Your Expectations

To understand the root cause of childrens behaviour pattern, Peer group influence, Attachment Theory Resilience gender sensitivity To help the children realise their own behaviour and make a difference in life

What is Psychology?
Psychology is the Study of the Mind and Behaviour The term psychology comes from the Greek word psyche meaning "breath, spirit, soul" and the logia meaning "study of."

WHAT IS CHILD PSYCHOLOGY

What are its components

(Let the participants write their definition)

Child psychology, also called Child Development The study of the psychological processes and the physical development of children from birth to the end of adolescence How and why they differ from one child to the next Developmental Psychology

Child Psychology is a branch of psychology that focuses on children from infancy through adolescence A specialist who focuses on children is known as a child psychologist, and he or she may work as a counselor or a researcher

Topics within the Child Psychology are Genetics

How much of who you are today was shaped by your genetic inheritance Think of these influences as building blocks

Genetics Consider your own overall personality A child inherits from his parents may set out a road map for development

Down Syndrome
(meaning there are three chromosomes instead of the usual two)

Typical features of Down syndrome include flattened facial features, heart defects, and mental retardation The risk of having a child with Down syndrome increases with maternal age

Inherited Diseases A number of illnesses can be inherited if one or both parents carries a gene for the disease Examples of inherited diseases include Sickle-cell anemia

Sex-Chromosome Problems
A third type of genetic problems involves sex-chromosomes

(an extra X-chromosome)

The Environment
can impact how these directions are expressed, shaped or silenced

Environmental Influences
Babies begin to take in sensory experiences from the world around them from the moment of birth, and the environment will continue to exert a powerful influence on behaviour throughout life Experiences have a powerful influence on development just as Genetics

Classical Conditioning Theory Pavlovs Dog

Operant Conditioning
Reward and Punishment

Observational Learning
Watching their parents, peers and siblings

How do Children learn? Different Contexts

(Discuss)

The Social Context The Cultural Context The Socio-economic Context

The Social Context

Relationships with peers and adults have an effect on how children think, learn and develop

Families, schools and peer groups play an important part of the social context

The Cultural Context Values, customs, superstitions and ways of living that influence development throughout the lifespan Culture play a role in how children relate to their parents and others

The Socio-economic Context Socio-economic status decides the education people have how much money they earn the job they hold and where they live

Children raised in households with a high socio-economic status tend to have greater access to opportunities
while those from households with lower socio-economic status may have less access to such things as health care, quality nutrition and education

Such factors can have a major impact on CHILD

All three of these Contexts are constantly interacting While a child may have fewer opportunities should be helped to correct imbalances

NEEDS

Typical behavior for any given age does not mean that all children will act that way all the time The order in which these stages follow each other is important
2 years 2-1/2 3 5 years 5-1/2 - 6 6-1/2 10 years 11 12 Smooth and consolidated Breaking up

Rounded and balanced Inwardized

Vigorized and expansive Inwardized, outwardized, troubled, neurotic Smooth and consolidated

3-1/2
4

7
8

13
14

4-1/2

15

10

16

A Healthy Baby's Cries

What They Can Mean What They Don't Mean

I'm hungry

I'm angry at you

I'm tired

I want to get back at you

I'm over-stimulated

I want to disrupt your life

I'm uncomfortable

I feel abandoned I'd rather be someone else's baby

I need a cuddle or a pat

6 Months to 28 Weeks They're very social, like to smile at others, and are friendly to strangers Acts both social and self-sufficient Likes to grasp and finger objects, shifting from one hand to the other Takes great joy in banging objects, especially on a tray or high chair Listens to words and likes daddy's low voice which was once frightening At nine months, they learn to let go of objects and food and love to drop things or food from their high chair

1 Year Old Shows wide range of emotions Sensitive to parent's mood Begins a period of adequately good functioning in all behaviors Begins to understand their bodies in space Motor abilities increase and may interfere with daily routines or habits Plays near other children but not with them Explores surroundings energetically Alternates between clinging and resistance to being held

15 Months Old The word "NO" has no or little effect Moods shift and quick anger is short lived Compulsive behavior Loves to throw things Understands what belongs to others Is easily diverted and entertained Does not get along well with people because begin to recognise

18 Months Old Not only will they not come when called, but they rarely obey any verbal command "NO" is their absolute favorite word

