Peer Status and Friendship
the difference between peer group and peer status
Peer group: a group of peers that participate in the same liked activities
Peer status: based on how people like you
Definition of bullying
Bullying is aggression but not all aggression is bullying
repeated aggression in which there is a POWER DIFFERENTIAL
destructive relationship problem
recurring negative actions targeted at a student over a prolonged period by a peer or group of friends with harmful intentions
Developmental systems theory
also known as ecological oriented systems theory
multilevel system theory that affects a child bidirectionally
the level includes individual, family,classroom and community (like Bronfenbrenner)
if integrated with the attachment theory, it can help best understand the teacher student relationship
Theatre of bullying refers to
What does it mean when the article say "children form the relational context of bullying"
everyone has a role
assistant, defender, bystander, teacher
theres the bully and the victim (main characters) -it means that children are the ones that determines how they relate to eachother, how their relationship with eachother goes (whether they want to be the bully, a victim, a bystander etc..)
Cultural discontinuity by lovelace and wheeler
“Cultural discontinuity occurs when teachers invalidate, penalize, or directly punish students who use cultural-specific language characteristics of their home environment to communicate in the school setting.”
Define sociometric method
What are the four categories
-a measurement of social relationships
-popular, neglected, rejected, controversial
- you're either popular, average or unpopular
Sources of power
Sources of vulnerability
(bullying situation)
power: status in the school, power in numbers (could led to power imbalance), systemic issues (race,sexual orientation, ability), knowing an individuals vulnerability, physical and ability advantage
vulnerability: cognitive issues, emotional and systemic issues which comes out of a power imbalance (seed)
empathy
sensitivity
social responsibility
social skills
power
confidence/ assertiveness
language skills
self efficacy
-it is based on the attachment theory/findings/research
-it is embedded within a multilevel system
-each level has a dynamic, bidirectional influence on relational process
Culturally specific language and communication styles
participatory-interactive communication style (call and response, talk story)
Negative effects on academic success (mismatch between teacher and students style, these students end up being punished, interrupted or deemed rude)
Difference between peer status and friendships
peer status: how the group perceives the individual
friendship: dyadic, mutual relationship *friendship can promote interpersonal skills such as sensitivity to others feelings, concerns for others, well being, prevent loneliness
Who are the bullies?
they're usually reactive and impulsive individuals
socially skilled (either popular/controversial)
common misconception: that bullying is antisocial, but its very much social because it affords dominance, social status, and it is often rewarded and supported by other peers (Walton, 2004)
How might a teacher address group/social norms related to bullying
-teachers should be aware of the different group processes and dynamics and be ready to intervene
-role playing and drama exercises could help groups
-teachers teaching students APPROPRIATE conflict resolution skills (letting their students know that they can be trusted to know if they're being bullied
-promote empathy and social responsibility
-focus on students emotional development, prosocial skills
Connections to attachment theory
The measurement of teachers perspectives on their relationship with students
(closeness, conflict, dependency)
The measurement of students perspectives on their relationship with the teacher
(perceived support, utilization, relatedness)
ALSO, a kid's attachment style to their parents is a determinant to a kid's attachment style to their teachers
How do we address cultural discontinuity
and what is culturally responsive teaching
1) students need new competencies
2) teachers must also adopt new competencies that are reflective of cultural, racial and individual differences of students in their classroom"
3) teachers as CULTURAL mediators
Culturally responsive teaching
goals (affirms cultures, and experiences of students & reflects students culture in the teaching process)
features (high teacher expectations, amplify student voice, vary instructional formats)
Difference friendships processes and friendship provisions
Functions of friendship differ with __________
friendship processes: what friends do together (observable behaviours)
friendship provisions: what the friendship provides the individual (intimacy, companionship, support, conflict, identity, self esteem
AGE goes from (mutual enjoyment -> group identity -> individual identity)
Bullying in social context
Roles of the students
Bullying doesn't just happen out of nowhere. An entire social context makes bullying possible
An individual child's context influences their social context in terms of bullying
An individual child CAN influence their context in bullying (meaning they can change their roles)
Roles of the students:
assistant/reinforcers
defenders (Lambe, Hudson, Craig, Peppler)
onlookers/passive bystanders
Suggested strategies for bullying prevention/intervention
-teaching social emotional education to students
training students how to deal with conflict, teach empathy, teach kids social responsibility
-training teachers in how to address instances of bullying
responsible for educating class about bullying
PIKAS METHOD OF CONCERN
Support group approach
Teacher student relationships as protective/risk factors
behavioural adjustment (internal and externalizing behaviours
academic risks (reduce delinquency, social-emotional problems for students with learning difficulties)
Difficult caregiving (reorganize schema, and act as a buffer)
Problems with cultural learning styles
-overly static and categorical
-characteristics located within the person
-assumed to be independent of task and content
-assumed to be constant over time
-attempted to explain "minority student failure"
Group centrality index
How do kids choose their friends in school
how central a clique or individual is WITHIN the larger peer group/social network
children choose by
-choosing peers similar to them
-similarities validate children's developing social identity
-INTERACTIVE: meaning friendships can affect school outcomes, and classrooms can affect friendships
-social norms can affect friendships (social synchrony)
Risks for Victims and bullies
Bullies: antisocial behaviour, substance abuse, future relationship problems
victims: poor mental health, lose peer relationships, withdraw peer interactions, internalizing difficulties
Social architecture
refer to the opportunity of teachers and other adults involved with the children to structure children's peer groups to promote positive peer experiences and to deconstruct negative behaviour
Ex: teacher separate the bully and victim so they don't encounter
Training teachers from a relational perspective
relational approach is rooted in ATTACHMENT THEORY and ETHIC OF CARE
care theory by nel noddings emphasizes model supportive relationships vs cognitive behavioural methods, learn how to care for others by being cared for, caring relationships = more important than virtues-read their students/child social and emotional cues
-respond to children's signal appropriately
-offer emotional support or limits
Cultural differences attributed to variations in involvement in common practices of cultural communities
Participating in practices of cultural communities ≠ membership in ethnic group
Can’t equate culture with racial, ethnic group membership