SOME CHARACTERISTIC DIFFERENCES
·m:rw:EEN SOCIALLY ACCEFTED CHILDREN AND
SOCIALLY UNACCEPTED CHILDR.lill
CHAPTER I
nrrRODUCTION
In our complex sooial vorld, we nre alnost constantly involved
in socio.l interaction. This oocial vorld is composed of many mnallor
. I social inetitutionSJ the family, the church, the school, anP. many
7 ...,
more. Within each institution are yet amaller asoooiation groups,
eome or primary importJ~nce to us and some ot secondary vnlue. The
rnlntivo importance of those ~3roups chf-lnges with our experiences,
our age, and various other .factors. As Tryon expresses it, "Traits
vhioh twelve-yeu old boys approve in each other r.tl"e idC.'!ntical only
in part vith those accepted as stnndards at the age ot fifteen "(62).
One or the, strongest social needs, according to Thompson and
Hunnicutt (60), e.ppe.s.rs to be the desire for social e.pprova.l. In
their stud)" they find substantial ovid®ce that children seek the
social approval or ps.rento, t.ea.ehere, and their ovn peer group. At
times during adolescence the desire for peer group npprovBl booomea
atronger than for the approval of f\ny other social gro1.lp.
OUr behavior in any social situation depends upon our past
experiences. As Stagner says, 11\fe move 1n a perceptual world, colored
b;y our past experiences" (5S). He feols thnt "self" acts and the
SOtS Of others becone dirooting Gtimuli for deVeloping behsvior
patterns. These activities act aa aiens and acquire positive end