Contributing through the skills and capacities that they foster as well as through the quality of them, friendships have been identified as a powerful source of influence on adolescents romantic experiences. Unlike same-sex friendships, the influence of adolescents other-sex friendships on romantic relationships remains largely under-researched (Monsour, 2002; Sippola, 1999). In the current study I examined unique longitudinal and concurrent contributions of adolescents experiences of relational authenticity and intimacy in other-sex friendships to adolescents romantic intimacy and competence, while controlling for the influence of same-sex friendships.<p> Ninety-seven participants rated their perception of relational authenticity and relationship intimacy in Grade 9. In Grade 11 they rated their perception of friendship and romantic intimacy, as well as romantic competence. The present longitudinal findings showed that adolescents earlier perception of relational authenticity in other-sex friendships predicted their subsequent perception of romantic intimacy and competence. The corresponding experience in same-sex friendships predicted only romantic competence in Grade 11 and only when the influence of other-sex friendships was not being considered. Although same-sex friendship intimacy in Grade 9 also demonstrated unique links to romantic intimacy in Grade 11, other-sex friendship intimacy in Grade 9 showed no such links. With regard to concurrent findings in Grade 11, experiences of intimacy in same- and other-sex friendships both predicted romantic intimacy in Grade 11. A discussion of possible explanations to the present research results is offered. Future research is suggested.

This study attempted to understand how personal and sociocultural factors related to heterosexual women's number of lesbian friends. The relationships between levels of Extraversion, homophobia, heterosexism, and opportunity for friendships, and the number of lesbian women identified as acquaintances were assessed to examine how these variables related to participants' reported number of lesbian friends. It was expected that Extraversion would positively correlate with number of lesbian friends while heterosexism and homophobia would negatively correlate with number of lesbian friends. The number of lesbian acquaintances one had was expected to moderate these relationships. Female Women's Studies students who identified as heterosexual completed items from the International Personality Item Pool, the Attitudes Toward Lesbians Scale, the Modern Homonegativity Scale, the Balanced Inventory of Desirable Responding Impression Management scale, a Number of Friends and Acquaintances form, and a demographics questionnaire using an internet-based survey host. To test the hypotheses, partial correlations and multiple regression analyses were conducted. It was found that heterosexism and homophobia but not extraversion were significantly related to the number of lesbian friends participants reported. The expected moderation by the reported number of lesbian acquaintances was not significant for any of these relationships. A number of exploratory analyses were conducted, which revealed a variety of interesting findings. The personality domain Openness was related to the reported number of lesbian friends, as were previous, positive experiences with lesbian women, and one's religious subscription. Conclusions can help future research improve social support for lesbian girls and women. Research should be extended to examine cross-orientation relationships among those of different social identities.

A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in students' peer relationships. In lower grade groups (kindergarten to second grade), there were significant sex differences, with boys rating their teachers as more involved than girls; sex differences were not significant in either the middle (third to fifth grade) or upper (sixth to eighth grade) grade groups. As hypothesized, there were significant differences between grade groups, with students in the lower grades rating their teacher as more involved than students in either the middle or upper grade groups, and middle grade groups rating their teachers as more involved than the upper grade groups. Teacher and student perceptions of teacher involvement in students' peer relationships were then analyzed to determine whether these perceptions were related to classroom cohesiveness, as measured by social networks. The results were not significant, indicating that teacher and student perceptions of teacher involvement in students' peer relationships were not related to classroom social networks. This research provides a first look into both teacher and student perceptions into teacher involvement in classroom peer relationships, which school psychologists can use to help teachers construct supportive classroom environments. This research is a case study of one school, and therefore generalization from this sample is difficult. Future research should examine this element in schools of varying climate and region. / School Psychology

