1
Q
What is a friendship?
A
a close, mutual, reciprocal, voluntary relationship
- 1 to 1 relationship -smallest unit of peer relationships
- exist across development
2
Q
What do friendships look look like in early childhood? Age 3-4
A
- friends with those who live nearby, have nice toys, like to play
- can verbally identify who
- rewards vs. costs - ex. won’t be friends w/ someone who hits
- physical closeness
3
Q
When do friendships start?
A
-infancy -can see them gravitating towards certain peers over others
4
Q
What do friendships look like in middle childhood? elementary age
A
- shared interests
- take care of/support each other
- mutual trust
5
Q
What do friendships in adolescence look like?
A
- shared interests
- shared values
- engage in self-disclosure, intimacy
- psychological closeness -loyalty -abstract
6
Q
How does time spent with peers change over development?
A
- increases over development
- *
- (more for girls than boys)
7
Q
How do perspective taking abilities change over development?
A
-increases over time -at first egocentric (not good ToM) and then think about what other person is thinking about/values more -shape what we want out of friendships
8
Q
What are the functions of friendships?
A
- emotional support
- buffer in stressful times (cortisol lower when best friend is present in positive/negative situations)
- development of social skills & cognitive skills (better on projects w/ friends)
- conflict & resolution (don’t fight as much as siblings -more likely to make up & fight in functional way)
- model and reinforce behaviour (neg. ex. deviancy training)
9
Q
What is deviancy training?
A
-can encourage youth to engage in antisocial behaviours (aggression, bullying, drugs, alcohol, etc) -so modelling can be negative
10
Q
What are cliques?
A
- smaller, voluntary, friendship-based groups
- shared interests and attitudes
- tend to ahve shared bg (@ first same gender, then mixed) (@ first mixed race, then same)
- flexible - can eb a part of many cliques
11
Q
What percent of teens are members of a clique?
A
-50-75%
12
Q
What are crowds?
A
- reputation-based groups
- less voluntary
- seen w/in environment as belonging to a group (ex. jocks, nerds, druggies, etc.)
13
Q
What can crows be associated w/?
A
- lower self esteem
- can feel stuck b/c not as voluntary
14
Q
What are functions of cliques?
A
- same as friends
- emotional support, buffer to stress, social & cognitive skills, modelling & reinforcement, conflict resolution
- sense of belonging
- context of friendship
- social group
- for straight teens - can support/guide interest in romantic relationships
15
Q
How do cliques guide romantic relationships (for straight teens)(LGB)?
A
- at first cliques are same gender – then mixed gender – then romantic couples often form w/in the clique
- for LGB - find ppl outside of cliques
16
Q
What are the functions of crowds?
A
- sense of belongingness
- locate individuals w/in social environment
- contribute to sense of identity & self-concept
- establish social norms
17
Q
What is the sociometric status?
A
-kids list who they like and dislike etc.
-controversial, rejected, popular neglected, or average
-how we are regarded by our peers
(-peers get more important over middle childhood & adolescence)
18
Q
What is the controversial status? % of pop?
A
lots of likes & lots of dislikes
- 6-12%
- rare
- can be helpful/cooperative but also disruptive/aggressive
19
Q
What is the rejected status? %?
A
- few likes -lots of dislikes
- 12-20%
- rejected-aggressive
- rejected-withdrawn
- ^ can have a mix of both at same time
20
Q
What is the popular status? %? Caveat?
A
- lots of likes & few dislikes
- 12-20%
- different than perceived popular status
- skilled at initiating & maintaining positive interactions
- good at recognizing & regulating emotions
- good @ perspective taking -ToM
- rated by teachers as cooperative, friendly, helpful, leaders
- assertive, but not pushy
21
Q
What is the neglected status? %? Outcomes?
A
- few dislikes and few likes
- 6-20%
- don’t really show up on lists
- timid, shy, lack of social skills
- not linked w/ negative outcomes
- often not bothered by classification/indifferent
22
Q
What is the average status? %?
A
- mix of likes & dislikes -not a lot- not too few
- most common
- 30-60%
- moderately sociable, average cognitive skills
- (can have some movement)
23
Q
What is perceived/prestige popularity?
A
- aggression: instrumental, relational
- attractive
- based on changing peer norms
- can lead ppl to dislike you more
24
Q
What is rejected-aggressive?
A
-instrumental (planned towards a goal) & relational aggression (towards someone’s relationship), physical aggression, bullying
25
What is rejected-withdrawn?
-poor social skills, socially anxious, difficulty w/ social goals
26
Which rejected status is associated w/ more problems? What are the problems?
- rejected-withdrawn
- externalizing problems
- internalizing problems
- academic problems
- (one direction - longitudinal - shows rejected by peers then problems)
27
Which are two less stable classifications of sociometric status? Which one is more stable?
- neglected & controversial
- can change (ex. make friends)
- rejected is more stable
28
What are some factors that affect sociometric status?
- social skills/social behaviour
- temperament
- interpretations --> hostile attribution bias (assume something is aggressive when it's not), rejection sensitivity
- culture (sometimes aggression is valued)
- parents (model)
- physical attractiveness (more likely to be popular)
- name? (small small role)
29
Race/ethnicity and sociometric status?
