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Terms in this set (90)Piaget perspective on peer relationships Believed that children were more spontaneous than they were with parents; lead to better development of social skills. Vygotsky perspective on peer relationships Children learn new skills, develop their cognitive capacities in peer interactions. Friend Formally defined as "peer with whom an individual has an intimate, reciprocated, and positive relationship" Actions characterized by reciprocities Who do children choose to be friends with? Tend to be friends with peers who are sociable, act prosocially. Similarity of interests and behaviors important, as is having a similar level of cognitive maturation. Similarities among friends Friends in childhood/adolescence more similar than nonfriends in academic motivation, self-perceptions of competence. Tend to share same levels of negative emotions Cultural differences in friendships Children in China who are unsociable have adjustment problems; there is a cultural emphasis on collectivism. In certain cultures like Cuban and Spain, children are more likely to rely on family than on peers for support However, children follow a remarkably similar pattern of development across all cultures Importance of wandering for friend-making Japan: kids free to wander, made many friends. Kenya: kids stay in yard, little opportunity to make friends. Proximity less important for making friends as kids get older. Who spends more time with peers? In many cultures, boys > girls Effect of traditional family values The greater the importance of traditional family values, the less peer acceptance is related to adolescents' life satisfaction. Trends in aggression Boys always more likely to engage in physical violence, not necessarily relational violence. Settings where kids spend time with friends School is the most common setting; 83% report spending time with close friends there. Extra-curriculars (45%), neighborhoods (42%) also notable. 55% spent time with friends online. Other factors affecting making friends Similarity in age is important, as is gender. Girls tend to be friends with girls, boys with boys. Liking of other-gender peers increases over the course of childhood/into early adolescence. Cross-racial/ethnic friendships In general, less likely to be reciprocated. Having cross-ethnic friendships is associated with positive attitudes toward others in the future. Minority well-being in friend groups African-American, Asian-American youth in friend groups with only people from other racial groups are lower in emotional well-being. First friendships Children have friends as early as 2nd year of life; 12-18 month olds prefer certain children. Friendship: 24 months Have skills allowing for more complex social interactions When children can make/maintain friendships Ages 3 and 4; can also have best friends here. Pretend play Occurs more often among friends than peers, as children can expect their friends to play along. More pretend play leads to more prosocial behaviors in the future. Quarreling/hostility Preschool friends quarrel with one another as much or more than nonfriends do, express more hostility toward one another. More likely to resolve in direct ways and more likely to resume their interactions post-conflict. Friendships: age 5 Pattern of friendship is sharped; can now take responsibility for conflict. Friendship more likely to be maintained. Friendships: age 6-8 Friendships defined on the basis of activities and time, cost and reward. Increasingly define friendship in terms of characteristics as they grow older. When are children sensitive to the needs of others? Age 9 Adolescent friendships Used as a context for self-exploration and working out personal problems. Friendships start to become more exclusive and are an increasingly important source of intimacy. Why does children's reasoning about friendships change over time? Likely due to qualitative changes in their ability to take on the perspective of others as they grow older. Social technologies Very commonly used; girls prefer texts, phone calls, and social media. Boys 12x more likely to use gaming sites to connect with friends. Online communication can increase friendships quality in existing friendships, foster self-disclosure How does electronic communication facilitate creation/maintenance of friendships? Greater anonymity; reduce social inhibitions De-emphasize physical appearance More control over interactions Find similar peers 24/7 access Study with Dutch children More children used instant messaging -> more comfortable meeting new people Rich-get-richer hypothesis Youths who already have good social skills benefit from the internet to make friendships. Support for rich-get-richer hypothesis Adolescents who are not socially anxious use the internet for communication more than anxious adolescents. Social-compensation hypothesis Social media may be especially beneficial for lonely, depressed, and socially anxious adolescents. Support for social-compensation hypothesis Lonely and socially anxious youths prefer online communication and use it to make friends Cyberbullying 7% of all adolescents reported being cyberbullied in past school year; 34% of adolescents at some point. Girls and LGBTQ youth are more cyberbullied than peers. More common in classrooms where children are accepting of bullying. Cyberbullies/cybervictims Same as regular bullies/victims; cybervictims tend to be high in social anxiety, psychological distress, symptoms of depression. Why cyberbully? Contributes to an increase in the social status of the perpetrator, Cyberbullying interventions No trap! -> Italy; use peer educators. Spain: demonstrate to kids that only a small proportion of their peers cyberbully. Importance of friends Children with good