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Friendship is a unique and underexplored area of human sociality. Research suggests that humans have preferences for characteristics in their friends that maximize the benefits of these relationships. Yet, whereas more friends might increase friendship benefits, humans also have limited time, resources, and energy to invest in finding high-quality friends, making it likely that the nature of these preferences differs depending on the resources an individual has available to invest in this goal. Across two studies (total N = 693), we investigated how this trade-off may function by investigating the nature of friendship preferences. In Study 1, we utilized the budget paradigm method from behavioral economics to investigate the necessities and luxuries in friendship preferences. In Study 2, we replicated these preferences with a novel method and extended our investigation into understanding the hierarchical nature of these preferences. Taken together, our results provide a promising starting point for research investigating trade-offs between necessities and luxuries in friendship preferences.

Conflicts are common in adolescent friendships and romantic relationships. The ways girls in care navigate conflicts in close relationships have implications for their resilience, since their family relationships are compromised. We employed qualitative and quantitative approaches to explore the conflicts in the friend and romantic relationships of 37 girls in care. They completed an interview about the conflicts with their best friend and boyfriend and a measure on the positive and negative quality of the friendship and romantic relationship within which the conflicts took place. Thematic analysis indicated the girls experienced more intense and volatile conflicts with their boyfriend than best friend. However, the intensity of these conflicts was mitigated by their positive perceptions in their quantitative reports. Despite conflicts, the girls reported significantly higher levels of positive than negative relationship quality within their romantic relationships and similar levels of negative quality between the two relationships. Findings highlight the girls' struggles with their romantic relationship compared to their friendship and especially their attempts to interpret conflict within a more global assessment of relationship quality. The findings provide a nuanced understanding of the girls' relational patterns, which can be used to inform interventions to support their development of healthy relationships. [ABSTRACT FROM AUTHOR]

Research shows that ethnic-based organizations cultivate important support and sense of belonging for Latino/a undergraduates, yet not all students participate in these organizations. Drawing on interviews with self-identified Latino/a students attending a predominantly White institution, we find belonging is neither uniform nor static. Three overlapping pathways to Latino/a belonging emerged: a) the “organizational” community students created through active and visible participation in Latino/a clubs and programming; b) “pockets” of Latino/a-based friendships; and c) an “all-encompassing” community that emphasizes Latino/a solidarity through individual actions. [ABSTRACT FROM AUTHOR]

Children's relationships with their peers have important associations with their behaviour. The current study examined children's friendships during the formative school years and hypotheses were made regarding associations between how well-liked children were by peers, the reciprocity of these friendships, and with whom friendships were made. Children aged 4–7 years (N = 193) were asked to identify who their friends were. Teachers and teaching assistants provided ratings of children's behaviour; aggressive, victimized, prosocial and solitary. Results indicated differences in the number of friendship nominations children received from peers in relation to their behaviours. Reciprocity in children's friendships was also differentially associated with child behaviour. Further, there was some evidence for homophily in the behaviour of children and their friends. The findings are discussed in relation to the importance of supporting children's good quality friendship relationships. [ABSTRACT FROM AUTHOR]

Research examining the effects of severe, prolonged early deprivation has shown elevated rates of neurodevelopmental symptoms, which frequently persist into adulthood and are associated with functional and social relationship difficulties, as well as elevated rates of mental health problems. The behavioural manifestations of these symptoms closely resemble those of ADHD and also ASD. Here, we used qualitative methods to explore and characterise the social experiences and difficulties encountered by young adults exposed to profound early deprivation, in part to highlight any apparent parallels between the experiences in this group and those identified in typically developing samples with ADHD or ASD. To do so, we interviewed young adults and their adoptive parents (N = 18) from the English and Romanian Adoptees study, about their social lives. Participants were keen to describe not only the challenges they faced but also adaptive responses. A semantic/descriptive thematic analysis revealed that the young adults strongly desired social relationships but struggled to navigate social norms, resulting in frustration and frequent loss of relationships. This was accompanied by strong feelings of loss and rejection, all of which were perceived to have a negative impact upon self-esteem and mental health. Adaptive strategies included the fostering of casual friendships with older individuals and seeking employment with strong social components. Similarities and differences between our findings and the social difficulties experienced by typically developing groups with neurodevelopmental problems, and adopted individuals more generally, are discussed. [ABSTRACT FROM AUTHOR]

Friendships and social relationships are central to wellbeing but the friendships of those with complex needs are often ignored. This study explored the friendships and social relationships of students with complex communication needs (CCN) in and outside of special school settings, to understand how they view and experience them. There were 20 participants—6 students, 8 of their parents and 6 of their teachers. The research was conducted in two stages: Stage 1 included semi‐structured interviews with adults and unstructured observations of students in class and at breaktimes. Stage 2 included working with students through a Mosaic approach, using six tools (pyramid ranking activity, preferred activity with friends cards, best friends activity, school tours, collections from home and book‐making). Transcripts of recordings were analysed using reflexive thematic analysis. The four themes generated highlight how students with CCN have more accurate views of their social lives than adults, students and adults have differing views about what makes a good friend, students with CCN find ways to enact meaningful social contact through a connection beyond words, and reciprocity in friendships means no distinction between 'helper' and 'needing help'. Strengths and limitations are highlighted and implications for researchers and practitioners are discussed. [ABSTRACT FROM AUTHOR]

Children's participation rights and well-being are two prominent concepts in children's lives. While they are mainly addressed separately in research, empirical associations exist between them. The article analyzes the perspectives of children and teachers concerning children's participation in decisions affecting their school life in one participatory initiative in a primary school in China. Thematic analysis of participant observation, interviews, focus groups, and document examination in one case demonstrates how children experience increased subjective well-being in their participation, focusing on the different types of subjective well-being that children reported improving as a result of their participation. The article indicates that children improved their subjective well-being in two dimensions: social well-being (e.g., friendships with peers and teacher-student relationships) and psychological well-being (e.g., relaxation). [ABSTRACT FROM AUTHOR]

