Skip to main content
SpringerLink
Log in

Relaties met leeftijdgenoten

  • Chapter
  • First Online:
Handboek klinische ontwikkelingspsychologie

  • 22k Accesses

Relatievorming

Dit hoofdstuk gaat over normale en problematische relatievorming tussen kinderen en jongeren. Eerst wordt besproken welke vaardigheden voorwaardelijk zijn voor het aangaan van normale relaties en wat de oorzaken zijn van het ontstaan van problematische relaties. Vervolgens wordt onderzoek besproken waaruit blijkt dat kinderen en jongeren met een problematische relatievorming met leeftijdgenoten een grotere kans hebben op gedrags- en leerproblemen in de verdere ontwikkeling. In hoeverre dit gebeurt, wordt beïnvloed door allerlei risico- en beschermende factoren: persoonskenmerken en omgevingsfactoren zoals het gezin, de school en vrienden. In het hoofdstuk worden voorbeelden besproken van onderzoek waaruit blijkt dat de manier waarop deze factoren de ontwikkeling beïnvloeden, een complex, transactioneel proces is. Vervolgens komt aan de orde op welke wijze problematische relatievorming kan worden voorkomen en behandeld. Er is een scala aan interventieprogramma’s beschikbaar en veel van deze programma’s kunnen worden ingezet op school. Het hoofdstuk sluit af met de suggestie om via onderzoek naar onderliggende processen en mechanismen meer grip te krijgen op hoe en waarom sociale ontwikkelingsprocessen in het dagelijks leven lopen zoals ze lopen.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 44.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 59.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Literatuur

  • Agoston, A.M. & Rudolph, K.D. (2013). Pathways from depressive symptoms to low social status. Journal of Abnormal Child Psychology, 41, 295–308.

    Article  PubMed  PubMed Central  Google Scholar 

  • Barlett, C.P. & Gentile, D.A. (2012. Attacking others online: the formation of cyberbullying in late adolescence. Psychology of Popular Media Culture, 1, 123–135.

    Article  Google Scholar 

  • Boivin, M. (2005). The origin of peer relationship difficulties in early childhood and their impact on children’s psychosocial adjustment and development. In R.E. Tremblay, R.G. Barr en R.D.V. Peters (red.). Encyclopedia on early childhood development (blz. 1-7). Montreal: Center of Excellence for Early Childhood Development.

    Google Scholar 

  • Bowes, L., Maughan, B., Ball, H., Shakoor, S., Ouellet-Morin, I., Caspi, A., Moffitt, T. & Arseneault, L. (2013). Chronic bullying victimization across school transitions: the role of genetic and environmental influences. Development and Psychopathology 25, 333–346.

    Article  PubMed  Google Scholar 

  • Brendgen, M., Lamarche, V., Wanner, B. & Vitaro, F. (2010). Links between friendship relations and early adolescents: trajectories of depressed mood. Developmental Psychology, 46, 491–501.

    Article  PubMed  Google Scholar 

  • Brezinka, V. (2002). Effectonderzoek naar preventieprogramma’s voor kinderen met gedragsproblemen. Kind & Adolescent, 23, 4–23.

    Google Scholar 

  • Buhs, E.S., Ladd, G.W., & Herald, S.L. (2006). Peer exclusion and victimization: processes that mediate the relation between peer-group rejection and children’s classroom engagement and achievement? Journal of Educational Pychology, 98, 1–13.

    Google Scholar 

  • Bijstra, J.O., & Nienhuis, J. (2004). Sociale-vaardigheidstrainingen: meten we of meten we niet? De Psycholoog, 38, 174–178.

    Google Scholar 

  • Cicchetti, D., & Toth, S. L. (2009). The past achievements and future promises of developmental psychopathology: The coming of age of a discipline. Journal of Child Psychology and Psychiatry, 50, 16–25.

