Tag: Poster 133

The Role of Adults in Limiting Peer Rejection and Aggression in Children

Presenter(s): Jennifer Lee − Psychology

Faculty Mentor(s): Eric Pakulak

Poster 133

Research Area: Social Science

Peer relationships that support the development of prosocial skills and psychological well-being are vital to the healthy development of well-adjusted and competent adults. Reversely, peer rejection and aggression can prevent the critical positive development and practice of prosocial skills which causes an unforgiving cycle of rejection, aggression, and poor social learning. The negative effects of peer rejection and aggression on children’s ability to build their self-esteem and practice pro-social skills can greatly effect their success later in life in terms of social relationships as well as in the workplace or as a general member of society. Literature on peer relationships, peer rejection, peer aggression, and socio-psychological adjustment were reviewed in order to find a practical solution for helping children who are struggling with peer rejection and aggression. Seven peer-reviewed articles were found on PsychNet and investigated based on their relevance to the impact of peer rejection and aggression on children’s social development and well-being, the influence of adults on peer rejection and aggression in children, and the consequences seen in adults who experienced peer rejection and aggression as children. When all of this information was compiled, it was clear that due to the nature of peer relationships in children and adolescents, it is incredibly difficult for a child to help themselves out of this vicious cycle. Thus, it becomes clear that preventing and intervening in peer rejection and aggression is the necessary and rightful responsibility of adults. We hypothesize that adults can limit peer rejection and aggression behaviors in children by modeling positive behavior, being able to recognize vulnerable children, and understanding the root of rejection and aggression. This research has implications for what kind of education that parents and teachers should receive about peer relationships, how to increase awareness and enactment of early intervention programs, and the ability to support the well-being of children and adolescents struggling with peer rejection and aggression.

Letters to Tip: A Window into the Development of Feminist Language

Presenter(s): Zoe Cameron

Faculty Mentor(s): Judith Raiskin & Linda Long

Poster 133

Session: Social Sciences & Humanities

This research analyzes the correspondence between science fiction writers Joanna Russ and James Tiptree, Jr. in the midst of the Women’s Liberation Movement of the 1970s. Unbeknownst to Russ, Tiptree is not a man but a pen name; the woman behind the facade is in fact Alice Sheldon, a 60-year-old with a Ph.D. in experimental psychology living in Mclean, Virginia. It is Alice Sheldon’s use of her male pen name, James Tiptree, Jr. that allows for a open, candid discourse and provides a window into the struggle and development of feminist language. Together, the two engage in a discussion involving Russ’ experience with feminism, Tiptree’s interest in underground feminist writings and the lack of terminology used to describe the woman’s experience. This research, which utilizes letters from the James Tiptree, Jr. collection in the University of Oregon Archives, not only highlights the struggle women faced in defining themselves but the language they lacked to do so.