Social Development

Social Development Notes

Levels of Social Complexity

A. Within Individuals
  • Understanding of social rules and cues
  • Mental state influence on behavior
  • Importance of social experiences and expectations
  • Steps in social problem solving:
    1. Notice social cues.
    2. Interpret social cues.
    3. Formulate social goals.
    4. Generate possible problem-solving strategies.
    5. Evaluate probable effectiveness of strategies.
    6. Enact response.
  • Reference: Crick & Dodge (1994)
B. Within Interactions
  • Types of Play (Rubin et al., 1983):
    • Functional Play: Simple, repetitive motor movements with or without objects; Ages 0–2.
    • Make-believe Play: Acting out roles, ages 2–6.
    • Constructive Play: Creating or constructing something; Ages 3–6.
    • Games with Rules: Understanding and following rules in play; Age after 6.
    • Cognitive Play: Higher-level play strategies.
Types of Peer Sociability in Play (Berk, 2013, p. 608):
  • Nonsocial Activity: Unoccupied, onlooker behavior, solitary play.
  • Parallel Play: Playing near others but not influencing them.
  • Social Interaction: Involves associative and cooperative play.
C. Within Relationships
  • Friendship Development (Berk, 2013, p. 614):
    • Level 1: Friendship as a handy playmate (ages 4 to 7)
    • Level 2: Friendship as mutual trust and assistance (ages 8 to 10)
    • Level 3: Friendship as intimacy, trust, self-disclosure, and loyalty (ages 11 to 15+)
Adolescent Friendships:
  • Characterized by increased intimacy, self-disclosure, trust, and loyalty.
  • Gender differences: Boys typically engage in group activities; girls prefer one-on-one interactions.
  • Similarity in friends concerning demographics and personal traits.
D. Within Groups
  • Conformity, Cliques, and Crowds:
    • Peer pressure to conform to norms.
    • Cliques: Small, close-knit groups.
    • Crowds: Larger groups based on shared interests.
Peer Acceptance:
  • Identified by sociometric techniques:
    • Categories: Popular, Rejected, Controversial, Neglected, and Average children.

Social Competence

  • Definition: The ability to achieve personal goals in social interactions while maintaining positive relationships over time (Rubin & Rose-Krasnor, 1992).
  • Skill Areas: Interpersonal problem solving, recognizing and managing emotions, empathy, and communication skills.

Internalizing vs Externalizing Problems

  • Externalizing Behaviors: Outward displays like aggression and conduct problems.
  • Internalizing Problems: Internal struggles such as anxiety, depression, and loneliness.
Trajectories of Social Withdrawal:
  1. Rejected Withdrawn/Internalizing Problems: Indicators like social anxiety and difficulties with peer relationships.
  2. Rejected Aggressive/Externalizing Problems: Indicates aggressive actions that include both overt and relational aggression.
    • Types of Aggression:
      • Instrumental, Physical, Relational, Hostile.

Developmental Trajectories

  • Social Withdrawal: Seeking avoidance of social interactions due to stress.
  • Impact of Parenting: Parenting styles can greatly influence a child's social development. Negative patterns can lead to issues in peer accepting and social competency.
  • Support for Shy Children: Suggestions for parents include promoting social interactions, sharing coping strategies, and providing love and support.

Importance of Social Competence

  • Social competence leads to positive relationships, effective communication, and adaptability in social environments. It also correlates with better academic outcomes and overall emotional health.