Effects of the Prima anti-bullying program on victimization, classroom peer context and defending... more Effects of the Prima anti-bullying program on victimization, classroom peer context and defending behavior Marloes van Verseveld, Minne Fekkes, Ruben Fukkink & Ron Oostdam Background and aims Victimization among children is associated with adverse effects on their physical and psychological health and many schools attempt to reduce bullying. The Dutch school-wide anti-bullying program ‘Prima’ was developed based on techniques and scientific insights that are known to be effective. We investigate the effects of the Prima anti-bullying program on students’ victimization, defending behavior, and the classroom peer context in Grades 3-6. Methods The study participants included 4,368 students from 32 primary schools. The schools were randomly assigned to three conditions. Condition A was offered a teacher-training, an online screening tool for bullying behavior, and a set of practice- and evidence-based guidelines to deal with difficult bullying situations. Condition B included all of condition A plus a series of eight student lessons. Condition C was the control group. A questionnaire was filled out by the students before and after the intervention. Program effects were based on self- and peer-reports. Results Prima reduced students’ peer-reported victimization and the level of isolated students in the classroom. Students in the intervention conditions also reported significantly higher levels of self-efficacy to defend victimized students in their classroom compared to students in the control condition. A trend effect of Prima was observed for students who were nominated as defender of victimized students by peers. The intervention condition with student lessons showed larger effects. Conclusions Our results suggest that Prima reduced victimization in intervention schools, especially in intervention schools that provided student lessons about bullying. The positive outcomes support previous findings on the effectiveness of Prima. Furthermore, our study underlines the importance to include student lessons in whole school anti-bullying programs that focus on creating a positive group norm and pro-social and defending behaviors
Dit rapport is geschreven door een speciale commissie die een kwaliteitsvisie beschrijft voor de ... more Dit rapport is geschreven door een speciale commissie die een kwaliteitsvisie beschrijft voor de Nederlandse kinderopvang. Aanbevelingen uit het rapport zijn overgenomen door minister Asscher voor toekomstig beleid.
Het college van de gemeente Amsterdam en de wethouder van Onderwijs vinden het belangrijk dat kin... more Het college van de gemeente Amsterdam en de wethouder van Onderwijs vinden het belangrijk dat kinderen en jongeren zich optimaal kunnen ontwikkelen, dat ze hun talenten leren ontdekken en die ook kunnen ontplooien. Dit vraagt iets van het Amsterdamse onderwijs, de kinderen en jongeren zelf, maar ook van hun ouders. Door samen te werken en gerichte ondersteuning te bieden aan ouders, leraren en pedagogische professionals, kan een positief leer- en ontwikkelingsklimaat voor kinderen en jongeren worden gecreeerd, waarin zij kunnen genieten en optimaal profiteren van onderwijs. Lesgeven in een grote stad vraagt om specifieke vaardigheden van leraren en pedagogen. Samen met de educatieve opleidingen van de Faculteit Onderwijs en Opvoeding van de Hogeschool van Amsterdam heeft de gemeente een convenant opgesteld over hoe docenten en pedagogen beter toegerust kunnen worden om met de ouders van kinderen en jongeren in deze stad een waardevolle samenwerking aan te gaan. Wat hebben docenten i...
De relatie tussen schoolloopbanen van jongeren en de buurt waar zij opgroeien is eerder onderzoch... more De relatie tussen schoolloopbanen van jongeren en de buurt waar zij opgroeien is eerder onderzocht in Amerikaans en Europees onderzoek. Hieruit blijkt dat er vooral nog behoefte is aan grootschalig onderzoek waarin gecontroleerd kan worden voor de effecten van de school. Op basis van gegevens over ruim 10.000 Amsterdamse leerlingen uit vier cohorten (2007 tot en met 2010 als instroom- en 2010 tot en met 2013 als uitstroomjaren) uit een databestand van de gemeente Amsterdam is onderzocht of de schoolloopbanen samenhangen met kenmerken van de leerling, de school en het stadsdeel, kijkend naar advisering aan het einde van de basisschool en onderwijsrendement in de onderbouw van havo/vwo. Multilevel-analyses laten zien dat overadvisering bij de overgang van basisschool naar het voortgezet onderwijs niet samenhangt met leerling- en of stadsdeelkenmerken, maar wel vaker voorkomt op basisscholen met een lagere Cito-score-gemiddelde en op 'eenpitters’. Het onderwijsrendement in de onder...
