Peer rejection

Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants’ perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullying in their own words. This article reviews qualitative studies on bullying or peer harassment in school (including some studies in which qualitative and quantitative methods — so-called mixed methods — have been used).

In accordance with the social information processing model, how adolescents attribute cause to a particular social situation (e.g., bullying) they witness or participate in, influences their online social information processing, and hence, how they will act in the situation.
Objective 
The aim of the present study was to explore how older teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender.
Methods 
Two hundred and fifteen Swedish students in upper secondary school responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data.
Results 
The qualitative analysis resulted in three main categories and nine subcategories regarding accounts of bullying causes. According to the findings, the youth explained bullying much more often with individualistic explanations (bully attributing and victim attributing) than non-individualistic explanations (social context attributing). Furthermore, girls tended to provide a greater number of bullying explanations and were more likely to attribute bullying causes to the bully and the victim, as compared to boys.
Conclusions 
The findings provide insights into older teenagers’ understanding of why bullying occurs in school. The study also identified some gender differences but also some mixed findings regarding gender differences in comparison with previous research with younger participants. The authors concluded that more research has to be done to investigate age and gender differences.

Die soziale Integration von Schülern mit sonderpädagogischem
Förderbedarf (SFB) ist ein zentrales Thema in
der Heil- und Sonderpädagogik. Verschiedene Modellversuche
der 1980er und 90er Jahre zeigten, dass die
gemeinsame Beschulung sowie die soziale Integration
von Schülern mit SFB im Regelschulsystem grundsätzlich
möglich ist. Das forschungsleitende Interesse der
vorliegenden Studie besteht in der Frage, inwieweit sich
die positiven Ergebnisse der deutschen Schulbegleitforschung
auch außerhalb der Modellversuche im alltäglichen
Gemeinsamen Unterricht replizieren lassen. Zu
diesem Zweck wurde die soziometrische Situation von
Schülern (N = 650) mit Hilfe eines international anerkannten
Statusgruppen-Modells verglichen und darüber
hinaus der Einfluss der Gruppenheterogenität auf die soziale
Integration von Schülern mit sonderpädagogischem
Förderbedarf untersucht. Die Ergebnisse legen nahe,
dass mit ca. 48 Prozent ein Großteil der Schüler mit sonderpädagogischem Förderbedarf, aber nur 16 Prozent
der Schüler ohne besonderen Förderbedarf ausgegrenzt
werden. Weiterhin ließen sich keine positiven (aber theoretisch
beanspruchten) Effekte der Gruppenheterogenität
auf die soziale Integration von Schülern mit besonderem
Förderbedarf nachweisen.

Beyond pilot projects: social integration of children with
special educational needs in school integration
Social integration of children with special educational
needs is an important issue in the changing German
school-system and in school integration debate. Several
pilot projects affirmed the successful social integration of
children with special educational needs in the regular
school system. However, it is debatable whether the results
from the pilot projects can be generalized for everydays
school life. To answer this question, it was conducted
an evaluation-study with 650 students. Social integration
of children with special educational needs in everdays
school life compared to their classmates without handicaps
and the influence of group-heterogeneity on the social
status of children with special educational needs
were assessed. The results suggest that about 48 percent
of the students with special educational needs experience
social rejection, compared to 16 percent of the children
without handicap. Further, there is no evidence for a positive
effect of group-heterogeneity on social integration.

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

The aim of this study was to investigate how individuals;who had been victims of school bullying;perceived their bullying experiences and how these had affected them;and to generate a grounded theory of being a victim of bullying at school. Twenty-one individuals;who all had prior experiences of being bullied in school for more than one year;were interviewed. Qualitative analysis of data was performed by methods from grounded theory. The research identified a basic process of victimising in school bullying;which consisted of four phases: (a) initial attacks;(b) double victimising;(c) bullying exit and (d) after-effects of bullying. Double victimising refers to a process in which there was an interplay between external victimising and internal victimising. Acts of harassment were repeatedly directed at the victims from their social environment at school – a social process that constructed and repeatedly confirmed their victim role in the class or the group. This external victimising affected the victims and initiated an internal victimising;which meant that they internalised the socially constructed victim-image and acted upon this image;which in turn often supported the bullies’ agenda and confirmed the socially constructed victim-image. The findings also indicate the possible positive effect of changing the social environment.

