‘You can't sit with us:’ Gender and the differential roles of social intelligence and peer status in adolescent relational aggression

Loflin, Della C.; Barry, Christopher T.

doi:10.1016/j.paid.2015.11.048

Cited by 36 publications

(34 citation statements)

References 18 publications

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“…Peer status is the extent to which someone is liked or disliked by their peers [66,67]. Seven studies investigating this variable in girls with ADHD using various measures, including sociometric nominations, were identified.…”

Section: Resultsmentioning

confidence: 99%

Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review

et al. 2016

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ObjectiveChildren with attention deficit hyperactivity disorder (ADHD) experience many peer interaction problems and are at risk of peer rejection and victimisation. Although many studies have investigated problematic peer functioning in children with ADHD, this research has predominantly focused on boys and studies investigating girls are scant. Those studies that did examine girls, often used a male comparison sample, disregarding the inherent gender differences between girls and boys. Previous studies have highlighted this limitation and recommended the need for comparisons between ADHD females and typical females, in order to elucidate the picture of female ADHD with regards to problematic peer functioning. The aim of this literature review was to gain insight into peer functioning difficulties in school-aged girls with ADHD.MethodsPsychINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing school-aged girls with ADHD to typically developing girls (TDs) in relation to peer functioning. The peer relationship domains were grouped into ‘friendship’, ‘peer status’, ‘social skills/competence’, and ‘peer victimisation and bullying’. In total, thirteen studies were included in the review.ResultsAll of the thirteen studies included reported that girls with ADHD, compared to TD girls, demonstrated increased difficulties in the domains of friendship, peer interaction, social skills and functioning, peer victimization and externalising behaviour. Studies consistently showed small to medium effects for lower rates of friendship participation and stability in girls with ADHD relative to TD girls. Higher levels of peer rejection with small to large effect sizes were reported in all studies, which were predicted by girls’ conduct problems. Peer rejection in turn predicted poor social adjustment and a host of problem behaviours. Very high levels of peer victimisation were present in girls with ADHD with large effect sizes. Further, very high levels of social impairment and social skills deficits, with large effect sizes, were found across all studies. Levels of pro-social behaviour varied across studies, but were mostly lower in girls with ADHD, with small to large effect sizes. Overall, social disability was significantly higher among girls with ADHD than among TD girls.ConclusionCongruous evidence was found for peer functioning difficulties in the peer relationship domains of friendship, peer status, social skills/competence, and peer victimisation and bullying in girls with ADHD.

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Section: Resultsmentioning

confidence: 99%

Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review

et al. 2016

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“…Individuals with high social intelligence are good at resolving conflicts (Selçuk, Kayılı and Okut, 2002). They also have good skills for establishing communication (Loflin and Barry, 2016;Kızıltepe, 2004) and maintaining communication (Doğan, Totan and Sapmaz, 2009). Such individuals easily get into and adapt to social environments (Vaykos, 2015) and know how to act (Karadoğan, 2010;Vural, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…Sosyal zekâsı yüksek olan insanlar, çatışmaları çözmede başarılıdırlar (Selçuk, Kayılı ve Okut, 2002). İyi iletişim kurabilme (Loflin ve Barry, 2016;Kızıltepe, 2004) ve bu iletişimi sürdürebilme becerisine sahiptirler (Doğan, Totan ve Sapmaz, 2009). Sosyal ortamlara kolayca girerler, uyum sağlarlar (Vaykos, 2015), nasıl davranacaklarını bilirler (Karadoğan, 2010).…”

Section: Tartışma Ve Sonuçunclassified

“…Arkadaş ilişkileri iyidir, yaşamlarında başarılıdırlar ve liderlik becerileri yüksektir (Selçuk, Kayılı ve Okut, 2002). Sosyal zekâya sahip kişiler başkalarıyla iyi gecinebilme, iyi iletişim kurabilme (Loflin ve Barry, 2016;Kızıltepe, 2004) ve bu iletişimi sürdürebilme becerisine sahiptirler (Doğan, Totan ve Sapmaz, 2009). Aile içi sorunları gidermede ve çatışmaları çözmede başarılıdırlar (Selçuk, Kayılı ve Okut, 2002).…”

Section: Introductionunclassified

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Okul Yöneticilerinin ve Öğretmenlerin Çatışma Yönetimi Stillerinin Sosyal Zekâ ve Bazı Kişisel Değişkenlere Göre İncelenmesi

Yüksel-Şahin¹

2017

kalem

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“…Autistic girls also found it much more difficult to understand and manage conflict in their relationships and with their peers generally, and were exposed to more relational bullying (i.e., behaviours such as gossip and being excluded, which are far more predominant in adolescent girls' relationships 14 ) than any other group. Amongst neurotypical girls and women, relational conflict is normally managed through returning these subtle social aggressions 15,16 . Sedgewick, Hill and Pellicano, however, found that autistic girls do not tend to do this.…”

mentioning

confidence: 99%

Friends and Lovers: The Relationships of Autistic and Neurotypical Women

Sedgewick

Crane²,

Hill³

et al. 2019

Autism in Adulthood

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Background: Little is known about the friendships and relationships of autistic adults, despite decades of research evidence showing the benefits of close relationships for neurotypical adults. Even less is known about the relationships of autistic women, or how their relationships compare to those of neurotypical women. This mixed-methods study therefore examined differences in the social relationships of autistic women in relation to their neurotypical counterparts. Methods: Thirty-eight women (19 autistic women, 19 neurotypical women), aged between 20 and 40 years, completed the Unidimensional Relationship Closeness Scale (URCS), The Awareness of Social Inference Test (TASIT), and a semi-structured interview about their current and former friendships and romantic relationships. Results: In many ways, the social relationships and experiences of autistic women were much like those of neurotypical women. Autistic women, however, had greater difficulty with social inference skills, and reported experiencing more negative social situations. This was particularly the case in terms of social and sexual vulnerability, a feature that the autistic women themselves linked to their difficulties with social inference. Despite these challenges, autistic women were happier and more self-assured in their adult relationships than they remembered being in adolescence. Conclusions: These findings highlight an urgent need for specific and tailored personal safety training and support for autistic womenand, by extension, autistic girlsto ensure that they can enjoy a safe transition to adulthood and positive adult relationships.

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‘You can't sit with us:’ Gender and the differential roles of social intelligence and peer status in adolescent relational aggression

Cited by 36 publications

References 18 publications

Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review

Problematic Peer Functioning in Girls with ADHD: A Systematic Literature Review

Okul Yöneticilerinin ve Öğretmenlerin Çatışma Yönetimi Stillerinin Sosyal Zekâ ve Bazı Kişisel Değişkenlere Göre İncelenmesi

Friends and Lovers: The Relationships of Autistic and Neurotypical Women

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