1 / 19

Psychology 3260: Personality & Social Development

Psychology 3260: Personality & Social Development. Don Hartmann Spring 2007 Lecture 12: Peers II. Supplementary References: Friendship.

jasper
Download Presentation

Psychology 3260: Personality & Social Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Psychology 3260: Personality & Social Development Don Hartmann Spring 2007 Lecture 12: Peers II

  2. Supplementary References: Friendship • Bukowski, W.M., & Hoza, B. (1989). Popularity and friendship: Issues in theory, measurement, and outcome. In T.J. Berndt & G.W. Ladd (Eds.), Peer relationships in child development (pp. 15‑45). New York: Wiley. • Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In W. Damon (Series Ed.) N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol. 3: Social, emotional, and personality development (5th ed., pp. 619-700). New York: Wiley. • Terry, R., & Coie, J.D. (1991). A comparison of methods for defining sociometric status among children. Developmental Psychology, 27, 867-880.

  3. Overview of Peer Relations II Lecture • Nature of Peer Groups • Developmental changes in peer relations • Friendships • Value of Friendships • Peer Lab findings (Hartmann et al.) • Cordinates with text, pp. 425-430 & 445-450 • Next: Lect. #13a: Emotions I

  4. Peers!

  5. The Heyday (1970-) • Descriptive studies of various ages and groups: Who does what with whom? • Chums, rejects, crowds, friendships; group structure (e.g., dominance) • Who are the major players: Asher, Berndt, Coie, Dodge, Gottman, Howes • Methods old and new: Sociometric assessments and observations; sequential analysis

  6. DEVELOPMENTAL CHANGES IN PEER RELATIONS: The Beginning • Infants touch within the first 3 months of life • Around 6 months of age share toys, food, and the like with peers • By 1.5 years engaging in coordinated play with peers (see example involving Larry and Bernie on p. 441) • By 2 years, complementary roles (e.g., hide-and-seek) • With increasing age, interactions become more verbal and complex. By age 5, pretend play interactions become important

  7. DEVELOPMENTAL CHANGES IN PEER RELATIONS: Childhood & adolescence • Elementary school: Interactions become increasingly sophisticated. Some identification with groups, such a Brownies and Cubs (6-10). • Preadolescence (8.5-10): Chumships (Sullivan) • Early Adolescence: Same-sex cliques (Dunphy)

  8. DEVELOPMENTAL CHANGES IN PEER RELATIONS: Youth • Mid Adolescence: Heterosexual cliques & crowds (Brown) • Old Adolescence: Dating dyads

  9. What Kind of Peer Relationship was that Again?

  10. Friendships: Introduction • Definition: Reciprocal relationship with positive affect • Distinct from popularity • Importance • Source of social support • Conflict resolution skills • Preparation for adulthood • Can have bad consequences as well: Quality of friendships • Developmental Changes: Increasingly intimate and fewer in number with age

  11. Friendships: Introduction • Definition: Reciprocal relationship with positive affect • Distinct from popularity • Importance • Source of social support • Conflict resolution skills • Preparation for adulthood • Can have bad consequences as well: Quality of friendships

  12. George & Hartmann (1) • Relationship between friendship and popularity (George & Hartmann). 5th- & 6th-grade children administered • a rating scale sociometric‑‑and children were divided, by classrooms, into the bottom .25 (unpopular), middle .50 (average), and top .25 (popular) • Completed a questionnaire asking them to list up to 15 people who they considered to be their good friends

  13. Results of George & Hartmann (2) • Children reported a mean ≈ 12 good friends • 80% of friends within a year of age • Few children had reciprocated cross‑sex friends • 70% in same school % Reciprocation Popularity Group

  14. Results of George & Hartmann (3) Who is chosen as friends? • 12% unpopular; 47% average; 41% popular

  15. Hartmann, Abbott, Pelzel, George, & Ward-Anderson Friendship Stability: Length of Time X Verified Status X Friendship Status % Friends Lost Weeks

  16. Hartmann et al. Why Do Children Loose Friends? • Lack of recent Contact (33%) • Change in Interests (23%) • Negative Personality (21%) • Replaced by Other (21%) • Conflict (13%) • Third Party (10%) • Violation of Trust (10%)

  17. Pelzel, Barrett, & Hartmann Feelings about their most significant friendship loss • What emotions did the loss precipitate? Anger, sadness, & confusion • How strong were the emotions? 2/3 stated experiencing strong negative feeling • How long did the feelings last? More than a month!

  18. Summary of Peer Lab Friendship findings • Children describe having a substantial number of friendships • A substantial minority of which are not in their classroom • almost all of which are same gender • many of which are not reciprocated • Popular children are over-represented on lists of good friends • Friendships are dynamic—many are changing • How dynamic varies depending on how we assess • Friendship loss • Occurs for a variety of reason • And most individuals experience some pain with their most significant friendship loss

  19. Summary of Social Cognition Lecture • Scientific Investigations Of The Peer Group: Heyday (1970‑) • Issues In Peer Relations • Developmental changes in peer relations • Friendships • Next: Lect. #13a: Emotions • Go in Peace

More Related