然而,在某些情况下中断友谊和其他情形导致同辈群体更有影响力的在儿童和青少年的社会发展作出贡献。儿童和青少年同伴关系不缓冲压力或问题如果友谊不生存压力。换句话说,积极的友谊的接种效果的证据不足。孩子有更好的同辈群体不忍受压力事件比孩子们有更少的适当的友谊,如果压力事件独立的孩子们从他们的朋友。学校转换和家庭搬迁压力事件的好例子是增加友谊的死亡率(沃戈Aikins et al .,2002)。此外,失去重要的友谊在这种情况下,在所有的可能性,本身压力事件对孩子们。在同龄群体不断破坏的情况下,通常是没有从同辈群体对社会发展的贡献。中可以看到这个孩子经常改变学校甚至国家的住宅,他们几乎没有时间充分发展同龄群体关系之前再次被连根拔起(艾克尔斯,1999)。
However, there are cases like disrupted friendships and other circumstances which cause peer groups to be less influential in contributing to children and adolescents’ social development. Peer relations do not buffer children and adolescents from stress or problems if the friendships do not survive the stressor. In other words, evidence for the inoculating effect of positive friendships is weak. Children with better peer groups do not endure stressful events better than children with less adequate friendships if the stressful events separate children from their friends. School transitions and family relocations are good examples of stressful events that increase the mortality of friendships (Wargo Aikins et al., 2002). Furthermore, the loss of important friendships under these circumstances is, in all likelihood, itself a stressful event for children. In cases where the peer group is constantly disrupted, there is usually little contribution from peer groups towards social development. This can be seen in children who had to change schools or even countries of residence so often that they barely had time to adequately develop peer group relationships before being uprooted again (Eccles, 1999).