The aim of the present study was to examine to what degree different mechanisms of moral disengagement were related to age, gender, bullying, and defending among school children. Three hundred and seventy-two Swedish children ranging in age from 10 to 14 years completed a questionnaire. Findings revealed that boys expressed significantly higher levels of moral justification, euphemistic labeling, diffusion of responsibility, distorting consequences, and victim attribution, as compared with girls. Whereas boys bullied others significantly more often than girls, age was unrelated to bullying. Moral justification and victim attribution were the only dimensions of moral disengagement that significantly related to bullying. Furthermore, younger children and girls were more likely to defend victims. Diffusion of responsibility and victim attribution were significantly and negatively related to defending, while the other dimensions of moral disengagement were unrelated to defending.

Die soziale Integration von Kindern mit sonderpädagogischem Förderbedarf ist ein bislang ungelöstes Problem der Inklusionsdebatte. Basierend auf der sozialen Refenzierungstheorie untersucht die Studie, inwieweit das Feedbackverhalten einer Lehrkraft die soziale Akzeptanz von Grundschulkindern (Klasse 3) bei 129 gleichaltrigen Probanden beeinflussen kann. Die Studie ist als PC-gestütztes Experiment angelegt. Es wurde geprüft, ob sich die soziale Akzeptanz von vier fiktiven Grundschulkindern (Inner-Subjekt-Faktor) durch gezielt variiertes Lehrkraftfeedback gezielt beeinflussen lässt. Zudem wurde untersucht, ob dieser Einfluss durch die Fairness der Lehrkraft und das Geschlecht der Probanden moderiert wird (Zwischen-Subjekt-Faktoren). Die Datenanalyse (ALM mit Messwiederholung) ergab einen signifikanten Haupteffekt für das Lehrkraftfeedback, jedoch keine signifikanten Interaktionen. Die Befunde zeigen, dass Lehrkräfte durch ihr Feedbackverhalten die soziale Akzeptanz von ihren Schülerinnen und Schülern beeinflussen können. Die Ergebnisse werden im Hinblick auf ihre Bedeutung für die bislang schwache soziale Akzeptanz von Kindern mit sonderpädagogischem Förderbedarf in der Regelschule und die Inklusionsdebatte diskutiert.

The aim of the present study was to explore how teenagers explain why bullying takes place at school, and whether there were any differences in explaining bullying due to gender and prior bullying experiences. One hundred and seventy-six Swedish students in Grade 9 responded to a questionnaire. Mixed methods (qualitative and quantitative methods) were used to analyze data. The grounded theory analysis generated five main categories and 26 sub categories regarding accounts of bullying causes. Results indicated that youth tended to explain bullying in terms of individualistic reasons (bully attributing and victim attributing) than in terms of peer group, school setting, or human nature/society reasons. Girls were more likely to attribute bullying causes to the bully and much less to the victim, compared to boys. Moreover, youth classified as bullies were more likely to attribute the reason for bullying to the victim and much less to the bully, compared to victims, bystanders, and victims/bullies.

Schüler mit sonderpädagogischem Förderbedarf werden im Zuge der Umsetzung der UN-Behindertenrechtskonvention perspektivisch eher an allgemeinbildenden Schulen unterrich-tet. Im folgenden Beitrag wird aus dem sozialpsychologischen  Ansatz des "social referencings" ein Modell zur Entstehung sozialer Integrationsprozesse in der Schule abgeleitet und liefert damit Ansatzpunkte, wie Lehrer die soziale Integration Ihrer Schüler günstig beeinflussen könnten. In einer Querschnittstudie mit 296 Schülerinnen und Schülern wurde überprüft, ob Lehrersympathie, Schulleistung oder die von den Klassenkameraden vermutete Lehrersympa-thie einen Einfluss auf die soziale Integration eines Schülers haben. Signifikante Effekte wur-den insbesondere für die Lehrersympathie festgestellt.