This article focuses on the friendships that young refugees make in Germany as their country of arrival. Although friends are highly relevant in children's lives, little attention has been paid to this subject regarding young refugees. We conducted ego‐network interviews with 17 young refugees aged 9–15, with which we explored the opportunity structures in which young refugees choose their friends and their ways of establishing and deepening friendships, as well as the limitations thereof. Core dimensions of friendship, as proposed by Shmuel Eisenstadt, are used as sensitizing concepts: voluntariness, moral quality, unconditionality, trust, deep meaning/brittleness, and ambivalence. By reinterpreting them through an interactionist lens, the analysis reveals the complex work young refugees invest into making friends and establishing themselves in the social world of their school and peer groups. [ABSTRACT FROM AUTHOR]

Background and aims: Autistic children can experience challenges in making and maintaining friendships, and middle childhood (ages 6–12) may be particularly challenging as social networks become more complex. However, a large proportion of research into these experiences is based on adult reports or focuses on the experiences of adolescents, meaning that the voices of younger children are absent. Due to the exclusion of younger children from research, we have a limited understanding of their first-hand experiences of their friendships and the support they receive, which has implications for friendship support and wellbeing. This study aimed to amplify the voices of younger autistic children to explore their first-hand experiences of friendships and highlight areas of social support which may be most beneficial to primary-aged autistic children. Methods: This study used novel creative methods to support interviews with 19 autistic primary school-aged children to explore their experiences of friendship. Parent-led interviews and scrapbooks supported the children in discussing the challenges and strengths of their friendships. Results: Children discussed the challenges and strengths of their friendships including the impact of social norms on the need to have friends and their support needs in this area of life. Children also discussed gaps in their current friendships and how they would like to see these filled. It was clear that not all children required or wanted neurotypical-style friendships, with many valuing companionship and gameplay over intimacy. Analysis highlighted the heterogeneity of autistic children's friendships, especially in relation to gender and age, calling for more tailored and individualized support. Conclusion and implications: Results from the current study show that autistic children can and do have successful friendships but that these friendships may differ from those of their non-autistic peers. The study further adds to the existing literature by showing that younger autistic children can be included in research by using differentiated, accessible and creative methods, and that they are able to voice their opinions on matters surrounding support. It also calls for a tailored approach to supporting autistic children in school and speaking with children to give them autonomy over the support they want to receive. [ABSTRACT FROM AUTHOR]

Background: Building friendship is crucial for attaining and upholding recovery from problematic substance use. However, how people who have used substances problematically develop friendships needs to be investigated more from a first-person perspective. Aim: To provide insight into how people in long-term recovery find meaning in their experience of building friendships. Method: In semi-structured interviews, 17 people in recovery drew network maps and reflected on how friendships had developed during the long-term process. We analysed the narratives by way of a thematic narrative approach. Results: Participants presented the friendship-formation process through four distinct storylines: (1) 'I don't make friends easily'; (2) overcoming barriers to building friendships; (3) 'birds of a feather flock together'; and (4) 'having "regular" friends makes me feel like an "average" person'. Conclusion: People in long-term recovery from problematic substance use felt haunted and hindered by past experiences when building friendships. These experiences created a social divide between those who had experienced problematic substance use and those who had not. The valuable insights that social workers can gain from this study can support friendship development for people in long-term recovery on multiple levels. By understanding someone's self-perceptions and their perspectives on others, social workers can engage with barriers when people in recovery enter social environments such as work. We emphasise the significance of a long-term approach to overcoming barriers to building new friendships. [ABSTRACT FROM AUTHOR]

Few studies have examined developmentally relevant sources of resilience, such as peer social support, among young sexual minority men (SMM) of color experiencing discrimination and mental health distress. To address this gap in the literature, we examined the role of peer social support in the association between discrimination and mental health distress in a sample of young SMM of color. Ninety-four cisgender young SMM of color (aged 16–29) were recruited through community-based organizations in the New York City metropolitan area as part of an effectiveness trial of a tailored Motivational Interviewing intervention. Participants completed a baseline survey that included measures of school/workplace ethnoracial discrimination, sexual orientation discrimination, peer social support, and symptoms of anxiety and depression. Results of multivariable models indicated some evidence of the stress-buffering effects of peer social support. School/workplace ethnoracial discrimination was negatively associated with symptoms of anxiety (B = −0.12, SE = 0.03, p <.001) and depression (B = 0.44, SE = 0.15, p =.005) among young SMM of color with lower levels of peer social support. Peer social support did not moderate the association between sexual orientation discrimination and either depression or anxiety. Findings provide some evidence of the protective role of peer social support. We discuss the implications of the results for practice with young SMM of color with mental health distress. [ABSTRACT FROM AUTHOR]

This study examines the development of vulnerable self-disclosure in supportive interactions from ages 13 to 29. A diverse community sample (N = 184; 85 boys 99 girls; 58% white, 29% Black, 13% other identity groups) participated in annual observed interactions with close friends and romantic partners. Participants were observed as they sought and provided support to their best friends each year from age 13 to 18, and as they sought support from their romantic partners from age 19 to 29. Random intercept cross-lagged panel models were used to parse markers of within-individual change in vulnerable self-disclosure observed annually across ages 13 to 18. A follow-up regression model also investigated cascading associations from vulnerable self-disclosure in adolescent friendships to vulnerable self-disclosure in adult romantic relationships. When adolescents sought support, they demonstrated greater-than-expected increases in self-disclosure each year when their best friends demonstrated relatively high self-disclosure. For girls in this sample, when providing support, they demonstrated greater-than-expected decreases in self-disclosure each year when their best friends demonstrated relatively high self-disclosure. Adolescents whose friends disclosed highly to them also tended to express more vulnerability with romantic partners in adulthood. Post-hoc analyses investigate the role of friendship stability and gender as potential moderators of self-disclosure development. The best friendship, a key source of emotional support, serves as a foundational context for learning appropriate use of vulnerable self-disclosure when seeking and providing emotional support, which persists across time and relationships. [ABSTRACT FROM AUTHOR]

