peers presentation final

8/9/2019 Peers Presentation Final

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B Y : M A R T I N A L U T Z S C H N I E D E R

D I A N A S C H M I D T

S A Y A KA M A T S US H IT A

S T E P H A N I E B A R N E Y

V I O L E T A C E R V A N T E S


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A group of people who share certain social characteristics, suchas age, class, occupation, or education, and interact on a levelof equality.


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y Etymologically, the term peer first shows up in history around1300 meaning an equal in civil standing or rank and possiblyoriginated from the Anglo- French word pier or Latin parmeaning equal. One of the first literary usages for this term is

in the earliest stories that collective are known as the ArthurianLegends. Charlemagnes Twelve Peers is one of the stories. Theterm that we recognize today, the sociologic one of the same agegroup or social set, is from the 1940s

y In each age group, peers means something different.


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Importance of peer function in theImportance of peer function in thesocialization process:socialization process:Importance of peer function in theImportance of peer function in thesocialization process:socialization process:

y Children used to spend more time within their families,now many enter the world of infant care and pre-school andat very young ages. Within that the peer influence has takenon a new dimension and peers have become vital agents forthe socialization process. Children are able to learnnegotiating skills, deal with hostility and to solve problemsin a social context. Children must learn how to get along

with other of their own age group and eventually learn how

to become independent.


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Since toddlers at this age group of 2-5 mostly spend their time with their parents, it thenbecomes essential for children to start the process of socializing with other children so thatthey can then have peers with whom to interact with. There are places such as libraries, majorbook stores that have weekly story times; one of the greatest places for children is theplayground. Where children get to play, run and have fun. The way parents guide theirchildren affects their interaction with peers for example, if a mother used negative control thetoddler was more likely to be aggressive and unsuccessful with his peers. If a mother usedpolite guidance the child would be rarely inarticulate or coercive, but if a mother was unclearin her commands the children would be less successful and less prosocial with their peers.


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All socializationoperant, observational,cognitive, socioculturaland apprenticeshipmethods are activatedin the socializationprocess of the 6-10 yearold. Guided

participation, grouppressure andinstruction will take ona more intense rolethan ever before.

y By this time more interactions occur between peerswho have equal standing versus being around adults

that have a superior position. These interactions movefrom play to games, group activities and the activities

become result oriented. Children start initiating,following through on, and evaluating, their own tasksand they start defining themselves in terms of worthagainst the greater whole (Eriksons DevelopmentalS

tage 4- Industry vs Inferiority) Peer groupinteractions become more autonomous (less adultsupervision) as kids learn social skills in group settingslike negotiation, dominance, leadership, cooperation,compromise, etc. Peers help form a platform from

which parents dominant power can be challenged.Peers also offer a chance to talk about subjects that are

difficult or not fun to share parents.


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Peer pressure speaks of the dynamic in which a person or group expects anotherperson to change their attitudes, values, or behavior in order to conform to groupnorms. This pressure can be real or imagined. Peer Influence is part of thesocialization process wherein peers act as agents of this process.Peer influence versus pressure is signified by the difference in themagnitude of perceived pressure.


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y Sense if belongingy Feelings of safety, acceptance and trusty Friendship and supporty Identity: Demonstrating and exploring once identity to others and

to one self is important in answering the question Who am I?y Autonomy and independencey Participation in physical activitiesy Encouragement to try new thingsy Build Self-Esteem

Significance: It fosters the perception of importance Competence: Peer involvement offers lots of possibility to practice skills and

show off skills that lead to self confidence. Power: Being around peers allows kids to make adult independent decisions and

experience their consequences. Virtue: Finding others outside the family that share the importance of virtue will

deepen its value.


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Temperament: Difficult dispositionof the childInsecure avoidant attachmentHostile, nonresponsive orinsensitive family environmentPoor Social Skills of parents may

exaggerate the childs insecurityHigh levels of negative responsesfrom parent to child


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y Acquiring aversive behavior strategies in response to negativehome environment

y Applying learned aversive behaviors in peer relationshipsy Lack of success in mastering social interactionsS

ocial withdraw, social anxiety, social isolationy Aggressive, disruptive and frequent off task behaviory Lonelinessy Fear of going to schooly Low self- esteemy

Psychosomatic symptomsy Depressiony Low academic performancey Suicidal thoughts and suicide


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y Peer Influence and Pressure on Middle School children Peer influence peaks around ages 11-13. this is the age range when most American

adolescents are in middle school (Berndt 1979; Steinberg and Silverberg 1989) and whenfrequent class changes and more time spent out of class increase their exposure to peers.An adolescents peers, friends, and intimate others typically contribute much more to thedevelopment of his or her beliefs, behaviors, choice of leisure activities, and personalpreferences (e.g., in clothes and music) than they did prior to age 10. This influence alsocan extend to risky and antisocial behavior (Berndt 1979). Parents, on the other hand,

retain their influence on fundamental issues, such as religion, mortality, and education.

