PSYC 313 George Mason Impact of Social Media on Children and Teens Discussion

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PSYC 313

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313 Writing Assignment Format: • Aim for 3 double-spaced pages, 12-point font (Arial or Times New Roman) Rubric: • 5 points for quality of writing (clear, grammatical, error-free, organized). • 5 points for addressing the prompts below and for following all instructions. • 5 points for evidence of thoughtful, careful reading. Instructions: read one of the below short articles and write a short essay that addresses each of the following prompts: 1. Provide a clear and concise summary of main points of the article and how they are supported. Please use your own words. 2. Did you have an initial reaction to the article? If so, what was it? Do you think there might be another way to react to it? Do you agree or disagree with what it says? Why? 3. Connect the author’s argument(s) or claim(s) to 2-3 topics/research findings or theories we have discussed in class. Does it fit with what we’ve learned? If so, how? If not, why not? 4. Did the article raise any questions for you? What were they? If you could do your own study to address one or more of your question(s), what would it be? https://theconversation.com/children-are-natural-optimists-which-comes-with-psychologicalpros-and-cons-93532 https://letgrow.org/raising-confident-kids/ https://theconversation.com/parents-stop-nagging-kids-not-to-forget-set-visual-cues-instead90306 https://theconversation.com/is-social-media-damaging-to-children-and-teens-we-asked-fiveexperts-126499 https://www.bbc.com/future/article/20191001-the-word-gap-that-affects-how-your-babys-braingrows https://www.sciencedaily.com/releases/2021/05/210512083440.htm Peers, bullying/victimization PSYC313 November 16, 2021 Importance of peers for cognitive and emotional development • Piaget: children more spontaneous and open with peers when expressing ideas and beliefs than with adults • Vygotsky: children learn new skills and develop cognitive capacities with peers (may be especially true with mixed ages Friendships Who do kids want to be friends with? • Sociable • Prosocial • Similar • Academic motivation • Cooperativeness • Antisocial behavior • Shyness • Cognitive maturity • And they tend to be more similar! • Neg emotions, attributions • Proximate • Neighbors, school classmates Cultural differences • How children behave with friends • Example: bragging • How they view friends as a source of support • Less common in Spain and Cuba vs Canada • How much time spent with peers • ”Free range” kids (Okinawa, Japan) spend more time with peers than those in cultures where movement is restricted (e.g., Kenya) • Reflects values (and perhaps realities of life in different places) • How much peer acceptance is related to happiness (esp. if culture places emphasis on family obligations, orientation to family, child obedience, etc.) When do kids start to have friendships? • As early as around 2 years • Children will show more preference for some over others (smiling, touching) • But they don’t necessarily “play with” their friends in way older kids do (parallel play is common) • By 3 – 4 years, can maintain friendships and identify “best friends” Effects of friendships • Support and validation • Buffer against mental health issues • Buffer against unpleasant experiences (social exclusion, teacher rejection) • Benefits to social cognitive skills • Context for dev of social skills and knowledge that children need to form positive relationships with others • Children who discuss emotions with peers develop better understanding of mental and emotional states • Gossip facilitates understanding of social norms • Increases in aggression/disruptiveness • though most data are correlational (Perceived) support of classmates/friends goes up a bit while (perceived) support of teachers goes down Cliques • Especially prevalent in middle school/early adolescence • Not very stable at first but increasingly so • Tend to be similar • e.g., in academic motivation, personality, conventionality, popularity, etc. • bidirectional relation (birds of a feather….but also become more alike over time) • Provide validation, acceptance (talk about status becomes more common) • Older adolescents become more autonomous but tend to belong to “crowds” (e.g., jocks, geeks…)ßnot sure how universal this is! Peer status • How one is viewed and accepted by peers • Distinct from friendship • Rejection by peers is associated with a range of developmental outcomes, including dropping out of school, problem behaviors, independently of having close friends • Typically measured by: • asking children how much they like or dislike each of their classmates • Asking children to nominate who they like the best, least • Calculating sociometric status • Degree to which children are liked/disliked by peers • Typically classified into one of five groups: popular, rejected, neglected, average, controversial TABLE 13.3 Common Sociometric Categories for Peer Ratings Popular—Children are designated as popular if they are rated by their peers as being highly liked and accepted and highly impactful. Rejected—Children are designated as rejected if they are low in acceptance and preference and high in rejection but also high in impact. Neglected—Children are designated as neglected if they are low in social impact— that is, if they receive few positive or negative ratings. These children are not especially liked or disliked by peers; they simply go unnoticed. Average—Children are designated as average if they receive moderate ratings on both impact and preference. Controversial—Children are designated as controversial if they are rated as very high in impact but average in preference. They are noticed by peers and are liked by quite a few children and disliked by quite a few others. Source: Bukowski et al. (2012). Popular and likeable • Popular doesn’t imply likeable (can be popular without being likeable, though likeability is often present) • Popular kids are often accepted, impactful, have high status • Often physically attractive • Popular and prosocial (likeable) tend to be socially skilled (prosocial, good at regulating own emotions) • But kids who are popular and “cool” (not necessarily likeable) tend to be higher than average in aggression (often relational aggression) Does our high school popularity affect us today? (TEDx talk by Mitch Prinstein) • What does Dr. Prinstein say about likeability vs. high status in popularity? • Which one of these is associated with worse outcomes? Mitch Prinstein on popularity and likeability Does our high school popularity affect us today? (TEDx talk by Mitch Prinstein) • What does Dr. Prinstein say about likeability vs. high status in