Has no concept of sharing Thinks only of taking - not giving Easily frustrated and has short attention span Use short and simple commands
Needs lots of outlets for energy, especially stair climbing Language is more or less "jargon" Can distinguish between "you and me" and make claims of "mine" Temper begins

Around eighteen months of age, toddlers develop a more sophisticated sense of self that is marked by self-recognition and the emergence of self-conscious emotions, such as shame, pride, and embarrassment

Emotions can be caused by observing and recognizing what is happening to others

Case Study when five-year-old Radha became sad when her infant sister cried because she was sick Radhas feeling of sadness was the result of the condition of her sister rather than what was happening directly to herself This type of emotional responding is known as vicarious emotional responding (responses that occur because of exposure to someone else's emotional state)

2 Years old Mature, calm and coordinated Can understand most language Uses language to make their wants known

People more important and likes to please others Although they cannot as yet share, they can find substitute toys for others

2-1/2 Years Old

Sets up rituals of behavior that must be followed, such as: the same cup, same food, same stories, etc.
Violent emotions Rigid and inflexible - cannot adapt, give in, or wait Domineering and demanding - they give the orders and make the decisions saying they want to do it themselves Age of opposite extremes - cannot choose between alternatives - "will"and "won't" Deciding what clothes to wear can take a whole morning All routines should be streamlined Make decisions for the child and situations where the child takes over

3 Years Old Separates from mommy without crying or throwing Able to share rather than like to do things with "mommy" They become less rigid, less worried about doing things "their way" Become more interested in people and will join in play with other kids (So we send them to school) Understands taking turns Can make simple choices

Language is used in sentences ion

Language and Emotion Before the age of two or three, children's expression of emotion occurs nonverbally, through facial, vocal, and gestural expressions Once children develop the ability to use their words to express their feeling they can express, regulate, or explain their emotions

The increased understanding that comes from the use of emotion language promotes, maintains, and regulates social interactions

Language and Emotion The increased understanding that comes from the use of emotion language promotes, maintains, and regulates social interactions

Language and Emotion

Parents' use of emotion language (angry, sad, depressed) has important consequences for children's emotional development For example, When Ronis mother saw him crying and asked him why he was sad his mother had defined his emotional state

Language and Emotion Repeated exposure to these labels can lead to differences in how children experience and express emotions Parents, for instance, are more likely to talk about sadness and less likely to discuss anger with their daughters than their sons After repeated exposure to these emotional labels, it is not be surprising that boys may be more likely to experience or express anger than girls whereas girls are more likely to experience or express sadness Is it not a reality??

3-1/2 Years Old Shows emotional extremes of shyness Night terrors and animal phobias

Is often quite insecure May become much less coordinated in all fields of behavior Can often be very demanding Needs extra love and support Tension outlets such as blinking, nail biting, and facial tics often occur

4 Years Old "Test" rules, defy their parents more Loud, silly laughter alternates with fits of rage swearing, taking things - and a highly embarrassing command of bathroom language Seem overconfident Seem not to know the difference between fact and fiction Exaggerates, and boasts Hitting, kicking, throwing, and running away

Between 4-1/2 and 5 Years Old Cooperates with other children Shows sympathy for playmates when they are hurt Begin to learn the difference between real and make believe Power hungry Able to finish projects they start Can talk about things and are interested in learning Can begin to count but will make mistakes Often are interested in concepts like inside/outside, back/front Better able to handle frustration Better coordinated

5 Years Old
Loves to help and is eager to please Imitates, helps parents Language is literal ... they'll talk to anyone and everyone More stable, relaxed, brighter and cheerful Feel good about success Learns not to interrupt May take things from school, thinking it belongs to them and can't deny themselves of it Place school and home separately ... thinks their teacher lives in school

Childhood Anger Anger is a common emotion at any developmental period The causes of anger, however, change across childhood For instance at age five months, Mary may become angry because she is hungry, with the anger occurring out of Marys basic needs not being met

Childhood Anger At five years of age Mary may become angry because her sister took away her toy This anger resulting from her lack of control over the situation Most of young children's anger occurs as a result of conflicts over materials, resources, and space

Childhood Anger With age anger is more likely to result from how one is treated Thus the causes of anger become increasingly social

5-1/2 to 7 Years Old Acts like a 2-1/2 year old Aggressive Argumentative, explosive, rude, and stubborn Violently emotional, loves one minute, hates the next Often blames problems on mommy Behavior is at worst when with their mother Knows everything, and boasts Demanding, not flexible ... can dish it out but can't take it Clumsy and a dawdler Negative in response to others Very fearful age, especially of sounds, such as sirens Likes praise and approval Loves or hates mother Resents correction and is easily hurt by a cross word Resents directions but is over conforming and loves new experiences Behavior and feelings begin to smooth out with more tolerance and patience

7 Years Old Parents need to be reasonably sympathetic Use language to complain Visual fears, the dark, shadows Very "feeling" and "empathetic" Always touching and exploring More withdrawn, moody, "neurotic" Demands too much of self, and feels others are against them Feels teachers are unfair Feels kids "pick" on them

8 Years Old Talks "with" rather than "to" adults Exuberant, ready for anything Loves a new and exciting a challenge Interest in relationships Overestimates abilities, followed by feeling of failure, tears and self criticism Constantly trying new friends, new difficult things, and new ideas Friends are prime reason for interest in school Must know "how," "what," and "why"

9 Years Old May see shoplifting as a temptation Resists bossing from parents More withdrawn, self-contained, self sufficient Interest in parents for what they can do for them trips, money, etc The age of perfecting skills and of real, solid accomplishment Worries a lot, is anxious Physical complaints often occurs in relation to a disliked task (Example: has a stomachache as soon as it is time to empty the garbage) Rebels at authority - either passively or aggressively

10 Years Old One of the best stages Straightforward and flexible Obeys easily, pleased with family Easy going and matter-of-fact Very specific; doesn't generalize Shrugs off responsibility; can usually toss off criticism and bad grades Much interest in own future parenthood and in how he/she will treat his/her children Satisfied with world in general Plateau between childhood and adolescence

11 Years Old Growth spurt Searching for self-definition Consequent carelessness Increased activity level trouble keeping still Is eager by the awareness of impending new status as a teenager Growing up brings a lot of feelings of hope, anxiety, and fears Increased sensitivity, emotionalism, and very argumentative You never know what mood will strike and when Often forgets manners, is rude Thinks they're often being yelled at, disciplined, or that you're picking on them Need to be noticed, can't tolerate indifference Child rearing practices are challenged; attacks parent's motives and feelings

12 Years Old Groups of friends very important Peer groups play role in shaping interests and attitudes Less insistent, more reasonable and more sociable Indecisive because they can see the larger picture abstract thinking undeveloped Outgoing, enthusiastic, and generous Emotions are carried to extremes Emotionally uncomplicated More self insight, less self centered Seeking to win approval from others Shows reasonableness, tolerance, and humor

13 Years Old Fragile Preoccupation with self Help them save face Appears sullen and glum without actually being ill-humored or unsociable Less conversation, less humor, very shy "Very Sensitive," least happy of adolescent years, most depressed age of adolescence Likes to keep to self, and decrease of friendships Indulges in many private worries Constant reflective thinking Fond of school, with fair and efficient discipline Large capacity to assimilate knowledge Gradual turning inward Readiness to learn and a desire to exercise independence of thought

14 Years Old Sexual experimentation Challenges everything and everyone in authority Needs to be heard, mouths-off, acts like a know-it-all Gets along better with parents and siblings More open about expressing feelings Accepts personal strengths and weaknesses Friendships close again, yet based on personality and similar interest A more mature attitude toward family yet is hypercritical and embarrassed by parental conduct Capacity to perceive how others feel and to see himself as others see him Beginning of interminable phone communications, silly, happy, serious, and hushed Abundant energy, outgoing friendliness, awareness of ideals Growing comprehension and command of words and an exuberant inclination to reason

15 Years Old Sexual experimentation Contradictions Thinks of future Nurtures feelings of grudge, revenge, and violence Questions parents' values (can be a positive thing) High incident of school drop-out, drugs and alcohol, and teen pregnancy The gloom this age may be a reflection and awareness that childhood is gone and nearing adulthood is fearful Apathy and lethargy, seen as "lazy" or uncommunicative Friendships in groups rather than one-to-one Just lets things happen Negative attitude toward home, family and school

16 Years Old Sexual experimentation Wholesome self-assurance, much companionship on a non-romantic basis Mixed groups socialize together More tolerant of the world in general Even disposition Emotions are stabilized, isnt prone to worrying, seldom cries, usually curbs anger, likes laughter, cheerful, outgoing and friendly Observation is sharpened by increased powers of judgment Equilibrium compared to a 10 year old Interested in human nature Recognizes the importance of both written and unwritten codes of conduct

17 Years Old Often gets involved in health risk behaviors Reacts to society's expectations Seeks group identity

18 Years Old
Less self-absorbed Re-establish family ties Considerate of other's needs Realistic self image

Anxiety and Depression When emotional development becomes distorted, and not effectively dealt with unresolved issues of emotional development can lead to more serious emotional disorders in children and teens At least one in five children and adolescents displays symptoms of emotional disorders with anxiety and depression as the most common types

Anxiety and Depression Anxiety disorders include panic disorder obsessive-compulsive disorder and phobias (excessive fears).