    Article  PubMed  Google Scholar 

  • Cook, C.R., Gresham, F.M., Kern, L., Barreras, R.B., Thornton, S. & Crews, S.D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders. A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16, 131–144.

    Article  Google Scholar 

  • Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social-information processing mechanism’s in children’s social adjustment. Psychological Bulletin, 115, 74–101.

    Article  Google Scholar 

  • Deater-Deckard, K. (2001). Annotation: recent research examining the role of peer relationships in the development of psychopathology. Journal of Child Psychology and Psychiatry, 42, 565–579.

    Article  PubMed  CAS  Google Scholar 

  • Dishion, T.J., Véronneau, M-H. & Myers, M.W. (2010). Cascading peer dynamics underlying the progression from problem behavior to violence in early to late adolescence. Development and Psychopathology, 22, 603–619.

    Article  PubMed  Google Scholar 

  • Durlak, J.A. & DuPre, E.P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology 41, 327–350.

    Article  PubMed  Google Scholar 

  • Dunsmore, J.C., Noguchi, R.J.P., Garner, P.W., Casey, E.C., & Bhullar, N. (2008). Gender-specific linkages of affective social competence with peer relations in preschool children. Early Education and Development, 19, 211–237.

    Article  Google Scholar 

  • Ehrlich, K.B., Dykas, M.J. & Cassidy, J. (2012). Tipping points in adolescent adjustment: predicting social functioning from adolescents’ conflict with parents and friends. Journal of Family Psychology, 26, 776–783.

    Article  PubMed  PubMed Central  Google Scholar 

  • Elfers, T., Martin, & Sokol, B. (2008). Perspective taking: a review of research and theory extending Selman’s developmental model of perspective taking. In: A.M. Columbus (red.). Advances in psychology research (vol 54, blz. 229-262). New York: Nova Science Publishers.

    Google Scholar 

  • Epkins, C.C. & Heckler, D.R. (2011). Integrating etiological models of social anxiety and depression in youth. Evidence for a cumulative interpersonal risk model. Clinical Child Family Psychological Review, 14, 329–376.

    Article  Google Scholar 

  • Granic, I., & Patterson, G.R. (2006). Toward a comprehensive model of antisocial development: a dynamic systems approach. Psychological Review, 113, 101–131.

    Article  PubMed  Google Scholar 

  • Gresham, F.M., Elliott, S.N., & Kettler, R.J. (2010). Base rates of social skills acquisition / performance deficits, strengths and problem behaviors: an analysis of the social skills improvement system rating scales. Psychological Assessment, 4, 809–815.

    Article  Google Scholar 

  • Hall-Lande, J.A., Eisenberg, M. E., Christenson, S. L. & Neumark-Stainzer, D. (2007). Social isolation, psychological health and protective factors in adolescence. Adolescence, 42, 265–286.

    PubMed  Google Scholar 

  • Hall, K.R., Rushing, J.L. & Kurshid, A. (2011). Using the solving problems together psychoeducational group counseling model as an intervention for negative peer pressure. The Journal for Specialists in Group Work, 36, 97–110.

    Article  Google Scholar 

  • Harris, J.R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 102, 458–489.

    Article  Google Scholar 

  • Holland, W.L.G., Lalonde, C.E., & Leadbeater, B.J. (2008). Social-cognitive competence, peer rejection and neglect, and behavioral and emotional problems in middle childhood. Social Development, 3, 528–553.

    Google Scholar 

  • Iyer, R.V., Kochenderfer-Ladd, B., Eisenberg, N. & Thompson, M. (2010). Peer victimization and effortful control. Relations to school engagement and academic achievement. Merrill-Palmer Quarterly, 56, 361–387.

    Article  PubMed  Google Scholar 

  • Kim, J. & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations and psychopathology. The Journal of Child Psychology and Psychiatry, 51, 706–716.

    Article  PubMed  Google Scholar 

  • Kreager, D.A. (2004). Strangers in the halls: isolation and delinquency in school networks. Social Forces, 83, 351–390.

