scholarly journals Race-Based Humor and Peer Group Dynamics in Adolescence: Bystander Intervention and Social Exclusion

2016 ◽  
Vol 87 (5) ◽  
pp. 1379-1391 ◽  
Author(s):  
Kelly Lynn Mulvey ◽  
Sally B. Palmer ◽  
Dominic Abrams
Keyword(s):  
Social Exclusion ◽  
Group Dynamics ◽  
Peer Group ◽  
Bystander Intervention ◽  
Peer Group Dynamics

scholarly journals Challenging gender stereotypes: Theory of mind and peer group dynamics

2015 ◽  
Vol 19 (6) ◽  
pp. 999-1010 ◽  
Author(s):  
Kelly Lynn Mulvey ◽  
Michael T. Rizzo ◽  
Melanie Killen
Keyword(s):  
Theory Of Mind ◽  
Group Dynamics ◽  
Gender Stereotypes ◽  
Peer Group ◽  
Peer Group Dynamics

scholarly journals Dinamika Peer Group pada Mahasiswa Fakultas Psikologi Unika Atma Jaya: Penelitian Cross-sectional dengan Metode Sosiometri

MANASA ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 19-30
Author(s):  
Ferdinand Prawiro ◽  
Debrita Purbaningrum
Keyword(s):  
Undergraduate Students ◽  
Group Dynamics ◽  
Peer Group ◽  
Academic Problems ◽  
Time Dimension ◽  
Cross Sectional ◽  
Descriptive Research ◽  
Catholic University ◽  
Peer Group Dynamics ◽  
Study Participants

The current study aimed at describing the life of undergraduate student of Faculty of PsychologyAtma Jaya Catholic University of Indonesia through peer group dynamics. Peer group oftendetermined who will be asked to join for doing an academic group task (‘kelompok tugas’), whowill be chosen to hang out together (‘teman nongkrong’), dan who can be trusted to talk aboutpersonal issues (‘teman curhat’). Peer groups were not static, thus we also explored peer groupdynamics based on time dimension, i.e. beginning (‘semester 2’), middle (‘semester 4’) and end(‘semester 6’) period of study. An explorative-descriptive research design with sociometric methodswere used in the study. Participants were 126 undergraduate students from the same year of entry.Data were analyzed by means of sociomatrix, choice status of a person and sociogram. The resultsshowed the differences peer group dynamics between situations (kelompok tugas, teman nongkrong,teman curhat) and between periods of study (semester 2, semester 4, semester 6). This studyrevealed the possible use of sociometric methods for policy socialization strategy and as a methodfor identifying potential academic and non-academic problems.

Sociometric status and peer group dynamics

1988 ◽  
Vol 18 (3) ◽  
pp. 169-180 ◽  
Author(s):  
Jaipaul L. Roopnarine ◽  
Gerald R. Adams ◽  
Nina S. Mounts
Keyword(s):  
Group Dynamics ◽  
Peer Group ◽  
Sociometric Status ◽  
Peer Group Dynamics

scholarly journals Adolescents’ Negative Experiences in Organized Youth Activities

2007 ◽  
Vol 1 (3) ◽  
pp. 44-62 ◽  
Author(s):  
Jodi Dworkin
Keyword(s):  
Focus Groups ◽  
Group Dynamics ◽  
Peer Group ◽  
Positive Development ◽  
Dropping Out ◽  
Negative Experiences ◽  
Passive Response ◽  
Youth Activities ◽  
Peer Group Dynamics ◽  
Aversive Behavior

Research indicates that organized youth activities are most often a context of positive development. However, there is a smaller body of evidence suggesting that these activities are sometimes a context of negative experiences that may impede learning or lead to dropping out. To better understand negative experiences in youth activities, we conducted ten focus groups with adolescents. Youths’ descriptions provide an overview of the range of types of negative experiences they encountered, as well as how they responded to them. The most frequent types of negative experiences involved peers and peer group dynamics and aversive behavior attributed to the adult leaders of the activities. The youth described two types of responses to their negative experiences - a passive response of feeling negative emotions, and active coping, which sometimes led to learning.

A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics

2017 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Jessica Trach ◽  
Matthew Lee ◽  
Shelley Hymel
Keyword(s):  
Group Dynamics ◽  
Behavioral Problems ◽  
Social Dynamics ◽  
Peer Group ◽  
Group Processes ◽  
Emotional And Behavioral Problems ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Positive Effects

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.

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