Группы сверстников: влияние на развитие и социализацию

Primary group of people with similar interests, age, background, or social status

In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. The members of this group are likely to influence the person's beliefs and behaviour. During adolescence, peer groups tend to face dramatic changes. Adolescents tend to spend more time with their peers and have less adult supervision. Peer groups give a sense of security and identity. A study found that during the adolescent phase as adolescents spend double time with their peers compared to the time youth spend with their parents. Adolescents' communication shifts during this time as well. They prefer to talk about school and their careers with their parents, and they enjoy talking about sex and other interpersonal relationships with their peers. Children look to join peer groups who accept them, even if the group is involved in negative activities. Children are less likely to accept those who are different from them. Social interaction among peers may influence development; quality of life outcomes. This interaction and positive relationship benefit subjective wellbeing and have a positive effect on mental and physical health. Cliques are small groups typically defined by common interests or by friendship. Cliques typically have 2–12 members and tend to be formed by age, gender, race, and social class. Clique members are usually the same in terms of academics and risk behaviors. Being part of a clique can be advantageous since it may provide a sense of autonomy, a secure social environment, and overall well being. Crowds are larger, more vaguely defined groups that may not have a friendship base. Crowds serve as peer groups, and they increase in importance during early adolescence, and decrease by late adolescence. Unlike other agents of socialization, such as family and school, peer groups allow children to escape the direct supervision of adults. Among peers, children learn to form relationships on their own, and have the chance to discuss interests that adults may not share with children, such as clothing and popular music, or may not permit, such as drugs and sex. Peer groups can have great influence or peer pressure on each other's behavior, depending on the amount of pressure. However, currently more than 23 percent of children globally lack enough connections with their age group, and their cognitive, emotional and social development are delayed than other kids.

Developmental psychologists, Lev Vygotsky, Jean Piaget, Erik Erikson, Harry Stack Sullivan, and social learning theorists have all argued that peer relationships provide a unique context for cognitive, social, and emotional development. Modern research echoes these sentiments, showing that social and emotional gains are indeed provided by peer interaction. Vygotsky's Sociocultural Theory focuses on the importance of a child's culture and notes that a child is continually acting in social interactions with others. He also focuses on language development and identifies the zone of proximal development. The Zone of Proximal development is defined as the gap between what a student can do alone and what the student can achieve through teacher assistance. The values and attitudes of the peer group are essential elements in learning. Those who surround themselves with academically focused peers will be more likely to internalize this type of behavior. Piaget's theory of cognitive development identifies four stages of cognitive development. He believes that children actively construct their understanding of the world based on their own experiences. In addition Piaget identified with aspects of development, occurring from middle childhood onwards, for which peer groups are essential. He suggested that children's speech to peers is less egocentric than their speech to adults. Egocentric speech is referring to the speech that is not adapted to what the listener just said. Erikson went on to describe how peer pressure is a key event during the adolescences stage of psychosocial development. In his Latency stage, which includes children from 6–12 years old and this is when the adolescents begin to develop relationships among their peers. Harry Stack Sullivan has developed the Theory of Interpersonal Relations. Sullivan described friendships as providing the following functions: (a) offering consensual validation, (b) bolstering feelings of self worth, (c) providing affection and a context for intimate disclosure, (d) promoting interpersonal sensitivity, and (e) setting the foundation for romantic and parental relationships. In The Nurture Assumption and No Two Alike, psychologist Judith Rich Harris suggests that an individual's peer group significantly influences their intellectual and personal development. Several longitudinal studies support the conjecture that peer groups significantly affect scholastic achievement, particularly when adult involvement is low. Relatively few studies have examined the effect peer groups have on tests of cognitive ability. However, there is some evidence that peer groups influence tests of cognitive ability.

Peer groups provide perspective outside of the individual's viewpoints. Members inside peer groups also learn to develop relationships with others in the social system. Peers, particularly group members, become important social referents for teaching other members customs, social norms, and different ideologies. Positive peer relationships improve social interaction and enhance positive engagement levels in adolescents with and without disabilities. Peers foster overall well being by offering practical, emotional, and social support.

Peer groups can also serve as a venue for teaching members gender roles. Through gender role socialization, group members learn about sex differences, and social and cultural expectations. While boys and girls differ greatly, there is not a one to one link between sex and gender roles with males always being masculine and females always being feminine. Peer groups can consist of all males, all females, or both males and females. Studies show that the majority of peer groups are unisex. Adolescents are expanding their perspective beyond the family and learning how to negotiate relationships with others in different parts of the social system. Peers, particularly group members, become important social referents. and even the development and expression of prejudice.