This article draws on a qualitative data analysis of the experiences of a small group of so-called 'hard-to-reach' disabled young men in Alternative Provisions (APs). Supporting young people has largely focused on the use of professional interventions. We contrast the young men's experiences of professional service interventions with the complementary functions of social and psychological capital embedded in their own friendship networks. The young men rarely used the professional support offered, often finding professional practices and institutional systems unhelpful. This contrasted with the support gained in their own friendship networks which offered opportunities for enhancing well-being and agency. There are implications here for how young people facing risks associated with school exclusion and marginalisation can best be supported. We suggest that young people themselves are important agents in providing mutuality and solidarity, which can enhance various and varied life-course transitions. Points of interest: Disabled, working-class male students are increasingly placed into Alternative Provisions intended for students who would otherwise not receive suitable education. Supporting young people has often focused on professional interventions and the value of young people's friendship networks has received little research attention. This article is based on research with young disabled men on the margins of Alternative Provisions, located within a medium sized local authority. The research found that these young people are important agents in providing mutuality and solidarity. This can enhance life-course transitions. Research on young disabled men rarely mentions emotion and intimacy. Our data identified instances of friendship offering young people the support necessary to endure problems related to exclusion and to collectively develop effective coping strategies. The article emphasises that the value of friendship networks should be acknowledged as part of work undertaken by professionals and agencies with marginalised young people. [ABSTRACT FROM AUTHOR]

Friendship is a unique and underexplored area of human sociality. Research suggests that humans have preferences for characteristics in their friends that maximize the benefits of these relationships. Yet, whereas more friends might increase friendship benefits, humans also have limited time, resources, and energy to invest in finding high-quality friends, making it likely that the nature of these preferences differs depending on the resources an individual has available to invest in this goal. Across two studies (total N = 693), we investigated how this trade-off may function by investigating the nature of friendship preferences. In Study 1, we utilized the budget paradigm method from behavioral economics to investigate the necessities and luxuries in friendship preferences. In Study 2, we replicated these preferences with a novel method and extended our investigation into understanding the hierarchical nature of these preferences. Taken together, our results provide a promising starting point for research investigating trade-offs between necessities and luxuries in friendship preferences. [ABSTRACT FROM AUTHOR]

Background: Over the last 10 years, a noticeable deterioration in mental health has affected adolescents' lives. Methods: This study was conducted in 12 secondary schools and 14 high schools located in different cities across Lithuania from October to December 2023. The survey included students aged 12 to 17 years. The adolescents filled out a questionnaire about the need for outside help, friendships, and well-being at school and the Strengths and Difficulties Questionnaire. The goal of our study was to analyze the risk factors that influence adolescents' psycho-emotional state. Results: A total of 4124 students were involved in this study, with a mean age of 14.48 ± 1.15 years. The sample consisted of 50.9% males and 49.1% females. The boys showed a statistically significantly lower total difficulty score on the Strength and Difficulties Questionnaire (SDQ TDS) and internalizing score (IS) than the girls (12.45 ± 5.39 vs. 14.93 ± 5.76; 5.39 ± 3.30 vs. 7.49 ± 3.64, p < 0.001). Also, the SDQ TDS, IS, and externalizing score (ES) were statistically significantly lower in the group of adolescents who lived with both parents (13.50 ± 5.69 vs. 14.76 ± 5.72; 6.32 ± 3.61 vs. 6.98 ± 3.65; 7.18 ± 3.23 vs. 7.78 ± 3.35, p < 0.001). Linear regression analysis of the SDQ TDS (R2 = 0.406) indicated a significant impact on the feeling of safety at schools (β = −0.173, p < 0.001) and loneliness (β = 0.314, p < 0.001). Linear regression of the SDQ IS (R2 = 0.469) showed that there was a significant predictor effect of bullying (β = 0.170, p < 0.001) and loneliness (β = 0.345, p < 0.001). However, the linear regression of the SDQ ES (R2 = 0.256) showed that there was a significant predictor effect of the feeling of teacher care (β = −0.163, p < 0.001) and loneliness (β = 0.166, p < 0.001). We determined that gender (OR = 2.30) and loneliness (OR = 1.77) were the most significant factors associated with adolescents seeking help. Conclusions: It is crucial to determine specific risk factors and particular groups of teenagers who need psycho-emotional support the most. The findings of this study may offer valuable insights for advancing additional prevention or support programs aimed at adolescents within higher-risk groups. [ABSTRACT FROM AUTHOR]

