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The role of social support in adolescents: are you helping me or stressing me out?
International Journal of Adolescence and Youth
Abstract
Interpersonal relationships are indispensable in helping adolescents cope with stressors, acting as social support sources that protect them from psychological distress. Learning from their experiences may elucidate what strategies could be employed to support adolescents during this vulnerable life stage. Focus groups (N = 80) with adolescents in the Basque Country, Spain, were conducted to capture adolescents' narratives on stress and social support. Findings revealed the dual role of interpersonal relationships – as stressors and as sources of social support. Adolescents draw on sources of support that are familiar, mature, friendly, and, most importantly, worth of trust. Their most valued type of support is emotional, although there should be a match between the needs and the help offered. Implications for intervention programmes are discussed.
... Social support can influence resilience according to studies. The level of social support received by adolescents is essential for the promotion of resiliency since it provides a protective factor by being able to feel loved and secure (Camara & Padilla, 2017;Li, Luo, Mu, et al., 2020;Ozbay, Johnson, Dimoulas, Morgan, Charney, & Southwick, 2007). Consequently, the level of social support given to adolescents can help decrease stress, and mental drain and strengthening these are important Khatiwada, Muzembo, Wada, & Ikeda, 2021). ...
... The result supports the study of Camara and Padilla (2017) that stated that social support can help as a protective element by guaranteeing that individuals can feel treasured and belong to their social groups. Consequently, significant individuals who provide social support, like family and friends, play a vital part in decreasing the perils of stress, increasing individual satisfaction, and is essential in expanding social relationships to lessen the effects of distress (Khatiwada, Muzembo, Wada, Ikeda, 2021). ...
The study determined the role of social support in promoting the resilience of 400 adolescents in Region XII, Philippines, during the COVID-19 pandemic. In analyzing the data, mean, standard deviation, Pearson product-moment correlation, and regression analysis were used. Results revealed that the level of social support indicated by emotional support and instrumental support is very high. The level of adolescent resilience is also very high, as indicated by novelty seeking, emotional regulation, and positive future orientation. Social support helped promote the resilience of adolescents during the COVID-19 pandemic. Family, friends, and other significant individuals’ support is essential for alleviating distress and can be a vital component for fortifying interpersonal connections and relationships in order to build individuals' capacity to tolerate suffering and build resilience to cope with challenges and strains during the pandemic—a strong foundation for well-being throughout life.
... Perceived social support is a person's level of access and perception of the availability of support from others, in case of need for help, which has a great impact on the physical and psychological condition, satisfaction with life and various aspects of the quality of life of people (Rapier et al., 2019).Social support includes the attention, love, and assistance that a person receives from family, friends, and other people, and as a shield against stressful events, it can have a positive effect on people's quality of life (Shabanzadeh et al., 2012). Researchers believe that social support plays a positive role in people's quality of life through the feeling of gratitude and connection with social networks and low levels of feeling supported will cause problems in people's psychological health (Camara, M., & Padilla, 2017;Dafaalla et al., 2016). Quality of life has 4 main dimensions: Physical dimension, psychological dimension, spiritual dimension and social dimension. ...
Abstract:
Background: Improving the quality of life of students has become one of the main educational concerns. Therefore, the present study investigated the mediating role of self-esteem in the relationship between perceived social support and the quality of life of physical education students.
Methods: This research is part of an intra-university research project at the Shahrood University of Technology and has an ethical code number IR.SHAHROODUT.REC.1401.022. In terms of practical purpose, in terms of data collection method, it was descriptive-correlation and structural equation modeling. The statistical population was all physical education students of Urmia University in the academic year 2022-2023, and 157 people were selected as a sample. To measure the research variables, Zimet et al.'s perceived social support questionnaires (1988), the World Health Organization's quality of life (1996), and Rosenberg's self-esteem (1965) were used. The validity and reliability of the questionnaires were confirmed. Data analysis was done with the structural equation modeling method and Smart PLS 2 software.