Zusammenfassung: Die soziale Integration von Schülern mit sonderpädagogischem Förderbedarf (SFB) ist ein zentrales Thema in der Heil- und Sonderpädagogik. Verschiedene Modellversuche der 1980er- und 90er Jahre zeigten, dass die soziale Integration von Schülern mit sonderpädagogischem
Förderbedarf (SFB) im Regelschulsystem grundsätzlich möglich ist. Erste Ergebnisse des hier beschriebenen Forschungsprojektes zeigen jedoch auch, dass die soziale Integration von Schülern mit SFB im integrationspädagogischen Alltag ungünstiger war als gewünscht. Die dargestellten Befunde
verdeutlichen, dass schulleistungsrelevante Faktoren in einem erheblichen Maße auf die soziale Integration von Schülern mit SFB einwirken. Weiterhin lassen sich keine positiven Effekte der Gruppenheterogenität auf die soziale Integration von Schülern mit SFB nachweisen. Die Ergebnisse liefern jedoch auch erste Anknüpfungspunkte, die im Rahmen eines gezielten Classroom-Managements die Beeinflussung der sozialen Integration ermöglichen könnten.

Social rejection and school integration: A survey of the
interrelationship between personal factors, group-heterogeneity and social rejection of children with special educational needs
Summary: Social integration of children with special educational needs is an important issue in the changing German school-system and in school integration debate. Several pilot projects in the 1980s and 1990s affirmed the successful social integration of children with special educational needs in the regular school system. However, current studies affirm an unfavourable social integration of children with special educational needs in everyday school life compared to their classmates without handicaps. The present study identifies personal risk factors for social rejection of children with special educational needs. The results suggest that social integration processes are primarily influenced by factors of school achievement. Further, there is no evidence for a positive effect of group-heterogeneity on social integration. Furthermore advanced results suggest starting-points for a well directed classroom-management that could help to improve the social integration of children with special educational needs in the regular school-system.

The aim of the present study was to investigate how basic moral sensitivity in bullying, moral disengagement in bullying and defender self-efficacy were related to different bystander behaviors in bullying. Therefore, we examined pathways that linked students' basic moral sensitivity, moral disengagement, and defender self-efficacy to different bystander behaviors in bullying situations. Three hundred and forty-seven teenagers completed a bullying survey. Findings indicated that compared with boys, girls expressed higher basic moral sensitivity in bullying, lower defender self-efficacy and moral disengagement in bullying. Results from the SEM showed that basic moral sensitivity in bullying was negatively related to pro-bully behavior and positively related to outsider and defender behavior, mediated by moral disengagement in bullying, which in turn was positively related to pro-bully behavior and negatively related to outsider and defender behavior. What differed in the relations between outsider and defender behaviors was the degree of defender self-efficacy.

Verschiedene Modellversuche der 1980er- und 1990-er Jahre zeigten, dass die soziale Integration von Schülern mit Sonderpädagogischem Förderbedarf im Regelschulsystem grundsätzlich möglich ist. Erste Ergebnisse des hier beschriebenen Forschungsprojektes zeigten jedoch auch, dass die soziale Integration von Schülern mit Sonderpädagogischem Förderbedarf  im integrationspädagogischen Alltag ungünstiger war als gewünscht. Die Befunde verdeutlichen, dass schulleistungsrelevante Faktoren in einem erheblichen Maße auf die soziale Integration von Schülern mit Sonderpädagogischem Förderbedarf  einwirken. Weiterhin lassen sich keine positiven Effekte der Gruppenheterogenität auf die soziale Integration von Schülern mit Sonderpädagogischem Förderbedarf  nachweisen. Auf Grundlage der Befunde wird eine konkrete Methodik zur Verbesserung der sozialen Integration von Schülern mit Sonderpädagogischem Förderbedarf  im gemeinsamen Unterricht entwickelt.