Supportive social interactions between nonparental adults (i.e. social work professionals, volunt... more Supportive social interactions between nonparental adults (i.e. social work professionals, volunteers, and other parents that have contact with children but are not the primary caregiver), parents, and children are important for children's well-being and development. Parenting styles, types of child behaviour, and location in the neighbourhood may influence these interactions. The aim of the present study was to identify when and how nonparental adults respond in interactions with other adults and children in the neighbourhood. A mixed-method study with vignettes and interviews (N = 114) was conducted to gain insight into which factors (parenting style, child behaviour, location in the neighbourhood) influence the nonparental adults' intention to respond to children and/or parents. Nonparental adults indicated they were most likely to respond in the context of a permissive parenting style or a child's externalising behaviour. Professionals more often felt responsible than parents and volunteers, although they did not respond more often. All three factors were related to the participants' willingness to respond and promote a supportive social structure in the neighbourhood. Social work professionals and their organisations can use this study to identify social support interactions and to discuss their responsibilities. SAMENVATTING Sociaal ondersteunende interacties tussen mede-opvoeders (zoals sociaal werk-professionals, vrijwilligers en andere ouders die contact met kinderen hebben, maar niet primair verantwoordelijk zijn) zijn belangrijk voor het welzijn en een positieve ontwikkeling van kinderen. Het doel van deze studie was inzicht geven in hoe mede-opvoeders reageren in interacties met andere opvoeders en kinderen in de buurt. Een mixedmethod design met vignetten en interviews is toegepast om inzicht te krijgen in welke factoren (opvoedstijl, gedrag van een kind en locatie in de buurt) de reactie van mede-opvoeders beïnvloeden. Medeopvoeders gaven aan dat ze het meest reageren in situaties waar sprake is van een permissieve opvoedingsstijl of externaliserend gedrag
Het onderzoek Het is nog maar kort geleden dat onze kinderopvang fors kromp en dat vele oma's en ... more Het onderzoek Het is nog maar kort geleden dat onze kinderopvang fors kromp en dat vele oma's en opa's het 'gat in de markt' opvulden. Van alle vormen van opvang is opvang door opa en oma het minst onderzocht in Nederland, maar een recent Engels onderzoek werpt nu licht op de zaak. Del Boca, Piazzalunga en Pronzato van de universiteit van Turijn analyseerden de gegevens uit de Millennium Cohort Study die gegevens bevat van 19.000 Engelse kinderen die zijn geboren rond de eeuwwisseling. Het longitudinale onderzoek volgt de kinderen van geboorte tot en met basisschool. Bij de kinderen zijn ook verschillende cognitieve tests afgenomen, zoals een test voor schoolrijpheid, woordenschat, het benoemen van
This study aimed to validate a Religious Collective Self-Esteem Scale (RCSES) that assesses child... more This study aimed to validate a Religious Collective Self-Esteem Scale (RCSES) that assesses children's evaluations and judgments about their belonging to a religious group. The RCSES includes 3 subscales: Private Religious Self-Esteem (PrRSE), Public Religious Self-Esteem (PuRSE), and Importance to Religious Identity (RI). Data were gathered from students in 39 primary schools (9 Reformed Protestant, 9 Islamic, 3 Hindu and 18 public schools) across five regions in the Netherlands. Students were asked to complete an anonymous questionnaire containing measures of variables of interest. Subjects were 1,437 6th graders (M age ϭ 11.72, SD ϭ 0.61; 51.7% girls. 680 Students identified themselves as Muslim (47.3%), 442 (30.8%) as Christian, 278 (19.3%) as Hindu, and 37 (2.6%) children had another religion. Results indicated sufficient internal consistency of RCSES (␣ ϭ .80), PrRSE (␣ ϭ .77), PuRSE (␣ ϭ .73), and RI (␣ ϭ .60), moderate to high correlations between the subscales and moderate to large test-retest reliability across 1 year (r ϭ .57). Three-factor model fitted the best. Overall, findings support partial measurement and structural invariance across religious groups. Convergent validity was supported by small to moderate correlations with other scales (Individual Self-Esteem Scale, r ϭ .29; Private Ethnic Self-Esteem Scale (PESES), r ϭ .40). Divergent validity was supported by positive small significant correlations with school well-being (r ϭ .18) and social school motivation (r ϭ .19). RCSES and its subscales significantly predicted, over and above PESES, school well-being and school motivation scores. Findings support the reliability and validity of the RCSES for assessing religious collective self-esteem.