Anxiety disorders generally have an onset early in childhood and persist into adulthood If anxiety disorders are not taken care of sometimes it can lead to other disorders such as depression

Anxiety and Depression Depression is generally characterized by hopelessness, low self-esteem, and sadness, and not only affects children's emotionality but also their physical well-being Clinical depression range from 4 percent to 12 percent in adolescents After puberty, girls report increased depression, with rates about twice those of boys The onset of puberty and associated hormonal changes may influence adolescents' emotional states Some teens seem more prone to depression because they have cognitive styles in which they define their circumstances in terms of hopelessness and self-blame

ATTACHMENT THEORY

What is Attachment

Attachment Theory is developed by John Bowlby

Attachment means affectional bond or tie between an individual

Such bonds are reciprocal between two adults

There is a bond between a child and a caregiver

These bonds are based on the child's need for safety, security and protection

The biological aim is Survival and the psychological aim is Security

In child-to-adult relationships the child's tie is called the "attachment" and the caregiver's reciprocal equivalent is referred to as the "care-giving bond"

Child seeks proximity when upset or threatened

Its most important that an infant needs to develop a relationship with at least one Primary Caretaker for social and emotional development for normal psychological growth John says the child needs an open, intimate and emotionally meaningful relationships

Attachment is described as a biological system or powerful survival impulse that evolved to ensure the survival of the infant

A child who is threatened or stressed will move toward caregivers who create a sense of physical, emotional and psychological safety

There are three types of Attachment Styles

Secure

anxious-avoidant and anxious-resistant

Secure attachment is a healthy attachment between the infant and the caregiver

It is characterized by trust

Anxious-avoidant

is an insecure attachment between an infant and a caregiver

This is characterized by the infant's indifference toward the caregiver

Anxious-resistant is an insecure attachment between the infant and the caregiver Characterized by distress from the infant when separated and anger when reunited

Infants become attached to individuals who are sensitive and responsive in interaction with them during the period from about six months to two years of age This is known as sensitive responsiveness

What are the needs of an infant

Infantile needs are vital Need for mothering, love, affection, shelter, protection, security, food, and warmth, place an important role

When the infant begins to crawl and walk they begin to use attachment figures (familiar people)

Caregivers' responses lead to the development of patterns of attachment and these will guide the individual's perceptions, emotions, thoughts and expectations in later relationships

Caregivers' responses lead to the Separation anxiety, anger or grief following the loss of an attachment figure is considered to be a normal yet this decide the probability of survival of the child

A child can be hindered in its natural tendency to form attachments Some babies are raised without the stimulation and attention of a regular caregiver, or locked away under conditions of abuse or extreme neglect

The possible short-term effects of this deprivation are anger, despair, detachment, and temporary delay in intellectual development

Long-term effects include increased aggression, clinging behavior, detachment, psychosomatic disorders, and an increased risk of depression as an adult

Behaviours

Pre-attachment behaviours occur in the first six months of life

During the first phase

(the first eight weeks)

infants smile, babble, and cry to attract the attention of potential caregivers Although they can discriminate between caregivers and others these behaviours are directed at anyone in the vicinity

Second phase
(two to six months)

The infant discriminates between familiar and unfamiliar faces and more attached to the caregiver

Third phase
( between the ages of six months and two years)

Clear-cut attachment is developed The infant's behaviour toward the caregiver becomes organised and goal-directed basis to achieve the conditions that make it feel secure

By the end of the first year the infant is able to display attachment behaviours designed to maintain proximity They protest at the caregiver's departure greeting the caregiver's return clinging when frightened and following when able With the development of locomotion the infant s safe base is the caretaker

Infant exploration is greater when the caregiver is present because the infant's attachment system is relaxed and it is free to explore If the caregiver is inaccessible or unresponsive, attachment behaviour is more strongly exhibited with Anxiety, fear, illness, and fatigue