Peer groups provide an influential social setting in which group norms are developed and enforced through socialization processes that promote in group similarity. Peer groups' cohesion is determined and maintained by such factors as group communication, group consensus, and group conformity concerning attitude and behavior. As members of peer groups interconnect and agree on what defines them as a group, a normative code arises. This normative code can become very rigid, such as when deciding on group behavior and clothing attire. The identity formation process is an important role in an individual's development. Erik Erikson emphasized the importance of identity formation, and he illustrated the steps one takes in developing his or her sense of self. He believed this process occurs throughout one's entire life. Peer interactions have a significant impact on adolescents, developing empathy, conflict resolution, and interpersonal skills, these relationships also play a crucial role in shaping body image and satisfaction.

The term peer pressure is often used to describe instances where an individual feels indirectly pressured into changing their behavior to match that of their peers. Taking up smoking and underage drinking are two of the best known examples. In spite of the often negative connotations of the term, peer pressure can be used positively, for example, to encourage other peers to study, or not to engage in activities such as the ones discussed above. Although peer pressure is not isolated to one age group, it is usually most common during the adolescent stage. Adolescence is a period characterized by experimentation, and adolescents typically spend a lot of time with their peers in social contexts. Teenagers compel each other to go along with certain beliefs or behaviors, and studies have shown that boys are more likely to give in to it than girls. There has been much research done to gain a better understanding about the effects of peer pressure, and this research will allow parents to handle and understand their children's behaviors and obstacles they will face due to their peer groups. Learning how peer pressure impacts individuals is a step to minimizing the negative effects it leads to.

Success of peer relationships is linked to later psychological development and to academic achievement. Therefore, if one does not have successful peer relationships it may lead to developmental delays and poor academic achievement—perhaps even in completion of a high school degree. Children with poor peer relationships may also experience job related and marital problems later in life.

Social behaviors can be promoted or discouraged by social groups, and several studies have shown that aggression and prosociality are susceptible to peer influence. A longitudinal study done in 2011 focused on these two behaviors. A sample of adolescents was followed over a one year period, and results showed that adolescents who joined an aggressive group were more likely to increase their aggression levels. Also, adolescents were likely to display prosocial behaviors that were similar to the consistent behaviors of the group they were in. An adolescent's peer group plays a role in shaping him or her into an adult, and the lack of positive behavior can lead to consequences in the future.

Adolescence is also characterized by physical changes, new emotions, and sexual urges, and teenagers are likely to participate in sexual activity. A longitudinal study done in 2012 followed a group of adolescents for thirteen years. Self reports, peer nominations, teacher ratings, counselor ratings, and parent reports were collected, and results showed a strong correlation between deviant peer groups and sexual promiscuity. Many teens claimed that the reasons for having sex at a young age include peer pressure or pressure from their partner. The effects of sexual activity at a young age are of great concern. Pregnancy and sexually transmitted diseases are only a few of the consequences that can occur.

In peer dominated contexts, functional diversity may lead to marginalization and exclusion. Socially excluded children may have unsatisfying peer relationships, low self esteem, and lack of achievement motivation, which affect their social and academic aspects of life, mental health, and general well being. Individuals with disabilities encounter challenges in peer relationships, including deficits in social skills such as emotion detection, conflict resolution, and conceptual understanding.

In one cross sectional, correlational study, four different developmental stages were examined: preadolescence (Grades 5 and 6), early adolescence (Grades 7 and 8), middle adolescence (Grades 9 and 10) and late adolescence (Grades 11 and 12). Self report measures were used in which adolescents completed questionnaires. First, the students rated the importance of being in a popular group. Next, positive and negative behaviour were assessed. The extent to which students were bothered by negative behaviour targeted at them by others in their groups was also assessed. Structural group properties were also examined, including: group leadership or status hierarchy, group permeability, and group conformity. Preference for same race grows stronger as youth develop. When Latino and Caucasian youth were given surveys asking them to indicate who in their school they had the highest preference to spend time with, they both nominated peers of their same race over peers of different races. This is especially prevalent in classrooms and schools that have a clear cut majority and minority racial groups. Though benefits of homophily are met, preference for one's own racial group can lead to rejection of the racial out group, which can cause stress for both groups particularly in females.

For classrooms and schools that have a more equal distribution of racial groups, there can be more socialization across peer groups. Cross racial peers groups can be very beneficial, lowering prejudice and increasing prosocial behaviors. Having a cross racial friend has also been shown to give youth a higher status and feel more socially satisfied. Diverse peer groups also lower the feelings of victimization felt by youth.

An effective approach to promoting peer relationships among adolescents with disabilities may require a comprehensive strategy that addresses the individual and social aspects of support, fostering understanding. This might involve imparting information and resources on disabilities to both peers and schools, organizing meaningful social activities with friends, and providing emotional support.