Research Findings: This small-scale study features the 1st comparative exploration of the pedagog... more Research Findings: This small-scale study features the 1st comparative exploration of the pedagogical quality of parent-led child care and regular child care in The Netherlands. The quality of the interaction skills and the affective relationships between adults and children was evaluated and compared with those of regular child care centers. On average parents in parent-led child care had interactions with adequate to good sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. Developmental stimulation and fostering positive peer interactions proved to be weaker areas. Parents' perceptions of the affective relationship with children in the group were characterized by a high level of closeness and a low level of dependency and conflict. Parents experienced a greater degree of closeness but also more conflict and in particular greater dependency with their own children than with the other children. A comparison between parent-led centers and regular urban child care centers revealed some small but significant differences in pedagogical quality. Practice or Policy: Parents can play a more active role in both the design and implementation of child care. It seems interesting to pilot new child care formats in which parents and professional staff collaborate more closely. The child care system in many countries is centered on a mainstream model of professional child care suppliers with parents as consumers. However, in some countries, alternative forms of child care have emerged in the margins of this dominant model. For example, parental preschool cooperatives were introduced in Canada (Prentice, 2006) and the United States (Coontz & Esper, 2003) as early as 1915, serving as playgroups or socialization groups for children similar to church groups (Lewsader & Elicker, 2013; Sosinsky, Lord, & Zigler, 2007) or mixed-age homeschooling groups (Guterman & Neuman, 2018; Kunzman & Gaither, 2013). These cooperatives went on to inspire parents in European countries (Gofen & Blomqvist, 2014). In various European countries, forms of cooperative care date back more than 40 years, with parents actively participating in the management of, the coordination of, and/or interaction with the children in the group (see Pestoff, 2006; Vamstad, 2012), like the crèches parentales in France, the oudercrèches in Belgium, the Eltern-Kita in Germany, and some forsköle in Sweden. In The Netherlands, parent-led child care (PLC) centers (ouderparticipatiecrèches), in which parents play an autonomous role, have offered an alternative to standard child care for 40 years. Offering child care services for younger children (0-4 years) in a center-based setting is a shared characteristic of Dutch PLC and regular child care, but a striking CONTACT Ruben G.
Mind-mindedness refers to the caregiver's ability to be attuned to the child's mental states. Wit... more Mind-mindedness refers to the caregiver's ability to be attuned to the child's mental states. Within the parent-child relationship, mind-mindedness relates to parents' sensitive caregiving, and to children's secure attachment. However, the same relations are still unexplored in out-ofhome care settings. We investigated the associations between childcare professionals' mindmindedness, sensitive responsiveness and respect for autonomy, and child-caregiver attachment security. Moreover, we examined whether these relations are influenced by caregivers' and children's gender. Participants were 17 caregiver couples (17 males, 17 females) and 34 threeyear-old children (17 boys, 17 girls), recruited in childcare centers. Mind-mindedness toward the boy or the girl (dyadic) or both children (non-dyadic), sensitive responsiveness and respect for autonomy were assessed during a semi-structured play. Attachment security was assessed through observations. Male and female caregivers had equivalent scores of mind-mindedness, sensitive responsiveness, and respect for autonomy. Similarly, children were securely attached to male and female caregivers. Girls' and boys' secure attachment was predicted by caregivers' use of non-dyadic mind-related comments. For girls, but not for boys, the relation was partially mediated by caregivers' respect for autonomy. The results are discussed in terms of their relevance for the quality of child-caregiver relationships, and children's socio-emotional development.
SamenvattingDe ontwikkelingspsycholoog Piaget (1896-1980) liet het al zien: het is moeilijk voor ... more SamenvattingDe ontwikkelingspsycholoog Piaget (1896-1980) liet het al zien: het is moeilijk voor jonge kinderen om zich te verplaatsen in een ander. Als twee kinderen, met een wand tussen hen in, samen eenzelfde patroon moeten maken, dan komen zij hier samen niet uit.
Peers have been supporting one another in a range of internet support groups since the 1980s. A u... more Peers have been supporting one another in a range of internet support groups since the 1980s. A unique feature is the shared social identity among peers, which creates a feeling of solidarity. Three types of online setting can be identified: self-help support groups with similar peers and symmetrical communicative roles; moderated support groups with similar peers and asymmetrical roles; and support groups, which do not share similar experiences, and have asymmetrical roles. Content analyses of these different types of online support have shown that peers offer one another emotional support, esteem support, informational support, and network support. Future studies are needed to generate a greater understanding of the dynamics of peer support and the differences in peer counseling behaviors between the various members of Internet support groups.
