Chapter 5: Peers Flashcards
1
Q
how are peer groups different in contemporary societies
A
narrowly defined and age segregated (due to age education)
2
Q
when was age grading developed
A
19th century
but It was not until the second quarter of the twentieth century, however, that most adolescents were directly affected by educational age grouping
3
Q
T: Groups of individuals of approximately the same age.
A
peer groups
4
Q
T: The process of grouping individuals within social institutions on the basis of age.
A
age grading
5
Q
Perhaps the most important factor influencing the rise of adolescent peer groups in contemporary society was….
A
the rapid growth of the teenage population between 1955
126
and 1975.
6
Q
when was the adol boom
A
The products of this baby boom became adolescents during the 1960s and early 1970s, creating an “adolescent boom” for about 15 years
7
Q
how much of the pop were adol before and after the adol boom
A
The size of the population ages 15–19 nearly doubled between 1955 and 1975 and, more importantly, rose from less than 7% of the total population to well over 10%
8
Q
During the mid-1970s more than … Americans was a teenager.
A
1 out of every 6
9
Q
when did the adol boom stop and begin declining
A
1975 to 1995 growing again since then
10
Q
Today, approximately …% of Americans (about 42 million people) are between ages 10 and 19.
A
13
11
Q
is adol rate expected to go up or down
A
down
12
Q
patterns of change in adol pop are universal
A
f patterns of change in the size of the adolescent population vary considerably around the world, mainly because of different birth rates
13
Q
where is adol pop highest around the world
A
developing countries like Arab lowest in industrialized countries like Japan
14
Q
Social scientists track the size of the adolescent population for several reasons.
A
- changes in the number of adolescents may warrant changes in the allocation of funds for social services, educational programs, and health care, since adolescents’ needs are not the same as those of children or adults.
- changes in the size of the adolescent population have implications for understanding the behavior of cohorts
15
Q
a crowded cohort =
A
competition for jobs public attention
16
Q
Is the rise of peer groups in modern society necessarily a bad thing?
A
claim that age segregation has led to the development of a separate youth culture, in which young people maintain attitudes and values that are different from—even contrary to—those of adults. But some argue that industrialization and modernization have made peer groups more important, that adults alone can no longer prepare young people for the future, and that peer groups play a vital role in the socialization of adolescents for adulthood
17
Q
recent studies have found that adolescents engage in more …3 when they are with their peers than when they are by themselves
A
exploratory behavior, behave more prosocially, and learn faster
18
Q
why cant children be educated in kinship based societies
A
need to learn different norms
not an effective strategy for socializing them for adulthood, since their family ties, not their age, determine what their rights and responsibilities are.
19
Q
why can industruazed societies educate groups all together
A
the rules governing behavior apply equally to all members of the community.
20
Q
age groups are necessary in ind societies why
A
modernization
Without systematic age grouping in schools, it would be impossible to prepare young people for adulthood.
21
Q
Cultures in which the socialization of young people is done primarily by adults. because they will live the same way :T
A
postfigurative cultures
22
Q
T: Cultures in which young people are socialized both by adults and by each other.
A
cofigurative cultures
23
Q
Cultures in which society is changing so quickly that adults are frequently socialized by young people, rather than the reverse.:T
A
prefigurative cultures
24
Q
in prefig cultures the adolescents of the future will cease to profit from having close relationships with adults
A
f
25
Four specific developments stand out in change of peer adol relationships 4
1. there is a sharp increase during adolescence in the sheer amount of time individuals spend with their peers and in the relative time they spend in the company of peers versus adults.
2. peer groups function much more often without adult supervision than they do during childhood
3. increasingly more contact with peers is between males and females
4. whereas children’s peer relationships are limited mainly to relatively small groups—at most, three or four children at a time—adolescence marks the emergence of larger collectives of peers, called crowds
26
well over half of the typical American adolescent’s waking hours are spent with peers, as opposed to only ...with adults
15%
27
during adol trans how do boys and girls spend time instead of with parents
during the transition into adolescence, there is a dramatic drop in the amount of time adolescents spend with parents; for boys, this is mainly replaced by time spent alone, whereas for girls, it is replaced by time alone and time with friends
28
The shift from same-sex peer groups to mixed-sex groups tends to occur ...
around the beginning of high school
29
“brains” in another, and the “jocks” in a third :T
crowds
30
define crowds
Large, loosely organized groups of young people, composed of several cliques and typically organized around a common shared activity.
