| 1. Discuss the Role of Peer Relations in Adolescent Development |
| | 1.1. Peer Group Functions |
| | | 1.1.1. What are peers, and how are they important to adolescent social development? |
| | | 1.1.2. According to Willard Hartup, in what ways do peer relations vary? |
| | | 1.1.3. How does the time spent in peer interactions change over time? |
| | | 1.1.4. What do adolescents do when they are with their peers? |
| | | 1.1.5. Why are good peer relations necessary for normal social development? |
| | | 1.1.6. How can peer relations be either positive or negative? |
| | | 1.1.7. What did Jean Piaget and Harry Stack Sullivan stress about peer relations? |
| | 1.2. Family-Peer Linkages |
| | | 1.2.1. What are some of the ways in which the worlds of parents and peers connected? |
| | | 1.2.2. How do parents influence peer relations? |
| | | 1.2.3. How does attachment affect peer relations? |
| | 1.3. Peer Conformity |
| | | 1.3.1. What is peer conformity? |
| | | 1.3.2. Is peer conformity a positive influence or a negative one? |
| | | 1.3.3. Describe the relationship between parental and peer influence over time in adolescence. |
| | | 1.3.4. At what point does conformity to pressure from antisocial peers peak? |
| | 1.4. Peer Statuses |
| | | 1.4.1. What is sociometric status? |
| | | 1.4.2. How would you describe popular children? |
| | | 1.4.3. What is the peer status of neglected children? |
| | | 1.4.4. Describe the peer status of average children. |
| | | 1.4.5. How well do rejected children fare among their peers? |
| | | 1.4.6. Where do controversial children fit in with their peer group? |
| | | 1.4.7. What factors differentiate children of each of the above peer statuses? |
| | | 1.4.8. Why do aggressive, peer rejected boys have problems is social relationships? |
| | | 1.4.9. How can neglected and rejected children been trained to interact more effectively with peers? |
| | 1.5. Social Cognition and Emotion |
| | | 1.5.1. What is social knowledge? |
| | | 1.5.2. How is social knowledge associated with peer relations? |
| | | 1.5.3. How do good social information processing skills improve peer relations? |
| | | 1.5.4. What part does the ability to regulate emotion in successful peer relations? |
| | 1.6. Strategies for Improving Social Skills |
| | | 1.6.1. What are conglomerate strategies to improve social skills? |
| | | 1.6.2. How effective are conglomerate strategies? |
| | | 1.6.3. How do social skills interventions vary depending on the peer status of the children being targeted? |
| | | 1.6.4. How effective are social skills training programs? |
| | | 1.6.5. What are cooperative group training strategies, and when are they most likely to be used? |
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| 2. Explain how Friendship Contributes to Adolescent Development |
| | | 2.1.1. What is meant by the term "friends"? |
| | 2.2. Its Importance |
| | | 2.2.1. What are the six functions that friendship plays in adolescence? |
| | | 2.2.2. What are the effects of not having a friend? |
| | | 2.2.3. How does the quality of friendships vary? |
| | | 2.2.4. What is the impact of an adolescents' friend's interests on that adolescent? |
| | 2.3. Sullivan's Ideas |
| | | 2.3.1. According to Sullivan, how does friendship affect well-being and development? |
| | | 2.3.2. How does research support or refute Sullivan's ideas? |
| | | 2.3.3. What are some factors that affect the influence of friendships on adolescent development? |
| | | 2.3.4. What is symmetrical intimate mode? |
| | | 2.3.5. What are some of the functions that friendships play in adolescence? |
| | 2.4. Intimacy and Similarity |
| | | 2.4.1. What are the key aspects of friendship? |
| | | 2.4.2. How is intimacy in friendship defined and how does its importance change from childhood through adolescence? |
| | | 2.4.3. Along what dimensions do adolescents tend to be similar with their friends? |
| | 2.5. Mixed-Age Friendships |
| | | 2.5.1. What tends to be the outcome of adolescents who become close friends with older individuals? |
| | | 2.5.2. According to research, how are early-maturing girls affected by friendships with older girls? |
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| 3. Summarize What Takes Place in Adolescent Groups |
| | 3.1. Group Function and Formation |
| | | 3.1.1. How do groups satisfy adolescents' personal needs, reward them, provide information, raise their self-esteem, and give them an identity? |
| | | 3.1.2. What are group norms? |
| | | 3.1.3. What are group roles? |
| | 3.2. Groups in Childhood and Adolescence |
