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Week 14 Peer Relationships - Gender Identity
- 1. PSY 375: LifespanDevelopment Peer Relationships/ GenderIdentity Week 14
- 2. Exploring PeerRelations Peers: individualsof about the same age or maturity level • Provide a source of information and comparison about the world outside the family • Also provide feedback about one’s abilities Peer influence can be positive or negative • Autonomy from peers predicts success in avoiding problem behaviors but difficulty establishing strong friendships • Rejection and neglect by peers leads to loneliness and hostility is linked to mental health and criminal issues • Peers can undermine parents’ values and control
- 3. Exploring PeerRelations Parents mayinfluence their children’s peer relationships • Basic lifestyle decisions of parents largely determine the pool from which children select possible friends • Choice of neighborhood, church, school, and their own friends Parent-child relationships influence children’s peer relations • Children also learn other modes of relating through peer relationships
- 4. Exploring PeerRelations Peer interactionis influenced by context • Type of peer individual interacts with—acquaintance, crowd, clique, friend, romantic partner • Situation or location where peers interact—school, neighborhood, community center, religious setting, etc. Children encounter different messages and opportunities to engage in adaptive or maladaptive behavior with peers
- 5. Exploring PeerRelations Other factorsthat affect peer relations: • Personality • Emotionality • Status/power of the other peer Around age 3, children prefer to spend time with same-sex playmates • Preference increases in childhood • Frequency of positive and negative peer interactions increases
- 6. Exploring PeerRelations In earlychildhood, children distinguish between friends and nonfriends • Preschool children are more likely to have friends of a different gender and ethnicity In the elementary school years, reciprocity becomes important in peer interchanges Amount of time spent in peer interaction rises in middle and late childhood and adolescence • Size of peer groups increase • Less closely supervised by adults
- 7. Exploring PeerRelations Social cognition—thoughtsabout social matters—becomes increasingly important for understanding peer relationships in middle and late childhood Steps in processing information about the social world: • Selectively attend to social cues • Attribute intent • Generate goals • Access behavioral scripts from memory • Make decisions • Enact behavior
- 8. Exploring PeerRelations Social knowledgeis involved in the ability to get along with peers • What goals to pursue in ambiguous situations • How to initiate and maintain a social bond • What scripts to follow to befriend other children Emotions play a strong role in determining whether peer relations are successful • Moody and emotionally negative children are often rejected • Emotionally positive children are often popular
- 9. Bullying Significant numbers ofstudents are victimized by bullies • Boys are more likely to be bullies than girls • Gender differences regarding victims is less clear Bullied children report more loneliness and more difficulty making friends • Often anxious, socially withdrawn, and aggressive
- 10. Bullying Social contexts influencebullying • 70% to 80% of victims and bullies are in the same classroom • Classmates are often aware of and witness bullying Bullies torment victims to gain a higher status in the peer group Bullied children are more likely to experience depression, engage in suicidal ideation, attempt suicide, and have weight problems Cyberbullying is increasingly linked to stress and suicide
- 11. Adolescent PeerRelations Adolescent peergroups are more likely to include both boys and girls • Standards of peer groups and the influence of cliques and crowds become increasingly important • Cliques: small groups that average about 5 or 6 individuals, are usually of the same age and same sex, and often engage in similar activities • Crowds: larger groups, many defined by activity; adolescents become members based on reputation Young adolescents conform more to peer standards than children
- 12. Friendship Functions of friendship: •Companionship • Stimulation • Ego support • Social comparison • Affection and intimacy Intimacy in friendships is characterized by self-disclosure and the sharing of private thoughts • May not appear until early adolescence
- 13. Friendship During Childhood Children’sfriendship is characterized by similarity • Age, sex, ethnicity, and many other factors • Often similar attitudes toward school, similar educational aspirations, and closely aligned achievement orientations Developmental advantages occur when friends are socially skilled, supportive, and oriented toward academic achievement Coercive, conflict-ridden, and poor-quality friendships are not developmentally advantageous
- 14. Friendship During Adolescence Teenagersprefer a smaller number of friendships that are more intense and intimate Friends become especially important in meeting social needs in adolescence • Disclosing personal information to friends • Depending more on friends than parents to satisfy social needs Girls’ friendships are more likely to focus on intimacy; boys’ emphasize power and excitement • Self-disclosure is not considered masculine
- 15. Friendship During Adolescence Positivefriendships are associated with positive outcomes • Lower rates of delinquency, substance abuse, risky sexual behavior, bullying, and victimization • Higher levels of academic achievement and exercise Peer rejection, having friends who are depressed, not having a close relationship with a best friend, and less contact with friends increase depression in adolescence
