Samenvatting gastcollege persoonlijkheidspsychologie - college 7 - persoonlijkheid en peer relations
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Course
Persoonlijkheidspsychologie (H002125B)
Institution
Universiteit Gent (UGent)
Omdat persoonlijkheidspsychologie een moeilijk vak is met enorm veel concepten en theorieën die op elkaar lijken maakte ik er mindmaps van.
Mindmaps zorgen ervoor dat je brein in één oogopslag de structuur van een blad kan opslaan en zo later gemakkelijker het ene concept aan de juiste theor...
SOCIAL RELATIONSHIPS LES 7: PERSOONLIJKHEID EN PEER RELATIONS
- need to belong theory
- humans = social species 1. how can individual differences shape peer experiences?
- innate human need to belong, need to form and maintain supportive - temperament and peer experiences
relationships - underlying processes
- forming relationships is supportive for us because it contributes to our - friendships
own development and helps us to grow als individuals 2. how can peer experiences affect individual differences?
TYPES OF PEER EXPERIENCES - peer adversity = negative peer experiences
- friendships
peer relationship = relationship between same age people (horizontal 3. how do individual differences moderate the effects of peer
relationship) (child -parent= vertical relationship) experiences on health outcomes?
- person x environment models
group level
- peer victimization/bullying: being target of agressive behaviour of peers
peer status (two forms)
1. peer preference (well-liked kids) likability WHY ARE PEER EXPERIENCES IMPORTANT
- empathic, prosocial, athletic, avoid conflict they offer unique context of development: because they are horizontal
2. popular popularity (cool kids) popularity (similar power between individuals) hey offer new things compared to
- well-known, intimidating, manipulative, dominant, visible, sometimes vertical (parent) relationships: peers who succeed to form positive
admired sometimes disliked relationships are better adjusted to many things (protected tot mental
→the form of peer status can have a different impact on the development of health problems)
health problems
associations with health outcomes → both mental and physical health
dyadic level (three dimensions that have a different impact) (sleep, immune system) problems + can show up later in life
presence of a friend: wheter adolescence/kids are able to have at least one
friend
characteristic of the friends: friends that engage a type of behaviour can
have a strong impact on the child having the same behaviour
quality of friendships: not all friendships are positive
→ high level of support, intimacy (positive)
→ high level of conflict, criticism (negative)
, PEER RELATIONS IN ADOLESCENCE HOW CAN INDIVIDUAL DIFFERENCES (TEMPERAMENT) SHAPE PEER
EXPERIENCES
peer relations in adolescence even more important than in childhood
temperament: your ability to control emotions
1. changes in social network (11/12years)
negative emotionality: tendence to experience negative feelings
- increased autonomy: indepentent from parents
- increased time spent with peers positive emotionality: tendency to experience positive emotions en seek
- changes in quality of peer relations: more self disclosure, more social reward
intimacy, use peers ase main source of support
→to different dimensions not on the same continuum
2. biological changes = puberty
puberty hormones affect social affective area of brain top down: the ability of downregulating and inhibiting social responses
- increased orientation (social motivation) toward peers
bottom up: how you react
- increased peer sensitivity to pos/neg cues from peers (influence)
- enhanced emotional and physiological responses to peers
→in puberty there is a reorientation from focus on parents to peers
EFFORTFUL CONTROL
- association between self regulation and peer victimization (bullying)
- negative association: high level of self regulation= lower level on
bullying →both directions: low level peer victimisation = high level of
self regulation + we don’t know the direction (we don’t know what
contributes to what)
- longitudinal study: self regulation is relater to later peer victimization
(directionality is clear)
- important: no control for prior level of peer victimization at age 4 or 9
so we still can’t conclude wheter there are changes in peer victimization
- if we want to make a conclusion about the changes we need to have a
baseline study asswel
-
→top down component of temperament is associated with peer
victimization
, REACTIVE CONTROL (BOTTOM UP COMPONENT)
meta analysis:
they wanted to see wheter these different components of temperament
were associated with different type of peer experiences
- friendship formation: the ability to form a relationship with a peer
- peer status: wheter theuy were well liked or not
- quality of interaction: wheter they have positive interactions or not
note: overall small effects (not strong) + tend to become even smaller in
longitudinal studies (over a longer time) →if timelag between assessment
of temperament and peer experiences increased, effects become smaller
underlying process linking temperament to peer experiences
TEMPERAMENT EVOKES PEERS’ RESPONSES
TEMPERAMENT EVOKES PEERS’ RESPONSES
poor social skills (negative emotionality/low effortful control) studies wheter behavioral inhibition can increase peer rejection and
- social problem solving (conflict resolution) victimization
- social perspective taking is difficult (less empathy)
- less prosocial behavior signs of behavioral inhibition
- poor emotion regulation (effortfull control low): they manifest anger in - wariness to novel people, things, and places
interaction with peers →provokes a reaction from peers - can be observed early
- reactive overcontroll
psychopathological symptoms - dysregulated physiological responses : differences in pfysiological
- externalizing symptoms activity
- internalizing symptoms (depressive people seek for rassurance from →low heart rate variability
peers who reject them so they become more depressive) →increased cortisol responses
- atypical behaviors
→age-inappropriate, nonnormative
→reticent behavior: observe other peers play without approaching
→vulnerability signals: more likely tob e bullyed
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