This thoroughly revised new edition looks at the nature of social networks, their changing configurations, and the forces of influence they unleash in shaping the life experiences of young people between the ages of 12 and 25 years. The author draws on both social and psychological research to apply network thinking to the social relations of youth across the domains of school, work and society. Network thinking examines the pattern and nature of social ties, and analyses how networks channel information, influence and support with effects on a wide range of life experiences. The book comprises eleven chapters, which contain discussion on key topics, such as youth transitions, network analysis, friendship, romantic ties, peer victimization, antisocial behaviour, youth risk-taking, school motivation, career influence, youth citizenship, and community organizations for young people. Chapters contain discussions of practical ways in which schools can provide support, and suggestions for youth organizations on how to assist young people to become effective citizens.

Adolescence is a crucial time for the development of social identity. Some young people ease effortlessly into friendships with their peers whilst others experience the pain of rejection or become involved with antisocial groups or gangs. Social Networks and Social Influences in Adolescenceis divided into three parts, part one examines the nature of peer groups in different settings including classroom groups and gangs, and examines the influence of these groups on individuals. Part two explores young people's behaviour in the wider social environment and the implications of social acceptance or rejection for academic motivation, aggression and health risk behaviour. Finally, part three describes how professionals can support adolescents in building social attachments, giving practical examples of how this is being done in various communities. Social Networks and Social Influences in Adolescencewill prove invaluable for students and professionals working with young people.

Most contributions to this volume originated as papers given at an inter national conference on Integrative Perspectives on Youth Development held in Berlin (West) in May, 1983. This conference was part of a 6-year longi tudinal research program on the causes of substance use among adolescents in Berlin, which is now in its fourth year. The conference title deliberately did not refer to substance use. However, its relevance to an explanation of drug-related problem behavior was made evident to everyone invited to the conference. The search for integrative perspectives in youth development originated in a dilemma that became obvious during the planning of intensive research on concomitants of substance use. In the methodology for research on youth development, there were two lines of thought that seemed completely unre lated to each other: One line of thought was oriented toward the person, leaving situational aspects aside, while the other concentrated on ecological or situational determinants and thus neglected the aspects of development and internal processes. The integration of both these directions seemed to be an unusually promising approach for any project that aimed to understand changes in the individual within a rapidly changing urban setting. The best way to come closer to a resolution of that dilemma seemed to be an intensive exchange between the American and European scientific communities on this issue.

Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.

Discusses the crucial role of social networks in the development of adolescents and young adults between the ages of twelve and twenty-five years. This book looks at how young people's relationships shape their behaviour and identity, and the consequences of peer influence on health risk, antisocial behaviour and school motivation.

This book examines how the social environment affects food choices and intake, and documents the extent to which people are unaware of the significant impact of social factors on their eating. The authors take a unique approach to studying eating behaviors in ordinary circumstances, presenting a theory of normal eating that highlights social influences independent of physiological and taste factors. Among the topics discussed: Modeling of food intake and food choice Consumption stereotypes and impression management Research design, methodology, and ethics of studying eating behaviors What happens when we overeat? Effects of social eating Social Influences on Eating is a useful reference for psychologists and researchers studying food and nutritional psychology, challenging commonly held assumptions about the dynamics of food choice and intake in order to promote a better understanding of the power of social influence on all forms of behavior.

Adolescence is a time when youth make decisions, both good and bad, that have consequences for the rest of their lives. Some of these decisions put them at risk of lifelong health problems, injury, or death. The Institute of Medicine held three public workshops between 2008 and 2009 to provide a venue for researchers, health care providers, and community leaders to discuss strategies to improve adolescent health.

Prosocial behavior-broadly defined as voluntary action intended to help or benefit another-has been associated with positive outcomes across the lifespan. Children with a more prosocial orientation are better liked and trusted by their peers, have a higher status in peer groups, are better at maintaining friendships, demonstrate better self regulation, empathy, and social cognitive skills, and excel in academics. Researchers have shown that prosocial behaviors correlate to lower rates of school suspension and drop-out, teen pregnancy, substance use, aggression, and delinquency. These positive effects speak to the value of prosocial behavior during formative years. Prosocial Development examines a variety of biological, socialization, and contextual influences on prosocial development from infancy through early adulthood. While the definition of prosocial behavior may seem straightforward, recent research has highlighted its multifaceted nature. This volume specifically focuses on the multidimensionality of prosocial development, examining different contexts, motivations, types, and targets of prosocial behavior that are differentially predicted by socialization and dispositional characteristics. Skillfully edited by Drs. Padilla-Walker and Carlo, each chapter in this volume highlights some aspect of multidimensionality in regard to prosocial behavior and meaningful avenues for future research. This volume will be an important tool for scholars, researchers, and practitioners who are interested in prosocial, moral, and positive youth development. The organization and focus of this volume are also well-suited for use as a text for graduate courses in moral development, child and adolescent development, social psychology, sociology, anthropology, and family studies.

Social Networks and Social Support in Childhood and Adolescence (Prevention and Intervention in Childhood and Adolescence).

First published in 1977, this now classic manual has been completely revised and updated to reflect the enormous changes that have taken place both in the popularity of repertory grid methods and in the study of the methods themselves. Aimed at novices as well as those already knowledgeable about grid usage, this manual provides an overview of George Kelly’s personal construct theory, which underpins repertory grid methods. The reader will learn how to design a grid, with guidance on how to choose elements and ways of eliciting personal constructs that can influence the results obtained. The second edition includes multiple examples of grids, as well as: New chapters on the main computer methods of analysis available Supporting website with grid analysis programs available to download Extended annotated bibliography of the many examples of grid usage This book will appeal to psychology students, practitioners and academics. Other professionals who will find this an invaluable guide include managers, teachers and educationalists, speech and language therapists, nurses, probation officers and psychiatrists.