Purpose: Sociometric studies and adult reports have established that children with Language Disorder (LD) are at risk of peer relationship difficulties. However, we have limited knowledge of how children with LD understand friendship, whom they deem as a good or bad friend, and what role their friendship concepts play in their relationships with peers. This exploratory study aimed to conduct a qualitative investigation into the friendship concepts that children with LD hold and to explore their strategies for making friends. Methods: We conducted multiple, art‐informed interviews on the topic of friendship with 14 children with LD at the age of 6–8 years. Participating children were based in the United Kingdom and Republic of Ireland. They attended enhanced provision, specific speech and language classes and mainstream classrooms. We used framework analysis to map children's responses to Selman's (1979) developmental model of interpersonal understanding, which espouses a theory of children's social development within the context of peer relationships. Results: The understanding of friendship formation in children with LD varied from physical presence to mutual support and sharing. Children's ideas about a good/bad friend represented the lowest developmental stage. Participants from the mainstream classroom demonstrated the highest stages of interpersonal understanding. Children with LD did not mention their language abilities as a barrier to making friends. Conclusion: There are limited studies exploring friendship directly from children with LD, and this study provides insights into this gap, by utilising art‐informed interviews. Children's immature understanding of a good/bad friend points towards a potential susceptibility to false friends, which we suggest needs further empirical validation. We also found that children with LD did not pay attention to their language difficulties when making friends, which raises questions about the ways diagnoses are shared with children. WHAT THIS PAPER ADDS: What is already known on the subject: Children with Language Disorder (LD) are at risk of peer relationship difficulties. Studies to date are based on sociometrics and adult reports. Only a few studies employ participatory approaches to research with children, directly engaging children with LD when exploring their friendships What this paper adds: This paper directly asks children with LD about their understanding of friendship and strategies for making friends.Physical proximity and play are important to children.s understanding of friendship especially in recognising good and bad friends. This indicates potential reasons for children with LD being susceptible to false friendsAdditionally, children with LD do not perceive language and communication as a barrier to making friends. What are the potential or actual clinical implications of this work?: Concepts around friendship and good/bad friends should be routinely assessed and targeted (if appropriate) in interventions. The study highlights the need to continue discussing practices around sharing diagnoses with children with LD. [ABSTRACT FROM AUTHOR]

Although negative ties may cause stress and harm well-being, they are also considered fundamental in close and ongoing relationships. This study distinguishes positive, negative, and – when characterized by both valences – ambivalent ties. Analyzing almost 10,000 personal networks from the Swiss CH-X study shows that: (1) ambivalence among family members is more prevalent than among non-family members, (2) ambivalent family dyads or triads are not negatively associated with well-being, and (3) certain balanced family triads are associated with higher well-being and an unbalanced non-family triad is associated with lower well-being. These results suggest that conflicts are not necessarily detrimental to young adults' well-being. • Ambivalence among family members is more prevalent than among non-family members. • Ambivalent family dyads or triads are not associated with lower well-being. [ABSTRACT FROM AUTHOR]

Research suggests that coming from a lower economic background compromises social integration at school, yet the precise mechanisms underlying this link remain unknown. Therefore, this study examined the effect of household income on friendship network dynamics among classmates in a large sample of Swedish youths (n = 4787 from 235 classes, m age = 14.65, 51% girls, and 33% immigrant background), using multilevel longitudinal social network analysis. Over time, students from poorer households were less often selected as a friend by classmates and they less often initiated or maintained friendship ties than students from higher income households. Furthermore, different conceptualizations of income relative to classmates did not impact friendship formation tendencies. The findings indicate that theories of relative income do not extend understanding of students' friendship formation beyond processes related to absolute income. In addition, this study suggests that the social integration of students from low-income households could be boosted by both promoting their agency in forming friendships and preventing exclusion by classmates. • Students from poorer households have fewer friends than students from higher income households. • A third of the "friendship gap" is explained by household income. • Income position relative to classmates does not play a role. • Thus, theories of relative income position shaping social processes are not supported. [ABSTRACT FROM AUTHOR]

This paper investigates what kinds of social networks nudge volunteering by applying social network analysis. Unique Japanese data with various social network variables are used to explore the association between formal and informal social networks and volunteering. The results show that "attending meetings of neighborhood associations" and "enrollment in a membership association," which involve forms of formal social networks, are positively correlated with the probability of both "any volunteering" and five kinds of volunteering. "Frequency of meals with friends," an indicator of informal social networks, has statistical significance for volunteering. Notably, friendships, even if meals are infrequent, are enough to lead to volunteering opportunities. The author thus concludes that greater social participation can be fostered by promoting not only organizational assistance but also friendships. [ABSTRACT FROM AUTHOR]

Friendships are beneficial to a person's growth and well‐being. People in close relationships may experience four types of self‐change: self‐expansion, self‐pruning, self‐contraction, and self‐adulteration. The current cross‐sectional research sought to investigate whether these relational self‐change processes explain the links between friendship quality and well‐being in same‐sex best friendships. Study 1A (N = 187) adapted the Turkish Relational Self‐Change Scale to the friendship context and confirmed its psychometric adequacy in addressing friendship‐based self‐changes in Türkiye. Study 1B (N = 306) examined the links between different friendship functions and relational self‐changes, as well as whether relational self‐changes explain the link between friendship quality and ontological well‐being. Among the specific friendship functions, stimulating companionship and self‐validation were related to self‐expansion and self‐pruning, whereas reliable alliance was related to self‐contraction and self‐adulteration. Self‐adulteration also indirectly explained the relationship between friendship quality and ontological well‐being. Study 2 (N = 204) revealed that only self‐pruning explained the link between perceived friend responsiveness and overall well‐being. The contributions of friendships to self‐change and personal well‐being were discussed in light of the findings. [ABSTRACT FROM AUTHOR]

Having a sense of social inclusion and belonging, typically characterized by our personal relationships and community participation, is the central essence of life for most people, yet it remains elusive for many people with intellectual and developmental disabilities (IDD). This article summarizes the work of a diverse group of researchers and advocates to propose 6 big-picture, equity-based goals to drive future research in the field: (1) understanding the role of intersectionality, (2) understanding intimate relationships, (3) promoting formation of communities of care to support social inclusion, (4) understanding life course trajectories of social inclusion, (5) understanding social inclusion in virtual spaces, and (6) understanding how to promote social inclusion in the entire research process. [ABSTRACT FROM AUTHOR]

