Lecture 16 - Peer relationships 2

Question 1

(reading):

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

Ge, X., Brody, G.H., Conger, R.D., Simons, R.L., Murry, V. (2002). Contextual amplification of pubertal transitional effect on African American children’s problem behaviors. Developmental Psychology, 38, 42–54.

Caspi, A., & Moffitt, T. E. (1991). Individual differences are accentuated during periods of social change: The sample case of girls at puberty. Journal of Personality and Social Psychology, 61(1), 157–168. https://doi.org/10.1037/0022-3514.61.1.157

Graber, J., Lewinsohn, P., Seeley, J., et al. (1997) Is psychopathology associated with the timing of pubertal development? Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1768-1776.

Answer 1

(reading):

Question 2

(lecture summary):

We will examine the relationship between family and friends as a key example of the interplay between proximal social contexts for child development.

Answer 2

(lecture summary):

Question 3

(lecture):

Read slide 3

Answer 3

(lecture):

Question 4

(lecture):

Describe SECURE attachment and social development.

Answer 4

(lecture):

Positive expectations
- Interact readily with other children and expect relationships to be positive and rewarding.

Foundations

• Sensitive and responsive caregiving enables children to understand reciprocity in relationships.
• Give and take
• Empathy

Confidence, enthusiastic and emotionally positive – makes children more attractive to others and facilitates social interaction.

Question 5

(lecture):

Describe INSECURE attachment and social development.

Answer 5

(lecture):

Rejection and hostility from parents:

• Expect this in peer relationships
• Hostile attribution bias
• Withdraw from social exchanges in expectation of rejection.

Insecure attachment associated with poor peer relationships, less skill in peer interactions.

Again, correlation does not equal causation – the same processes that underlie the formation of insecure attachments with parents may underlie poor relationship formation and maintenance with peers (e.g. temperament; sociability).

Question 6

(lecture):

Describe the working models at adolescence of relationships.

Answer 6

(lecture):

See slide 6

Question 7

(lecture):

What are the parents’ roles with their childrens’ peer relationships?

Answer 7

(lecture):

See slides 7-8

Question 8

(lecture):

Describe parents’:

• Gatekeeping
• Monitoring
• Coaching
• Emotion Coaching

of their children.

Answer 8

(lecture):

See slides 9-12

Question 9

(lecture):

Read slide 13

Answer 9

(lecture):

Question 10

(lecture):

Describe the relationship between family stress and social competence.

Answer 10

(lecture):

See slide 14

Question 11

(lecture):

Read slide 16

Answer 11

(lecture):

Question 12

(lecture):

Describe what pubertal maturation is.

Answer 12

(lecture):

See slide 17

Question 13

(lecture):

Is puberty a risk factor for psychological problems?

Answer 13

(lecture):

See slide 18-20

Question 14

(lecture):

Describe the stressful change hypothesis.

Answer 14

(lecture):

See slide 21

Question 15

(lecture):

Describe the off-time/deviance hypothesis

Answer 15

(lecture):

See slide 22

Question 16

(lecture):

Describe the early timing hypothesis

Answer 16

(lecture):

See slide 23-25

Question 17

(lecture):

Describe the Contextual amplification hypothesis, Ge et al., (2002)

Answer 17

(lecture):

See slide 26

Question 18

(lecture):

Describe the interaction of pubertal timing and parent-adolescent relationship quality.

Answer 18

(lecture):

See slides 27-28