Lecture 15 - Peer Relationships 1

Question 1

(reading):

Siegler, R., Saffran, J., DeLoache, J., Gershoff, E. T. & Eisenberg, N. (2017). How Children Develop. Chapter 13.

Answer 1

(reading):

Question 2

(lecture summary):

We will examine the distinction between friendship groups and the role of peers in child and adolescent development. Students could be encouraged to think about the role of family processes in shaping friend selection and friendship maintenance. Tutorials might consider whether continuity versus discontinuity of friendships across childhood matters in shaping adolescent identity, health and behaviour.

Answer 2

(lecture summary):

Question 3

(lecture questions to consider):
(the answers will be looked at in the rest of the lecture, its just an overview I guess)

• How do friendships change with age?
• What are the benefits of friendships?
• What characterises children who are liked, disliked or unnoticed by peers?
• Does peer acceptance or rejection matter for longer term psychological health and adjustment?
• What is the role of the child in shaping their relationships with others? The child as an active agent

Answer 3

(lecture questions to consider):

Question 4

(lecture):

Distinguish peers to friendships.

Answer 4

(lecture):

Peers:
People of approximately the same age and status.

Friendship:
An intimate, reciprocated positive relationship between two people

Some researchers believe that friendships may begin at 2 years of age or even earlier.

Question 5

(lecture):

Watch the video on slide 6

Answer 5

(lecture):

Question 6

(lecture):

Define friendship.

Answer 6

(lecture):

Friends are people who spend time together, feel affection for one another and where interactions are characterised by reciprocities (mutual regard; cooperation, negotiation).
Age-related change in friendship*
Emerge in the early years (by the age of two) - preferences
2-3 years: cooperative play
3-4 years: best friendships; pretend play – symbolic; trust.
5-8 years: shared liking of activities; conflict and resolution.
Late childhood-adolescence: over time, increased role of shared values, admiration, loyalty.
Level and importance of intimacy changes across time.

*Map to lectures from Dr. Gerson and Dr. Jones

Question 7

(lecture):

Describe the process of friend selection.

Answer 7

(lecture):

Birds of a feather tend to flock together: shared demographic characteristics, physical proximity and psychological characteristics (e.g. hostile attribution bias; academic motivation; self regard; cognitive maturity of play; shyness; antisocial behaviour)

Therefore difficult to disentangle direction effects:
Do friends affect behaviour or do children affiliate with children who are similar to them in behaviours and dispositional tendencies?

Question 8

(lecture):

Describe what the functions of friendships are.

Answer 8

(lecture):

Provide support and validation when a child feels lonely.

Provide support and validation during difficult periods of transition that involve peers.

Serve as a buffer against unpleasant experiences.

Serve as a buffer when children feel victimised.

Help develop social skills and positive relationships with other people.

Question 9

(lecture):

What are the benefits and costs of friendships?

Answer 9

(lecture):

Benefits:

• Friendships typically have positive outcomes: affirmation.
• Emotional support; security; support during transition periods.
• Buffer: against problems with peers; teachers.

Costs:

• Aggression and disruptiveness.
• Contagion of negative affect.
• Alcohol and substance abuse.

Question 10

(lecture):

What are 3 different types of peer groups?

Answer 10

(lecture):

• Cliques
• Crowds
• Gangs

Question 11

(lecture):

Define Cliques.

Answer 11

(lecture):

Friendship groups that children voluntarily form or join themselves - similarities among members bind.

Question 12

(lecture):

Define Crowds.

Answer 12

(lecture):

Group of adolescents who have similar stereotypes reputations - may be assigned by peers.

Question 13

(lecture):

Define Gangs.

Answer 13

(lecture):

Loosely organised groups of adolescents or young adults who identify as a group and often engage in illegal activities.

Question 14

(lecture):

Describe a study that investigated this question:

How does identification with a crowd hamper or advance successful psychological adaptation?

Answer 14

(lecture):

See slide 12-13

Question 15

(lecture):

What are some negative influences of cliques and social networks?

Answer 15

(lecture):

See slide 14

Question 16

(lecture):

Read slides 15-19

Answer 16

(lecture):

Question 17

(lecture study question):

Identify the strengths and limitations of the longitudinal research design used by Bowes et al.

Answer 17

(lecture study question):