COMPETENCY: Conduct a mini survey on Filipino relationship
WHAT IS SOCIAL RELATIONSHIP?
Social Relationships tend to be less intimate, with lesser self-disclosure involved, but may still be exclusive, and may demand certain levels of loyalty as in fraternities or religious organizations, and to a lesser extent, loosely knitted social clubs like practitioners of certain specialized professions.
Middle and late adolescents usually find themselves in the company of their peers, usually from the school or the neighborhood. From high school to college, adolescents mature faster socially, and new lessons are learned especially on how their social interactions affirm their self-identity, increase their self-esteem, and develop their capacity to nurture relationships.
Goleman’s Social Intelligence Theory
Emotional Intelligence author, Daniel Goleman, explained in his book, Social Intelligence: The New Science of Human Relationships (2006), how our brains are wired to connect with other people, and how part of the human brain located just above the eyes called the orbitofrontal cortex (OFC) is connected directly to the three(3) major regions of the brain: the cortex, the amygdala, and the brain stem.
Goleman pointed out that the OFC provides an immediate connection between though, emotions, and behavior. It immediately calculates our feelings and thought about a person and how that other person feels and thinks about us, and what actions we take after this quick assessment.
SOCIAL INFLUENCE
According to Rashotte, the authors: Defined social influence as things such as behavior, actions attitude, concepts, ideas, communications, wealth, and other resources that bring about changes in the beliefs, attitudes, and/or behavior of persons as a result of the action/s of another person.
Herbert Kelman, a Harvard psychologist, suggested that there are three(3) varieties of social influence, namely: 1. Compliance 2. Identification 3. Internalization
Compliance
Is when a person seems to agree, and follows what is requested or required of him or her to do or believe in, but does not necessarily have to really believe or agree to it;
Identification
Is when a person is influenced by someone he or she likes or looks up to, like a movie star, social celebrity, or a superhero;
Internalization
Is when a person is able to own a certain belief or act, and is willing to make it known publicly and privately.
Conformity
A type of social influence that involves a change in behavior, belief, or thinking to be like others. It is the most common and pervasive form of social influence. Social psychology research in conformity tends to distinguish between two varieties: information conformity (“internalization” in kelaman’s term) and normative conformity (“compliance” in Kelman’s terms).
It is very strong particularly among middle and late adolescents. This is supported by the fact by the fact that an adolescent in this age group is most susceptible to a compelling need to seek approval from others and be accepted by them in order to become a friend and to belong to a social group.
Conversion
Occurs when an individual whole-heartedly changes his or her original thinking and beliefs, actions, and attitudes to align with those of the other members of a group.
Minority influence
Happens when a bigger number of people are influenced by much smaller number or people and when the minority’s way of looking at and doing things are accepted.
Reactance
Is when there is a willing rejection of a social influence being exerted on an individual or group. This is also known as anti- or non-conformity. Reactance is a reverse reaction to some social influence that is being imposed by a person or a group on another.
Obedience
Is another form of social influence wherein a person follows what someone tells him or her to do, although it may not necessarily reflect the person’s set of beliefs or values. Similar to compliance, obedience usually stems from either respect or fear of the authority figure.
Persuasion
Is used by one person or group to influence another to change their beliefs, action, or attitudes by appealing to reason or emotion.
It appears that most teens do not experience adolescent “storm and stress“ to the degree once famously suggested by G. Stanley Hall, a pioneer in the study of adolescent development. Only small numbers of teens have major conflicts with their parents (Steinberg & Morris, 2001), and most disagreements are minor. For example, in a study of over 1,800 parents of adolescents from various cultural and ethnic groups, Barber (1994) found that conflicts occurred over day-to-day issues such as homework, money, curfews, clothing, chores, and friends. These disputes occur because an adolescent’s drive for independence and autonomy conflicts with the parent’s supervision and control. These types of arguments tend to decrease as teens develop (Galambos & Almeida, 1992).
As adolescents work to form their identities, they pull away from their parents, and the peer group becomes very important (Shanahan, McHale, Osgood, & Crouter, 2007). Despite spending less time with their parents, most teens report positive feelings toward them (Moore, Guzman, Hair, Lippman, & Garrett, 2004). Warm and healthy parent-child relationships have been associated with positive child outcomes, such as better grades and fewer school behavior problems, in the United States as well as in other countries (Hair et al., 2005).
Although peers take on greater importance during adolescence, family relationships remain important too. One of the key changes during adolescence involves a renegotiation of parent–child relationships. As adolescents strive for more independence and autonomy during this time, different aspects of parenting become more salient. For example, parents’ distal supervision and monitoring become more important as adolescents spend more time away from parents and in the presence of peers. Parental monitoring encompasses a wide range of behaviors such as parents’ attempts to set rules and know their adolescents’ friends, activities, and whereabouts, in addition to adolescents’ willingness to disclose information to their parents. (Stattin & Kerr, 2000) Psychological control, which involves manipulation and intrusion into adolescents’ emotional and cognitive world through invalidating adolescents’ feelings and pressuring them to think in particular ways is another aspect of parenting that becomes more salient during adolescence and is related to more problematic adolescent adjustment.
As children become adolescents, they usually begin spending more time with their peers and less time with their families, and these peer interactions are increasingly unsupervised by adults. Children’s notions of friendship often focus on shared activities, whereas adolescents’ notions of friendship increasingly focus on intimate exchanges of thoughts and feelings.
I. Place five (5) pictures of individuals you know in the boxes below. Identify their roles in your life and state their influence in our development as an adolescent.
II. Choose five (5) of your classmates. Ask for their comments and perceptions about yourself. Tell them to be honest about their comments on you.
Write a reflective journal about what you have learned in this lesson.