Social-cognitive risk for suicide and new relationship formation: False perception, self-fulfilling prophecy, or both?

OBJECTIVE: This study examined the impact of social-cognitive constructs associated with increased suicide risk (i.e., perceived burdensomeness and thwarted belongingness) on relationship formation during real-time interactions of older adolescents with strangers in a dyadic context. METHOD: Two hundred and seventy-four older adolescents (61.9% female, M age = 18.96 years) were paired with same-gender strangers and completed a laboratory-based interaction task. Both target participants and their partners answered questions about their interaction at three time points during the 45-min session. Structural equation modeling was used to test hypothesized models. RESULTS: Perceived burdensomeness and thwarted belongingness predicted interpersonal consequences during the interaction. In the first model, thwarted belongingness led targets to inaccurately perceive their partners' assessments of the interaction. This misperception negatively impacted the participants' own desires for friendship. In the second model, thwarted belongingness predicted decreases in targets' desire to continue the conversation, whereas perceived burdensomeness predicted higher levels of desire to continue the conversation. For females, thwarted belongingness in particular was related to new relationship formation in these models. Overall, those who desired to continue talking were more likely to like their partner at the end of the conversation. CONCLUSIONS: Results add to our understanding of how perceived burdensomeness and thwarted belongingness contribute to increased social alienation, which could serve to increase suicide risk.

Peer experiences of anxious and socially withdrawn youth: an integrative review of the developmental and clinical literature.

Prior research indicates that both anxious youth and socially withdrawn youth tend to experience challenges and difficulties in various aspects of their peer relationships and social functioning. While clinical psychology researchers have examined how anxiety relates to peer experiences using normative and clinically anxious samples, developmental psychologists have focused primarily on the peer experiences of shy and withdrawn children. Research from these two fields has progressed on related yet separate paths, producing similar results despite using different terminology and assessment techniques. The purpose of this review is to bring together the developmental and clinical bodies of literature on the peer experiences of anxious and socially withdrawn youth by identifying common themes and unique contributions of each discipline. Studies reviewed focus specifically on the peer constructs of acceptance, friendship, peer victimization, social skills, and social-cognitive processes. Limitations including methodological inconsistencies and insufficient examination of age-, gender-, and ethnicity-related issues are identified. Recommendations for future collaborations between developmental and clinical researchers as well as implications for interventions targeting the peer relations of anxious and withdrawn youth are discussed.

Opposites do not attract: social status and behavioral-style concordances and discordances among children and the peers who like or dislike them.

Homophily, a term used to describe the tendency to associate with similar others, serves as a basis for attraction among children. The converse may also be true. Dissimilarity appears to contribute to dislike. In one of the only published studies to examine homophily and its converse, D. W. Nangle, C. A. Erdley, and J. A. Gold (1996) found that children were liked by peers who were similar to them in social status and behavioral style and disliked by peers who were dissimilar to them in social status and behavioral style. Examining gender influences, we were only able to partially replicate their findings in the present study. That is, evidence of homophily was found only for girls. In contrast, dissimilarity contributed to dislike for both genders, but was especially evident for boys. With respect to age, prosocial behavior appeared to have a more positive valence among younger girls. whereas aggressive behavior appeared to have a more negative valence among older boys. Attempts to reconcile these findings with those of the Nangle et al. (1996) investigation and the implications for understanding peer processes, gender influences, and behavior problems are discussed.

Popularity, friendship quantity, and friendship quality: interactive influences on children's loneliness and depression.

A mediational model positing that the effects of popularity on children's loneliness and depression are passed through indexes of friendship experiences was tested using structural equation modeling. Children (193 3rd through 6th graders) completed a battery of sociometric and self-report questionnaires from which measures of popularity, multiple friendship dimensions (i.e., quantity and quality of best and good friendships), and loneliness and depression were derived. Confirmation of a slightly modified model supported the mediational hypothesis. Although popularity exerted no direct impact on the adjustment indexes, it strongly influenced friendship, which, in turn, affected depression through its strong association with loneliness. It appears that popularity is important for setting the stage for relationship development, but that it is dyadic friendship experiences that most directly influence feelings of loneliness and depression.