friends experience less loneliness; chronic friendlessness associated with depression. Friends as a support system/buffer Support of friends helps greatly when going through transitions. Also serve as a buffer against unpleasant experiences: if a friend is present during a stressful situation, the child has less cortisol response and less loss of self-worth. Friends vs. parents Adolescents frequently report around age 16 that friends are more important confidantes and providers of support than their parents are. Friends fostering development Friendships foster development of social skills. Can discuss emotions with friends; express positive behaviors. Improve their ability to help their friends deal with social stressors. Importance of gossip Allows children to learn about peer norms. Likely to criticize and expand on other's ideas. Openness among friends Promotes cognitive skills, enhances performance on creative tasks. Friends are engaged in more constructive conversations and write better stories. Connection between friends and emotional/social health Having close friendships in elementary school has been linked to many positive outcomes. Children with best friends were viewed as more mature/competent, less aggressive, more socially prominent. Those who had a best friend at age 10 reported higher levels of self-esteem, fewer legal problems, and less psychopathology even 13 years later. Detrimental influences of friendship Children who have antisocial and aggressive friends tend to exhibit antisocial tendencies themselves Deviancy training Youths who are antisocial can model and reinforce aggression and deviance, making these behaviors seem acceptable. Adolescents who abuse alcohol/drugs tend to have friends who do the same. At-risk youth Youth are at risk for substance abuse if they have friends who abuse substances and have uninvolved parents. Authoritative parents tend to shield youth from risk, while children of authoritarian parents are likely to use drugs if friends use them. Gender differences in friendship Develop as children grow older. Girls want closeness and dependency. More likely to worry about loneliness and more likely to have supportive friendships. More likely to get upset at unreliable friends and co-ruminate. Cliques Peer groups that children voluntarily form or join themselves. Cliques usually of the same sex and race, typically numbering between 3 and 10. Most children are part of a clique starting in middle childhood. Key feature of cliques Many similarities among members of a clique. Tend to be similar in aggressiveness, degree of academic motivation, shyness, attractiveness. Membership in a clique increases the likelihood that children will exhibit behaviors similar to those of other group members. Stability of cliques Relatively unstable; only 60% of 11-13 year olds maintained group ties over the school year. Allure of cliques Offer validation and provide a ready-made pool of peers for socializing. Peer status very important to children in middle childhood. Gender make-up of cliques Adolescence: cliques start to be less likely to be single sex. In 7th grade, 10% of cliques contain both boys/girls. Dyadic dating relationships become increasingly common. Importance of cliques over time Importance of belonging to a clique decreases in value in later adolescence; adolescents more autonomous, look towards individual relationships. Crowds Groups of people who have similar stereotyped reputations. Examples include jocks, freaks, etc. Crowd membership is often assigned by the peer group. Association with a crowd can enhance or hurt reputations. Crowds vs. self-esteem Youths in "high-status" groups tend to have higher self-esteem than do youths in less desirable crowds. In a Dutch study, adolescents' who identified with more nonconventional crowds had more problem behavior in the future. Gang Loosely organized group of adolescents or young adults who identify as a group and often engage in illegal activities. Biggest risk. Often commit violence and are victims of it themselves. Why join a gang? 1. Protection Children with poor relationships with their mothers are especially vulnerable to pressure from per group. Four major forms of bullying Physical, verbal, social, cyber Physical bullying Physically hurting or threatening to hurt someone Verbal bullying Insulting, teasing, harassing, or intimidating someone. Most common type of bullying! Social bullying Purposely excluding someone from conversations or activities, spreading rumors, withholding friendship. Cyberbullying definition Use of technology including texts, e-mails, websites, videos, embarrassing photos, and fake profiles to harass or upset another person. Prevalence of bullying 6% high schoolers physically bullied, 11% cyberbullied, 19% social bullied, 31% verbal bullied. Why do people bully? In the moment: bully to seem powerful, gain status. Longer term reason: much more complex, influenced by individual, home, school, and societal factors. Characteristics of bullies Tend to be callous and antisocial, susceptible to peer pressure, and higher in social status. Low self-regulation related to both aggression and peer victimization. Characteristics of victims Less likely to be rejected by peers, feel depressed, do poorly in school. Can you be both a victim and bully? Yes; 20% of children. Tend to be aggressive and anxious. Victims to bullies Seen in Ontario, Canada study: 6% of children started off as victims, transitioned into being bullies. Had rates of anxiety and depression as high or higher than children who were just victims. Defense against bullies 3/4 of victims report having a classmate who defends them against bullies. These children tend to have empathy for victims and confidence that they will be successful. Repeated victimization In the