Normative Male Alexithymia (NMA; Levant 1992) and Gender Role Conflict (GRC; O’Neil, 2008) have emerged in the literature as empirically supported masculinity-based constructs that could be possible predictors of men’s psychological well-being. Moreover, several researchers examined the impact of masculinity in the contexts of men’s romantic relationships. Yet, there exists a paucity of research that investigates the intersection of the GRC, NMA, and men’s friendships, and psychological well-being of men. The purpose of this study was to examine the triadic relationship of GRC, NMA, and men’s friendships with other men; and the impact of this triadic relationship on men’s psychological well-being. The researcher collected survey data from 216 participants who identified as male. Data collection included responses to demographic questionnaires, Normative Male Alexithymia Scale (NMAS; Levant et al., 2006), Gender Role Conflict Scale (GRCS; O'Neil et al, 1986), Network of Relationships Questionnaire- Relationship Qualities Version (NRI-RQV; Buhrmester, 1992; Buhrmester & Furman, 2008), and the scales of Psychological Well-Being (SPWB; Ryff, 1989). Bivariate correlations revealed significant correlations among all four variables. NMAS scores yielded a small positive correlation (Cohen, 1988) with the NRI-RQV discordant scales scores (r = .202, p < .01), and a moderate negative correlation (Cohen, 1988) with the total full scale scores of PWB (r = -.427, p < .01). NRI-RQV discordant had a strong negative correlation (Cohen, 1988) with total scores of PWB (r = -.517, n = 216, p < .01). GRCS had a small negative correlation (Cohen, 1988) with the total scores of PWB full scales (r = -.166, n = 216, p < .05). The moderation analysis indicated that GRC significantly moderated the effect of NMA on men’s PWB scores (∆R² = .073, F (1,212) = 20.795, p < .001). High levels of NMA and friendship discords factored in as the best predictor of men’s PWB, and accounted for the 37% variation in overall PWB scores with an effect size of f² = .60. Clinical implications for mental health counselors are discussed based on the study’s results; limitations of the study and future directions are provided.

This research explores the meaning that older persons ascribe to the friendships in which they engage. Previous research mostly focuses on the strain that the older population places on the self-reliant community. The older person is faced by many challenges, such as sickness, loss of social and emotional support and death. Friendships serve as a support for physical and emotional needs which could not always be addressed by the family. The aim of this research is to explore the type of friendships in which older persons prefer to engage and the meanings they assign to it. A qualitative study was identified as the most appropriate method and focus groups and personal interviews were used as methods of data collection. Data was analysed by means of thematic content analysis. Findings indicated that different types of friendships exist and that different meanings were attached to friendships. Meaning in friendships is promoted by trustworthy friends who are able to form a deepened level of connection through the support and the compassion they are able to give each other. The experience of connection in friendships is furthermore enhanced through mobility, proximity and technology that facilitate better emotional as well as physical support for the older individual. Informal friendships with younger people ensure that older people are more mobile and are able to maintain their friendships. It is also a great source of support in cases where family members are not able to provide support, due to whatever reason. Further exploration of the value of friendships is recommended, so as to plan more specific intervention strategies. Some insights have already been gathered in this study concerning the way in which mobility, proximity and modern technology can make it possible to sustain a friendship. Further studies could explore ways to empower older people through providing better mobility, proximity and the use of modem technology. Such studies may also explore the needs which an old age home fulfils, such as improving the residents' access to one another, for mutual support. Proximity might be a solution for the immobility experienced in the older community, and when older people are taught to use modern technology they will be enabled to maintain their friendships better. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2007.

