Please enable JavaScript.

Coggle requires JavaScript to display documents.

Peer Relationships and Social Skills, Middle School Counseling Group -…

- - - - The reason that this article best suits our group topic is because it looks at the relationship between peer relations and alcohol use in middle school. Our groups is for seventh grade middle schoolers to help them develop good peer relations and social skills. In this article it links that through collaborative group based learning they promoted greater peer relations which then led to reducing esleations in alcohol use. In the end of the authors research they supported their hypotheses in suggesting that the social nature of cooperative learning, and emphasis on group work and collaboration, can provide social and behavioral as well as academic benefits for students (Van Ryzin & Roset, 2019). This is really what we are trying to conduct in producing a small group for peer relations and social skills. We believe that in doing this group it will benefit middle schoolers in many ways such as this.
        Van Ryzin, M. J., & Roseth, C. J. (2019). Cooperative LEarning Effects on Peer Relations and Alcohol Use in Middle School. Journal of Applied Developmental Psychology, 64. http://doi-org.ezp.waldenulibrary.org/10.10161j.appdeu.2019.101059
        Amanda Hillesheim
      - The purpose of this group is to have a structured cooperative group-based learning activities. By structuring it we hope to create a positive atmosphere that allows students to learn comfortably and help create positive social skills to continue on in their future. In this article the authors hypothesized that positive peer interactions would result in reductions in bullying, victimization, peer stress, and emotional problems as well as increase peer relatedness, among marginalized students (Van Ryzin & Roseth, 2018). In the end the authors found that cooperative learning significantly reduced bullying, victimization, and perceived stress for marginalized students and reduced emotional problems and enhanced relatedness for all students (Van Ryzin & Roseth, 2018). This really shows what we are trying to accomplish by creating this group, by promoting positive learning environments and positive peer relation experiences we hope to reduce future undesirable behaviors such as bullying.
        Van Ryzin, M.J., & Roseth, C. J. (2018). Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes. Journal of Educational Psychology, 110(8), 1192. http://doi-org.ezp.waldenulibrary.org/10.10371edu0000265
        Amanda Hillesheim
      - https://journals-sagepub-com.ezp.waldenulibrary.org/doi/pdf/10.1177/0272431602022002001
        This article describes how some peer relationships may remain stable during the transition to middle school while there may be changes to new or existing relationships. This is important for our group because of how vital peer relationships are to the success of students. This also shows how disruption to peer relationships may cause significant issues to adolescent development. Furthermore, it shows how gender may play a role in the effect of these peer relationships during these years.
        Hardy, C. L., Bukowski, W. M., & Sippola, L. K. (2002). Stability and Change in Peer Relationships During the Transition to Middle Level School. Journal of Early Adolescence, 22(2), 117.
        Sean Matteo
      - https://journals-sagepub-com.ezp.waldenulibrary.org/doi/pdf/10.1177/0272431609340513
        This article details the difficulties that may be presented during middle school years specifically affecting disruptive behaviors, deviant peers, and social skills. This research provides more background when conducting a needs assessment for the school to determine the impacts a positive social skills group may have on the student population. The goal of the article is to show how positive intervention will help students in these schools years. Middle school is one of the most difficult periods of child development as students are shown to face numerous changes throughout.
        Lochman, J. E., Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., McMahon, R. J., & Pinderhughes, E. E. (2010). The Difficulty of Maintaining Positive Intervention Effects: A Look at Disruptive Behavior, Deviant Peer Relations, and Social Skills during the Middle School Years. Journal of Early Adolescence, 30(4), 593–624.
        Sean Matteo
- - - - When deciding on what topic we would like our group to be we also considered when middle schoolers were at their most vital point in cognitive development as well. This is where we discussed the seventh grade and how developmentally peer relations were really starting to become important and develop. This means that having the appropriate cognitive skills would be very beneficial in making sure students successfully create positive peer relations. In this document the authors really focus on how positive peer relations are good for social-emotional development. Here they state that all children benefit form the social and emotional support that friends offer, and that they learn important social skills by interacting with other peers. When children experience social stressors, peer conflicts, peer difficulties, rejection, social exclusion and victimization it is important for them to have both the personal and interpersonal skills to help them with these stressors (Pepler & Bierman, 2018). By having a safe environment who struggle with these social-emotional skills it allows intervention in these social-emotional programming to help boost their social-emotional skills to help support individual children who have more intensive social needs and improve their peer relationship and create peer contacts that are more tolerant and supportive of individual differences (Pepler & Bierman, 2018). By creating this group it allows students who may struggle in these aspects have the opportunity to create more positive peer relations and more positive social skills.
        Pepler, D., & Bierman, K. (2018). With a Little Help from my Friends-The Importance of Peer Relationships For Social-Emotional Development. The Pennsylvania State University. https://www.rwjf.org/en/library/research/2018/11/with-a-little-help-from-my-friends--the-importance-of-peer-relationships-for-social-emotional-development.html
      - https://www.familyconsumersciences.com/2015/10/communication-skills-lesson-activities/#google_vignette
        Effective communication coincides with excellent social skills. This link has an array of lessons and activities that teach adolescents the importance of effective communication in various aspects of their lives. The activities are fun and interactive and offer a wide variety of methods. Additionally, they will learn the difference between assertive, aggressive, passive, and passive aggressive communication. Which style works best during an altercation? In class? Does passive or passive aggressive communication have a place in any circumstances? How does one identify these forms of communication?
        Melissa Maynes