Peer Groups: Structure Typically range in size from 3 to >10 children (average = 5-6) Mostly composed of same-sex peers During childhood, peer groups tend to be smaller (“cliques”); during adolescence, peer groups become larger (“crowds”)

Peer Groups: Functions Children learn a variety of skills necessary for group functioning –Exs: engagement in cooperative activity with collective goals; nature of social structures/hierarchies; skills associated with leading/following; control of hostile impulses toward other members Peer groups may also serve as a major source of social support

Peer Acceptance and Rejection Popularity: Experience of being liked and accepted by the peer group

Assessment of Peer Acceptance Sociometric nominations –Used within a classroom –Children are typically asked to name 3-5 peers they like most and like least –Children are categorized into status groups based on the number of positive and negative nominations they receive from peers

Peer Acceptance Categories: Popular: Many positive nominations, few negative Rejected: Many negative nominations, few positive Controversial: Many positive and negative nominations Neglected: Few positive or negative nominations Average: All others

Correlates of Peer Acceptance Popular: –Generally viewed as cooperative, friendly, sociable, and sensitive –Less likely to draw unwarranted attention to themselves when entering ongoing playgroups (e.g., do not talk exclusively about themselves; do not disrupt ongoing group activities) –Speak clearly and respond contingently to social overtures from others –Endorse negotiation and compromise as effective strategies for obtaining their goals and maintaining positive relationships with peers

Controversial: –Show a combination of positive and negative social behaviors –Some data indicate these children are likely to be perceived as popular

Neglected: –Interact with peers less frequently than “average” children –Less sociable, aggressive, and disruptive than other children –No consistent evidence that neglected children are socially anxious or more withdrawn than “average” children

Rejected: –Most consistently associated with aggression But aggression seems to become less strongly associated with rejection with age, especially among boys –Aggressive children only comprise 40-50% of the rejected group –Tend to endorse aggression as an effective means of meeting social goals; seem to lack understanding that their behaviors lead others to dislike them

–Socially anxious, timid, and withdrawn children are also more likely to be rejected Association with rejection becomes stronger in late childhood and early adolescence –10-20% of the rejected group –Tend to be behaviorally submissive; indicate negative thoughts/feelings about themselves and their social relationships; indicate feelings of isolation and loneliness

Peer Rejection and Later Adjustment Peer rejection in childhood predicts externalizing problems in adolescence –Exs: delinquency, conduct disorder, attention problems, substance abuse Some evidence indicates that early peer rejection uniquely predicts later externalizing problems even when previous externalizing behavior is controlled Similarly, some evidence indicates that peer rejection predicts subsequent increases in aggression over time, controlling for initial levels of aggression

Peer Rejection and Later Adjustment (con’t) Social withdrawal is associated with later internalizing problems –Exs: low self-esteem, anxiety problems, depressive symptoms, loneliness Some evidence indicates that peer rejection predicts increases in internalizing problems over time