This study explores how teachers and students from culturally diverse upper secondary classrooms experienced the potential for enhanced belonging through the use of question cards from New Citizens. The methods include the collection of self-reported reflection logs from teachers, a focus group interview with teachers and individual interviews with students. The findings indicate three main themes: 1) development of communication skills, trust, and safety in student‒student relationships, 2) students' experiences of self-efficacy and self-worth, and 3) recognition of similarities and differences among students. These findings confirm the importance of student‒student relationships in upper secondary schools and show how the recognition of similarities and understanding were enhanced through the use of question cards. An implication of this study is that the further development of such tools could help teachers promote belonging in culturally diverse classrooms. [ABSTRACT FROM AUTHOR]

Objectives Companions (i.e. friends who spend time together) are important for the well-being of older adults. Senior centers in the United States are places for older adults to participate in group activities and form and maintain companionships. However, differences in mobility and transportation may affect the ability of older adults to leverage senior center activities into actual companionships. Methods This social network analysis was conducted to characterize the companionship network among members of a senior center in relation to their life-space mobility and transportation resources. An exponential random graph model was estimated to identify mobility- and transportation-related correlates of the likelihood of a companionship tie among senior center members (N  = 42). Results Members had an average of 2 companionships with one another (M  = 2.2, SD  = 2.7). Companionships were more likely for members with greater life-space mobility (p  = .009), who attended the senior center more frequently (p  = .004), with automobile ownership in their households (p  = .034), and who were not transportation cost-burdened (i.e. spent less than 15% of their income on transportation, p  = .005). Demographic characteristics, limitations on instrumental activities of daily living, and being at risk for depression were not significantly associated with the likelihood of companionships. Discussion These findings extend previous knowledge of the role of life-space mobility and transportation in supporting general social participation for older adults to include the importance of transportation and mobility for having companions within a senior center. [ABSTRACT FROM AUTHOR]

Friendships are crucial for the well-being and social inclusion of individuals with disabilities. However, research has shown that their friendships are lower quality than typically developing peers. Perceptions of key stakeholders, like parents and teachers, can provide insights on this issue. Yet, these stakeholder groups have been mostly examined separately, with few direct comparisons. This study aimed to bridge this research gap by comparing perceptions of (202) parents and teachers toward friendship quality dimensions for individuals with disabilities, using a validated questionnaire. Descriptive analyses found both groups--parents and teachers--observed moderate levels specific to the dimensions of Safety, Closeness, Acceptance, and Help. However, cross-tabulations revealed parents gave significantly higher ratings than teachers across dimensions. Factors like disability type and available support may influence these differing viewpoints. The findings highlight the need for collaborative efforts between families and educators to gain a comprehensive understanding of relationship challenges for individuals with disabilities and identify areas for targeted interventions purposed to foster higher-quality friendships. As a result of the findings of the study, the researcher concluded by offering several suggestions for expanded advocacy and action plans, along with recommendations for future research. [ABSTRACT FROM AUTHOR]

Scholars have documented positive and negative relationships between adolescents' critical consciousness and mental health. This study aims to clarify the role of friendship networks contributing to these associations. Using egocentric network data from a nationwide adolescent sample (N = 984, 55.0% female, 23.9% nonbinary, 72.7% non-white), regression analyses examined whether adolescents' psychological distress and flourishing were predicted by their friend group's average critical consciousness and the difference between adolescents and their friends on critical consciousness dimensions (sociopolitical action, critical agency, and critical reflection), accounting for network and demographic covariates. Higher friend group critical consciousness positively predicted flourishing, and higher friend group sociopolitical action negatively predicted psychological distress. Adolescents who participated in sociopolitical action more frequently than their friends had higher psychological distress and lower flourishing. Those with higher agency than their friends had lower flourishing. At the individual level, adolescents' sociopolitical action predicted higher psychological distress and flourishing, critical agency predicted higher flourishing, and critical reflection predicted higher psychological distress and lower flourishing. Adolescent mental health is uniquely related to their friends' critical consciousness. Findings highlight the utility of social network analyses for understanding social mechanisms that underlie relationships between critical consciousness and mental health. [ABSTRACT FROM AUTHOR]

Emotion regulation is particularly important for adolescents as they undergo normative developmental changes in affective systems and experience heightened risk for psychopathology. Despite a high need for emotion regulation during adolescence, commonly studied emotion regulation strategies like cognitive reappraisal are less beneficial for adolescents than adults because they rely on neural regions that are still developing during this period (i.e., lateral prefrontal cortex). However, adolescence is also marked by increased valuation of peer relationships and sensitivity to social information and cues. In the present review, we synthesize research examining emotion regulation and peer influence across development to suggest that sensitivity to peers during adolescence could be leveraged to improve emotion regulation for this population. We first discuss developmental trends related to emotion regulation at the level of behavior and brain in adolescents, using cognitive reappraisal as an exemplar emotion regulation strategy. Next, we discuss social influences on adolescent brain development, describing caregiver influence and increasing susceptibility to peer influence, to describe how adolescent sensitivity to social inputs represents both a window of vulnerability and opportunity. Finally, we conclude by describing the promise of social (i.e., peer-based) interventions for enhancing emotion regulation in adolescence.

This study aimed to understand how COVID-19 affected social connection, barriers to connection, and generated ideas for creating pro-connection activities and spaces. The approach was guided by design principles and included generative interviews and a group workshop with young people aged 16–24 years. COVID-19 allowed young people to recognize the importance of face-to-face and incidental social contacts and appreciate deeper connections to friends, family, and community. Young people identified barriers and enablers to forming quality social connection as confidence, the time and effort taken to build meaningful friendships, mental health, and cultural identity. Programmes that overtly tackle social connection were considered unappealing and usually reach only those who are already engaged. Instead, social connection is a by-product of other activities that take a ‘mild structure, low pressure’ approach and focus on strengths and interests. Activities and spaces must be free and easy to access and involve multiple engagements over time.

