A Systematic Review of Intervention Programs Promoting Peer Relationships Among Children and Adolescents: Methods and Targets Used in Effective Programs
Isabella Pollak, Marija Mitic, James Birchwood, Sylvia Dörfler, Ina Krammer, Jack C. Rogers, Esther Judith Schek, Beate Schrank, Katharina A. M. Stiehl, Kate Anne Woodcock
{"title":"A Systematic Review of Intervention Programs Promoting Peer Relationships Among Children and Adolescents: Methods and Targets Used in Effective Programs","authors":"Isabella Pollak, Marija Mitic, James Birchwood, Sylvia Dörfler, Ina Krammer, Jack C. Rogers, Esther Judith Schek, Beate Schrank, Katharina A. M. Stiehl, Kate Anne Woodcock","doi":"10.1007/s40894-022-00195-4","DOIUrl":null,"url":null,"abstract":"<div><p>Children’s peer relationships are crucial for their social-emotional development, mental and physical health. To identify effective strategies to facilitate peer relationships among 8–14-year-olds, a systematic review of intervention programs was conducted. Electronic databases ERIC, EMBASE, MEDLINE, PsycINFO, Cochrane Collection Library and grey literature sources were searched for intervention studies with general or clinical populations published between 2000 and 2020. Interventions had to assess quantity or quality of peer relationships as an outcome measure, thus focusing on helping children to establish more positive relationships or improving their self-reported relationship quality. Sixty-five papers were identified and grouped into universal prevention programs, selective interventions for typically developing children and indicated interventions for children with clinical diagnosis. Prevention programs and interventions for typically developing children facilitated peer relationships by targeting mental wellbeing and self-concepts. Clinical interventions focused on social-emotional skills, symptoms and peer behaviors. Successful programs showed a close alignment of methods and targeted program effects. Practitioners should also be aware of realistic goals for each population. Programs for a general population showed potential to decrease loneliness, whereas clinical populations achieved high increases in play dates, peer acceptance and sociometric status.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":"8 3","pages":"297 - 321"},"PeriodicalIF":4.7000,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s40894-022-00195-4.pdf","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Adolescent Research Review","FirstCategoryId":"102","ListUrlMain":"https://link.springer.com/article/10.1007/s40894-022-00195-4","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 3
Abstract
Children’s peer relationships are crucial for their social-emotional development, mental and physical health. To identify effective strategies to facilitate peer relationships among 8–14-year-olds, a systematic review of intervention programs was conducted. Electronic databases ERIC, EMBASE, MEDLINE, PsycINFO, Cochrane Collection Library and grey literature sources were searched for intervention studies with general or clinical populations published between 2000 and 2020. Interventions had to assess quantity or quality of peer relationships as an outcome measure, thus focusing on helping children to establish more positive relationships or improving their self-reported relationship quality. Sixty-five papers were identified and grouped into universal prevention programs, selective interventions for typically developing children and indicated interventions for children with clinical diagnosis. Prevention programs and interventions for typically developing children facilitated peer relationships by targeting mental wellbeing and self-concepts. Clinical interventions focused on social-emotional skills, symptoms and peer behaviors. Successful programs showed a close alignment of methods and targeted program effects. Practitioners should also be aware of realistic goals for each population. Programs for a general population showed potential to decrease loneliness, whereas clinical populations achieved high increases in play dates, peer acceptance and sociometric status.
期刊介绍:
Adolescent Research Review publishes articles that review important contributions to the understanding of adolescence. The Review draws from the many subdisciplines of developmental science, psychological science, education, criminology, public health, medicine, social work, and other allied disciplines that address the subject of youth and adolescence. The editors are especially interested in articles that bridge gaps between disciplines or that focus on topics that transcend traditional disciplinary boundaries. Reviews must be cutting edge and comprehensive in the way they advance science, practice or policy relating to adolescents.