Introduction
According to the case study, the need to belong is a theory that stats that social alienation (especially by peers) has detrimental effects. The theory supports the fact that peers who are eliminated from their societal groups have psychological impairments. According to the article societal exclusion predicts impaired self-regulation: a 2 year longitudinal panel study including the transition from preschool to school, social seclusion leads to lack of ability to regulate oneself. There was need to conduct this study because children were suffering due to lack of societal groups affiliations. Social rejection hurts and no kid would want to be eliminated from a party or a game. Arguing from the results of the case study point of view, social exclusion leads to dampening of people’s ability to self-regulate their actions. On the other hand, we need self-regulation. Self-regulation is vital in shaping character and enabling children to conform to social norms. It helps kids to develop analytical ability and enable them to be rational in future. It is also important for planning for the future. On the contrary, social rejection reduces people’s desire to any of the above. Thus, this theory leads us to the question, is there any need for our children to belong to any group? What are the repercussions children face due to poor self-regulations? Is the illumination and handling of this matter well defined and exhausted? This is a study conducted to investigate whether social rejection has any effects on the self –regulation of children. The research involved children of age 4 and 6 and a total of762 children. Out of these children, 50.5 percent boys were used for follow up assessments. Amongst the respondents were parents and teachers and they were requested to provide information only about those children they knew well. Questionnaires were sent to day care centers (T1) and primary schools (T2). Parents answered questions regarding social regulation whereas teachers tackled social exclusion. This was based on the observation that, teachers had known the child for an average of 6 months whereas parents had known them for 13 months. Results from the data collected shows that social rejection undermines the growth of children whereas poor self-management increases the chances of rejection.
Method
The participants used in this case are children between the age of 4 and 6, parents and the primary and preschool teachers. The behavior of children transitioning to school is used to draw a relationship between self-regulation (independent variable) and societal exclusion (dependent variable). IRB review procedures have been followed. A written consent was obtained based on the policies that are approved by Regional Committee for Medical and Health Research Ethics.
Results
Computation of the data showed the relationship between variables. The table of correlation between study variables shows that social exclusion was greater at T1 projected greater social exclusion at T2. However, it can be noted that the intensity of social exclusion at T1 was greater than at T2. On the other hand, the relationship between social exclusion at T1 and T2 was cross sectional. The conclusion from this relationship is at T1 and T2, the rejection is related to inattentiveness, hyperactivity and impulsivity and less intentional focusing. The model depicts that, social rejection and self-regulation occurred at both T1 and T2. The two variables indicate transition to school. This is a period when children are changing their peer groups. Therefore, the model deduces that children in T2 who are above the age of 6 (and mostly in primary schools) usually have a higher social rejection when they lack self-regulation and vice versa. On the other hand, it was projected that children in T1 and mostly in preschools who had poor self-regulation at T1 had greater social exclusion at T2. This effect was more pronounced on boys than girls.
Discussion
The result supports our argument (thesis) because it is evident that children need social groups and they should indeed belong to one. Moreover, children who have had a better social-regulation while young easily conform to the norms of the society and are easily accommodated. On the other hand, children with poor self-regulation are disadvantaged because the society is harsh on them. They experience mental and eating disorders because they are always struggling to conform to the norms. Thus, a lot of research needs to be done to expound on ways that can control habits within the two variables to the benefit of children. These results are important to parents, care givers and teachers. The author suggests that, this approach is not the ultimate approach. The kind of setting used might not have had enough societal peer experiences and the sample used might not have been the best. Another limitation is that, the study is community based since it was conducted in Norwegian context.
Application
A child development is such a sensitive and volatile procedure that needs special attention. The future of children depends on the behaviors the society will impart them. For instance, if a parent who teaches their kid to be decent, he/she is making it easier for the kid to be accepted in the society. It is so sensitive to the level that bad eating habits can cause societal rejection. Mental and health disorders resulting from societal rejection have adverse effects on a child development. A child who has been rejected by their peers tends to lack self-regulation and poor attention. The effects of poor self-regulation and societal rejection will haunt the child even after they grow up.