- 16. Friendship During EmergingAdulthood Close relationships are more integrated and similar in emerging adulthood than in adolescence • Friends, family members, and romantic partners Number of friendships declines from adolescence to emerging adulthood Best friendships may decline in satisfaction and commitment in the first year of college • Maintaining communication with high school friends and keeping the same best friends lessens the decline
- 17. Adult Friendship Friendship networksexpand in early adulthood as new social connections made away from home New friendships are less likely to be forged in late adulthood As they grow older, people choose close friends over new friends • Content with several close people in their network
- 18. Stereotypes ofOlder Adults Ageism:prejudice against others because of their age, especially prejudice against older adults • Older adults are often perceived as incapable of clear thinking, learning new things, enjoying sex, contributing to the community, or holding responsible jobs • Many older adults face discrimination or are shunned socially Ageism is widespread • Most frequent form is disrespect for older adults, followed by assumptions of ailments or frailty caused by age
- 19. OlderAdults: Social SupportandSocial Integration Social convoy model of social relations: individuals go through life embedded in a personal network of individuals to whom they give, and from which they receive, social support Social support helps individuals cope with life challenges For older adults, social support is related to their physical and mental health as well as their life satisfaction
- 20. OlderAdults: Social SupportandSocial Integration Older adults with higher levels of social integration suffer less from depression Older adults report feeling less lonely than younger adults, likely reflecting their more selective social networks and greater acceptance of loneliness in life Being lonely and socially isolated is a risk factor for older adults • Health risks • Earlier death
- 21. SuccessfulAging Many abilities canbe maintained or in some cases improved as one ages, with the following: • Proper diet • Active lifestyle • Mental stimulation and flexibility • Positive coping skills • Good social relationships and support • Absence of disease
- 22. What is Culture?Definitions Culture: A pattern of shared meaning and behavior Cultural Intelligence: The ability and willingness to apply cultural awareness to practical uses
- 23. What is Culture?Aspects Versatile Shared Cumulative Patterns
- 24. 3 common waysto think about culture
- 25. Studying Culture Culture isa topic of research
- 26. Studying Culture Cultural versusCross-cultural Psychology
- 27. The Self andCulture INDIVDIUALISM COLLECTIVISM The self is unique The self is part of a group The self is relatively stable across situations The self is relatively fluid across situations Personal goals and the opportunity to express one’s self are important Personal duties and group well-being are important USA, Canada, Germany Japan, Korea, Taiwan
- 28. The Self andCulture Independent Self Interdependent Self Trait focused Relationship focused Traits guide decisions and behavior Situations guide decisions and behavior
- 29. The Self andCulture The compliments I most frequently receive from others……
- 30. Culture is Learned Identity Emotions Etiquette Values/Morals
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- 32. Sociocultural Influences: Media/ScreenTime Media and screen time play an important role in child and adolescent development • Screen time includes TV watching, DVDs, video games, computers, and mobile media Media multitasking is increased • Sometimes engaged with media at the same time as they are doing homework Mobile media are driving increased media use by adolescents
- 33. Sociocultural Influences: Media/ScreenTime Positive effects of TV: • Motivational educational programs, increasing information outside of the world beyond the immediate environment, models of prosocial behavior Negative effects of TV: • Passive learning, homework distraction, stereotypes, violent models of aggression, unrealistic view of the world • Link to child and adolescent obesity
- 34. Sociocultural Influences: Media/ScreenTime Violent video games raise concerns about the effects on children and adolescents • Especially highly realistic video games • Children and adolescents who extensively play violent video games may be more aggressive and more likely to engage in delinquent acts • However, question of causality • Some critics argue that the effects have been overstated, and there has been too little research conducted on positive outcomes
- 35. Sociocultural Influences: Media/ScreenTime Positive effects of video game playing: • Prosocial video games promote prosocial child behavior • Improves adolescent visuospatial skills • Games requiring exercise have been linked to weight loss in overweight adolescents
- 36. Sociocultural Influences: Media/ScreenTime Effects of media/screen time depend on the child’s age and the type of media involved • Learning from media is difficult for infants and toddlers, who learn more easily from direct experience Preschool children can learn from media with educational material • If effective strategies used • If images and sounds are used to attract young children’s attention • If children’s voices are used rather than adult voices
- 37. Sociocultural Influences: Media/ScreenTime American Academy of Pediatrics recommends no screens for children under 2 years Recent recommendation stated screen time should be limited for children 2 to 4 years of age Negative association between children’s TV viewing and creativity • Exception: when children watch educational TV content designed to teach creativity
- 38. Sociocultural Influences: Media/ScreenTime There has been a dramatic increase in adolescents’ use of social media and text messaging 92% of adolescents report using social networking sites daily Text messaging has become the main way that adolescents connect with friends • Surpasses face-to-face contact, e-mail, instant messaging, and voice calls • Special concerns is sexting, or sending sexually explicit images, videos, or text messages
