Two articles in Volume 53, 2015 of Social Science Research examine residential mobility during adolescence and housing instability. The first article reports that "Controlling for major predictors of housing mobility, students experiencing at least one move over a 12-month period have a roughly 50% decreased likelihood of obtaining a high school diploma by the age of 25. These associations are identified regardless of whether students move to a poorer or less-poor neighborhood". The second study "investigated the longitudinal effects of family structure changes and housing instability in adolescence on functioning in the transition to adulthood. Findings suggested housing mobility in adolescence predicted poorer functioning across outcomes in young adulthood, and youth living in multigenerational homes exhibited greater likelihood to be arrested than adolescents in single-generation homes. However, neither family structure changes nor its interaction with residential instability or ethnicity related to young adult outcomes. Read more>> (An item from the ISHN Member information service)
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(An item from the ISHN Member information service) A systematic review published in Volume 24, 2013 of Health & Place describes the various theories that explain how the social and physical environment of the school impacts student health. A composite model has been developed by the reviewers. The authors note that "We included 37 reports drawing on 24 theories. Narrative synthesis summarised and categorised theories. We then produced an integrated theory of school environment influences on student health. This integrated theory could inform complex interventions such as health promoting schools programmes. Using systematic reviews to develop theories of change might be useful for other types of ‘complex’ public-health interventions addressing risks at the individual and community levels." Their "Integrated theory of school environment explains influences on students. A figure illustrates the integrated theoretical model of the ways in which the ‘school environment’, at the top of the figure, influences at multiple inter-acting levels: (1) student–school commitment; (2) students–peer commitment; (3) student cognitions; and (4) students’ behaviours. Key theoretical concepts addressing upstream, medial and proximal pathways are identified in italics. The ‘feedback’ loops in the diagram illustrate how both the school environment influences health, but also the enactment of health behaviours influences the school environment and each preceding pathway." Read More>>
(An item from the ISHN Member information service) A systematic review published in the December 2013 issue of the International Journal of Physical Activity & Health concludes that being friends with others who are active will influence levels of activity but not necessarily with sedentary behaviours. The "findings confirm evidence from a previous review [30] which showed that peer networks have a greater influence on physical activity and sedentary behavior for boys compared with girls. This observation is strengthened by more longitudinal evidence, lending weight to the peer contagion models of physical activity (i.e., after becoming friends, behavior become similar) as opposed to the peer selection model (i.e., adolescents choosing friends who have similar behavior to themselves at the outset). This review identified a lack of explicit use of theoretical frameworks in studies to date." The article (full-text available) also offers an -in-depth discussion of friendships, friendship networks, types and duration of friendships and more.. Read more>>
(An item from the ISHN Member information service) An article in Issue #2, 2013 of Nutrition Research Reviews presents the case that social norms can likely influence eating habits and may have an impact on the effectiveness of various interventions. Although it is possible unfair to comment on this conclusion without reading the full article, our immediate reaction is dismay. Surely this analysis is not new. There is a wide and deep body of knowledge on social influences that affect our behaviours...peers, close friends, the media, parents, social norms and so on. We also know that modifying normative beliefs is an important part of educational programs, including efforts to change the beliefs of students and the teachers. Surely we can move beyond this simple, endless analysis and produce research studying which interventions are more effective in counter-acting or strengthening which influences. Read more>>
(An item from ISHN Member information service) Three articles in Issue 5-6, 2012 of Journal of Safety Research describe the influence that peers and friends can have on teen driving safety. The first article notes that teen aggressive driving increases with the number of teen passengers in the car, presenting a classic argument for graduated licensing. The second article suggests that a friend can have a moderating and positive affect, especially a romantic partner, a friend who disapproves of anti-social behaviour and friends who model safe driving. The third article notes that risk-taking peers, substance use and tolerance of deviance can increase the likelihood of speeding. Read more.
(An item from ISHN Member information service) An article in the December 2012 Issue of the Archives of Pediatrics & Adolescent Medicine analyzes the influences of the mother of your child`s friends, an expansion of the peer influence discussion in substance abuse prevention. The authors conclude that `If an adolescent had a friend whose mother was authoritative, that adolescent was 40% less likely to drink to the point of drunkenness, 38% less likely to binge drink, 39% less likely to smoke cigarettes, and 43% less likely to use marijuana than an adolescent whose friend's mother was neglectful. The study controlled for the parenting style of the adolescent's own mother, school-level fixed effects, and demographics. Read more.
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