Results: The results showed that perceived social support directly and positively affects the quality of life. Perceived social support directly and positively affects self-esteem. Self-esteem directly and positively affects the quality of life. Also, self-esteem has been able to play a mediating role between perceived social support and quality of life.
Conclusion: Therefore, it is suggested that the families of the students as well as the relevant officials should provide the necessary support to the students in this challenging period so that students have a good quality of life in this critical period of their lives.
Keywords: Social Support, Family, Psychological health, Social relationships, General Health.
... The higher level among females could be explained on the basis of their help-seeking behaviour as reported in the literature (Alsubaie et al. 2019). It is likely that women are more vulnerable to stressors (Misra and McKean 2000), but are more adept at using social sources to manage stressors than men (Camara et al. 2017;Rose and Rudolph 2006). ...
In this study, we highlight Life Crafting Scale (LCS) factor structure and model specifications by using partial least squares structural equations modelling (PLS-SEM) and confirmatory composite analysis (CCA), with a sample of Italian students ( n=953 n = 953 ). From the validation results obtained through PLS-CCA, we identify the emergence of both the reflective nature of the scores of the LCS subscale and an alternative measurement model of the LCS scores as a second-order reflective–reflective model.
... Adolescent depression has increased from 24% to 37% globally in the past ten years. 1 The COVID-19 pandemic made matters worse following lockdown, social withdrawal, school shutdown, and online learning which unintentionally upset teenage norms and increased stress in their already stressful lives. 2 Adolescent social interactions can both cause stress and provide social support system too. 3 Therefore, it is crucial to evaluate how adolescents perceive their social network in terms of depression. Teachers, classmates, and parents are important sources of support for adolescents and teenagers and have a big impact on their wellbeing. ...
INTRODUCTION: Adolescent depression is a substantial health concern nowadays, and perceived social support determines the outcome. Lack of research on depression amongst Malaysian younger group of adolescents, puts them at risk of being under diagnosed and under treated. Furthermore, the function of various social supports for depression in early adolescents is less explored. The primary objective of this study was to determine the level of support for adolescent depression from five different sources: i) parents, ii) teachers, iii) close friends, iv) classmates, and v) others in school. The secondary objective is to study the prevalence of depression amongst primary school adolescents and establish their association and the other factors that influence depression. MATERIALS AND METHODS: A cross-sectional study involving 576 adolescents between the ages of 10-11 year olds were conducted from August 2020 till September 2020 using the Malay Children Depression Inventory (M-CDI) and Malay Child and Adolescent Social Support Scale (M-CASSS). RESULTS: The respondents reported that teachers were the most supportive. Approximately 131 (22.7%) of them had depressive symptoms. Only parental support significantly reduced their risk of developing depression. Having a single parent household, being bullied, emotional abuse, and performing poorly in school increased the likelihood of developing depression. CONCLUSION: Findings from this study, demonstrated the necessity for early depression screening amongst primary school adolescents and the need for stakeholders to continue supporting parents in their efforts to deal with adolescent concerns.
... Trustworthiness was reported in this study as the most important quality in a supportive adult, followed by being 'a good listener'. This is comparable to a Spanish study by Camara et al. (2014) who describe adolescents appreciating trust the most in any relationship. ...
Objectives:An increasing number of young people are experiencing mental health difficulties and schools have been identified as environments that can support them. However, it is unclear how students feel about the current supports in school and whether they are used. The aim of this study is to explore the perceptions of young people in Irish post-primary schools regarding mental health and well-being supports in schools.
Methods:An online survey was conducted with (n=109) young people to determine the perceptions of mental health and well-being supports in post-primary Irish schools. Using a convenience sampling method, an online survey was distributed via gatekeepers in local youth and sporting groups. Data collection was completed using the Barriers to Seeking Help-brief version (BASH-B) and additional tailored questions.
