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PSY3105 | The Psychology of Adolescence > Chapter 5 & 10: Peers & (Friends) Intimacy > Flashcards

Chapter 5 & 10: Peers & (Friends) Intimacy Flashcards

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1
Q

How do peer groups change during adolescence? [2]

A

Within-individual changes:

  • Cognitive: Development of a more complex understanding of relationships.
  • Puberty: Increased interest in romantic relationships and a desire for distance from parents.
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2
Q

How do childhood friendships differ from adolescent friendships? - Childhood [2]

A
  • Typically involves 3-4 friends.
  • Relationships are based on shared activities.
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3
Q

How do childhood friendships differ from adolescent friendships? - Adolescence [3]

A
  • Emphasis on intimacy, trust and loyalty.
  • More time spent with friends, often in unsupervised settings.
  • Increased contact between males and females.
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4
Q

How do parents and peers influence adolescents? [5]

A
  • Quality of time with friends changes over time:
    • Grade 4: Primarily parents.
    • Grade 7: Same-sex friends and parents.
    • Grade 10: Focus on same-sex friendships.
    • Late adolescence and college: Shift towards romantic partners.
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5
Q

What role do parents play in adolescent relationships? [2]

A
  • Warmth and closeness with parents can lead to closer relationships with friends.
  • Adolescents may seek more acceptance from peers than from parents.
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6
Q

What are the implications of dysfunctional family dynamics on peer relationships? [2]

A
  • Increased likelihood of affiliation with deviant peers.
  • Higher rates of delinquency and mental health problems.
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7
Q

What is Sullivan’s theory of interpersonal development? [4]

A
  • Says that there’s a distinction between intimacy and sexuality.
  • Goal: Establish intimacy along with sexual contact.
  • Key: Security in relationships.
  • Intimacy develops before sexuality, starting in same-sex friendships.
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8
Q

How does attachment predict intimacy in relationships? [3]

A
  • Internal working model determines levels of trust or apprehension.
  • Working models with parents reflect in friendships and romantic relationships.
  • Rejection sensitivity can lead to increased depression and anxiety.
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9
Q

How does attachment style affect intimacy? [4]

A
  • Secure: Trusts others and feels safe.
  • Anxious-avoidant: Doesn’t care much about being close to others.
  • Anxious-resistant: Feels confused and worried in relationships.
  • Disorganized: Has trouble with forming any close bonds.
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10
Q

What are the sex differences in intimacy and peer relationships? - Girls [3]

A
  • Experience more intimacy in friendships and romantic relationships.
  • Mental health more affected by friends.
  • Co-rumination can create a cycle of depression and anxiety.
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11
Q

What are the sex differences in intimacy and peer relationships? - Boys [1]

A

Less likely to feel jealousy; conflicts are brief and often resolved with humor.

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12
Q

What are the sex differences in intimacy and peer relationships? - Overall [2]

A
  • Friendships and partner relationships are typically less stressful than relationships with parents.
  • Intimacy with parents declines during adolescence but often restores in adulthood.
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13
Q

What functions do friendships serve? - Socialization [1]

A

Learning social norms beyond the family.

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14
Q

What functions do friendships serve? - [4] types of social support (Berndt)

A
  • Informational: Guidance and advice.
  • Instrumental: Help with tangible tasks (e.g., homework).
  • Companionship: Spending time together and engaging in activities.
  • Esteem: Boosting confidence and self-worth.
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15
Q

How do friendships contribute to social and emotional development? [3]

A
  • Social skills acquisition: Learning how to interact effectively.
  • Information sources for self-knowledge and regulation skills.
  • Intimacy: Sharing knowledge, thoughts, and feelings.
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16
Q

What are the implications of peer relationships on well-being? - Cross-sectional studies [1]

A

Supportive friendships lead to better psychological outcomes and lower depression.

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17
Q

What are the implications of peer relationships on well-being? - Longitudinal studies [2]

A
  • Supportive friendships are associated with higher self-esteem, lower depression, and improved academic outcomes.
  • Mixed relations with risky behavior.
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18
Q

How do friendships start and grow? [5]

A
  • Propinquity: Being near someone helps you become friends.
  • First Encounters: Meeting someone for the first time can lead to friendship.
  • Build-up: You get to know each other and spend time together.
  • Continuation: If things go well, you stay friends.
  • Stability: Some friendships last a long time, while others fade away.
19
Q

What is friendship homophily? [2]

A
  • It means friends often share things in common like age, gender, race and interests
  • Girls often spend more time talking and show more affection with their friends.
20
Q

What are cliques? [3]

A
  • Small groups of about 6 people.
  • Girls often have more cliques than boys.
  • It’s where most social interactions happen.
21
Q

What are crowds? [2]

A
  • Larger groups that have a reputation (like being known as “the cool kids”).
  • These become more noticeable in early to mid-adolescence.
22
Q

How do cliques and crowds influence behavior? [3]

A
  • People in cliques might copy what their high-status peers do, especially leaders.
  • They help create and follow social norms (rules about how to behave).
  • These norms can be important, especially when it comes to bullying and being aggressive.
23
Q

Why do we want to belong to a group? [3]

A
  • Social Identity Theory: We all want to feel like we belong.
  • Ingroup vs. Outgroup: We see our group as special or superior.
  • Friends help us feel good about ourselves and our place in the world.
24
Q

What is popularity? [2]

A
  • Popularity is how well-liked someone is by their peers.
  • It can be measured by how often people say they like or dislike someone (acceptance/rejection).
25
Q

What are the [2] types of popularity?