31
These changes in peer relations have their origins in the biological, cognitive, and social transitions of adolescence cognitive?
The cognitive changes of adolescence permit a more sophisticated understanding of social relationships, which allows the sort of abstract categorization that leads to grouping individuals into crowds.
32
These changes in peer relations have their origins in the biological, cognitive, and social transitions of adolescence: biological?
Puberty stimulates adolescents’ interest in romantic relationships and distances them from their parents, which helps to explain why adolescents’ social networks increasingly include more other-sex peers and fewer adults
33
These changes in peer relations have their origins in the biological, cognitive, and social transitions of adolescence social
changes in social definition may stimulate changes in peer relations as a sort of adaptive response: The larger, more anonymous social setting of the secondary school forces adolescents to seek out individuals whom they perceive as having common interests and values, perhaps as a way of re-creating the smaller, more intimate groups of childhood
34
Adolescents’ peer groups are organized around two related, but different, structures
cliques and crowds
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what defines cliques
friendships or interests
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T: Small, tightly knit groups of between 2 and 12 friends, generally of the same sex and age.
cliques
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the researchers categorized adolescents as .... (individuals who have most of their interactions with the same small group of people), ... (individuals who interact with two or more adolescents who are members of cliques, but who themselves are not part of a clique), and ... (individuals who have few or no links to others in the network).
clique members
liaisons
isolates
38
all adolescents in any school were members
| of cliques
f fewer than half
39
what is the gender difference in cliques, isolates and liaisons
girls were more likely than boys to be members of cliques, whereas boys were more likely than girls to be isolates
40
Adolescents who were members of cliques in the 9th grade were clique members in 10th grade: what does this tell us
adolescents’ positions in their school’s social network were relatively stable over time:
This does not mean that the membership of specific cliques is stable
41
...% of 7th-graders were members of cliques and about ...% were isolates; ... were liaisons or connected to just one other adolescent in a dyad
75
15
very few
42
3 crowd purposes
to locate adolescents (to themselves and to others) within the social structure of the school, to channel adolescents toward some peers and away from others, and to provide contexts that reward certain lifestyles and disparage others
43
“reputation-based clusters of youths, whose function in part is to help solidify young people’s social and personal identity”:T
crowds
44
are crowds founds globally?
yes
45
which crowd only is UN
jocks (clubs vs school teams in other parts of the world)
46
how are cliques different in structure and purpose from crowds
cliques for social interaction and based on friendship and activity crowds for reputation and based on stereotypes, contribute to sense of identity rather than social development
47
an adolescent does not have to actually have “brains” as friends, or hang around with “brainy” students, to be one of the “brains.” why is this
If he dresses like a “brain,” acts like a “brain,” and takes AP courses, then he is a “brain” as far as his crowd membership goes.
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problem with crowds
struck in a crowd you down want to be in
49
... of high school students are associated with one crowd, about ...are associated with two or more crowds, and about .... do not clearly fit into any crowd
close to half
one-third
one-sixth
50
crowds are just clusters of cliques
f they differ
51
There are important changes in the structure of cliques and crowds during the adolescent years, driven in large measure by the increased importance of ...
romantic relationships
52
explain the transition from same sex cliques in early adol to romantic relationships
```
same sex cliques
mixed interactions in groups
mixed cliques (lead by cliques leaders
romantic relationships
peer group begins to disintegrate
```
53
A study of middle school dances over the course of the academic year found that the integration of boys’ and girls’ peer groups increased over time, but that this occurred mainly among ...
physically attractive adolescents (no surprise, because being good-looking contributes to status in the peer group)
54
the transition from same-sex groups to mixed-sex groups is associated with an increase in alcohol use among males, and in both alcohol and drug use among females, why
most likely because the activities that draw males and females together often involve partying
55
why does the peer group start to disintegrate during late adol
As students approach their senior year and feel more secure about themselves, there is a decline in the extent to which they say they want to improve their social skills and the quality of their relationships attention away from group toward romantic partner
56
There also are changes in peer crowds during this time. Many of these changes reflect the growing cognitive sophistication of the adolescent 3
1. define crowds more in terms of abstract, global characteristics (“preppies,” “nerds,” “jocks”)
2. they become more consciously aware of the crowd structure of their school and their place in it
3. the crowd structure also becomes more differentiated, more permeable, and less hierarchical, which allows adolescents more freedom to change crowds and enhance their status
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T: A type of research in which individuals are observed in their natural settings
ethnography
58
what is the The Transformation of the Nerds
many individuals managed to transform themselves from “nerds” into “normals” during high school.
