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55 Cards in this Set
- Front
- Back
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Peer groups how do they form?
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Peer groups are formed from proximity, similarity
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How does peer culture work?
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Peer culture influenced behavior, vocabulary and dress code.
Can include relational aggression and exclusion |
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What does friendship look like in middle childhood?
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Personal qualities, such as trust, become important
More selective in choosing friends, they choose people similar to themselves. Friendships can last several years as they learn to resolve disputes. Type of friends influence development : aggressive friends often magnify antisocial acts. |
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What happens if you are popular
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you can be popular prosocial or popular antisocial
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What happens if you are rejected
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you can be rejected aggressive
or rejected withdrawn |
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What is true of friendships in adolesence and why?
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In adolesence friendships become more enduring because mutual understanding and respect enter the relationships they also have increased ability to see other's perspective
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Dominance hierarchy
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stable ordering of individuals from leaders to followers is established
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Free time
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children need free time for unstructured play such as summer time. They also need time without parents to spit cuss and spill pop.
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How much time do kids spend at school?
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They spend 29 hours a week in school and doing more household chores, errands, and organized sports. Children's leisure time dropped from 40% to 25%. Kids may burn out by age 9.
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Bullies who are they and what do they do?
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Most bullies are boys
these boys are physically, emotionally, and relationally aggressive High status-powerful individuals popular however, most eventtually become disliked. |
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What happens to victims of bullying
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They are passive when active behavior is expected
they give in to demands lack defenders inhibited temperament physically may be frail Overprotected/controlled by parents |
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How do we help rejected children?
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Positive social skills
coaching, modeling, reinforcing improve academic achievement intervene with harsh parenting practices. |
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What is the traditional role of a teacher
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teacher is the sole authority for knowledge, rules, decision making. Teacher does most of the talking, students are relatively passive (responding when called upon) Uniform set of grades.
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constructivist view on teachers
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teachers encourage students to construct their own knowledge. Approaches vary, but children are active. They reflect on and coordinate own thoughts. Richly equipped class with learning centers. Individually based. Children choose what they want to do. Children graded compared to own progress. Piaget; Montessori
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What is the primary task of middle childhood?
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primary task is getting adjusted to school
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Gender stereotypes in middle childhood
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Extend stereotypes to include personalities and school subjects. More flexible about what males and females can actually do
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Gender identity
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arises in 3-4th grade.
Boys strengthen identification with masculine traits Girls identification with feminine traits however like always culture and social factors can affect. |
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How does self evaluation affect gender identity adjustment?
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Gender typicality
gender contentedness felt pressure to conform to gender roles |
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Family relationships
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parents
coregulation sibilings: rivalry companionship and assistance need parental encouragement |
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Only children
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High self-esteem and achievement motivation
closer relationships with parents often high pressure for mastery peer acceptance may be a problem because they don't have practive with conflict resolution |
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Fears/anxieties in middle childhood
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Fears of dark, thunder, lightning, and supernatural beings persist.
Fears based on the wider world emerge such as media infused fears and harsh living conditions also contribute to anxiety School phobia |
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School phobia
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Ages 5-7: phobia about separation from home
Ages 11-13: fear particular aspects of school |
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Ethnic and political violence can cause children to :
What can be done about it? |
chronically dangerous environments
Lose feeling of safety become desensitized to violence impaired moral reasoning may develop hopelessness for future can also be a problem Parents, schools, communities must provide security, reassurance, interventions work to preserve physical, psychological educational well-being |
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Factors related to resilience
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Personal charactersitics
easy temperament mastery oriented warm parental relationships supportive adult outside family community resources |
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A few thoughts on school adjustment
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most kids are doing well. Those that aren't are usually doing poorly across areas:academics, school behavior, social behavior, home and school.
Even shy kids are usually okay as long as they have one friend |
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ability tracking
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best not to group kids by ability in school
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Best schools and what they do
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they emphasize academics, not just discipline
heavy parent involvement strong principal/leadership good ration of students to teachers students involved in extra-curricular activities. |
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What is the social scientist definition of aggression?
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They define aggression as behavior intended to hurt, harm, or injure another person.
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What is the most important distinction for classification purposes in regards to aggression?
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Whether the aggression is physical or relational in form
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Physical or direct aggression
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Consists of behaviors that harm another through damage to that one's physical well-being
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Relational or indirect aggression
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consists of behaviors that harm others throught damage to relationships or feelings of friendship, acceptance, or social inclusion. Existing evidence suggests that relational aggression like physical aggression can result in emotional harm to victims. Research has shown that a majority of females use relational aggression to secure their social status.
