Social Interaction Theory

Finally, in addition to school involvement and family, relationships with peers are another important stage of child development. Friendships suggest a new type of socialization for children, where the social interactions offer development of skills and interests. As mentioned by Aseltine (1995), peer groups are often formed based on social interaction opposed to social influence. Individuals tend to gravitate towards other of similar interests, where the group then fosters particular attitudes and beliefs. In relation to the social learning theory, individuals learn certain behaviours through observation and imitation of others (Chenier, Fall 2015b). For children, they begin to adopt particular behaviours through observations of social interactions,
Similar to the coercive cycle discussed through family risk factors to self-appreciation, children respond to poor parenting and negative involvement with disruptive behaviour. However, as they get older, they begin reflecting this negative behaviour onto their friends. Miller et al (2009) explained that individuals begin rejecting those who are aggressive or troublesome, resulting in the gravitation of disruptive individuals into the formation of a deviant group. These findings relate to the idea that individuals can choose their friends, however they cannot choose their family. Youth will often associate themselves with others, who reflect similar attitudes and values. However, if the initial standards set by parents are negative, then children will generally be forced into the socialization with other at-risk individuals. This provides evidence that poor parenting leads to cognitive and emotional disorders that become internalized and reflected on the peer groups of youth. Although, peer groups influence the attitudes and beliefs of individuals, it is the family influences that affect the initial behaviours of children, therefore, being the primary issue of at-risk