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and this is our topic page:
and this is our topic page:
[[adolescence]]
[[adolescence]]


====Peers====
Peer groups are essential to social and general development. Communication with peers increases significantly during adolescence and peer relationships become more intense than in other stages <ref>Papalia, D.E., Olds, S.W., Feldman, R.D., & Kruk, R. (2004). ''A Child's World: Infancy through Adolescence (First Canadian Ed.)'' McGraw-Hill Ryerson Ltd. pp. 444-451</ref> and more influential to the teen, affecting both the decisions and choices being made.<ref name="Swanson">{{Citation |last1= Swanson |first1= D.P. |last2=Edwards |first2=M.C. |last3=Spencer |first3=M.B. |title=Adolescence: Development during a global era |publisher=Elsevier Academic Press |place= Boston |year=2010}}</ref> High quality friendships may enhance children's development regardless of the characteristics of those friends. As children begin to gain bonds with various people and create friendships with them, it later helps them when they are adolescent. This sets up the framework for adolescence and peer groups.<ref>{{cite journal|last=Berndt|first=Thomas J.|title=

Friendship Quality and Social Development | journal = Current Directions in Psychological Science|date=February 2002|volume=11|issue=1|pages=7–10|doi=10.1111/1467-8721.00157}}</ref>
[[Peer group]]s are especially important during adolescence, a period of development characterized by a dramatic increase in time spent with peers<ref>{{cite journal | author = Larson R., Richards M.|year = 1991 | title = Daily companionship in late childhood and early adolescence: Changing developmental contexts | url = | journal = Child Development | volume = 62 | issue = 2| pages = 284–300 | doi = 10.2307/1131003 | pmid = 2055123}}</ref> and a decrease in adult supervision.<ref>Brown, B. (1990). Peer groups. In S. Feldman & G. Elliot (Eds.), ''At the threshold: The developing adolescent'', pp.&nbsp;171–196. Cambridge, MA: Harvard University Press.</ref> Adolescents also associate with friends of the opposite sex much more than in childhood<ref>Brown, B. (2004). Adolescents' relationships with peers. In R. Lerner & L. Steinberg (Eds.), ''Handbook of adolescent psychology''. New York: Wiley.</ref> and tend to identify with larger groups of peers based on shared characteristics.<ref>{{cite journal | author = Eder D | year = 1985 | title = The cycle of popularity: Interpersonal relations among female adolescence | url = | journal = Sociology of Education | volume = 58 | issue = 3| pages = 154–165 | doi = 10.2307/2112416 }}</ref> It is also common for adolescents to use friends as coping devices in different situations.<ref>How do Young Adolescents Cope With Social Problems? An Examination of Social Goals, Coping With Friends, and Social Adjustment. ''[[Journal of Early Adolescence]]''.</ref> A three factor structure of dealing with friends including avoidance, mastery, and nonchalance has shown that adolescent's use friends as coping devices with social stresses.

Communication within peer groups allows adolescents to explore their feelings, their identity and develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves.<ref name="Rawlins"/> By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent’s own self-concept.<ref name="Swanson"/> Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. But they can also have negative influences, like encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure.<ref>{{cite web|url=http://www.minddisorders.com/Ob-Ps/Peer-groups.html |title=Peer groups - children, therapy, adults, drug, people, skills, effect, women |publisher=Minddisorders.com |accessdate=2012-09-15}}</ref> Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter.<ref>{{cite journal|pmid=18020830|year=2007|last1=Steinberg|first1=L|last2=Monahan|first2=KC|title=Age Differences in Resistance to Peer Influence|volume=43|issue=6|pages=1531–43|doi=10.1037/0012-1649.43.6.1531|pmc=2779518|journal=Developmental psychology}}</ref>

During early adolescence, adolescents often associate in [[Adolescent cliques|cliques]], exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat as a "collective parent," i.e. telling the adolescents what to do and not to do.<ref>Grier, Peter. "The Heart of a High School: Peers As Collective Parent." ''Christian Science Monitor''. 24 Apr 2000: n.p. ''SIRS Researcher''. Web. 25 Oct 2010.</ref> Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another.<ref>{{cite journal | author = Connolly J., Craig W., Goldberg A., Pepler D. | year = 2004 | title = Mixed-gender groups, dating, and romantic relationships in early adolescence | url = | journal = Journal of Research on Adolescence | volume = 14 | issue = 2| pages = 185–207 | doi = 10.1111/j.1532-7795.2004.01402003.x }}</ref> These small friend groups break down even further as socialization becomes more couple-oriented.

