Overview of Friendship and Social Support Module
As human beings, our sense of well-being and degree of healthy adjustment is interdependent with the relationships we build with others throughout our lives. We are a communal species and as a result, how connected we feel to those in our lives has significant implications for healthy development and life satisfaction. How children relate to those around them provides a cognitive and emotional framework for relating to others throughout life. Important relationships in children’s lives include those with caregivers, with their peers, and with other key community members (e.g., teachers, coaches, etc.). When children have positive relationships and receive support from the key members in their lives, this can increase their own sense of self-worth and be protective against abuse and violence.
Big Messages:
- Healthy friendships are ones in which we feel we can be ourselves and be accepted and supported by our friends and vice versa (What to say to kids: “Friends should make you feel good about yourself.”)
- We should treat our friends with respect and acceptance and have them treat us the same way (What to say to kids: “Respect yourself, respect others.” “Treat others the way you want to be treated.”)
Learning Goals:
Learn strategies for developing healthy, protective friendships
- Discuss why friendships are important for our well-being
- Explore the factors that contribute to healthy friendships
- Identify the attributes of a good friend and strategies for making and maintaining a support network of friends
Activities
Friendship Puzzle Posters
Different Comfort Levels
VIEW CURRICULUM CHART
What the Evidence Says:
(click here for full version of literature review)
Child maltreatment can severely debilitate a child’s ability to relate in a healthy way (Kim & Cicchetti, 2010). On the other hand, when maltreated children receive social support, this can protect against the consequences of abuse and promote resilience and healthy adjustment (Folger & O’Dougherty Wright, 2013; Sperry & Spatz Widom, 2013; Afifi & MacMillan, 2011; Kort-Butler, 2010; Schultz, et al., 2009; Adams & Bukowski, 2007; Finkelhor, et al., 2007; Rak & Patterson, 1996).
Different types of social support have been found to benefit children who are at risk of or who have suffered from child abuse. For example, positive friendship quality, supportive caregiving, and/or community support have been found to lead to better functioning after abuse. Furthermore, higher levels of perceived support from friends is associated with reduced peer victimization (Kendrick, et al., 2012). Promoting healthy relationships and social support can serve as a significant protective factor for children who are at risk of or who have experienced maltreatment.
Note to Facilitator:
The facilitator has a legal obligation to report suspicions of child abuse to a child protection agency (in the case of Ontario, the Children’s Aid Society (CAS)). Please review over the information provided around disclosure and the reporting process.