U.S., 1/5 kindergartners were repeatedly victimized. Repeated victimization likely increases child's aggression, withdrawal, depression, loneliness, and chance of hanging out with peers engaging in deviant behaviors. Romantic relationships with peers Tend to develop across early and middle adolescence. Progress from one relationship to one casual relationship to multiple casual relationships to a single more committed relationship. Over half of 15 year olds have dated someone. Choosing romantic partners Young adolescents choose romantic partners on the basis of status: style, peer approval, etc. Late adolescents: kindness, honesty, interpersonal skills are more important. Older adolescents are also are more likely to select romantic partners based on characteristics enhancing intimacy. Benefits of high-quality romantic relationships Associated with feelings of self-worth, general sense of competence. Can improve functioning in adolescents who are prone to depression, sadness, or aggression. Early dating/sexual activity Associated with increased rates of current/later problem behaviors like drinking and using drugs. Heterogeneity of relationships Quality of romantic relationships tend to mirror quality of other relationships. Poor relationships with parents/peers -> poor romantic relationships Sociometric status Peer acceptance; degree to which a child is liked or disliked by peers. Calculated by researchers nominating classmates whom they like most/least. Five groups in sociometric system Popular, rejected, neglected, average, controversial. Stability of sociometric stability Short periods: neglected/controversial likely to change; others stable. Longer periods: all likely to change with rejected childre having highest sociometric stabiliy. Traits granting status Physical appearance, athleticism, popularity of friends. Popular children Not necessarily most likeable; can be seen as influential without people wanting to be friends with them. Tend to exhibit both prosocial and aggressive behavior. Skilled at maintaining positive relationships with others. Popularity-aggression link Children who have high status in a group tend to be viewed as above average in aggression; use aggressiveness to obtain goals. Link observed as early as preschool. Relational aggression Social bullying behavior such as excluding others from the group, withholding friendship to inflict harm, and spreading rumors to ruin a peer's reputation. Aimed at damaging victim's peer relationships, particularly common among high-status children. Highly aggressive males may even have high peer acceptance! Rejected children Tend to differ from popular children in their social motives and in the way they process information related to social situations. More likely to be motivated by goals like "getting even" with others or "showing them up" Suggest fewer possibilities in social situations; Italian study suggests that their theory of mind is less developed than that of peers. Categories of rejected children Tend to be either overly aggressive or withdrawn Interventions for peer acceptance PATHS = Promoting Alternative Thinking Strategies. Children learn to identify emotional expressions; develop tools for self-regulation. Uses a stop-light system. Usually highly effective, especially for children with numerous problem behaviors and for children in disadvantaged schools. Aggressive-rejected children 40-50% of rejected children; especially prone to hostile and threatening behavior, disruptive behavior, physical aggression, and delinquency. May also engage in relational aggression. At risk for increases in aggression and delinquent behaviors over time. Also at risk for symptoms of hyperactivity and ADHD. Disadvantages of rejection Children who were rejected in 3rd grade were higher than peers in behavior problems and depression/loneliness 3 and 7 years later. Rejected children more likely to have academic difficulties, with more absenteeism and lower GPAs. 25-30% of rejected children drop out of school compared with 8% of other children. Withdrawn-rejected children Make up 10-25% of rejected category. Tend to be socially withdrawn, often timid and socially anxious. May feel isolated, loneliness, and depressed. Being withdrawn in 5th grade predicts more withdrawn behavior through 8th grade. Withdrawn behavior vs. rejection Withdrawn behavior becomes a more reliable predictor of peer rejection over the course of childhood. Neglected children
Withdrawn but relatively socially competent; tend to be both less sociable and less disruptive than average children. Likely to back away from peer interactions involving aggression. Not especially prone to peer rejection. Receive less support from peers but not particularly anxious about social interactions. Controversial children Liked by some, disliked by others. Tended to have characteristics of both popular and rejected children. Simultaneously aggressive, disruptive, prone to anger, cooperative, etc. Socially active with high status in the peer group, though they might be viewed as arrogant and snobbish. Sets with similar termsChild Development - Chapter 1359 terms annitavm chapter 1356 terms luckerka chapter 1356 terms Yam712 Chapter 13 Child Psych: Peer Relationships45 terms lkd1414 Sets found in the same folderabnormal psych ch 225 terms aileen_malave Abnormal Psychology Ch. 14: Neurodevelopmental Dis…22 terms mgoeringer11 Abnormal Psychology Exam 1 (Chapters 1, 2, 3, 4)27 terms bac3296 abnormal psychology chapter 337 terms lexigrace97 Other sets by this creatorSpanish 102 Chapter 1660 terms ColtonHemphill Spanish 102 Chapter 1551 terms ColtonHemphill Spanish 102 Chapter 1452 terms ColtonHemphill Spanish 102 Chapter 13110 terms ColtonHemphill Recommended textbook solutions
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