Skip to main content Accessibility help
×
Home
Hostname: page-component-55597f9d44-rn2sj Total loading time: 0.364 Render date: 2022-08-19T20:27:30.158Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "useRatesEcommerce": false, "useNewApi": true } hasContentIssue true

Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury

Published online by Cambridge University Press:  19 May 2014

Sara Heverly-Fitt*
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
Maureen A. Wimsatt
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
Melissa M. Menzer
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
Kenneth H. Rubin
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
Maureen Dennis
Affiliation:
Program in Neuroscience and Mental Health, The Hospital for Sick Children, Toronto
H. Gerry Taylor
Affiliation:
Department of Pediatrics, Case Western Reserve University, and Rainbow Babies and Children’s Hospital, Cleveland, Ohio
Terry Stancin
Affiliation:
Department of Pediatrics, Case Western Reserve University, and Rainbow Babies and Children’s Hospital, Cleveland, Ohio
Cynthia A. Gerhardt
Affiliation:
Department of Pediatrics, The Ohio State University, and The Research Institute at Nationwide Children’s Hospital, Columbus, Ohio
Kathryn Vannatta
Affiliation:
Department of Pediatrics, The Ohio State University, and The Research Institute at Nationwide Children’s Hospital, Columbus, Ohio
Erin D. Bigler
Affiliation:
Department of Psychological Science and Neuroscience Center, Brigham Young University
Keith Owen Yeates
Affiliation:
Department of Pediatrics, The Ohio State University, and The Research Institute at Nationwide Children’s Hospital, Columbus, Ohio
*
Correspondence and reprint requests to: Sara Heverly-Fitt, Department of Human Development and Quantitative Methodology, 3304 Benjamin Building, University of Maryland, College Park, Maryland 20742. E-mail: sfitt@umd.edu

Abstract

This study examined differences in friendship quality between children with traumatic brain injury (TBI) and orthopedic injury (OI) and behavioral outcomes for children from both groups. Participants were 41 children with TBI and 43 children with OI (M age=10.4). Data were collected using peer- and teacher-reported measures of participants’ social adjustment and parent-reported measures of children’s post-injury behaviors. Participants and their mutually nominated best friends also completed a measure of the quality of their friendships. Children with TBI reported significantly more support and satisfaction in their friendships than children with OI. Children with TBI and their mutual best friend were more similar in their reports of friendship quality compared to children with OI and their mutual best friends. Additionally, for children with TBI who were rejected by peers, friendship support buffered against maladaptive psychosocial outcomes, and predicted skills related to social competence. Friendship satisfaction was related to higher teacher ratings of social skills for the TBI group only. Positive and supportive friendships play an important role for children with TBI, especially for those not accepted by peers. Such friendships may protect children with TBI who are rejected against maladaptive psychosocial outcomes, and promote skills related to social competence. (JINS, 2014, 21, 1–10)

