Positive Development, Sense of Belonging, and Support of Peers among Early Adolescents: Perspectives of Different Actors

Autor/inn/en	Drolet, Marie; Arcand, Isabelle
Titel	Positive Development, Sense of Belonging, and Support of Peers among Early Adolescents: Perspectives of Different Actors
Quelle	In: International Education Studies, 6 (2013) 4, S.29-38 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Early Adolescents; Middle School Students; Grade 7; Peer Relationship; Peer Acceptance; Group Membership; Adolescent Development; Social Support Groups; Trust (Psychology); Educational Environment; Social Development; Peer Influence; Disproportionate Representation; Student Attitudes; Interpersonal Relationship; Adults; Qualitative Research; Canada + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Peer-Beziehungen; Gruppenzugehörigkeit; Social support; Soziale Unterstützung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Entwicklung; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Qualitative Forschung; Kanada
Abstract	Trusting relationships at school and within other social networks emerge as protective factors that are crucial to the positive development of early adolescents. School is one of the critical environments where they can develop a sense of belonging. This study involved 20 qualitative interviews with school staff and youth workers recruited from social services and high schools in Eastern Ontario and 12 qualitative interviews with adolescents 12-13 years of age attending some of these same schools. Deductive and inductive analysis of the transcripts clearly underscored the importance of the supportive roles played by peers, teachers and non-family adults in the lives of early teens. The proximity that results from listening to and accompanying early adolescents in day-to-day activities, and comprehending their issues, presents an opportunity for youth workers and school staff to better grasp how to become credible, trusted and legitimate in the eyes of young teens. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01