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many individuals managed to transform themselves from “nerds” into “normals” during high school. why 3
this was accomplished because the high school peer structure was more differentiated and permeable. not just popular and unpopular
2. the transition to “normal” came about through gains in self-assurance that came with physical and social development
3. the transformation was facilitated by a more sophisticated, confident view of the social hierarchy—one that permitted them to reject the premise that whatever the popular kids valued was necessarily desirable.
60
By ... grade, there is nearly universal agreement among students about their school’s crowd structure, and the strength of peer group influence is very high
9th
61
Between ... grades, however, the significance of the crowd structure begins to decline, and the salience of peer pressure wanes.
9th and 12th
62
why the decline I n the influence of peer pressure over adol
As crowds become less important, between middle and late adolescence, their influence over the individual’s behavior weakens
63
Just as the changes in the structure of cliques play a role in the development of ..., changes in the salience of crowds play an important role in adolescent ...
intimacy
| identity development
64
why does the role of the crowd decreases
As adolescents become more secure in their identity as individuals, the need for affiliation with a crowd diminishes
65
“Burnouts” and adolescents who are members of delinquent gangs : where do they fall on dimensions of involvement in peer culture and adult institutions
are not involved in either the peer culture or adult institutions.
66
who are very involved in the peer culture, but they are also very involved in the institutions valued by adults
“Jocks” and “populars,” for example,
67
T: A group against which an individual compares him or herself.
reference group
68
Knowing where an adolescent fits into the social system of the school can tell us a lot about the person’s behavior and values
t
69
Such labels as “jocks,” “brains,” “populars,” “druggies,” and “skaters” serve as shorthand notations—accurate or inaccurate—to describe someones activities
f more than that what someone is like as a person, what he or she holds as important, and how he or she spends time
70
Individuals who are members of more ... crowds engage in more problem behavior, whereas those who are in more ... report less
unconventional crowds
| conventional ones
71
crowds
how they talk about one another
| think of themselves (self concept)
72
boys whose crowd dislikes school. why would Doing well on a test or receiving a compliment from a teacher is likely to be dismissed as unimportant.
Since this attitude toward school is continuously reinforced by the clique, each boy’s feelings about school become strengthened, and not liking school becomes part of each boy’s identity
73
how does SE relate to crowds
Crowd membership can also affect the way adolescents feel about themselves. Adolescents’ self-esteem is higher among students who are identified with peer groups that have relatively more status in their school
74
Over the course of adolescence, symptoms of psychological distress decline among the ... and increase among the ...
“populars” and “jocks” but increase among the “brains”
75
adolescents whose peers identify them as members of low-status crowds fare better psychologically when ..., but the opposite is true for adolescents whose peers label them as members of high-status crowds, where ...
they don’t see themselves this way
denying one’s affiliation with the crowd is associated with worse mental health
76
... showed the most favorable patterns of psychological adjustment over time into adulthood
“brains” and “jocks”
77
Adolescents’ behavior is affected by their crowd membership in several ways 4
1. adolescents often imitate the behavior of high-status peers—the crowd leaders
2. crowds establish social norms—values and expectations—that members strive to follow
3. when crowd members behave in ways that are consistent with these norms, they are reinforced for doing so.
4. when adolescents are reinforced for following a crowd’s norms, they feel better about themselves and further incorporate their crowd membership into their identity
78
popular students get the most attention from not popular students
f popular ones
79
teenagers are especially likely to conform to their peers when they are not sure just how to behave
t
80
how does ethnicity change crowd membership
There is evidence, however, that in multiethnic high schools adolescents first divide across ethnic lines and then form into the more familiar adolescent crowds within ethnic groups.
and change what groups have status based on disvalues
81
high-achieving Black students are ostracized for “acting White”
f all students who are highly committed to school, regardless of their ethnicity, are teased or excluded for being “nerds” or “brains,” or simply for doing well in school
82
high-achieving Black students are ostracized for “acting White”
f all students who are highly committed to school, regardless of their ethnicity, are teased or excluded for being “nerds” or “brains,” or simply for doing well in school
83
what is the most important think that draws people to Dif cliques
similarity (of people who are of the same age, ethnicity, and—at least during early and middle adolescence—the same sex
84
Age segregation in adolescents’ cliques appears to result mostly from ...
the structure of schools
85
sex segregation is stronger for black students
f stronger for white
86
Why, then, do adolescent males and females separate themselves into different cliques?
