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The Peer Informant: Characteristics Related to the Perceptions of Peer Behavior Problems

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Abstract

Victimization and rejection by peers leads to and exacerbates behavior problems in children and adolescents. Given the implications of problematic peer relations for adolescents who experience behavior problems, the present study examined factors that may be related to how adolescents perceive peers who exhibit such problems. Specifically, the present study examined the relationship of adolescent informants’ socioeconomic status, their prior exposure to psychological symptoms, their perceived social acceptance, and their own behavior problems to their perceptions of peers’ internalizing and externalizing behavior problems, their liking and disliking of peers who exhibit such problems, and their attributions for the etiology of such problems when portrayed by fictitious peers of the same age. In particular, adolescents were asked to rate a set of vignettes portraying internalizing and externalizing behavior problems that are seen commonly in peers and to complete a set of brief questionnaires. Results revealed that adolescents were able to perceive the presence of both internalizing and externalizing behavior problems in vignette characters. Additionally, vignette characters who did not exhibit behavior problems were most likely to be approached and liked, whereas those vignette characters who displayed externalizing behavior problems were more likely to be disliked and ignored. Finally, although adolescents endorsed both internal and external etiological factors, ratings were related to the sex of the depicted vignette character and the nature of the portrayed behavior problems. Overall, this study provided additional evidence that, although adolescents can serve as valuable informants, they also tended to be rejecting of peers who display behavior problems.

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Authors and Affiliations

  1. Department of Psychology, University of Central Florida, 4000 Central Florida Blvd., Room 353, Orlando, FL, 32816, USA

    Brea-Anne M. Lauer & Kimberly Renk

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  1. Brea-Anne M. Lauer
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  2. Kimberly Renk
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Correspondence to Kimberly Renk.

Appendix: Vignettes

Appendix: Vignettes

Internalizing Vignette

At school, Steven often eats lunch by himself and doesn’t say much when he is around other classmates. When he is called on in class, he often trips over his words, and he turns really red. He never seems to smile or have fun and often moves around very slowly. When Steven is asked to a party, he always says no and claims that he is too tired.

Externalizing Vignette

Andrew skips class a lot and gets caught smoking in the bathroom all the time. He is quick to snap at others who talk to him and constantly argues with other people. He never completes school assignments and only smiles when he gets in trouble for it. When Andrew is at a party, he often ends up getting in a fight with someone else and threatens anyone who tries to intervene.

Combined Vignette

Chris skips class a lot and doesn’t do his homework. When he is at school, he never seems to smile or have fun and doesn’t talk a lot. When he is called on in class, he often argues with the teacher but turns really red when he is the focus of attention. If Chris is asked to a party, he usually doesn’t come but if he does come, he usually gets in an argument.

Nonclinical Vignette

At school, James gets pretty good grades and tries his best to complete his assignments. He likes to participate in a lot of school activities and go to school events. He has a lot of different groups of friends and likes to get to know a lot of people. When James is at a party, he tries to spend time with all of his friends and gets along well with pretty much everybody.

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Lauer, BA.M., Renk, K. The Peer Informant: Characteristics Related to the Perceptions of Peer Behavior Problems. J Child Fam Stud 22, 786–800 (2013). https://doi.org/10.1007/s10826-012-9633-x

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