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PSYC 304 > Week 14 - Peer Relationships > Flashcards

Week 14 - Peer Relationships Flashcards

1
Q

Peer Relationships

A 
(1) Group
•Acceptance/Rejection
•Popularity
•Victimization/Bullying
(2) Dyadic
•Friendship
•Romantic Relationships
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2
Q

Measuring Acceptance/Rejection and

Popularity

A
  • Peer nominations or ratings

* Ask children to identify classmates who fit certain descriptions or to rate classmates on different dimensions

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3
Q

Measuring Acceptance/Rejection

A
  • Identify the kids you like most and the kids you like least
  • Rate how much you like each of these classmates
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4
Q

Measuring Popularity

A
  • Name the kids who are the most popular
  • Name the kids who are the least popular
  • Rate how popular classmates are
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5
Q

Acceptance and Popularity

A 
•Acceptance and popularity are positively 
correlated, but they are not the same 
thing
•Gaining in popularity may come at the 
cost of acceptance
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6
Q

Measuring Victimization

A
  • Self-report
  • Peer nominations
  • These sources are correlated, but they provide different information
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7
Q

Victimization and Rejection

A
  • Victimization and rejection are correlated with each other
  • They are not the same thing
  • Children who are rejected are not liked by other classmates
  • Children who are victimized are being targeted aggressively by peers
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8
Q

Friendship

A
  • Voluntary, dyadic relationship

* Children’s first freely chosen relationship

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9
Q

Measuring Friendship

A

(1) Does the child have a reciprocated friendship?
• Friendship nominations
• Children nominate their friends
• Look to see if the nomination is reciprocated
• Note that number of friends does not seem to be an important indicator of functioning
(2) Is the friendship stable?
• Re-do the nominations at a later time point to see if they are still friends
(3) Quality
• Positive features: companionship, intimacy, support/help, security
• Negative features: Conflict

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10
Q

Friendship and Acceptance

A
  • Friendship and acceptance are correlated, but they are not the same thing
  • Children who are better accepted are more likely to have friends
  • Not all children who are well-liked have a dyadic friend, and many children who are broadly disliked have a dyadic friendship
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11
Q

Is Peer Acceptance/Rejection Stable?

A
  • Yes
  • Children’s sociometric status at one time point is strongly related to their sociometric status at a later time point
  • Rejected status is the most stable
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12
Q

Why Is Peer Acceptance/Rejection Stable?

A
  • Behavior

* Reputation

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13
Q

Behavior and Peer Acceptance/Rejection

A
  • Behavior is associated with acceptance and rejection
  • Greater aggression and greater withdrawal are both linked to great peer rejection
  • Withdrawal may become increasingly linked to rejection as children get older
  • Prosocial behavior is linked to peer acceptance
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14
Q

Reputation and Peer Acceptance/Rejection

A
  • Once a child has a reputation with peers, it may be hard to change it
  • If we put children in a new peer group, can they establish new sociometric status
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15
Q

Is Peer Rejection/Acceptance Stable?

A
  • Yes

* Behavior contributes

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16
Q

Is Popularity Stable?

A
  • Yes

* Youth who are popular at one time point are more likely to be popular later

17
Q

Why Is Popularity Stable?

A
  • Behavior
  • Aggressive behavior does not make children liked
  • It may make them popular
  • A number of studies have shown a positive association between greater aggression and perceived popularity, particularly during adolescence
  • Among adolescent girls, strong link between relational aggression and perceived popularity
18
Q

Is Victimization Stable?

A 
•Yes
•Victimization becomes increasingly stable 
throughout childhood
•Why?
•Behavior
•Other factors
19
Q

Is Friendship Stable?

A
  • Having a friend –> yes

* Maintaining the same friendship –> low stability

20
Q

Why Do Friendships Dissolve?

A
  • Differences between friends
  • Friendships between opposite gender friends more likely to dissolve than differences between same gender friends
  • Differences between friends in aggression, acceptance, social competence
  • Fights between friends
21
Q

Why Do Some Children Have Trouble Making

or Keeping Friends?

A
  • Less socially skilled, more aggressive
  • Children who are withdrawn are not less likely to have a friend
    * Friends are more likely to be withdrawn
    * Friendship may be of lower quality
22
Q

Do Experiences with Peers Matter?

A
  • Yes
  • Evidence that experience with peers make unique contributions to social and emotional outcomes

• Peer rejection predicts poorer outcomes, even after taking into account prior levels of the problem
• E.g., peer rejection is associated with increased
aggression and depression
• Popularity predicts increased risk behaviors over time
• Smoking, drug, alcohol use
• Peer acceptance does not
• Victimization uniquely predicts subsequent emotional and social problems
• Victimization and suicidal ideation
• Being victimized at age 13 predicts increased
suicidal ideation and suicide attempts
at age 15, even after accounting for
psychological symptoms at age 13

23
Q

Does Friendship Matter?

A 
•Yes
•Many benefits associated with having 
one high-quality friendship
(1) Protects against loneliness and 
depression
(2) Protects against the negative effects 
of victimization
(3) Improves social skills
24
Q

Is friendship stability associated with behaviors and outcomes?

A
  • No differences between stable and different stable on outcomes
  • Suggests that what matters is having a friend, not having the same friend
  • Friendship loss and chronically friendless become more victimized, less socially skilled than did children in stable and gain groups
25
Q

Can We Reduce Rejection/Increase

Acceptance?

A
  • Very hard to change
  • (1) Skill-deficit approach
  • Reduce aggression
  • Improve social skills
  • (2) Reputation in the peer group
  • Interventions that help children’s reputations may change sociometricstatus
26
Q

Can We Decrease Victimization?

A

•Skill-deficit approach
• Help victims learn to respond more effectively
• Not strong evidence that there are associations
between how children respond to victimization and
whether or not it continues
•Change school climate including norms about violence
•Mobilize bystanders

27
Q

Can We Change Youth’s Experiences in

Friendship?

A
  • Make friends, keep friends, have higher-quality friendships
  • In theory, yes
  • But, few interventions have been tested
28
Q

Understand the use of the scientific method to

answer questions about children’s development

A
  • Systematic investigation of core questions about children’s development
  • Data collection
  • Careful ruling out of alternate explanations
29
Q

Understand what develops and when

A
  • Discussed developmental milestones in a number of domains
  • Vision
  • Motor
  • Language
  • Social cognition
  • Emotion
30
Q

Understand how nature and nurture work

together to shape children’s development

A
  • Visual development
  • Bidirectional associations between children’s behavior and parenting
  • Differential susceptibility
31
Q

Understand major research paradigms and

methodological approaches in child development

A
  • Habituation and preferential looking paradigms to examine infant perception and cognition
  • Theory of Mind tasks
  • Observational paradigms
  • Interview paradigms
  • Questionnaires
32
Q

Implications of Developmental Science for Policy

and Practice

A
  • Scientific research must inform the work we do with children, and the decisions society makes about children’s well-being
  • The age which children receive surgery to have cataracts corrected
  • Making preschool affordable for all families
  • Giving advice and recommendations to parents
  • Teaching children how to read and do math

PSYC 304 (13 decks)

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