1. cliques are formed largely on the basis of shared activities and interests.
2. young adolescents’ sensitivity about sex roles
87
one study of adolescents’ social networks found that the proportion of other-sex friends more than doubles between ... grades
6th and 10th
88
by 10th grade, most adolescents’ networks are still dominated by same-sex friends
t who make up about three-quarters of the average social network.
89
Over the course of childhood, boys and girls become decreasingly concerned about behaving in ways judged to be sex-appropriate.
f increasingly
90
who is more concerned about behaving in sex appropriate ways
boys
91
Adolescents who go against prevailing sex-role norms by forming friendships with members of the other sex may be teased about being “fags” or may be ostracized by their peers because they are “girly”
t
92
gay male adolescents typically have more other-sex friendships than same-sex friendships
t
93
how does norms around gender groups change once dating begins
once dating becomes the norm, adolescents who don’t have relationships with peers of the other sex become the objects of equally strong suspicion and social rejection
94
does ethnicity act on friendships in childhood
Ethnicity is not a strong determinant of clique composition during childhood, but it becomes increasingly powerful as youngsters get older
95
ethnic segregation doesn't exist in schools that have been deliberately desegregated
f someone less so though
96
cross-ethnic friendships are more common in ethnically diverse schools and neighborhoods than in those where one ethnic group predominates
f less
97
does ethnicity or SES matter more to friendships
ethnicity
98
what ethnicity is most discriminated against
Asian students report the highest degree of discrimination by peers, Black students’ reports of being discriminated against by other students increase over time
99
why ethnicity friendships
immigrants are less likely to have cross-ethnic friendships, perhaps because of language barriers
parents influence
social climate of school
100
what are there social climate influences on ethnic peer groups
Feelings of discrimination often drive ethnic minority students into peer crowds that are defined by ethnicity
101
why do ethnic friend groups stay together In adol
1. due to differential levels of academic achievement of adolescents from different ethnic groups
friends usually have similar attitudes toward school, educational aspirations, and grades
2. attitudes
102
Cross-ethnic friendships are more rare in schools that ...
frequently separate students into different academic tracks
103
Asian students are especially unlikely to have Black friends
t
104
Same-ethnic and cross-ethnic friends have different advantages...
: the former increase students’ ethnic pride, but in ethnically diverse classrooms, the latter make students feel safer and less vulnerable
105
influences on adol making ethnic friends
parents attitudes
exposure
broader context
106
Ethnic segregation in adolescent peer relationships is far less common in Canada than in the United States why
culture of multicultural tolerance
107
Do adolescents who associate with one another also share certain interests and activities? what main 3 areas
yes
| orientation toward school, orientation toward the teen culture, and involvement in antisocial activity
108
blacks don't tend to be as similar toward school attitudes as other ethnicities
t
109
why do kids hangout with others who have same academic aspirations 4
1. One reason for this is that how much time students devote to schoolwork affects their involvement in other activities
2. A second is that parents who stress achievement may insist that their teens only spend time with peers who do well in school
3. students’ friendships are often drawn from the peers with whom they have classes
4. influence what classes they take
110
of all the characteristics of friends that influence adolescents’ behavior, their friends’ ... has the greatest impact, not only on their own academic achievement, but also on their involvement in problem behavior and drug use
school performance
111
Similarity in patterns of ... is such a strong influence that it often serves as the basis for forming cross-ethnic group friendships
substance use
112
antisocial teens don't have many fiends
f antisocial, aggressive adolescents often gravitate toward each other, forming deviant peer groups
113
perk of antisocial friends
less lonely then deviant friends without peers
114
Adolescents are only influenced by the antisocial behavior of their immediate friends
f Adolescents are influenced by the antisocial behavior of their classmates, as well, even if the classmates are not actually friends
115
adolescents were ...% more likely to have been in a fight, ...% more likely to have pulled a weapon on someone, and ...% more likely to have badly hurt someone in the past year if a friend had engaged in the same behavior
48
140
183
116
T: Organized peer groups of antisocial individuals.
gangs
117
problems with being in a gang?
