This satisfaction is associated with an increased ability to accomplish activities of daily living, as well as a reduced decline in cognitive abilities, decreased instances of hospitalization, and better outcomes related to rehabilitation.
As family responsibilities and vocational pressures lessen, friendships become more important.
Children with autism have been found to be more likely to be close friends of one person, rather than having groups of friends.
Additionally, they are more likely to be close friends of other children with some sort of a disability.
Along with parental intervention, school professionals play an important role in teaching social skills and peer interaction.
"The workplace can crackle with competition, so people learn to hide vulnerabilities and quirks from colleagues.
Work friendships often take on a transactional feel; it is difficult to say where networking ends and real friendship begins." Older adults continue to report high levels of personal satisfaction in their friendships as they age, and even as the overall number of friends tends to decline.
Eileen Kennedy-Moore describes three key ingredients of children's friendship formation: (1) openness, (2) similarity, and (3) shared fun.
and others, Kennedy-Moore outlines developmental stages in children's friendship, reflecting an increasing capacity to understand others' perspectives: "I Want It My Way", "What's In It For Me?
Such characteristics include affection; kindness, love, virtue, sympathy, empathy, honesty, altruism, loyalty, mutual understanding and compassion, enjoyment of each other's company, trust, and the ability to be oneself, express one's feelings to others, and make mistakes without fear of judgment from the friend.