Chapter 5 & 10: Peers & (Friends) Intimacy Flashcards
(44 cards)
1
Q
How do peer groups change during adolescence? [2]
A
Within-individual changes:
- Cognitive: Development of a more complex understanding of relationships.
- Puberty: Increased interest in romantic relationships and a desire for distance from parents.
2
Q
How do childhood friendships differ from adolescent friendships? - Childhood [2]
A
- Typically involves 3-4 friends.
- Relationships are based on shared activities.
3
Q
How do childhood friendships differ from adolescent friendships? - Adolescence [3]
A
- Emphasis on intimacy, trust and loyalty.
- More time spent with friends, often in unsupervised settings.
- Increased contact between males and females.
4
Q
How do parents and peers influence adolescents? [5]
A
- Quality of time with friends changes over time:
- Grade 4: Primarily parents.
- Grade 7: Same-sex friends and parents.
- Grade 10: Focus on same-sex friendships.
- Late adolescence and college: Shift towards romantic partners.
5
Q
What role do parents play in adolescent relationships? [2]
A
- Warmth and closeness with parents can lead to closer relationships with friends.
- Adolescents may seek more acceptance from peers than from parents.
6
Q
What are the implications of dysfunctional family dynamics on peer relationships? [2]
A
- Increased likelihood of affiliation with deviant peers.
- Higher rates of delinquency and mental health problems.
7
Q
What is Sullivan’s theory of interpersonal development? [4]
A
- Says that there’s a distinction between intimacy and sexuality.
- Goal: Establish intimacy along with sexual contact.
- Key: Security in relationships.
- Intimacy develops before sexuality, starting in same-sex friendships.
8
Q
How does attachment predict intimacy in relationships? [3]
A
- Internal working model determines levels of trust or apprehension.
- Working models with parents reflect in friendships and romantic relationships.
- Rejection sensitivity can lead to increased depression and anxiety.
9
Q
How does attachment style affect intimacy? [4]
A
- Secure: Trusts others and feels safe.
- Anxious-avoidant: Doesn’t care much about being close to others.
- Anxious-resistant: Feels confused and worried in relationships.
- Disorganized: Has trouble with forming any close bonds.
10
Q
What are the sex differences in intimacy and peer relationships? - Girls [3]
A
- Experience more intimacy in friendships and romantic relationships.
- Mental health more affected by friends.
- Co-rumination can create a cycle of depression and anxiety.
11
Q
What are the sex differences in intimacy and peer relationships? - Boys [1]
A
Less likely to feel jealousy; conflicts are brief and often resolved with humor.
12
Q
What are the sex differences in intimacy and peer relationships? - Overall [2]
A
- Friendships and partner relationships are typically less stressful than relationships with parents.
- Intimacy with parents declines during adolescence but often restores in adulthood.
13
Q
What functions do friendships serve? - Socialization [1]
A
Learning social norms beyond the family.
14
Q
What functions do friendships serve? - [4] types of social support (Berndt)
A
- Informational: Guidance and advice.
- Instrumental: Help with tangible tasks (e.g., homework).
- Companionship: Spending time together and engaging in activities.
- Esteem: Boosting confidence and self-worth.
15
Q
How do friendships contribute to social and emotional development? [3]
A
- Social skills acquisition: Learning how to interact effectively.
- Information sources for self-knowledge and regulation skills.
- Intimacy: Sharing knowledge, thoughts, and feelings.
16
Q
What are the implications of peer relationships on well-being? - Cross-sectional studies [1]
A
Supportive friendships lead to better psychological outcomes and lower depression.
17
Q
What are the implications of peer relationships on well-being? - Longitudinal studies [2]
A
- Supportive friendships are associated with higher self-esteem, lower depression, and improved academic outcomes.
- Mixed relations with risky behavior.
18
Q
How do friendships start and grow? [5]
A
- Propinquity: Being near someone helps you become friends.
- First Encounters: Meeting someone for the first time can lead to friendship.
- Build-up: You get to know each other and spend time together.
- Continuation: If things go well, you stay friends.
- Stability: Some friendships last a long time, while others fade away.
19
Q
What is friendship homophily? [2]
A
- It means friends often share things in common like age, gender, race and interests
- Girls often spend more time talking and show more affection with their friends.
20
Q
What are cliques? [3]
A
- Small groups of about 6 people.
- Girls often have more cliques than boys.
- It’s where most social interactions happen.
21
Q
What are crowds? [2]
A
- Larger groups that have a reputation (like being known as “the cool kids”).
- These become more noticeable in early to mid-adolescence.
22
Q
How do cliques and crowds influence behavior? [3]
A
- People in cliques might copy what their high-status peers do, especially leaders.
- They help create and follow social norms (rules about how to behave).
