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Course Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions:

1. At what age level do children begin to display the ability to discern who is ‘popular’ and who is not?
2. What are four myths of popularity?
3. What are seven components of relational aggression in cliques?
4. What are the five steps in the Compromise on Conformity technique?
5. What are the four aspects of the ‘clique chick’?
6. What are the three factors of the impact of manipulation on a client within a clique structure?
7. What are the Six steps in the clique desensitizing technique?

Answers:

A.  Seven components are, looks, differences, the gay issue, conceit, exclusion, rumors, and the label ‘slut’.
B.  These five steps are, paying attention to the adolescent’s style, undergarments, facial or body hair, hygiene, and compromising on media.
C.  Three factors are the emotional toll of manipulation, diminished self-reliance and self-esteem, and entrapment and victimization. 
D.  Defining terms, recognizing emotional reasoning, creating a tape, relaxation, practice, and desensitization in practice.
E.  Four aspects are, what makes the clique chick tick, the clique squeeze, rapid responses, and the bottom line.
F.  Four myths are popularity equals happiness, popularity gives people self confidence, popular students have more friends and better friendships, and everyone likes popular people.
G.  Children begin to be able to point out ‘popular’ children by kindergarten age.

Course Article Questions The answer to Question 8 is found in Section 8 of the Course Content. The Answer to Question 9 is found in Section 9 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.

Questions

8. What is a key difference between male and female adolescent cliques?
9. What are Lucia’s five guidelines for teen clients concerning developing healthy friendships?
10. According to Farmer, how can aggressive and disruptive behavior be supported by interactions with peers outside the clique?
11. What are three erroneous assumptions concerning cliques and peer rejection?
12. What advice might you give a teen client regarding determining if their friendship group is a "negative clique?"
13. What did Damico’s study reveal about the connection between clique membership and academic achievement?
14. According to Bishop, what are seven common clique and popular crowd characteristics within their peer ecologies?
15. What did Chang’s study reveal about the role of teacher attitudes on aggressive behavior in the classroom?
16. According to Rodkin, what two parent practices may result in children being more likely to be victimized by cliques or other peer aggressors?
17. In what three areas did the study by Baumeister demonstrate that social rejection caused declines in self-regulation?
18. What two parental characteristics were associated with higher odds of child bullying perpetration as found in this study?

Answers

A.  1. Beware of cliques; 2. acknowledge your stress; 3. follow your interests; 4. seek advice; 5. be creative
B.  Children are more likely to be victimized if their parents engage in practices that 1. impede autonomy development or 2. threaten the parent-child relationship
C.  Damico found that aptitude test scores were unrelated to clique membership. Nevertheless, the clique a student was in was a better predictor of GPA than an aptitude test taken during the year.
D.  1. Role models; 2. strong social skills; 3. validating the popularity of others; 4. admission rules; 5. attracting the opposite sex; 6. posers; 7. power players and dominance by insult
E.  According to Berndt, girls appear more interpersonally competent and concerned with intimacy, disclosure, and exclusivity in their friendships than boys
F.  1.  Aggression leads to rejection; 2. Peer rejection leads to problematic outcomes; 3. All friendships are good.
G. The processes (i.e., ostracization, name calling, bullying) through which cliques and peer groups maintain their social boundaries.   The jockeying for social power across groups can lead to animosity between distinct groups, even a climate of "open warfare" between opposing groups.
H.  When teachers were warm and caring to everybody, children were less rejecting of aggressive peers than when teachers had very negative beliefs about aggression. However, when teachers had very negative beliefs about aggression the aggressive children in their classrooms perceived themselves as socially competent and efficacious.
I.  Those who received information that no one in their group wanted to work with them were more likely to 1. eat more snack foods, 2. give up sooner on frustrating tasks, and 3. have a harder time paying attention in dichotic listening tasks.
J.   You might advise the teen client to take a realistic look at how group members treat outsiders. Are they welcoming and accepting of others? Or do they say or do things to let others know they're not wanted?
K.   negative parental perceptions of the child (the child bothers them, frequently makes them angry, is hard to care for) and suboptimal maternal mental health

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