Social Development in Middle Childhood: Self, Emotion, Aggression, & Bullying (Chapter 10)

Question 1

Forms of Bullying

Answer 1

-Physical (M>F)
-Verbal (M>F)
-Direct Relational (F>M)
-Indirect Social (F>M)
-General (pick on) (F>M)

Question 2

Bullying in School

Answer 2

-Types of Bullying: know more about physical, verbal, and general types of bullying than relational and social forms of bullying
-Bullying Patterns: tends to peak in middle school then decrease through the rest of middle school and adolescence
-Bullies: exhibit poor grades, antisocial behavior, and proactive behavior
-Victimization Consequences: feelings of loneliness, anxiety and hyperactive or aggressive

Question 3

Social Processes of Bullying

Answer 3

Observational Studies
-Teacher Intervention: 4% intervene
-PeerIntervention: 12$ intervene
-Bullying Escalation: when other children reinforce bullying by supporting or participating in it, bullying escalates
Other Studies (Salmivalli)
-Bystanders
-Followers & Reinforcers of Bullying
-Defenders of Bullying

Question 4

Stop Bullying

Answer 4

-Entire school must be targeted: increase awareness and change school climate on tolerance
-Peer Social Dynamics: decreases bully-followers and bystanders

Question 5

Middle Childhood: Peer Relationships

Answer 5

Unique Features
-Voluntary Nature
-Involvement of Skills: involve importance social skills such as negotiation, compromise, sharing and cooperation
Increasing Prominence
-Become increasingly prominent during middle childhood and continue to gain importance

Question 6

Friendship

Answer 6

Varies across ages and gender
-younger kids mainly talk about shared activities
-Older kids/ females more likely to ask about trust, equality and commitment

Question 7

What Do Children Learn from a Friendship

Answer 7

-Understanding themselves
-Cooperation, conflict resolution
-Coping with stress

Question 8

Development in Children’s Concepts of Friendship

Answer 8

Selman’s Stages
-Stage 0 (3-7): Momentary Playmates; Undifferential Level
-Stage 1 (4-9): One-Way Assistance/ Unilateral
-Stage 2 (6-12): Two-Was Fair Weather Cooperation; Reciprocal Level
-Stage 3 (9-15): Intimate Mutually-Shared Relationship; Mutual Level
-Stage 4 (12+): Autonomous Interdependence; Interdependent Stage

Question 9

Peer Groups: Factors that Hold Them Together

Answer 9

-Interaction and Synchronization
-Homophily in Friends and Peer Groups: people form friendships with people who are similar to them in terms of interests, values, and characteristics
-Proximity
-Gender/ Gender Socialization in Peer Context: peer groups play a role in reinforcing gender norms and expectations
-Ethnicity
-Behavioral Factors

Question 10

Peer Social Status: Sociometirc

Answer 10

-Sociometric Popularity : Well-liked children
-Rejected Children: Disliked Children; physically aggressive and low academic achievement

Question 11

Peer Social Status: Social Network

Answer 11

-Nominations of Groups: children categorize peers into groups in the social network
-Components: individuals, group members and isolates
-Groups: individual status and inter-member relationships
-Network: group status and inter-group relationships

Question 12

Aggressive Children

Answer 12

-Friends: most have friends
-Peer groups: likely to be included in peer groups as other kids

Question 13

Prominence in the Network

Answer 13

-Sometimes physically aggressive children are central members
-Most of the time, socially aggressive children are central members

Question 14

Peer Social Status: Perceived Status

Answer 14

-Nominations of Peers: peers nominate others as popular or unpopular based on perception
-Popular Children (Perceived): influential, admirable attractive, athletic, some are aggressive, some are prosocial; popularity doesn’t mean being well-liked

Question 15

Peer Rejection (Aggression)

Answer 15

-Physically aggressive; rejected sociometric status
-Relational aggression: rejected or controversial

Question 16

Peer Support (Aggression)

Answer 16

-Physically aggressive children: have friends and belong to social groups; some physically aggressive children are highly central within their peer network
-Relationally aggressive children: some are popular despite using relational aggression, and they may have high centrality in social networks

Question 17

Aggression: Cognitive Deficit

Answer 17

-Hostile Attribution Bias: Aggressive kids often think others have bad intentions in unclear situations
-True for both physically aggressive and relationally aggressive children.

Question 18

Aggression: Not a Deficit

Answer 18

-Hostile attributes may be adaptive given the context in which aggressive children grow up
-Bullied tend to have a good grasp on how others thing and feel (theory of mind)
-Relationally aggressive children have abnormal language development
-Social aggressive children have better social skills

Question 19

Rejection/Deficit

Answer 19

-Social skill training for aggressive children
social cognitive training for aggressive children

Question 20

Peer Support/ No Deficit

Answer 20

-Target the whole school or social context
-Change the belief that aggression works, change peer group affiliation
-Peer social dynamics monitoring