Friendships of Adolescence
Bibliographic Data
| ID | 7078339 |
|---|---|
| Authors | Heather Kohler Flynn (0000-0002-7900-4404, Sonoma State University, corresponding author) |
| Year | 2018 |
| Pages | 1-2 |
| Publication date | 2018-04-27 |
| Open Access | Yes |
| Type | OTHER |
| Venue | The Blackwell Encyclopedia of Sociology (JOURNAL) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781405165518.wbeosf073.pub2 |
| OpenAlex | W3128294052 |
| ISBN | 9781405165518 |
| Language | EN |
| References cited | 10 |
Friendships of adolescence are critical to social and emotional growth during this time of life more than any other. Adolescents seek autonomy from parents while peer relationships strengthen and become deeper. Having friends leads to positive outcomes, including higher self‐esteem and better coping skills. By contrast, youth without friends are vulnerable to adverse effects such as depression, anxiety, and higher delinquency. Friendship varies based on whether it is same‐sex or cross‐sex. Teen girls value intimacy and closeness while teen boys define friendship through shared activities. Unique benefits and challenges exist in cross‐sex friendships. Benefits involve understanding the perspective of the opposite sex. Challenges prominently include romantic tension. Managing and resolving conflict is a major component in maintaining harmony and preventing friendship dissolution
Autonomy · Closeness · Coping (psychology · Developmental psychology · Distress · Friendship · Attachment and Relationship Dynamics · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Psychology · Social Psychology
Deep Secrets
Implicit and Explicit Peer Evaluation
Friendships in Childhood and Adolescence
Tracking and Students' Friendships
Status Struggles
Adolescent Friendships as Academic Resources
The Social Context of Adolescent Friendships
Race, School Integration, and Friendship Segregation in America
Delinquent Peers Revisited
| Highly cited | No |
|---|