BackgroundAutistic children have been shown to have less complete definitions of friendships and higher levels of loneliness than their non-autistic peers. However, no known studies have explored sex differences in autistic children's understanding of friendships and reported loneliness across development. Autistic girls demonstrate higher levels of social motivation than autistic boys and appear to "fit in" with their peers, but they often have difficulty recognizing reciprocal friendships during middle childhood. As autistic girls develop a more complex understanding of friendship during adolescence, they may begin to redefine their friendships and experience heightened loneliness. Here, we explored how autistic and non-autistic boys and girls define the meaning of friendship and report feelings of loneliness across development. We also examined their perceptions of friendships and loneliness.MethodsThis mixed-methods study analyzed the transcribed clinical evaluations of 58 autistic children (29 girls) matched to 42 non-autistic children (21 girls) on age and IQ. Transcripts were coded for four categories that children used to define friendships-personality, companionship, dependability, and intimacy-and for reported loneliness. We then compared these codes across diagnosis, sex, and age. Content analyses were further implemented to gain a more holistic understanding of children's perceptions of friendships and loneliness.ResultsGirls, regardless of diagnosis, were more likely than boys to refer to personality when defining the meaning of friendship, and the likelihood of referring to dependability and intimacy increased with age. Most children reported having at least one friend, though some autistic adolescents reported not having friends or were uncertain whether they had friends. While autistic and non-autistic boys and girls were equally likely to report feeling lonely at times, several autistic girls and boys reported being frequently lonely.LimitationsThis study was a secondary data analysis. The standardized set of questions on the ADOS limited the amount of information that children provided about their friendships and perceptions of loneliness.ConclusionAs with non-autistic children, autistic children acquire a more complex understanding of friendship throughout development. However, as children begin to prioritize dependability and intimacy in friendships, autistic adolescents may have difficulty developing friendships characterized by these constructs. Furthermore, the quantity and/or quality of autistic children's friendships may not be sufficient to alleviate loneliness.

Background: Being socially excluded has detrimental effects, with prolonged exclusion linked to loneliness and social isolation. Social disconnection interventions that do not require direct support actions (e.g., "how can I help?") offer promise in mitigating the affective and cognitive consequences of social exclusion. We examine how various social disconnection interventions involving friends and unknown peers might mitigate social exclusion by buffering (intervening before) and by promoting recovery (intervening after). Methods: We present an integrative data analysis (IDA) of five studies (N = 664) that systematically exposed participants to exclusion (vs. inclusion) social dynamics. Using a well-validated paradigm, participants had a virtual interaction with two other people. Unbeknownst to participants, the other people's behavior was programmed to either behave inclusively toward the participant or for one to behave exclusively. Critically, our social disconnection interventions experimentally manipulated whether a friend was present (vs. an unknown peer vs. being alone), the nature of interpersonal engagement (having a face-to-face conversation vs. a reminder of an upcoming interaction vs. mere presence), and the timing of the intervention in relation to the social dynamic (before vs. during vs. after). We then assessed participants' in-the-moment affective and cognitive responses, which included mood, feelings of belonging, sense of control, and social comfort. Results: Experiencing exclusion (vs. inclusion) led to negative affective and cognitive consequences. However, engaging in a face-to-face conversation with a friend before the exclusion lessened its impact (p <.001). Moreover, a face-to-face conversation with a friend after exclusion, and even a reminder of an upcoming interaction with a friend, sped-up recovery (ps <.001). There was less conclusive evidence that a face-to-face conversation with an unknown peer, or that the mere presence of a friend or unknown peer, conferred protective benefits. Conclusions: The findings provide support for the effectiveness of social disconnection interventions that involve actual (i.e., face-to-face) or symbolic (i.e., reminders) interactions with friends. These interventions target momentary vulnerabilities that arise from social exclusion by addressing negative affect and cognitions before or after they emerge. As such, they offer a promising approach to primary prevention prior to the onset of loneliness and social isolation. [ABSTRACT FROM AUTHOR]

Friendships are developmentally significant peer relationships that meaningfully contribute to adolescent adjustment. Despite extensive evidence that friendships contribute to adolescents' psychological well‐being and mental health, less is known about the connections between adolescents' friendships and physical health outcomes. Therefore, the current review synthesizes a growing body of research examining associations between adolescent friendships and physical health. The findings reviewed provide evidence for links between the quantity, quality, and stability of adolescents' friendships and their corresponding subjective and physiological health. Consistency of findings varied as a function of friendship dimensions and health outcomes studied. In turn, we end the review with a discussion of conceptual and methodological consistencies and inconsistencies across the studies reviewed, a proposed agenda for future research, and a presentation of a novel process‐oriented model explaining how friendships may contribute to adolescent physical health. [ABSTRACT FROM AUTHOR]

Loneliness is linked to many negative health outcomes and places strain on the economy and the National Health Service in the United Kingdom. To combat these issues, the determinants of loneliness need to be fully understood. Although friendships have been shown to be particularly important in relation to loneliness in older adults, this association has thus far not been explored more closely. Our exploratory study examines the relationship between number of friends and loneliness, depression, anxiety and stress in older adults. Data were obtained from 335 older adults via completion of an online survey. Measures included loneliness (UCLA Loneliness Scale version 3), depression, anxiety and stress (Depression Anxiety Stress Scales DASS-21). Participants also reported their number of close friends. Regression analyses revealed an inverse curvilinear relationship between number of friends and each of the measures tested. Breakpoint analyses demonstrated a threshold for the effect of number of friends on each of the measures (loneliness = 4, depression = 2, anxiety = 3, stress = 2). The results suggest that there is a limit to the benefit of increasing the number of friends in older adults for each of these measures. The elucidation of these optimal thresholds can inform the practice of those involved in loneliness interventions for older adults. These interventions can become more targeted; focusing on either establishing four close friendships, increasing the emotional closeness of existing friendships or concentrating resources on other determinants of loneliness in this population. [ABSTRACT FROM AUTHOR]

