This comprehensive, authoritative handbook covers the breadth of theories, methods, and empirically based findings on the ways in which children and adolescents contribute to one another's development. Leading researchers review what is known about the dynamics of peer interactions and relationships from infancy through adolescence. Topics include methods of assessing friendship and peer networks; early romantic relationships; individual differences and contextual factors in children's social and emotional competencies and behaviors; group dynamics; and the impact of peer relations on achievement, social adaptation, and mental health. Salient issues in intervention and prevention are also addressed.

The purpose of the present study was to compare the friendship selection patterns and quality of friendships of children with and without learning disabilities (LD) in an exemplary inclusive classroom. The sample was comprised of 9 children with LD and 11 children without LD in a grade 4/5 full-time inclusion class with one general education teacher and one special education teacher. Compared to children without LD, children with LD nominated a comparable number of friends, and were just as likely to have those relationships corroborated by parents and teachers. Children without LD had more of their relationships reciprocated by their friends. Children in this study did not differ in terms of the characteristics of their friends, except children with LD nominated more friends from a different classroom. Children with LD reported a significantly higher level of overall quality of friendship with their 'very best friend', including more help and sharing, disclosure, and out of school companionship, as well as more conflict.