family-siblings, grandparents, peers Flashcards
how sibling relationships unique
-non-voluntary comrade
-more intense relationship (support and conflict)
-more authentic self
-shared experience
-see all stages of development
siblings described to have a “devastating lack of ____”
inhibition
functions of sibling relationships (7)
-practice communication (e.g. emotional) & social skills
-models of behaviour (e.g. copying older siblings)
-context to try out new behaviours
-learn about another gender (e.g. gender roles)
-promote individuality (e.g. separating from sibling’s identity)
-buffer for peer rejection, parent conflict, stressful experiences
-conflict (destructive or constructive?)
high sibling affection correlates with
low internalizing symptoms from high stress life events
same sex dyads on sibling closeness
closeness increases in adolescence, then stabilizes
mixed sex dyads on sibling closeness
closeness declines in early adolescence; closeness increases in late adolescence/young adulthood
sibling conflict overtime
high then declines over time (around late adolescence)
types of sibling relationships in research (4)
-caregiver relationship (vertical authority) (age gap, older sister)
-buddy relationship (more common in sister relationships)
-casual/uninvolved relationship (less closeness/fighting)
-critical/conflictual/rival relationship (fighting, dominating, more common in bro-bro relationships)
what might be stronger factors than birth orders in outcomes of personality?
different home environments/treatments, different personality traits/outcomes
research on effect of birth order
mixed; most studies don’t find effects; those that do find tiny effects
only children stats
-tend to have higher self-esteem
-do better in school
-differences in peer relationships (in N.America less peer acceptance but not in China)
why might there be no difference in peer acceptance stats for only children in China?
norm of one child; more contact with cousins (still getting the communication and conflict resolution)
like parenting, sibling relationships are (universality?)
culturally situated
cultural variations in siblings
-primary bond (parent-child or sibling)
-amount of time spent together
-caregiving roles
-gender norms
percentage of Canadian children who live with their grandparents
10%; more likely with immigrant children, Indigenous children
grandparents roles evolutionarily
-“grandmother hypothesis”
-boost emotional well-being
-buffers for children growing up in risky contexts (closeness with grandparents buffer effects/negative symptoms)
-but lots of variability
grandmother hypothesis
living past reproductive moment which may evolutionarily be adaptive; fewer kids die in places with more grandparents active
research definition of friendships
close, mutual, reciprocal, voluntary relationship
early childhood (before elementary): friendships are based on
rewards vs costs (live nearby, have nice toys, like to play)
middle childhood: friendships based on
shared interests; take care of/support each other; friendship gets deeper; mutual dynamic (schemas get updated)
adolescence on friendships
shared values; engage in self-disclosure, intimacy
reasons why we shift in our thoughts on friendship
time spent with peers; cognitive development (perspective taking abilities; early childhood is more self-centric: what can you do for me?);
function of friendships
perspective, emotional & physical support, stimulation, growth & motivation, buffer in stressful times, dev of social skills, model and reinforce behaviour (deviancy training), conflict/resolution, social comparison & norms
function of friendships as buffer physiological evidence
more cortisol when best friend not present during stressful situation
cliques
smaller, voluntary, friendship-based groups; shared interests & attitudes; tend to have shared background
cliques in childhood & adolescence
-initially same gender; later move to more mixed
-initially mixed race; later to more same race
-50-75% of teens are members of cliques
crowds
reputation-based groups
-less voluntary; more based on external assessments
functions of cliques
-context of friendship, social group, sense of belongingness, support/guide interest in romantic relationships for straight teens
functions of crowds
-locate individuals within social environment, establish social norms, identity development, self-esteem
how is peer status measured
sociometric status; likes vs dislikes; controversial, rejected, popular, neglected, average (30-60%)
popular/likeable (peer status)
skilled at initiating and maintaining positive interactions; good emotion recognition and regulation; perspective taking, cooperative, friendly, helpful; liked by teachers
rejected (peer status)
rejected-aggressive: physical aggression, bullying
rejected-withdrawn: poor social skills, socially anxious, timid, difficulty with social goals
rejected- aggressive & withdrawn
rejected kids are at risk with
externalizing/internalizing problems, academic problems
controversial (peer status)
-characteristics of popular and rejected children; can be helpful/cooperative but also disruptive/aggressive
neglected (peer status)
timid, shy, less social; often not bothered by classification
which peer statuses are less stable (other kids might change their minds about them a year from then)
controversial vs neglected
average (peer status)
most common, moderately sociable, average cognitive skills;
-common for kids to move between average and neglected
predictors of peer status
social skills/behaviour, temperament, interpretations (hostile attribution bias, rejection sensitivity), parents, physical attractiveness, name, race (depends on context/majority)
