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PL3244 > 9. Peers & Romantic Relationships > Flashcards

9. Peers & Romantic Relationships Flashcards

1
Q

Who are peers and why are they important?

A

Individuals who are about the same age or maturity level.

Provide a source of information about the world outside their family. Can receive feedback about their abilities.

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2
Q

How can peer contexts be classified?

A
  • type of peer (acquaintance, crowd, friend, romantic partner)
  • situation or location (school, neighbourhood, religious setting etc.)
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3
Q

What are 2 kinds of personality traits that can affect peer relations?

A

1) negative emotionality (low threshold for anger, fear, anxiety, and irritation. impair peer relations)
2) openness to peer influence (power status of adolescent vs power status of adolescent or peer group)

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4
Q

Describe the developmental changes in time spent with peers vs parents.

A

Increasing amount of time spent in peer interaction in adolescence. Twice as much time with peers than with parents.

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5
Q

Are peers necessary for development?

A

Yes. Good peer relations are necessary for social development. Social isolation is associated with many problems and disorders.

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6
Q

What are some benefits of positive peer relations?

A
  • Explore principles of fairness and justice by working through disagreements with peers
  • Observe peer’s interests and perspectives to smoothly integrate themselves into peer activities
  • teach them to be skilled and sensitive partners in intimate relationships
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7
Q

What are some disadvantages of negative peer relations?

A
  • peers with deviant behavior –> lower self control
  • negative peer events –> maintain depression symptoms
  • bad company –> heavy drinking, delinquency
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8
Q

What are 3 ways that parents can influence their child’s peer relations?

A
  • parents’ direct interactions with child
  • how parents manage their own lives
  • opportunities parents provide to the child (parents’ choice of neighbourhoods, schools, churches, friends influence the pool from which adolescents select possible friends)
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9
Q

How can parents model or coach their adolescents positive ways of relating to peers?

A
  • recommend specific strategies. discuss how disputes can be mediated or how to become less shy
  • encourage them to be tolerant and resist peer pressure
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10
Q

How might parental attachment link to peer relations?

A

Secure attachment to parents is linked to positive peer relations. only moderately correlated. Fosters trust to engage in close relationships with others and providing a strong foundation for developing interpersonal skills

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11
Q

Which kind of adolescents are most likely to conform to their peers?

A

1) adolescents who are uncertain about their social identity (Eg. low self-esteem and high social anxiety)
2) in the presence of someone they perceive to have higher status

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12
Q

What is sociometric status?

A

Describes the extent to which children and adolescents are liked or disliked by their peer group.

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13
Q

How is sociometric status measured?

A

Ask children and adolescents to nominate the peers they like the most and those they like the least.

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14
Q

What are the 5 different types of peer statuses?

A
  • popular children
  • average children
  • neglected children
  • rejected children
  • controversial children
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15
Q

Describe the popular children.

A

Frequently nominated as best friend and rarely disliked by peers. Give out reinforcements, listen carefully, maintain open lines of communication with others, are happy, control their negative emotions, show enthusiasm and concern for others, are self confident without being conceited.

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16
Q

Describe average children.

A

Average number of positive and negative nomination from peers

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17
Q

Describe neglected children.

A

Not really nominated as best friend but not disliked by peers. Often described as shy and don’t really interact with peers much.

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18
Q

Describe rejected children.

A

rarely nominated as best friend and actively disliked by peers. Have more serious adjustment problems than neglected chidren. Associated with depression and conduct problems. Not all rejected children are aggressive, some are shy.

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19
Q

Describe controversial children.

A

Frequently nominated both as best friend and being disliked.

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20
Q

What is adolescent pseudomature behavior?

A

trying to act cool (eg. engage in minor delinquency, precocious romantic involvement)
associated with a desire to be popular

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21
Q

Why do aggressive boys have problems in social relationships?

A
  • more impulsive and have problems sustaining attention. more likely to be disruptive of ongoing activities in the classroom
  • more emotionally reactive. Aroused to anger more easily and have difficulty calming down once aroused. More prone to being angry at peers and attacking them physically.
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22
Q

What is social cognition? What does it comprise of?

A

Involves thoughts about social matters. Comprises of social intelligence and social information processing.

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23
Q

What is social intelligence?

A

Knowing what it takes to make friends, to get peers to like you etc. Some children and adolescents have difficulty with peer relations because they lack social intelligence.

