Handbook of Peer Interactions, Relationships, and Groups
Second Edition
HardcoverPaperbacke-bookprint + e-book
The definitive handbook on peer relations has now been significantly revised with 55% new material. Bringing together leading authorities, this volume presents cutting-edge research on the dynamics of peer interactions, their impact on multiple aspects of social development, and the causes and consequences of peer difficulties. From friendships and romance to social withdrawal, aggression, and victimization, all aspects of children's and adolescents' relationships are explored. The book examines how individual characteristics interact with family, group, and contextual factors across development to shape social behavior. The importance of peer relationships to emotional competence, psychological well-being, and achievement is analyzed, and peer-based interventions for those who are struggling are reviewed. Each chapter includes an introductory overview and addresses theoretical considerations, measures and methods, research findings and their implications, and future directions.
New to This Edition
- Chapters on neuroscience, social media, social inequality, prosocial behavior with peers, and sociological approaches.
- Expanded coverage of applied issues: chapters on interventions for socially withdrawn children, activity programs that promote positive youth development, and policy initiatives.
- Chapters on same- and other-sex peer relationships, peer influence, educational environments, evolutionary models, the self-concept, personality, and animal studies.
- Increased attention to variations in peer relations due to culture, gender, and race.
- Many new authors and topics reflect a decade's worth of theoretical and methodological advances, including the growing use of complex longitudinal methods.
“In the second edition of this handbook, editors Bukowski, Laursen, and Rubin have assembled an impressive team of leading scholars, delivering revised and new topics on peer interactions, relationships, and groups. Half the content of the book is new to the second edition….The handbook is a must read for academics with interest in peer interactions and relationships. Highly recommended. Upper-division undergraduates and above.”
—Choice Reviews
“Meets or exceeds the criteria that we may expect for a 'true' developmental handbook....The scope of the volume is also impressive and the structure is logical and well organized....The editors and authors of this volume represent the 'A-list' of researchers and theorists working in this area and there is no comparable resource available....Researchers and instructors will find this collection useful for refining and expanding their own work and for introducing colleagues and students to the state of the art in peer relations research. The work presented here and the overview that these experts provide gives one an excellent sense of how the field has grown and expanded, where the active lines of research currently lie, and where they might be headed....This handbook [is] a solid investment for anyone who needs to access the state of the art or wishes to see where it might be headed.”
—Journal of Applied Developmental Psychology (on the first edition)
“Certainly the definitive volume on the social development of children from infancy to adolescence....An indisputable resource for anyone interested in socio-emotional development. Essential. Upper-division undergraduates through faculty and professionals.”
—Choice Reviews (on the first edition)
“The second edition of this handbook provides the definitive summary of research on children’s peer relations. Even for the seasoned veteran, there is much to learn here. Findings from individual differences research synergize with developmental findings in novel ways. For example, we learn from Hay, Caplan, and Nash that species-wide development in social cognition presages species-wide growth in play, and from McDonald and Asher that individual differences in social cognition predict individual differences in peer acceptance. The field has matured to the point where Lansford’s capstone chapter on public policy now has the authority of strong empirical science.”
—Kenneth A. Dodge, PhD, Pritzker Professor of Public Policy and Professor of Psychology and Neuroscience, Duke University
“The contributors to this second edition are a 'who's who' of researchers in peer relationships. The breadth of topics is equally impressive, covering everything from effects of genes, popularity, and income to the evolutionary bases of peer relations and their links to mental health. The book embodies an impressive range of disciplinary perspectives. Perhaps most important, the individual chapters are interesting and provocative—they not only thoroughly review the literature, but also take a stance and make new points that should help advance the field. The editors and contributors are to be commended for an outstanding work!”