Results:Qualities like being ‘trustworthy’ and ‘a good listener’ were reported as key for adults to be considered a good support in schools. Current mental health and well-being supports were not considered adequate with 65.1% of the participants feeling ‘somewhat supported’ and 22.9% feeling ‘not at all supported’.
Conclusions:Better advertising of mental health support services should be implemented in schools to promote awareness. This study can inform the development of such services which are urgently needed.
... Girls in particular tended to see their social network as being more supportive than boys. 13 In a prospective study found that female adolescents perceived their peers' support more than male adolescents. Male adolescents thought their parents supported them more than girls, which is similar to this study. ...
Background: Blind adolescents are a vulnerable group of the population and they endure a wide range of challenges during their daily lives, including schooling, family life, workplace and society. It is essential that they feel supported by their surrounding people for their growth to proceed as easily as possible. Self-efficacy is considered an important factor for adolescents' healthy physical and mental health to overcome challenges.
... Their needs for social acceptance and self-esteem were satisfied through their social involvement. Studies confirm psychological benefitsof social and emotional support ranging from practical help and comfort, which buffer against the impact of stress [39][40][41]. These coping strategies were an outcome of their intuition, common sense, or experience. ...
Abstrakt-Cieľom práce bolo poukázať na dôležitosť sociálnej opory v kontexte procesu radikalizácie. Teoretická časť pozostávala z troch kapitol. Prvá bola zameraná na vymedzenie pojmu sociálna opora, venovala sa druhom sociálnej opory a jej jednotlivým zdrojom. Druhá sa orientovala na problematiku radikalizácie u adolescentov v ich zraniteľnom období adolescencie. Tretia kapitola pozostávala z prevencie so zameraním na školské prostredie a prevenciu radikalizmu u adolescentov. V rámci nej boli definované aj konkrétne preventívne programy radikalizácie. V nadväznosti na túto problematiku empirická časť skúmala mieru sociálnej opory študentov, jej zdroje u respondentov a ich následnú mieru radikalizácie. Výskumom sa ukázalo, že miera poskytovanej sociálne opory v rámci našej výskumnej vzorky nepoukazuje na výskyt radikálneho správania. Kľúčové slová: Sociálna opora. Radikalizácia. Adolescencia. Abstract-The aim of the thesis was to point out the importance of social support in the context of the radicalization process. The theoretical part consisted of three chapters. The first focused on the definition of social support, dealing with the type of social support and its individual sources. The second part focused on the issue of radicalization in adolescents in their vulnerable period of adolescence. The third chapter consisted of prevention with a focus on the school environment and the prevention of radicalism in adolescents. Within it, specific radicalization prevention programs were also defined. In connection with this issue, the empirical part examined the degree of social support of students, its sources among respondents and their subsequent degree of radicalization. Research has shown that the level of social support provided in our research sample does not indicate the occurrence of radical behavior.
In response to the increasing COVID-19 cases in the Philippines, the Department of Education (DepEd) and the Commission on Higher Education (CHED) started implementing online classes and modular distance learning. The online mode of learning took its toll on the mental health of the students, mainly because of the increased stress levels. This research aimed to evaluate the effectiveness of a virtual dialogue to reduce the stress levels of pre-service teachers, specifically: (1) determine the social support systems, socioeconomic status, and access to online academic resources; (2) identify the sources of stress of pre-service teachers; (3) determine the components of an effective Virtual Dialogue Program (VDP); (4) assess the stress levels before and after the VDP; and, (5) propose the implementation of a VDP as an effective stress-coping strategy. The data were obtained from 15 pre-service teachers under the Bachelor of Elementary Education (BEED) program of Laguna University, A. Y. 2021. The Perceived Stress Scale (PSS-10) by Cohen (1994) was adopted to measure the stress levels. To identify the sources of stress and to determine the components of an effective VDP, structured interviews were conducted. Based on the results, the three greatest sources of stress were: socioeconomic factors, academic requirements, and workload. The components of an effective VDP from the most to the least important are: personality of the partner, content of the dialogue, number of sessions, length of each session, and time of day of the dialogue. Results of the Paired Samples T-test showed that there was a significant decrease in the respondents' stress levels after the implementation of a VDP. Therefore, it is recommended to implement a VDP in teacher education institutions to decrease the stress levels of pre-service teachers during and even after the pandemic.