We combine administrative data from a regional public university with a novel revealed-preference indicator of student friendships to show that socially connected first-year university students are more likely to be retained into their second year. The impact of friends on retention is statistically and economically significant: each friend raises the probability of retention by about 0.6 percentage points, an effect size roughly equivalent to 66 SAT points. This effect occurs in the presence of a robust set of explanatory variables, including unique indicators of a student's prior commitment to the university, and applies to wide variety of student subgroups. [ABSTRACT FROM AUTHOR]

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Objective: To examine the relative contribution of family functioning to friendship quality in youths with autism spectrum disorder (ASD). Background: Youths with ASD often experience problems in their friendships. Although researchers have identified linkages between individual youth characteristics and friendship difficulties in youths with ASD, much less is known about the possible linkages between family and friendship problems in this population. However, the family system is an important context in which youths with ASD can learn skills that are necessary for developing friendships. Method: The current study examined the relations of key dimensions of family functioning and caregiver romantic relationships to central domains of friendship quality in youths with ASD, while also accounting for individual characteristics of the youths. Participants included youths with ASD (N = 93) and their primary caregivers who completed measures that assessed family, caregiver, and friendship variables. Results: Hierarchical linear regression models revealed that family functioning and caregiver romantic relationships explained significant variance in domains of youth friendship quality above and beyond individual youth characteristics. Conclusion: Friendships in youths with ASD were more strongly related to important elements of the family system than to various characteristics of the individual youth. Implications: Family relations should be considered in interventions that aim to improve peer relations for youth with ASD. [ABSTRACT FROM AUTHOR]

This study probed praising among preschoolers in natural settings and investigated their developmental changes. In study 1, teachers in preprimary educational facilities answered queries about the frequency and described episodes of praising among preschoolers. The results indicated that children approximately 3-year-old commonly praised friends, primarily in situations of playing. In study 2, teachers responded to questions on the aspects and circumstances of praising among preschoolers. The findings revealed the developmental trend that 5-year- old preschoolers praised the processes used by their friends more than 3-year-old children. Five-year-old preschoolers also praised their friends more than 3-year-old children in competitive team game situations. [ABSTRACT FROM AUTHOR]

To examine the relationships within and between commonly used measures of loneliness to determine the suitability of the measures in older adults. Further, to determine whether certain items in these measures are more psychometrically robust in terms of capturing different types of loneliness across this population. Data were obtained from 350 older adults via completion of an online survey. Four measures of loneliness were completed. These were the University of California Los Angeles Loneliness Scale 4 (Version 3), the de Jong Gierveld Loneliness Scale, the Social and Emotional Loneliness Scale for Adults (Short Version) and a direct measure of loneliness. Analysis via a regularized partial correlation network and via clique percolation revealed that only the SELSA-S encompassed loneliness relating to deficits in social, family and romantic relationships. The remaining measures tapped mostly into social loneliness alone. The direct measure of loneliness had the strongest connection to the UCLA item-4 and the de Jong Gierveld item-1 exhibited the strongest bridge centrality, being a member of the most clusters. The results indicate that should researchers be interested in assessing loneliness resulting from specific relationships, then the SELSA-S would be the most suitable measure. Whereas the other measures are suitable for assessing loneliness more generally. The results further suggest that the de Jong Gierveld item-1 may be a more suitable direct measure of loneliness than that currently employed as it taps into a greater number of relationships. [ABSTRACT FROM AUTHOR]

Personal identity and social identification processes can be challenging for adolescents belonging to an ethnic minority, who have to cope with the acculturation task of navigating several (and often conflictual) alternatives put forth by their cultural heritage community and destination society. Because identity and acculturation tasks are embedded in core domains of adolescents' life, this three-wave longitudinal study with ethnic minority adolescents (N = 244, 43.4% male; Mage = 14.9) examined how personal identity processes and social identifications are related to acculturation orientations in the education and friendship domains. Results of traditional cross-lagged models showed that, in the educational domain, adolescents who scored higher on cultural heritage maintenance compared to their peers, scored higher on commitment later on. In the friendship domain, stronger associations were found, such that adolescents who scored higher on cultural heritage maintenance compared to their peers, reported higher commitment and in-depth exploration later on, while those who scored higher on identification with friends reported over time also higher cultural heritage maintenance and destination culture adoption. Random-intercept crossed-lagged models indicated that, when adolescents reported above their own average on reconsideration of educational commitment, they reported increased cultural heritage maintenance later on. Furthermore, consistent associations (at baseline and over time) emerged. Overall, this study points to virtuous alliances between the fulfillment of tasks related to adolescents' identity development and acculturation. [ABSTRACT FROM AUTHOR]

Interpersonal relationships are frequently subject to challenges and changes following the onset of aphasia and have strong ties with psychosocial and health outcomes. In order to be able to effectively support people with aphasia, a greater understanding of how challenges and changes evolve over time is needed. The current research sought to understand the lived experience of interpersonal relationships for people with aphasia through longitudinal enquiry over the first year following the onset of stroke. Seven participants with aphasia (6 male, 1 female) with aphasia ranging from mild to severe were recruited through inpatient rehabilitation units. Four were married and three lived alone. They were interviewed on four occasions beginning around the time of their discharge home and lasting for around one year following their return home. Researchers adopted a constructivist grounded theory approach and data were transcribed, coded and analysed using a constant comparative method. This research provides novel insights into the progression of interpersonal relationships over time following the onset of aphasia. Early on, participants retreated into a core group of close others characterised as their 'inner circle'. During early stages, inner circle relationships were subject to challenges and changes as people learned to live with aphasia. As they felt ready, people with aphasia began to reconnect with friends. This process was often mediated by spouses and in the early phases of recovery was limited and challenging. Reconnection with friends brought with it varying degrees of connectedness, however for those without strong inner circle relationships, marked isolation occurred at all points throughout the year following discharge. Relationships are frequently impacted by the presence of aphasia and are subject to changes and challenges. This research highlights phases which people with aphasia may move through as they adjust to their new social worlds. These findings have clear implications for the development and timing of interventions and emphasise the need to support those most at risk. [ABSTRACT FROM AUTHOR]