Adolescents who belong to gangs are at greater risk for many types of problems in addition to antisocial behavior, including elevated levels of psychological distress, impulsivity, psychopathic tendencies, exposure to violence, and violent victimization
118
problems with girls who hang out with gangs
increases their involvement in high-risk sexual behavior, drug use, and crime
119
how do Adolescent gangs resemble other sorts of peer groups
they are groups of adolescents who are similar in background and orientation, share common interests and activities, and use the group to derive a sense of identity
120
difference between gang and crew
crews which also engaged in fighting, tagging, and partying, but which did not engage in serious violence
121
Parents also act as “...,” helping their teenagers work out problems with their friends
consultants
122
Even when adolescents have relatively more antisocial friends, ...and ... will make them less susceptible to their friends’ negative influence—even in the context of a gang
having better relationships at home and a stronger attachment to school
123
T: Unintended adverse consequences of a treatment or intervention.
iatrogenic effects
124
example of iatrogenic effects
group-based interventions for adolescents with conduct problems
125
T: individuals who had a history of involvement in antisocial behavior engaged in more spontaneous conversation about antisocial activities and rewarded each other in the way they responded
deviancy training
126
teaching antisocial kids conflict resolution has positive effects
f because such behaviors are perceived by adolescents as being weak or even inviting retaliation
127
do adolescents develop interests and attitudes because their friends influence them, or is it more that people with similar interests and tastes are likely to become friends?
both selection and socialization
128
do adolescents develop interests and attitudes because their friends influence them, or is it more that people with similar interests and tastes are likely to become friends?
both selection and socialization
129
when adolescents who smoke spend time with nonsmokers, the smokers are more likely to quit
t
130
The more substance-using friends an adolescent has, and the closer he or she feels to them, the more the adolescent is likely to use alcohol and drugs why
adol characteristics influence their choice of friends
| adol friends influence eachothers characteristics
131
antisocial adolescents who have few friends, and few aggressive friends in particular, are likely to become more antisocial over time
f less whereas those with antisocial friends who become even more antisocial themselves become more delinquent
132
How much of adolescents’ similarity to their friends is due to selection and how much is due to socialization?
depends on what behavior or attitude is being studied. Socialization is far stronger over day-to-day preferences in things like clothing or music than over many of the behaviors that adults worry about, such as binge drinking or risky sex
133
adolescents who use drugs or engage in delinquency = selection or socialization
are more likely to select friends with these tastes than to be corrupted by them.= selection
134
adolescents’ friendship groups fell into one of four profiles
high functioning
engaged
disengaged
maladjusted
135
Adolescents’ socioeconomic background and family situation were strongly related to characteristics of their friendship network, who was more likely to be high functioning
with teenagers from more educated, two-parent families more likely to fall into the high-functioning and engaged groups.
136
the actual composition of adolescents’ cliques may shift over time, what doesn't
the defining characteristics of their cliques or their best friends do not (new members are likely to have attitudes and values that are quite similar to the former members0
137
... of students who name a best friend in the fall of a school year rename the same person as their best friend in the spring
Only about one-third
138
Only half of all reciprocated best friendships that exist at the beginning of a school year exist at the end, the quality of the friendships of those who stayed friends was stronger
f nothing to do with the quality of the friendship
139
why do well adjusted teens have more stable friendships
isn’t clear whether this is because stability contributes to adjustment, because better-adjusted adolescents are better at maintaining friendships, or, most likely, a combination of both
140
what reason is this for a friendship ending: “We stopped talking and hanging out for no apparent reason. All of a sudden it just ended.”
incompatibility
141
what reason is this for a friendship ending: We were best friends, but I couldn’t trust her because she lied to me too many times.
intimacy rule violations
142
what reason is this for a friendship ending: She spread rumors about me because the guy she liked, liked me
aggression
143
T: How well-liked an individual is.
sociometric popularity
144
T: How much status or prestige an individual has.