Effects of the Prima anti-bullying program on victimization, classroom peer context and defending... more Effects of the Prima anti-bullying program on victimization, classroom peer context and defending behavior Marloes van Verseveld, Minne Fekkes, Ruben Fukkink & Ron Oostdam Background and aims Victimization among children is associated with adverse effects on their physical and psychological health and many schools attempt to reduce bullying. The Dutch school-wide anti-bullying program ‘Prima’ was developed based on techniques and scientific insights that are known to be effective. We investigate the effects of the Prima anti-bullying program on students’ victimization, defending behavior, and the classroom peer context in Grades 3-6. Methods The study participants included 4,368 students from 32 primary schools. The schools were randomly assigned to three conditions. Condition A was offered a teacher-training, an online screening tool for bullying behavior, and a set of practice- and evidence-based guidelines to deal with difficult bullying situations. Condition B included all of condition A plus a series of eight student lessons. Condition C was the control group. A questionnaire was filled out by the students before and after the intervention. Program effects were based on self- and peer-reports. Results Prima reduced students’ peer-reported victimization and the level of isolated students in the classroom. Students in the intervention conditions also reported significantly higher levels of self-efficacy to defend victimized students in their classroom compared to students in the control condition. A trend effect of Prima was observed for students who were nominated as defender of victimized students by peers. The intervention condition with student lessons showed larger effects. Conclusions Our results suggest that Prima reduced victimization in intervention schools, especially in intervention schools that provided student lessons about bullying. The positive outcomes support previous findings on the effectiveness of Prima. Furthermore, our study underlines the importance to include student lessons in whole school anti-bullying programs that focus on creating a positive group norm and pro-social and defending behaviors
Dit rapport is geschreven door een speciale commissie die een kwaliteitsvisie beschrijft voor de ... more Dit rapport is geschreven door een speciale commissie die een kwaliteitsvisie beschrijft voor de Nederlandse kinderopvang. Aanbevelingen uit het rapport zijn overgenomen door minister Asscher voor toekomstig beleid.
Het college van de gemeente Amsterdam en de wethouder van Onderwijs vinden het belangrijk dat kin... more Het college van de gemeente Amsterdam en de wethouder van Onderwijs vinden het belangrijk dat kinderen en jongeren zich optimaal kunnen ontwikkelen, dat ze hun talenten leren ontdekken en die ook kunnen ontplooien. Dit vraagt iets van het Amsterdamse onderwijs, de kinderen en jongeren zelf, maar ook van hun ouders. Door samen te werken en gerichte ondersteuning te bieden aan ouders, leraren en pedagogische professionals, kan een positief leer- en ontwikkelingsklimaat voor kinderen en jongeren worden gecreeerd, waarin zij kunnen genieten en optimaal profiteren van onderwijs. Lesgeven in een grote stad vraagt om specifieke vaardigheden van leraren en pedagogen. Samen met de educatieve opleidingen van de Faculteit Onderwijs en Opvoeding van de Hogeschool van Amsterdam heeft de gemeente een convenant opgesteld over hoe docenten en pedagogen beter toegerust kunnen worden om met de ouders van kinderen en jongeren in deze stad een waardevolle samenwerking aan te gaan. Wat hebben docenten i...
De relatie tussen schoolloopbanen van jongeren en de buurt waar zij opgroeien is eerder onderzoch... more De relatie tussen schoolloopbanen van jongeren en de buurt waar zij opgroeien is eerder onderzocht in Amerikaans en Europees onderzoek. Hieruit blijkt dat er vooral nog behoefte is aan grootschalig onderzoek waarin gecontroleerd kan worden voor de effecten van de school. Op basis van gegevens over ruim 10.000 Amsterdamse leerlingen uit vier cohorten (2007 tot en met 2010 als instroom- en 2010 tot en met 2013 als uitstroomjaren) uit een databestand van de gemeente Amsterdam is onderzocht of de schoolloopbanen samenhangen met kenmerken van de leerling, de school en het stadsdeel, kijkend naar advisering aan het einde van de basisschool en onderwijsrendement in de onderbouw van havo/vwo. Multilevel-analyses laten zien dat overadvisering bij de overgang van basisschool naar het voortgezet onderwijs niet samenhangt met leerling- en of stadsdeelkenmerken, maar wel vaker voorkomt op basisscholen met een lagere Cito-score-gemiddelde en op 'eenpitters’. Het onderwijsrendement in de onder...
