Search

Intimate partner violence and sexual assault are under-researched experiences in autistic people's lives. Recent research, however, has shown that autistic people are more likely to have been victimized than non-autistic people. This research, therefore, sought to explore the firsthand accounts of a range of autistic people about intimate partner violence and sexual assault. Twenty-four autistic adults with lived experience (6 male, 15 female, 3 non-binary) aged 25-61 years took part in semi-structured interviews online. They were asked about their experiences of intimate partner violence and sexual assault, whether and how they felt being autistic interacted with those experiences, and what recommendations they would have for improving education in the future. Almost all participants had repeated experiences of intimate partner violence and sexual assault, regardless of gender, and there were clear similarities in their stories. Six themes with subthemes were identified. These were "'experiences of abuse'", "'autism used against you'", "'poor family models'", "'impact of/on friendships'", "'handling trauma'", and "'recommendations for future practice'". Autistic people experience many of the same patterns of abuse as non-autistic people do, but there are unique autism-related vulnerabilities and outcomes. We found that there were a variety of responses to these experiences, and call for greater understanding so that autistic victims can be better supported.

PEERS® for Young Adults is an evidence-based program aimed at teaching social skills needed to establish and maintain close relationships, including friendship and romantic relationships. The study investigated the effects of the Polish adaptation of the curriculum on the social functioning of adults on the autism spectrum. Fifteen young adults (aged 18-32, M = 23.5) were randomly allocated to an immediate or delayed (control) treatment condition. By self and parent report, individuals who participated in the PEERS® program showed significant improvements in social skills, social cognition, and social knowledge, but limited gains in social engagement. The effects were maintained over six months after the treatment. The intervention was well-accepted and deemed feasible by young adults, their parents, and peers involved in the program.

Introduction/background: This study aims to determine the impact of a person with profound intellectual and multiple disabilities on peer relationships of their siblings. Methods: Information obtained from typically developing siblings of individuals with profound intellectual and multiple disabilities served as research material for this study. There were a total of 18 participants in the study. The analysis and interpretation were based on the procedures of grounded theory. Results and conclusion: The results of the study show that young adults with a brother or sister with profound intellectual and multiple disabilities have some difficulties in establishing relationships with their peers, especially those more intimate such as friendships or romantic endeavors. At the same time, research confirms that siblings of individuals with profound intellectual and multiple disabilities have high levels of empathy and understanding for others as well as sincere attachment to family.

The aim of the study was to explore same-sex and opposite-sex friendship functions among 12 to 13- and 16 to 17-year-old Hungarian adolescents (n = 304). To explore perceptions of friendship functions, the McGill Friendship Questionnaire (MFQ, 30 items, 6 factors: stimulating companionship, help, intimacy, reliable alliance, self-validation, emotional security) was used. The confirmatory factor analysis did not support the theoretical structure of MFQ. Based on the exploratory factor analysis, the 26-item Hungarian version of MFQ can be used to measure adolescents (the original 6 factors were retained). The internal reliability indices of the MFQ versions (same and opposite sex) were adequate (Cronbach's [alpha]: 0.69-0.88). The results only partially confirmed the age and gender hypotheses. Based on the results, the older students are more likely to acknowledge the achievements and positives of a friend for both same-sex and opposite-sex friends, as well as intimacy for opposite-sex friends. Also among older students, we identified several significant gender differences: for girls, all features of friendship were more important, except self-validation in same-sex friendship. In the opposite-sex relationship, only stimulating companionship and reliable alliance are more important for girls. The results raise the possibility that friendship functions build on and reinforce each other with age.

This study examined the difficulties experienced by Slovenian upper-secondary school and university students aged 18 to 25 in their close social relationships during the COVID-19 pandemic. We examined the extent of social difficulties in six domains (relationships with friends, establishing a new relationship with an intimate partner, sexuality, relationship with a current intimate partner, parental control and living with parents, and family conflict) in the pre-pandemic period and in the first two waves of the pandemic. We were also interested in whether demographic variables were related to the students' perceived social difficulties. The results showed that the severity of reported difficulties increased in all six domains during the government-imposed quarantine periods, with relationships with friends and the opportunity to establish new intimate relationships being the most affected. In addition, we found differences in the extent of perceived difficulties related to educational status, gender, intimate relationship, and change in living situations. The study offers insight into the socio-emotional life of students during a non-normative life event that educators should acknowledge.

What does it mean to feel passionately for the subject one teaches? What does such a passion entail for those involved in the teaching-learning situation? This study focuses on the teacher's passion for their subject. Nine scholarly texts were reviewed, which allowed for four distinct notions of passion to be discerned: i.e., romantic, friendly, erotic, and divine love. Findings showed also combinations of these notions as well as ontological variations. Inductively created themes revealed that the foundations of these different notions of passion ranged from love of the Truth and the Good to a calling from the subject, and that the character of these notions ranged from them being about intellectual and emotional allure to being about their being disclosed and brought to fulfilment. It also revealed what the different notions of love entailed for the teacher, the student, and the subject itself: for the teacher-from a demand to seek the good in the subject to a requirement to perceive the subject as a voice, the subject in turn making their life meaningful; for the student-from becoming part of the community of "we who love subject X" to a "homecoming of self-hood"; and for the subject itself-from beginning to reveal itself to holding teachers and students accountable. The usefulness of the findings for teacher education and research on teacher-student relations is discussed.

