Project Details
Description
The prevalence of internalizing problems rises from <1% in childhood to 20% in late adolescence with a about 2:1 female:male ratio. Multiple factors, such as biological and social changes may explain this increase. During this period friends become increasingly important partners to share internalizing problems with.
Within this interpersonal domain, co-rumination has been proposed as an important interpersonal factor associated with internalizing problems. Co-rumination is characterized by frequently and repeatedly discussing problems, by mutual encouragement of discussing problems, and by speculating about problems and focusing on negative feelings Results from meta analyses highlight the association between co-rumination and internalizing problems.
Schools provide an important interpersonal context for adolescents and thus provide opportunities for co-ruminating.
The proposed project will advance the state of art in two ways. First, we will examine co-rumination between adolescent students through self-reports and observational methods to investigate how coruminating friends elicit and reinforce problem talk. Dyadic assessment will be used in which we observe same-gender and cross-gender friends (age 13 to 16 years) discussing problems. The observational assessment allows examining micro-processes on (a) how co-ruminating friends respond to each other’s statements, (b) whether these responses are followed by more problem talk, and (c) how these processes are related to internalizing problems development. Second, we will develop and test the effectiveness of a Peer Empowerment Coaching (PEC), intervention aimed at making adolescents (a) aware of when and why they co-ruminate, and what the impact of corumination on their emotions is, and (b) helping adolescents to disengage from co-rumination.
Research questions:
(A) To what extent is co-rumination a mediator of the contagion of internalizing symptoms within Dutch students from ages 13 to 16 years?
(B) Does Peer Empowerment Coaching (PEC) (a) reduce co-ruminating, and (b) reduce symptoms of internalizing problems in 13-16 years old adolescents?
Within this interpersonal domain, co-rumination has been proposed as an important interpersonal factor associated with internalizing problems. Co-rumination is characterized by frequently and repeatedly discussing problems, by mutual encouragement of discussing problems, and by speculating about problems and focusing on negative feelings Results from meta analyses highlight the association between co-rumination and internalizing problems.
Schools provide an important interpersonal context for adolescents and thus provide opportunities for co-ruminating.
The proposed project will advance the state of art in two ways. First, we will examine co-rumination between adolescent students through self-reports and observational methods to investigate how coruminating friends elicit and reinforce problem talk. Dyadic assessment will be used in which we observe same-gender and cross-gender friends (age 13 to 16 years) discussing problems. The observational assessment allows examining micro-processes on (a) how co-ruminating friends respond to each other’s statements, (b) whether these responses are followed by more problem talk, and (c) how these processes are related to internalizing problems development. Second, we will develop and test the effectiveness of a Peer Empowerment Coaching (PEC), intervention aimed at making adolescents (a) aware of when and why they co-ruminate, and what the impact of corumination on their emotions is, and (b) helping adolescents to disengage from co-rumination.
Research questions:
(A) To what extent is co-rumination a mediator of the contagion of internalizing symptoms within Dutch students from ages 13 to 16 years?
(B) Does Peer Empowerment Coaching (PEC) (a) reduce co-ruminating, and (b) reduce symptoms of internalizing problems in 13-16 years old adolescents?
| Short title | Happy Friends, Positive Minds? |
|---|---|
| Acronym | HFPM |
| Status | Not started |
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