—Joseph P. Allen, PhD, Hugh P. Kelly Professor of Psychology, University of Virginia
“The second edition of this handbook reviews recent advances in the field and presents a complete picture of relevant theories and research methods. The volume offers a multidisciplinary perspective on peer relations in both typical and atypical development. Peer relations are explored in all of their dimensions, from the influences of individual differences and cultural contexts to the dynamics of dyads, groups, friendships, and romantic relationships. Among the book's numerous strengths are discussions of intervention and policy issues, as well as new content on neuroscience.”
—Simona C. S. Caravita, PhD, Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
“Impressive in its scope and coverage of the literature on children’s peer relations. The second edition includes comprehensive, current updates on such topics as the relation between peer acceptance or rejection and children's later adjustment. There are new chapters on intriguing, scientifically important topics, including how children function within networks and groups. Valuable reading.”
—John E. Lochman, PhD, ABPP, Professor and Doddridge Saxon Chairholder in Clinical Psychology, University of Alabama
Table of Contents
I. Introduction
1. Peer Relations: Past, Present, and Promise, William M. Bukowski, Brett Laursen, & Kenneth H. Rubin
II. Conceptual Origins of Peer Research
2. Socioethological/Developmental Principles and Perspectives on Peer Interactions, Relationships, and Groups from Early Childhood through Adolescence, António J. Santos & Brian E. Vaughn
3. Pathways, Networks, and Norms. A Sociological Perspective on Peer Research, René Veenstra, Jan KornelisDijkstra, & Derek A. Kreager
4. Sociometric Perspectives, Antonius H. N. Cillessen & William M. Bukowski
5. The Peer Group: Linking Conceptualizations, Theories, and Methods, Thomas A. Kindermann & Scott D. Gest
6. Evolution and Peer Relations: Considering the Functional Roles of Aggression and Prosociality, Patricia H. Hawley & Andrew R. Bower
7. Peer Relations and Psychosocial Development: Perspectives from Genetic Approaches, Mara Brendgen, Isabelle Ouellet-Morin, & Michel Boivin
8. Peers and the Self, William M. Bukowski & Diana Raufelder
III. Individual Characteristics and Peer Interactions
9. Personality and Peer Relationships, Marcel A. G. van Aken & Jens B. Asendorpf
10. Neuroscience and Peer Relations, Amanda E. Guyer & Johanna M. Jarcho
11. The Beginnings of Peer Relations, Dale F. Hay, Marlene Caplan, & Alison Nash
12. Children’s Play and Peer Relations, Nina Howe & Jamie Leach
13. Prosocial Behavior with Peers: Intentions, Outcomes, and Interpersonal Adjustment, Melanie A. Dirks, Kristen A. Dunfield, & Holly E. Recchia
14. Conflict between Peers, Brett Laursen & Ryan Adams
15. The Interface of Aggression and Peer Relations in Childhood and Adolescence, Frank Vitaro, Michel Boivin, & François Poulin
16. Bullying and Victimization, Christina Salmivalli & Kätlin Peets
17. Avoiding and Withdrawing from the Peer Group, Kenneth H. Rubin, Julie C. Bowker, Matthew G. Barstead, & Robert J. Coplan
IV. Dyads and Groups
18. Parent–Child Attachment and Peer Relations, Cathyrn Booth-LaForce, & Ashley M. Groh
19. Friendship in Childhood and Adolescence: Features, Effects, and Processes, Catherine L. Bagwell & William M. Bukowski
20. Differences and Similarities: The Dynamics of Same- and Other-Sex Peer Relationships, Carol Lynn Martin, Richard A. Fabes, & Laura D. Hanish
21. The Romantic Relationships of Youth, Wyndol Furman
22. Peer Acceptance, Peer Rejection, and Popularity: Social Cognitive and Behavioral Perspectives, Kristina L. McDonald & Steven R. Asher