Differences between female and male same-sex friendships have been the subject of numerous studies. Additionally, male same-sex friendships have been studied independent of the differences related to female same-sex friendships. Despite these studies, a comprehensive, agreed on definition of male friendship remains unclear or ill-defined. The manner in which men perceive, express and experience same-sex friendships can be viewed as learned behaviors based on gender schema and sex typing. Men’s friendships, as viewed through the gender schema theory, are shaped through the association of gender based male identity and male behaviors. This phenomenological study investigated male perceptions of same-sex male friendships. The broad research question for my study was how do men experience friendship? Through interviews with eight men, data were collected, analyzed by each case that produced a total of 52 themes for all participants, and then a cross-case analysis produced nine super-ordinate themes. The resultant super-ordinate themes were the basis for responding to the main research question and five specific research questions. Findings from my study allowed for the identification of specific components important to the participants regarding their friendships. A second finding was related to social expectations of participants’ friendships. Implications of my study revealed that although men are generally assumed resistant to counseling, they look upon counseling favorably. For counselors and counselor educators, a better understanding of the way men experience friendship could ultimately be a resource for better practice in the way men are attracted to and perceive the counseling practice.

No description available.

Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2007.

This research explores the meaning that older persons ascribe to the friendships in which they engage. Previous research mostly focuses on the strain that the older population places on the self-reliant community. The older person is faced by many challenges, such as sickness, loss of social and emotional support and death. Friendships serve as a support for physical and emotional needs which could not always be addressed by the family. The aim of this research is to explore the type of friendships in which older persons prefer to engage and the meanings they assign to it. A qualitative study was identified as the most appropriate method and focus groups and personal interviews were used as methods of data collection. Data was analysed by means of thematic content analysis. Findings indicated that different types of friendships exist and that different meanings were attached to friendships. Meaning in friendships is promoted by trustworthy friends who are able to form a deepened level of connection through the support and the compassion they are able to give each other. The experience of connection in friendships is furthermore enhanced through mobility, proximity and technology that facilitate better emotional as well as physical support for the older individual. Informal friendships with younger people ensure that older people are more mobile and are able to maintain their friendships. It is also a great source of support in cases where family members are not able to provide support, due to whatever reason. Further exploration of the value of friendships is recommended, so as to plan more specific intervention strategies. Some insights have already been gathered in this study concerning the way in which mobility, proximity and modern technology can make it possible to sustain a friendship. Further studies could explore ways to empower older people through providing better mobility, proximity and the use of modem technology. Such studies may also explore the needs which an old age home fulfils, such as improving the residents' access to one another, for mutual support. Proximity might be a solution for the immobility experienced in the older community, and when older people are taught to use modern technology they will be enabled to maintain their friendships better. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2007.

abstract: Aggression is inherently social. Evolutionary theories, for instance, suggest that the peer group within which an aggressor is embedded is of central importance to the use of aggression. However, there is disagreement in the field with regard to understanding precisely how aggression and peer relationships should relate. As such, in a series of three empirical studies, my dissertation takes a relational approach and addresses some of the inconsistencies present in the extant literature. In Study 1, I examined how qualities of youth's close friendships contributed to the use of aggression, both concurrently and over time. I found that youth with large friendship networks were more aggressive, whereas those with highly interconnected friendship network decreased in aggression over time. Using a dyadic mediation model, the second study considered the precursors to aggressors' friendships with peers. Specifically, I explored aggressive youth's interactions with unfamiliar peers and assessed how the interactions that unfold affected the quality of the relationship. I found that dyads who were highly discrepant in their tendencies toward aggression failed to collaborate well with one another, and this led to less positive perceptions of one another. Whereas the first two studies concerned aggressors' relationships with their friends (Study 1) and acquaintances (Study 2), Study 3 focused on a different type of relationship – the relationship between an aggressor and his or her victim(s). In the third study, I explored how power dynamics operate within an aggressor-victim dyad and assessed whether differences in the balance of power between the aggressor and victim affected the strength of their relationship. I found that more aggressor-victim dyads were characterized by a relative balance than imbalance in power, and that power balanced dyads had stronger and more sustained aggressor-victim relationships. By taking a relational approach to the study of aggression, this dissertation has advanced extant work in the field. That is, these findings move away from the simplification and aggregation of relational constructs (e.g., relationships, friendships), and instead consider the nuances of specific types of relationships or interactions with specific peers, allowing for a better understanding of the relational nature of aggression. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2016