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Developmental Science > Peers and Peer Groups > Flashcards

Peers and Peer Groups Flashcards

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1
Q

What does Judith Rich Harris argue?

A

Peers are a more important influence than parents

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2
Q

The _____ of peer influences is difficult to disentangle, because ________.

A

The CAUSALITY of peer influences is difficult to disentangle, because PEOPLE CHOOSE THIER FRIENDS.

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3
Q

What effects do social-emotional learning (SEL) programs have?

A

They can have a large, wide-ranging effects. This includes attitudes, positive social behavior, conduct problems, emotional distress, and academic performance.

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4
Q

The _______, _____, _____, and _______ in peer relationships can enhance children’s reasoning ability and their concern for others.

A

The EQUALITY, RECIPROCITY, COOPERATION, and INTIMACY in peer relationships can enhance children’s reasoning ability and their concern for others.

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5
Q

Children who have _______ attachment relationships with their parents tend to develop better social skills than children who are not.

A

Children who have SECURE attachment relationships with their parents tend to develop better social skills than children who are not.

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6
Q

What is a parent’s role in children’s early peer relationships?

A

Gatekeepers

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7
Q

What is a parent’s role in children’s late peer relationships?

A

Coaches

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8
Q

What is preschool friendship based on?

A

Proximity

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9
Q

What are the four sequences of interaction for initiation and continuation in playing sessions of children 20-30 months olds?

A

Games, contingent interaction, and conflict

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10
Q

What is the “game” interaction?

A

Structured interaction with turns.

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11
Q

What is the “contingent interaction”?

A

Responding to socially directed actions of the partner.

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12
Q

What is the “conflict” interaction?

A

Protesting, resisting, or retaliating against the partner.

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13
Q

What is social behavior in toddlers predicted by?

A

It is predicted by pair, not by the individuals in the pair.

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14
Q

People tend to choose friends that are _____ to them.

A

People tend to choose friends that are SIMILAR to them.

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15
Q

How do children choose friends by age 7?

A

Children tend to like peers who are similar to themselves in cognitive maturity of their play and in their aggressive behavior.

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16
Q

How do children choose friends in fourth to eight grade?

A

Friends are more similar than non-friends in prosocial behaviors, antisocial behavior, peer acceptance, and academic motivation.

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17
Q

How do children choose friends in adolescence?

A

Friends tend to have similar interests, attitudes, and behavior.

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18
Q

With age, verbal theories of friendship shift from _______ to_______.

A

With age, verbal theories of friendship shift from INSTRUMENTAL to INTIMATE.

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19
Q

What are the social outcomes of reciprocated best friends?

A

Positive social outcomes in middle childhood and to self-perceived competence and adjustment in adulthood.

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20
Q

What measures is childhood friendship related to in adulthood?

A

cognitive, social, and physical measures and psychopathology.

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21
Q

What is the weakness of studies on childhood social relationships?

A

Based on correlation, and correlation is not causation.

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22
Q

T/F There are clear and complex dominance hierarchies as early as preschool.

A

T

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23
Q

In what ways can children’s social relations be conceptualized?

A

Group-based peer relations, dyadic peer relations, peer networks, and peer status.

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24
Q

How is peer status measured?

A

Sociometric status; Assessed by asking children how much they like each of their classmates or how much they want to play with them.

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25
Q

What are the four categories of sociometric status (excluding average)?

A

Controversial, Popular, Rejected, and Neglected.

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26
Q

What is the “controversial” sociometric status?

A

Many “least liked” nominations and many “most liked” nominations

27
Q

What is the “popular” sociometric status?

A

Few “least liked” nominations and many “most liked” nominations.

28
Q

What is the “rejected” sociometric status?

A

Many “least liked” nominations and a few “most liked” nominations.

29
Q

What is the “neglected” sociometric status?

A

A few “least liked” nominations and a few “most liked” nominations.

30
Q

What percent of the average classroom is in each sociometric status?

A

23% Popular
20% Rejected
7% Controversial
20% Neglected
30% Average

31
Q

What are the traits of popular children?

A

Tend to be
- skilled at initiating interactions with peers and at maintaining positive relationships
- cooperative, friendly, sociable, and sensitive to others
- Are not prone to intense negative emotions and regulate themselves well
- less physically aggressive

32
Q

What are the traits of neglected children?