The author examined the relationship among peer rejection, peer victimization,
and internalizing behaviors. The author hypothesized that physical and
relational victimization would have a different indirect effect on the relationship
between peer rejection and internalizing behaviors. Participants were
94 preschool children (37 girls; average age 49.97 months) from two university
preschools located in the northern part of the United States. The results
indicated that internalizing behaviors predicted the mediating variables only
regarding relational victimization. Relational victimization indirectly affected
the association between peer rejection and internalizing behaviors. The study
provides evidence of the mediating effect of victimization behaviors on the
relationship among peer rejection, victimization, and internalizing behaviors.

Recently NATURE published a discussion on construction of sills in attempt to prevent or slow melting glaciers that are discharging ice into the ice fjords. Several further papers promptly followed publication of this essentially erroneous article in a respected NATURE magazine. Here it is pointed out that there is a discrepancy of several magnitudes thus excluding a long-term viability to manage the edges of ice fjords or continental ice shelves/sheets due to a phenomenon known as the mega-erratics. These are blocks of hard rocks that are several kilometres in size that have been dislocated by a warmed and wet edges of glacier/ice sheet/ice shelf. This Parliament evidence points out the error that was not apparent to the peer-reviewers at the time and in subsequent papers that followed. The Parliament was shown evidence that large enough obstacles cannot be possibly made to prevent ice discharges due to a progression of melting, that softens and lubricates glaciers, ice caps and ice sheets. The forces unleashed by the ice front exceeds several magnitudes from the conceived objects that sills were proposed. The only, and very only effect is temporary and limited to prevention of warm water incursion where these methods will work for a while in a cold, dry, and relatively stable ice formations. A long-term projections suggested to prevent warmed and water-infested glaciers from discharging ice into the ocean cannot be made as the forces of ice exceed many magnitudes of the sills and levies that can be made of concrete blocks, aggregates or other materials. Thus the prevention of sea level rise by this method for centuries or millennia is not functional one and thus the mitigation and prevention of rubbish gyros in ocean, the supply of housing, nuclear and food production security must be looked at as solution by the ocean littoral states. Several examples of various types of risk to the sustainability of oceans have been presented in addition to the above exposed misconception. This comes with much regret as it appears that one 'hoped-for-solution' to manage the future climate change impacts has largely foundered on the issue that the sills cannot be made strong enough to contain most important, warmed glaciers or edges of unstable ice shelves. However, for a short-term this may offer small-scale solutions provided that costs remain sufficiently small. Aggressively melting ice formations with darkened surfaces, wide spread melt water ponds, or water filled crevasses it does not offer much, if any, prolonged ice stability. (The document is best viewed as a .pdf file due to the lay-out of graph and legends.)

Research has sought to identify the conditions under which rejection leads to retaliation. The Multimotive Model (MMM) proposes that there are three primary behavioral responses to rejection: prosocial (e.g., befriending others), asocial (e.g., withdrawal), and antisocial behavior (e.g., aggression toward others). In this study, we conducted the first full test of the MMM as well as expanded the model. Based on research linking aggression and "perceived groupness," construal items were added assessing whether the rejection was perceived as extending beyond the individual to one's peers. We also included self-harm behavioral responses as this outcome was not sufficiently captured by existing antisocial or asocial operationalizations. This expanded model was then tested with two high school student samples (Ns of 231 and 374) who reported experiencing aggressive rejection (i.e., experienced physical, verbal, relational, or cyber aggression from peers). The MMM was compared to a saturated model separately in each of the two datasets using structural equation modeling. Results indicate that the saturated model provides a better fit for the data than the MMM across all models examined (all p < 0.001). In part, this is due to certain paths having different associations than hypothesized. For example, perceiving the rejection as carrying a higher cost was predicted to promote prosocial behavior, where instead it predicted asocial responses. Perceived groupness was the strongest predictor of antisocial responses. Self-harm outcomes were significantly and consistently associated with higher perceived costs across the models. These results and others will be discussed in the context of how we can better encourage prosocial and discourage antisocial and self-harm responses to social rejection, including bullying.