popularity? • Which one of these is associated with worse outcomes? Rejected children • Social motives tend to be more negative (getting even, showing others up) • Two categories: withdrawn or overly aggressive • Poor social skills • E.g., difficulty coming up with constructive solutions for difficult problems • if wanting to take a turn on a swing, generates fewer and weaker strategies • theory of mind – difficulty understanding of others emotions and feelings Peer influence, good and bad • Peer influence often thought of as negative (“peer pressure”) but can go both ways • peers could influence others to use more control to delay gratification • peers influence others to pursue academic activities • Also, a lot of data are correlational, and we know about gene-environment correlations…. • Children may select peers that are like them in terms of social competence, aggression, etc…so what can look like ‘negative peer influence’ may be selection into negative peer group • Some children less susceptible to peer influence (more autonomous, especially with age) Bullying and victimization • Aggression against others initiated by an individual (bully) • Types • • • • Physical (hurting or threatening to) Verbal (insulting, teasing) Social (excluding, rumors) Cyber (using tech to harass/upset) • Fairly common and apparently universal Bullying is common online Who is likely to be a bully? Cook et al., 2010 meta-analysis • Significant externalizing behavior (defiant, aggressive, disruptive, noncompliant) • Internalizing symptoms (withdrawn, depressive, anxious, avoidant) • Lacks social competence/trouble resolving problems with others • Negative attitudes and beliefs about others/self • Poor academic performance • Perceives school as having a negative atmosphere • Family environment characterized by conflict and poor parental monitoring • Negative community • Negatively influenced by peers Who is likely to be a bully victim? Cook et al., 2010 meta-analysis • Internalizing and externalizing problems • Negative attitudes/beliefs about self/others • Lower in social competence/social problem solving skills • Lower academic performance • Rejected/isolated by peers • Negative community, family, and school environments • A victim who is also a bully is also negatively influenced by peers Effect sizes: some predictors stronger in magnitude than others Bullies and victims from a systems perspective • Bully-victim dynamic exists in multiple, layered contexts • Microsystem: • Family: harsh, under-involved parenting (lack of social skill development, regulation of externalizing behavior) • Friends: lack of quality relationships to support social skill development • School: hostile climate • Mesosystem: • Relationships within the microsystem: the school’s relationship with family (do they communicate/provide support?) • Exosystem: • Community: lack of family support, crime, drugs • Macrosystem: • Attitudes within culture and social class about aggression, dominance displays • Chronosystem: • Historical: rise in concern about bullying and influences on child development Relational aggression • Different tactics: • Excluding others • Damaging reputations (spreading rumors, gossiping) • Withdrawing attention and friendship • Common in middle-school but can start much earlier • More commonly associated with girls, but unclear why • Sociometric status is a predictor, but it’s complicated – some research suggesting RA used as a tool for maintaining popularity • Remember: sometimes the popular kids are not well liked Perusall activity for Thursday • With your group, come up with ideas for a bullying intervention • Use ideas from this lecture! • We will discuss on Thursday. Bullying and victimization activity, resilience PSYC313 November 18, 2021 Perusall bullying and victimization intervention activity Guiding questions: • What factor(s) would you want to target in your intervention and why? • How would you target these factor(s) in your intervention? • Who would you include in your intervention and how would you include them? • How would you measure whether the intervention had its desired effect? Effect sizes: some predictors stronger in magnitude than others Bullies and victims from a systems perspective • Bully-victim dynamic exists in multiple, layered contexts • Microsystem: • Family: harsh, under-involved parenting (lack of social skill development, regulation of externalizing behavior) • Friends: lack of quality relationships to support social skill development • School: hostile climate • Mesosystem: • Relationships within the microsystem: the school’s relationship with family (do they communicate/provide support?) • Exosystem: • Community: lack of family support, crime, drugs • Macrosystem: • Attitudes within culture and social class about aggression, dominance displays • Chronosystem: • Historical: rise in concern about bullying and influences on child development Questions about Dr. Masten’s talk on resilience • What is resilience, according to Dr. Masten? • What does she mean by “ordinary magic”? • What are the biggest threats to resilience? • What are “resilience interventions” and what do they target? • Why is timing likely to be important in interventions? Questions about Dr. Masten’s talk on resilience • What is resilience, according to Dr. Masten? • What does she mean by “ordinary magic”? • What are the biggest threats to resilience? • What are “resilience interventions” and what do they target? • Why is timing likely to be important in interventions? • How might the pandemic be presenting challenges to resilience in children? What are some ways that families could boost resilience in children during this time?
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IMPACT OF SOCIAL MEDIA ON CHILDREN AND TEENS

Impact Of social media On Children and Teens
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IMPACT OF SOCIAL MEDIA ON CHILDREN AND TEENS

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Alexandra Hansen's article published in The Conversation sought to determine if social
media damages children and teenagers. She interviewed five experts where four of the experts
agreed that social media is damaging looked at the negative effects of social media on children
and teens' mental health, cyberbullying, sleep disturbances, self-esteem issues, body image, and
privacy concerns. Nonetheless, the experts also admitted that communicating with others through
social media can be beneficial for young people and that being socially isolated without it could
be far more damaging. When it comes to using social media effectively, there is no one-size-fitsall answer. Children and teenagers who have grown up in a digital world are no strangers to
social media. Ignoring...


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