While peers may facilitate social development for one another, they may also hinder it. In Spanish teenagers, emotional (rather than solution-based) reaction to problems and emotional instability have been linked with physical aggression against peers.<ref>{{cite journal | author = Carlo G., Mestre M. V., McGinley M. M., Samper P., Tur A., Sandman D. | year = 2012 | title = The interplay of emotional instability, empathy, and coping on prosocial and aggressive behaviors | url = | journal = Personality and Individual Differences | volume = 53 | issue = 5| pages = 675–680 | doi=10.1016/j.paid.2012.05.022}}</ref> Both [[Assault|physical]] and [[relational aggression|relational]] aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is [[social rejection]].<ref>{{cite journal | author = French D., Conrad J. | year = 2001 | title = School dropout as predicted by peer rejection and antisocial behavior | url = | journal = Journal of Research on Adolescence | volume = 11 | issue = 3| pages = 225–244 | doi = 10.1111/1532-7795.00011 }}</ref> Because of this, bullied adolescents often develop problems that lead to further victimization.<ref>{{cite journal | author = Hodges Ed., Perry D. | year = 1999 | title = Personal and interpersonal antecedents and consequences of victimization by peers | url = | journal = Journal of Personality and Social Psychology | volume = 76 | issue = 4| pages = 677–685 | doi = 10.1037/0022-3514.76.4.677 | pmid = 10234851 }}</ref> Bullied adolescents are both more likely to continued to be bullied and more likely to bully others in the future.<ref>{{cite journal | author = Jose P. E., Kljakovic M., Scheib E., Notter O. | year = 2012 | title = The Joint Development of Traditional Bullying and Victimization With Cyber Bullying and Victimization in Adolescence | url = | journal = Journal of Research on Adolescence | volume = 22 | issue = 2| pages = 301–309 | doi = 10.1111/j.1532-7795.2011.00764.x }}</ref> However, this relationship is less stable in cases of [[cyberbullying]], a relatively new issue among adolescents. [[File:IPad 2 launch queue Raleigh North Carolina.jpg|thumb|teens using online communication]]

On a larger scale, adolescents often associate with ''crowds'', groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as [[Jock (athlete)|jocks]] or [[nerd]]s. In large, multi-ethnic high schools, there are often ethnically-determined crowds as well.<ref>Brown, B., & Mounts, N. (1989, April). Peer groups structures in single versus multiethnic high schools. Paper presented at the biennial meetings of the Society for Research on Adolescence, San Diego.</ref> While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.<ref>Larkin, R.W. (1979). ''Suburban youth in cultural crisis''. New York: Oxford.</ref>

When discussing peer relationships among adolescents it is also important to include information in regards to how they communicate with one another. An important aspect of communication is the channel used. Channel, in this respect, refers to the form of communication, be it face-to-face, email, text message, phone or other. Teens are heavy users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers.<ref name="Subrahmanyam">{{Cite journal|last=Subrahmanyam| first=Kaveri | last2=Greenfield| first2=Patricia|date= Spring 2008|title= Online Communication and Adolescent Relationships|journal= The Future of Children| issue=18|pages=119-146}}</ref> Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites.<ref name="Swanson"/> Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyberbullying, as mentioned previously, and negative impacts on the family.<ref name="Subrahmanyam"/>

Revision as of 01:45, 18 November 2014

This is my sandbox

Being bold is important on wikipedia [1]

Proper etiquette should be used on wikipedia [2]

references

reflist

notes

These are the people in my group:

  1. user: kr13al
  2. ss13zf
  3. user: ls12ue

This is our sandbox; User:Ss13zf/adolescencepagewikiprojectSANDBOX and this is our topic page: adolescence


Peers

Peer groups are essential to social and general development. Communication with peers increases significantly during adolescence and peer relationships become more intense than in other stages [3] and more influential to the teen, affecting both the decisions and choices being made.[4] High quality friendships may enhance children's development regardless of the characteristics of those friends. As children begin to gain bonds with various people and create friendships with them, it later helps them when they are adolescent. This sets up the framework for adolescence and peer groups.[5] Peer groups are especially important during adolescence, a period of development characterized by a dramatic increase in time spent with peers[6] and a decrease in adult supervision.[7] Adolescents also associate with friends of the opposite sex much more than in childhood[8] and tend to identify with larger groups of peers based on shared characteristics.[9] It is also common for adolescents to use friends as coping devices in different situations.[10] A three factor structure of dealing with friends including avoidance, mastery, and nonchalance has shown that adolescent's use friends as coping devices with social stresses.

Communication within peer groups allows adolescents to explore their feelings, their identity and develop and evaluate their social skills. Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Adolescents choose peer groups based on characteristics similarly found in themselves.[11] By utilizing these relationships, adolescents become more accepting of who they are becoming. Group norms and values are incorporated into an adolescent’s own self-concept.[4] Through developing new communication skills and reflecting upon those of their peers, as well as self-opinions and values, an adolescent can share and express emotions and other concerns without fear of rejection or judgment. Peer groups can have positive influences on an individual, such as on academic motivation and performance. But they can also have negative influences, like encouraging experimentation with drugs, drinking, vandalism, and stealing through peer pressure.[12] Susceptibility to peer pressure increases during early adolescence, peaks around age 14, and declines thereafter.[13]

During early adolescence, adolescents often associate in cliques, exclusive, single-sex groups of peers with whom they are particularly close. Despite the common notion that cliques are an inherently negative influence, they may help adolescents become socially acclimated and form a stronger sense of identity. Within a clique of highly athletic male-peers, for example, the clique may create a stronger sense of fidelity and competition. Cliques also have become somewhat as a "collective parent," i.e. telling the adolescents what to do and not to do.[14] Towards late adolescence, cliques often merge into mixed-sex groups as teenagers begin romantically engaging with one another.[15] These small friend groups break down even further as socialization becomes more couple-oriented.

While peers may facilitate social development for one another, they may also hinder it. In Spanish teenagers, emotional (rather than solution-based) reaction to problems and emotional instability have been linked with physical aggression against peers.[16] Both physical and relational aggression are linked to a vast number of enduring psychological difficulties, especially depression, as is social rejection.[17] Because of this, bullied adolescents often develop problems that lead to further victimization.[18] Bullied adolescents are both more likely to continued to be bullied and more likely to bully others in the future.[19] However, this relationship is less stable in cases of cyberbullying, a relatively new issue among adolescents.

teens using online communication

On a larger scale, adolescents often associate with crowds, groups of individuals who share a common interest or activity. Often, crowd identities may be the basis for stereotyping young people, such as jocks or nerds. In large, multi-ethnic high schools, there are often ethnically-determined crowds as well.[20] While crowds are very influential during early and middle adolescence, they lose salience during high school as students identify more individually.[21]

When discussing peer relationships among adolescents it is also important to include information in regards to how they communicate with one another. An important aspect of communication is the channel used. Channel, in this respect, refers to the form of communication, be it face-to-face, email, text message, phone or other. Teens are heavy users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers.[22] Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites.[4] Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyberbullying, as mentioned previously, and negative impacts on the family.[22]