    Article  Google Scholar 

  • Kullik, A. & Petermann, F. (2013). Attachment to parents and peers as a risk factor for adolescent depressive disorders: the mediating role of emotion regulation. Child Pychiatry & Human Development, 44, 537–548.

    Article  Google Scholar 

  • Kunnen, E. S. & Geert, P. van (2012). General characteristics of a dynamic systems approach. In: E.S. Kunnen (red.). A dynamic systems approach to adolescent development (blz. 15-34). Londen: Routledge.

    Google Scholar 

  • Kuppens, S., Laurent, L., Heyvaert. M. & Onghena, P. (2012). Associations between parental psychological control and relational aggression in children and adolescents: a multilevel and sequential meta-analysis. Developmental Psychology, 49, 1679–1712.

    Google Scholar 

  • Lansford, J.E., Malone, P.S., Dodge, K.A., Pettit, G.S. & Bates, J.E. (2010). Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood. Development and Psychopathology, 22, 593–602.

    Article  PubMed  PubMed Central  Google Scholar 

  • Le, T. & Samantha, J. (2011). The relationship between school multiculturalism and interpersonal violence: an exploratory study. Journal of School Health, 81, 688–695.

    Article  PubMed  Google Scholar 

  • LeBlanc, L., Sauter, R., & Dore, D. (2006). Peer relationship problems. In M. Hersen (red.), Clinician’s handbook of child behavioral assessment (blz.. 379-399). San Diego: Elsevier Academic Press.

    Google Scholar 

  • Lereya, S.T., Samara, M. & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: a meta-analysis study. Child Abuse and Neglect, 37, 1091–1108.

    Article  PubMed  Google Scholar 

  • Marshall, M.P., Brooke, S.G.M., & Pelham, W.E. (2003). Childhood ADHD and adolescence substance use: an examination of deviant peer-group affiliation as a risk factor. Psychology of Addictive Behaviors, 17, 293–302.

    Article  Google Scholar 

  • Masten, C.L., Juvonen, J., & Spatzier, A. (2009). Relative importance of parents and peers : differences in academic and social behaviors at three grade levels spanning late childhood and early adolescence. The Journal of Early Adolescence, 6, 773–799.

    Article  Google Scholar 

  • Masten,A. S., Burt, K.B. & Coatsworth, J.D. (2006). Competence and psychopathology in development. In: D. Cicchetti & D. J. Cohen (red.). Developmental psychopathology (vol. 3, blz. 696–738). Hoboken New Jersey: Wiley & Sons.

    Google Scholar 

  • Menesini, E. & Spiel, C. (2012). Introduction cyberbullying: development, consequences, risk and protective factors. European Journal of Developmental Psychology, 9, 163–167.

    Article  Google Scholar 

  • Menting, B., Lier, P.A.C. van, & Koot, H.M. (2011). Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade. Journal of Child Psychology and Psychiatry 52, 72–79.

    Article  PubMed  Google Scholar 

  • Miers, A.C., Blöte, A.W. & Westenberg, P.M. (2011). Negative social cognitions in socially anxious youth. Distorted reality or a kernel of truth? Journal Child Family Studies 20, 214–223.

    Article  Google Scholar 

  • Miller, S., Loeber, R. & Hipwell, A. (2009). Peer deviance, parenting and disruptive behavior among young girls. Journal Abnormal Child Psychology, 37, 139–152.

    Article  Google Scholar 

  • Modin, B., Östberg, V. & Almquist, Y. (2011). Childhood peer status and adult susceptibility to anxiety and depression. A 30-year hospital follow-up. Journal of Abnormal Child Psychology, 39, 187–199.

    Article  PubMed  Google Scholar 

  • Nakamoto, J., & Schwartz, D. (2010). Is peer victimization associated with academic achievement? A meta-analytic review. Social Development, 19, 221–242.