Supportive social interactions between nonparental adults (i.e. social work professionals, volunt... more Supportive social interactions between nonparental adults (i.e. social work professionals, volunteers, and other parents that have contact with children but are not the primary caregiver), parents, and children are important for children's well-being and development. Parenting styles, types of child behaviour, and location in the neighbourhood may influence these interactions. The aim of the present study was to identify when and how nonparental adults respond in interactions with other adults and children in the neighbourhood. A mixed-method study with vignettes and interviews (N = 114) was conducted to gain insight into which factors (parenting style, child behaviour, location in the neighbourhood) influence the nonparental adults' intention to respond to children and/or parents. Nonparental adults indicated they were most likely to respond in the context of a permissive parenting style or a child's externalising behaviour. Professionals more often felt responsible than parents and volunteers, although they did not respond more often. All three factors were related to the participants' willingness to respond and promote a supportive social structure in the neighbourhood. Social work professionals and their organisations can use this study to identify social support interactions and to discuss their responsibilities. SAMENVATTING Sociaal ondersteunende interacties tussen mede-opvoeders (zoals sociaal werk-professionals, vrijwilligers en andere ouders die contact met kinderen hebben, maar niet primair verantwoordelijk zijn) zijn belangrijk voor het welzijn en een positieve ontwikkeling van kinderen. Het doel van deze studie was inzicht geven in hoe mede-opvoeders reageren in interacties met andere opvoeders en kinderen in de buurt. Een mixedmethod design met vignetten en interviews is toegepast om inzicht te krijgen in welke factoren (opvoedstijl, gedrag van een kind en locatie in de buurt) de reactie van mede-opvoeders beïnvloeden. Medeopvoeders gaven aan dat ze het meest reageren in situaties waar sprake is van een permissieve opvoedingsstijl of externaliserend gedrag
Het onderzoek Het is nog maar kort geleden dat onze kinderopvang fors kromp en dat vele oma's en ... more Het onderzoek Het is nog maar kort geleden dat onze kinderopvang fors kromp en dat vele oma's en opa's het 'gat in de markt' opvulden. Van alle vormen van opvang is opvang door opa en oma het minst onderzocht in Nederland, maar een recent Engels onderzoek werpt nu licht op de zaak. Del Boca, Piazzalunga en Pronzato van de universiteit van Turijn analyseerden de gegevens uit de Millennium Cohort Study die gegevens bevat van 19.000 Engelse kinderen die zijn geboren rond de eeuwwisseling. Het longitudinale onderzoek volgt de kinderen van geboorte tot en met basisschool. Bij de kinderen zijn ook verschillende cognitieve tests afgenomen, zoals een test voor schoolrijpheid, woordenschat, het benoemen van
This study aimed to validate a Religious Collective Self-Esteem Scale (RCSES) that assesses child... more This study aimed to validate a Religious Collective Self-Esteem Scale (RCSES) that assesses children's evaluations and judgments about their belonging to a religious group. The RCSES includes 3 subscales: Private Religious Self-Esteem (PrRSE), Public Religious Self-Esteem (PuRSE), and Importance to Religious Identity (RI). Data were gathered from students in 39 primary schools (9 Reformed Protestant, 9 Islamic, 3 Hindu and 18 public schools) across five regions in the Netherlands. Students were asked to complete an anonymous questionnaire containing measures of variables of interest. Subjects were 1,437 6th graders (M age ϭ 11.72, SD ϭ 0.61; 51.7% girls. 680 Students identified themselves as Muslim (47.3%), 442 (30.8%) as Christian, 278 (19.3%) as Hindu, and 37 (2.6%) children had another religion. Results indicated sufficient internal consistency of RCSES (␣ ϭ .80), PrRSE (␣ ϭ .77), PuRSE (␣ ϭ .73), and RI (␣ ϭ .60), moderate to high correlations between the subscales and moderate to large test-retest reliability across 1 year (r ϭ .57). Three-factor model fitted the best. Overall, findings support partial measurement and structural invariance across religious groups. Convergent validity was supported by small to moderate correlations with other scales (Individual Self-Esteem Scale, r ϭ .29; Private Ethnic Self-Esteem Scale (PESES), r ϭ .40). Divergent validity was supported by positive small significant correlations with school well-being (r ϭ .18) and social school motivation (r ϭ .19). RCSES and its subscales significantly predicted, over and above PESES, school well-being and school motivation scores. Findings support the reliability and validity of the RCSES for assessing religious collective self-esteem.
