Psychology 1230: Psychology of Adolescence

1. Psychology 1230: Psychology of Adolescence Don Hartmann Fall 2005 Lecture 18: Peers I

2. WEB Discussion Topic #27 #27. How peers can help.Psyched III. (Summary/Evaluation due on Monday, October 21st). Peers can have a variety of impacts on us for good or ill. Relate a peer event that profoundly affected you, and indicate the nature of the impact (e.g., on your sense of self; on your notion of what is acceptable), and why it had this impact. Also comment on another discussant’s commentary.

3. WEB Discussion Process Group#3 due#4 due Whippets 10/27 (10/26) 11/14 4♀+1♂ 10/28 (10/28) 11/18 GypsyMafia 10/24** JusticeLeague 11/15 PithHelmets11/09 MAJACS 10/25 (10/25) 11/11 Psyched 11/21 ---------- Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date. Dates in parenthesis indicate the date handed in. Bolded dates indicate that material handed in was incomplete; more is required. **Where is the summary??

4. Handout WEB Date Date 37. Study Guide #9 10/26 37. Lect. #15b: Moral Devel (Kohlberg) 10/27 38. Lect. #16: Attachment 10/28 39. Quiz 2 from Spring ’05 10/31 ----- 40. Lect. #17: Autonomy 11/07 41. Handout: Supplemental Project #2 11/04 42. Handout: Supplemental Project #3 11/07 43. Lect. #17b: Family Conflict 11/08 44. Study Guide #10 11/08 45. Lect. #18: Peers 11/10 Handout Summary

5. Quiz 2, Multiple Choice Maximum=43; Range: 20-42 (3 students scored 42); 100%=42; Mdn.=34.5 Score f 40- 7 35-39 21 30-34 19 25-29 6 20-24 3

6. Method of Grading Essays Don graded all of question #1 and about 25% of questions #2 through #4 Don checked all papers for which the grades for the two questions differed by 3 or more points (approximately 20 papers). Approximately 1/3 of question grades I checked were changed between -1 and +1.5 points. If your question grade was modified (by the note on your paper of a value with my initials) it was slightly more likely to be reduced. The scores on question 1 ranged from 1-10, question 2 from 0-11, question 3 from 2-11, and question 4 from 1-11. ----- Note: about 10% of test takers experienced a penalty between -.5 and -1 for failure to follow instructions—e.g., put names on front of essay test rather than back, put answers on wrong pile.

7. Quiz 2, Essay Maximum: 20+bonus points; Range: 2-22; 100%=20 (4 students had a score of 20); Mdn.≈16 Score f 20- 6 15-19 25 10-14 20 5-9 4 0-4 1

8. Quiz 2, Total Max.=63+bonus; Range: 23-62; 100%=58; Mdn.=49 Score f Grade 60- 3 A+ 55-59 9 A to A+ 50-54 15 B to A 45-49 15 C+ to B 40-44 5 D+ to C 35-39 7 D- to D+ <35 2 E

9. Supplementary References Bagwell, C. L. , Newcomb, A. F. , Bukowski, W. M. , (1998) . Preadolescent friendship and peer rejection as predictors of adult adjustment. Child Development, 69 (2), 140 - 153. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389. 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.

10. Very Early Heterosexual Dating Relationship Nipped in Bud

11. Overview of Peer Relations I Lecture • Lecture • Who Are Peers? • Why Study Peers? • Animal & Human longitudinal studies • Contributions of Peer Relationships • Types of Peer Relationships • Coordinates with Text, pp. 351-53, 361-62, 365-66. • Next: Lect. #19: Peers II (Popularity & Friendship)

12. Peers: Who are they? • In age-graded societies, children within a year of age of one another; of a similar level of behavioral complexity • However, wider age variation true of neighborhood social groups

13. Parental vs. Peer Relationships • Parents Peers • Hierarchical Equalitarian • Nurturance Competition • Dependency Reciprocity

14. The Declining Influence of Parents?

15. What do children do with their peers? High Tech Method • Hi tech (Csikszentmihalyi & Larsen): Experience time sampling

16. What do children do with their peers? Low Tech Method • Diaries (Zarbatany et al. & Hartmann et al.) • 10-14%: Hanging out, Team sports, & Classroom activities • 5-9%: Recreational activities, individual sports, study/rehearsal, & eating

17. Who Cares? • Increasing evidence that peers are critical to our eventual adult functioning—and the influence can be either good or bad • Animal studies • Longitudinal studies of children who have faulty peer relations, particularly those who are either aggressive or rejected. The review by Parker & Asher (1987 Psychological Bulletin review), indicates that these children are at risk for later problems.

18. Harlow’s work • Raised groups of rhesus monkeys with their mothers and denied them the opportunity to play with peers. • Detrimental effects: abnormal behavior ‑ aggressive sexual behavior, withdrawn; never acquire appropriate social behavior; rarely engage in social play

19. The Sexual Behaviors of Peer-Isolated Monkeys When the [isolate] females were smaller than the sophisticated [normally reared] males, the girls would back away and sit down facing the males [an inadequate attempt at sexual posturing], looking appealingly at these would‑be consorts. Their hearts were in the right place, but nothing else was. When the females were larger than the males, we can only hope that they misunderstood the males' intentions, for after a brief period of courtship, they would attack and maul the ill‑fated male. Females show no respect for a male they can dominate. [Isolate] males were equally unsatisfactory. They approached the [normal] females with a blind...misdirected enthusiasm. Frequently, the males would grasp the females by the side of the body and thrust laterally....working at cross purposes with reality. Even the most persistent attempts by these females to set the boys straight came to naught. Finally, these females either stared at the males with complete contempt or attacked them in utter frustration [Harlow, 1962, p. 5]

20. Longitudinal Studies of Children with Faulty Peer Relations • Particularly at risk are those who are either aggressive or rejected (extensive review by Parker & Asher, 1987 Psychological Bulletin review) • Alternative interpretations: • "NECESSITY‑NOT‑LUXURY" view of peer interaction. Good peer relations are necessary: i.e., friendships, belonging to a crowd, "acceptance“ • If A = Poor peer relations, and B = Psychopathology, then • A B

21. Alternative Interpretation of Longitudinal Studies • INCIDENTAL MODEL‑‑Model assumes that early forms of disorders (e.g., personality disorders) that will emerge fully in adulthood have a negative effect/influence on interpersonal relationships in childhood; i.e., early forms of disorder are responsible for both early disturbance in peer group adjustment & ultimate maladaptive outcomes. • If A = Poor peer relations, and B = Psychopathology, then B (early) B (late) A

22. What do Peer Relations do for US? Asher’s (e.g., 1978) 5 reasons: • Emotional security • Exploration • Coping • Establish Norms (e.g., male group that require so many “scores” to become member) • Skill acquisition (Instruction—e.g., peer tutors) • Social skills • Athletic skills

23. More on What they do for Us • Socialization Experiences • Sex roles (Maccoby) • Identity formation • Peers facilitate Life Adjustment.

24. Types of Peer Relations (non-exhaustive) • Sociometric Status (SMS) or popularity groups • Activity groups • Chumships • Friendships • Cliques • Crowds • Romantic relationships (dyads)

25. What Kind of Peer Relationship was that Again?

26. DEVELOPMENTAL CHANGES IN PEER RELATIONS • 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)

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

28. Summary of Peer I Lecture • Who Are Peers? • Why Study Peers? • Animal & Human longitudinal studies • Contributions of Peer Relationships • Types of Peer Relationships • Development Changes • Next Time: Lect. #19: Peers II (Popularity & Friendship) • Go in Peace