After the second year

child begins to see the caregiver as an independent person, a more complex and goal-corrected partnership is formed
Children begin to notice others' goals and feelings and plan their actions accordingly
For example, whereas babies cry because of pain, two-year-olds cry to summon their caregiver, and if that does not work, cry louder, shout, or follow

Exploration and Self-confidence

A securely attached baby is free to concentrate on her or his environment

Tenets The commonly observed attachment behaviour of toddlers staying near familiar people would have had safety advantages in the environment of early adaptation

According to Bowlby, proximity-seeking to the attachment figure in the face of threat is the "set-goal" of the attachment behavioural system

Early experiences with caregivers gradually give rise to a system of thoughts, memories, beliefs, expectations, emotions, and behaviours about the self and others

This system, called the "internal working model of social relationships" This continues to develop with time and experience
Internal models regulate, interpret, and predict attachment-related behaviour in the self and the attachment figure

As the developmental changes take place they incorporate the capacity to reflect and communicate about past and future attachment relationships

This remains as the Internal Working Model It continues to develop through adulthood, helping cope with friendships, marriage, and parenthood, all of which involve different behaviours and feelings

The development of attachment is a transactional process They change with age

Then it is also shaped by relationships

Changes in attachment during childhood and adolescence

Age, cognitive growth, and continued social experience advance the development and complexity of the internal working model Attachment-related behaviours lose some characteristics typical of the infanttoddler period and take on age-related tendencies

As children move into the school years at about six years old they have goal-corrected partnership with their parents

By middle childhood (ages 711) the goal of the attachment behavioural system has changed from proximity to the attachment figure to availability Attachment behaviours decline and selfreliance increases

Peers become important in middle childhood and have an influence distinct from that of parents

In the middle childhood it moves towards greater independence

Gender Sensitivity

The attachment bond theory states that the relationship between infants and primary caretakers is responsible for:

shaping all of our future relationships strengthening or damaging our abilities to focus conscious of our feelings and calm ourselves the ability to bounce back from misfortune

A secure attachment will help to manage stress to stay tuned in with emotions to forgive to love to relate to be happy

The strong foundation of a secure attachment bond enables the child to be self-confident trusting hopeful and comfortable in the face of conflict As an adult, he or she will be flexible, creative, hopeful, and optimistic

Insecure Attachment affects adult relationship It takes root when an infants attachment bond fails to provide the child with love and care

Insecurities lead to
Condition Effect Symptoms
Get lost in their own world Avoid close relationship As Adults physically and emotionally distant in relationship If the parents are pushy and demanding Remain insecure Anxious and fearful, never knowing what to expect As adults - available one moment and rejecting the next Parents do not fulfill emotional closeness Disorganised and become a terror Aggressive and angry As adults - may not love easily and may be insensitive to the needs of the partner Slow Development Physical and mental problem Learning disability Social problem If the parents are unavailable and self Tune out and turn off absorbed

Parents create insecure situation

Physical neglect poor nutrition, insufficient exercise, and neglect of medical issues Emotional neglect or emotional abuse little attention paid to child, little or no effort to understand childs feelings; verbal abuse Physical or sexual abuse physical injury or violation

Separation from primary caregiver due to illness, death, divorce, adoption

Inconsistency in primary caregiver succession of staff at day care centers Frequent moves or placements constantly changing environment; for example: children who spend their early years in orphanages or who move from foster home to foster home Traumatic experiences serious illnesses or accidents

Maternal depression withdrawal from maternal role due to isolation, lack of social support, hormonal problems Maternal addiction to alcohol or other drugs maternal responsiveness reduced by mindaltering substances Young or inexperienced mother lacks parenting skills

RESILIENCE

What is Resilience?

Resilience is a set of qualities that enable children to adapt and transform to overcome risk and adversity to develop social competence problem-solving skills and a sense of purpose

Building Resilience is important

Children it is vital to possess these qualities in school family and society or community

Resilience is an important factor in protecting and promoting Mental Health

Resilience is the quality of being able to deal with the ups and downs of life and is based on self esteem

Resilience

Resilience, the ability to cope, adapt or bounce back after enduring stressful life circumstances This must be nurtured and fostered in children living in underprivileged areas or stressful situations

Resilience is not static rather it is a dynamic process whereby children use positive behaviors or coping strategies during difficulties The result is adaptation and growth

It is the duty and obligation of teachers/animators to infuse this skill in children using classroom situations

