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2 results

  • 14 - Friendships

  • from Part 2 - Dimensions of health and wellbeing
  • Edited by Susanne Garvis, Swinburne University of Technology, Victoria, Donna Pendergast, Griffith University, Queensland
  • Book:
    Health and Wellbeing in Childhood
    Published online:
    08 March 2024
    Print publication:
    04 March 2024, pp 224-238

  • Summary

    This chapter investigates friendships and children’s wellbeing in the early years of schooling. Having a friend, and being a friend, is closely connected to children’s health and wellbeing in the early years. Friendship safeguards children from social isolation and is associated with academic attainment and social success. In early childhood, children most often make friends through play, having common interests and doing shared activities.Using children’s direct accounts and visual representations of their friendships, we explore characteristics of friendship and the strategies that children use to make friends and manage disputes as they negotiate their social and emotional relationships through play and shared spaces. Three aspects of friendships are evident in the children’s accounts: friendship is enduring; friendship is a mutual relationship; and friendship involves an emotional investment. This chapter provides educators with an understanding of the important role of friendships in young children’s everyday lives, and to their happiness and wellbeing in the early years.

  • Affiliation with depressive peer groups and social and school adjustment in Chinese adolescents

  • Lingjun Chen, Xinyin Chen
  • Journal:
    Development and Psychopathology / Volume 32 / Issue 3 / August 2020
    Published online by Cambridge University Press:
    28 August 2019, pp. 1087-1095

  • The purpose of the present study was to examine the role of depressive peer group context in individual social and school adjustment in a sample of 1,430 Chinese adolescents (672 boys, mean age = 15.43 years) from middle (n = 430) and high (n = 1000) schools. Peer groups were identified using the Social Cognitive Map technique. One-year longitudinal data on depression and social and school adjustment were obtained from self-reports, peer nominations, teacher ratings, and school records. Multilevel analyses showed that group-level depression positively predicted later individual depression. Moreover, group-level depression negatively predicted later social competence, peer preference, school competence, and academic achievement, and it positively predicted later peer victimization and learning problems. The results suggest that affiliation with more depressive peer groups contributes to more psychological, social, and school adjustment problems in a cascading manner among Chinese adolescents.