Chapter 13 - Peer Relationships 

• voluntary activities, particulary those of children, with no specific motivation beyond their inherent enjoyment

• unoccupied play

• onlooker play

• solitary play

• parallel play

• associative play

• cooperative play

• cooperation

• how to take turns

• gives them the opportunity to try out social roles

• fosters cognitive development

• encourages language development

• develops motor skills

• coordination

• balance

• strenght

• promots emotional regulation

• increases positive emotions

• child-centered play therapy

• encourages children to express thoughts and emotions through free play

• a person an individual has an intimate, reciprocated, positive relationship

• friendly and social

• similar interests and behaviour

• similar cognitive maturity of play, levels of antisocial behaviour, acceptance by peers, shyness, and levels of cooperativeness

• similar age

• proximinity (varies by culture)

• gender

• same racial/ethnic group

affect one’s behaviour

companionship, similarity in interests, acceptance, trust, genuineness, mutual admiration, and loyalty

• argues that social media can be beneficial for lonely, depressed, and socially anxious teenagers because they can spend more time revising what they say.

• online communication seems to foster self-disclosure, enhance friendship quality, and let teenagers connect with people to strengthen relationships

Youth who already have good social skills benefit from the Internet and related forms of technology when it comes to developing friendships but those who are shy and withdrawn tend to inappropriately vent online which hurts further interactions with peers

positive

mutually reinforces

genetics and their socialization experiences

• results from a power imbalance

• happens through school groups as well as virtually

• is influenced by a range of individual, home, school, neighbourhood, and societal factors

• tend to be callous, susceptible to peer pressure, higher in social status, and tend to have harsh and insensitive parents

anxiety or depression

• a measurement that reflects the degree to which children are liked or disliked by their peers

popular, rejected, neglected, average, controversial

• physical attractiveness

• athleticism

• status of one’s friends

• children’s social behaviour

• personality

• cognitions about others

• goals when interacting with peers

• children are viewed positively by many and disliked by few

• skilled at initiating interactions with peers and maintaining positive relationships with others

• perceived by peers and teachers as cooperative, friendly, sociable, helpful and sensitive to others

• can regulate their own emotions and behaviours, and tend to have a relatively high number of low-conflict reciprocated friendships

• not necessarily the most likable, they have other attributes like prestige, athletic ability, physical attractiveness, or wealth that give them power over peers

• tend to be aggressive and use aggressiveness to obtain goals

• able to control the interactions of peers

• children are liked by few peers and disliked by many

• more likely to be motivated by the notion of getting revenge

• have more trouble than others in finding constructive solutions to difficult social situations

  • suggest more hostile, demanding, and threatening strategies to deal with difficult social situations

• prone to physical aggression, disruptive behaviour, delinqunecy, and negative behaviour such as hostility and threatening others

• at risk for becoming even more aggressive over time, engaging in delinquent behaviour, and exhibiting symptoms of ADHD, conduct disorder, and substance abuse

• may become rejected by peers, which leads them to be both lonely and angry which they express through more aggression (cyclical)

• rejected children who are socially withdrawn, wary and often timid

• frequently victimized by peers, feel isolated, lonely and depressed

• negative feedback loop: withdrawn children are rejected by peers, which leads them to withdraw further to avoid peer rejection

• children who are just not noticed by peers.

• withdrawn but relatively socially competent

• less sociable and less disruptive

• likely to back away from peer interactions that involve aggression

• receive less support from peers but are not particularly anxious about social interactions

• liked by quite a few peers, and are disliked by quite a few others

• tend to have characteristics of both popular and rejected children

  • tend to be aggressive, disruptive, prone to anger, but also cooperative, sociable, good at sports and humorous

  • are socially active and tend to be group leaders

• sometimes develop a network of aggressive friends and are accepted in their peer group, and those who start fights can be viewed as cool, making aggressive children popular

• tend to be viewed by peres as arrogant and snobbish

academic difficulties, are absent from school more frequently, and have lower grade-point averages

desirable

• monitoring and orchestrating children’s interactions with peers

• coaching children on how to interact with unfamiliar peers, which results in them being more socially skiled and more likely to be accepted by peers

social competence & the quality of the child’s relationships with others, including peers

positive social expectations

competence

difficulties

good social skills

attachment patterns

socially competent ways

parents