Childhood and Adolescence 15friendship experiences. A better understanding of direction of effects would help
in identifying which aspects of children’s experience are most effective to target for
intervention. For example, should anxiety be treated to improve friendship experi-
ences, or should friendship skills be enhanced to decrease anxiety?
Research on friendship has primarily focused on typically developing children
in Western cultures. It is important to examine whether, for example, in collectiv-
ist cultures, friendship may be even more central to individuals’ well- being (Zhang
et al., 2014). Furthermore, although some studies have investigated the friend-
ships of those who are developing atypically, such as children with ADHD (e.g.,
Mikami et al., 2010) or autism spectrum disorder (e.g., Kasari, Locke, Gulsrud, &
Rotheram- Fuller, 2011), more research is warranted, especially to determine what
social skills should be targeted in these special populations to improve friendship
experiences across development.
Finally, as electronic communication has exploded in recent years, it is impera-
tive to examine how these modes of communication impact friendship experi-
ences. Although new opportunities for developing and maintaining friendships are
available, it appears that the electronic world largely reflects the face- to- face world
(Valkenburg & Peter, 2007). That is, children who are socially successful have been
found to enhance their existing friendships through electronic communication. In
contrast, those who struggle socially may turn to online communication for support
but tend not to experience as much closeness in these relationships. Future research
should investigate further the role that electronic communication plays in friendship
processes as a function of both gender and developmental level. As modes of social
interaction continue to evolve, it is critical that positive friendship experiences in chil-
dren and adolescents be encouraged to ensure optimal socioemotional adjustment.
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