Although many scholars have examined moral values in Indonesian primary school textbooks, there is a paucity of literature on the theme of adopting a combination of systemic functional linguistics-informed language appraisal and moral foundation theories. To fill this lacuna, the present study aims to analyse the representation of moral values in the thematic textbook through the main characters in the stories. This research adopts language appraisal by Martin and White (2005) and the moral foundation theory by Graham et al. (2013). The findings showcase that moral values of the main characters in thematic textbooks encompass individualising foundations and binding foundations. Individualising foundations consist of care and fairness values, which promote individual protection and cooperation; meanwhile, binding foundations encompass loyalty, authority, and sanctity, which unite individuals to their social groups.

This study explores the subjective experiences and perceptions related to intimacy in friendships in a group of aggressive-popular adolescents in urban schools characterized by high rates of community violence. Individual interviews were conducted with 12 volunteering adolescents (12-14 years old). Procedures from grounded theory were used to enable thematic coding, departing from a social identity, socio-emotional, and ecological perspective. The narratives by adolescents highlighted the influence the social environment in which they grew had on individual psychological conditions that shape their emotional responses, self-concept, and beliefs. They exhibit aggressive behavior and to value popularity as an adaptive form of social survival, and belonging. Their social behavior has influence on their friendships face challenges, especially regarding the perception of envy from friends and the associated self-disclosure constraints when individuals are involved in high-violence contexts.

The purpose of this study is to determine the root values touched upon in the youth novels in Turkish literature and their frequencies and to show the distribution of the values by the books. The youth literature books examined within the scope of the study consist of fifteen novels in the series called "Bridge Books" published by a private publishing house and selected by an author group. The research was designed as a descriptive review study. The ten root values ("responsibility," "love," "helpfulness," "self-control," "respect," "friendship," "patience," "honesty," "fairness," "patriotism") specified in the Curriculum for the Turkish Language and Literature course by the Ministry of National Education were identified in the novels through the sub-values of each root value. The identified values were evaluated in terms of frequency. As a result of the study, it was found that the most frequently touched upon values in the novels were "responsibility" and "love" and that these values were touched upon in all the novels analyzed in this study. It was also found that the other values touched upon in the novels were "helpfulness", "self-control", "respect", and "friendship"; and the least touched upon values were "patience", "honesty", "fairness", and "patriotism", in order of frequency. The books containing the highest number of examples regarding the root values were found to be as follows: "Sokakta Tek Basina [Alone in the Street]," "Attim Kapagi Yurtdisina [Sydney, Here I Come]," and "Leylek Havada [Wanderlust]." The Bridge Books novel series can be recommended to students by teachers due to the diversity and richness of value. Parents can read these novels to explain values to their children and to better understand their children.

Literary works, apart from being written with an artistic purpose, contribute to the transfer of some universal values to the reader. Thus, "values" continue to exist as they are transferred from generation to generation, similar to a context where the curriculum of a teaching process may work in the same way. The act of transferring universal values not only makes the existing work constant but also the value attempted to be taught in the same manner. The effective involvement of such works, which contain important information and the characteristics of the society of that period, has an important effect on the learning and teaching process of values. "Sebistân-i Hayâl" is an advising work with a mixture of verse and prose written by Persian poet Fettâhî (d. 852/1448-49 or 853/1449-50) from which modern readers can also benefit. The text tries to convey universal values via using Islamic elements as a concrete base. Since "Sebistân-i Hayâl" is written in the style of riddle, the advice that adorns the morality inside the text is difficult to understand. For this reason, according to the current information, "Sebistân-i Hayâl" was expounded by Sürûrî in the 16th century and by Dervîs Muhammed Sifâyî in the 17th century. In this study, sample texts selected from "Serh-i Sebistân-i Hayâl," written by Dervîs Muhammed Sifâyî, are examined in terms of basic "values" (p. 6); "justice," "friendship," "honesty," "self-control," "patience," "respect," "love," "responsibility," "benevolence" that takes place in the Secondary Education Turkish Language and Literature Course Curriculum (9-12 Grades). As it is stated in the curriculum (MEB, 2019, p. 6), these values will come to life in teaching and learning process, not only by themselves, but also by the sub-values they are related to and also with other basic values as well.

In this systematic review, we examined quantitative, qualitative and mixed methods studies on loneliness in autistic adults. A total of 1460 articles were identified, and 34 of these met inclusion criteria. Results demonstrated that (1) there is a paucity of qualitative data providing first-hand descriptions of loneliness from autistic adults; (2) few empirical studies have used reliable/valid measures of loneliness developed specifically for autistic adults, and in just one study was a measure of loneliness developed for, and validated in, autistic adults; (3) the collective dimension of loneliness (i.e. belonging in society) has been described by autistic adults, yet has not been investigated as frequently as the intimate (i.e. romantic relationships) or relational (i.e. friend/family relationships) dimensions of loneliness; (4) the factors associated with increased loneliness in autistic adults include autistic characteristics, anxiety, depression and suicidal ideation, negative experiences and learned helplessness, a lack of autism understanding and acceptance, sensory avoidance, camouflaging and unemployment; and (5) the factors associated with decreased loneliness in autistic adults include having relationships, participation in social skill interventions and/or experiencing fewer difficulties with social skills, positive views and acceptance of oneself, being female and time spent engaging in activities (e.g. online gaming). Directions for future research are considered.

