Question 1

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

Accepted Answer

Peer victimization refers to the experience of being targeted and mistreated by peers, such as through bullying, harassment, or exclusion. This can have a significant impact on an individual's social and emotional well-being, and it is often associated with feelings of rejection and isolation.

The association between peer victimization and rejection is bidirectional, meaning that they can reinforce each other. For example, a child who is repeatedly bullied at school may start to feel rejected and isolated by their peers, leading to further victimization as they become an easy target for bullies. On the other hand, a child who is already feeling rejected by their peers may be more vulnerable to becoming a victim of bullying, as they may lack the social support and protection of their peers.

Supportive examples of this association can be seen in research studies that have found a strong link between peer victimization and rejection. For instance, a study published in the Journal of Abnormal Child Psychology found that children who experienced peer victimization were more likely to report feelings of rejection and social isolation. Additionally, a longitudinal study published in the Journal of Clinical Child and Adolescent Psychology found that peer victimization in early adolescence predicted increased rejection and social withdrawal in later adolescence.

Overall, the association between peer victimization and rejection is complex and can have a significant impact on an individual's social and emotional well-being. It is important for educators, parents, and mental health professionals to address both issues in order to support children who may be experiencing these challenges.

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?

Accepted Answer

The relation between aggression and sociometric status is complex and can vary depending on the specific context and individuals involved. Sociometric status refers to an individual's position within a social group, based on how they are perceived and accepted by their peers. This can include being popular, rejected, neglected, controversial, or average.

Not all aggressive children fall into the same status group. While some aggressive children may be rejected by their peers and have a lower sociometric status, others may be popular or even controversial. This variation in sociometric status among aggressive children can be attributed to a variety of factors.

One factor that can influence the sociometric status of aggressive children is the nature and context of their aggression. Aggression can manifest in different forms, such as physical aggression, verbal aggression, or relational aggression. Children who engage in physical aggression may be more likely to be rejected by their peers, while those who use verbal or relational aggression may still be able to maintain a higher sociometric status.

Additionally, the social skills and emotional regulation of aggressive children can also impact their sociometric status. Some aggressive children may lack the social skills necessary to form positive relationships with their peers, leading to rejection and a lower sociometric status. On the other hand, some aggressive children may possess strong social skills and the ability to manipulate social dynamics, allowing them to maintain a higher sociometric status despite their aggressive behavior.

Furthermore, the responses of peers and adults to aggressive behavior can also play a role in determining the sociometric status of aggressive children. In some cases, peers may be more tolerant or even admiring of aggressive behavior, leading to a higher sociometric status for the aggressive child. Conversely, adults and peers may actively intervene to address and discourage aggressive behavior, leading to a lower sociometric status for the aggressive child.

In conclusion, the relation between aggression and sociometric status is not straightforward, and not all aggressive children fall into the same status group. The specific nature and context of the aggression, the social skills and emotional regulation of the child, and the responses of peers and adults all play a role in determining the sociometric status of aggressive children.

Question 3

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

Accepted Answer

During preschool age, children's friendship conceptions are often based on proximity and shared activities. They may consider someone a friend simply because they play together at school or live in the same neighborhood. Friendships at this age are often fleeting and can change frequently as children's interests and social circles evolve.

As children enter school age, their friendship conceptions become more focused on shared interests and emotional support. They begin to understand the concept of loyalty and may have a best friend with whom they share a deep bond. For example, a school-age child may consider someone a friend because they both love playing soccer or because they provide comfort during times of distress.

During adolescence, children's friendship conceptions become more complex and nuanced. They begin to value qualities such as trust, empathy, and shared values in their friendships. Adolescents may also form friendships based on a sense of identity and belonging, seeking out peers who share their cultural background, hobbies, or beliefs. For instance, a teenager may consider someone a friend because they both have a passion for social justice or because they understand the pressures of academic success.

Overall, as children grow and develop, their friendship conceptions evolve from simple associations based on proximity to deeper, more meaningful connections centered around shared interests, emotional support, and a sense of identity. These changes reflect the increasing social and emotional maturity of children as they navigate the complexities of forming and maintaining friendships throughout different stages of development.

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.

Accepted Answer

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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?

Accepted Answer

The answer of Compare and contrast the positive effects of...

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?

Accepted Answer

The answer of Imagine observing a group of preschoolers playing...

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?

Accepted Answer

The answer of Describe the relation between withdrawn behaviour and...

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.

Accepted Answer

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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.

Accepted Answer

The answer of Does the crowd in which an adolescent...

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.

Accepted Answer

The answer of Describe how cultural beliefs influence children's peer...

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.

Accepted Answer

The answer of Do you believe the sex differences in...

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.

Accepted Answer

The answer of Research has indicated an association between secure...

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.

Accepted Answer

The answer of Describe the long-term outcomes for children who...

Question 14

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

Accepted Answer

The answer of Describe the protective function that friendships can...

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.

Accepted Answer

The answer of Describe two ways in which children's active...

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?

Accepted Answer

The answer of Describe the nature of middle-childhood cliques. What...

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.

Accepted Answer

The answer of Describe the association between being sociometrically popular...

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.

Accepted Answer

The answer of Describe three similarities and three differences between...

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?

Accepted Answer

The answer of Define sociometric status and describe how it...

Quiz 13: Section 1: Peer Relationship