Adolescent ages 10-15 experience dramaticchanges in their biological, cognitive, emotional,and social development as well as in theirphysical and social environment. These includethe physiological and psychological changesassociated with puberty; further development of

he brain; changes in family, peer, and romanticrelationships and exposure to the new societaland cultural influence. During this period, anyadolescents also begin to use alcohol. Alcohol useduring adolescence has adverse effects on thebody and increase the risk of alcohol dependencelater in life.


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y Positive and Negative Influence on Middle School children The positive influence at this age are much like earlier years, with a

great influence for trying new things, learning different socialboundaries, and greater sense of self.

The biggest negative aspect of this age group is aggression and itsaffect on peer relationships in current rejection and future association. Children who were both rejected and aggressive in third grade were

more than three times as likely to have poor adjustment at the endof the first year of middle school as those children who were neitheraggressive nor rejected. Because aggression is the greatest singlebehavioral determinant of peer rejection in childhood (Coie et al,1990)

The Oregon Social Learning Center researched group also found that

there was a link for aggressive behavior and peer rejection, noting thatpeer rejection at age 10 was linked to more frequent association withdeviant peers at age 12 (Patterson et al, 1991).

y This data was pertaining to boys, as there was found to be less of a link betweengirls and aggressive behavior.


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y Much research has shownthat peers of this age havea much greater impact onadolescent behavior than

any other factor. Mostteens spend many moreof his or her waking hourswith peers familymembers. The interaction

is direct, and much morepowerful than theinfluence of teachers andother authority figures.


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Peer Influence vs Peer Pressure of teenagersPeer Influence vs Peer Pressure of teenagers

y In time when they are still findingout who they are, many teens will

look to peer influence for suggestionsin behavior, dress, and lifestyle, tosee what feels good to them. Aparents immediate influence beginsto diminish- and the influence ofpeers gains ground. When a teenspeers convince him or her to goagainst family-taught, core values, itis usually defined as peer pressure.

Teenagers feel compelled to fit in,and many do things that go againsthis or her beliefs simply to be part ofthe group.


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Positive InfluencePositive Influence Negative InfluenceNegative Influence

y The ability to develop healthyfriendships and peer

relationships depends on a teensself-identity, self-esteem, andself-reliance. At its best, peerpressure can motivate for successand encourage them to conformto healthy behavior. Peers canand do act positive role models.Peers often listen to, accept, andunderstand the frustration,challenges, and concernsassociated with being a teenager.

y A powerful negative peerinfluence can motivate a teen to

make choices and engage inbehavior that his or her valuesmight otherwise reject. Someteens will risk being grounded,loosing their parents trust, oreven facing jail time, just to tryand fit in or feel like they have agroup of friends they can identifywith and who accept them.Sometimes, teens will change theway they dress, their friends, giveup their values or create newones, depending on the peoplethey hang around with.


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y Low self-esteem, depression,drug use, thoughts of suicide,eating disorders, dropping out ofschool. Results from researchindicate that, on average, about25% of low-accepted childrendrop out of school compared to

8% of other children, accordingto the National Network for ChildCare at Iowa State University.Suicide is currently the thirdleading cause of death foradolescents 15 to 19 years (CDC,1999).

y Individuals: Social problemsin the teen years often bringswith it serious emotionaldifficulties. Rejected teens arefrequently discontent withthemselves and with theirrelationships with others.Rejected and bullied teensalso report lower self-esteemand may be more depressedthan others. In rare instances,rejection and bullying has led

to murder and suicide.


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In the studies that have beendone by Coie and Associates(1992), and Laird and Associates(2001), both of which were longterm studies, watching childrenfrom elementary through high

school, there were someinteresting, and somewhatcounterintuitive, outcomes. Children that are consistently

rejected tend to not associate withnegative influences, in fact it seemsthat moderate levels of peerrejection were the most predictive of

antisocial peer involvement [later inlife] (Laird et al, 2001). Children that are periodically

rejected, or singularly rejected butduring the middle school years, tendto associate with negative influencesand delinquent behaviours.

The biggest reason for rejection or

acceptance is behaviour, which can bedistilled and fermented into strongerstuff depending on who accepts and whorejects. This is why aggression is such a

key word in the literature of peerrelationships. Aggression causesrejection, but it also seems to be a

common bond with children later, afterinitial rejection. This peer bonding of

aggression then feeds onto itself, making

the child become more and moreaggressive as they get older, findingthemselves into more rejection from alllevels of society. This makes them bond

even more with their aggressivecounterparts, and the cycle continues. Negative social behaviours like aggression

are more likely to lead to negative peerevaluations when these behaviours are not

normative (infrequent) in peer context

(Dijkstra et all, 2008).