The purpose of this study is to explore close friendships and intimacy practices of Malaysian students in the context of living abroad. Some of the new close friends, specifically co-national friends in the UK, are perceived as "family" although some of them have not yet acquired family-like qualities in their relationships. Due to the situation of living abroad, the students acquired the "familiarity as a family" relationship--a new concept introduced in this study to explain this complicated relationship, with co-national friends in the Malaysian community in the UK. A sense of belonging and homophily, and shared physical space and activities are two key factors that influenced these practices of intimacy, which will foreground the discussion in this paper.

This study aims to understand how Swedish storybooks targeting youth portray, the relationships (social capital) and emotions of characters with intellectual disability. A collection of 37 storybooks were analysed using grounded theory. The results suggest that romantic relationships dominate in the storybooks. In the portrayal of romantic relationships, sexuality had a prominent role for the characters with intellectual disability. Work relationships were portrayed as fulfilling and joyful, and family relationships as plentiful and secure. The characters with intellectual disability felt secure at home, almost as a safe haven. Romantic relationships were described as exciting and filled with curiosity. At work, the characters with intellectual disability felt joy and a sense of belonging, and the family invoked a sense of security. Negative emotions had a less prominent role in the stories. The study concludes a strong relationship between social capital and emotions in the storybooks.

Friendships can provide a critical buffer against stress for youth, but the extent to which they serve this role depends on whether they provide resources that youth value most. These valued provisions may differ for girls and boys and across stages of development. This study examined whether gender differences in friendship values intensify across the adolescent transition, specifically from elementary to junior high school. Youth (73 elementary schoolers; 80 junior high schoolers; M[subscript age] = 11.40 years; SD[subscript age] = 1.55) completed a novel friendship values measure assessing how much youth valued psychological provisions (intimacy, support) and recreational provisions (companionship, enjoyment) in their friendships. Consistent with predictions, results revealed that junior high school girls place higher value on psychological provisions, whereas junior high school boys place higher value on recreational provisions, differences that were less apparent during elementary school. These gender differences in friendship values may have trade-offs for adolescent socioemotional development.

People with intellectual disabilities often face discriminatory behaviour in everyday life. The aim of this qualitative study was to gain insight into experiences of discrimination of people with intellectual disabilities. The research participants were 25 people with mild intellectual disabilities who live in Zagreb, Croatia. Their experiences indicate that they have experienced direct and indirect discrimination by people from their immediate social environment with whom they interact almost daily. Four themes about experienced discrimination emerged from the analysis: disability harassment, economic disadvantages, denial of the right to form or maintain intimate relationships, and peer rejection and exclusion. Discrimination is manifested in different treatment in fields of education, employment, participation in society and opportunities for realisation of certain social roles. It affects the quality of life and inclusion of people with intellectual disabilities.

There is ample evidence to show that people with intellectual disabilities (ID) face an increased risk of being socially excluded. The longer life expectancy of persons with ID carries new challenges. In this paper, we report on a follow-up case study of three Finnish women with ID. The women were interviewed twice (in 1995 and in 2013) and relationship maps were drawn pursuant to the interviews. In all three cases, the density of the relationship maps had decreased. In two cases, intimate relationships had remained or become even closer. In one case, intimate relationships were fewer. External services were inadequate in supporting the women to maintain their social relationships. Resources in the immediate families were decisive in determining their life course which was burdened by several extra obstacles. Some of these obstacles could possibly have been prevented if there had been a more permanent support system. The advantages and disadvantages of service and support paradigms are discussed.

Unhealthy relationships have a devastating impact on adolescents' academic performance, including poor attendance, difficulty concentrating, and feeling unsafe at school. Schools provide an ideal setting to positively influence adolescents' attitudes, knowledge, and relationship skills by integrating healthy relationship lessons into sexuality and/or violence prevention units. The primary goal of these units is to promote positive health behaviors and reduce unhealthy behaviors in order to decrease adolescents' risk for short- and long-term academic and health consequences. Therefore, the purpose of this teaching technique is to increase adolescents' ability to identify characteristics and corresponding behaviors of healthy and unhealthy relationships including romantic/dating, friendships, and familial relationships.

