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Ecology of the Peer Group - Coggle Diagram
Ecology of the Peer Group
peers
individuals who are of approximately the same gender, age, and social status, and who share interests
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 behavio
assumptive reality
a 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
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
Situation
Active behavior is more likely to be imitated than passive behavior.
Model
A model who is perceived to be similar to the observer and has desirable or admirable traits is more likely to be imitated than one who does not seem similar or who has traits not particularly desirable to the observer.
Observer
The observer’s cognitive and physical ability to reproduce the observed behavior also influences modeling. The observer must understand and remember the behavior and must be able to perform the verbal and/or motor functions involved
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 equal
social support
resources (tangible, intellectual, social, emotional) provided by others in times of need
play
behavior enjoyed for its own sake
sociometry
techniques used to measure patterns of acceptance, neglect, and rejection among members of a group
sociotherapy
an intervention to help children who have trouble making and keeping friends learn to relate to other
bullying
aggressive behavior intended to cause harm or distress; it occurs repeatedly over time in an unbalanced relationship of power or strengt
gang
a group of people who form an alliance for a common purpose and engage in unlawful or criminal activity
Ecological Forces in the Formation of Gangs
Cultural Group, Socioeconomic,
Family Structure, Belief System
collaborative leadership
working together and sharing responsibility for a task
Adding Up the Assets- Steven A. Dennis
Wealth of happy memories, family time, caring relationships, opportunities to serve, are most important to children.
External Assets
things that make up positive happy environment.
Internal Assets
values, skills and beliefs a child holds.
Power of Assets
the more assets a child has, the less likely they are to be involved with drugs or alcohol, less likely to be sexually active or involved in acts of violence. Out of 40 assets, most youth have an average of 19.
Focus on the Positive
Do not focus on mistakes or weaknesses of children, but rather the good. Give praise.
Investing in Child's Emotional Assets
Support, Empowerment, Boundaries & Expectations, Constructive Use of Time, Commitment to Learning, Positive Values, Social Competencies, Positive Identity
Cipher in the Snow
The impact of peer relationships or positive role models. External and internal assets not cultivated.
Cliques, Crowds & Conformity
How teens naturally segregate themselves into groups by how they identify themselves and relate to their peers.
A Class Divided- Frontline
1968 Classroom segregation experiment done using children's eye color for superiority. Blue eyed children "better" than brown eyed children. Almost immediately children started picking on other students who had been their friends. Years later the grown students reported that the experiment was a great experience to learn empathy and see life through a new lens.