Chap. 5 Flashcards
1
Q
peer groups
A
- groups of individuals of approximately the same age
- educators developed the idea of free education with grades based on ages
- peer groups affecting friendship formed in school wasn’t there until the 20th century
2
Q
age grading
A
the process of grouping individuals within social institutions on the basis of age
3
Q
peer groups and less industrialized societies
kinship-based
A
- expected adult behaviour depends on fam
- it is not possible to educate or socialize all young people in 1 large group
- socialization of ado is best accomplished in fam groups
4
Q
peer groups and modern society
A
- all individuals expected to learn the same set of norms
- rules governing behaviour apply equally to all members of the community
- socialization of ado is not limited to the fam
- society has universal norms for any activities
- need for universal school-based education creates age-segregated peer groups
5
Q
margaret mead
A
- the best way to socialize ado for adulthood depends on society changing
- postfigurative cultures
- cofigurative cultures
- prefigurative cultures
- prefigurative will take over cofigurative culture
6
Q
postfigurative cultures
A
cultures in which socialization of young people is done primarily by adults
7
Q
cofigurative cultures
A
cultures in which young people are socialized both by adults and by each other
8
Q
prefigurative cultures
A
culture in which society is changing so quick, that adults are socialized by young people
9
Q
what ways do peer groups change
A
- a sharp increase during ado in the amount of time individuals spend with peers
- it functions more often without adult supervision than they do during childhood
- during ado, more contact with peer is between males and females
- kids peer relationships are limited mainly to small groups
- ados spend more time with larger collectives of peers
10
Q
what causes peer groups to change?
A
- puberty stimulates romantic interest which causes distance from the parents
- cog. changes of ado permit a more sophisticated understanding of social relationships
- changes in social definition may stimulate changes in peer relations as a sort of adaptive response
11
Q
cliques
A
- small, close-knit group of freinds, generally of the same age, sex, and social status
- gives ado a social context
12
Q
clique members
A
- individuals who have most of their interactions with the same small group of people
- girls are more likely members
- fewer than 1/2 adolescents were members during the research study
13
Q
liaisons
A
- people who interact with two or more cliques, but they are not part of one
14
Q
isolates
A
- people who have a few or no links to people in the network
- these are more than likely boys
15
Q
crowds
A
- a social category for which membership is based largely on observed char, reputation, and stereotypes
- ie. Jocks, popular, brain, normal, goths
- more based on repuation and stereotypes than on friendship or social interaction
- changing crowd members is tough
- will contribute to the ado’s sense of identity and selg conception than to thier actual development
16
Q
romance changes and peer groups
A
- eraly ado = activities are with the same sex cliques
- then boy and girl cliques come together
- middle ado = mix sex and age cliques
- late = peer crowds begin to disintegrate
- couple split off from larger groups
- the change in ado are parallel to the development of intimacy
17
Q
changes in crowds
A
- ados become more consciously aware of the crowd structure of their school and their place in it
- crowd structure becomes more differentiated and less hierarchical which gives them more freedom to change crowds
18
Q
the waxing and waning of crowds
A
- 9th grade, universal agreement about the school’s crowd structure (influence is very high)
- this decline between grade 9 and 12
- decline = as peer pressure goes down the developmental changes goes up, they get a strong sense of identity, and being part of a crowd is stifling
19
Q
the 2 dimensions of the ado social world
A
- how involved they are in the insitutions controlled by adults
- how involved they are in informal, peer culture
20
Q
reference groups
A
- a group against which an individual compares themself
- crowds can act like reference groups
- there is judgement based on reference groups
21
Q
how does crowd membership affect ado’s behaviour
A
- imitate the crowd leader
- strive to follow the crowd’s established social norms
- receive reinforcement for following norms
- reinforcement for following a crowds norm leads to feeling better about themselves
22
Q
ethnicity and crowd membership
A
- ados first divide into ethnic lines, then divide further into familiar ethnic groups
- they notice more crowd distinctions within their own group
- values with being in 1 group can change with schools
- belonging to different crowds can differ across ethnic and socioeco groups
23
Q
cliques are formed with people who share the same traits (4 main one and 3 other ones)
A
- age
- race/ethnicity
- socioeco background
- sex at birth
- orientation at school
- orientation toward teen culture
- involvement in antisocial activity
24
Q
orientation toward school
A
- ado and their friends tend to be similar in their attitudes toward school, school achievment, and education plans