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24
Q

What are the 5 steps of social information processing? (DIRSE)

A

1) decode social cues
2) interpretation
3) response search
4) selection of an optimal response
5) enactment

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25
Q

How do aggressive boys engage in social information processing?

A

likely to perceive another child’s ambiguous actions as hostile, When they search for cues to determine intention, they respond more rapidly, less efficiently, and less reflectively than nonaggressive children.

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26
Q

Adolescents perform more poorly than adults in which 2 social cognitive areas?

A

1) theory of mind

2) emotion recognition

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27
Q

How does emotion relate to peer relations?

A

ability to regulate emotion is linked to successful peer relations. anger displays and depression were linked to being unpopular with peers.

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28
Q

Describe what it means to have effective self-regulatory skills.

A

Can modulate their emotional expressiveness in contexts that evoke intense emotions, such as when a peer says something negative.

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29
Q

What are 4 strategies to improve adolescents’ social skills?

A

1) demonstration or modeling of appropriate social skills
2) discussion of emotions
3) reasoning about social skills
4) use reinforcement for their enactment in actual social situations

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30
Q

What are the 6 sequential steps to take before acting in a situation?

A

1) stop, calm down, think before you act
2) go over the problem and state how you feel
3) set a positive goal
4) think of lots of solutions
5) plan ahead for consequences
6) go ahead and try out the best plan

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31
Q

How do we improve neglected adolescents’ social skills? (2)

A

Help them hold their peers’ attention by:

1) asking questions
2) listening in a warm and friendly way
3) saying things about themselves that relate to peers’ interests

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32
Q

Why is it difficult to improve the social skills of adolescents who are actively disliked and rejected?

A

Because they are aggressive or impulsive and lack the self-control to keep these behaviors in check.

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33
Q

Why are social skills intervention programmes more successful with children than adolescents?

A

Because peer reputations become more fixed as cliques and peer groups become more important in adolescence. Attitude of others is slow to change even if the problem has already been fixed. Need to targeted the minds of peers too.

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34
Q

How to administer social skills intervention programmes in a group training style?

A

adolescents will work towards a common goal that holds promise for changing reputations. Most successful when conducted in academic settings.

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35
Q

Are friends and peers the same thing?

A

Nope. friends are a subset of peers. Friends engage in mutual companionship, support, and intimacy.

36
Q

What are the 6 benefits of friendship?

A

1) companionship – spend time and engage in collaborative activities
2) stimulation – information, excitement, amusement
3) physical support – provide resources and assistance
4) ego support – help adolescents maintain positive impression of themselves as competent and worthwhile individuals
5) social comparison
6) intimacy/affection – self disclosure. close and trusting relationship with another individual.

37
Q

In adolescence, friends are increasingly important in helping us fulfill our _______.

A

social needs (need for secure attachment, companionship, social acceptance, intimacy)

38
Q

Failing to forge close friendships can result in ______ and _____.

A

loneliness and a reduced sense of self-worth

39
Q

Not having a close relationship with a best friend, having less contact with friends, having friends who are depressed, and experiencing peer rejection all increase ______ tendencies in adolescents.

A

depressive

40
Q

How do friendships develop from adolescence to emerging adulthood?

A
  • close friendships became more integrated in emerging adulthood
  • number of friendships declined from end of adolescence to emerging adulthood
  • best friendships often decline in satisfaction and commitment in first year of college.
41
Q

What does intimacy in friendships involve?

A

self-disclosure; sharing of private thoughts or personal knowledge. Intimacy is an important feature in adolescent friendships. Important for them to understand others and be understood.

42
Q

What is homophilly?

A

The tendency to associate with similar others. Friends are generally similar in many attributes (eg. age, sex, ethnicity, attitudes towards school, achievement orientation)

43
Q

Adolescents who interact with older youth tend to engage in what?

A 
delinquent behaviors 
(but direction is not clear) 
not sure if older youth guide younger adolescents to deviant behavior, or whether these specific adolescents were already prone to deviant behavior.
44
Q

How do the number of other-sex friendships change over time?

A

Increases in early adolescence and continue to increase.

45
Q

What are a benefit of other-sex friendships?

A

Help adolescents learn how to communicate with the other sex and reduce their anxiety in social and dating heterosexual interactions.

46
Q

Other-sex friendships are linked to what kind of negative behaviors?