Background: Friendship is important to quality of life, yet people with intellectual disability have more restricted social networks and fewer friends outside family and support staff. Method: Data from a nationally representative longitudinal study of older adults with intellectual disability (aged >40) examined rates and types of friends. Factors associated with having a best friend and friendship quality were explored. Results: A large majority (92.4%) had friends but just over half (52%) had a best friend. Co-resident friends (71.8%) were more common than non-resident friends (62%), while staff friendships (62.5%) were important. The majority of best friends were peers with intellectual disability (63.2%), carer/service providers (15.9%) or family (8.4%). Challenging behaviour and communication difficulty were associated with reduced likelihood of having a best friend. A best friend with intellectual disability was associated with lower friendship quality scores. Conclusion: Limited choice and social opportunity may result in a precarious form of friendship for older people with intellectual disability that undermines their quality of life.

Social contagion theories suggest that adolescents in relationships with same-age high school dropouts should be at a greater risk of dropping out themselves. Yet, few studies have examined this premise, and none have considered all potentially influential same-age intimates, focusing instead on only either friends or siblings. Moreover, a key influence in adolescents' social worlds, romantic partners, has been ignored. The goal of this study was to provide a comprehensive view of dropout contagion by considering occurrences of dropout among friends, siblings, and romantic partners. Data came from a sample of Canadian adolescents (N = 545) comprising one third of high school dropouts; a second third of carefully matched at-risk but persevering schoolmates; and a last third of average, not-at-risk students. As predicted, adolescents were at greater risk of dropping out when a member of their network had recently left school (i.e., in the past year, OR = 3.11; 95% CI [1.78, 6.27]), with independent associations of nontrivial sizes for occurrences of dropout among friends, romantic partners, and siblings (ORs between 1.97 [95% CI 1.25, 3.41] and 3.12 [95% CI 1.23, 11.0]). Moreover, adolescents seemed particularly at risk of quitting school (OR = 4.88; 95% CI [2.54, 12.5]) when their networks included more than one type of same-age intimate (e.g., a friend "and" a sibling) who had recently dropped out. Findings suggest that social contagion of dropout is a pervasive phenomenon in low-income schools and that prevention programs should target adolescents with same-age intimates who have recently left school.

This paper discusses the educational experiment of Rabindranath Tagore and its larger implications for world peace. As violence becomes the new normal amongst the youth of the world, the challenge for societies is to build cultures of peace instead of cultures of violence. In this context, this paper discusses the ideas of Tagore on education, and proposes that his model of education has elements on the basis of which a strong foundation for a new culture of peace can be laid. A study of his ideas throws light on how his education system was meant to restore peace at different levels building relations of love and friendship ("maitri") between people. His model of education can help peace-builders in the transformation of conflicts at different levels: peace at the global level (transforming interstate conflicts), peace within society (transforming social conflicts), peace between human beings (transforming interpersonal conflicts), peace with nature (transforming human relationship with the environment) and peace within self (transforming conflict within one's own self). This paper discusses how Tagore's education system anticipated contemporary concerns of peace education, and conceived the development of an environment where direct, cultural, and structural violence would recede, giving way to positive peace.

The hypothesis that the concurrent associations between friendship features and friendship satisfaction are moderated by security-related experiences within the family was examined with two sets of analyses conducted with a sample of fifth- and sixth-grade students (M = 10.87, SD = 0.73, range 10-13 years). The main hypothesis of the study was that friendship security would be more important for friendship satisfaction when security within the family was low. The first analysis (N = 409) showed that the association between friendship security and friendship satisfaction was stronger when security with mothers was low rather than high. A second analysis (N = 266) showed that this association was stronger for children from divorced families than from intact families. Findings observed with other aspects of friendship (e.g., intimacy) appeared to be weaker than those observed with friendship security, and they were not moderated by family-related measures. These findings show that the importance of friendship security as a source of friendship satisfaction varies as a function of experience in other relationship systems.

Introduction: In the context of national and global events of the last few years (wave of refugees in 2015, terrorist attacks, climate change, strengthening of far-right and radical parties, fake news and manipulation, etc.), the ability of making an independent opinion, making resolutions based on facts and knowledge, being able to see through the flooding information dumping, and creating the routine of selection are becoming extremely important issues. How do we think about ourselves and others, about "the Other" and "the Stranger"? More importantly, how do young people think about these social and public issues, how do they see themselves, the country and the world where they live, the present and the future that they will be shaping? Purpose: The primary goal of the study is to examine the global competences of Hungarian youngsters aged 15-29. Methods: For mapping global competences the data of Hungarian Youth Empirical Research (2016) are used. Results: The vast majority of Hungarian youngsters aged 15-29 are not interested in social, public life-related or political issues. As for the examination of the questions concerning attitudes, the choice of medium options on the scales was typical, which reflect either indifference, disinterest, insecurity or the lack of knowledge that would be necessary for expressing an opinion. Youngsters are the children of the "Technological Age", online world is the most important scene for entertainment, communication, social life; however, they do not deal with public-life-related issues on their favourite social network sites. They also tend to keep distance from offline public-life, party- or political youth organisations. Among youngsters, the fear of strangers and migration is highly visible, a so-called "exclusionary attitude" describes them, global thinking is typical for only few of them. Discussion: The study confirms the previous research statements: Political passivism is typical for people aged 15-29 as their public and social life activism is extremely low. Their distrust towards the representatives of the democratic institutional system is also associated with a low-level interpersonal trust. However, as for their value preferences, the dominance of traditional values (family, love, friendship) is clearly conspicuous, and the role of nation and social order is gaining more importance. With regard to all these factors, the communication and free time spending habits of the young, we can state that their public life-related disinterest does not primarily stem from their smart phone and entertainment-centred attitude but it is mainly due to their disillusionment, their social discomfort and the erosion of their future beliefs. Among youngsters, a new nationalist tendency has also appeared, which means that they value their own group more and strongly devalue other, strange groups. Limitations: The Hungarian Youth Research, which analyses 8000 participants aged 15-29, can be regarded representative from the aspects of gender, age, education, settlement type and region. We can compare the research findings with all parts of the youth research series that started in 2000. Questions applied in the questionnaire are based on the previous waves (Youth 2000, Youth 2004, Youth 2008, Hungarian Youth 2012), so the database provides the possibility of outlining the trends. Conclusions: Concerning the attitudes and values of youngsters aged 15-29, close-mindedness, moderate tolerance, low personal and institutional trust, keeping distance from public life, and a high degree of disinterest are typical. The young, as well as the whole society, typically claim for national isolation, and they are not really willing to collaborate with "the stranger", "the other".

