1Some points from last class:• Lack of warmth/responsiveness -> low self-esteem, lack of emotional control• Lack of control/demandigness -> low self-control, lack of aim, self-centeredness• Excess of control/demandingness -> lowself-control, lack of confidenceSome points from last class:• The individual is a system WITHIN asystem (the family)• The family is a system WITHIN a system– Socio-economic factors– Cultural factorsPeersPeer - a social equal, someone who functionsat a similar level of behavioral complexity,often of similar age.Peers aid emotional, cognitive and socialdevelopment.Are peers more important than parents?The development of friendship Between 12-18 months there are early signs ofinteractions and responsiveness (touch, smiles) Around age 2, children develop more complexsocial interactions with friends than nonfriends(imitation, cooperation, and problem solving) Between toddlerhood and preschool, childrenform attachments with peers. They show morepretend play, conflict, and nonaggressiveconflict resolution with friends than nonfriends.2The development of friendship Early childhood (6-8) - friendship based oncommon activities. Late childhood (9-12) - friendship based onmutual loyalty and caring. Adolescence - friendship based on intimacyand self-disclosure.Peers in Groups• Clique - friendship group consisting of threeto nine children, usually of the same sex andrace.• Crowds - groups of adolescents who havesimilar stereotyped reputations.Development of peer groups• Unisexual cliques• Boy cliques and girl cliques interact (securebase for interacting with opposite sex).• Popular boys and girls form a heterosexualclique.• Less popular peers enter heterosexualcliques (crowd).• Couples form and crowd disintegrates.• Groups status is measured by a sociometric statusmeasure which measures how liked or disliked a personis by his or her peers• Popular - well liked by most, rarely disliked.• Rejected - rarely liked, often disliked.• Neglected - neither liked nor disliked; “invisible”• Controversial - liked by many but also disliked bymany.Status in the Group3The relation of children’s sociometric status to academicand behavioral problemsChildren’s sociometric status is related to their future problem behaviors. Rejectedchildren are far more likely to be held back in, or suspended from, school, to be truants, todrop out, and to have problems with the police. The occurrence of any of these problemsis labeled as “nonspecific” in this figure. (Adapted from Kupersmidt & Coie, 1990)•Popular - physically attractive, relativelyintelligent, socially competent.•Rejected - highly aggressive or isolated &submissive; not very socially aware•Neglected - shy, withdrawn, unassertiveStatus in the Group• Child’s contribution?• Parent’s contribution?• Culture’s contribution?Factors that impact status in