A
  • Perceived Popularity: How people view someone’s social status or dominance.
  • Sociometric Popularity: A measure of how likable someone is based on peer nominations.
26
Q

What are the [4] categories of popularity?

A
  • Popular: Many people like them and few dislike them.
  • Controversial: Many people both like and dislike them.
  • Neglected: Few people say they like or dislike them (kind of invisible).
  • Rejected: Few people like them and many dislike them.
27
Q

Why do we want to be popular? [1]

A

Everyone wants to feel accepted by their peers.

28
Q

Why do we want to be popular? - Goal Framing Theory [3]

A
  • This idea suggests that having clear goals (like wanting to be liked) motivates behavior.
  • Two types of goals:
    • Egocentric Goals: Focused on how you feel or what you gain.
    • Normative Goals: Focused on helping others and working together.
29
Q

What helps someone be popular? [3]

A
  • Having good social skills, being happy, and feeling confident.
  • Popular people often have secure friendships and connections.
  • Some may use instrumental aggression (aggression used for a goal) to maintain their popularity.
30
Q

Popularity and Aggression [3]

A
  • Sometimes, the desire to be popular can lead to aggressive behavior.
  • Social Aggression: This can be direct (like bullying) or indirect (spreading rumors).
  • Popular kids who are aggressive might stay popular if there are no serious consequences for their actions.
31
Q

What happens to those who are rejected? [2]

A
  • Rejected or unpopular kids might struggle with controlling their aggression or be shy and anxious.
  • Being rejected can be very stressful, and it affects how they feel emotionally.
32
Q

The Social Brain [2]

A
  • Our brains are sensitive to social cues, which helps us understand what’s happening around us socially.
  • When someone feels excluded from a group, certain parts of the brain become active, which can lead to negative feelings and mental health issues.
33
Q

The Power of “Like” [1]

A

On social media, posts with more likes make the brain react more positively, especially in areas related to memory and emotions.

34
Q

Peer Pressure [2]

A
  • Friends can influence each other’s behavior, especially when it comes to taking risks.
  • People might see their friends getting pressured into doing something risky, which can affect their own choices.
35
Q

Definition of Bullying [3]

A
  • Power Imbalance: One person has more power than another.
  • Intentionality: It’s done on purpose to hurt someone.
  • Repetition: Happens over and over again.
36
Q

Why Bullying is Hard to Stop [3]

A
  • Enabling: People allow bullying to happen.
  • Entitlement: Some feel they have the right to bully.
  • Tolerance: Others accept bullying as normal.
37
Q

[6] types of bullying

A
  1. Direct bullying (verbal or physical)
  2. Covert/Indirect bullying (rumors)
  3. Cyberbullying
  4. Gender-based
  5. Race-based
  6. Weight based
38
Q

Family Influences on Bullying [4]

A
  • Education: Parents’ education levels can affect behavior.
  • School Involvement: Active parenting can lead to less bullying.
  • Family Structure: Families that communicate well often have less bullying.
  • Parental Mental Health: Parents with mental health issues may have kids who bully.
39
Q

[3] Parenting Styles that Lead to Bullying

A
  • Authoritarian: Strict without warmth.
  • High Conflict: Families that fight a lot.
  • Poor Communication: Not talking openly about feelings.
40
Q

Other factors that lead to bullying [3]

A
  • Equifinality: Different paths can lead to the same result (e.g., bullying).
  • Multifinality: The same cause can lead to different outcomes.
  • Narcissism: Some kids bully because they need to feel superior and lack empathy.
41
Q

The Peer Group [4]

A
  • Social Impact Theory: Behavior is influenced by friends.
  • Social Misfit Theory: Wanting to fit in can lead to bullying
  • Popularity norms: status norms (nominations: liked most/least, etc.)
  • Aggression norms
42
Q

[4] Key Factors of Bullying

A
  • Frequency
  • Duration
  • Pervasiveness (how widespread it is)
  • Severity
43
Q

Who Gets Bullied? [3]

A
  • Unpopular or Rejected Kids: Those who struggle socially.
  • Shy or Anxious Kids
  • Aggressive-withdrawn: Kids who might act out but also withdraw.
44
Q

[5] Consequences of Bullying

A
  • Developmental Outcomes
  • School Absenteeism
  • Low Academic Achievement
  • Chronic Victimization mental health issues.
  • Long-term Effects: hostile attribution bias (automatically thinking actions done by others is harmful)

PSY3105 | The Psychology of Adolescence (7 decks)

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