Deck 13: Section 1: Peer Relationship

Question 1

Describe peer victimization and its association with rejection. In which direction does the association go? Provide supportive examples.

Answer 1

Not Answer

Question 2

Describe the relation between aggression and sociometric status. Do all aggressive children fall into the same status group? If so, why? If not, what causes aggressive children to be classified differently?

Answer 2

Not Answer

Question 3

Describe how children's friendship conceptions change from preschool age to school age to adolescence. Be specific and provide supportive examples.

Answer 3

Not Answer

Question 4

Describe two ways in which the friendships of school-age boys and those of school-age girls are similar and two ways in which they are different. Knowing about these similarities and differences, make a prediction about how girls' and boys' friendships protect them from difficult circumstances. Be specific and explain why you would make this prediction.

Question 5

Compare and contrast the positive effects of being well liked by one's peers and of having supportive friendships. Do you think success in one of these areas can make up for failure in the other area? Why or why not?

Question 6

Imagine observing a group of preschoolers playing in their classroom. How would one be able to differentiate between pairs of children who were friends and those who were not friends? Can these relationships be considered true friendships? Why or why not?

Question 7

Describe the relation between withdrawn behaviour and sociometric status. Do all withdrawn children fall into the same status group? If so, why? If not, what causes withdrawn children to be classified differently?

Question 8

A teacher is asked by a school principal to help two 1st-grade children who are having problems with their peers. The first child, April, has a number of children who like her, but also a number of children who really do not like her. The second child, Danny, is quite aggressive and is consequently rejected by his peers. Describe three things that the teacher could do to try to help each of these children get along better with their peers.

Question 9

Does the crowd in which an adolescent is considered to be a member have an impact on the development of his or her identity, or does an adolescent's identity cause him or her to be considered a member of a particular crowd? Be specific and provide supportive examples.

Question 10

Describe how cultural beliefs influence children's peer relations. Be sure to think about children's opportunities for peer relations as well as cultural beliefs about how children should behave when they are with their peers.

Question 11

Do you believe the sex differences in children's friendships that have been identified in psychological research have an impact on the benefits and costs of the friendships for the children involved? Be specific and provide supportive examples.

Question 12

Research has indicated an association between secure attachment in infancy and later positive peer relationships. First, briefly describe this association. Second, make the argument that this association is a causal one-that secure attachments cause children to have positive peer relationships. Third, make the opposite argument-that sociable, likeable children tend to elicit both positive parenting and positive peer relationships.

Question 13

Describe the long-term outcomes for children who are categorized as sociometrically rejected and as sociometrically popular. In what ways is a child's peer status caused by the child's behaviour, and in what ways is a child's behaviour caused by his or her peer status? Provide supportive examples.

Question 14

Describe the protective function that friendships can provide to children. Be specific and provide supportive examples.

Question 15

Describe two ways in which children's active participation in their choice of friends and in their friendships can be associated with child outcomes. Be specific and provide examples.

Question 16

Describe the nature of middle-childhood cliques. What purposes do they serve for children at this age? How do cliques change as children move into early adolescence? How do they change as individuals move into late adolescence?

Question 17

Describe the association between being sociometrically popular and being perceived as popular by one's peers. In what ways are these similar and in what ways are they different? Do you think this association changes developmentally? Be specific and provide supportive examples.

Question 18

Describe three similarities and three differences between caregiver‒child relationships and children's friendships. Be sure to discuss the qualities of the relationships as well as what those relationships provide for the children involved.

Question 19

Define sociometric status and describe how it is typically assessed. What are the five basic acceptance classifications used by researchers, and how are children classified into each of these categories?