Various factors have an influence on which coping strategies are mobilized under specific circumstances, among others, age and gender. The present paper focuses on the interrelationships between the ways of coping and some health-related variables in adolescence. Data were collected among secondary school students (n = 1039) in Szeged, Hungary. Factor analysis of the shortened and adapted version of the Ways of Coping Questionnaire gave a four-factor solution: passive coping, problem-analyzing coping, risky coping, and support-seeking coping. Passive and support-seeking ways of coping were more common among girls, however, this latter way of coping proved to be a more significant correlate of psychosocial health among boys. Both among boys and girls, passive and risky coping factors played a negative role, and problem-analyzing and support-seeking coping factors played a positive role in psychosocial health. Findings suggest that maladaptive coping and psychosocial health problems might form a vicious circle in which risk-taking as a way of coping might play a central role in adolescence. When adolescents dispair of their problems, they often use drugs, smoke, or drink alcohol. They perceive it, however, rather as a form of risk-taking or sensation-seeking than a way of coping. That is why they do not reckon with its harmfulness and future consequences.
South African youth in low-income, urbanised communities are exposed to high levels of daily stressors, which increase their risk to negative outcomes. Resiliency can provide avenues for youth to transcend adversity and may contribute to their positive development. To provide a deeper understanding of the pathways that adolescents use to overcome adversity, this paper examined future aspirations of South African youth and how these aspirations were connected to resiliency factors framed by their lived context. A phenomenological approach was used to explore the perceptions of high school students. Fourteen focus groups with girls and boys (N = 112) were conducted. Data were analysed using a thematic approach. Discussions of the harsh conditions undermining the community's future highlighted opportunities for improvement. Community connectedness, hope and altruism were prevalent in youth's responses and could be used to facilitate community and individual resiliency. Our overall findings have important implications for positive youth development efforts.
This doctoral thesis presented an investigation of adolescent help-seeking behaviour that is likely to inform future studies examining adolescent psychology. Few prior studies have examined the factor structures of typical social support measures to examine whether family help-seeking and family support are single constructs or can be conceptualised as separate constructs. This three-year longitudinal study investigated the temporal characteristics and psychosocial consequences of early adolescent help-seeking behaviour. Findings highlighted that family help-seeking can be measured separately from family support, and discussed the role of family help-seeking and support in reducing adverse outcomes (e.g. mental health problems, school disengagement) for adolescents. The discussion contends there is interplay between family help-seeking and family support; however, the two constructs represent separate components within an over-arching adaptive process, and should be conceptualised and measured in this manner.
Les réseaux sociaux et plus particulièrement Facebook sont à l’heure actuelle des moyens de communication très répandus tant pour les adolescents que pour les jeunes adultes. Cette étude qualitative questionne l’investissement des adolescents sur leur profil Facebook. Les objectifs de cette étude sont de mieux connaître les enjeux de l’utilisation de Facebook chez les adolescents, d’observer si les conflits relatifs à l’adolescence y apparaissent et de comparer l’utilisation des adolescents à celle de jeunes adultes.
This document is part of a WHO project to identify and define evidence-based strategies for influencing
adolescent help-seeking and identify research questions and activities to promote improved help-seeking
behaviour by adolescents. To achieve this objective, the consultants, with WHO guidance: (1) carried
out an international literature review of the topic; (2) sent 67 questionnaires and received 35 questionnaires
back from adolescent health programmes on the topic of adolescents and help-seeking in the four
regions; and (3) carried out key informant interviews with nine individuals (three in Latin America,
three in the Pacific region and three in South Asia). The consultants also developed short case studies of
illustrative approaches in promoting help-seeking behaviour.