    Article  Google Scholar 

  • NICHD Early Child Care Research Network (2006). Infant-mother attachment classification: risk and protection in relation to changing maternal caregiving quality. Developmental Psychology, 42, 38–58.

    Article  Google Scholar 

  • Olweus (1978). Aggression in the schools: bullies and whipping boys. Washington: Hemisphere.

    Google Scholar 

  • Orobio de Castro, B., Merk, W., Koops, W., Veerman, J.W., & Bosch, J.D. (2005). Emotions in social information processing and their relations with reactive and proactive aggression in referred aggressive boys. Journal of Clinical Child and Adolescent Psychology, 34, 105–116.

    Article  PubMed  Google Scholar 

  • Pauw, L. (2013). Onderwijs en burgerschap: Wat vermag de basisschool? Onderzoek naar de vreedzame school. Amsterdam: SWP (dissertatie).

    Google Scholar 

  • Perren, S., Ettekal, I. & Ladd, G. (2013). The impact of peer victimization on later maladjustment: mediating and moderating effects of hostile and self-blaming attributions. Journal of Child Psychology and Psychiatry, 54, 46–55.

    Article  PubMed  Google Scholar 

  • Prins, P. (1995). Sociale vaardigheidstraining bij kinderen in de basisschoolleeftijd: programma’s, effectiviteit en indicatiestelling. In A. Collot d’Escury-Koenigs, T. Engelen-Snaterse & E. Mackaay-Cramer (red.). Sociale vaardigheidstrainingen voor kinderen. Indicaties, effecten, knelpunten (pp. 65–82). Lisse: Swets & Zeitlinger.

    Google Scholar 

  • Reijntjes, A., Kamphuis, J.H., Prinzie, P. & Telch, M.J. (2010). Peer victimization and internalizing problems in children: a meta-analysis of longitudinal studies. Child Abuse & Neglect 34, 244–252.

    Article  Google Scholar 

  • Reijntjes, A., Kamphuis, J.H., Prinzie, P., Boelen, P.A., Schoot, M. van der, & Telch, M.J. (2011). Prospective linkages between peer victimization and externalizing problems in children: a meta-Analysis. Aggressive Behavior, 37, 215–222.

    Article  PubMed  Google Scholar 

  • Rivers, I. & Noret, N. (2010). ‘I h8 u’: findings from a five-year study of text and email bullying. British Educational Research Journal, 36, 643–671.

    Article  Google Scholar 

  • Rudolph, K.D., Troop-Gordon, W. & Llewelly, N. (2013). Interactive contributions of self-regulation deficits and social motivation to psychopathology: Unraveling divergent pathways to aggressive behavior and depressive symptoms. Development and Psychopathology, 25, 407–418.

    Article  PubMed  PubMed Central  Google Scholar 

  • Salzinger, S., Feldman, R., Rosario, M., & Ng-Mak, D. (2011). Role of parent and peer relations and individual characteristics in middle school children’s behavioral outcomes in the face of community violence. Journal of Research on Adolescence, 21, 395–407.

    Article  PubMed  PubMed Central  Google Scholar 

  • Schwarz, B., Stutz, M. & Ledermann, T. (2012). Perceived interparental conflict and early adolescents’ friendships: the role of attachment security and emotion regulation. Journal of Youth and Adolescence, 41, 1240–1252.

    Article  PubMed  Google Scholar 

  • Shetgiri. R., Lin, H. & Flores, G. (2013). Trends in risk and protective factors for child bullying perpetration in the United States. Child Psychiatry and Human Development, 44, 89–104.

    Article  Google Scholar 

  • Sibley, M.H., Pelham, W.E., Molina, B.S., Waschbusch, D.A., Gnagy, E.M., Babinski, D. E. & Biswas, A. (2010). Inconsistent self-report of delinquency by adolescents and young adults with ADHD. Journal of Abnormal Child Psychology, 38, 645–656.