23. Peer Influence, Brett Laursen
24. Intergroup Exclusion, Moral Judgments, and Social Cognition, Melanie Killen, Adam Rutland, Michael T. Rizzo, & Luke McGuire
V. Diversity in Peer Experience
25. The Potential of Schools to Facilitate and Constrain Peer Relationships, Jaana Juvonen
26. Inequality and Neighborhood Effects on Peer Relations, Adrienne Nishina & Amy Bellmore
27. Social Media and Peer Relationships, Marion K. Underwood, B. Bradford Brown, & Samuel E. Ehrenreich
28. Culture and Peer Relationships, Xinyin Chen, Jinsol Lee, & Lingjun Chen
29. Gender and Peer Relationships, Amanda J. Rose & Rhiannon L. Smith
30. Race and Ethnicity in Peer Relations Research, Sandra Graham & Leslie Echols
VI. Outcomes, Intervention, and Policy
31. Peer Status and Psychopathology, Mitchell J. Prinstein, Diana Rancourt, Caroline B. Adelman, Erica Ahlich, Jennifer Smith, & John D. Guerry
32. Peers, Academics and Teachers, Allison M. Ryan & Huiyoung Shin
33. Peer-Based Interventions for Behaviorally Inhibited, Socially Withdrawn, and Socially Anxious Children, Robert J. Coplan, Barry H. Schneider, Laura L. Ooi, & William E. Hipson
34. Youth Activity Participation: An Ecological Peer-Based Approach for Positive Youth Development, Linda Rose-Krasnor & Heather Ramey
35. Public Policy and Peer Relationships, Jennifer E. Lansford
About the Editors
William M. Bukowski, PhD, is Professor in the Department of Psychology at Concordia University in Montreal, Quebec, Canada, and holds a University Research Chair in early adolescent development. From 2008-2016 he was Director of the Centre for Research in Human Development, a multidisciplinary and multi-university research center housed at Concordia. He is a recipient of the John P. Hill Memorial Award from the Society for Research in Adolescence and is a Charter Fellow of the International Society for the Study of Behavioral Development. Dr. Bukowski's research examines the features and effects of school-age children’s and early adolescents’ experiences with their peers.
Brett Laursen, PhD, is Professor of Psychology and Director of Graduate Training at Florida Atlantic University. He is also Docent Professor of Social Developmental Psychology at the University of Jyväskylä, Finland. Dr. Laursen is a Fellow of the American Psychological Association (Division 7, Developmental), a Fellow and Charter Member of the Association for Psychological Science, and the recipient of an Honorary Doctorate from Örebro University, Sweden. He is Editor-in-Chief of the
International Journal of Behavioral Development. Dr. Laursen’s research focuses on friendship and romantic relationships during childhood and adolescence and their influence on individual social and academic adjustment.
Kenneth H. Rubin, PhD, is Professor of Human Development and Quantitative Methodology and Founding Director of the Center for Children, Relationships, and Culture at the University of Maryland, College Park. He is a Fellow of the American and Canadian Psychological Associations, the Association for Psychological Science, and the International Society for the Study of Behavioral Development (ISSBD). Dr. Rubin is a recipient of Distinguished Contribution awards from the Society for Research in Child Development and the ISSBD, the Developmental Psychology Mentor Award from the American Psychological Association, and the Pickering Award for Outstanding Contribution to Developmental Psychology in Canada, among other honors. His research focuses on peer and parent-child relationships and the origins and developmental course of social and emotional adjustment and maladjustment in childhood and adolescence.