  1. ^ Be bold guideline. "Wikipedia. The Free Encyclopedia". Retrieved September 4, 2014.
  2. ^ "Wikipedia:Etiquette". Wikipedia. The Free Encyclopedia.
  3. ^ Papalia, D.E., Olds, S.W., Feldman, R.D., & Kruk, R. (2004). A Child's World: Infancy through Adolescence (First Canadian Ed.) McGraw-Hill Ryerson Ltd. pp. 444-451
  4. ^ a b c Swanson, D.P.; Edwards, M.C.; Spencer, M.B. (2010), Adolescence: Development during a global era, Boston: Elsevier Academic Press
  5. ^ Berndt, Thomas J. (February 2002). "Friendship Quality and Social Development". Current Directions in Psychological Science. 11 (1): 7–10. doi:10.1111/1467-8721.00157.
  6. ^ Larson R., Richards M. (1991). "Daily companionship in late childhood and early adolescence: Changing developmental contexts". Child Development. 62 (2): 284–300. doi:10.2307/1131003. PMID 2055123.
  7. ^ Brown, B. (1990). Peer groups. In S. Feldman & G. Elliot (Eds.), At the threshold: The developing adolescent, pp. 171–196. Cambridge, MA: Harvard University Press.
  8. ^ Brown, B. (2004). Adolescents' relationships with peers. In R. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology. New York: Wiley.
  9. ^ Eder D (1985). "The cycle of popularity: Interpersonal relations among female adolescence". Sociology of Education. 58 (3): 154–165. doi:10.2307/2112416.
  10. ^ How do Young Adolescents Cope With Social Problems? An Examination of Social Goals, Coping With Friends, and Social Adjustment. Journal of Early Adolescence.
  11. ^ Cite error: The named reference Rawlins was invoked but never defined (see the help page).
  12. ^ "Peer groups - children, therapy, adults, drug, people, skills, effect, women". Minddisorders.com. Retrieved 2012-09-15.
  13. ^ Steinberg, L; Monahan, KC (2007). "Age Differences in Resistance to Peer Influence". Developmental psychology. 43 (6): 1531–43. doi:10.1037/0012-1649.43.6.1531. PMC 2779518. PMID 18020830.
  14. ^ Grier, Peter. "The Heart of a High School: Peers As Collective Parent." Christian Science Monitor. 24 Apr 2000: n.p. SIRS Researcher. Web. 25 Oct 2010.
  15. ^ Connolly J., Craig W., Goldberg A., Pepler D. (2004). "Mixed-gender groups, dating, and romantic relationships in early adolescence". Journal of Research on Adolescence. 14 (2): 185–207. doi:10.1111/j.1532-7795.2004.01402003.x.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  16. ^ Carlo G., Mestre M. V., McGinley M. M., Samper P., Tur A., Sandman D. (2012). "The interplay of emotional instability, empathy, and coping on prosocial and aggressive behaviors". Personality and Individual Differences. 53 (5): 675–680. doi:10.1016/j.paid.2012.05.022.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  17. ^ French D., Conrad J. (2001). "School dropout as predicted by peer rejection and antisocial behavior". Journal of Research on Adolescence. 11 (3): 225–244. doi:10.1111/1532-7795.00011.
  18. ^ Hodges Ed., Perry D. (1999). "Personal and interpersonal antecedents and consequences of victimization by peers". Journal of Personality and Social Psychology. 76 (4): 677–685. doi:10.1037/0022-3514.76.4.677. PMID 10234851.
  19. ^ Jose P. E., Kljakovic M., Scheib E., Notter O. (2012). "The Joint Development of Traditional Bullying and Victimization With Cyber Bullying and Victimization in Adolescence". Journal of Research on Adolescence. 22 (2): 301–309. doi:10.1111/j.1532-7795.2011.00764.x.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  20. ^ Brown, B., & Mounts, N. (1989, April). Peer groups structures in single versus multiethnic high schools. Paper presented at the biennial meetings of the Society for Research on Adolescence, San Diego.
  21. ^ Larkin, R.W. (1979). Suburban youth in cultural crisis. New York: Oxford.
  22. ^ a b Subrahmanyam, Kaveri; Greenfield, Patricia (Spring 2008). "Online Communication and Adolescent Relationships". The Future of Children (18): 119–146.
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