Hd Chapter 8 Gender & Peer Relationships: Middle Childhood Through Early Adolescence

Front 1

Gender Identity

Back 1

Step 1: learning to categorize oneself as male or female (2.5-3 y/o)
Step 2: Understanding gender stability-over time gender category remains the same (3-4 y/o)
Step 3: Gender constancy- understanding gender category is permanent (about 6 y/o)

Front 2

Sex differences

Back 2

- Are "real," but can change historically
- can change by situation and culture
- Universal
- increases in elementary school
- decreases after puberty

Front 3

Sex segregation

Back 3

-girls and boys begin to spend time doing different activities

Front 4

Boys' groups

Back 4

-bigger and more structured hierarchically
-leadership based on toughness
-compete with one another
-choose companions based on shared interests

Front 5

girls' groups

Back 5

-tend to be smaller (2-3)
-leadership based on social skills
-more cooperative, more turn taking
-choose companions based on personality
-broader interests

Front 6

Collaborative or affiliative speech

Back 6

-used more in girls' groups, but done by both
-tend to be keyed to what someone has said, expressing agreement
-makes suggestions in the form of a question
-"conflict mitigating"

Front 7

Domineering or power-assertive speech

Back 7

-more typical in boys' groups, but done by both
-commands and restrictions common
-more "egoistic":threatening, demanding, interrupting, or ignoring of others

Front 8

Role of biology in sex differences

Back 8

-Male rats that were delayed in exposure to prenatal adrogens were demasculinized and showed feminized play behavior
-Puberty: hormonal differences can cause increase in depressive symtpoms for girls and increase in aggressive behavior for girls

Front 9

Gender differences in parenting

Back 9

-mothers talk more about emotions with daughters
-more pressure on preschool boys not to cry
-fathers more likely to be more confrontational and negative with sons, and more disapproving of cross-sex behavior

Front 10

Societal differences

Back 10

western society: boys experience more pressure to conform to gender stereotypic behavior
-boys and girls are socialized to handle conflict differently
boys tend to externalize and girls tend to internalize

Front 11

social competence

Back 11

a criterion for peer group acceptance
-includes empathy, perspective taking, making mature moral judgments, and social skills like eye contact and appropriate social language

Front 12

Peer groups

Back 12

-dyads
-cliques: middle childhood, 3-9 members, informal structure, high member turnover, voluntary participation
-Crowds: larger, reputation based, comprise numerous cliques, become more important in mid adolescence

Front 13

Why do Cliques form?

Back 13

1. need to establish identity
2. need for belonging and approval
-own identity becomes distinct when contrasted with anothers

Front 14

Peer groups are important because

Back 14

development of skills like
-communication
-conflict resolution
-joint goal setting
-empathy
-shared decision making
-a sense of belonging

Front 15

Participation in competitive activities

Back 15

helps with defining personal strengths and weaknesses

Front 16

Participation of non-competitive activities

Back 16

enhances sense of acceptance and belonging in relationship to others

Front 17

Sociometric categories (developed by Moreno in 1934)

Back 17

-Popular:many positive nominations and few negative one's; well liked
-Average: receive an average number of negative and positive nominations
-Neglected: receive few nominations of any kind
-Rejected: receive many negative and few positive nominations; typically disliked with high visibility
-Controversial: small group with many positive and many negative nominations; seen as leaders by some an disruptive by others

Front 18

Popular

Back 18

-use perspective taking
-assertive
-greater cognitive and social problem solving
-communicate clearly
-prosocial and cooperative
-often physically attractive and scholastically competent

Front 19

Rejected

Back 19

-Least socially skilled
-lower levels of perspective taking
-smaller social groups with less interaction
-can be "aggressive" 50%; tend to be disruptive, are at greater risk; socially anxious, at risk for victimization, tend to internalize
-can be "withdrawn" 10-20%

Front 20

Neglected

Back 20

-Lower levels of peer interaction
-less visible
-perceived as relatively likeable
-not associated with developmental problems
-choose not to actively participate in peer groups

Front 21

Influence of Peer Groups

Back 21

-beneficial and harmful
-more influential as children mature
-influence of peers is primarily indirect not coercive
-can be beneficially motivating or risky
-peer group determines adherence to group norms

Front 22

Clinical application: why is a child rejected?

Back 22

-aggressive or disruptive behavior
-inattentiveness and immaturity
-low levels of prosocial behavior
-socially anxious/avoidant

Front 23

Intervention for rejected children/adolescent

Back 23

-social skills training
-peers can be encouraged to cooperate more with child and communicate more clearly
-identify gender specific at risk behavior: externalizing vs internalizing behavior