Research Findings: This small-scale study features the 1st comparative exploration of the pedagog... more Research Findings: This small-scale study features the 1st comparative exploration of the pedagogical quality of parent-led child care and regular child care in The Netherlands. The quality of the interaction skills and the affective relationships between adults and children was evaluated and compared with those of regular child care centers. On average parents in parent-led child care had interactions with adequate to good sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. Developmental stimulation and fostering positive peer interactions proved to be weaker areas. Parents' perceptions of the affective relationship with children in the group were characterized by a high level of closeness and a low level of dependency and conflict. Parents experienced a greater degree of closeness but also more conflict and in particular greater dependency with their own children than with the other children. A comparison between parent-led centers and regular urban child care centers revealed some small but significant differences in pedagogical quality. Practice or Policy: Parents can play a more active role in both the design and implementation of child care. It seems interesting to pilot new child care formats in which parents and professional staff collaborate more closely. The child care system in many countries is centered on a mainstream model of professional child care suppliers with parents as consumers. However, in some countries, alternative forms of child care have emerged in the margins of this dominant model. For example, parental preschool cooperatives were introduced in Canada (Prentice, 2006) and the United States (Coontz & Esper, 2003) as early as 1915, serving as playgroups or socialization groups for children similar to church groups (Lewsader & Elicker, 2013; Sosinsky, Lord, & Zigler, 2007) or mixed-age homeschooling groups (Guterman & Neuman, 2018; Kunzman & Gaither, 2013). These cooperatives went on to inspire parents in European countries (Gofen & Blomqvist, 2014). In various European countries, forms of cooperative care date back more than 40 years, with parents actively participating in the management of, the coordination of, and/or interaction with the children in the group (see Pestoff, 2006; Vamstad, 2012), like the crèches parentales in France, the oudercrèches in Belgium, the Eltern-Kita in Germany, and some forsköle in Sweden. In The Netherlands, parent-led child care (PLC) centers (ouderparticipatiecrèches), in which parents play an autonomous role, have offered an alternative to standard child care for 40 years. Offering child care services for younger children (0-4 years) in a center-based setting is a shared characteristic of Dutch PLC and regular child care, but a striking CONTACT Ruben G.
Mind-mindedness refers to the caregiver's ability to be attuned to the child's mental states. Wit... more Mind-mindedness refers to the caregiver's ability to be attuned to the child's mental states. Within the parent-child relationship, mind-mindedness relates to parents' sensitive caregiving, and to children's secure attachment. However, the same relations are still unexplored in out-ofhome care settings. We investigated the associations between childcare professionals' mindmindedness, sensitive responsiveness and respect for autonomy, and child-caregiver attachment security. Moreover, we examined whether these relations are influenced by caregivers' and children's gender. Participants were 17 caregiver couples (17 males, 17 females) and 34 threeyear-old children (17 boys, 17 girls), recruited in childcare centers. Mind-mindedness toward the boy or the girl (dyadic) or both children (non-dyadic), sensitive responsiveness and respect for autonomy were assessed during a semi-structured play. Attachment security was assessed through observations. Male and female caregivers had equivalent scores of mind-mindedness, sensitive responsiveness, and respect for autonomy. Similarly, children were securely attached to male and female caregivers. Girls' and boys' secure attachment was predicted by caregivers' use of non-dyadic mind-related comments. For girls, but not for boys, the relation was partially mediated by caregivers' respect for autonomy. The results are discussed in terms of their relevance for the quality of child-caregiver relationships, and children's socio-emotional development.
SamenvattingDe ontwikkelingspsycholoog Piaget (1896-1980) liet het al zien: het is moeilijk voor ... more SamenvattingDe ontwikkelingspsycholoog Piaget (1896-1980) liet het al zien: het is moeilijk voor jonge kinderen om zich te verplaatsen in een ander. Als twee kinderen, met een wand tussen hen in, samen eenzelfde patroon moeten maken, dan komen zij hier samen niet uit.
Peers have been supporting one another in a range of internet support groups since the 1980s. A u... more Peers have been supporting one another in a range of internet support groups since the 1980s. A unique feature is the shared social identity among peers, which creates a feeling of solidarity. Three types of online setting can be identified: self-help support groups with similar peers and symmetrical communicative roles; moderated support groups with similar peers and asymmetrical roles; and support groups, which do not share similar experiences, and have asymmetrical roles. Content analyses of these different types of online support have shown that peers offer one another emotional support, esteem support, informational support, and network support. Future studies are needed to generate a greater understanding of the dynamics of peer support and the differences in peer counseling behaviors between the various members of Internet support groups.
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