- for black youth in NA sociometric ratings seem worse
- but depends on context (school hierarchy/norms/etc) -more liked if more black children
- environmental -contextual/situational
- depends if minority or not (min = less liked)
- depends on teacher's race -for black youth -(will be more liked) -whether teach is black or white doesn't affect white youth
30
Romantic relationships?
- no agreed upon definition -context/culture
| - common to be unreciprocated (especially for young kids)
31
Is dating common? When?
- not uncommon for youth in early adolescence -1/4 date
| - doesn't begin properly until 14-15yrs old
32
What is romance/dating like for preteens?
- infatuation (posters, books, etc.) -like ppl but doesn't mean you talk to them
- curious -interest in romance
- report being in love multiple times but don't talk to them (age 11-13)
33
What is dating/romance like for middle adolescence?
- start dating w/in friend group -group-based dating (mixed gender cliques) -causally
- relationships last 6 months average
34
What is dating/romance like for later adolescence?
- start to see stable relationships (17-18) -more intimate -1 on 1 time
- time w/ friends is replaced by romantic partner
35
Who do early adolescents date?
status ppl
36
Who do middle/later adolescents date?
-ppl w/ kindness, honesty, intelligence, etc.
37
What is the typical pattern for development of romantic relationships? Gender differences?
- infatuation
- then internal
- then more intimate
- (no real gender differences -altho for boys attractiveness might matter a bit more)
38
Influences on romantic relationships?
- peer relationships
- family relationships
- family factors = older siblings, single parents, family instability (correlate w/ early romantic relationships)
- media (can set up beliefs, high bar, less satisfied)
- culture (differences in timing -ex. asian start later)
- sexual orientation (similar # but find outside of friend group)
39
What are functions of romantic relationships?
- establish autonomy
- develop intimacy
- sense of belonging
- feelings of self-worth
- status (in early adolescence)
- furthering development of gender or sexual identity
40
What are earlier starters in romantic relationships?
- atypical sequence -start earlier
- associated w/ negative outcomes
- age 11/12/13
- serious relationship to them no matter the age
41
What are late bloomers in romantic relationships?
- start dating later -end of adolescence
- impacts depend on cultural norms
- normal trajectory -gradual progression from casual to serious (just start later)
42
What are the outcomes of early daters?
- associated w/ negative outcomes
- more acting out, drinking, stealing, delinquency, etc.
- negative outcomes on maturity, depression
- maybe not causation -maybe they're struggle & want status, belonging, etc.
- earlier pressures to engage in sexual activity
43
What are the outcomes of late daters?
- debate over impact (may be lower self esteem, delayed social development - others say no neg impact)
- average for externalizing behaviours (or lower)
- no neg effects if society norm is to date later
- may feel atypical if norm is to date earlier (may see neg outcomes)
44
What is the most common single trigger for a depressive episode?
-breaking up
45
What are victims of dating violence associated with?
-depression, suicidal ideation, drug use, teen pregnancy, dropping out of school
46
Who thinks dating violence is okay?
- youth
- 1/2 say it's okay for girl to hit bf
- 1/4 say it's okay for bf to hit gf
- up to 40% of youth are likely to be victims of dating violence
47
How much of peer interactions were online prior to covid?
1/2
48
How are online interactions distinct from face 2 face?
- increased anonymity
- diff social cues
- diff emphasis on physical appearance (more or less -depends on platform)
- can be more public, long-lasting
- easier to find similar others (ex. minority, marginalized)
- all-day access to friends
- quantifiable (reward centers brain lights up w/ likes)
49
Friendships online?
- hard to define
- tend to interact w/ same ppl f2f as online
- serve many of same functions as f2f friendships (emotional, buffer to stress, social skills, cognitive skills, conflict & resolution, model & reinforce behaviour)
50
What are the benefits of friendships online?
-facilitates disclosure -more support (24/7)
51
What are the risks of friendships online?
-may be more challenging to resolve conflict - can be more permanent
52
What are some individual differences that could affect the impact of online peer interactions?
- gender differences (girls spend mroe time f2f, boys spend more time alone)
- amount/type of social media use
- age differences? (less disclosure for 13/14yr olds - more parental restrictions)
- social skills
53
What is the rich get richer/poor get poorer hypothesis?
those w/ strong social skills see more benefits -those who are socially awkward in person might be worse online
54
What is social compensation hypothesis?
-there are more benefits for those who struggle w/ f2f social relationships -LGB, minorities -can find your ppl
55
Summarize Mikami (2019)
- online interactions impacting transition to university -590 -longitudinal
- Facebook friends
- greater connection predicted fewer psychopathology symptoms
- student w/ strong f2f acceptance then the deviant posts predicted stronger attachment to uni
- deviant posts predicted lower grades
- verbal aggression predicted less attachment to university
- deviant & aggression = lower GPA & attach to uni for kids w/ lower f2f acceptance
- limitations - self perceptions, only international students, may have cultural influences, new peers (sociometric measure)
56
Why post online?
- peer status
- pressure to post content that's popular -perceived
- quantifiable & public
- appearance & status
- an escape for rejected/neglected youth
57
What was the crowd ball game?
- computer game -3 players - the participant player get excluded
- lower self-esteem & feelings of belongingness
- after game - either do a social or non-social game -social interaction after boosted recovery -countered the effects of game (particularly for youth who are struggling)