This study examined the association of friendships and popularity with adolescents' first-time involvement in a romantic relationship (referred to as romantic relationship debut). The aim of this article was twofold: first, to disentangle the unique effects of friendships and perceived popularity; second, to separate same- and cross-gender peer nominations. Specifically, it was tested whether same- and cross-gender friendships or same- and cross-gender popularity were more likely to increase the likelihood of romantic relationship debut. Using longitudinal data of 590 Dutch adolescents age 12 to 18 (57 % girls) from TRAILS (Tracking Adolescents' Individual Lives Survey), results are consistent with the hypothesis that cross-gender friendships and cross-gender popularity increase the chances of a romantic relationship debut. Findings indicate that peer evaluations by cross-gender peers of both friendships and popularity account for adolescents' romantic relationship debut.

Many college students have used Facebook to connect with people they know and expand their network with new acquaintances. However, this exploratory study aimed to examine the self-reported challenges that undergraduates (N=168) encountered in their personal lives using Facebook. The experiences of college students of varying age, gender, and race/ethnicity were analyzed using Spearman's rank correlation coefficient and Fisher's exact test to determine if there was a relationship between the experienced challenges and the demographics that students belong to. This study found the likelihood of undergraduates' personal information being shared on Facebook by friends decreases with age. An analysis of gender and personal problems related to use of the social site uncovered that female college students reported a higher loss of platonic and romantic relationships involving Facebook than males. An examination of race/ethnicity and experiences found undergraduates who identified as "other" reported an interest in making their lives appear better on Facebook than it is in reality.

This study examines the impact of group composition (one-on-one vs. multiple-to-multiple) and task design (student-selected vs. teacher-assigned) on undergraduate foreign language learners' interactions in a mobile-based intercultural exchange. The participants, 27 Korean students learning English as a foreign language and 27 American students learning Korean as a foreign language, interacted in pairs and groups via mobile phones to complete weekly tasks for eight weeks. This study used mixed methods to analyze the data from mobile chat scripts, questionnaires, and interviews. The results indicated that the one-on-one and multiple-to-multiple groups did not differ significantly regarding contact frequency or number of written chats. However, one-on-one and multiple-to-multiple interactions did differ with regard to the quality of the interactions, reflecting the unique nature of each group composition. A one-on-one relationship promoted a higher level of intimacy and friendship, thus rendering it appropriate for providing linguistic and emotional support in learning foreign languages. In contrast, multiple-to-multiple communications were found to be more beneficial for learning about different perspectives on the target cultures. In terms of task design, teacher-assigned tasks guided students to engage in productive interactions effectively, whereas student-selected tasks elicited their personal investment in the tasks. Supporting social interdependence theory (Johnson & Johnson, 1989, 2009), we argue that the establishment of intimate relationships among group members may be the key to quality interactions in mobile-based intercultural exchanges.

Guided by Social Cognitive Career Theory, this study investigated the future perceptions of Hong Kong female university students. Fifty-eight students completed a semi-structured questionnaire to better understand their beliefs, hopes, and visions about their future. The thematic analysis performed yielded 10 major future life themes in the participants' responses: (a) work, (b) family, (c) roles and responsibilities, (d) romantic relationships, (e) values, (f) living situation, (g) quality of life, (h) status of education, (i) personal interests and hobbies, (j) finance, and (k) friendship. Findings from this study provide novel information on Hong Kong women's future perceptions that may help career counsellors when constructing client goals and tasks aimed at exploring and fulfilling their future perceptions.

