The development of friendships and peer groups Flashcards
(59 cards)
1
Q
when are friends important?
More time in peer interaction:
Higgins & Parsons, 1983
A
- at age 2, only 10% of time is spent with peers
- but on entry into school, 30% of time is spent with peers.
2
Q
when are friends important?
what do school children become concered about?
Rubin et al., 1998
A
acceptance by the peer group
3
Q
when are friends important?
benefits of friends/friendships:
3 things
A
- development of social skills
- links with mental health, well-being & school success
- links to feelings of self-worth
Maunder & Monks 2019
4
Q
when are friends important?
what is a friend?
A
when you have a mutual liking with another individual
5
Q
when are friends important?
what is a peer
A
another individual in the same social group as you
6
Q
friendship research methods
types of friendship research methods:
A
- observation
- peer (sociometric) nominations
- rating scales
- paired comparisons of nominations/ratings
- social network analyses
7
Q
when are friends important?
peer (sociometric) nominations
2 types
A
- reciprocal nominations
- revised class play (reputation measure)
8
Q
friendship research methods
rating scales
2 types
A
- sociometric ratings
- friendship quality
9
Q
sociometric status
popular children traits:
3 traits
A
- good social skills
- not typically aggressive
- in adolescence: more relational aggression
10
Q
sociometric status
rejected children traits
3 traits
A
- aggressive-rejected children (40%-50%)
- withdrawn-rejected children (10-25%)
- Interpret benign situations as intentional, and have difficulty coming up with solutions for difficult social situations.
11
Q
sociometric status
neglected children traits:
1 trait
A
less sociable and disrputive than average children
12
Q
sociometric status
controversial children traits
2 traits
A
- have characteristics of both popular and rejected children
- socially active and often group leaders
13
Q
friendship support social-cognitive development
example of social-cognitive skills:
4 skills
A
- cooperation
- negotiation
- mental state awareness
- emotional awareness
14
Q
Friendships support social-cognitive development
equal in perceived power: Piaget
A
peers are useful in the construction of one’s own explanations & rules of how things work
- cognitive disagreement would lead peers to be aware of an explore differing perspectives on a problem
15
Q
Relatively equal in perceived power: Vygotsky
A
cooperation in relationships is useful in the construction of one’s skills and abilites
* zone of proximal development: adult and peers as tutors (scaffolding)
16
Q
definition of friendship
A
voluntary and reciprocal relationship between 2 individuals
17
Q
early friendship development: between 3 & 7
A
- intimacy refers to children’s physical location
- conflicts arise over toys and space
18
Q
early friendship development: between 4 & 9
A
- friendships are one-way: exists because fulfil some function that the self wants
- A close friend is someone they know likes and dislikes of
19
Q
early friendship development: between 6 & 12
A
- Are able to reflect on joint experiences
- Concerned with coordinating and approximating likes and dislikes
- Fairweather friendship
20
Q
early friendship development: between 9 & 15
A
- Can have intimate and mutually shared relationships
- Have a mutual understanding and concern/share personal problems
21
Q
early friendship development: between 12 & adulthood
A
Accepts independence and dependence
22
Q
give 3 examples of friendship conceptions
A
- common activities
- smiliarity of attitudes
- companionship
23
Q
selecting friends: proximity
A
- young children have friends who are close in proximity
- older children accept more distance
24
Q
selecting friends: same age
A
early & middle childhood = same-age friends
25
selecting friends: similarity
* young children like similarity of locations or features
* older children select similarity on the basis of personality features, common interests and attitudes, etc.
26
friendship in infancy: 12-18 months
more smiling, reaching, touching specific peers
27
friendship in infancy: 12-18 months
more smiling, reaching, touching specific peers
28
friendship in infancy: 12-24 months
3 times more likely to comfront preferred peers
29
friendship in infancy: 20 months
selectively intiate interactions (and play) with some peers over others
30
friendship in early childhood
| 3 points
* reciprocated friendships appear
* young mixed-sex friendships become more gender segregated
* children begin to recognise that some peers are more dominant than others -> reflected in conflict situations
31
# sex (or gender) cleavage
sex segregation occurs early on:
| 4 key points
* infants prefer to look at same-sex images
* at 2, boys are more likely to respond when a boy asks them to play than a girl
* childhood, >90% peer time spent with same-sex
* adolesence, preference for same-sex interactions declines
32
Cross-sex friendships do exist
* 81% of 9-18 year olds agree
* 64% of these children judge that the types of friends differ
33
# ethnicity and friendship
what type of children tend to be more accepting of cross-race friendships?
