1. 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”)

2. 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

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

4. 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

5. 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

6. 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

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

8. 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No consistent evidence that neglected children are socially anxious or more withdrawn than “average” children

9. 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

10. 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

11. 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

12. 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