- These norms can be important, especially when it comes to bullying and being aggressive.
23
Q
Why do we want to belong to a group? [3]
A
- Social Identity Theory: We all want to feel like we belong.
- Ingroup vs. Outgroup: We see our group as special or superior.
- Friends help us feel good about ourselves and our place in the world.
24
Q
What is popularity? [2]
A
- Popularity is how well-liked someone is by their peers.
- It can be measured by how often people say they like or dislike someone (acceptance/rejection).
25
What are the [2] types of popularity?
* **Perceived Popularity**: How people view someone's social status or dominance.
* **Sociometric Popularity**: A measure of how likable someone is based on peer nominations.
26
What are the [4] categories of popularity?
* **Popular**: Many people like them and few dislike them.
* **Controversial**: Many people both like and dislike them.
* **Neglected**: Few people say they like or dislike them (kind of invisible).
* **Rejected**: Few people like them and many dislike them.
27
Why do we want to be popular? [1]
Everyone wants to feel accepted by their peers.
28
Why do we want to be popular? - Goal Framing Theory [3]
* This idea suggests that having clear **goals** (like wanting to be liked) **motivates behavior**.
* Two types of goals:
* **Egocentric Goals**: Focused on how you feel or what you gain.
* **Normative Goals**: Focused on helping others and working together.
29
What helps someone be popular? [3]
* Having good **social skills**, being **happy**, and feeling **confident**.
* Popular people often have **secure friendships and connections**.
* Some may use **instrumental aggression** (aggression used for a goal) to maintain their popularity.
30
Popularity and Aggression [3]
* Sometimes, the **desire to be popular** can lead to aggressive behavior.
* **Social Aggression**: This can be **direct** (like bullying) or **indirect** (spreading rumors).
* Popular kids who are aggressive might **stay popular** if there are no serious **consequences** for their actions.
31
What happens to those who are rejected? [2]
* Rejected or unpopular kids might struggle with controlling their aggression or be shy and anxious.
* Being rejected can be very stressful, and it affects how they feel emotionally.
32
The Social Brain [2]
* Our brains are sensitive to social cues, which helps us understand what’s happening around us socially.
* When someone feels excluded from a group, certain parts of the brain become active, which can lead to negative feelings and mental health issues.
33
The Power of “Like” [1]
On social media, posts with more likes make the brain react more positively, especially in areas related to memory and emotions.
34
Peer Pressure [2]
* Friends can influence each other’s behavior, especially when it comes to taking risks.
* People might see their friends getting pressured into doing something risky, which can affect their own choices.
35
Definition of Bullying [3]
* **Power Imbalance**: One person has more power than another.
* **Intentionality**: It’s done on purpose to hurt someone.
* **Repetition**: Happens over and over again.
36
Why Bullying is Hard to Stop [3]
* **Enabling**: People allow bullying to happen.
* **Entitlement**: Some feel they have the right to bully.
* **Tolerance**: Others accept bullying as normal.
37
[6] types of bullying
1. Direct bullying (verbal or physical)
2. Covert/Indirect bullying (rumors)
3. Cyberbullying
4. Gender-based
5. Race-based
6. Weight based
38
Family Influences on Bullying [4]
* **Education**: Parents’ education levels can affect behavior.
* **School Involvement**: Active parenting can lead to less bullying.
* **Family Structure**: Families that communicate well often have less bullying.
* **Parental Mental Health**: Parents with mental health issues may have kids who bully.
39
[3] Parenting Styles that Lead to Bullying
* **Authoritarian**: Strict without warmth.
* **High Conflict**: Families that fight a lot.
* **Poor Communication**: Not talking openly about feelings.
40
Other factors that lead to bullying [3]
* **Equifinality**: Different paths can lead to the same result (e.g., bullying).
* **Multifinality**: The same cause can lead to different outcomes.
* **Narcissism**: Some kids bully because they need to feel superior and lack empathy.
41
The Peer Group [4]
* **Social Impact Theory**: Behavior is influenced by friends.
* **Social Misfit Theory**: Wanting to fit in can lead to bullying
* **Popularity norms**: status norms (nominations: liked most/least, etc.)
* **Aggression norms**
42
[4] Key Factors of Bullying
* Frequency
* Duration
* Pervasiveness (how widespread it is)
* Severity
43
Who Gets Bullied? [3]
* Unpopular or Rejected Kids: Those who struggle socially.
* Shy or Anxious Kids
* Aggressive-withdrawn: Kids who might act out but also withdraw.
44
[5] Consequences of Bullying
* Developmental Outcomes
* School Absenteeism
* Low Academic Achievement
* Chronic Victimization mental health issues.
* Long-term Effects: hostile attribution bias (automatically thinking actions done by others is harmful)
