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PSYC2110 Developmental Psychology > Chapter 13: Peer Relationships > Flashcards

Chapter 13: Peer Relationships Flashcards

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1
Q

What is play?

A

activities that children engage in for inherent enjoyment

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2
Q

What are the benefits of play?

A
  • learning and practicing empathy
  • fostering cognitive and language development
  • enhancing motor development and skills
  • promoting emotion regulation and increasing positive emotions
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3
Q

What is Parten’s classification of children’s social play?

A
  • non-social types of play
  • social type of play
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4
Q

What are non-social types of play?

A
  • unoccupied play
  • onlooker play
  • solitary play
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5
Q

What are social types of play?

A
  • parallel play
  • associative play
  • cooperative play
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6
Q

What are the differences in children’s peer experience across cultures?

A
  • patterns in peer development are averaged
  • classic cross-cultural studies found wide differences in peer contact and interaction
  • recent research on adolescent development found peer importance and interaction was related to family values within context of cultures
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7
Q

What factors influence a child’s friendship decisions?

A
  • children tend to be friends with peers who are friendly and who act prosocially toward others
  • similarity of interests and behaviour
  • proximity
  • similarity in age
  • gender
  • own racial/ethnic group
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8
Q

How does electronic communication facilitate the creation and maintenance of friendships amongst children?

A
  • greater anonymity
  • less emphasis on physical appearance
  • more control over interactions
  • finding similar peers
  • 24/7 access
  • it’s fun
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9
Q

What are the two major perspectives on the use of technology?

A
  • richer-get-richer hypothesis
  • social-compensation hypothesis
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10
Q

What is the richer-get-richer hypothesis?

A

youths who already have good social skills benefit from the Internet and related forms of technology when it comes to developing friendships

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11
Q

What is the social-compensation hypothesis?

A

argues that social media may be especially beneficial for lonely, depressed, and socially anxious adolescents

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12
Q

What is harmful about role of technology in friendhsips?

A

high levels of Internet use primarily for entertainment or for communication with strangers can harm the quality of friendships and predicts increases in anxiety and depression

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13
Q

What are the most important benefits of friendships?

A
  • emotional support and validation
  • opportunities for the development of important social and cognitive skills
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14
Q

How do friendships provide support and validation?

A
  • provide support and validation when a child feels lonely during difficult periods of transition that involve peers
  • serve as a buffer against unpleasant experiences, when children feel victimized
  • help develop social skills and positive relationships with other people
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15
Q

How do friendships affect social and cognitive skill development?

A
  • help develop social skills and positive relationships with other people, cooperation, negotiation skills
  • understanding of emotional states, enhances self-esteem, less psychopathology
  • understanding peer norms (gossip)
  • promotes cognitive skills and creative task performance
  • leads to positive social outcomes in later year, including adulthood
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16
Q

What are the possible costs of friendships?

A
  • aggression and disruptiveness; deviancy training
  • alcohol and substance abuse; genetic makeup similarity
  • bullying and victimization; physical and relational aggression
17
Q

What is relational aggression?

A

a kind of aggression that involves excluding others from the social group and attempting to do harm to other people’s relationships

18
Q

What is cyberbullying?

A

repeated and intentional harassment or mistreatment of an individual via digital devices

19
Q

Who is bullied?

A
  • 15% of high school students; girls twice as likely as boys
  • likely high in social anxiety, psychological distress, depression symptoms
  • rates highest in grade
  • LGBT students twice as likely as hetero students
20
Q

Who bullies?

A
  • 12% of teens
  • belief that aggression is acceptable problem-solving tool
  • classroom environment that accepts bullying
21
Q

What are intervention examples for bullying?

A
  • No Trap! (Italy)
  • Media heroes (Germany)
  • Cyber Friendly Schools (Australia)
22
Q

What are gender differences in the functions of friendships?

A

girls’ desire: closeness and dependency
- worry about abandonment, loneliness
- get more upset than boys do when a friend betrays
- more likely than are boys do to co-ruminate
girls and boys less likely to differ in
- amount of conflict they experience in best friendships
- terms of recreational opportunities provided

23
Q

What is sociometric status?

A

a measurement that reflects the degree to which children are liked or dislikes by their peers as a group

24
Q

What the five groups of the sociometric system?

A
  • popular
  • rejected
  • neglected
  • average
  • controversial
25
Q

What are popular children like?

A
  • rated accepted and impactful by peers; high status in group
  • perceived as socially skilled; cooperative, friendly, sociable, helpful, sensitive to others
  • generally possess more emotional and behavioural strengths
  • not necessarily most likable in peer group but athletic ability, prestige, physical attractiveness, wealth, above average agression
26
Q

What are rejected children like?

A
  • children or adolescents liked by few peers and disliked by many peers
  • difficulty finding constructive solutions to difficult social situations
  • anxious, depressed, rated lower in behavioural competence by teachers
  • perhaps have a less developed theory of mind
  • rejected children can be overly aggressive and withdrawn
27
Q

What are aggressive-rejected children like?

A
  • especially prone to physical aggression, disruptive behaviour, delinquency, and negative behaviour (hostility, threatening others)
  • socially withdrawn, wary, and often timid
  • complex bidirectional relations (adjustment, social competencies, and peer acceptance)
28
Q

What are withdrawn-rejected children like?

A
  • socially withdrawn, wary, timid, and socially anxious
  • victimized by peers, and many feel isolated, lonely and depressed
29
Q

What are neglected children like?

A
  • withdrawn with peers but are relatively socially competent
  • less sociable and less disruptive than average children; avoid aggression
  • rated by teachers as being as socially competent as popular children
30
Q

What are controversial children like?

A
  • liked by quite a few peers, and disliked by quite a few others
  • characteristics of both popular and unpopular children
  • tend to be cooperative, sociable, good at sports, and humorous; group leaders
31
Q

How do parents influence their children’s peer relationships?

A
  • directly through monitoring and coaching
  • indirectly through their interactions with their children
  • early parent-child interactions linked to children’s peer interactions at an older age
32
Q

How do parents monitor their children’s peer relationships?

A
  • young children: orchestrating and monitoring their children’s interactions with peers
  • elementary school children: allow engagement in social and extracurricular activities
  • adolescence: knowing where and with whom child is with
33
Q

How do parents coach their children’s peer relationships?

A
  • teaching children group-oriented strategies for gaining entry into a group of peers
  • making suggestions about what to say when entering the group
  • emotional coaching
34
Q

What is the relation between securely attached children and competence with peers?

A
  • promote competence with peers
  • develop positive social expectations
  • understand reciprocity in relationships
  • confident, enthusiastic and friendly
  • have high-quality long friendships
35
Q

What is the relation between insecurely attached children and competence with peers?

A
  • have difficulties with peer relationships
  • get hostile and perceive others as hostile
  • are not happy with peers
  • express less sympathy and prosocial behaviour
  • have poor conflict-resolution skills
36
Q

What are the peer relationship outcomes of children with positive parent relationships?

A
  • socially competent
  • positive behaviours
  • likeable and cooperative
  • can buffer children against negative effects of peer relationships
37
Q

What are the relations between peer stress, parent support and children’s depressive symptoms?

A
  • high peer stress and low parent support = high levels of depressive symptoms
  • supportive parents same thing ??

PSYC2110 Developmental Psychology (4 decks)

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