Discussion
The participants discuss and write down the methods of handling anger

Four tips
to promote resilience within a classroom environment

1 Provide children with the opportunity to set goals and solve problems
This contributes to the development of self-efficacy and self-confidence

2 Provide opportunities to participate contribute and involve in activities Children have a strong need to feel valued Participation strengthens a childs sense of proficiency

3 Caring and Encouraging Environment How? Actively listening to children

Acknowledging and respecting their emotions

This cultivates Empathy in children and teach them to manage interpersonal relationships

4 Resilience is a set of qualities that enable children to overcome risk and adversity adapt and transform develop social competence problem-solving skills autonomy and a sense of purpose

For children and young people it is vital to possess these qualities in school family and the community environments

Case Study

Throughout her life, Alicia has relied on the survival strategies she established as a child When negative forces gather she calls upon experiences where she can see herself as competent, effective, and "whole, rather than threatened, damaged, or incapable

For Alicia school was a major source of these experiences

The positive lessons she learned about herself in elementary school classrooms fortified her for the struggles of her life and account for a significant part of her success

Teachers and educators should explore ways of nurturing resilience in vulnerable students Positive way of thinking can foster cognitive and socio-emotional competence in students

How did you manage to overcome the difficulties of your childhood: the poverty, the constant disruptions in your family life, and the death of your younger brother? Alicia, a poised and confident young woman in her 30s, is explaining to an interviewer how she became successful rather than helpless or self-destructive.

"At home, I could never tell what would happen next, so I involved myself in activities I could rely on, like school and Girl Scouts and taking care of the little ones in the family. They were always around and always needed me. I saw proof that I was OK in my pile of finished work, the A's on my papers, the badges on my Scout sash, and the babies, all fed and asleep for the night."

In many of our nation's classrooms today, teachers are providing the type of support that Alicia found in school, but without fully appreciating how much they are accomplishing. Research on resilience has only begun to shed light on some littleunderstood benefits of their efforts.

Psychological Resilience is an individual's tendency to cope with stress and adversity

Resilience based approach to youth development is based upon the principle that all people have the ability to overcome adversity and to succeed despite the adversity Resilience is a strengths based model meaning its focus is on providing the supports and opportunities which promote life success, rather than trying only to eliminate the factors that promote failure

Seven factors that influence resiliency are Initiative Creativity Humor Morality Insight Relationship and Independence

Building Resilience

1. Create a secure learning environment Make sure students feel safe to take risks. Encourage them to have a go. Never allow put-downs.

2. Dont provide the answers Encourage kids to find out for themselves. Provide opportunities for exploration and experimentation. Develop a culture of thinking where everyones opinion is valued.

3. Give meaningful feedback rather than grades. Make sure your feedback is constructive and meaningful, so learners know what direction to go next. Its not about a grade. Its about learning.

4. Build a community in your classroom

Ensure everyone is part of the learning community. Be part of it yourself. Arrange groups in a variety of ways, so that everyone is included. Make sure they know how to work with everyone.

5. Model persistence Talk about yourself as a learner. Share your own failures and what you learn from them. Admit what you dont know. Find out together.

6. Display a positive attitude Focus on what is possible, not whats not. Encourage learners to be positive. Focus on what they can do, not what they cant.

7. Model flexibility There isnt only one way to do things. There isnt only one right answer. There isnt only one path

8. Let them fight their own battles Listen to all sides of the story. Help them develop empathy. But dont solve their problems for them.

9. Differentiate Everyone can learn. Ensure learners have options that cater for differing abilities, learning styles, preferences and interests.

10. Dont make all the decisions

Allow student choice. Talk about potential obstacles and brainstorm possible solutions. Then let them do it their way

Peer Group

Peer Group Good or Bad

Discuss

Peer Group
Nightmare images of gangs, drugs, sex and alcohol? If so, you are not alone The public has a tendency to associate teen peer group influence as only negative

Peer Groups are not inherently positive or negative They can be both good and bad Teen friendships group interactions and influences are a part of positive development

Why are peer groups important?

1. Children learn to evaluate themselves through the eyes of their peers 2. They get important feedback on their personal characteristics 3. They practice and gain social skills and confidence 4. They learn fairness, cooperation and how to defer personal gratification to group goals

5. Teens learn how to make themselves more attractive and interesting to others
6. They learn to change their aggressiveness into interesting ways

7.They enjoy companionship while exploring their interests sports, music, art, debate, drama, etc

When are peer groups influential?

