The importance of socializing with peers for you and your child with special health care needs. Most humans are ... Chil
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HEALTH INFORMATION CENTER
SOCIALIZATION WITH PEERS
The importance of socializing with peers for you and your child with special health care needs Most humans are naturally social, and socializing with peers provides children with opportunities for problem solving, developing new perspectives, and social support. Children who are not well accepted into a peer group are at risk for later maladjustment including depression, anxiety, aggression, and possibly victimization (Ladd & Troop-Gordon, 2003; Waldrip, Malcolm, & JensenCampbell, 2008). Children and adolescents with special health care needs are at increased risk for social problems due to health-related issues such as restricted activity, absence from school, and feelings of alienation (La Greca, 1990). Understanding the stages of social development can help parents identify strategies to help their child with a special health care need.
Children socializing across age groups These are some of the social development stages that children go through.
Infants: Point, smile, vocalize, take turns Very young toddlers: Parallel play: imitate others’ play, not particularly interactive. Toy struggles are common Toddlers: Fantasy play like run-chase games, playing pretend, and beginning to recruit others into pretend play. Scripted joint play like playing a doctor, mother, father, or police. Beginning of early friendships
Childhood: Peer group size expands. Develops close friendships almost exclusively within gender. Recognize differences, sorts, and names items/ people. Gossip increases—not necessarily negative (provides entertainment and builds group solidarity). Appreciates others’ perspectives, feelings, and ideas Adolescence and beyond: Peer network size decreases, friends provide support and advice more than parents, intimate self-disclosure is common, accept and understand the need to establish relationships with others, dating
What parents can do Infants
Babble and coo back to your baby Talk to your infant—describe things using lots of color and shape words Place the infant so he or she can watch adults and children communicate
Very young toddlers Enforce a “no hitting” rule Watch your toddler play and imitate, describe and praise activity—“Special Time” play Avoid questions and commands Toddlers Set up play dates or some time in child care if possible
Encourage fantasy play during special time Describe, imitate, and praise your child’s efforts Help your child to regulate his or her own emotions (You cannot do it for him or her)
Childhood Help your child ‘educate’ classmates about his or her illness Encourage aggression and emotional control Organize sports and activities Allow your child to attend summer camps or activities and participate in supervised online support groups Adolescence Expect your child to be fun, enlightened, and joyful Encourage your child in daily activities and compliment his or her strengths Help your child fit in where possible (Make-up, hair—choose your battles wisely)
How to help prevent bullying and cyberbullying
Help your child ‘educate’ classmates about his or her illness Teach your child to solve problems without violence Really listen when you ask about your child’s day Take reports of bullying seriously—it might be your only chance Establish rules about appropriate use of computers, cell phones, and other technology Be smart about what to post: Don’t share if it could hurt or embarrass someone Be aware of who should see the information and pictures your child posts online Keep passwords safe and do not share them with friends
Wyoming Family to Family Health Information Center
Resources for families FIRST: Check the association specific to your child’s illness or disability (e.g. American Diabetes Association) Camps for chronically ill children
National Dissemination Center for Children and Youth with Disabilities—http://nichcy.org
Serious Fun (founded by Paul Newman)—http://www. seriousfunnetwork.org
Summer Fun—http://fcsn.org/summercamps
Support groups and other information for children BraveKids—http://www.bravekids.org/ Bullying
Stop Bullying—http://www.stopbullying.gov/index.html
Stop CyberBullying—http://www.stopcyberbullying.org/ index2.html
Common sense Media—http://www.commonsensemedia.org/
Crime Prevention Council—http://www.ncpc.org/ topics/bullying
References La Greca, A.M. (1990) Social consequences of pediatric conditions: Fertile area for future investigation and intervention? Journal of Pediatric Psychology, 15, 285–307. Ladd, G.W. & Troop-Gordon, W. (2003). The role of chronic peer difficulties in development of children’s psychological adjustment. Child Development, 74, 1344-1367. Martinez, W. Carter, J.S., & Legato, L.J. (2011). Social Competence in Children with Chronic Illness: A meta-analytic review. J. of Pediatric Psychology, 36, 878-890. Pinquart, M., & Teubert, D. (2012) Academic, Physical and Social Functioning of Children and Adolescents with Chronic Physical Illness: A Meta-analysis. Journal of Pediatric Psychology, 37, 376389. Waldrip, A.M., Malcolm, K.T., & Jensen-Campbell, L.A. (2008). With a Little Help from Your Friends: The importance of Highquality Friendships on Early Adolescent Adjustment. Social Development, 14, 832-852.
A FORCE FIGHTING FOR PEOPLE WITH DISABILITIES
http://www.uwyo.edu/wind/f2f/ Wyoming Institute for Disabilities: 1-888-989-9463 UPLIFT–Federation of Families: 1-888-875-4383 This publication was made possible by grant number 1 H84MC24069 from the Health Resources and Services Administration’s Maternal and Child Health Bureau. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Health Resources and Services Administration. The information for this fact sheet was provided by Anne Bowen, Ph.D., University of Arizona.
2013