As part of a project funded by the Wellcome Trust, we held a one-day symposium, bringing together researchers, practitioners, and policymakers, to discuss priorities for research on relationships and sex education (RSE) in a world where young people increasingly live, experience, and augment their relationships (whether sexual or not) within digital spaces. The introduction of statutory RSE in schools in England highlights the need to focus on improving understandings of young people and digital intimacies for its own sake, and to inform the development of learning resources. We call for more research that puts young people at its centre; foregrounds inclusivity; and allows a nuanced discussion of pleasures, harms, risks, and rewards, which can be used by those working with young people and those developing policy. Generating such research is likely to be facilitated by participation, collaboration, and communication with beneficiaries, between disciplines and across sectors. Taking such an approach, academic researchers, practitioners, and policymakers agree that we need a better understanding of RSE's place in lifelong learning, which seeks to understand the needs of particular groups, is concerned with non-sexual relationships, and does not see digital intimacies as disconnected from offline everyday 'reality'.

This manuscript aims to explore and delineate the common characteristics of college students with perfectionism, to promote an in-depth understanding of dynamic personality development of perfectionists from the views of life story model proposed by McAdams (1985). The researchers adopted a narrative qualitative research method. The life stories of respondents who had a strong tendency of perfectionism were analyzed. We found out that participants experienced intensive feelings of superiority and inferiority due to fluctuations of academic performance. Most respondents tended to use negative tone in describing their interpersonal relationship. Respondents hold high expectations for their future. Moreover, they tended to believe that some supernatural power controls the world and the lives. Themes of life story of perfectionists normally focused on three themes: self-control, status and success, and love and friendship. The perfectionists with negative tone usually show that they are only pursuing a powerful energy, a sense of control, and status.

Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and well-being. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial environments instilled partly by rank-and-file seating. Attributions for teacher demotivation can often lie in student misbehaviors, while student demotivation, silence, and resistance relate strongly to lack of bodily displays and physical affordances of interpersonal care, understanding, and trust that, if present, would contribute positively to many social aspects of their learning and identity formation. Specifically, rank-and-file seating constricts the area in the classroom most likely to dispose attention and interest to the learning and to others, whereas circular seating potentially expands this area, known as the action zone, to the whole classroom. Seating arrangements therefore can play an important role in the formation of interpersonal dynamics and identity formation among students and their teachers. In this paper, the purposes and ways of using circular seating in language classrooms will be explored from a social psychological perspective. Language teachers are invited to imagine and experiment with possibilities for uses of different seating arrangements in their own classrooms.

We assessed 3rd-5th grade children's endorsement of 12 friendship expectations, in two mental age-matched (M = 10.15 years) groups; one with autism spectrum disorder (ASD; n = 20) and one with typical development (TD; n = 21). Groups rated friendship expectations similarly for all but one expectation, expressing care, which received significantly higher ratings in the ASD group. Overall expectation ratings were significantly and positively correlated with friendship quality in the ASD group (r = 0.43), but not the TD, group (r = 0.08). Expectations were not correlated with loneliness or self-worth in either group. In children with ASD, expectations pertaining to reliability/trust, kindness/caring, and help/reciprocity were rated highest, followed by togetherness/amusement, and finally by intimacy/disclosure.

Changes in best friendship quality during adolescence coincide with the emergence of romantic relationships. This study aimed to examine the extent to which changes in friendship quality (intimacy, conflict, emotional support) between the ages of 16 and 22 varied according to four romantic involvement patterns (Late, Sporadic, Long-Term, Frequent) followed during this period. Gender was also included as a moderator. Participants (n = 281; 61% girls) identified their romantic partners and reported on the quality of their relationship with their best friend each year. A series of multilevel growth curve models revealed that participants in the Late involvement group reported an increase in conflict with their best friend during this period; those in the Sporadic involvement and Frequent involvement groups reported increases in intimacy; and youths in the Long-Term involvement group reported no changes in friendship intimacy, conflict, or emotional support over time. Thus, among youths who reported changes in best friendship quality between adolescence and emerging adulthood, the observed changes appeared to vary according to the romantic involvement patterns followed during this period.

The self-forgiveness process may be considered emotionally taxing among college students. The current study explored college students' past intrapersonal transgressions (n = 88) through two outcomes (able or unable to forgive oneself). Using NVivo 11 Pro software, thematic analyses revealed the most common situational circumstances and internal emotional determinants that were embedded in these contexts. Findings highlight the need to revise the existing self-forgiveness model to include experiences related to intrapersonal transgressions. Clinical implications include relevant intervention strategies to engage in the self-forgiveness process of an intrapersonal transgression among emerging adults. Directions for theory development are discussed.