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In general which type of aggression is more prominent in which gender?
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Girls typically employ relational aggression
boy typically use physical aggression |
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Yes: When it is expressed as proportion of total aggression scores hat shows?
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It shows that girls may even use more indierect aggression than boys. However, early studies don't support this idea.
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Yes: What kind of results did the meta-analysis of Scheithauer and Petermann show?
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They showed no gender difference in the sue of indirect, or what they call unprototypical aggression across 70 studies. However, effect sizes found varied according to age. Adolescent girls, for example, showed more this type of aggression than boys
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Yes: What did they do in their study
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They compared the mean scores of boys and girls on different types of aggression, they took a person oriented approach and formed clusters with different aggression profiles.
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Yes: Method
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There were 526 participants from 22 school classes from Finland. They were ages 10,12, and 14. Aggression was measured by DIAS a peer- and self-administered test where they evaluated all their same sex classmates in terms of use of physical, direct verbal, and indirectaggression.
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Yes: What did they find afterthey did this study?
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They found across all age groups, boys used all three types of aggression more than girls except for in self reported indirect aggression the difference was not significant.
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YES: Where was the difference in indirect aggression found?
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In indirect aggression a single significant gender difference was found only among the 10 year old children and only in peer reports.
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Yes: Conclusion
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All the differences found showed boys being more aggressive than girls. The differences were largest in physical aggression, somewhat smaller in verbal aggression and in many cases non-existent in indirect aggression.
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YES: What 2 conclusions did they come up with about girls?
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Girls are nonaggressive as compared with boys, and second highly aggressive girls rarely use all types of aggression to any great extent. When boys were aggressive they perfer direct or all kinds of aggression.
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No:What happens to people who are held in positive regard by peers?
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GEnerally they have future social competence and relatively fewer behavioral problems.
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NO: What happens to kids who are rejected by their peers?
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They have later individual maladjustment, such as learning difficulties, poor academic achievement, loneliness, and depresive symptons of childhood and mental health problems and criminiatlyt
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No: What do they say about aggression and peer acceptance or rejection?
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They say convincing evidence has emerged showing that children's physically aggressive behaviors are predictive of rejection by the peer group.
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No: How do views of the self in peer relationships develop?
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Views of the self may develop from experience of peer rejection or acceptance.
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No: Children's behaviors and gender
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Beginning at age 4 physical aggression has been found to be more common among males than females.
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No: When does relational aggression begin noticeable? What is it associated with?
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these behaviors have been found to increase around early adolesence. Relational aggression has been more common than physical aggression and relational aggression has been associated with poorer peer relationships.
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NO: Prosocial behavior
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A link has been established between prosocial behavior and peer acceptance with prosocial children being more accepted by their peers.
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No:Social preference and social impact
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Social preference has been referred to as a measure of likability and peer acceptance, whereas social impact has been referred to as a measure of prominence and visibility in the peer group.
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No: gender moderation hypotheses
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The association between physical aggression and soaicl preference was expected to be greater among males than females.
The association between relational aggression and social preference and between relational aggression and social impact were expected to be stronger for girls than for boys. |
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No: What motivation is there for relational aggression?
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One motivation for relational aggression may be to increase domianace and prominence in the peer group. It appears that relationally aggressive girls can have more social impact in thepeer group, but be less preferred when compared to girls who are less relationally aggressive.
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No: Procedure
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Peer nominations were collected in grades 3-6. All students who retured parent consent forms participated. Parental consent rate was just over 70%.
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No: Discussion
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The present investigation illustrated the additional importance of relational aggressiona nd prosocial behavior as well as the gender of the child when explaingin children's concurrent and future status with peer. Not only do childrn's aggressive and prosocial behaviors predict future peer relations, but the balance of being liked and disliked by classmates is important for shaping future aggresive and prosicla behaviors when interactivn with peers.
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No: Social preference
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seemed to have a greater influence on children's later physical aggressiion relational aggression, and prosical behaviors rather htan vice versa among both boys and girls.
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No: WHat did they find about children's aggression levels
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They found that children's early social behavior tend to accompany children into early adolescence even after they change schools and classrooms.
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NO: What did they find about gender differences and relational aggression
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they found that relational aggression by age and gender are important to consider in conjunction with these questions. THey found that gender differences in levels of relational aggression differed depending on children's age. There was no gender difference in relational aggression among third grade children however, by 6th grade girls were more relationally aggressive than their male peers
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