Developing Positive Relationships, BK1 C2, Collins

Developing Positive Relationships, BK1 C2, Collins

1. C's relationship with care givers

   • Scroufe et al 2005
     • 3 aspects positive parent c relationships- similar bowlby
       • 'haven of safety'
         • 'explore'
           • 'source reassurance'
     • components positive relationships
       • provide simulation
       • provide guidence + set limits
       • provide interactive support for prob solving
       • support c's competence in broader world by making + supporting soc contacts outside home
   • Bowlby attachment t
     • useful but has to be viewed critically
     • attachment + separation behaviour understanding useful to help c who show signs unusual stress
   • c rarely given voice in fam constrution
     • 4 yrs able give coherrent accounts of relationships
   • Hinde 1992
     • need to look at ecological context to understand fam + their interactions

2. Relationship with peers

   • Power
     • c noted other c as most powerful in school
     • linked popularity, ability influence
       • from ability to challange adults norms + expectations
         • prac need to be aware of this
     • dynamic more equal than adult c relationships
   • Friendships
     • Definitions
       • 8-12yrs is: companionship, intimacy, + effection
         • adults: loyalty + commitmet
           • evolves teenage yrs: intimacy, share probs + give advice, reason together, + define themselves
       • 4 imp aspects
         • 1. emotional resources, both having fun + adapting to stress
           • 2. cognitive resources: prob solving + knowledge
             • 3. contexts social skills gained + dev
               • 4. forerunners subsequent relationships
     • Voluntary
       • may play together but still not consider themselves friends
     • better predictor of adult adaptation than school grades
       • Panker + Asher 1987
         • high correlation: low acceptance + school drop out rate, crime + aggressiveness to peers
     • prob for traveller c, immigrant c, + LA c- move around + not enough time to dev frienships
     • support base similar to carers
       • give confidence, linked alturism + self concept
     • gender: boys more interested in what they play +compete, girls want close friends- but more volitile
     • area of more conflict but use soft skills to work it out
     • helps dev TOM (varies in c) + ID
       • lacks research
   • Learning
     • Damon + Phelps 3 main areas peer teaching
       • 1. peer tutoring, 2. coop learning, 3. peer collaboration
     • Topping 2001 Peer Assisted Learning PAL
       • Peer: tutoring, modelling, monitoring, assesment, education
         • ISSUES:not backed up by evidence peers better tutors
     • Needs to be viewed a dev advantage + not dev necessity

3. Bullying

   • difficult to define
     • 2 types, direct + indirect
       • direct: openly attacked
         • indirect: manipulation, isolation
     • when does teasing become bullying?
       • cyber bullying- can no longer be left at school gates
         • difficult for adults monitor
     • how often does it have to happen?
   • Schools:
     • lots anti bullying campaigns but difficult measure effectiveness
     • can't change society, anti bullying needs to be modelled
       • anti bullying message seem at odds with examples power + control
         • teachers under pressure raise academic standards, can be detrimental for some c
   • the extent it affect c means it has to be combated
     • uncertainties exact cause, extent + nature
     • can seriously affect their wellbeing
       • positive rel need to be fostered + supported by pract

4. Relationship with sibling

   • Harris 1995
     • Genetics better predictor similarites
     • 'reactive' or 'evocative' effect c have result in different response from carers
       • can then accentuate differences
     • controversally stated: peer relations + genetice coube be more imp than parents in c dev
   • siblings
     • never feel alone
       • usually spend more time together than care givers esp dads
         • BUT: alone time difficult or impossible esp is against cultural norms
     • supportive
       • more playful + less care giving
         • BUT: elder sibling can act as care giver esp if younger disabled
       • helps dev + refine social skills
       • give support times of stress + devise coping stratergies
     • pracitioners: have to be aware of rivalry, competitivity
       • should be placed together, help continuity
         • BUT: they don't alway get on, age affect power dynamics