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Lesson 9 (Videos (A Class Divided (Students gather together after 14 years…

- - - - Peers - individuals who are of approximately the same gender, age, and social status, and who share interests
      - Peer groups are significant to human development because they satisfy certain basic needs: the need to belong to a group and interact socially, and the need to develop a sense of self (a personal identity).
      - Parents affect child-peer relationships by influencing with whom their children interact.
    - - Social Competence - behavior informed by an understanding of others’ feelings and intentions, the ability to respond appropriately, and knowledge of the consequences of one’s actions.
      - Social Cognition - conceptions and reasoning about people, the self, relations between people, social groups’ roles and rules, and the relation of such conceptions to social behavior.
    - - Assumptive Reality - a theory about reality assumed to be true without examining or evaluating contradictory dat
      - Cognitive Conceit - Elkind’s term for children in Piaget’s stage of concrete operations who put too much faith in their reasoning ability and cleverness
      - Reality Testing - testing assumptions against facts
      - Imaginary Audience - the beliefs that others are as concerned with one’s behavior and appearance as one is oneself.
    - - The extent to which modeling influences behavior depends on the following factors: Situation, model, and observer.
      - Cliques - friends who view themselves as mutually connected and do things together.
      - Crowds - loosely organized reference groups of cliques.
    - - Morality of Constraint -
        behavior based on respect for persons in authority
      - Morality of Cooperation -
        behavior based on mutual understanding between equals
      - Social Support - resources (tangible, intellectual, social, emotional) provided by others in times of need.
    - - Play - behavior enjoyed for its own sake.
      - Children’s development affects the games they play; Cognitive, psychological, sociocultural influences.
      - Mildred Parten (1932) examined developmental changes in their social play according to type of social interaction: solitary, onlooker, parallel, associative, and cooperative.
      - Brian Sutton-Smith (1971) categorized play by type of activity: imitative, exploratory, testing, and model building.
    - - Sociotherapy - an intervention to help children who have trouble making and keeping friends learn to relate to others
    - - Bullying - aggressive behavior intended to cause harm or distress; it occurs repeatedly over time in an unbalanced relationship of power or strength
      - Bullies tend to have the following characteristic:
        Domination needs—need to feel powerful, superior, Impulsive, low tolerance for frustration, easily angered, Usually physically stronger than peers, Difficulty adhering to rules, Generally oppositional, defiant, aggressive, Show little empathy, a relatively positive self-concept, and Engage in antisocial behavior.
      - Victims tend to have the following characteristics:
        Usually physically weaker than peers, Poor physical coordination, Exhibit fear of being hurt or hurting themselves, Cautious, sensitive, quiet, passive, submissive, shy, Anxious, insecure, unhappy, A relatively negative self-concept, Difficulty asserting themselves, and Often relate better to adults than peers.
    - - Gang - a group of people who form an alliance for a common purpose and engage in unlawful or criminal activity
    - - Collaborative Leadership -
        working together and sharing responsibility for a task
      - Groups tend to stratify, with some individuals assuming more dominant roles and others more submissive ones.
      - Groups develop norms—standards that serve to guide and regulate individuals’ actions as members of a group.
      - Frustration and competition contribute to hostility between groups.
      - Competition between groups fosters cohesiveness within groups.
      - Intergroup hostility can often be reduced by setting up a superordinate, or common, goal that requires the mutual efforts of both groups. When overriding goals that are real and important for all concerned need to be achieved, then hostility between groups diminishes.