Contributors
Ryan Adams, PhD, Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio
Caroline B. Adelman, PhD, Center for Applied Psychological and Family Studies, Northwestern University, Evanston, Illinois
Erica Ahlich, BA, Department of Psychology, University of South Florida, Tampa, Florida
Jens B. Asendorpf, PhD, Department of Psychology, Humboldt University of Berlin, Berlin, Germany
Steven R. Asher, PhD, Department of Psychology and Neuroscience, Duke University, Durham, North Carolina
Catherine L. Bagwell, PhD, Oxford College of Emory University, Oxford, Georgia
Matthew G. Barstead, MS, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
Amy Bellmore, PhD, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin
Michel Boivin, PhD, School of Psychology, Laval University, Quebec City, Quebec, Canada
Cathyrn Booth-LaForce, PhD, Department of Family and Child Nursing, University of Washington, Seattle, Washington
Andrew R. Bower, PhD, College of Education, Texas Tech University, Lubbock, Texas
Julie C. Bowker, PhD, Department of Psychology, University at Buffalo, The State University of New York, Buffalo, New York
Mara Brendgen, PhD, Department of Psychology, University of Quebec, Montreal, Quebec, Canada
B. Bradford Brown, PhD, Department of Educational Psychology, University of Wisconsin– Madison, Madison, Wisconsin
William M. Bukowski, PhD, Department of Psychology, Centre for Research in Human Development, Concordia University, Montreal, Quebec, Canada
Marlene Caplan, PhD, Helen Arkell Centre, London, United Kingdom Lingjun Chen, MEd, Human Development and Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania
Xinyin Chen, PhD, Human Development and Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania
Antonius H. N. Cillessen, PhD, Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
Robert J. Coplan, PhD, Department of Psychology, Carleton University, Ottawa, Ontario, Canada
Jan Kornelis Dijkstra, PhD, Department of Sociology, University of Groningen, Groningen, The Netherlands
Melanie A. Dirks, PhD, Department of Psychology, McGill University, Montreal, Quebec, Canada
Kristen A. Dunfield, PhD, Department of Psychology, Concordia University, Montreal, Quebec, Canada
Leslie Echols, PhD, Department of Psychology, Missouri State University, Springfield, Missouri
Samuel E. Ehrenreich, PhD, Human Development and Family Studies Program, College of Education, University of Nevada, Reno, Reno, Nevada
Richard A. Fabes, PhD, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona
Wyndol Furman, PhD, Department of Psychology, University of Denver, Denver, Colorado
Scott D. Gest, PhD, Department of Human Development and Family Studies, The Pennsylvania State University, University Park, Pennsylvania
Sandra Graham, PhD, Human Development and Psychology Division, Department of Education, University of California, Los Angeles, Los Angeles, California
Ashley M. Groh, PhD, Department of Psychological Studies, University of Missouri, Columbia, Missouri
John D. Guerry, PhD, Children’s Hospital of Philadelphia and Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
Amanda E. Guyer, PhD, Department of Human Ecology, Center for Mind and Brain, University of California, Davis, Davis, California
Laura D. Hanish, PhD, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona
Patricia H. Hawley, PhD, College of Education, Texas Tech University, Lubbock, Texas
Dale F. Hay, PhD, Centre for Human Developmental Science, Cardiff University, Cardiff, United Kingdom
William E. Hipson, MA, Department of Psychology, Carleton University, Ottawa, Ontario, Canada
Nina Howe, PhD, Department of Education, Concordia University, Montreal, Quebec, Canada
Johanna M. Jarcho, PhD, Department of Psychology, Stony Brook University, Stony Brook, New York
Jaana Juvonen, PhD, Department of Psychology, University of California, Los Angeles, Los Angeles, California
Melanie Killen, PhD, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
Thomas A. Kindermann, PhD, Department of Psychology, Portland State University, Portland, Oregon
Derek A. Kreager, PhD, Department of Sociology and Criminology, The Pennsylvania State University, University Park, Pennsylvania
Jennifer E. Lansford, PhD, Sanford School of Public Policy, Duke University, Durham, North Carolina
Brett Laursen, PhD, Department of Psychology, Florida Atlantic University, Fort Lauderdale, Florida
