PSYC 307 1st Edition Lecture 21Overview of Previous Lecture - Parents and Socialization o Parenting Styles- Factors Affecting Parenting Style - Sibling Relationships - Changes in families in the USo Factors that have changedo Divorce and remarriage Overview of Current Lecture - Peer Relationshipso Playo Friendshipso Popularity and Rejection o Family and Peer Relationships A. Play and Others I. Peer Sociability in Playa. Nonsocial play – unoccupied, onlooker behavior; solitary play b. Parallel play – plays near other children with similar toys, but does not try to influence them c. Social interaction – associative play, cooperative play (rules and cooperation) II. Cognitive Play Categoriesa. Functional play – simple, repetitive motor movements (0-2 years)b. Make-believe play – acting out every day and imaginative roles (2-6)c. Constructive play – creating or constructing something (3-6)d. Games with rules – understanding and following rules in play (after 6)III.Friendships a. Intimate, reciprocated positive relationships between people b. Developmental changes i. 4-7 years: playmates (who is in close proximity, can change rapidly; similar in sex, similar interests)ii. 8-10 years: trust and assistance (dependable, trustworthy; similar interests,sex and age; often from same racial and ethnic group)iii. 11+ years: intimacy and loyalty (ability to reveal/confide in, expect loyaltyin return; choose friends who understand where you are coming from, friends who will be there to make choices with you, even if they don’t always agree; support)c. Functions of Friendships i. Source of emotional support and security ii. Support of friends particularly important during difficult transition periods1. Transitions through adolescence, in family, in life goals, etc.)iii. Friendships may serve as a buffer against unpleasant experiences IV. Peer Groups a. Types i. Clique – small group of individuals that are similar in interests, attitudes and what they like to do (very small, specific; chosen)1. More cliques present in early to middle childhood; more transient 2. Become solid, firm during adolescence ii. Crowd – groups of smaller cliques; share a common interest1. Males more likely to belong to crowds through adolescence b. Structure of Groups i. Dominance hierarchy1. Leader: has skills/characteristics that the group values; social skills important c. Determinants of peer groups i. Parenting styles: types of activities that parents promote for children; engaged and democratic parents yield constructive and involved childrenB. Popularity and Rejection I. Categories a. Popular – everyone likes them; viewed mainly positively i. More socially skilled, more positive and upbeat with others, cooperative ii. Difference between what is perceived as popular (“mean girls”) and who are actually popb. Rejected – viewed mainly negatively, others do not want to be around them i. Aggressive – aggressive and hostile toward others; interpret their world very negatively 1. Poor at perspective taking, conduct problemsii. Withdrawn - passive, more submissive in interactions with others, target ofbullying 1. Socially awkward, submissive type of personality c. Controversial – you either love them or hate them; strong personality characteristics i. Snobbish, arrogant vs. personality quirk 1. Interpretation of behavior differsd. Average – not liked or disliked, just averagee. Neglected – “invisible”, others don’t recognize they are there in a friend capacityII. Other Factorsa. Keys to Popularity i. Parenting style with open communicationii. Socially skilled kids b. Reasons for rejection i. Difficulty interpreting others’ behavior 1. Intervention strategies c. Risk factors associated with peer statusi. Those who are hostile interpret the world in a very negative way ii. Stability of social metric statuses 1. Kids that are rejected (really withdrawn or aggressive) tends to be more stable d. Developmental changesi. Predictor of what make you popular typically do not change ii. Those who are overtly aggressive tend to be rejected; those who are withdrawn, with negative personality characteristics become easily rejected III. Role of Parents in Children’s Peer Relationships a. Relations between attachment and competence with peers i. Positive/secure attachment relationships more likely to have competence with peers b. Quality of parent-child interaction and peer relationshipsi. Parents who are interacting with kids on a regular basis; talking about relationships, feelings; positive, rational parenting (moms more likely thandads) c. Parental beliefs and behaviorsd. Gatekeeping, coaching, and modeling by parents i. Actively involved parents; providing opportunities to interact with other kids e. Family stress and children’s social competence i. Families from low SES have more chronic stressors on a daily
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