perceived popularity
145
when do adol understand difference between 2 forms of popularity
By the time they are 14, adolescents understand the difference between the two
146
mong White and Latino teenagers, drinking is associated with status, but this is not the case among Black adolescents- WHY IS THIS
e. Because the determinants of status can easily differ between schools, or even among groups within the same school, it is hard to predict which adolescents will be popular without knowing what is valued in that adolescent’s social context
147
Having a boyfriend or girlfriend, for example, may have little to do with perceived popularity in fifth grade, but may be highly correlated with it in ninth grade. what feature of popularity does this express
the variability of perceived pop
148
whereas many of the things that ... to popularity also make adolescents more likeable, some of the things that help to ... popularity may actually make adolescents less likeable
lead (e.g., athletic ability, physical attractiveness, social skills)
maintain popularity once it is established (like using gossip to control or manipulate others)
149
peer norms change, and socially competent adolescents are bad at adapting
f skilled at figuring them out
e.g. If smoking marijuana becomes something that is valued by the peer group, popular adolescents will start getting high more regularly
150
one of the reasons it is hard to persuade adolescents to “just say no” to drinking, smoking, and sex is that ...
these activities are often associated with being popular
151
fighting, bullying, or carrying a weapon, which most adolescents do not approve of, when do they become more acceptable
become more acceptable when popular adolescents start to do these things
152
do the 2 types of polarity always go hand in hand
no
153
Adolescents often behave in ways they believe popular students act, although these perceptions are not always accurate.
t
154
ggressive and antisocial adolescents are likely to be rejected by their classmates
some of these teenagers are quite popular
although their popularity tends to wane as adolescents get older and antisocial behavior is no longer something that teenagers admire
155
adolescents whose early popularity came from impressing their peers with delinquent and “pseudomature” behavior (like precocious sex) had more ... as young adults
interpersonal and behavioral problems
156
for males and females agression makes them popular to the other sex
f is a turn off
157
Wouldn’t we expect adolescents who are antisocial or aggressive toward others to be unpopular?
Evidently, it is not aggression alone, but the combination of aggression and difficulty controlling emotions or a lack of social skills, that leads to problems with peers
158
T: Aggressive behavior that is deliberate and planned.
instrumental aggression
159
T: Aggressive behavior that is unplanned and impulsive.
reactive agression
160
adolescents who hang out with popular adolescents may themselves become perceived as more popular over time but they may also become less well-liked and even victimized, why
bus they can only maintain a finite number of friendships they are seen as snobby status-seekers, especially by their less popular peers
161
why a clique of girls that was popular and socially sophisticated was also renowned for its meanness
The answer, he discovered, was that meanness was one of the ways that the clique ensured that no one member became stuck-up as a result of her popularity in the eyes of her classmates
162
one of the potential costs of being popular in adolescence is that if you become too popular, you face the very real possibility of ....
being the object of other classmates’ meanness.
163
Keep in mind that some adolescents who are not especially popular in school may have a well-developed network of friends outside of school: how does this help a kid
Having friends outside school can buffer the harmful consequences of having few friends in school
164
how does rejection influence adol vs children
adolescents, who show greater brain activation to rejection than children do, as well as a stronger biological stress response to it
165
why rejection so stressful for adol
brain changes sensitivity to emotion expressions and opinions of others
166
why do teens conform to each others music taste
feeling anxious about whether one’s tastes in music are “correct” may lead teenagers to conform to others
167
the same reward centers as those activated by food, sex, and drugs are also activated when teenagers view Instagram photos that have received many “likes”
t
168
only photos of themselves cause reward centres to activate in response to likes
This occurs for their own photos, for neutral photos posted by others, and for photos of risky activity.
169
T: Acts intended to harm another through the manipulation of his or her relationships with others, as in malicious gossip.
relational aggression
170
individuals who are highly aggressive in one way are also aggressive in others, and individuals who are frequent victims of physical aggression are also frequent victims of ...
relational aggression
171
Although both girls and boys use physical and relational aggression, ...
there are many more extremely physically aggressive boys than girls, and many more extremely relationally aggressive girls
172
Adolescents whose aggression is atypical for their gender (that is, girls who are highly physically aggressive and boys who are highly relationally aggressive) aren't necessarily any less well adjusted
show more maladjustment than their peers whose aggression is more gender-stereotypic
173
is physical or relational aggression more objectionable
physicals
174
what predicts the use of relational aggression
adolescents’ attitudes about the acceptability of relational aggression
175
The reason some physically aggressive boys are often more popular ?
than their peers is that physical aggression and relational aggression may go hand in hand, and it is their relational aggression, not their physical aggression, that contributes to their popularity.
