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Ecology of the Peer group :tada: - Coggle Diagram
Ecology of the Peer group :tada:
Peers
Equals, gender, age, social status, interests =
peer relationships bidirectional
nature=temperament
nurture= socializing experiences
preferred socializer for kids
satisfy belonging
influence social, cognitive, and psychological development
changes in family(working parents) = more time with peers
experiences independent of parents
young years
secure attachment= exploratory
insecure attachment=avoid peer relationships
early childhood
how secure+ adults providing peer interaction opportunities
authoritative = social behavior competence
Middle childhood
children = closer peer ties with parental help in organizing hand outs
Adolesence
depends on closeness of relationship
a few close friends
6-10 friends = clique = do things together
Lger organized peer group = crowd
Self- Concept= Personal Identity & self esteem
baby
imitation (1) then communicate with words (2)
early childhood
play a variety of roles
power, compliance, cooperation, & conflict
learn assertive, ownership, & negotiating
middle child hood
gain greater independence than in family
seek peers like themselves
self- confirmation about thoughts and feelings
belonging = better self esteem
role models for self image
adolescence
diff. values in peer group rather than family
turn to family for
future oriented decisions
moral values = parental domination
turn to friends
present oriented decisions
appearance values= peer domiance
Find a balance between group identification and personal autonomy
Parent vs. Peer due to Parenting styles pg. 286
authoritarian= teens rely on peers more
authoritative = teens adopt parent values (balance between both worlds)
permissive= teens more anti social
psychological & social development
compete for status in peer groups
compliance= followership
create group norms= leadership
poor peer relations lead to psychotic & neurotic behavior
social competence
in tune with others feelings and intentions
respond appropriately
knowledge of consequences of ones actions
Harris 2009
age, situation and personal values
pro social, antisocial, neutral situations pg. 288
prosocial peaks in 6th grade
antisocial conformity peaks in 9th grade
social cognition
conceptions and reasoning about people, the self, relations between people, social groups roles and rules, and relations of such conceptions to social behavior
collaboration through language and play
preoperational stage
intuition/no idea about peer pressure
diff. to understand anothers view
concrete operational
assumptive reality
true without examining
cognitive conceit
Elkind = too much faith in reasoning and cleverness
formal operational
think concrete abour abstract
reality testing
imaginary audience
Peer Group socializing mechanisms
reinforcement
improving behavior = increase of that behavior recurring
Pos. reinforcement = laughter & praise
Neg. reinforcement= crying physical attack, disapproval
neutral reinforcers
Modeling/ imitation
3 different ways pg. 293
Factors (Bandura)
situation
active behavior more likely imitated
model
similar to observer will be more imitated
observer
understand and remember modeled behavior to mimic it
Punishment
teasing , physical aggression, or rejection by group
extreme= bullying
due to physical or behavioral characteristics
Ex: being over weight or bragging
Apprenticeship
Vygostsky pg. 295
actual, then potential, then ZPD
Ex: peer tutoring, projects, peer counseling
Macrosystem: developmental tasks
reinforce values and traditions of society
getting along with others
recognize the rights of others
show empathy
1st emotional level
2nd behavior level
see from another's perspective and use verbal communication
develop morals and values
right and wrong
what is important/ worthwhile
learned with peers through personal experiences with them'
rules= moral component
rule formulation
rule following
cooperation
limit setting
division roles
territorality
types of morality
morality of constraint
behavior= respect persons authority
Ex: in family & school
morality of cooperation
mutual understanding between equals
accept due to necessity of group
level of morality = parental style= learned by reasoning
process of morality = peer groups= learn by doing
appropriate sociocultural roles
learn individual responsibility in group situation
child receives peer feedback about their behavior
Sex and Gender Roles
learn gender roles from peers
peer pressure for gender type play
peer groups generally segregate
sex education
readily share but incompetence creates distortions
parents transmit attitudes about sex, love and marriage
schools provide sex ed
mechanics about reproduction
peer topics: ejaculation, love, contraception, homosexuality, intercourse, masturbation, prostitution, petting
knowledge of sexual behavior
media= excitement with out consequences
knowledge of sexual behavior
achieving personal independence and identity
social support
resources (tangible, emotional, social, intellectual) provided by others in times of need
boys more extended
need more affirmation
girls more intimate ones
need more problem solve
peers reference group by age 7
Chronosystem: play/activities
type of social interaction (Parten)pg. 303
solitary
onlooker
paralell
associative
cooperative
Sutton-Smith types of activities pg. 303
imitative
exploratory
testing
model building
infant/toddler play activities
imitation
early childhood peer activities
2-5 yrs. begin to play in groups
exhibit both social and anti social behaviors
Middle childhood/ pre adolescent
more than 30% interaction with peers
informal (themselves) and formal (parents create) groups
games= cultural and gender specific
cognitively rules can be more complex and strategic
competitive games liked and self concept/leadership forms
less spontaneous = safety reasons and provide structure
Peer group interaction
selman & selman 5 stages
1-momentary playmateship 0-4
think of only what they want form friend
2- one way assistance 4-9
friend does what the child wants them to do
3-2 way fair weather cooperation 6-12
mutually serving individual interests, begin to share interests ideas and feelings
4-intimate mutually shared relationships 9-15
equality and reciprocity = possessiveness and jealousy
5-autonomous interdependent friendships 12- adulthood
respect friends needs for autonomy and dependency
Acceptance/rejection
measured by sociometry
measures patterns of acceptance or neglect and rejection among a group
perceived popularity measure social centrality and visibility
sociometric = likability
popular = non agressive
affected by intellectual and physical factors
social competence starts in the family and leads to peer acceptance
lack of peer group acceptance leads to later on maladjustment
reasons for rejection
shy
lack of social skills
antisocial behavior
MOST consistent correlated to rejection
prejudice
Accepted/ neglected characteristics Table pg 311
Socio therapy
intervention to help kids make and keep friends- learn to relate to others
access levels of social relationships
teachers help kids get to the next developmental level using Selmans stages
a chance to play one on one can help
can watch others who interact successfully
Oden and Asher 1977 - categories of social skills for popularity
participation
communication
cooperation
validation
demonstration, discussion, shaping
Group dynamics
Weisman= teen girl cliques impact their future relationships and overall success
Clique inclusionary techniques=
recruitment of new members
is probationary
wannabe's enter by doing nice things
structure
shifts in status and power= compromised loyalties
ingratiation= favors for higher status or lower status people in clique pg. 314
Exclusionary techniques
outgroup subjugation
Ex: teasing people outside the group = cohesion inside the group
in group subjugation
high level picks on lower level
compliance
stigmatization
tattle tale or cry baby
expulsion
commit serious infraction
Bully characteristics pg. 316-317
Gangs
unlawful/criminal activity
risk factor domains
individual
family
single most characteristic is lack of support and socialization in the family
school
peer group
community
ecological formation in gangs table pg. 319
Prosocial behavior
collaboration
learn problem solving skills
piaget and vygostky opinions pg. 319
tutoring
analyze and synthesis info
peer tutoring programs helpful
counseling
care, help, and support others
PPC program
involves an adult and peer group
adult structures peer groups more organized
diiferent values and rules
SHERIF's Experiment - camps groups
stratify
develop norms
frustration/competition = aggression
competition between groups = cohesion within groups
point being= strategies that enable kids to work together
Leadership styles
authoritarian
leader doesn't participate
Democratic (authoritative)
leader participates
Laissez Faire= permissive
leader doesn't participate
Affects of leadership style table pg. 323