The social contexts of behaviors and relationships: The relation of classroom and cyber victimization to number of classroom and cyber friends.

Behaviors and relationships exist within a variety of social contexts. More specifically for the current research, victimization and friendships occur in classrooms and, increasingly, in online virtual contexts. The current research examined how the number of classroom friends and number of cyber friends related to the extent of classroom victimization and extent of cyber victimization. Research has demonstrated the importance of face-to-face friendships in relation to being a victim; much less is known about the role of cyber friends in relation to being a cyber victim or how these relationships may play a role in cross-context victimization. Participants were 350 children from Grades 3 through 5 (188 girls and 162 boys). Children indicated classroom friends on a classroom roster, reported the number of their cyber friends, and indicated the extent of their cyber victimization. Peers nominated classmates for classroom victimization behaviors. A path analysis revealed that number of classroom friends was negatively associated with both extent of classroom victimization and extent of cyber victimization. Number of cyber friends was positively associated with extent of cyber victimization and was negatively related to extent of classroom victimization. Discussion of results includes the construction, use, and adaptation of social skills within and between social contexts.

A Short-Term Longitudinal Examination of the Relation of Forms of Antipathy Relationships to Children's Loneliness, Peer Optimism, and Peer Sociability Behaviors.

Researchers have focused on children's friendship relationships more than antipathy (disliking) relationships. The present one-year longitudinal research examined the relation of different forms of antipathy nominations (Mutual, Unilateral Given, Unilateral Received) to children's social competence (self-reports of loneliness and peer optimism, classroom peer nominations for sociability behaviors) for 121 third and fourth graders (fourth and fifth graders in Year 2). From path analyses, the pattern between forms of antipathy relationships to the measures of social competence was identical for concurrent findings at Time 1 and between forms of antipathy relationships and the measures of social competence one year later. Higher numbers of Mutual Antipathies and higher numbers of Unilateral Received Antipathies were related to greater loneliness and fewer peer nominations for sociability behaviors. In addition, higher numbers of Unilateral Received Antipathies were related to less peer optimism. Interestingly, numbers of Unilateral Given Antipathies were not significantly related to any of the social competence measures at Time 1 or one year later. These findings suggest that dislike relationships, whether mutual or unilateral received, may have important negative associations for children's concurrent and later social competence.

The Relation of Reciprocated and Nonreciprocated Friendship Nominations to Peer Social Competence for Chinese Elementary School Children.

The authors examined associations between different forms of children's friendship nomination reciprocity (mutual, unilateral given, unilateral received) and other measures of children's peer social competence (liking, loneliness, overt aggression, perceived popularity) for 501 Chinese third- to sixth-grade students. Using a multigroup path analysis (with gender as group), for both boys and girls, all three forms of friendship nominations were negatively related to self-reported loneliness. Mutual friendship nominations and unilateral received friendship nominations were positively related to peer nominations for liking and to peer nominations of perceived popularity. The path between unilateral received friendship nominations and perceived popularity was higher for boys than for girls. Also, for boys only, mutual friendship nominations and unilateral received friendship nominations were each negatively related to peer nominations of overt aggression. These patterns are somewhat different from research examining the association of forms of friendships to peer social competence for children in Western cultures. Findings are discussed in terms of the importance of the relation of different forms of friendship nominations to children's peer social competence as well as the broad association of culture for these relations.

Complementary and alternative medicine use among people with asthma and health-related quality of life.

OBJECTIVE: This study investigated the relationship between complementary and alternative medicine (CAM) use and self-reported health-related quality of life among people with asthma. METHOD: Data from the 2010 Behavioral Risk Factor Surveillance System (BRFSS) survey and the 2010 Asthma Callback Survey (ACBS) were used. Survey respondents were men and women with asthma who were 18-99 years of age who responded to both surveys. RESULTS: CAM use was associated with an increase in the number of days of poor mental health (OR = 1.02, 95% CI 1.02, 1.03) and poor physical health (OR = 1.02, 95% CI 1.01, 1.02). The odds ratios are adjusted for covariates such as asthma severity, age, sex, race/ethnicity, income, and educational attainment. CAM users report more days of poor mental health (7.2 versus 4.6) and poor physical health (9.6 versus 6.5) compared with those not using CAM therapies. CONCLUSIONS: Contrary to the hypotheses, CAM use is associated with poorer health-related quality of life. Implications for research and practice are discussed in detail.

Classroom friends and very best friends: a short-term longitudinal analysis of relationship quality.

Second-, third-, fifth-, and sixth-grade children evaluated relationship qualities of a self-nominated friend and a self-nominated very best friend over a 6-month school year period. Results demonstrated that 76% of the friend relationships and 50% of the very best friend relationships were maintained over the course of the study. Children in maintained friendships evaluated their relationships more positively and also reported having larger friendship networks in general compared with children whose friendships did not endure over time. Thus those with unstable relationships are having difficulty initiating new friendships as well. For very best friends, positive relationship qualities (e.g., caring) did not change over time for children in maintained relationships, while positive relationship qualities decreased over time for children in nonmaintained relationships. Further, no differences emerged between children in maintained and nonmaintained very best friendships on perceptions of negative relationship qualities (e.g., conflict).

Does Wechsler Intelligence Scale administration and scoring proficiency improve during assessment training?

Studies have found that Wechsler scale administration and scoring proficiency is not easily attained during graduate training. These findings may be related to methodological issues. Using a single-group repeated measures design, this study documents statistically significant, though modest, error reduction on the WAIS-III and WISC-III during a graduate course in assessment. The study design does not permit the isolation of training factors related to error reduction, or assessment of whether error reduction is a function of mere practice. However, the results do indicate that previous study findings of no or inconsistent improvement in scoring proficiency may have been the result of methodological factors. Implications for teaching individual intelligence testing and further research are discussed.

Decreasing scoring errors on Wechsler Scale Vocabulary, Comprehension, and Similarities subtests: a preliminary study.

Studies of graduate students learning to administer the Wechsler scales have generally shown that training is not associated with the development of scoring proficiency. Many studies report on the reduction of aggregated administration and scoring errors, a strategy that does not highlight the reduction of errors on subtests identified as most prone to error. This study evaluated the development of scoring proficiency specifically on the Wechsler (WISC-IV and WAIS-III) Vocabulary, Comprehension, and Similarities subtests during training by comparing a set of 'early test administrations' to 'later test administrations.' Twelve graduate students enrolled in an intelligence-testing course participated in the study. Scoring errors (e.g., incorrect point assignment) were evaluated on the students' actual practice administration test protocols. Errors on all three subtests declined significantly when scoring errors on 'early' sets of Wechsler scales were compared to those made on 'later' sets. However, correcting these subtest scoring errors did not cause significant changes in subtest scaled scores. Implications for clinical instruction and future research are discussed.