Type
Research Articles
Copyright
Copyright © The International Neuropsychological Society 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aiken, L.S., & West, S.G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.Google Scholar
Anderson, V., & Beauchamp, M.H. (2012). Developmental social neuroscience and childhood brain insult. New York, NY: The Guilford Press.Google Scholar
Andrews, T.K., Rose, F.D., & Johnson, D.A. (1998). Social and behavioural effects of traumatic brain injury in children. Brain Injury, 12, 133138. doi:10.1080/026990598122755 CrossRefGoogle ScholarPubMed
Bohnert, A.M., Parker, J.G., & Warschausky, S.A. (1997). Friendship and social adjustment of children following a traumatic brain injury: An exploratory investigation. Developmental Neuropsychology, 13, 477486. doi:10.1080/87565649709540688 CrossRefGoogle Scholar
Brehaut, J.C., Miller, A., Raina, P., & McGail, K.M. (2003). Childhood behavior disorders and injuries among children and youth: A population-based study. Pediatrics, 111, 262269. doi:10.1542/peds.111.2.262 CrossRefGoogle ScholarPubMed
Demir, M., & Urberg, K.A. (2004). Friendship and adjustment among adolescents. Journal of Experimental Child Psychology, 88, 6882. http://dx.doi.org/10.1016/j.jecp.2004.02.006 CrossRefGoogle Scholar
Dennis, M., Simic, N., Taylor, H.G., Bigler, E.D., Rubin, K.H., Vannatta, K., Yeates, K.O. (2012). Theory of mind in children with traumatic brain injury. Journal of the International Neuropsychological Society, 18, 908916. doi: 10.1017/S1355617712000756 CrossRefGoogle ScholarPubMed
Denton, K., & Zarbatany, L. (1996). Age differences in support processes in conversations between friends. Child Development, 67, 13601373. doi: 10.1111/j.1467-8624.1996.tb01801 CrossRefGoogle ScholarPubMed
Furman, W., & Buhrmester, D. (1985). Children’s perceptions of the personal relationships in their social networks. Developmental Psychology, 21, 10161024. doi:10.1037/0012-1649.21.6.1016 CrossRefGoogle Scholar
Hayes, A.F., & Matthes, J. (2009). Computational procedures for probing interactions in OLS and logistic regression: SPSS and SAS implementation. Behavior Research Methods, 41, 924936. doi:10.3758/BRM.41.3.924 CrossRefGoogle Scholar
Hightower, A.D., Work, W.C., Cowen, E.L., Lotyczewski, B.S., Spinell, A.P., Guare, J.C., Rohrbeck, C.A. (1986). The Teacher-Child Rating Scale: A brief objective measure of elementary children’s social problem behaviors and competencies. School Psychology Review, 15, 393409.Google Scholar
Janusz, J., Kirkwood, M.J., Yeates, K.O., & Taylor, H.G. (2002). Social problem-solving skills in children with traumatic brain injury: Long-term outcomes and prediction of social competence. Child Neuropsychology, 8, 179194. doi:10.1076/chin.8.3.179.13499 CrossRefGoogle ScholarPubMed
Kendrick, K., Jutengren, G., & Stattin, H. (2012). The protective role of supportive friends against bullying perpetration and victimization. Journal of Adolescence, 35, 10691080. http://dx.doi.org/10.1016/j.adolescence.2012.02.014 CrossRefGoogle ScholarPubMed
Kerr, D., Lunkenheimer, E.S., & Olson, S.L. (2007). Assessment of child problem behaviors by multiple informants: A longitudinal study from preschool to school entry. The Journal of Child Psychology and Psychiatry, 48, 967975. doi:10.1111/j.1469-7610.2007.01776 CrossRefGoogle ScholarPubMed
Kingery, J.N., Erdley, C.A., & Marshall, K.C. (2011). Peer acceptance and friendship as predictors of early adolescents’ adjustment across the middle school transition. Merrill-Palmer Quarterly, 57(3), 215243.CrossRefGoogle Scholar
Ladd, G.W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77, 822846. doi: 10.1111/j.1467-8624.2006.00905 CrossRefGoogle ScholarPubMed
Malcolm, K.T., Jensen-Campbell, L.A., Rex-Lear, M., & Waldrip, A.M. (2006). Divided we fall: Children’s friendships and peer victimization. Journal of Social and Personal Relationships, 23, 721740. doi:10.1177/0265407506068260 CrossRefGoogle Scholar
Masten, A.S., Morison, P., & Pellegrini, D.S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21, 523533. doi:10.1037/0012-1649.21.3.523 CrossRefGoogle Scholar
Max, J.E., Keatley, E., Wilde, E.A., Bigler, E.D., Levin, H.S., Schachar, R.J., Yang, T.T. (2011). Anxiety disorders in children and adolescents in the first six months after traumatic brain injury. Journal of Neuropsychiatry and Clinical Neurosciences, 23(1), 2939.CrossRefGoogle ScholarPubMed
Max, J.E., Keatley, E., Wilde, E.A., Bigler, E.D., Schachar, R.J., Saunders, A.E., Levin, H.S. (2012). Depression in children and adolescents in the first six months after traumatic brain injury. International Journal of Developmental Neuroscience 30, 239245. doi:10.1016/j.ijdevneu.2011.12.005 CrossRefGoogle Scholar
McDonald, K.L., Bowker, J.C., Rubin, K.H., Laursen, B., & Duchene, M.S. (2010). Interactions between rejection sensitivity and supportive relationships in the prediction of adolescents’ internalizing difficulties. Journal of Youth and Adolescence, 39, 563574. doi:10.1007/s10964-010-9519-4 CrossRefGoogle ScholarPubMed
McDonald, K.L., Dashiell-Aje, E.N., Menzer, M.M., Rubin, K.H., Oh, W., & Bowker, J.C. (2013). Contributions of racial and socio-behavioral homophily to friendship stability and quality among same-race and cross-race friends. The Journal of Early Adolescence. doi:10.1177/0272431612472259 CrossRefGoogle Scholar