Casting is one of the many forming processes and it is one of the cheapest methods of giving finished shape. There is less research in casting as compared to other forming methods [3]. This is due to the number of variables involved in casting technology. Green sand molding, which is the most popular method used in foundries, has no less than 52 variables influencing final finished shape with given properties. Understanding and correlating so many variables was beyond the grasp of science [5]. With the introduction and progress in computer technology; it has become possible for scientists to tackle so many variables and thus reducing economic loss of trials which works out to be millions of rupees per year per foundry [4]. Out of various methods of rejection control, most recent tool is casting simulation. The advantages of computer aided Methoding over conventional Methoding include designing of optimized gating and risering systems in the design stage thus saving a lot of useless work, time and money & leading to manufacturing of quality castings with better yield. The present work is related to the rejection control of two castings in a foundry using ADSTIFAN simulation software.

His films are not really dealing with this simple fact that concerns his own life. The films are most of the time using gay sexuality as a metaphor of segregation, apartheid, rejection, victimization, etc. That leads him to a vision of humanity as being an impulsive compulsive segregationist species.

This is not so much pessimistic as realistic up to 1993 when he died with the enormous heritage of the two world wars and then all the colonial wars and particularly the Indochina war, the Algerian war and the Vietnam war, not to speak of Pol Pot, South Africa and the fall of the USSR.

Has it changed since then with the Yugoslavian wars, the Middle East, the Caucasus, Al-Qaeda, and so many other conflicts and hundreds of thousands of dead people and casualties and millions of displaced, internally or not, people.

If you take these films at this level then you find out that they are the most enlightening stories and visions of what the human species could be if they could develop their empathy instead of their hatred. But is it realistic to hope such a thing?

Youth with elevated callous-unemotional (CU) traits represent a clinically important subgroup of youth who display particularly severe conduct problems and antisocial behavior and thusly impose great costs to themselves, other individuals, and society. The recent addition of the specifier for CU traits, “with Limited Prosocial Emotions (LPE),” to major classification systems has prompted the need for comprehensive and valid assessment tools that aid in the identification of these traits. One such tool is a multi-informant questionnaire, the Inventory of CallousUnemotional Traits (ICU). However, a major limitation of this measure is a lack of wellvalidated cutoff scores. With this, the present study compared the clinical utility of various proposed cutoff methods and scores (i.e., empirically derived cutoffs using receiver operating characteristic (ROC), normative cutoffs, and four-item approximations of LPE criteria) in both a longitudinal sample of justice-involved adolescents (N =...

This study deals with the perceived acceptance-rejection of male and female adolescents at home and at school and their association with the psychological states experienced by them. A sample of 350 female and 220 male 10 th grade students filled out two questionnaires: Dwairy's Rejection Scale, measuring acceptance-rejection by fathers, mothers, brothers, sisters, male teachers, female teachers, male classmates and female classmates, and the Psychological State Scale, measuring anxiety, depression, psychosomatic symptoms and conduct disorders. The results show that all perceived acceptance-rejection circuits are associated with and merged in three major factors of rejection: family, teachers, and classmates. All the factors were associated with psychological states experienced by the adolescents with a cross-gender effect. Experienced psychological states of male adolescents were associated with perceived acceptance-rejection circuits at home and at school, in particular when related to female figures, while psychological states of female adolescents were associated with male and female figures at home. The results highlight the need for a systemic approach in research.

This is a short, seemingly superficial, highly recursive, unstructured and confusingly non-scientific essay on epistemology, methodology and related topics that violates many firmly entrenched rules and numerous others that are not so deeply engrained. It therefore has to be rejected if the standard and well-established reviewing processes are applied. It will be shown in an inconclusive and inconsistent way why this inconclusive and inconsistent paper suffers from many shortcomings that will prevent its publication unless editors and reviewers accept the fact that many shortcomings are shortcomings only in the eye of the beholder. At least this paper contains relatively few convoluted statements such as the previous sentence, but instead comprises a carefully drafted list of pending problems and proposed solutions that can be used as starting points for further important discussion, as well as quite a few provocative innuendos. Down the rabbit hole …

Taking an intergroup relations perspective on acculturation, we ask how minority pupils’ acculturation attitudes mesh with classmates’ acculturation norms; and how ‘normative (mis)fit’ affects minority adjustment. Using Belgian CILS data (‘Children of Immigrants Longitudinal Study’) of 681 (Turkish or Moroccan Belgian) minority pupils and 1930 classmates in 203 classes in 50 diverse high schools, we assess peer rejection as a key indicator of adjustment problems. Controlling for gender, age, school track, and school diversity, results show no main effects of minority acculturation attitudes, yet classroom acculturation norms and their interactions with minority attitudes do predict rejection. As expected, minority pupils report significantly more rejection when classmates support strong adoption norms. Above all, the misfit of minority attitudes with classroom norms affects rejection: minority integration is related to more risks of peer rejection, only when classmates have strong a...