The article, which is based on the results of a survey of about 150 respondents between the ages of 43 and 65, presents a sociopedagogical reconstruction of how Soviet school students experienced romantic feelings and friendships in pioneer camps during the 1960s-1980s. The author analyzes and interprets interviews that were conducted with people who spent their childhood summer vacations at pioneer camps. We find that respondents clearly differentiate the romantic feelings and relationships that they had experienced into "liking/affection for someone" (an emotion or feeling), "romantic relationships between boys and girls" (acting in a relationship or behaving like a couple), and "love" (regardless of whether the emotion was reciprocated or not). Romantic experiences and relationships could develop over the time that the children were in camp (from expressions of mutual interest/liking to romantic friendships, and from romantic friendships to a situation when one or both adolescents fell in love). A situation in which romantic feelings and emotions were not reciprocated was not always perceived by adolescents as something negative. Often the romantic experience was considered to be sufficient in and of itself. Only a small number of adolescents actually developed romantic feelings while at camp, and romantic relationships were even rarer. The largest proportion of pioneers first experienced romantic feelings between the ages of 14 and 16. Feelings of liking, romantic friendship, and love could develop in various ways, whether between two adolescents who were vacationing at the same pioneer camp, a girl vacationing at the camp and a boy from a village located next to the camp, and an adolescent vacationing at a pioneer camp and a camp counselor. Adolescents used different strategies to express their romantic feelings, including in their romantic relationships. These strategies varied in the amount of perseverance that was applied to find reciprocity. The romantic feelings and attitudes of Soviet adolescents who were staying at pioneer camps were short-lived for the most part. They ended with the conclusion of the camp, and exceptions to this were rare. The ways that romantic feelings were expressed and romantic relationships developed included while communicating during slow dances; sitting together during events; jointly participating in games and leisure activities; exchanging letters through the camp mail system; and meeting in private (taking walks). Adolescents did not tend to verbalize their romantic feelings and relationships. Regarding couples whose relationships were known within a group of peers, the latter created a supportive and secure private space for them. [Translated by Kenneth Cargill.]

Often, themes in work and life intertwine; the author recognized that a cadre of poems she had written during the past several years were about relationship dissolution. The poems concerned romantic and friendship dissolution and the aspects of identity creation and loss this entails. The author presents the poems and makes an explicit connection to interpersonal relationship dissolution literature through the technique of poetic analysis. This analysis serves as an exemplar for how poetry as performative writing offers a valuable addition to interpersonal communication research through the poeticizing of relational dissolution as an everyday relational challenge.

The discussion participants follow Aristotle in deciding that friends are concerned with each other's welfare for their own sake and cannot be reduced to utility or pleasure, adding that the contemporary notion of friends involves the notion of equal overall power. They find three difficulties with teachers and students being friends. First, friendship requires a bias for the friend that is inappropriate to the teacher-student relationship. Second, the classroom requires one-way bureaucratic judgment that mere learning between friends does not, which necessarily involves an imbalance of power. Third, friendships require time and intimacy to form, which is rarely possible in the restricted setting of the educational system. Although teachers and students may rarely become friends in the larger flow of events, the teacher must normally suspend the possibility of friendship within the classroom relationship. (Contains 16 footnotes.)

The present study examined interrelations among sociocultural factors, communication, and academic support from mothers, fathers, sisters, brothers, professors, romantic partners, and close friends and Mexican-origin female college students' (n = 205) college self-efficacy. Findings revealed that students communicated the most with their close friends and perceived that mothers provided the most academic support. In general, students who espoused behaviors and values that closely aligned with the Mexican culture were more likely to communicate with others. In addition, higher levels of communication related to higher levels of academic support, but relations between academic support and college self-efficacy differed by source of support. Notably, while academic support from mothers, professors, and romantic partners were positively related to college self-efficacy, academic support from fathers, sisters, brothers, and close friends were not related to college self-efficacy. Findings confirm that a focus on the unique roles of important others is warranted.

Adolescents' negative expectations of their peers were examined as predictors of their future selection of hostile partners, in a community sample of 184 adolescents followed from ages 13 to 24. Utilizing observational data, close friend- and self-reports, adolescents with more negative expectations at age 13 were found to be more likely to form relationships with observably hostile romantic partners and friends with hostile attitudes by age 18 even after accounting for baseline levels of friend hostile attitudes at age 13 and adolescents' own hostile behavior and attitudes. Furthermore, the presence of friends with hostile attitudes at age 18 in turn predicted higher levels of adult friend hostile attitudes at age 24. Results suggest the presence of a considerable degree of continuity from negative expectations to hostile partnerships from adolescence well into adulthood.

Friendships are developmentally important and personally beneficial relationships for all children and youth. Despite emphasis from families and educators of students with severe disabilities on the importance of promoting and supporting friendships with their typically developing (TD) peers in inclusive settings, such relationships remain infrequent. We conducted an integrative thematic literature review of research that directly examined the nature of friendship between students with and without severe disabilities to better understand how researchers define friendship, identify participants, and confirm participants' friendships. Implications for future research are discussed. We also sought to identify themes in extant research to guide future intervention. The thematic findings point to the importance of adults providing direct support while fading their proximity to students, and of TD peers negotiating the ongoing tension between the roles of helper and friend.

This article considers dual relationships between faculty and students from an ethical perspective. A review of the literature focuses on the potential impact of dual relationships on students, faculty, academic institutions, and the consumers students will ultimately serve. Models promoting ethical dual relationships are identified and strategies for counselor educators to influence the systemic variables impacting faculty-student dual relationships are discussed.

Adolescence marks the beginning of a significant shift away from the world of parental support to the formation of intimate friendships with peers. Developmentally, this is an important time for adolescents as they seek to develop interpersonal skills, share activities and develop a deeper sense of understanding of themselves and others through shared confidences and self-disclosure. This is particularly the case for adolescent girls, who value the intimacy they find in small close-knit friendship groups. However, these groups, due to their intimate structure, can become a breeding ground for conflict including indirect aggression. This paper examines one girl's experience of the hurt and alienation she suffered within her friendship group. An interventionist approach using Narrative Therapy and the practices associated with externalising the problems within her friendship group allowed this girl to reclaim her sense of self and reconstruct new expectations for the inclusion of new friends in her life.

