Lecture 4: Social relationships

Question 1

developmental changes in adolescence

Answer 1

• Increasing interest in other-sex relationships
• Peer group as reference group (sense of identity)
• Definition of peers: from shared outside activities to shared mindsets/attitude (from playmates to self-disclosing soul mates)

Question 2

Friendships become more stable with age

Answer 2

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Question 3

verschillende relaties

Answer 3

• Peers: people who have aspects in common (e.g., status, age within a context)
• Friends: valued, mutual relationship
• Clique: a small group of friends, regular social group
• Crowds: larger, reputationally based group. Share similar norms, interests and values but are not necessarily friends

Question 4

wat zijn de functies van dating relationships

Answer 4

achieve autonomy, gain status, distance from family members, but also emotional risk

Question 5

friendship associated feelings

Answer 5

• Preference for friends above family
• But it may differ dependent on topic
• trust and confide in parents -> bv. academic topics
• trust and confide in friends -> sexuality
• Feel good when with friends
• Mirrors own feeling, understanding
• Feeling of freedom and openness

Question 6

cultural differences in friendships

Answer 6

generally more focus towards peers than family. but less in traditional cultures compared to western cultures.

bv. adolescenten uit indonesie raten hun family hoger op companionship and enjoyment dan peers

Question 7

intimacy=

Answer 7

• Degree to which two people share personal knowledge, thoughts and feelings
• Intensifying need in early adolescence (= steeds meer nodig in de adolescentie)
• Due to cognitive capability -> perspective taking and empathy
• Truly caring instead of ‘play mates’

Question 8

door intimiteit….

Answer 8

• meer perspective taking
• meer persoonlijke kennis (sex, self-disclosure, emotional labelling)

Question 9

dus relatie tussen intimiteit en perspective taking

Answer 9

reciprocal

Question 10

adolescentie redenen voor liefdes relaties

Answer 10

• recreatie
• intimiteit
• status
• leren
• companionship
• courtship

Question 11

dating scripts

Answer 11

cognitive models that direct relationships.
- proactive: generally more male
- reactive: generally more female

Question 12

romantic relationships

Answer 12

• more intense emotions (positive: love, happiness, and negative: anxiety, discomfort)
• sexual activity
• being cared for
• social companion in leisure activities

Question 13

sternbergs theory of love

Answer 13

• passie: sexual desire, attraction
• intimiteit: closeness, communication
• commitment: staying even though there are fluctuations

alleen passie = infatuation
alleen intimacy = liking
alleen commitment = empty love

P + I = romantic love
C + I = companionate
P + C = fatuous love (silly)

Question 14

abuse relationships dont start out abuse, they start exciting, with a rush, it feels really good. it can shift to overwhelming or entrapment.

Answer 14

het gaat dus om hoe het verder ontwikkelt. are you comfortable and respected?

Question 15

a factor showing unhealthy love

Answer 15

isolation; when you are pulled away by friends and family. healthy love is about independence! (over time, at first this is normal)
after the honeymoon phase: jealousy, cheating accusations.

Question 16

volitility:

Answer 16

high highs, low lows. stress, hateful comments and apologies. saying they may get depressed when you breakup.

Question 17

adolescence: wat voor liefde meestal?

Answer 17

infatuation and romantic love (no commitment or empty love, dit komt later)

Question 18

coercion of dwang:

Answer 18

relationship dissatisfaction, instability, intimate partner violence

Question 19

wat is de relatie met parents en latere relaties

Answer 19

Disruptive parenting -> antisocial behaviors & deviancy training -> coercion intimate adult relationship 15 years later

Question 20

reciprocal influences between peers and the adolescent

Answer 20

adolescent characteristics influence the choice of friends <-> friends influence the characteristics of the adolescent

Question 21

peer/friend pressure

Answer 21

• directly and indirectly
• substantial influence due to norms, social learning
• can be positive (support, wellbeign, prosocial behaviours) or negative (risk-taking, substance use, mental health problems)