- 39. Sociocultural Influences: Media/ScreenTime Special concerns have emerged about children’s and adolescents’ access to information on the Internet, which has been largely unregulated Parents need to monitor and regulate adolescents’ use of Internet
- 40. Sociocultural Influences: The Internetand Aging Adults Internet plays an increasing role in providing access to information and communication for adults as well • In 2015, 58% of U.S. older adults reported they use the Internet; and it has often become an integral part of their daily lives Frequent computer use is related to higher cognitive performance in older adults Internet use is associated with greater ease in meeting new people, feeling less isolated, and feeling more connected with friends and family
- 41. Socioeconomic Status andPoverty Socioeconomic status (SES): a grouping of people with similar occupational, educational, and economic characteristics • Differences in the ability to control resources and participate in society’s rewards produce unequal opportunities for people Parent’s SES is linked to neighborhoods in which children live and schools they attend • Influence on children’s adjustment
- 42. Socioeconomic Status andPoverty In United States and other Western cultures, differences found in child rearing among different SES groups Low-SES parents: • Concerned that children conform to society’s expectations • Create a home atmosphere in which it is clear parents have authority over children • Use physical punishment more in disciplining children • More directive and less conversational with children
- 43. Socioeconomic Status andPoverty Higher-SES parents: • Concerned with developing child’s initiative and ability to delay gratification • Create home atmosphere in which children are nearly equal participants—rules are discussed as opposed to being laid down • Less likely to use physical punishment • Less directive and more conversational with children
- 44. Socioeconomic Status andPoverty Children in poverty represent a special concern • In 2014, 21.1% of U.S. children lived in families with incomes below the poverty line • U.S. figures are much higher than other industrialized nations’ African American and Latino families have especially high rates of poverty Ethnic minority children more likely to experience persistent poverty over many years • Live in isolated poor neighborhoods where social supports are lacking and threats to positive development abound
- 45. Socioeconomic Status andPoverty Poverty has important psychological ramifications • Poor children are often exposed to poor health conditions, inadequate housing and homelessness, less effective schools, environmental toxins, and violence • Poor are often powerless • Poor are often vulnerable to disaster • Alternatives for the poor are restricted • Being poor means having less prestige
- 46. Socioeconomic Status andPoverty Persistent and long-standing poverty has especially damaging effects on children • Higher physiological stress • Lower cognitive functioning • Less effective executive functioning
- 47. Socioeconomic Status andPoverty Special group of concern is poor older adults • Poverty in late adulthood is linked to increased physical and mental health problems • Lower levels of physical and cognitive fitness • U.S. women ages 65 or older are much more likely to live in poverty than men • Poverty rates among ethnic minorities are 2 to 3 times higher than among non- Latino Whites
- 48. Focus on: Sexual andGender Identity Sex Gender
- 49. Introduction to Terminology GenderRoles – Behaviors, attitudes, and traits designated as masculine or feminine in a culture - based on gender stereotypes.
- 50. Introduction to Terminology GenderIdentity – Psychological sense of being male, female, a blend of both, or neither Sexual Orientation – Direction of one’s emotional and erotic attraction to opposite, same, or both sexes
- 51. Gender Differences Gender Differencesdue to: Gender Roles Gender Stereotypes
- 52. Gender Differences Girls morelikely to: Agree with person they are talking to Offer praise Elaborate on other’s comments Boys more likely to: Assert their opinions Offer criticism Engage in aggression
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- 55. Gender Roles Developmental IntergroupTheory - Adults’ heavy focus on gender leads children to: Use gender as a key source of information about themselves and others Seek out any possible gender differences Form rigid stereotypes based on gender
- 56. Gender Roles Gender SchemaTheory - Children actively organize others’ behavior, activities, and attributes into gender categories, which are known as schemas
- 57. Gender Roles Social LearningTheory - Gender roles are learned through reinforcement, punishment, and modeling
- 58. Gender Sexism &Socialization Gender Discrimination – Differential treatment based on gender Sexual Harassment – Unwanted treatment related to sexual behaviors or appearance
- 59. Gender Sexism &Socialization
- 60. Gender Sexism &Socialization Ambivalent Sexism - consists of two parts Hostile Benevolent
- 61. Gender Sexism &Socialization
- 62. Sexuality How did youlearn about . . . ? What was the quality of the information? Reproduction (fertility, pregnancy, childbirth) Sexually transmitted infections (eg. HPV, HIV, etc) Which sexual behaviors are normal (How commonly or frequently people engage in various behaviors) Which sexual behaviors are appropriate (Which behaviors are legally or morally acceptable) Sexual Consent
- 63. Sex Across Historyand Culture
- 64. What is Normal?:Biology
- 65. What is Normal?: AcrossCultures
- 66. What is Normal?: AcrossCultures
- 67. What is Normal?: AcrossCultures
- 68. Discussion 1. Attitudes towardsex outside of marriage 2. Attitudes toward sex between members of different religions 3. Attitudes toward same sex relationships 4. Attitudes toward teenagers having sex What is Normal?: Within Cultures
- 69. 1. Must beverbal 2. Must be voluntary (not pressured) 3. Must be mutual 4. Can be withdrawn Consent
- 70.