A

earlier sexual intercourse, increases in alcohol use and delinquency.

47
Q

Why do parents monitor daughters’ other-sex friendships more closely?

A

Because they perceive boys to have a more negative influence

48
Q

How does parental monitoring link to girls’ other-sex friendships?

A

High parental monitoring –> fewer other-sex friendships –> lower subsequent alcohol use by girls in late adolescence

49
Q

What are some factors contributing to loneliness? (4)

A

1) individual characteristics (low self-esteem and shyness)
2) peer experiences (low social acceptance, victimization, poor-quality friendships)
3) life transitions (migrating, divorce, death of closed ones)
4) first year of college (Especially if students leave their hometown and family. Often have to form completely new social relationships)

50
Q

What is the difference between childhood groups and adolescence groups?

A

1) Childhood groups are usually not as formalized as adolescent groups. Rules and regulations well defined, leaders formally elected or appointed.
2) Adolescent groups tend to include a broader array of members. Consist of many individuals you don’t know personally, more heterogeneous.

51
Q

Describe Dunphy’s Progression of Peer Group Relations (5 stages).

BBGB -> games day -> JC -> Uni OG -> couples

A

1 - Precrowd stage. Isolated same-sex groups
2 - beginning of crowd; same-sex groups start group-group interaction
3 - same-sex groups are forming heterosexual groups, especially among upper-status members
4 - fully developed crowd. heterosexual groups are closely associated.
5 - crowd disintegration; loosely associated groups of couples

52
Q

What are cliques?

A

Small groups (Average 5-6 individuals)

  • usually same sex and around same age
  • can form from similar activities. have spent time with each other and enjoy each others’ company
  • share ideas and hangout together
53
Q

What are crowds?

A
  • Larger than cliques and less personal
  • Usually members of a crowd based on reputation. (eg. jocks, druggies)
  • Appear in early adolescence and become less prominent in late adolescence
  • crowd membership associated with self esteem
54
Q

What are some benefits of participating in youth organisations?

A

practice interpersonal and organisational skills that are important for success in adult roles. Development of initiative, responsibility, and confidence in their ability to affect the world.

55
Q

What are some potential barriers to participation in youth programs?

A
  • lack of interest in available activities
  • lack of transportation
  • lack of awareness of what is available
56
Q

What are some characteristics of successful youth programmes?

A

1) involve positive relationships, trust, and commitment

2) learning experiences must be challenging, require reaching a demanding goal, and provide feedback to youth.

57
Q

Which gender shows greater peer attachment?

A

Girls, especially related to trust and communication

58
Q

Within same-sex groups, what kind of activities do boys like to do compared to girls?

A

Boys – engage in more competition, ego displays, risk taking, and seek dominance
Girls – engage in more “collaborative discourse” in which they talk and act in a more reciprocal manner

59
Q

What are female friendships like?

A

Girls’ friendships are more intimate. They were deeper and more independent. Female friends show more empathy, revealing a greater desire to sustain intimate friendships. Girls’ friendships were more positive than boys’.

60
Q

What are male friendships like?

A

Important to have a congenial friend with whom they could share their interests in activities such as hobbies and sports. Boys showed more cooperativeness. Tend to emphasize power and excitement. May discourage each other from openly disclosing their problems as they perceive that self-disclosure is not masculine,

61
Q

How might peer groups be beneficial to ethnic minority youth?

A

Can provide a sense of brotherhood and adaptive support to reduce feelings of isolation within a majority culture.

62
Q

What are the functions of dating in today’s context?

A
  • form of recreation
  • source of status and achievement. social comparison
  • socialisation
  • learning about intimacy. opportunity to establish a unique, meaningful relationship with someone
  • context for sexual experimentation and exploration
  • provide companionship through shared activities and interaction
  • contribute to identity formation
  • mate sorting and selection (original function)
63
Q

What is romance like at age 11-13?

A
  • crushes

- group dates. comfort in numbers. hangout with a group of friends.

64
Q

What is romance like at age 14-16?

A
  • casual dating. short lived.
  • dating in groups. reflects embeddedness in peer context. friend often acts as facilitator by communicating their frien’s romantic interest and determining whether the attraction is reciprocated (aka wingman)
65
Q

What is romance like at age 17-19?

