Exploring Intergroup Peer Exclusion: Validation of the Latency Social-Psychological Developmental Questionnaire (LSPD)

Abstract

Intergroup peer exclusion has been studied mainly from a pathological aspect. Currently, methods of diagnosis and treatment focus on this pathological point of view. Qualitative research has revealed that social intergroup peer exclusion has a role in the developmental task of the latency stage. The study’s main aim was to develop and validate a quick and easy quantitative questionnaire for use in a school setting that reflects the social developmental variables exposed in previous qualitative research. The 32-item Latency Social-Psychological Developmental questionnaire (LSPD) and the Loneliness and Social Dissatisfaction Questionnaire were administered to 20 Grade 4 and Grade 5 classes at four co-ed public elementary schools (N = 373 participants). Factor analysis revealed six developmental factors, and correlations were found between these factors and loneliness. The LSPD is a tool for assessing latency stage development among children who experienced exclusion as well as the developmental status of the entire class. The LSPD can assist in identifying specific development areas to focus on in treatment and intervention.

“A ‘Cool’ Kid Wears a Brand, and Everyone’s following Him” Hierarchal Social Status in Preadolescence: A New Developmental Perspective

“…The findings of this research align closely with the latency socio-emotional learning developmental theory [70][71][72][73][74][75][76]. This theory suggests that the latency phase involves the evolution of children's social selves [77][78][79][80].…”

“…Children of low social status were in a more egocentric position, seeing themselves at the center and top of the social ladder while noticing a hierarchal social status that eliminated their centrality [75]. This study's findings suggest that investing time and resources in interventions to combat social hierarchy inequality and bridge social status gaps might be less effective than preventive educational interventions to facilitate this age group's developmental challenges.…”

“The ‘Unpopular’ Children Don’t Flow and Destroy the Atmosphere”: Social Flow in Latency Prevents Peer Exclusion

“…Our findings indicate a new developmental understanding: The social self develops during latency within and through the peer group-the class-which serves as a laboratory for experiencing the group social skills needed to exist as an individual in society (Fisher -Grafy, 2015, 2018, 2019, 2020, 2023cFisher -Grafy & Halabi, 2023a;Fisher -Grafy & Meyer, 2023b) The ability to flow with a group is the basis for developing these competencies. It involves reducing the egocentric position; listening, perceiving, and fulfilling the group's wishes and needs; developing flexibility (mental, emotional, and behavioral); finding creative solutions when facing obstacles or changing needs; adapting spontaneously to new situations; collective thinking; achieving group goals; and so on.…”

“…Peer exclusion does not result from a destructive dynamic, and the rejected children do not possess particular flaws that provoke the class children to reject them. Instead, peer exclusion protects the children's healthy and natural need to flow with social cohesion and develop a range of group social skills that enable them to grow a new layer of their personality-the social self (Fisher -Grafy, 2015, 2018, 2019, 2020, 2023cFisher -Grafy & Halabi, 2023a;Fisher -Grafy & Meyer, 2023b;Ruble et al, 2004;Sroufe & Cooper, 1988;Sroufe et al, 1992).…”

“…It exists in all areas of the group's life and is essential for development during latency. Peer exclusion is applied when disturbances appear in the flow due to opposition from children who cannot relinquish their egocentric position (Fisher -Grafy, 2015, 2018, 2019, 2020, 2023cFisher -Grafy & Halabi, 2023a;Fisher -Grafy & Meyer, 2023b).…”