A
  • display relatively few behaviors that differ greatly from other children
  • they appear to be neglected because they are not noticed
33
Q

What are the categories of rejected children?

A

Aggressive-rejected or withdrawn-rejected

34
Q

What are the traits of aggressive-rejected children? What percent of rejective children fit this description?

A

Aggressive behavior underlies rejection by peers. When they are angry or want their own way, many rejected children also engage in relational aggression. This is 40-50% of rejected children.

35
Q

What are the traits of withdrawn-rejected children? What percent of rejective children fit this description?

A

They are social withdrawn, wary, and often timid. This pattern may change with age. Makes up 10-25% of rejected children.

36
Q

Children’s sociometric status is related to their likelihood of _______________.

A

Children’s sociometric status is related to their likelihood of DROPPING OUT OF SCHOOL.

37
Q

What sociometric category of children are more at risk for a variety of negative mental health outcomes?

A

Rejected children

38
Q

What are externalizing symptoms of rejected children?

A

Aggression, delinquency, hyperactivity, attention-deficit disorders, conduct disorder, substance abuse

39
Q

What are internalizing symptoms of rejected children?

A

loneliness, depression, withdrawn behavior, and obsessive-compulsive behavior

40
Q

___________ can buffer the negative mental health outcomes of peer rejection.

A

POSITIVE RELATIONSHIPS WITH PARENTS can buffer the negative mental health outcomes of peer rejection.

41
Q

What can foster peer acceptance?

A

Social skills training

42
Q

What do social skills training programs teach kids?

A
  • to pay attention to what is going on in a group of peers
  • to rehearse skills related to participating with peers
  • to cooperate
  • to communicate in positive ways
43
Q

What are the traits of controversial children?

A

They tend to have characteristics of both popular and rejected children

44
Q

How stable is sociometric status?

A

Over short periods of time, children who are popular/rejected tend to remain in their category whereas those who are neglected or controversial tend to change their status

45
Q

Which sociometric status is the most stable?

A

Rejected children; It is more stable over shorter intervals and for older children

46
Q

T/F Children who are perceived as “popular” do not always have high sociometric status.

A

T

47
Q

What is bullying?

A

Aggressive behavior that is intended to harm or disturb another child. It is used to establish dominance and status.

48
Q

What percent of children report being bullied?

A

25% report being bullied; 10% experience extreme victimizaiton

49
Q

What are the four types of bullying behaviors?

A

physical, verbal, relational, and reactive bullying

50
Q

What is reactive bullying?

A

Inciting others into negative behavior.

51
Q

What are the two types of bullies?

A

“popular” aggressive bullies and unpopular aggressive bullies (which are typically rejected or neglected)

52
Q

What are the long-term effects of bullying?

A

There are negative outcomes for both bullies and victims including poor academic performance, poor mental health outcomes, and effects on unemployment and income in adulthood

53
Q

What are 6 bullying interventions?

A

discipline, strengthen the victim, mediation, restorative practice, support groups, and shared concern

54
Q

What intervention for bullying is most widely used?

A

The Olweus intervention

55
Q

At what levels does the Olweus intervention occur?

A

school, classroom, and the individual level

56
Q

What type of model is the Olweus intervention based on?

A

Based on a model recognizing that bullying emerges in social groups rather than just dyads.

57
Q

What is the role of defenders of the vicitim in bullying?

A

Dislike the bullying and helps, or trys to help, the victim.

58
Q

What is the role of possible defenders in bullying?

A

Dislikes the bullying and thinks they should help but they don’t.

59
Q

What is the role of disengaged onlookers in bullying?

A

Watch what happens but do not take a stand.

60
Q

What is the role of possible supporters or possible bullies in bullying?

A

Like the bullying but do not display open support.

61
Q

What is the role of supporters or passive bullies in bullying?

A

Support the bullying but do not take active part.

62
Q

What is the role of followers or henchmen in bullying?

A

They take an active part but do not start the bullying.

63
Q

____ intervention has long term effects on bullying in schools.

A

OLWEUS intervention has long term effects on bullying in schools.

Developmental Science (22 decks)

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