06665nam 2200565 450 991058663650332120231108153257.03-031-07109-3(MiAaPQ)EBC7073382(Au-PeEL)EBL7073382(CKB)24429526000041(EXLCZ)992442952600004120230111d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierBiosocial interplay during elementary school pathways toward maladaptation in young children /Pol A. C. van Lier, Kirby Deater-Deckard, editorsCham, Switzerland :Springer,[2022]©20221 online resource (215 pages)Print version: van Lier, Pol A. C. Biosocial Interplay During Elementary School Cham : Springer International Publishing AG,c2022 9783031071089 Includes bibliographical references and index.Intro -- Contents -- Prologue: Introduction -- Elementary School Social Experiences with Peers and Teachers: Manifestation and Development -- Chapter Overview -- The Socializing Influence of Peers in Elementary School -- Individual Characteristics -- Interactions -- Dyadic Relationships -- Groups -- The Socializing Influence of Teachers in Elementary School -- Individual Characteristics -- Interactions -- Dyadic Relationships -- Groups -- Conclusion -- References -- How Peers and Teachers Shape Elementary School Children's Academic and Socioemotional Development -- Introduction -- Peer Experiences at the Dyad Level -- Peer Processes at the Group Level -- Processes Through Which Peer Influences at the Group Level May Affect Socioemotional and Academic Development -- Teacher-Child Experiences at the Dyadic Level -- Teacher-Child Interactions at the Group Level -- Interplay Between Peer and Teacher Experiences -- Conclusions and Future Directions -- References -- School Social Relations and Child Development: Gene-Environment Interplay -- Introduction -- Gene-Environment Interplay -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Methods of Testing Gene-Environment Interplay -- Quantitative Genetic Studies -- Molecular Genetic Studies -- Gene-Environment Interplay: Evidence from Quantitative Genetic Studies -- Quantitative Genetic Studies of Externalizing Problems -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Quantitative Genetic Studies of Internalizing Problems -- Gene-Environment Correlations (rGE) -- Gene-Environment Interactions (GxE) -- Gene-Environment Interplay: Evidence from Molecular Genetic Studies -- Molecular Genetic Studies of Externalizing Problems -- Genetic Main Effects -- Gene-Environment Interplay -- Molecular Genetic Studies of Internalizing Problems.Genetic Main Effects -- Gene-Environment Interplay -- Conclusion and Future Directions -- References -- The Impact of School Social Experiences on Socioemotional and Behavioral Problems: The Hypothesized Role of DNA Methylation -- Introduction -- Peer Victimization: A Stressful Experience? -- Biological Embedding of Stress Through the Epigenome -- Early-Life Stress and DNA Methylation -- Emerging Evidence of Associations Between Peer Victimization and DNA Methylation -- Peer Victimization and DNA Methylation: A Focus on Adjustment Difficulties -- Methodological, Biological, and Statistical Considerations -- Conclusion -- References -- Biological Embedding of Peer Experiences: The Contribution of Peer Adversity to Stress Regulation -- Components of Biological Stress-Response Systems -- Hypothalamic-Pituitary-Adrenal (HPA) Axis -- Autonomic Nervous System (ANS) -- Immune System -- Interrelations Among Stress-Response Systems -- Theoretical Frameworks of Peer Adversity Effects -- General Developmental Frameworks of Early Adversity Effects -- Specific Frameworks of Peer Adversity Effects -- Intersection of Theoretical Frameworks with Stress-Response Systems -- Empirical Evidence for Peer Adversity Effects -- Hypothalamic-Pituitary-Adrenal (HPA) Axis -- Autonomic Nervous System (ANS) -- Immune System -- Future Directions for Research on Biological Embedding of Peer Adversity -- Distinguishing Effects of Specific Types of Peer Adversity on Specific Indexes of Stress-Response Systems -- Tracking Effects of Peer Adversity Over Time -- Exploring Individual, Gender, and Age Differences in the Effects of Peer Adversity -- Linking Biological Embedding of Peer Adversity to Developmental Outcomes -- Integrating Genetics into Peer Adversity Models and Research -- Conclusion -- References -- School Social Relations, Self-Regulation, and Social Decision-Making.Self-Regulation Development and Social Decision-Making -- "Under the Microscope": Social Stress and Dysregulation Within Lab-Based Paradigms -- Interpersonal Stress at School: Implications for Self-Regulation and Social Decision-Making -- Other School-Based Relationships -- Implications for School-Based Intervention -- Summary and Conclusion -- References -- School Social Relationships and Brain Functioning -- Theoretical Foundations -- Empirical Evidence -- Peer Interaction -- Peer Feedback -- Peer Exclusion -- Individual Differences in Temperament or Prior Peer Experiences -- Future Directions -- Implications and Conclusions -- References -- Epilogue: Concluding Commentary -- Recommendations -- Recommendation 1: Study Virtual and In-Person School Social Experiences -- Recommendation 2: Integrating Neurobiological Factors into Prevention and Intervention -- Recommendation 3: Embracing Diversity and Complexity of People and Systems -- Concluding Thoughts -- References -- Index.Child developmentEducation, ElementarySocial aspectsSociobiologySociobiologiathubDesenvolupament infantilthubEducació primàriathubLlibres electrònicsthubChild development.Education, ElementarySocial aspects.Sociobiology.SociobiologiaDesenvolupament infantilEducació primària305.231Van Lier Pol A. C.Deater-Deckard KirbyMiAaPQMiAaPQMiAaPQBOOK9910586636503321Biosocial Interplay During Elementary School3060594UNINA