Although children with Williams syndrome (WS) are strongly socially motivated, many have friendship difficulties. The parents of 21 children with WS and 20 of the children themselves participated in a semi-structured interview about the children's friendships. Parents reported that their child had difficulties sustaining friendships and low levels of interaction with peers. Barriers to friendships included difficulties with play and self-regulating behaviour. However, there was within-group variability, with a small number of children reported to have strong friendships. While parents reported friendship challenges, all of the children named at least one friend, and most said that they had never felt excluded by their peers. Future research is needed to determine optimal ways to support children with WS in their friendships. [ABSTRACT FROM AUTHOR]

Homophily is typically measured using a single dimension to define groups. However, people generally display friendship preferences over multiple dimensions when forming social connections. We develop a simple model that characterizes agents both by a (discrete) "group type" and a (continuous) "personality trait" value. Agents have preferences-for-similarity over both dimensions, but homophily is only measured with respect to group type. We show that our model belongs to a more general class of models for which a strongly stable network exits, and identify an algorithm that constructs it. Via simulations, we demonstrate that our model's strongly stable network exhibits three key patterns previously documented in the homophily literature. The model provides new insights and interpretations of these patterns. • We create a multidimensional homophilic preference model. • Homophily is only measured with respect to a single dimension. • Our model fits into a broader class for which a strongly stable network exists. • Simulations of this network produce three key empirical homophily patterns. [ABSTRACT FROM AUTHOR]

This 17-year prospective study applied a social-development lens to the challenge of identifying long-term predictors of adult depressive symptoms. A diverse community sample of 171 individuals was repeatedly assessed from age 13 to age 30 using self-, parent-, and peer-report methods. As hypothesized, competence in establishing close friendships beginning in adolescence had a substantial long-term predictive relation to adult depressive symptoms at ages 27–30, even after accounting for prior depressive, anxiety, and externalizing symptoms. Intervening relationship difficulties at ages 23–26 were identified as part of pathways to depressive symptoms in the late twenties. Somewhat distinct paths by gender were also identified, but in all cases were consistent with an overall role of relationship difficulties in predicting long-term depressive symptoms. Implications both for early identification of risk as well as for potential preventive interventions are discussed. [ABSTRACT FROM AUTHOR]

Objective: Studies have shown that contact with friends enhances emotional health, but little is known about whether friends influence cardiovascular health. This study investigated (a) whether encounters with friends and the quality of these encounters were associated with cardiovascular reactivity in everyday life and (b) whether these associations varied by race. Method: Participants were from the Stress and Well-being in Everyday Life Study which included Black (n=76; aged = 34-76) and White (n=87, aged = 34-91) adults residing in the United States. Participants provided background and social network information in a baseline interview, followed by a 4-day ecological momentary assessment in which they reported social encounters every 3 hr. Concurrently, participants wore an electrocardiogram monitor which collected physiological data in real time. To assess cardiovascular reactivity, heart rate variability (HRV) was analyzed. Results: Multilevel models revealed that at times when individuals encountered friends (particularly positive encounters), they exhibited a momentary reduction in HRV (within-person association). But those with more friend encounters during the study period (particularly positive encounters) had higher HRV than those with fewer friend encounters during the study period (between-person association). These links were observed only among Black adults, but not among White adults. Conclusions: This study contributes to the conceptual model of social integration and enriches the literature on racial disparities in cardiovascular health from a social perspective. Findings highlight the implications of engagement with friends for momentary cardiovascular reactivity and suggest that friends may be more salient for Black adults' cardiovascular health. [ABSTRACT FROM AUTHOR]

Research consistently documents negative consequences for children who are cyber victims, underscoring the need to examine effective management. Disclosure to friends about cyber victimization is advocated; however, research is limited. The present research examined willingness to disclose to friends about being cyber victimized for fourth graders and evaluated the subsequent frequency of cyber victimization when in grade 5 (N = 207). Three groups in Grade 4 were identified: No Victimization, Victimization/No Tell, and Victimization/Tell. Children in the Victimization/Tell group reported a significantly lower frequency of cyber victimization a year later. The Victimization/No Tell group of children did not report a statistically reduced frequency of cyber victimization. The number of classroom mutual friends was ruled out as an explanation. This research supports the use of a strategy for children confiding with friends to reduce subsequent cyber victimization. [ABSTRACT FROM AUTHOR]

A new measure to assess friendship jealousy in the context of social media was developed. This one-factor, seven-item measure was psychometrically sound, showing evidence of validity and reliability in three samples of North American adults (Study 1, n= 491; Study 2, n=494; Study 3, n=415) and one-, two-, and three-year stability (Study 3). Women reported more social media friendship jealousy than men (Studies 2 and 3) and younger women had the highest levels of social media friendship jealousy (compared with younger men and older men and women; Study 2). Social media friendship jealousy was associated with lower friendship quality (Study 1) and higher social media use and trait jealousy (Study 2). The relation between social media friendship jealousy and internalizing symptoms indicated positive within time associations and longitudinal bidirectional relations (Study 3). Specifically, social media friendship jealousy predicted increases in internalizing problems, and internalizing problems predicted greater social media friendship jealousy accounting for gender and trait levels of social media friendship jealousy and internalizing problems. Anxious and depressed adults may be predisposed to monitor threats to their friendships via social media and experience negative consequences because of this behavior. Although social media interactions can be associated with positive wellbeing and social connectedness, our results highlight that they can also undermine friendships and mental health due to jealousy [ABSTRACT FROM AUTHOR]