptance. Enactment predicted peer acceptance independent of negotiation, but the reverse was not true. These findings indicate that pretend enactment was an essential feature of the observed relation between social pretend play and social competence and that negotiation skills were invariably practiced during such enactment. Thus, the value of providing preschool environments that encourage children to engage spontaneously in the enactment of pretend scripts is supported.

Eating problems and the observed quality of mother-daughter interactions among girls with type 1 diabetes

This study examined how eating problems are linked to autonomy and intimacy in the observed interactions of 88 diabetic girls (M = 14.9 years) and their mothers. On the basis of self-reported symptoms, teens were classified as having no eating problems (n = 40), mild eating problems (n = 30), and frequent eating problems (n = 18). Mothers and daughters participated in 2 videotaped problem-solving tasks (1 diabetes related and I a general parent-teen issue) that were rated with a macroanalytic coding system (Autonomy and Intimacy Rating System). Compared with interactions among mothers and daughters with no eating problems, interactions among mothers and daughters with eating problems simultaneously constrained the expression of autonomy and intimacy. Findings support clinical theory that links eating problems to emotional misattunement in the mother-daughter relationship, which is postulated to interfere with the teens capacity for individuation.

Developmental pathways of eating problems in adolescents

OBJECTIVE To examine the developmental eating trajectories of adolescents and identify psychological correlates and risk factors associated with those trajectories. METHOD Seven hundred thirty-nine adolescents completed self-reported measures of eating problems, internalizing and externalizing behaviors, alcohol and drug use, peer victimization, and depression. RESULTS Five eating trajectories were obtained. The proportions of males and females were the same in the increasing eating problems trajectory. For both genders, internalizing and externalizing problems were identified as associated risk factors of an eating pathology and reporting at least some eating problems was associated with an increased likelihood of psychological problems. Other risk factors found only in boys were frequency of drug use, victimization, and depressive symptoms. CONCLUSION Externalizing problems in girls and internalizing behaviors in boys with disordered eating should not be overlooked. Atypical eating behaviors in boys are of particular concern since it increases their risk of cooccurring psychopathology.

Developmental Trajectories of Girls’ and Boys’ Delinquency and Associated Problems

Developmental trajectories in delinquency through adolescence were studied along with family and peer relationship problems. Drawing from eight waves of data over seven years, we conducted trajectory analyses with a sample of 746 students (402 girls; 344 boys). Analyzing girls and boys together, a five-class model emerged: 60% of the adolescents rarely reported delinquency; 27.7% reported low initial levels with moderate levels of delinquency over time; 6% in the late onset group reported initially low and rising levels of delinquency; 5% in the early onset group reported moderate initial levels which increased and then decreased in later adolescence. A small group of only boys (1.3%) labeled chronic reported high initial levels of delinquency that increased over time. Group comparisons revealed problems in internalizing, parent and peer relationship problems. The findings provide direction for early identification and interventions to curtail the development of delinquency.