Peer groups

influential just before High School?

Peer groups become strong in Teens Greater need in them TO BELONG

Later stage of Teen age the influence start to wane

Individual identity, values and goals play more of a role in decision-making Older teens have more of a sense of who they are and what they want

Some teens are open to everyone and can befriend others in different groups without needing to belong to a particular group themselves

Some peer groups can be exclusive and closed while others may be more open to newcomers and outsiders Some groups have strong values and norms

Sometimes a teens inability to fit in may be due to circumstances beyond his or her control

Types of Peer Groups 1. Positive peer groups usually have

strong bonds to school 2. Negative groups are antieducational 3. Religious peer groups mix teens from different schools and age groups

Types of Peer Groups

4. Deviant peer groups form from socially rejected children or those whose family life is lacking in attention and love Another factor is poor academic achievement Negative peer groups are more prone to go across ages, especially younger age peers, to find companions sympathetic to their antisocial attitudes

What about parental influence and peer groups?

If they are unhappy with their parent relationship the teens will be most influenced by
their peers

As they grow toward maturity, they are more interdependent with both parents and peers

Teens who are neglected or have too many conflicts with their parents often connect with friends who tend to be anti-education and antisocial

Peer groups becomes more important

when the family relationships are not supportive
(Most youths who join gangs come from families
where drug and alcohol use, financial burdens, and broken relationships are common)

The need for affiliation or closeness is often greater than the need to "do the right thing" for some adolescents who feel isolated and abandoned by members of their own family Being part of a gang provides such individuals with acceptance and security not available at home or in other peer groups

Getting love, attention, respect and encouragement in the family helps teens be less dependent on peer approval

Recommendations
Get to know their friends Do not over-react or make rational judgments Recognize their strength and weakness Give them more self-confidence with words of encouragement

We need to train children with Social Skills/Life coping skills

Such specific techniques as instruction, modeling , role-playing, shaping, feedback, and reinforcement of positive interactions may be used in Social Skill Training (SST)

For example, instruction may be used to convey the differences among assertive, passive, and aggressive styles of communication

We need to train children with Social Skills/Life coping skills

Role Play

For example, two members of the group may role-play a situation in which a customer is trying to return a defective purchase to a store. The others can then give feedback about the "customer's" assertiveness or the "clerk's responses"

Gender Sensitivity

The influence of teachers and educators on gender roles of their students immensely impacts their educational outcomes as well as their roles in contemporary society

Interaction Who interacts more? Boys or Girls

Male students dominate more opportunities for interaction with teachers than female students in all forms of response Female students wait to be called upon

Teachers use different discipline methods and intensity for male and female students on similar matters in the same class

Male students were given physical punishment, while female students were mostly given verbal reprimands.

Teachers tend to base their different responses based on a belief that the students different attitudes and responses towards discipline require a gender differentiated approach

Reasons of Differentiated Discipline

Female students are likely to show their

emotional responses on physical punishment They get distressed easily and cry often and tend to remain withdrawn a long period

Reasons of Differentiated Discipline

On the contrary, male students arent shaken They return to smile faster

The tools used for instruction is very important

Use of inclusive instructional language

Gender Sensitivity While explaining a lesson Do we give emphasis to traditional anti female expressions in the calssroom?

Strengthening of Gender-Stereotyped Attitudes

A teacher said, A person asking a question with courage has the pioneer spirit. Whether one knows or not is very important. Then looked at Gosh

Strengthening of Gender-Stereotyped Attitudes The teacher said, Ritu, I thought only boys made noise..., and the teacher stared at her again before resuming the lesson

Curriculum and School Facilities

Physical education is one of the most typical subjects displaying gender differences (games, use of play ground)

Female Students Self-Consciousness oward the Opposite Sex

Gender difference in students Subtle gender biases inherent in teacherstudent interaction Cooperative learning is regardless of gender Analyze gender discriminative content inherent in curricular materials

Analyze Gender difference in carrier guidance Sexual harassment in schools Equal opportunities for activities Develop leadership qualities Analyze cultural impediments

Analyze teacher level awareness Analyze student level awareness Analyze movies and video that would project such gender bias Role plays Competitions

Distributing feedback to all students fairly Acceptance, praise, criticism, correction and follow-up Using small group cooperative learning models Allocating and rotating specific roles in a group

Worldwide the commitment to Education for All

Gender Sensitivity