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Effects of poor peer relationships
-longitudinal study (difficult to conduct)
- 38,000 kids 8-11 at start
- followed for several years
- asked to indicate schoolmates that they would like as companions
- kids who were not chosen tended to have a higher chance of of being juvenile delinquents at 14
- dis not ask "last choice" so just ignored not actively disliked
- actively disliked may be at higher risk
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Research has linked poor peer relations to:
- poor school adjustment
- psychological health
- loneliness
- problem behavior
- longer term - dropping out of school, delinquent and criminal behavior, mental health difficulties
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Measurement Issues:
Self and other report data-
- quickly administered
- little or no training required
- not very costly
- hard to use with the very young
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Self and other report data instruments:
- Child behavior scale
- Social skills rating system
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Child behavior scale measures:
- aggressiveness
- anxious/fearfulness
- prosociality/ withdrawn
- peer exclusion
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Social skills rating system measures
- Social Skills -
- cooperative
- assertive
- responsible/dependable
- empathy
- self control
- Problem Behaviors - externalizing
- internalizing
- hyperactive
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Observational Data
-issues:
- Considered the gold standard
- length of observation
- behavioral variability across situations
- types of problems best assessed this way
- difficulty of assessing reliability of observation
- time intensive and expensive
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Definition of friendship:
- friends vs aquaintances
- just friends vs good friends
- good friends vs best friends
- best/close friends vs the best of friends
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Choices in identifying friends
- who should name the friends?
- how should researchers ask for friendship nominations?
- how many should respondants be allowed to name?
- who can be named as a friend? Do they have to be in the same class? the same school?
- does there have to be reciprocity?
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Common research topics
- nature of childhood disorders
- correlates, risks, and causes
- moderating and mediating variables
- outcomes associated with childhood problems
- interventions
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issues in evaluating research
- validity (external internal)
- sample characteristics
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special problems in research with children
-Subject characteristics-
- developmental level
- source of subjects
- diagnostic classifications
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special problems in research with children-
-measures of behavior
- inadequate standardization and validation
- necessity to use different measures
- type of observer and relationship to child
- developmental versus trait variance
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Special problems in research with children
- subject characteristics
- measures of behavior
- avoiding pathological bias
- problems in measuring change
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Ethical issues in research
- informed consent
- voluntary participation
- confidentiality and anonymity
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Defining characteristics in bullying
- intent to harm
- repetition over time
- power differential
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Forms of bullying
Early Studies:
focused on physical and verbal
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Forms of bullying
Since 1980s shift to subtler forms:
- social manipulation
- harming or threatening target's relationships
- damaging target's self esteem or social status (making them feel stupid, ugly)
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Forms of bullying
Recently:
cyber bullying or electronic
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Types of cyber bullying
- harassment
- denigration
- flaming
- impersonality
- outing and trickery
- cyber stalking
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Flaming
online fight, angry vulgar language back and forth
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Assessing bullying
- questionnaires are most common
- children most often informants
- peer versus self
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Bullies
- driven by status goals (want to be admired)
- may be socially competent
- social cognitions (tend to be very confident about being aggressive, expect a positive outcome)
- familial risk (abusive families)
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Victims
- bullies select easy victims
- submissive
- insecure about themselves
- rejected by the peer group
- physically week
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Victimization associated with a number of problems
- depression
- loneliness
- anxiety
- low social and general self esteem
- *into adulthood
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What does the bully want?
social status, dominant position in group
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4 roles of witnesses
- 1. observers
- 2. join in/reinforcers
- 3. intervene/defenders of victims
- 4. assistants
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Why dont peers intervene more?
bystander effect
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How can we use what we know about bullying to plan more effective interventions?
- bullying a "group process"
- mobilize peer group to support victim
- raise childrens awareness
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interview with parents:
- health history
- social history
- cognitive history
- prenatal, peri-natal, post natal
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intelligence testing
- individually administered
- Examples: wechler intelligence scale for children and wechler preschool and primary scale of intelligence
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Achievement testing
-peabody individual achievement test revised-
- general info
- reading recognition
- reading comp
- mathematics
- spelling
- written expression
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Developmental assessment
Denver Developmental Screening inventory
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Denver developmental screening inventory
- aid early identification of developmental problems and delays in preschool children
- person - social, fine motor adaptive, language, gross motor
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Personality tests
- Standardized - MMPI (adolescent norms), personality inventory for children
- Projective tests - rorschach, family drawings, TAT, CAT
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Behavior Problem Checklist
- 55 items describing problems occuring in childhood or adolescence'
- 3 point scale (no problem, mild problem, severe problem)
- 3 primary scales
- -conduct problems
- -personality problem
- -inadequacy-immaturity
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Diagnosis and classification
-Reasons for classifying:
- provide an orderly way to systemize collection of clinical data
- communication with other professionals
- development of scientific theories
- information retrieval
- research design
- treatment planning
- legal usage
- funding issues
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Harmful effects of classifying
- prejudice and rejection
- negative expectations
- destructiveness in interpretation of behavior
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elimination disorders
- encopresis - fecal soiling
- enuresis - bed wetting
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Criteria to evaluate a classification system
- reliability
- validity
- utility
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approaches to classifying
- categorical systems
- dimensional approach
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Dimensional approach
- begins with statistical analysis - factor analysis
- achenbach - 2 broad categories
- internalizing
- externalizing
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