Youth with elevated callous-unemotional (CU) traits represent a clinically important subgroup of youth who display particularly severe conduct problems and antisocial behavior and thusly impose great costs to themselves, other individuals, and society. The recent addition of the specifier for CU traits, “with Limited Prosocial Emotions (LPE),” to major classification systems has prompted the need for comprehensive and valid assessment tools that aid in the identification of these traits. One such tool is a multi-informant questionnaire, the Inventory of Callous-Unemotional Traits (ICU). However, a major limitation of this measure is a lack of well-validated cutoff scores. With this, the present study compared the clinical utility of various proposed cutoff methods and scores (i.e., empirically derived cutoffs using receiver operating characteristic (ROC), normative cutoffs, and four-item approximations of LPE criteria) in both a longitudinal sample of justice-involved adolescents (N = 1,216; Mage = 15.29, SD = 1.29) and a cross-sectional sample of community youth (N = 289; Mage = 11.47 years; SD = 2.26). A series of chi-square and independent-samples T-tests were conducted with the use of clinically important validators (e.g., juvenile delinquency, social rejection), and average effect sizes were computed. As a result, comparisons of clinical utility are made and a range of optimal cutoff scores, for each ICU informant version, are provided for the detection of elevated CU traits. The outcomes of this study have important practical implications as they provide researchers and clinicians with guidance on choosing cutoffs that may aid in determining elevations of CU traits.

How do minority adolescents' personal acculturation preferences and peer norms of acculturation affect their social inclusion in school? Turkish and Moroccan minority adolescents (N = 681) reported their preferences for heritage culture maintenance, mainstream culture adoption, and their experiences of peer rejection as a key indicator of adjustment problems. Additionally, we aggregated peer acculturation norms of maintenance and adoption within ethnically diverse classrooms (N = 230 in 50 Belgian schools), distinguishing between co-ethnic (Turkish or Moroccan classmates only, N = 681) and cross-ethnic norms (also including N = 1,930 other classmates). Cross-ethnic peer-group norms (of adoption and maintenance) and co-ethnic norms (of maintenance, marginally) predicted minority experiences of peer rejection (controlling for ethnic composition). Moreover, misfit of minorities' own acculturation preferences with both cross-ethnic and co-ethnic peer-group norms was harmful. When cross-ethnic norms stressed adoption, 'integrationist' minority youth - who combined culture adoption with maintenance - experienced most peer rejection. Yet, when co-ethnic peers stressed maintenance, 'assimilationist' minority youth experienced most rejection. In conclusion, acculturation misfit with peer-group norms is a risk factor for minority inclusion in ethnically diverse environments.

This is a short, seemingly superficial, highly recursive, unstructured and confusingly non-scientific essay on epistemology, methodology and related topics that violates many firmly entrenched rules and numerous others that are not so deeply engrained. It therefore has to be rejected if the standard and well-established reviewing processes are applied. It will be shown in an inconclusive and inconsistent way why this inconclusive and inconsistent paper suffers from many shortcomings that will prevent its publication unless editors and reviewers accept the fact that many shortcomings are shortcomings only in the eye of the beholder. At least this paper contains relatively few convoluted statements such as the previous sentence, but instead comprises a carefully drafted list of pending problems and proposed solutions that can be used as starting points for further important discussion, as well as quite a few provocative innuendos. Down the rabbit hole …

