Peers ● As development continues, peers become more and more important ● Sociometric Status: (peer acceptance) ○ Kinds of studies called nomination studies ■ Done since the 30’s ■ Interview and survey kids and have them “nominate” who they like the best (who they want to hang out with, sit next to, etc) ■ Whether they like them or dislike them ● Positive vs negative votes ○ Three possibilities: positive, negative, no votes ○ Popular children - get lots of likes, lots of positives ○ Rejected children - lots of dislikes, lots of negatives ○ Controversial children - get positives and negatives ○ Neglected children - ignored children , neither positive or negative ○ Average children - come out in the middle, some pos some neg, but not a lot of either ● Determinants of peer acceptance ○ Popular kids: have good social skills ■ However we do have popular antisocial children (tough boys) ● These r the kids who defy authority, perceived as cool, social skills are different→ not great (kind, etc), probably have more adult defiance ● Don't tend to be aggressive or have the perspective taking problem ■ Most popular kids have food social skills, ■ Nice to other kids and are good communicators ○ Rejected kids: two subtypes of rejection, tend to have social problems, socialize differently than the popular kids ■ Rejected-aggressive kids ● aggressive→ don’t tend to be good at perspective taking ○ Trouble taking another person's emotional perspective ● They misinterpret another person's actions ○ Ex: is someone walks past them and knocks something over on accident they may think it was a hostile act ○ Might see other players on a sports team as hostile instead of just competitive ■ Rejected- withdrawn kids ● Socially awkward, not a perspective problem ● Just seem to be awkward ● May be kids who are interested in things that other kids aren't interested in (nerds) ○ Kids tend to turn on other kids who are different■ This is seem in primates, and some ppl think its biological Bullying ● Who bullies? ○ rejected aggressive kids ○ Kids who are targets: rejected withdrawn kids ● Cyberbullying: ○ Has come with the rise of social media ○ Deep concern because children cannot escape from it ■ Kids don’t reach out to parents and tell them that they’re being bullied ● Videos: ○ Daughter victim of cyberbullying - hanged herself ○ Validating and listening to what kids are going through ○ Kids want to be listened to ○ Megan was diagnosed with depression and ADD ○ Account talking to megan was fake, and was a mother who though megan was talking about her daughter ● Training kids to be inclusive seems to be most important ● Interventions: ○ Training parents on the signs that their kid is being bullied or is a bully ● Signs of being bullied: ○ Injuries ○ Lost or broken property ○ Frequent illness (exaggeration) ○ Changes in eating habits ○ Difficulty sleeping ○ Declining grades, not wanting to go to school ○ Sudden loss of friends ○ Feelings of helplessness or decreased self esteem ■ Learned helplessness, feeling like there’s nothing you can do so u just stop trying—> kids who are bullied may experience this ○ Self destructive behaviors ■ Self harm, or harming other parts of life (ex: running away from home), suicidal ideations, ● Signs a child is bullying: ○ Get into physical or verbal fights ○ Have friends who bully others ○ Are increasingly aggressive ○ Get sent to the principal's office or detention frequently ○ Have unexplained extra money or new belongings ○ Blame others for their problems ○ Don’t accept responsibility for their actions ○ Are competitive and worry about their reputation or popularity○ *parents often have a lot of difficulty accepting their child’s role as a bully ● Risk factors for those who get bullied ○ Those who are perceived as different ■ typically , when combined with social difficulty (being awkward) ■ Could be physical ○ Those who are perceived as weak ○ LGBTQ kids ○ Sociometric status is a factor ■ Kids in rejected withdrawn group ○ Biology? ■ Epigenetic possibilities ■ Stress in the environment and the effects of it ● Seems like there are long term effects of stress ■ Changes in chemistry ● Issues in memory ○ Reconstructive memory ■ Children’s whos parents think they were sexually abused—> parents start asking them about it ● They get questioned over and over again ● Memories aren’t perfect constructions of reality ● The way we question children influences the way they respond ■ Liben and Signorella ● Looked at kids worldviews to see if they could impact the way they reconstructed ● They picked gender typing ● Evaluated kids from kinder to 3rd grade and did a sample of adults ● Asked them about activities and things they might engage is ○ Difference between “who does something” and “who can do something” ○ They asked them “who can” ■ “Who can carry heavy suitcases” ○ Showed them pictures of traditional and nontraditional activities as well as neutral activities ● Primacy and recency effects through the different cards that they saw (with diff occupations) ○ Asked them which pictures they remembered ○ Kids with strong gender typing showed greater memory for the traditional ones and were more likely to remember pictures that were not traditional as traditional (they reconstructed them) ■ Shows when we have a stereotypical view of the world it affects how we remember things ■ Ceci and Breuk● They found that kids with repeated questioning tend to go along with the questions ■ Video ● Kids being influenced to make up and believe things that didn’t actually happen ● If u put kids who did not experience abuse will say similar things to kids who are believed to have ● Half the kids who had never been touched said the doctor touched them inappropriately in absurd ways ○ People always think that the children are lying, *they’re not lying, but they have implanted/false memories ■ More profound effect with younger kids ■ People think kids don’t know sexual things , but they do ■ They may pick up things from tv, etc and they’re very creative ○ The problem with using dolls when questioning ■ Very young children