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Ecology of the Peer Group (Adding up the Assets (Assets (Happy memories,…
Ecology of the Peer Group
Socializing Agent
Human Development
Sense of belonging to a group
First within the family
Secure attachment leads to exploring environment
Insecure environment leads to avoiding peer relationships
interact socially
Intensity and amount - differs
Parenting styles affects interaction with peers - going over to ones house
School allows for more peer interaction
Closeness of relationship can determine emotions shared
Sense of Self
Infant/toddlerhood - vocalize, smile, touch, and words
Early childhood - roles
Middle childhood - independence, clarifying and supporting one's identity
Adolescence - balancing peer group with self responsibilities
Parents versus Peer Influence
Authoritative
little need to rebel
Friends share values
Permissive
unpopular, antisocial negative influence
Authoritarian
distance themselves from parents
trying to gain understanding and acceptance
foster cooperation, not rebellion
Peers - individuals who are of approximately the same gender, age, and social status, and who share interests
Emotions
sociometric measures in elementary school - predict adjustment in later life better than other educational or personality tests
Interactions and experiences with peer group
Compliance & creation
Social Competence and Conformity
Social Competence - understanding of others' feelings and intentions, ability to respond, and knowledge of consequences
Age
middle-years children go along with majority opinion
Situation
Asked a questionnaire with prosocial, neutral, and antisocial situations
Personal Values
Affect likelihood of conforming to the peer group.
Social Cognition
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
Preoperational stage
ages 2-7, intuitive thought, rather than logical
Difficulty taking other peoples points of view
Concrete operational stage
ages 7-11, apply logical, systematic principles to help interpret specific or tangible experiences
assumptive reality - theory about reality assumed to be true without examining or evaluating contradictory data
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
Formal operational stage
Reality testing - assumptions vs facts
imaginary audience - beliefs that others are as concerned with one's behaviors and appearance as one is oneself
Identity vs identity confusion
Socializing Mechanisms
Reinforcement
Approving behavior
Acceptance
Unintentional
Modeling
Learn how to do something new
Learn consequences of behavior by observing someone else
How a child can behave in a new situation
Punishment
Teasing, physical aggression, or rejection
Victims
Bullies
Apprenticeship
apprentice under a master until she learns a trade well enough to succeed alone
Developmental Tasks
Getting along with others
Give & take
seeing from others perspectives
verbal communication
Ability to empathize
Morals & Values
morals - right from wrong
values - determining what is worthwhile
Learn through interaction - instruction, reasoning, modeling, reinforcement, and punishment
Learn from real experiences
Social understanding
Moral development - rule formulation, rule following, cooperation, limit setting, division of roles, and territoriality
Morality of constraint - behavior based on respect for persons in authority
morality of cooperation - behavior based on mutual understanding between equals
Learning Appropriate Sociocultural Roles
Done in a group setting
Evaluate their own skills
Gender
Acceptable and admirable
learned from peers
Sex education
Share knowledge with one another
distorts the total picture
mechanics of reproduction
Diseases
Love
Sex
Achieving Personal Independence & Identity
Social support - resources provided by others in times of need
Tangible - sharing toys, money, and clothes
Intellectual - giving information or advice
Emotional - listening & empathy
Formed through interactions and accomplishments in peer group
Play/Activities
Significance & Development of Play
Play - enjoyed for own sake
Solitary - alone & independently
Onlooker - watches other children playing, may initiate conversations
Parallel - alone, but plays with similar toys or in the same manner as other children
Associative - rarely any organization, interaction & communication
Cooperative - group, organized, purpose
imitative play - imitates parent in first year of life, imitates observations and roles
exploratory play - explores, acts out, arranges
Testing play - motor skills, games, measure skills and emotions
Model-building play - put elements of experiences together in their unique way
Infant/Toddler Peer Activities
Depends on families situation
Starts to look, touch, play, imitate, and interact with other babies
Early Childhood
More complex
informal & transitory basis
playmates from neighborhood or school
Lack skills for 2 may communication
Middle Childhood/Preadolescent
more unsupervised interaction
informal - initiated and overseen by youngsters
Formal - adult-supervised
Cognitive influence - game patterns change (ability to handle complex rules & strategies)
Psychological influence - self-concepts change, different roles within games
Sociocultural influence - reflect on their own culture, practice skills needed in adult life
Adolescent
"hang out"
Appearance
Peer Group
Friendship becomes more complex
Early childhood - momentary playmateship
Early to middle childhood - one-way assistance
Middle childhood - two-way cooperation
Middle Childhood to Adolescence - intimate, mutually shared relationships
Adolescence to Adulthood - autonomous, interdependent friendships
Acceptance/Neglect/Rejection
Acceptance
Popularity
Sociometry - measure patterns of acceptance, neglect, and rejection among members of a group
Characteristics - Like-ability, willingness, positive, adaptable, dependable
Family interactions play a role in this - express and interpret emotions
Neglect or Rejection
Lack of acceptance
Characteristics - shyness, prejudice, lack of social skills
Cannot change or understand
Peer Sociotherapy
intervention to help children who have trouble making and keeping friends learn to relate to others
participation, communication, cooperation, validation/support
Dynamics & Social Hierarchies
inclusion - recruitment of new members, friendship realignment
By invitation
Gain entry by doing nice things for members
Higher and lower status members within group
exclusion - out/in-group subjugation, compliance, stigmatization
out-group - teasing, picking on
in-group - high level insiders harass or ridicule low level insiders for dominance
bullying - aggressive behavior intended to cause harm or distress; occurs repeatedly over time in an unbalanced relationship of power or strength
Domination needs, impulsive, physically stronger, little empathy, difficulty following rules, positive self-concept
Victims - weaker than peers, fear, sensitive, passive, anxious, insecure, relate better to adults than peers
Antisocial Behavior
Gang - group of people who form an alliance for a common purpose and engage in unlawful or criminal activity
Cultural group - one cultural group - source of identity and support
Socioeconomics - poor families where there is competition for resources, middle-class neighborhoods
family structure - minimal adult supervision, or family with gang lineage
belief system - believe they are victims and blame society for problems, protecting themselves
Prosocial behavior
Collaborate - solve problems through consensus
tutor - learn how to analyze and synthesize information for others
counsel - how to care, help, and give support to others
Adult-child Interaction
Peer groups structured by adults - scouts, sports, clubs
How groups are mediated or structured - competitive or cooperative
Adult leadership styles
Authoritarian - aggressive, competitive, discontented
Democratic - cooperative, self-supporting, high morale
Laissez-faire - disorganized, frustrated, nonsupporting
Collaborative leadership - working together and sharing responsibility for a task
Team sports - physical activities, helps with health, promotes development of talent
Adding up the Assets
Assets
Happy memories
family time
caring relationships
opportunities to serve
Gives strength
Contribute to emotional health and well-being
External assets
Positive, healthy environment
Supportive family, caring neighborhood, supportive school, feeling safe, appropriate rules and consequences, time at home
Internal assets
values, skills, and beliefs that children hold
loving to read and learn new things, or caring about others
Children with more assets are less likely to be involved with alcohol, drugs, sexual active, violence,
Children with more assets are more likely to succeed in school, good health, help others, value diversity
Positive balance
Everyone's responsibility