minority children
* 80% of African and European Americans had best friend from same ethnic background
* 60% of Asian Americans had best friend from the same ethnic background
34
# cross-ethnic friendships in adolescents: not rare
What did Bagci et al discover about cross-ethnic friendships in 2014?
only 3% reported not having any cross-ethnic friendships
35
friends vs. nonfriends: interaction differences
| with friends
* greater cooperation & coordination
* more pretend play
* more conflict, but also more likely to resolve conflict in controlled ways
36
similarity between friends: 11-15 year olds
* friends behaviour more similar than non-friends
* socially accepted friends more alike on nominations of having friends, being liked and being a victim
* friends reported more similar depression levels
37
similarity between friends: gender differences
* girls = friends more similar in cooperation, offers help
* boys = friends more similar in shyness and victimisation
38
similarity of friends in adolescence
| friendships were made on similarity of dimensions that matter e.g.
friendships were made on similarity of dimensions that matter e.g.
* attitudes to school and school achievement
* normative behaviour
39
similarity of friends in adolescence
| whats normative varies by:
what's normative varies by:
* sex. difference in similarity of sexual behaviour and attitudes
* ethnicity. differences in similarity of academic orientation
40
# friendship groups
do boys and girls friendship groups differ?
* girls had larger social networks
* girls social networks were made more ethnically diverse
* girls had 62% of reciprocated friendships being cross-ethnic, boys had 54%
41
# friendship groups
what is important for group composition?
sex appears to be more important than ethnicity
* cross-sex dyads comprised of 7% of friendships
* cross-ethnic dyads comprised of 59% of friendships
42
what are cliques?
friendships groups that children will form or join, but members do not always see themselves as close friends
43
emergence of cliques in middle childhood
| 2 points
* usually between 3-9 children in the group
* usually stable for only a few weeks
44
# emergence of cliques
what do cliques function as in middle childhood?
| 3 points
* group of peers to socialise with
* validation of features the group has in common
* provide sense of belonging
45
cliques and crowds in adolescence
| 3 points
* often belong to more than one clique
* greater stability of cliques
* important to conform to group dress & behaviour
46
# parental role in children's peer relations
attachment style
| two types
* secure attachment: children display positive emotions and have good social skills
* insecure attachment: tend to be more aggressive, whiny and socially withdrawn
47
# parental role in children's peer relations
parent-child interaction styles
* interactions differ for popular children and their parents in comparison to unpopular children and their parents
48
# parental role in children's peer relations
parent beliefs
was the child born that way? or can we modify behaviour by playing a more active role?
49
# parental role in children's peer relations
what is coaching behaviour
when mothers may coach in prosocial behaviour
50
# parental role in children's peer relations
what is modelling behaviour
when children demostrate similar conversational styles as they have experienced at home
51
what is bullying?
the abuse of physical and pyschological power for the purpose of intentionally and repeatedly creating a negative atmosphere of severe anxiety and intimidation
52
what are the 4 types of aggression?
* physical: shoving, punching
* cognitive: teasing, insulting
* social: involving groups, instigating
* emotional: spreading rumours, excluding
53
who bullies?
mainly boys
54
what percentage of children get bullied?
20-33%
55
what are the characteristics of bullies?
* conduct problems
* social problems
* more positive attitude towards aggressive behaviours than other children
56
what are the 3 main motives of bullies?
1. power and dominance
2. hostility towards their environment
3. to gain some rewards
57
characteristics of bullied victims:
* internalising problems i.e. anxious, lower self-esteem
* social problems
* have greater difficulty adjusting to school
BUT SOME
* conduct problems
* reactive aggression
58
summary of findings for increases in victimisation:
| 2 points
* Children without a best friend had increases in internalizing and externalizing behaviours
* Too much time spent with best friends had increases in internalizing problems when victimized.
Hodges et al., 1999
59
summary of findings for decreases in victimisation:
* Having a best friend predicted decreases in victimization
* Security, companionship, and conflict did not predict changes in victimization
* Protection was related to decreases – but what kind of protection??
Hodges et al., 1999