    Article  PubMed  PubMed Central  Google Scholar 

  • Sklad, M., Diekstra, R., Ritter, M. de, Ben, J. & Gravesteijn, C. (2012). Effectiveness of school-based universal social-emotionel and behavioral programs: do they enhance students’ development in the area of skill, behavior and adjustment? Psychology in the Schools, 49, 892–909.

    Article  Google Scholar 

  • Steenbeek. H. & Geert, P. van (2008). The empirical validation of a dynamic systems model of interaction; do children of different sociometric statuses differ in their dyadic play interactions? Developmental Science, 11, 253–281.

    Article  Google Scholar 

  • Stone, B., Gibb, E., Hankin, B.L. & Abela, J.R.Z. (2011). Co-rumination predicts the onset of depressive disorders during adolescence. Journal of Abnormal Psychology, 120, 752–757.

    Article  PubMed  PubMed Central  Google Scholar 

  • Tolsma. J., Deurzen, I. van, Stark, T. & Veenstra, R. (2013). Who is bullying whom in ethnically diverse primary schools? Exploring links between bullying, ethnicity, and ethnic diversity in Dutch primary schools. Social Networks 35, 51–61.

    Google Scholar 

  • Trentacosta, C.J. & Shaw, D.S. (2009). Emotional self-regulation, peer rejection, and antisocial behavior: developmental associations from early childhood to early adolescence. Journal of Applied Developmental Psychology, 30, 356–365.

    Article  PubMed  PubMed Central  Google Scholar 

  • Troop-Gordon, W. (2011). Teacher-child relationship and children’s peer victimization and aggressive behavior in late childhood. Social Development, 20, 536–561.

    Article  Google Scholar 

  • Witvliet, M., Pol, A., Van Lier, C., Cuijpers, P & Koot, H. (2009). Testing links between childhood positive peer relations and externalizing outcomes through a randomized controlled intervention study. Journal of Consulting and Clinical psychology, 77, 905–915.

    Article  PubMed  Google Scholar 

Aanbevolen literatuur

  • Kunnen, E.S. (ed.) (2012). A dynamic systems approach to adolescent development. London: Routledge.

    Google Scholar 

  • Shetgiri. R., Lin, H. & Flores, G. (2013). Trends in risk and protective factors for child bullying perpetration in the United States. Child Psychiatry and Human Development, 44, 89–104.

    Article  Google Scholar 

  • Deater-Deckard, K. (2001). Annotation: recent research examining the role of peer relationships in the development of psychopathology. Journal of Child Psychology and Psychiatry, 42, 565–579.

    Article  PubMed  CAS  Google Scholar 

Relevante website

Download references

Author information

Authors and Affiliations

  1. Regionaal Expertisecentrum Noord Nederland, Amsterdam, The Netherlands

    Jan Bijstra

  2. Hanzehogeschool Groningen, Groningen, The Netherlands

    Jeannette Doornenbal (pedagoog)

Authors
  1. Jan Bijstra
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jeannette Doornenbal
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. HILVERSUM, The Netherlands

    prof. dr. Pier Prins

  2. KAPRIJKE, Belgium

    prof. dr. Caroline Braet

Copyright information

© 2014 Bohn Stafleu van Loghum

About this chapter

Cite this chapter

Bijstra, J., Doornenbal, J. (2014). Relaties met leeftijdgenoten. In: Prins, p., Braet, p. (eds) Handboek klinische ontwikkelingspsychologie. Bohn Stafleu van Loghum, Houten. https://doi.org/10.1007/978-90-368-0495-0_7

Download citation

  • DOI: https://doi.org/10.1007/978-90-368-0495-0_7

  • Published:

  • Publisher Name: Bohn Stafleu van Loghum, Houten

  • Print ISBN: 978-90-368-0494-3

  • Online ISBN: 978-90-368-0495-0

  • eBook Packages: Dutch language eBook collection

Publish with us

Policies and ethics

Search

Navigation