Empirically Derived Psychological Profiles of College Students: Differential Associations With COVID-19 Impact and Social Adjustment.

Using latent profile analysis, we derived psychological profiles of undergraduates during the pandemic and investigated profiles' differential associations with COVID-19 impact and social adjustment. Participants (N = 517) completed measures of depression, loneliness, and anxiety, and two indices of social adjustment: friendship support and social connectedness. We identified Severe, Moderate, and Mild symptom profiles. Higher COVID-19 impact was associated with increased odds of belonging to the Severe versus Moderate and Mild profiles, and the Moderate versus Mild profile. On social adjustment, the Mild profile outscored the Moderate profile, which outscored the Severe profile. Overall, findings imply that individuals who perceive high levels of COVID-19 impact are especially likely to belong to a profile characterized by severe psychological symptoms and that membership in this profile is associated with social maladjustment.

Prospective associations between children's depressive symptoms and peer victimization: The role of social helplessness.

Investigating precursors to peer victimization, a particularly damaging form of peer maltreatment, represents an important research objective. This study's purpose was to evaluate the hypothesis that social helplessness is one mechanism underlying the pathway from early depressive symptoms to subsequent peer victimization among preadolescents in the third through fifth grades (N = 230; 126 girls; Mage at recruitment = 9.48; SD = 0.68). We collected self-reports of depressive symptoms and peer victimization and teacher reports of social helplessness in the fall of 2015 or 2016 (T1) and at two subsequent time points (T2 and T3) separated by 6-month lags. Results from a random intercepts cross-lagged panel model provided evidence for our hypothesized model in which T2 social helplessness partially mediated the effect of T1 depressive symptoms on T3 peer victimization. Findings underscore the importance of school-based prevention and youth development programmes that promote social-emotional learning for youth who are symptomatic for depression. Statement of contribution What is already known on the subject? Children's depressive symptoms and interpersonal dysfunction are related in a transactional way. Children who are symptomatic for depression tend to exhibit social-behavioural deficits. Depression-linked, social-behavioural deficits are associated with relationship disturbances. What does this study add? Children's socially helpless behaviour mediated the contribution of depressive symptoms to subsequent peer victimization. Depressive symptoms predicted, and were predicted by, socially helpless behaviour. Socially helpless behaviour increased risk for, but did not result from, peer victimization.

Do Positive Peer Relations Mitigate Transactions Between Depressive Symptoms and Peer Victimization in Adolescence?

This study's purpose was to evaluate whether two aspects of positive peer relations-having a friend and being well-liked-mitigate prospective transactions between depressive symptoms and peer victimization. Participants were early adolescents in fifth and sixth grades (N = 483; 50% girls; Mage in 5th grade spring = 11.10 years; SD = .40) and late adolescents in ninth and tenth grades (N = 444; 52% girls; Mage in 9th grade spring = 14.70 years; SD = .62). Data were collected in the spring annually. Depressive symptoms were assessed via parent-, teacher-, and self-reports (late adolescence only) and peer victimization by self-, peer-, and teacher-reports. Mutual friendship nominations and peer acceptance ratings indexed positive peer relations. Results showed that positive peer relations are protective: Depressive symptoms contributed to peer victimization for early and late adolescents without a friend; moreover, late adolescents high on acceptance were at decreased risk for peer victimization.

The efficacy of a relationship building intervention in 5th grade.

The present study reports initial efficacy data for a new school-based intervention - the Relationship Building Intervention (RBI) - that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms. Further, implementation data showed that students and teachers responded positively to the activities. These results suggest that the RBI is a promising approach for improving the social and learning environment in fifth-grade classrooms.

Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects.

Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48 % girls; 9 to 12 years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students' writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

Bully/Victim Profiles' Differential Risk for Worsening Peer Acceptance: The Role of Friendship.

Study aims were to: (1) evaluate the association between bully/victim profiles, derived via latent profile analysis (LPA), and changes in peer acceptance from the fall to spring of 7th grade, and (2) investigate the likelihood of friendlessness, and the protective function of mutual friendship, among identified profiles. Participants were 2,587 7th graders; peer nomination and rating-scale data were collected in the fall and spring. Four profiles, including bullies, victims, bully-victims, and uninvolved adolescents, were identified at each time point. Findings showed that for victims, more so than for bullies and uninvolved profiles, acceptance scores worsened over time. Results further revealed that bully-victim and victim profiles included a greater proportion of friendless youth relative to the bully profile, which, in turn, contained a greater proportion of friendless adolescents than the uninvolved profile. Findings also provided evidence for the buffering role of friendship among all bully/victim profiles and among bully-victims especially.

Longitudinal associations among youth depressive symptoms, peer victimization, and low peer acceptance: an interpersonal process perspective.

A longitudinal investigation was conducted to explicate the network of associations between depressive symptoms and peer difficulties among 486 fourth through sixth graders (M = 9.93 years). Parent and teacher reports of depressive symptoms; peer, self, and teacher reports of victimization; and peer reports of peer acceptance were obtained. A systematic examination of nested structural equation models provided support for a symptoms-driven model whereby depressive symptoms contributed to peer difficulties; no evidence was found for interpersonal risk or transactional models. Analyses further revealed that victimization mediated the association between prior depressive symptoms and subsequent peer acceptance. Results extend knowledge about the temporal ordering of depressive symptoms and peer difficulties and elucidate one process through which depressive symptoms disrupt peer relationships.

Associations between fifth graders' gender atypical problem behavior and peer relationships: a short-term longitudinal study.

An accruing body of evidence supports associations between self-perceived gender typicality and peer relationship difficulties; however, researchers have yet to evaluate peers' perceptions of problem behaviors to gain insight into the social correlates of gender typicality. A short-term longitudinal study was conducted to evaluate associations between gender atypical problem behavior and subsequent peer relational difficulties for 2,076 fifth graders (M age= 10.27; 53% female). Peer nomination methodology was used to assess participants' classroom peer relationships, problem behaviors, and social-emotional characteristics. Findings showed that youth characterized by gender atypical, compared to gender typical, problem behavior (withdrawn boys/aggressive girls vs. withdrawn girls/aggressive boys, respectively) evidenced higher levels of subsequent peer difficulties; moreover, participation in a mutual friendship was associated with decreased risk for peer relationship maladjustment, particularly among youth characterized by gender atypical problem behavior. Results further revealed that, compared to friendless youth, friended youth earned higher prosocial and peer liking scores and, for withdrawn youth, lower emotional sensitivity scores. The present research contributes to our understanding of the potential short-term consequences of youth's gender atypical problem behavior. Findings underscore the need for supplemental conceptualizations of gender typicality as well as multifaceted interventions designed to promote the acceptance of gender nonnormativity, support the development of adaptive peer relationships, and reduce the occurrence of problem behaviors.

Characterizing and comparing the friendships of anxious-solitary and unsociable preadolescents.

Friendships matter for withdrawn youth because the consequences of peer isolation are severe. From a normative sample of 2,437 fifth graders (1,245 females; M age = 10.25), a subset (n = 1,364; 638 female) was classified into 3 groups (anxious-solitary, unsociable, comparison) and followed across a school year. Findings indicated that it was more common for unsociable than anxious-solitary children to have friends, be stably friended, and participate in multiple friendships. For withdrawn as well as nonwithdrawn children, peer rejection predicted friendlessness, but this relation was strongest for anxious-solitary children. The friends of unsociable youth were more accepted by peers than those of anxious-solitary youth. The premise that friendship inhibits peer victimization was substantiated for withdrawn as well as nonwithdrawn youth.