| | | 3.2.1. In what ways do children's groups differ from those of adolescents? |
| | | 3.2.2. What did Dexter Dunphy learn about adolescent groups? |
| | 3.3. Cliques and Crowds |
| | | 3.3.1. What is the difference between a clique and a crowd? |
| | | 3.3.2. What do adolescents do in cliques? |
| | | 3.3.3. What are five major crowds that are typically found in U.S. schools? |
| | | 3.3.4. How are crowds and self-esteem related? |
| | | 3.3.5. What are some factors that distinguish crowds? |
| | | 3.3.6. How are crowds related to school orientation and performance? |
| | 3.4. Youth Organizations |
| | | 3.4.1. In what way do youth organizations influence adolescent development? |
| | | 3.4.2. What are some positive outcomes associated with membership in youth organizations? |
| | | 3.4.3. What are some barriers to participation in youth programs? |
| | | 3.4.4. What are the benefits of structured voluntary youth activities? |
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| 4. Describe the Roles of Gender and Culture in Adolescent Peer Groups and Friendships |
| | 4.1. Gender |
| | | 4.1.1. How are adolescent groups different between males and females? |
| | | 4.1.2. How are friendships among males and among females different in adolescence? |
| | 4.2. Socioeconomic Status and Ethnicity |
| | | 4.2.1. How do socioeconomic status and ethnicity interact with group membership in adolescence? |
| | | 4.2.2. What roles can peer groups provide for ethnic minority and immigrant adolescents? |
| | 4.3. Culture |
| | | 4.3.1. What are some differences in peer relations among adolescents from different countries? |
| | | 4.3.2. How have peer relationships in other countries changed over time? |
| | | 4.3.3. What are some examples of cultures where peers play a more prominent role in adolescents' lives than in the U.S.? |
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| 5. Characterize Adolescent Dating and Romantic Relationships |
| | 5.1. Functions of Dating |
| | | 5.1.1. How has the function of dating changed over time in the U.S.? |
| | | 5.1.2. What eight functions can be served by dating? |
| | 5.2. Types of Dating and Developmental Changes |
| | | 5.2.1. For heterosexual adolescents, what is the general progression of dating, and what ages do these events typically occur? |
| | | 5.2.2. What are the most important motivations or functions of early romantic relationships? |
| | | 5.2.3. With what problems is early dating associated? |
| | | 5.2.4. How much time do young adolescents spend thinking about the opposite sex compared to actually being with them? |
| | | 5.2.5. How does time spent with and thoughts about members of the opposite sex change with age? |
| | | 5.2.6. How do romantic relationships in adolescence develop in sexual minority youth? |
| | | 5.2.7. To what degree are the romantic possibilities of sexual minority youth complex? |
| | 5.3. Emotion and Romantic Relationships |
| | | 5.3.1. What emotions are associated with romantic relationships? |
| | | 5.3.2. How do romantic relationships affect an adolescent's emotional life? |
| | 5.4. Romantic Love and Its Construction |
| | | 5.4.1. What is the difference between romantic love and affectionate love? |
| | | 5.4.2. What factors are important in dating relationships of adolescents? |
| | | 5.4.3. How does the relationship of the adolescents' parents influence their own dating relationships? |
| | | 5.4.4. What role does attachment play in adolescent relationships? |
| | | 5.4.5. What role do adolescents' observations of their parents' romantic relationships play in their own construction of dating relationships? |
| | | 5.4.6. What is the discontinuity developmental construction perspective view romantic love? |
| | | 5.4.7. What is Sullivan's conceptualization of collaboration in dating? |
| | | 5.4.8. How do siblings affect dating relationships in adolescence? |
| | | 5.4.9. How important are peers and friends in adolescent romantic relationships? |
| | | 5.4.10. What is the role of mixed-gender groups in young adolescents' social lives? |
| | 5.5. Gender and Culture |
| | | 5.5.1. Do male and female adolescents bring different motivations to the dating experience? |
| | | 5.5.2. What are the differences between male and female dating scripts? |
| | | 5.5.3. In what ways does culture influence dating behavior? |
| | | 5.5.4. What special problems do immigrant adolescents face with their families in relationship to dating? |
| | | 5.5.5. How are Latinas and Latinos socialized for dating in sexuality differently from each other, and what is the impact of this socialization? |
