Define and distinguish between crowds and cliques. Provide an example of each from your own adolescent school experience
What will be an ideal response
Crowds: large, reputation-based groups of adolescents. • Cliques: small groups of friends who know each other well, do things together, and form a regular social group. • Students will provide their own examples
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Most interventions designed to help unpopular adolescents focus on developing ____________ skills
a. academic b. parenting c. social d. emotional
According to Judith Hall and her coauthors, social power is not primarily responsible for gender differences in nonverbal decoding ability because
a. men and women do not differ substantially in social power. b. gender differences in nonverbal behavior emerge during infancy. c. powerful people often smile as much as less powerful people do. d. powerful people actually smile much more than less powerful people do.