Dimensions of peer relationships among adolescents

Introduction & Review of Literature Introduction Social encounters of human beings occur within organized frameworks that comprise interlocking relationships embedded in interlocking social networks. Relationships defined as aggregations of interactions that endure overtime and that form the basis for reciprocal interpersonal expectations (Hinde, 1997), are thus basic social contexts. Competence in communication, impulse regulation, getting along with others and knowledge about the world, emerge mostly from early relationships and are refined continuously with them. Relationships are resources that buffer one from stress and are instruments for both cooperative and competitive problem solving. Well-functioning relationships have a bearing on mental and physical health and well-being (Reis & Collins, 2004). One type of such relationship is the relationship with peers. Peer relationship refers to a relationship which involves mutual knowledge, esteem, and affection (Piaget, 1965). At times the terms peers and friends are used synonymously. However both are not the same. ‗Peers' refers to a broader category of an individual's age mates, in school or at home. ‗Friends' are one type of category of peers. The major difference between the two is that intimacy is a part of the relationship between friends but not that of peers. Peers have a more casual relationship with each other as compared to friends who are confidants to each other and share their in-depth emotions and feelings. Friendship is only one type amongst the many types of peer relationships that exist. Whether one refers to interaction between toddlers or interaction between teenagers, the weight of the research evidence suggests that peers are necessities not luxuries in human development. Contacts with peers, especially with friends serve many significant functions in children's lives and development (Asher & Parker, 1989; Furman & Robbins, 1985; Hartup & Sancillio, 1986). Peer relationships are of significance even to the young child (Gottman & Parkhurst, 1980; Howes, 1988), and they assume increasing Dimensions of Peer Relationship Among Adolescents 2 importance as children grow older (Ellis, Rogoff, & Cromer, 1981). As children move into preschool years, they spend more time in the company of other children. Research indicates that play with peers provides children with important opportunities to discuss feelings, expand thought processes and knowledge, and experiment with language and social roles. Children learn social skills in the peer group-sharing, helping, taking turns and dealing with conflict. They learn how to lead and how to follow. Physical and cognitive skills develop through peer interactions. Peers also provide emotional support (Dishion & Stormshack, 2007; Grusec, 2006). The degree of cooperation, communication and interaction that young children are capable of with peers also increases dramatically across early childhood as communication skills, cognitive development and emotional control improve. Peers are important sources of companionship and recreation, share advice and valued possessions, serve as trusted confidants and critics, act as loyal allies, and provide stability in terms of stress or transition. Peer relationships and friendships have a special place in the lives of adolescents (Jin, Tepper, & Russell, 2009). Adolescence is marked by a need to establish ones separate identity (Blos, 1967). A certain degree of distancing from parents is thought to occur as adolescents become preoccupied with concerns about autonomy and self-governance (Hill & Holmbeck, 1986; Steinberg, 1988). Research indicates that adolescents interact with peers more frequently and longer than when they were younger, both within school and out of school. Adolescents come to desire or need intimate confidants with whom they can share and explore their opinion about others and concerns,