Menzer, M.M., McDonald, K., Rubin, K.H., Rose-Krasnor, L., Booth-LaForce, C., & Schulz Begle, A. (2012). Observed gossip moderates the link between anxious withdrawal and friendship quality in early adolescence. International Journal of Developmental Science, 6, 191202. doi:10.3233/dev-1211079 Google Scholar
Muscara, F., Catroppa, C., Eren, S., & Anderson, V. (2008). The impact of injury severity on long-term social outcome following paediatric traumatic brain injury. Neuropsychological Rehabilitation, 18, 121. doi:10.1080/09602010802365223 Google Scholar
Nangle, D.W., Erdley, C.A., Newman, J.E., Mason, C.A., & Carpenter, E.M. (2003). Popularity, friendship quantity, and friendship quality: Interactive influences on children's loneliness and depression. Journal of Clinical Child and Adolescent Psychology, 32, 546555. doi:10.1207/S15374424JCCP3204_7 CrossRefGoogle ScholarPubMed
Newcomb, A.F., & Bagwell, C.L. (1995). Children’s friendship relations: A meta-analytic review. Psychological Bulletin, 117, 306347. doi:10.1037/0033-2909.117.2.306 CrossRefGoogle Scholar
Peters, E., Riksen-Walraven, M., Cillissen, A.H., & de Weerth, C. (2011). Peer rejection and HPA activity in middle childhood: Friendship makes a difference. Child Development, 82, 1906–1920. doi:10.1111/j.1467-8624.2011.01647.x Google ScholarPubMed
Reynolds, C.R., & Kamphaus, R.W. (1992). Behavior assessment system for children. Circle Pines, MN: American Guidance Service.Google Scholar
Rubin, K.H. (2004). Three things to know about friendship. International Society for the Study of Behavioral Development Newsletter, 46, 57.Google Scholar
Rubin, K.H., Bukowski, W.M. & Laursen, B. (2009). Handbook of peer interactions, relationships, and groups. New York: NY: The Guilford Press.Google Scholar
Rubin, K.H., Bukowski, W.M. & Parker, J.G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), The handbook of child psychology (6th ed., pp 571645). New York: NY: Wiley.Google Scholar
Rubin, K.H., Chen, X., & Hymel, S. (1993). Socioemotional characteristics of withdrawn and aggressive children. Merrill-Palmer Quarterly, 39, 518534. Retrieved from http://www.jstor.org/stable/23087247 Google Scholar
Rubin, K.H., Fredstrom, B., & Bowker, J. (2008). Future directions in friendship in childhood and early adolescence. Social Development, 17, 10851096. doi:10.1111/j.1467-9507.2007.00445 CrossRefGoogle Scholar
Rubin, K.H., Wojslawowicz, J.C., Rose-Krasnor, L., Booth-LaForce, C., & Burgess, K.B. (2006). The best friendships of shy/withdrawn children: Prevalence, stability, and relationship quality. Journal of Abnormal Child Psychology, 34, 143157. doi:10.1007/s10802-005-9017-4 CrossRefGoogle ScholarPubMed
Teasdale, G., & Jennett, B. (1974). Assessment of coma and impaired consciousness: A practical scale. Brain Injury, 19, 511518. http://dx.doi.org/10.1016/S0140-6736(74)91639-0 Google Scholar
Waldrip, A.M., Malcolm, K.T., & Jensen-Campbell, L.A. (2008). With a little help from your friends: The importance of high-quality friendships on early adolescent adjustment. Social Development, 17, 832852. doi:10.1111/j.1467-9507.2008.00476 CrossRefGoogle Scholar
Walz, N.C., Yeates, K.O., Wade, S.L., & Mark, E. (2009). Social information processing skills in adolescents with traumatic brain injury: Relationship with social competence and behavioral problems. Journal of Pediatric Rehabilitation Medicine, 2, 285295. doi:10.3233/PRM-2009-0094 Google Scholar
Wojslawowicz Bowker, J.C., Rubin, K.H., Booth-LaForce, C., & Rose-Krasnor, L. (2006). Behavioral characteristics associated with stable and fluid best friendship patterns in middle childhood. Merrill-Palmer Quarterly, 52, 671693. doi:10.1353/mpq.2006.0000 CrossRefGoogle Scholar
Yeates, K.O., Dennis, M., Rubin, K.H., Taylor, H.G., Bigler, E.D., Gerhardt, C.A., Vannatta, K. (2007). Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology. Psychological Bulletin, 133, 535556. doi:10.1037/0033-2909.133.3.535 CrossRefGoogle Scholar
Yeates, K.O., Gerhardt, C.A., Bigler, E.D., Abildskov, T., Dennis, M., Rubin, K.H., Vannatta, K. (2013). Peer relationships of children with traumatic brain injury. Journal of the International Neuropsychological Society, 19, 518527. doi:10.1017/S1355617712001531 CrossRefGoogle ScholarPubMed
Yeates, K.O., Wade, S.L., Stancin, T., Taylor, H.G., Drotar, D., & Minich, N. (2002). A prospective study of short- and long-term outcomes after traumatic brain injury in children: Behavior and achievement. Neuropsychology, 16, 1527. doi:10.1037/0894-4105.16.1.15 CrossRefGoogle Scholar
12
Cited by

Save article to Kindle

To save this article to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury
Available formats
×

Save article to Dropbox

To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account. Find out more about saving content to Dropbox.

Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury
Available formats
×

Save article to Google Drive

To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account. Find out more about saving content to Google Drive.

Friendship Quality and Psychosocial Outcomes among Children with Traumatic Brain Injury
Available formats
×
×

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *