According to the textbook, early peer rejection is one of the strongest predictors for future antisocial behavior (Bartol & Bartol, 2016). While peer rejection alone does not guarantee that a child will develop to have antisocial tendencies, it does contribute to a cascade effect. The developmental cascade model indicates that “a person’s developmental skills or deficits enhance, affect, or determine the next skill or deficit along a life-course trajectory” (Bartol & Bartol, 2016, p. 30). Regarding peer rejection, it is understandable that by being rejected by one’s peers could result in future antisocial behavior. Beginning in early childhood, children learn how to problem solve in groups and understand other’s perspectives through social
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For example, a child who is on the autism spectrum or suffers from Attention Deficit Hyperactive Disorder (ADHD) may behave in ways that make them undesirable to their peers. In the cases of children who are rejected by their peers because of undesirable behaviors, they may too be rejected by teachers or parents. A child who is frequently impulsive during class may incur the anger of a teacher, resulting in them being labeled a trouble maker. By assuming a child is a trouble maker, a teacher could unintentionally not afford the same level of attention or aid to the child. This label in turn could result in a self-fulfilling prophecy of the child being an academic failure. Self-fulling prophecies are the expectations held about someone that in turn become true due to the way a person who holds the belief acts towards the other person (Aronson, Wilson, Akert, & Sommers, 2016).
As the label of outcast develops combined with other factors, such as academic failure, antisocial behavior can flourish. When a child has been rejected, they have a tendency to gravitate to other antisocial/rejected peers (Bartol & Bartol, 2016). Research has shown that peer-rejected children are drawn to deviant groups which in turn amplify preexisting antisocial tendencies. Once a child has become involved with a deviant group, another element is added to the ongoing cascade towards a lifetime of antisocial
For example, a child who is on the autism spectrum or suffers from Attention Deficit Hyperactive Disorder (ADHD) may behave in ways that make them undesirable to their peers. In the cases of children who are rejected by their peers because of undesirable behaviors, they may too be rejected by teachers or parents. A child who is frequently impulsive during class may incur the anger of a teacher, resulting in them being labeled a trouble maker. By assuming a child is a trouble maker, a teacher could unintentionally not afford the same level of attention or aid to the child. This label in turn could result in a self-fulfilling prophecy of the child being an academic failure. Self-fulling prophecies are the expectations held about someone that in turn become true due to the way a person who holds the belief acts towards the other person (Aronson, Wilson, Akert, & Sommers, 2016).
As the label of outcast develops combined with other factors, such as academic failure, antisocial behavior can flourish. When a child has been rejected, they have a tendency to gravitate to other antisocial/rejected peers (Bartol & Bartol, 2016). Research has shown that peer-rejected children are drawn to deviant groups which in turn amplify preexisting antisocial tendencies. Once a child has become involved with a deviant group, another element is added to the ongoing cascade towards a lifetime of antisocial