The present study aimed to explore the effects of psychological needs on the relationship of peer victimization and anxiety. Methods: A sample of 889 4th, 5th and 6th primary school students in Guangxi Zhuang Autonomous Region were recruited with the measurement of Peer victimization Questionnaire, Psychological needs Scale and Anxiety Scale (SAS). Results showed that: (1) There were no significant gender and grade differences with respect to Peer victimization; (2) Significant negative correlations were found between all types of peer victimization and the subscales of psychological needs. In addition, significant positive correlations were found between all types of peer victimizationand, anxiety and significant negative correlations between all the subscales of psychological needs and anxiety; (3) Psychological needs partially mediated the relationship between Peer victimizationexperience and anxiety

Research in the area of human sub-second-to-second timing has uncovered that emotional stimuli can influence our subjective timing, with much research highlighting that stimuli portraying high arousal negative emotions (for example, images of angry faces) cause a subjective lengthening effect, based on a potential fight or flight response. Further research has shown that in order for this effect to occur, the individual needs to be able to emulate the emotion that they have seen, suggesting that responses differ dependant on whether the individual is timing an emotional stimulus, or the individual is emotional while timing a neutral stimulus. Research in the area of social psychology has previously highlighted a link between social exclusion (peer rejection) and time distortion at the minute-to-multiple-minute range, with social exclusion causing a subjective lengthening effect of duration, supposedly due to cognitive deconstruction and emotional numbing. The current study aimed to investigate this further by examining the impact of peer rejection on sub-second-to-second timing. Participants completed a bisection task and were subsequently made to feel either rejected, or accepted by their peers. After this intervention stage, they again completed the bisection task. It was hypothesised that those who were rejected would experience subjective lengthening of duration, whereas those who were accepted would experience subjective shortening of duration. These hypotheses were supported. Implications and limitations of the study are also discussed.

Ironically, the narcissistically crippled person who seeks and craves to be found beautiful and adored is also (unconsciously) rejecting those who who would offer love. (For example, Narcissus rejecting Echo.)
Some detailed discussion and explication of the Aesthetic conflict is offered to help account for such a tragic paradox and frustration in the "love-life" of the narcissistic personality.

Background: Almost no research has examined the impact of explanatory style on social adjustment. We hypothesised that adolescents with a pessimistic style would be less likely to develop and maintain social support networks. Methods: Seven hundred and nineteen students (351 males and 366 females; 2 unknown; MAGE = 12.28, SD = .49) completed an anonymous survey in Grades 7 through 10. Explanatory style was assessed in Grades 7 and 9, sadness was assessed in Grades 7 through 10, and quantity and quality of social support was assessed in Grades 8, 9, and 10. Results: Structural equation modelling was used to conduct cross-lagged panel analyses of the four waves of data. Pessimistic explanatory style predicted lower levels of social support, and lower social support from the family predicted higher levels of pessimistic explanatory style. Additional analyses suggested that the effects could not be explained by sadness or by assuming that pessimistic adolescents where less liked by their peers. Conclusions: Pessimistic adolescents feel unable to influence their social worlds in positive ways and consequently may not take actions to develop and maintain social support networks.

This study investigated gender differences in the relationship between oral communicative competence (OCC) and peer rejection in preschool. It was hypothesized that children with poorer OCC would be more often rejected by their peers and that the strength of this relationship would differ for boys and girls. No relationship was found between OCC and peer rejection. However, a positive relationship was observed between OCC and peer acceptance, but this relationship only applied to boys. It is suggested that preschool teachers trying to enhance peer acceptance should take the promotion of OCC into account.

Individuals with attention deficit hyperactivity disorder (ADHD) are characterized by a number of social deficits. The aim of the current study was to investigate the associations between ADHD diagnosis and social relationships among children from primary schools. Findings revealed that ADHD may contribute to both objective (social isolation) and subjective (dissatisfaction with peer relations) social problems. Children with a diagnosis of ADHD were more likely to have a “rejected” and “neglected” status and viewed their peer relations more negatively than children without this diagnosis. The effect of ADHD diagnosis on perceived integration with peers was found to be fully mediated by sociometric status. Our results underscore the relevance of social aspects of ADHD, which need to be addressed in the therapeutic programs. Interventions aiming to promote a positive image of children with ADHD among their peers should also be undertaken.