- students also influence each other’s academic performance
25
Q
orientations towards the teen culture
A
- ados and their friends generally have similarities in music, dress, leisure activities, and drug use
- most high schools, it is easy to see the split between cliques
26
Q
involvement in antisocial activity
A
- antisocial, aggressive ado gravitate toward each other and form deviant peer groups
27
Q
gangs
A
- organized peer groups of antisocial individuals
- at a greater risk for many types of problems
- they both resmeble and differ from other peer groups
- more isolated from families, have more emotional and behavioural problems, and have poorer self conceptions than other ado
28
Q
the role of parents
A
- they help form certain traits
- problematic relationships can lead the kid to become antisocial
- manage kid’s friendships by monitoring it (excessive control isn’t good)
- group based interventions for ado with conduct problems may not work
29
Q
latrogenic effect
A
- unintended adverse consequences of a treatment or intervention
30
Q
selection v. socialization
A
- selection and socialization are at work across a variety of attitudinal and behavioural domains
- socialization is stronger over day-to-day prederences in things like music than other behaviours that adults worry about
31
Q
stability of ado frienships
A
- cliques are moderate stable over the school year, but more stable later in high school
- ~1/3 of students who name a best friend in the fall are still best friends in the spring
- boy’s friendship is more stable
- common cause of broken friendship is jealousy, incompatibaility, betrayal, and aggression
32
Q
2 forms of popularity
A
- sociometric pop (how well-liked an individual is)
- perceived pop (how much status or prestige an individual is) (more complicated cause peer norms change and they then need to change to fit the norm)
33
Q
popularity and aggression
A
- some popular boys are extremely aggressive, athletically competent, and average or below in friendliness/academic competence/shyness
- girls that are antisocial and antiacademic might be bullied
34
Q
instumental aggression
A
- aggressive behaviour that is deliberate and planned
35
Q
reactive aggression
A
- aggressive behaviour that is unplanned and impulsive
36
Q
rejected ado
A
- 3 types (1. people with problems controlling aggression, 2. withdrawn ado who are shy/anxious/inhibited, 3. both aggressive and withdrawn)
- peer rejection in ado can be traced to rejection in earlier periods
- rejection by peers is a major source of stress for aods
37
Q
relational aggression
A
- most studies of aggression have paid more attention to boys
- boys are more overtly aggressive, but girls are more likely to engage in relational aggression
- harming someone via the manipulation of relationships
- “mean girls” (first found in girls but boys can use it, more okay with relational aggression, those who use it are more popular)
38
Q
consequences of rejection
A
- being unpopular has -‘ve consequences (depression, behaviour problems, adademic difficulties)
- many have displayed hostile attribution bais
- unpopular, withdrawn kids are more submissive and that makes them targets for bullying
39
Q
hostile attribution bias
A
the tendency to interpret ambiguous interactions with other as deliberately hostile
40
Q
helping unpopular teens
A
- programs designed to teach social skills
- encouraging unpopular ado to join supervised group activities with popular ado
- progrmas that focus on a combination of behavioural and cognitive abilities
41
Q
bullies and victims
A
- ~1/3 of north american and european youth report physical bullying
- bullying = differentiated by its repetitive nature and the imbalance of power
- more bullying = greater income inequality
- direct and indirect exposure result in similar and dissimilar effects
42
Q
victimization
A
- a range of adjustment problems (low self-esteem, depression, academic and -‘ve emotion difficulties)
- psyo problems cause it
- undermines academic performance, school attendance/engagement, and feelings of academic competence
- many who have been victimized have also been bullies
- anti bullying programs have little effect and may lead to bullying in hs
- onlookers are more likely to intervene and defend the victim
- it occurs more outside of school
43
Q
4 categories of victims
A
- mainly passive (ignore and walk away)
- mainly aggressive (fight back)
- support seeking (talking to someone)
- those who do everything (start with one, then move onto the others)
44
Q
cyberbullying
A
- bullying that occurs over the internet
- less common than inperson
- affects victims in a similar way
- becomes more common during ado
- both emotional and behavioural problems
- victims of traditional bullying are also bullied online
- tradtional bullies also engage with cyberbullying
45
Q
facts and solutions with bullying
A
- it is a relationship problem (defined by a power imbalance problem)
- solutions to bullying needs a relationship solution
46
Q
per group and psychosocial development
A
- peers play an important role in the psyo development of ado
- teens with poor peer relationships are more likely to drop out of hs, be low achievers in school, higher rates of delinquent behaviour, suffer from emotional and mental health problems as adults