The value and importance of human intimacy is examined as a complex combination of passion, commitment, friendship, and love. Models of healthy and unhealthy conflict in relationships are offered as well as suggestions for moving from unhealthy expressions of conflict to healthy ones.

We argue that adolescent friendships flourish, or wither, within the "linked lives" of other salient social network ties. Based on structural equation modeling with data from two time points, we find that young people tend to be in high-quality friendships when they are tightly embedded in their social network and receive social support from their peers, parents, and romantic partners. In addition, females have higher quality friendships than males, and the life course transition to marriage has detrimental effects on friendship quality. Findings show that the influence of parents does not end in childhood but continues into adolescence. Furthermore, although earlier research documents that friends affect romantic relationships, we find the reverse, that is, romantic partners influence friendships. Results demonstrate that social connectedness and support from a range of network ties contribute to high-quality, caring friendships among youth, highlighting the utility of life course and social network perspectives.

The potential importance of depending on others during adolescence to establish independence in young adulthood was examined across adolescence to emerging adulthood. Participants included 184 teens (46% male; 42% non-White), their mothers, best friends, and romantic partners, assessed at ages 13-14, 18, 21-22, and 25. Path analyses showed that associations were both partner and age specific: markers of independence were predicted by participants' efforts to seek support from mothers at age 13, best friends at 18, and romantic partners at 21. More important, analyses controlled for support seeking from these partners at other ages, as well as for other potentially confounding variables including attachment security, scholastic/job competence, and physical attractiveness over time. Moreover, analyses suggested the transfer of support seeking behavior from mothers to best friends to romantic partners over time based on support given by the previous partner at an earlier age.

Adolescence is a particularly important and challenging time for developing long-lasting romantic relationship patterns. However, limited empirical research has explored teen perceptions of ideal partner characteristics during adolescence or their significance to the quality of current and future relationships. Semi-structured in-depth interviews were conducted with 33 African American high school girls to shed light on the qualities desired in their dating relationships and relational factors that influence teen dating behaviors. Guided by the Social Ecological Framework, interviews were transcribed verbatim and entered into ATLAS.ti, for coding and analysis. Girls discussed the important influence of parents in choosing a partner and provided positive depictions of friendship and marriage with a suitable partner. More research is needed to understand how and why adolescents desire particular characteristics, how socialization shapes teen perceptions, and how these preferences may be related to current and future adolescent dating choices, including violence perpetration and victimization.

Romantic relationship quality in adolescence and early adulthood has often been linked to earlier parent-child relationship quality but it is possible that these links are nonlinear. Moreover, the role of social skills as mediator of associations between parent-child and romantic relations has been discussed but not rigorously tested. Using data from 2,230 participants of the longitudinal TRAILS (TRacking Adolescents' Individual Lives Survey) sample, this study examined whether parent-child positivity assessed at age 11 predicted romantic involvement, commitment and satisfaction in emerging adulthood. Moreover, indirect effects via cooperation, assertion and self-control were tested. Parent-child positivity did not predict romantic involvement as such. However, in those who were romantically involved, linear and, by trend, nonlinear associations between parent-child positivity and commitment were found, suggesting higher levels of commitment in those who had reported positive parent-child relationships but also in individuals with particularly low levels of parent-child positivity. Satisfaction was linearly linked to parent-child positivity. Little support was found for the assumption that the association between parent-child positivity and romantic relationship quality in emerging adulthood are partly explained by social skills. These results show that neither congruence nor compensation alone are sufficient to explain the associations between parent-child and romantic relationship quality.

The study focused on perspectives of people with intellectual disability (ID) regarding their experience of being involved in an intimate relationship with a steady partner and on the discrepancies between their reported experiences and the prevailing opinions on this issue as expressed in the professional literature. In light of the importance of couple relationships in the general population, the paucity of studies that consider this type of relationship among people with ID is conspicuous. Qualitative analysis was used to understand how people with ID perceive couple relationships. Quantitative analysis was used to compare the quality of life and self-concept of people with ID involved in an intimate relationship with those of people with ID who have a strong relationship with a close friend. The findings indicate that people with ID perceive couple relationships to be multidimensional, with unique characteristics, much like the general population's perception of couple relationships. In addition, it was found that people with ID involved in an intimate couple relationship scored higher on quality of life and self-image measures than did their counterparts who had a close relationship with a (non-partner) friend. Several recommendations are offered on how to help people with ID develop and maintain a long-term intimate relationship with a lifelong partner.

Growth of Latino students in postsecondary education merits an examination of their resources/challenges. A community cultural wealth model provided a framework to examine unacknowledged student resources and challenges. A mixed method approach found that first- and second-generation college students report equal numbers of sources of support/challenges. Understanding student needs can assist with program development to increasing college completion rates.