2. 1 Psychology 3260: Personality & Social Development Don Hartmann Spring 2007 Lecture 12: Peers II

3. 2 Supplementary References: Friendship Bukowski, W.M., & Hoza, B. (1989). Popularity and friendship: Issues in theory, measurement, and outcome. In T.J. Berndt & G.W. Ladd (Eds.), Peer relationships in child development (pp. 15 ‑ 45). New York: Wiley. Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In W. Damon (Series Ed.) N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol. 3: Social, emotional, and personality development (5th ed., pp. 619-700). New York: Wiley. Terry, R., & Coie, J.D. (1991). A comparison of methods for defining sociometric status among children. Developmental Psychology, 27, 867-880.

4. 3 Overview of Peer Relations II Lecture Nature of Peer Groups Developmental changes in peer relations Friendships Value of Friendships Peer Lab findings (Hartmann et al.) Cordinates with text, pp. 425-430 & 445-450 Next: Lect. #13a: Emotions I

5. 4 Peers!

6. 5 The Heyday (1970-) Descriptive studies of various ages and groups: Who does what with whom? Chums, rejects, crowds, friendships; group structure (e.g., dominance) Who are the major players: Asher, Berndt, Coie, Dodge, Gottman, Howes Methods old and new: Sociometric assessments and observations; sequential analysis

7. 6 DEVELOPMENTAL CHANGES IN PEER RELATIONS: The Beginning Infants touch within the first 3 months of life Around 6 months of age share toys, food, and the like with peers By 1.5 years engaging in coordinated play with peers (see example involving Larry and Bernie on p. 441) By 2 years, complementary roles (e.g., hide-and- seek) With increasing age, interactions become more verbal and complex. By age 5, pretend play interactions become important

8. 7 DEVELOPMENTAL CHANGES IN PEER RELATIONS: Childhood & adolescence Elementary school: Interactions become increasingly sophisticated. Some identification with groups, such a Brownies and Cubs (6-10). Preadolescence (8.5-10): Chumships (Sullivan) Early Adolescence: Same-sex cliques (Dunphy)

9. 8 DEVELOPMENTAL CHANGES IN PEER RELATIONS: Youth Mid Adolescence: Heterosexual cliques & crowds (Brown) Old Adolescence: Dating dyads

10. 9 What Kind of Peer Relationship was that Again?

11. 10 Friendships: Introduction Definition: Reciprocal relationship with positive affect Distinct from popularity Importance Source of social support Conflict resolution skills Preparation for adulthood Can have bad consequences as well: Quality of friendships Developmental Changes: Increasingly intimate and fewer in number with age

12. 11 Friendships: Introduction Definition: Reciprocal relationship with positive affect Distinct from popularity Importance Source of social support Conflict resolution skills Preparation for adulthood Can have bad consequences as well: Quality of friendships

13. 12 George & Hartmann (1) Relationship between friendship and popularity (George & Hartmann). 5 th - & 6 th - grade children administered a rating scale sociometric ‑‑ and children were divided, by classrooms, into the bottom.25 (unpopular), middle.50 (average), and top.25 (popular) Completed a questionnaire asking them to list up to 15 people who they considered to be their good friends

14. 13 Results of George & Hartmann (2) Children reported a mean ≈ 12 good friends 80% of friends within a year of age Few children had reciprocated cross ‑ sex friends 70% in same school % Reciprocation Popularity Group

15. 14 Results of George & Hartmann (3) Who is chosen as friends? 12% unpopular; 47% average; 41% popular

16. 15 Hartmann, Abbott, Pelzel, George, & Ward-Anderson Friendship Stability: Length of Time X Verified Status X Friendship Status % Friends Lost Weeks

17. 16 Hartmann et al. Why Do Children Loose Friends? Lack of recent Contact (33%) Change in Interests (23%) Negative Personality (21%) Replaced by Other (21%) Conflict (13%) Third Party (10%) Violation of Trust (10%)

18. 17 Pelzel, Barrett, & Hartmann Feelings about their most significant friendship loss What emotions did the loss precipitate? Anger, sadness, & confusion How strong were the emotions? 2/3 stated experiencing strong negative feeling How long did the feelings last? More than a month!

19. 18 Summary of Peer Lab Friendship findings Children describe having a substantial number of friendships A substantial minority of which are not in their classroom almost all of which are same gender many of which are not reciprocated Popular children are over-represented on lists of good friends Friendships are dynamic—many are changing How dynamic varies depending on how we assess Friendship loss Occurs for a variety of reason And most individuals experience some pain with their most significant friendship loss

20. 19 Summary of Social Cognition Lecture Scientific Investigations Of The Peer Group: Heyday (1970 ‑ ) Issues In Peer Relations Developmental changes in peer relations Friendships Next: Lect. #13a: Emotions Go in Peace