176
peer rejection and friendlessness are associated with subsequent ...3
depression, behavior problems, and academic difficulties
177
Rejection is especially likely to lead to depression in adolescents who ...2
place a lot of importance on their standing in the peer group and who believe that they, rather than the peers who reject them, are at fault
178
T: The tendency to interpret ambiguous interactions with others as deliberately hostile.
hostile attribution bias
179
Adolescents who are prone to make hostile attributions tend to have friends who ...
view the world through a similar lens
180
Interventions aimed at changing the way ... have been successful in reducing rates of aggression
aggressive adolescents view their peers (hostile attribution bias)
181
does rejection sensitivity increase or decrease into adol
Rejection sensitivity increases in adolescence as brain regions that monitor social information become more easily aroused
182
what is the cycle of victimization for withdrawn people
Some are depressed, and their depression leads them to behave in ways that make them targets of harassment. the more these children are teased, rejected, and bullied, the more anxious and hesitant they feel, and the more they blame themselves for their victimization, which only compounds their problem—creating a cycle of victimization
183
all rejected students are bullied
f Children who are victimized but who have supportive friends are less likely to be caught in this vicious cycle than those who don’t
184
Hispanic and Black students are less likely than White students to report having been bullied
but they are just as likely as White students to report having been hit, robbed, stolen from, put down, and having their belongings damaged
185
Rates of victimization vary considerably from country to country, although around the world, but who is always more likely to be bullied
adolescents who come from less affluent families are more likely to be bullied
186
where the gap between rich and poor is very small,= how much bullying
less
187
why does income inequality influence bullying
it is more acceptable for the strong to victimize the weak in countries where having a wide gap between the economically “strong” and economically “weak” is also more widely tolerated.
188
what 2 types of kids are usually the bully and the victim in antipathies
often with an antisocial adolescent repeatedly harassing a withdrawn classmate
189
how are you indirectly exposed to bullying
witness it
190
direct vs indirect bullying effects
similar = anxious
191
witnessing the harassment of others appears to buffer some of the harmful effects of being victimized why
Adolescents who are victims of harassment but who do not see anyone else being victimized are more likely to feel humiliated and angry than those who are both victims and witnesses
192
if bullied due to ethnicity you'll be blessed harmed by it
t don't blame it on their own shortcomings
193
how does prevalence of bullying influence internal or external attributions of being bullied
Attributing one’s victimization to one’s own deficiencies (e.g., it’s something about me that I can’t change) is more common in schools where victimization is less common, but attributing it to bad decision making (e.g., I shouldn’t have walked there by myself) is more common in schools where there is a lot of victimization
194
why do bully victims end up with antisocial peers
not so much because they actively choose each other as friends, but because they are avoided by other students and have few other choices
195
what kind of bullying most humiliating
public victimization
196
the effects of being harassed in middle school are still observed in high school
t
197
Adolescents who are the victims of physical victimization are also likely to be the victims of relational victimization, suggesting that ..
some of the characteristics that prompt one type of bullying also prompt the other
198
why are bullying and victimization seen in the same kids 2
1 some adolescents react to victimization by becoming more aggressive and bullying other children
2. elements of the broader context—the climate of the school, for instance—may increase or decrease the likelihood of aggression between classmates
199
effectiveness of prevention programs>
small but significant effects when implemented during elementary school. during high school anti-bullying interventions may actually lead to more bullying
200
where does bullying happens
more high school students reported being victimized outside school than at school
201
which victims fare better
victims who avoid blaming themselves for having been bullied and respond by behaving proactively (avoiding the bully), rather than retaliating, fare better bus bully not getting desired attention
202
Bullying that occurs over the Internet or via cell phones.
cyberbullying
203
ps cyberbullying anonymous usually
no they usually suspect someone
204
limiting computer use protects against cyberbullying
f Monitoring appears to be more effective than the imposition of restrictions on computer use
205
making the school environment safer and more supportive may reduce cyberbullying
f
