School and peer relations

Research output: Contribution to journalArticle

Abstract

School-aged children with chronic illnesses must contend with all the usual issues of children of this age. Some of these issues are accentuated, distorted, or made more difficult as a consequence of the altered physical and social experiences that may accompany a chronic illness. Although the family remains very important to the child throughout this period, experiences within the school and peer group exert major influences on the development of school-aged children, and it is within these settings that the child largely addresses the following major developmental tasks of this period: Separation from the family and the development of a sense of belonging and identification with the values, rules, and standards of the peer group and larger society. Acquisition of social skills and values that are necessary for comfortable and effective interactions with others. Development of a sense of accomplishment, which Erikson considers the crucial theme of late middle childhood; unless the child acquires this sense he tends to develop pervasive feelings of inferiority and inadequacy. Learning how to effectively cope with stress, anxiety, impulses, and frustrations and discharge emotions in a socially acceptable fashion. Adjusting to a work setting and acquiring the skills and attitudes that will eventually result in self-sufficiency.

Original languageEnglish (US)
Pages (from-to)59-69
Number of pages11
JournalPediatric Clinics of North America
Volume31
Issue number1
DOIs
StatePublished - Jan 1 1984

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Peer Group
Emotions
Chronic Disease
Social Values
Frustration
Anxiety
Learning
Social Skills

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

School and peer relations. / Weitzman, Michael.

In: Pediatric Clinics of North America, Vol. 31, No. 1, 01.01.1984, p. 59-69.

Research output: Contribution to journalArticle

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