Early adolescents’ understanding of different forms of psychopathology and its implications for peer relationships: A mixed-methods approach
Notice bibliographique
Résumé
The aim of this project was to extend prior research on youth’s understanding of, and responses to, peers with mental health problems. The two present studies were designed to examine causal beliefs, attitudes and behavioural intentions towards hypothetical peers displaying symptoms of four common forms of childhood psychopathology (i.e., depression, anxiety, attention-deficit hyperactivity disorder and conduct disorder) in a sample of 272 early adolescents in Montreal, Quebec. A mixed-methods design was implemented consisting of ratings and open-ended questions in response to behavioural vignettes. Using analysis of variance and factor analysis, results from both studies supported our main hypothesis that beliefs, levels of liking and intended behaviours would vary as a function of the type of problem depicted and show consistent differences between internalizing and externalizing problems. Specifically, results from Study 1 on causal beliefs show that conduct problems were most viewed as within the peer’s control and attributed to lack of effort, in line with previous findings on beliefs about peers’ personal responsibility for aggressive behaviour. As expected, results from Study 2 provide evidence that liking, friendship and helping intentions were higher towards peers with internalizing difficulties (i.e., anxiety and depression) than towards those displaying acting-out behaviours, with the most negative responses observed for the peer with conduct problems. Using content analysis, the open-ended question eliciting ways to help a peer revealed a wide range of help strategies proposed by early adolescents, including peer involvement and professional help, again with variations by problem. Taken together, qualitative findings provide evidence for the ability of 10- to 12-year-olds to offer a range of explanations (internal and external) for mental health problems and to suggest general and problem-specific help strategies, thus enhancing our limited knowledge of mental health literacy in this age group. Overall, results confirm and extend findings on youth’s tendency to stigmatize peers displaying aggressive behaviour, as evidenced by attributions of controllability, negative attitudes and social distance, with implications for peer rejection experienced by such youth. By shedding light on responses to peers with psychological problems in early adolescence, this work informs our understanding of the development of mental health stigma.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».