Toward a contextualized social developmental account of children?s group dynamics: The developmental model of subjective group dynamics

Abrams, D.; Powell, C.; Palmer, S.B.; Van de Vyver, J.

Abstract

This chapter focuses on how the linkage between intragroup and intergroup relations frames children's social inclusion and exclusion. It introduces subjective group dynamics theory to provide an account of this linkage, and explains the developmental subjective group dynamics (DSGD) model. This model considers children's expectations about how other group members may uphold group norms. The chapter also introduces propositions from the DSGD model. It seeks to explain how these SGD processes arise during social development and offers a series of propositions about children‘s judgments of group members in intergroup contexts, the underpinning social‐cognitive abilities, and social experiences that contribute to group nous. The DSGD model holds that differential inclusion should relate to children's more advanced social perspective taking abilities. Theory of Social Mind” tests whether children can distinguish between their own negative evaluation of a thief from the evaluation by someone who had no knowledge of the character's wrongdoing.

Citation

Abrams, D., Powell, C., Palmer, S., & Van de Vyver, J. (2017). Toward a contextualized social developmental account of children?s group dynamics: The developmental model of subjective group dynamics. In A. Rutland, D. Nesdale, & C. Spears Brown (Eds.), The Wiley Handbook of Group Processes in Children and Adolescents (124-143). Wiley. https://doi.org/10.1002/9781118773123.ch6

• Online Publication Date: Jan 27, 2017
• Publication Date: 2017-03
• Deposit Date: Sep 6, 2018
• Publisher: Wiley
• Pages: 124-143
• Series Title: Blackwell Handbooks of Developmental Psychology
• Book Title: The Wiley Handbook of Group Processes in Children and Adolescents
• Chapter Number: 6
• ISBN: 9781118773161
• DOI: https://doi.org/10.1002/9781118773123.ch6
• Related Public URLs: http://eprints.lincoln.ac.uk/26406/