Toward a Contextualized Social Developmental Account of Children's Group‐based Inclusion and Exclusion

Abrams, Dominic; Powell, Claire; Palmer, Sally B.; Vyver, Julie Van de

doi:10.1002/9781118773123.ch6

Cited by 11 publications

(10 citation statements)

References 73 publications

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“…At this stage, preference for ingroups guides attitudes and behaviors in intergroup contexts. From middle childhood, as youth develop perspective‐taking skills, they also evaluate others based on whether their behavior conforms with or deviates from group norms such as loyalty .…”

Section: Developmental Intergroup Approachmentioning

confidence: 99%

Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Palmer

Abbott

2017

Child Dev Perspectives

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Research on bystanders' responses to bullying shows the valuable contribution that prosocial or defender behaviors can have in reducing bullying in schools. In this article, we propose that a developmental intergroup approach (i.e., a developing understanding of social identities and related intergroup processes) is required to understand fully when and why children and adolescents help bullied peers in diverse contexts. First, we review theory and evidence on intergroup social exclusion to demonstrate the strength of a developmental intergroup approach when understanding responses to complex social scenarios in childhood and adolescence. Then, we review recent evidence that demonstrates the importance of examining group membership, group identity, and group norms to understand children's and adolescents' responses as bystanders in the context of bias‐based bullying. Finally, we consider implications for school‐based interventions and next steps for research.

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Section: Developmental Intergroup Approachmentioning

confidence: 99%

Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Palmer

Abbott

2017

Child Dev Perspectives

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“…Research has robustly shown that children and adolescents who do not conform to gender norms, or are considered atypical for their gender, are more likely to be verbally teased, rejected or socially excluded, and physically bullied than their more typical peers (D'Augelli, Pilkington, & Hershberger, 2002;Fagot, 1977;Horn, 2007;Jewell & Brown, 2014;Kochel, Miller, Updegraff, Ladd, & Kochenderfer-Ladd, 2012;Toomey, Ryan, Diaz, Card, & Russell, 2013;Zosuls, Andrews, Martin, England & Field, 2016). This is consistent with subjective group dynamics theory, which states that deviant group members are often censored or "policed" by their peers in order to encourage conformity (Abrams et al, 2017;Abrams & Rutland, 2008). Indeed, gender atypicality has been shown to be more important than sexual orientation in predicting peer harassment.…”

Section: Gender and Gender-based Harassmentmentioning

confidence: 57%

“…Every social group has its own specific set of norms, or rules, that differentiate it from other groups (Abrams, Powell, Palmer, & Van de Vyer, 2017). For children and adolescents, gender is a particularly salient social group.…”

Section: Gender and Gender-based Harassmentmentioning

confidence: 99%

“…Indeed, children who are low in same-gender and high in other-gender typicality have the lowest self-esteem, are the most asocial, and have the most social anxiety compared to their peers (Martin et al, 2017). According to subject group dynamics theory (Abrams et al, 2017;Abrams & Rutland, 2008), these youth would be the most deviant group members, and as argued by self-discrepancy theory (Higgins, 1987), may feel the most dissonance between others' expectations of them and their own identity. These youth, when combined with perceiving strong pressure to conform to norms, may be particularly likely to engage in GBH perpetration towards atypical peers.…”

Section: Perpetrators Of Gender-based Harassmentmentioning

confidence: 99%

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Gender-based harassment in early adolescence: Group and individual predictors of perpetration

Tam

Jewell

Brown

2019

Journal of Applied Developmental Psychology

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“…Intragroup processes pertain to judgments that people, including children, make about members in the groups to which they belong. It has been shown that older children (aged 10-11 years) are sensitive to intragroup differences between ingroup members and make judgements concerning punishment and exclusion based on a group member's behavior vis-à-vis group values (Abrams et al 2017(Abrams et al , 2003. To our knowledge, no research has examined the impact of emotions experienced from being a group member on intragroup social exclusion.…”

Section: Group-based Emotionmentioning

confidence: 99%

Children’s Social Appraisal of Exclusion in Friendship Groups

Jones

Rutland

2019

Int Journal of Bullying Prevention

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Previous research has shown that group processes are particularly pertinent to children's bullying, and who they socially exclude and include. This paper looks at how children's responses to social exclusion change according to their friends' group-based emotions. Children aged 8-11 years (N = 77) read stories about a friendship group to which they were said to belong and an instance of mild social exclusion. In the stories, the participants' friends' emotional reaction to the exclusion (pleased versus angry) was manipulated. Measures of assertive bystanding intentions and responses towards the friendship group and the social exclusion were taken. Children showed more assertive bystanding intentions when their friendship group was depicted as angry and they reported more anger when reacting to social exclusion. A mediation effect was found, with a perception of the friendship group's emotion as anger being related to increased assertive bystanding, through an increase in the participant's own anger towards their group's act of social exclusion. This study is among the first to show that from 8 years of age, the social appraisal of group emotions can account for children's reactions to social exclusion in a friendship group. Directions for future research in social appraisal of group-based emotion in social exclusion situations are discussed.

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Toward a Contextualized Social Developmental Account of Children's Group‐based Inclusion and Exclusion

Cited by 11 publications

References 73 publications

Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Bystander Responses to Bias‐Based Bullying in Schools: A Developmental Intergroup Approach

Gender-based harassment in early adolescence: Group and individual predictors of perpetration

Children’s Social Appraisal of Exclusion in Friendship Groups

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