Question 22

risk taking in the presence of peers experiment

Answer 22

• Drive simulator game
• DV: when do participants stop in risky situation (e.g., crossing intersection when traffic lights turn yellow or not)
• Driving = more points but risk of crashing
• Stopping = less points but safe
• IV1: age group
• IV2: presence of peers vs. playing alone

results: adolescents drive more risky in groups. this is less apparent for young adults, and not present in adults (they drive safer)

Question 23

why do we use digital media

Answer 23

powerful driver for maintaining social connectedness. we learn, get to know each other, socialize, get information… most people have ambivalent relationships with the smartphone. we need to find a digital balance. how we use them matters the most!

however, in adolescents vulnerable period: influence of peers and relatively low self-regulation

Question 24

problematic smarthphone use=

Answer 24

verslaving (withdrawal, others notice its influences on your life)

Question 25

the type of use is important

Answer 25

- passive use: scrolling, checking messages - active use: sending pictures, sending messages -> passive use is associated with worse emotional outcomes. passive use -> problematic use -> passive use (it is a vicious cycle!) active use -> more often offline and present in real life. balance is the most important, active > passive.

Question 26

argumenten tegen deze slechte invloed van sociale media

Answer 26

- jonathan heidt: based on correlation. the suggestion that digital technologies are rewiring our children’s brains and causing an epidemic of mental illness is not supported by science!!!! - when adolescents feel unhappy, they scroll more. - platform specific associations with well-being, self-esteem, and friendship closeness (+whatsapp and snapchat, - tiktok, instagram, youtube)

Question 27

cyberbullying =

Answer 27

an aggressive, intentional act or behavior carried out by a group or an individual, using electronic forms of contact, repeatedly and over time, against a recipient who is unable to easily defend him/herself -> adolescents do not have good strategies to deal with this

Question 28

Adolescents who engage in traditional bullying are more likely to also engage in cyberbullying

Answer 28

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Question 29

prevalence rates of cyberbullying =

Answer 29

23-54% (van mensen die het wel eens ervaren hebben!!)

Question 30

hoe ontwikkelt self-regulatie

Answer 30

- co-regulated in infancy - independent yet socially calibrated in adolescence - there are age-related transitions in the capacities, goals and motivation employed for self-regulation

Question 31

what is the function of bullying

Answer 31

adolescent bullying and aggression can be adaptive and goal-directed (gaining status, preventing losing status)

Question 32

dus de relatie tussen sociale media en wellbeing

Answer 32

- increased risk for substance use disorder, high anxiety (social comparison, low self-esteem, cyberbullying) and feelings of loneliness, depression and stress. - but, also: engagement in healthy online activities may reducee the risk of mental health issues and SUD, may increase self-esteem and social connection, and causality is unclear! associations over time show that youth who already have mental health problems use such platforms more often or in different ways than peers

Question 33

welke biologische verklaringen zijn er voor de kracht van sociale media op adolescenten

Answer 33

* Sensitive period for social interactions and judgment * Subcortical areas related to affective properties * Dopaminergic systems and striatum are potential mechanisms of action for risk behavior and social reinforcement * But also the cognitive system and motivation! Adolescents use cognitive abilities flexibly, based on social-affectivee involvement, and the role of hormones in puberty. The brain therefore reacts differently depending on the situation

Question 34

results of study sherman, testing likes and peer pressure on instagram

Answer 34

Popularity of photo had effect on reaction to photos: * Behavior: more likes, if photo was liked more (regardless of type of photo, but especially own photo was liked) * Neural level: more brain activity for photos with more likes (regardless of type of photo), areas related to social cognition and reward * Risky photos: activation in cognitive-control network decreased -> Simple example of socio-cultural learning: a like is like a social cue related to the cultural sphere of adolescents. they use these cues to learn to interact with the world. This can be adaptive, but also maladaptive: the cognitive control areas were less active during risky pictures compared to neutral pictures -> leads to adoption of this risky behaviour.

Question 35

more likes -> zelf ook liken + meer brein activiteit -> socio-cultural learning

Answer 35

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