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Children that are not aggressive by nature that are rejected do notseem toget into deviant choices in life. The other rejected peers that they may

bond with later become more of a family, supporting each other until theyhave a better sense of self and heal from the previous rejection.

Loneliness is both a cause for rejection and an outcome of rejection. Lonely

children often separate themselves from the rest of the children, feeling alack of connection with their peers. Parental rejection causes a feeling ofloneliness, and often is the first step towards peer rejection because the childhas not learned how to connect to others through adult modeling.

A pattern made up of social anxiety, lack of dominance, and socialisolation seems to elicit peer rejection, negative self-perception, and aninternalisation of problems that includes loneliness (de Minzi & Sacchi,

2004).


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Recognize ongoing negative behavior patternsand work with the child to understand why it isnegative and find more positive outlets

Help the child bring aggression under control, theyoung the better

Understand that parental rejection has a bigger

impact on the child than peer rejection, and thatone tends to lead to the other. Change ownpersonal habits to build the self esteem of thechild. If they feel loved and accepted at the home,the rest if the world can wait until they find theirniche.

y There are two types of parents that caninadvertently set up a child for peer-rejection.

Parents that offer poor models of interaction andsocial skills, such as attention, sharing, andfamily togetherness

Parents that are overcommitted, intrusive, andoverprotective (de Minzi &Sacchi, 2004) canstunt the child from gaining a strong sense of self,autonomy, and confidence


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y Like parents, recognizing ongoing issuesand working with the child to changeadverse behavior so that acceptance canoccur is key. You are a teacher, so helpteach.

y Work with parents to understand what theycan do to help their child, as often parentsare at their wits and do not know what todo. Give them guidance

y Make a priority of stopping bulling. Discusswith the class what bulling is, why it isntaccepted, and what the consequences are,on an ongoing basis. Just like all otherlessons, it takes more than once for theinformation to sink in.

y Be a personal model of positive peerinteraction. Children see, as they do.

y Help the children find other venues foracceptance. Sometimes classmates are notthe answer because their own interest sectis not represented. This way you will findthem peer acceptance instead of rejection.


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References

y Coie, John D., Clarine Hyman, John E. Lochman, Robert Terry. Predicting Early Adolescent Disorder fromChildhood Aggression and Peer Rejection. Journal of Consulting and Clinical Psychology. AmericanPsychological Association, Inc.: Washington D.C. 1992; 60(5): 783-792.

y Dijkstra, Jan Kornelis, Siegwart Lindenberg, Ren Veenstra. Beyond the Class Norm: Bullying Behavior ofPopular Adolescents and its Relation to Peer Acceptance. JAbnorm Child Psychology. University ofGroningen: Groningen, The Netherlands. 8 July 2008; 36: 1289-1299.

y Etymology.com. Peer. 11 April 2010.y Laird, Robert D., John E. Bates, Kenneth A Dodge, Kristi Y. Jordan, GregoryS. Pettit. Peer rejection in

childhood, involvement with antisocial peers in early adolescence, and the development of externalizingbehaviour problems. Developmental Psychopathology. American Psychological Association, Inc.:Washington D.C. 2001; 13 (2): 337-354.

y Marrow, Michael T., Julie A. Hubbard, Meghan D. McAuliffe, Ronnie M. Rubin. The Relationship betweenChildhood Aggression and Depressive Symptoms: The Unique and Joint Mediating Roles of Peer Rejectionand Peer Victimization. Merrill-Palmer Quarterly. Wayne State University Press: Detroit, MI. 2008; 54 (3),316-340.

y de Minzi, Maria Cristina Richaud, Carla Sacchi. Adolescent loneliness assessment. Adolescence. LibraPublishers, Inc.: San Diego, CA. 2004; Winter: 39(156).

y Sentse, Miranda, Siegwart Lindenberg, Annelies Omvlee, Johan Ormel, Ren Veenstra. Rejection andAcceptance Across Contexts: Parents and Peers as Risks and Buffers for Early Adolescent Psychopathology.

The TRIALSStudy. J Abnorm Child Psychology. University of Groningen: Groningen, The Netherlands.2010; 38: 119-130.

y T.J. Dishion, R.J. McMahon. "Parental Monitoring and the Prevention of Problem Behavior: A Conceptual andEmpirical Reformulation", in R.S. Ashery, E. Robertson, K.L. Kumpfer (Eds),National Institute on Drug AbuseMonograph, New York. 1998: 229 - 259.

y (http://psychology.about.com/od/piagetstheory/p/preoperational.htm)y PsycINFO Database Record (c) 2009 APA, all rights reservedy Excerpt from Families, Schools, and Communities: Building Partnerships for Educating Children, by C.

Barbour & N.H. Barbour & P.A. Scully, 2008 edition, p. 8-9.y 2008, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved.

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