Chap 17: Extrafamilial Influences: Television, Computers, Schools and Peers

MEDIA
Includes television, radio, computers, the Internet and cellphones
Ever-expanding ways of communication between
◦individuals
◦Individuals and culture

T.V.
Canadian Pediatric Society: no screen-based activities below 2 years
Above 2 years: no more than 2 hrs/day
Most infants & toddlers are exposed to more than 2 hrs/day
Initially, children are not very high on television literacy
Children below 3 years show video deficit
Children younger than 7 years often display magical window thinking

Influence of T.V.: Violence and Aggression

There is a strong association between viewing violent content and children’s level of aggression
Other factors also contribute to children’s aggression
◦Aggression in the home
◦Child’s developmental stage
◦How much violent T.V. they watch
◦Whether parents discuss these issues with them

Influence of T.V.: Social Stereotypes

Through media, children are exposed to ideas about gender, race, families and social class
If not accurate reflection of society, can generate false stereotypes

Gender
Males and females portrayed in traditionally gendered occupations
◦Those who watch more educational programs have less stereotypes about gender
Gender roles are also bound up with attitudes to beauty and attractiveness

Influence of T.V.: Health

Inherently sedentary activity
◦Some children’s programs have physical component
Heavy T.V. (more than 5 hours a day) is a strong predictor of future obesity

T.V. as an Educational Tool

Educational programs have benefits
Mostly for children 3 years and up

Sesame Street
Aims include helping children learn about words and language, counting, mathematics, recognizing colours and shapes, teaching children how to make inferences
and solve problems, deal with social problems and emotional issues
Improved counting skills, vocabulary, prosocial skills, problem-solving skills
Benefits increase if adult watches with child

Baby DVD
No clear benefits
Some studies have reported drop in vocabulary at age 2

Circus Effect
Too much visual stimulation can lead to a “Circus effect”
Infants become entertained observers rather than active participants
As toddlers, demand entertainment instead of creating their own

Guidelines for T.V. Viewing

Should not be a substitute for caregiver-child interaction
Must be balanced with adequate amounts of physical activity
Parents need to monitor content, set time limits, discuss what children watch

Computers
Most children today are digital natives
Acquire simple skills very early
Children learn more and enjoy school more when they receive some computer-assisted instruction

Computer Games
Studies have found a positive relationship between game-playing and cognitive skills in adults
◦Attention, spatial skills
There is also an association between violent games and aggressive behaviour, desensitization
Sometimes results in social isolation
Often inactive activity
Internet
Can serve as an aid in school performance
Can have social benefits
◦Connecting with others
◦Exploring and refining identities
Can be source of health information
Concerns about content available to children

ADVERTISING TO CHILDREN
Unhealthy food products
Children’s understanding of advertisements
◦Recognize ad
◦Understand persuasive intent
Product placement and advergames

Media Interventions
Restrictive interventions
Co-viewing
Media literacy

SCHOOL
Primary institution that teaches children basic knowledge, strategies and problem-solving skills
Schools also expose children to an informal curriculum

Effective Schools
Positive school climate
Promotes academic achievement
◦Clear focus on academic goals
◦Material must be challenging and developmentally appropriate
◦Consistent discipline
◦Teamwork among faculty

Children with Special Needs

Many school boards have opted for inclusion
Inclusion works well if educators emphasize cooperative learning methods
As children with special needs often present with complex learning, behavioural and/or physical needs, planning and implementing programs requires collaboration

PEERS
Peers are social equals who behave at similar levels of social and cognitive complexity

Peer Sociability
Associative and cooperative play take over in early childhood
Group memberships become more important in middle childhood and adolescence
◦Cliques and crowds

CHILDREN AND THEIR FRIENDS

Friendship is defined as a close, mutual and voluntary dyadic relationship
◦Distinguishes it from popularity
Includes reciprocity and a feeling of perceived equality between individuals

Functions of Friendship
1)Provide support, self-esteem enhancement and positive self-evaluation
2)Provide emotional security
3)Provide affection and opportunities for intimate disclosure
4)Offer validation of interests, hopes and fears
5)Provide instrumental and informational assistance
6)Promote growth of interpersonal sensitivity

Child in the Peer Group

Peer acceptance = likability
Five categories of peer acceptance:

1) Popular Child
Liked by many; socially-skilled
a) Popular-prosocial children
Sensitive, friendly, cooperative, solve social problems constructively; socially prestigious (looks, athletic ability)
b) Popular-antisocial children
Socially prestigious and/or relationally aggressive

2) Average Child
Liked by some, disliked by some
Feelings toward them are not intense
3) Controversial Child 1)The school
Highly liked by some and highly disliked by others School policy, schoolwide conference day, effective
Hostile and disruptive, but also engage in prosocial acts playground policy

4) Neglected Child 2) The class

Neither liked nor disliked by many; seldom mentioned Curriculum work
“invisible”
Usually well-adjusted 3) The individual
Just as socially skilled as average children (unless chronic neglect) Separate sessions with bullies and victims before formal
meeting
5) Rejected Child
Disliked by many Conformity and Pressure
a) Rejected-aggressive Peer conformity pressures peak at mid- adolescence
Aggressive, inattentive, impulsive Highly susceptible to peer-group norms
b) Rejected-withdrawn
Passive & socially awkward Conformity and Pressure
Strong cross-pressures are not a problem for most
Aggression & Social Cognition adolescents who have established warm relations with
Deficits in social skills are based on a deficit in social cognition parents and internalized parents’ values and principles
Reactive aggressors have a hostile attributional bias
◦think others’ actions are deliberately hostile even when they’re not
Proactive aggressors view force as effective

AGGRESSION
a)Physical aggression
Instrumental aggression
Reactive aggression
b)Relational aggression

Bullying
Power over victim arises from:
Individual characteristics (e.g. size, strength)
Knowledge of others’ vulnerabilities
Position in social group
Different forms in boys & girls

Types of Bullying
‘traditional’ forms
◦Physical, verbal, indirect/relational
bias bullying
cyberbullying

Finding Out
Teacher and parent reports
Self-reports
Peer nominations
Direct observations of behaviour
Interviews with individuals or small focus groups

Victims Risk Factors include:

Few friends, sociometric rejection, over-protective family, disability
Outcomes can include:
Depression, anxiety, low self-esteem, psychosomatic symptoms

Causes of Bullying Societal Level

Tolerance of violence
Bullying and abuse of power in society
Portrayals in mass media

Community Level
Neighbourhood levels of violence and safety
Community resources of support

School Level
School climate
Quality of teacher-pupil relationships

Individual Level
Associated with family predictors such as insecure attachment, harsh physical discipline

Intervention Programs for Bullying

Action at 3 levels: