Assignment: Peer Group Socialization Mechanisms

Assignment: Peer Group Socialization Mechanisms
Assignment: Peer Group Socialization Mechanisms
Using online library resources, and the Internet, research peer group socialization mechanisms and peer group dynamics. Then, do the following:
Select one age group to which you want to apply your analysis of peer group socialization mechanisms and dynamics.
Select one of the following:
One peer-group mechanism (such as reinforcement, modeling, punishment, or apprenticeship)
One peer-group dynamic (such as inclusion/exclusion, clique inclusionary/exclusionary techniques, bullies and victims, gangs, peer collaboration, tutoring, or counseling)
Based on your choices and research, respond to the following:
according to Assignment: Peer Group Socialization Mechanisms, Explain how your chosen mechanism or dynamic for one child shapes the behavior of another. For example, how does the reinforcement of one child’s behavior impact the behavior of another child?You need to clearly bring out the point in this while connecting it to peer group socialization mechanisms.
Assignment: Peer Group Socialization Mechanisms
How could some of the following developmental tasks of your chosen age group be influenced positively or negatively by your selected mechanism or dynamic?
Belonging needs
Social interaction
Getting along with others
Moral and value development
Personal independence
Assignment: Peer Group Socialization Mechanisms
Requirements: Peer group socialization mechanisms
Write your initial response in a minimum of 300–400 words. Apply APA standards to citation of sources, including use of in-text citations and full references. Incorporate information from at least two academic sources to support your statements or ideas. Consider commenting on the following:
Do you agree with your peers’ explanations of how the chosen mechanism or dynamic for one child shapes the behavior of another and influences the listed developmental tasks? Why or why not? Given an answers that intellectually explores this area.
Suggest an alternative explanation if the dynamic or mechanism selected by your peers is different from your choice. Give reasons for your explanations. Make sure to support your reasons with literature from reputable sources.
Select a dynamic or mechanism different from your earlier choice and explain its impact.
Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

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APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

according Assignment: Peer Group Socialization Mechanisms I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

Assignment: Peer Group Socialization Mechanisms states that For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication is so very important. There are multiple ways to communicate with me: 

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Peers, or a group of people with similar interests, ages, backgrounds, or socioeconomic standing, can be a valuable source of knowledge, feedback, and support for people as they build their sense of self. Peers assist in socialization by rewarding or penalizing certain behaviors or interpersonal interactions. Peers are important throughout a person’s social development, but studies show that this is especially true throughout adolescence.
While most research indicates that family has the greatest influence on personality development (Hutteman et al. 2014), peers can have a significant impact, especially during childhood and adolescence.
The process through which an individual obtains the necessary behavioral and social skills, as well as the social standards of his or her culture, in order to become a functioning and accepted member of the group, is known as socialization. The process of socialization, on the other hand, not only teaches appropriate behaviors within a group, but it can also have an impact on how…
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A. Alberts, D. Elkind, and S. Ginsberg (2007). Early adolescent risk-taking and personal fable. 71–76 in Journal of Youth and Adolescence, 36(1).
Assignment: Peer Group Socialization Mechanisms
Back, M.D., Baumert, A., Denissen, J. J., Hartung, F.M., Penke, L., Schmukle, S. C., & Wrzus, C. Google Scholar Back, M.D., Baumert, A., Denissen, J. J., Hartung, F.M., Penke, L., Schmukle, S. C., & Wrzus, C. (2011). PERSOC is a unified paradigm for understanding how personality and social connections interact dynamically. 90–107 in European Journal of Personality, vol. 25, no. 2.
Bellmore, A. D., Nishinia, A., Witkow, M. R., Graham, S., and Juvonen, J. Google Scholar Bellmore, A. D., Nishinia, A., Witkow, M. R., Graham, S., and Juvonen, J. (2007). In middle school, the impact of classroom ethnic mix on same- and other-ethnicity peer nominations. 720–740 in Social Development, 16(4).
J. A. Clausen (Ed.). Google Scholar Clausen, J. A. (1968). Society and socialization. Little, Brown, Boston.
C. H. Cooley, C. H. Cooley, C. H. Cooley, C. H (1902). The self as seen through a mirror. Seribner’s, New York (pg. 179–185).
Dumas, T., and Wolfe, D. (Google Scholar) (2012). In the setting of peer pressure and control, identity formation serves as a buffer for teenage risk behaviors. 917–927 in Journal of Adolescence.
D. Elkind, D. Elkind, D. Elkind, D. Elkind, D (1967). The conservation issues that Piaget faced. Child Development, vol. 38, no. 4, pp. 15–27.
Ford, D. H., and Urban, H. B. (Google Scholar) (1963). A comparative analysis of psychotherapy systems. Wiley & Sons, Hoboken, NJ.
Gavin, L. A., and Furman, W. Google Scholar Gavin, L. A., and Furman, W. (1989). Adolescents’ impressions of their peer groups vary with age. Developmental Psychology, vol. 25, no. 5, p. 827.
Scholar on Google

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