This study tested two models of family economic problems and adolescent psychological adjustment. Using adolescents' survey data and information regarding school lunch program enrollment, the associations among family SES, perceived economic strain, family conflict, and coping responses were examined in a sample of 364 adolescents from rural New England. Two theoretical models were tested using structural equation modeling-one tested coping as a mediator of the stress-psychopathology relation and the other tested coping as a moderator. Results revealed that family economic hardship was related to aggression and anxiety/depression primarily through two proximal stressors: perceived economic strain and conflict among family members. Family conflict partially mediated the relation between economic strain and adolescent adjustment, and coping further mediated the relation between family conflict and adjustment. These analyses identified two types of coping that were associated with fewer anxiety/depression and aggression problems in the face of these stressors - primary and secondary control coping. Although primary and secondary control coping were associated with fewer adjustment problems, youth who were experiencing higher amounts of stress tended to use less of these potentially helpful coping strategies and used more of the potentially detrimental disengagement coping. The models did not differ according to the age or gender of the adolescents, nor whether they lived with two parents or fewer. No support was found for coping as a moderator of stress. Implications of these findings and suggestions for future research involving coping with economic stressors are reviewed.
Judgments about the quality of students' experience of school generally focus on their academic performance and indeed this is an important indicator but closer attention needs to be paid to equally important, more broadly based outcomes that include social/emotional adjustment as they also are shown to impact on students' lives at, and beyond school. In this study, students' academic performance and social/emotional adjustment were informed by data collected from both students and teachers. Teachers of years 5 to 9 students in 58 separate classes across 21 South Australia schools reported on randomly selected students in each of their classes yielding data for 888 students who themselves reported through a questionnaire on (a) the extent to which they perceived relationships with family, peers and teachers as sources of stress or support at school; (b) their psychological health; (c) coping strategies; (d) experience of bullying and victimisation; (e) their academic performance; and (f) feelings about and sense of belonging to school. Data were used to estimate direct and indirect effects of a path model of hypothesised influences on students' social/emotional adjustment to school. The model fit the data well. The quality of a student's experience of school is most accurately represented by the inter-relationship of both academic and social/emotional outcomes which are influenced in large part by the quality of the relationships (supportive or stressful) among students, not only with peers and families but also with teachers who exert just as strong, and a sometimes stronger influence, on students' wellbeing.
The traditional diathesis-stress model states that cognitive vulnerabilities in interaction with stressors predict the increase of depression. However, the relationships between these variables can be much more complex, with each variable influencing each other.Objectives
The present study is based on the transactional cognitive vulnerability to stress model (Hankin & Abramson, 2001) and assesses the bidirectional relationships between cognitions, depression and stressors over time.AimsTo understand the dynamics between stress, depression, and cognitions.Method1350 adolescents (47% girls & 53% boys; Age Mean = 15.86) were assessed at the beginning of the school year and at follow-up 6 months later. They completed measures of three cognitive vulnerabilities (maladaptive schemas, negative inferential style, and rumination), negative life events and depressive symptoms. A fully cross-lagged design panel was carried out.ResultsStressors and all cognitive vulnerabilities but rumination predicted the increase in depression at T2. Both initial levels of depression and cognitive vulnerabilities predicted the increase in dependent stressors. Initial levels of stressors predicted an increase in rumination, hopelessness inferences, and maladaptive schemas over time. Finally, initial level of depression predicted the increase in hopelessness inferences and maladaptive schemas. The bidirectional relationships between variables were very similar for boys and girls.Conclusions
The study supports not only the role of some cognitive styles as vulnerabilities for depression, but also the stress generation and the scar hypothesis. The findings support a transactional model with reciprocal relationships between stress, depression and cognitive vulnerabilities.