A
  • more serious romantic relationships
  • characterized by strong emotional bonds that closely resemble adult romantic relationships
  • more stable and enduring
66
Q

What kind of emotions do romantic relationships involve?

A

positive emotions – compassion, joy
negative emotions – worry, disappointment, jealousy
sometimes negative emotions can be so intense and prolonged that they can lead to adjustment problems. Adolescents who were attached reported wider daily emotional swings.

67
Q

What positive outcomes are romantic experiences linked with?

A

higher levels of social acceptance, friendship competence, and romantic competence.

68
Q

What negative outcomes are associated with romantic experiences in adolescence?

A

higher levels of substance use, delinquency, and sexual behavior

69
Q

What activity do adolescent girls like to engage with friends when they are in a romantic relationship?

A

Co-rumination

70
Q

What does involvement in romantic relationship and co-rumination together predict?

A

Predict an increase in depressive symptoms

71
Q

Adolescents with stronger romantic involvement were more likely to engage in delinquency. What does this suggest?

A

Suggest that dating and romantic relationships at early age can be problematic. Associated with teenage pregnancy, problems at home and at school

72
Q

Unrequited love can lead to? (5)

A
  • depression
  • obsessive thoughts
  • sexual dysfunction
  • inability to work effectively
  • difficulty in making new friends
  • self-condemnation
73
Q

What are is a positive change that can arise from dissolution of romantic relationships?

A

Personal growth following breakup. Feel stronger emotionally, more self confident, more independent, developing new friendships. Women reported more positive growth than men.

74
Q

What are the 2 types of romantic love?

A

1) romantic/passionate love/eros

2) affectionate/companionate love

75
Q

Describe romantic/passionate love.

A
  • strong sexual and infatuation components
  • predominates in early part of love relationship
  • characterizes most adolescent love
  • complex intermingling of emotions
76
Q

Describe affectionate/companionate love.

A
  • Occurs when individuals desire to have another person near and have a deep, caring affection for that person.
  • More characteristic of adult love than adolescent love.
77
Q

What are some benefits of online dating?

A

may benefit shy or anxious individuals who find it difficult to meet potential partners in person.

78
Q

What are some problems with online matchmaking?

A

many individuals misrepresent their characteristics (age, attractiveness, occupation)

79
Q

What are some surprising findings about online matchmaking?

A
  • romantic relationships initiated on the internet are more likely than relationships established in person to last for more than 2 years
  • less likely to break up and higher marital satisfaction
80
Q

How might relationships with parents affect an adolescent’s romantic relationship?

A
  • girls with negative relationships with parents –> turn to romantic relationships for intimacy and support –> opportunity for early sexual initiation
  • positive relationships with parents –> better quality romantic relationships
81
Q

How does attachment style with parent affect romantic relationships?

A
  • secure attachment –> approach romantic relationships expecting closeness, warmth, and intimacy. comfortable developing close, intimate romantic relationships.
  • avoidant attachment to parents –> expect romantic partners to be unresponsive and unavailable. might behave in ways that distance themselves from romantic relationships.
  • ambivalent attachment to parents –> likely to be clingy and disappointed and frustrated with intimacy and closeness in romantic relationships
82
Q

How might adolescents’ observations of their parents’ marital relationship contribute to their own construction of dating relationships?

A
  • parents’ marital conflict was linked to increase conflict in child’s own romantic relationship
  • girls from divorced families had lower levels of romantic competence in dating relationships and had a more negative opinion of males. but if mother effectively communicated the experience, it alleviated the negative influence
83
Q

Why are girls from divorced and widowed families more likely to marry images of their fathers than girls from intact families?

A

females from intact families have more opportunity to work through relationships with their fathers, and are more psychologically free to date and marry someone different from their fathers

84
Q

Which personality trait is associated with negative beliefs about marriage?

A

Neuroticism - high neuroticism in adolescence is linked with the belief that marriage is not likely to lead to fulfillment in life and happiness as an adult. this predicted fewer positive interactions with a romantic partner and lower perceived relationship quality.

85
Q

What is the difference in girls’ and boys’ perceptions of romance?

A

girls –> interpersonal qualities

boys –> physical attraction

86
Q

What are dating scripts?

A

Cognitive models that adolescents and adults use to guide and evaluate dating interactions. First dates were highly scripted along gender lines. Males followed a proactive dating script. Females followed a reactive dating script.

PL3244 (12 decks)

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