Unformatted text preview:

Peer Interactions• We are not alone!• This section looks at when and how young children interact with each other.• Who were your friends?• What did you do with them?Different Types of activitiesPeers as Equal Status Interactions• Emotional security• Growth promoting conflicts of viewpoint.• Practice in compromise.• Feedback and practice in role taking skills.• Training for later intimate relationships.Time for Playtime!6mo: Nonsocial (Onlooker) play.12mo: Parallel play.15mo: Simple social (Associative) play.24mo: Cooperative play.School: Rough and Tumble PlayParents play too!• Playmate!!– Attachment – Scaffolding• Mediator– Cooperative Kids.– Sharing and Playing.• Social Coach– More social– Less aggressiveWhy can’t we just be Friends?• Friendship: A voluntary relationship between two people involving a mutual liking.Ok, Einstein, Tell me something I didn’t know.Friendship• Based on common interests and liking in children; intimacy is more important in adolescents (esp. girls).• Friends usually alike in age, gender, and race (unless small class size or popular). • Only opposite-sex friendships often indicative of rejection. Consequences of friendship• Children with good friends have higher self-esteem, are more cooperative, and deal better with life stresses.• Of course, this could be the effect, not the cause.• But friends can make us nicer/meaner.Romantic Relationships• Sooner or later, adolescents find a special someone.• Individuals with high self esteem are likely to think that their significant other likes them- positive feedback loop.• Those with low self esteem, not so lucky, and often avoid intimacy for fear of rejection or poison the well - negative feedback loop.• Moral of the story: be nice and optimistic!Teen Sexuality• Most have sex before end of teens (culture determined). • Sexually transmitted diseases– 1 in 4 will contract an STD!• Teenage pregnancy and childbearing– 1 in 10 will become pregnant (40% abort).– This is generally bad (not the sex, the pregnancy).– Neither teen moms nor babies do well.– So why did they do it?Teen pregnancy• Caused by total lack of birth control. Why?• Invulnerability • Ignorance (serious lack of knowledge about getting pregnant)– I thought only if older, not if he pulled out, not if I drank milk…• No access to contraceptives• Want to have a child. • Dealing with the problem of teenage sexuality– Abstinence IS 100% effective, but not for everybody.• 30-60% of teens WILL have sex! 1in 10 get pregnant, 1 in 4 get STD.– Preventive strategy: Parental discussions concerning sexual matters – Teen Outreach: Volunteer service activities– Formal sex educationPOWER OF GROUPS• Groups are amazing!• They are more powerful than one alone.• And more dangerous.Robber’s Cave Sherif (1961)(HINT: Survivor is based on it)POWER OF GROUPSWeek one: Leaders emerge.Week two: Tribes fight/compete.Week three: Work together.Characteristics of Groups• Clique: 4-6 friends; Crowd--larger group who have similar values and attitudes.– Some crowds have higher status (jocks) and their members have higher self-esteem.• Groups have a dominance hierarchy.– Boys it’s power, Girls it’s skills.• Groups exert pressure primarily where social standards are fuzzy.Popularity: Social Skill5 common categories: – Popular: liked (Julia Roberts). – Rejected: disliked (Kato). – Controversial: both (Jim Carey). – Average: tolerated (Ed Norton). – Neglected: ignored (Ed Beagley).Popularity*• popular children tend to be attractive, smart, and socially skilled (the world over).• rejected children are more likely to drop out of school, commit juvenile offenses and are socially unskilled (as are their parents).Television Habits3-4 hours a day!25 hours a week!20,000 hours by age 15!Two years straight!More time than on any other activity, except sleeping.So does TV make us couch potatoes?Does it make us lazy thinkers?Are we sacrificing our lives to the square god?Television: The good side• TV is not, by itself, evil. • Like any of our creations, it has potential for great good and great evil.• Can encourage prosocial behavior, & vocabulary.– Children who watch PBS are smarter, and more creative.Television Myths• No significant correlation between hours watched and – Creativity– Attention span• TV is a diversion– If kids didn’t watch they would go to movies read comic books, listen to music, and otherwise waste time. So who cares?Blame Canada!• Once upon a time, isolated town called Notel, that ironically had NO Television.• Children there were smarter than kids in surrounding towns served by TV.• Then came TV. - Reading skills and creativity went down. There was less community involvement, and increases in aggression and gender stereotyping.Some Potentially Undesirable Effects of Television• Correlations of televised violence (very frequent)– 58% of programs contain violence without remorse– TV violence strongly correlated with aggression• Found the world over, boys/girls in Austrailia Canada, Finland, Great Britain, Israel and Poland.– Mean world beliefs and Desensitization. – Reciprocal Relation: Strongest effects are those that identify with the violent characters. • Television is a source of social stereotypes.Commercials• 20,000 television commercials each year.• 18 or more minutes an hour!• Fast food, toys, treats.• Children are easily persuaded by commercial messages. (not until 8 or 9 years do kids get that commercials are trying to persuade.)Computers like TV• Again, the emphasis is on content not medium.• video games--exposure to violent video games makes kids less sensitive to violence and associated with lower grades and aggression.• computers used in education for tutoring, to provide experiential learning, and as a multipurpose tool for traditional academic goals• Word processing, programming, and having a computer are all good.Day Care• Day care is harmful to children only when the care is low quality and combined with ineffective parenting. • Some children can safely care for themselves after school, but many factors must be considered (e.g., child’s maturity, neighborhood safety) and parents must monitor their children’s behavior.Neighborhoods• Socioeconomic status - income and education of the residents.• Children growing up in a wealthy neighborhood have access


View Full Document

Purdue PSY 23500 - Lecture 16

Download Lecture 16
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Lecture 16 and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Lecture 16 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?