Jamie Leach, MA, Department of Education, Concordia University, Montreal, Quebec, Canada
Jinsol Lee, MEd, Human Development and Quantitative Methods Division, Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania
Carol Lynn Martin, PhD, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona
Kristina L. McDonald, PhD, Department of Psychology, The University of Alabama, Tuscaloosa, Alabama
Luke McGuire, MSc, Department of Psychology, Goldsmiths, University of London, London, United Kingdom
Alison Nash, PhD, Department of Psychology, State University of New York at New Paltz, New Paltz, New York
Adrienne Nishina, PhD, Department of Human Ecology, University of California, Davis, Davis, California
Laura L. Ooi, MA, Department of Psychology, Carleton University, Ottawa, Ontario, Canada
Isabelle Ouellet-Morin, PhD, School of Criminology, University of Montreal, Montreal, Quebec, Canada
Kätlin Peets, PhD, Department of Psychology, St. John’s University, Queens, New York; School of Natural Sciences and Health, Tallinn University, Tallinn, Estonia
François Poulin, PhD, Department of Psychology, University of Quebec at Montreal, Montreal, Quebec, Canada
Mitchell J. Prinstein, PhD, Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Heather L. Ramey, PhD, School of Social and Community Services, Humber College, Toronto, Ontario, Canada; Department of Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
Diana Rancourt, PhD, Department of Psychology, University of South Florida, Tampa, Florida
Diana Raufelder, PhD, Institute of Education Science, Ernst Moritz Arndt University, Greifswald, Germany
Holly E. Recchia, PhD, Department of Education, Concordia University, Montreal, Quebec, Canada
Michael T. Rizzo, BS, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
Amanda J. Rose, PhD, Department of Psychological Sciences, University of Missouri, Columbia, Missouri
Linda Rose-Krasnor, PhD, Department of Psychology, Brock University, St. Catharines, Ontario, Canada
Kenneth H. Rubin, PhD, Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
Adam Rutland, PhD, Department of Psychology, Goldsmiths, University of London, London, United Kingdom
Allison M. Ryan, PhD, Combined Program in Education and Psychology, School of Education, University of Michigan, Ann Arbor, Michigan
Christina Salmivalli, PhD, Division of Psychology, University of Turku, Turku, Finland
António J. Santos, PhD, William James Center for Research, ISPA—Instituto Universitário, Lisbon, Portugal
Barry H. Schneider, PhD, School of Psychology, University of Ottawa, Ottawa, Ontario, Canada; Department of Psychology, Boston College, Boston, Massachusetts
Huiyoung Shin, PhD, Department of Educational Psychology, Oklahoma State University, Stillwater, Oklahoma
Jennifer Smith, MA, The Family Institute, Northwestern University, Evanston, Illinois
Rhiannon L. Smith, PhD, Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut
Marion K. Underwood, PhD, School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, Texas
Marcel A. G. van Aken, PhD, Department of Psychology, Utrecht University, Utrecht, The Netherlands
Brian E. Vaughn, PhD, Department of Human Development and Family Studies, Auburn University, Auburn, Alabama
René Veenstra, PhD, Department of Sociology, University of Groningen, Groningen, The Netherlands
Frank Vitaro, PhD, School of Psychoeducation, University of Montreal, Montreal, Quebec, Canada
Audience
Researchers and students in developmental psychology; also of interest to clinical, school, and educational psychologists, educators, and sociologists.
Course Use
May serve as a text in graduate-level courses.
Previous editions published by Guilford:
First Edition, © 2009
ISBN: 9781609182229
New to this edition:
- Chapters on neuroscience, social media, social inequality, prosocial behavior with peers, and sociological approaches.
- Expanded coverage of applied issues: chapters on interventions for socially withdrawn children, activity programs that promote positive youth development, and policy initiatives.
- Chapters on same- and other-sex peer relationships, peer influence, educational environments, evolutionary models, the self-concept, personality, and animal studies.
- Increased attention to variations in peer relations due to culture, gender, and race.
- Many new authors and topics reflect a decade's worth of theoretical and methodological advances, including the growing use of complex longitudinal methods.