PROMOTING RELATIONSHIPS IN SOCIAL MEDIA (PRISM) PROJECT
The digital world is here to stay. Our lab has been interested in the types of peer interactions that teens and emerging adults have on social media platforms as well as in modern video games. In several projects now we have studied
users’ posts and comments with their friends on social media platforms, and if you see us walking around campus in pairs with our smartphones it’s probably for the study about friendships among Pokemon Go players.
We are just starting a new study which we expect to be running until 2021 to create an online tutorial that we hope will help users of Instagram and Facebook to engage with these platforms in ways that make them feel more positively about themselves and their friends. We think that it’s not the amount users are on Instagram and Facebook, it’s the way in which they are using it, that may make the biggest difference for adjustment, friendship development, and well-being. Nonetheless, we are also testing whether simply cutting back on social media use will also be helpful, in the absence of taking the tutorial.
In a previous study conducted from 2012-2014, we are examined the social relationships of first year University of British Columbia students in face-to-face contexts as well as on Facebook. We sought to understand how relationships offline and online contribute to academic success, emotional adjustment (such as lower anxiety), and feelings of belonging in their transition to University of British Columbia. This dataset is available for graduate and undergraduate student projects. Manuscripts from this dataset include Mikami, et al. (2019) Journal of Research on Adolescence, Khalis and Mikami (2018) Computers and Human Behavior, and Khalis et al. (2019) Emerging Adulthood.
We also have two datasets now involving Pokemon Go players that have yielded some interesting findings suggesting that the players who are highest in social competence and extroversion in face-to-face relationships may be doing the best at accomplishing in-game goals as well as having the most positive social interactions with other players. See Khalis and Mikami (2018) Personality and Individual Differences.
The current study is funded by an Insight Grant from the Social Sciences and Humanities Research Council to Amori Mikami (PI), and previous studies have been funded by the Social Sciences and Humanities Research Council to Amori Mikami (PI) and support from the UBC Office of Student Development.
MAKING SOCIALLY ACCEPTING INCLUSIVE CLASSROOMS (MOSAIC) STUDY
Some children have difficulty getting along with classroom peers. These peer problems can contribute to children disengaging from school and ultimately, learning less academic material in the classroom. Teachers are sometimes at a loss to know how to manage children’s social problems.
Our lab designed an intervention, MOSAIC (Making Socially Accepting, Inclusive Classrooms), to help peers be more inclusive and tolerant of one another. We think that MOSAIC will have particular benefit for students with ADHD (because these children tend to have peer and academic problems), but that MOSAIC should help any student who is seen as different by their peer group and is at risk for being socially marginalized.
We are finishing up the current study, which is a dual-site trial between UBC and Ohio University in the United States. We are testing MOSAIC in general education elementary school classrooms (grades K-4) during the regular school year. We expect to be running this study until 2020.
Previously we tested MOSAIC in a small, short-term pilot study taking place in a summer program enrolling 24 children with ADHD and 113 typically-developing youth ages 6-9 (50% girls). Children with ADHD experienced MOSAIC and also standard behavioral contingency management in a repeated measures crossover design. Teacher education students (n=32) were trained to deliver the treatments. While both MOSAIC and the behavioral management condition reduced children’s disruptive behavior, MOSAIC was more efficacious in improving children’s peer relationships. The two main papers summarizing results from this study have now been published (Mikami et al., 2013, Journal of Consulting and Clinical Psychology; Mikami et al., 2013, School Psychology Review) and we have several other manuscripts published or in preparation that also involve the dataset (for example, see Jia and Mikami, 2016, Journal of Abnormal Child Psychology and Na and Mikami, 2018, Journal of Child and Family Studies). This dataset is available for graduate and undergraduate student projects. In addition, data are available from the first 3 years of the current MOSAIC study for students’ projects.
The pilot study of MOSAIC was funded by National Institute of Mental Health 1R21 MH901486 to Amori Mikami (PI). The current trial is funded by the Institute of Education Sciences R324A160053 to Amori Mikami (PI) and Julie Owens (co-PI). The Michael Smith Foundation for Health Research Scholar Award also supports Amori Mikami’s efforts.
PARENTAL FRIENDSHIP COACHING STUDY
It can be painful for parents to watch their children never get invited to birthday parties and playdates, but it is hard for parents to know what to do about these problems.
We have just completed a dual site clinical trial (Vancouver, BC and Gatineau, QC) comparing two psychosocial interventions to assist parents of elementary school-age children with ADHD to understand and handle their children’s friendship problems.
This trial finished in the summer of 2018. We are assessing the efficacy of the treatments on children’s social behavior, friendship making, and relationships with their parents. We are interested in knowing which treatment is most useful for what type of problems, or which type of children. The knowledge we gain can hopefully be used to help match families with appropriate treatments in the future.
At this point we have been writing manuscripts based on the dataset, and the data are available at this point for students to analyze.
Previous to the current trial, I collected pilot data about one of the interventions in 2007-2009 from 124 families, 62 of whom had children (ages 6-10) with ADHD and 62 of whom had age– and sex– matched typically developing children. The main results have been published (see Mikami et al., 2010a, 2010b, Journal of Abnormal Child Psychology) and the dataset is available for students. The other intervention we are providing has been validated by another lab group. Initial results from the pilot data suggested that parents play a role in helping improve the social behaviors of children with ADHD.
The pilot study was funded by National Institute of Mental Health 1R03 MH079019 and the CHADD Young Scientist Research Award to Amori Mikami (PI). The dual-site study was funded by the Canadian Institutes for Health Research to Amori Mikami (PI) and Sebastien Normand (Co-PI). The Michael Smith Foundation for Health Research Scholar Award also supports Amori Mikami’s efforts.
Our lab has been working on an evaluation of My Teaching Team. This is a teacher professional development intervention with secondary school teachers, being administered in Virginia (United States). The project is in collaboration with Bridget Hamre, Meghan Stuhlman, Erik Ruzek, and Joseph Allen (University of Virginia), and Anne Gregory (Rutgers University).