SOCIAL RELATIONSHIP

In social science, a social relation or social interaction refers to a relationship between two (i.e. a dyad), three (i.e. a triad) or more individuals (e.g. a social group). Social relations, derived from individual agency, form the basis of the social structure.
Santrock (2003: 24) reveals that the social transition teens experience a change in the individual's relationship with another human being that is in the emotions, the personality, and the role of social context in the development. Denied parents, aggressive attacks against their peers, the development of assertiveness, happiness adolescents in certain events as well as gender roles in society reflects the role of social-emotional processes in the development of adolescents. John Flavell (in Santrock, 2003: 125) also mentions that the ability of adolescents to monitor their social cognition is effectively important clues about the existence of maturity and their social competence.
Social development of children has been started since a baby, then in childhood and later in adolescence. Social relationships first child is very limited with their parents in family life, especially with the mother and developing more widespread with other family members, friends and friends play similar or different types (in Izzaty Eka Rita et al, (2008: 139). Here This would explain the adolescent relationships with peers and parents and the others which influenced their development:

1) Relationship with peers
According to Santrock (2003: 219) peers are children or adolescents with age or level of the same maturity level. Jean Piaget and Harry Stack Sullivan (in Santrock, 2003: 220) suggest that children and adolescents begin to learn about the patterns of reciprocal relationships, and equivalent to the interaction with peers. They also learn to observe carefully the interest and views of peers in order to facilitate the unification process itself into peer activities in progress. Sullivan thinks that friends play an important role in shaping the welfare and development of children and adolescents. As for welfare, he stated that everyone has some basic social needs, also including the need for love saying (a secure bond), good friends, and acceptance by the social environment, intimacy, and sexual relations.
There are some appropriate strategies to find your friends by Santrock (2003: 206), namely:
a) Creating a good social interaction from start to ask the name, age, and favorite activities.
b) Be nice, kind and attentive.
c) Prosocial behavior such as honest, generous and willing to work together.
d) Respect yourself and others.
e) Provide social support such as providing help, advice, sat nearby,
are in the same group and strengthen each other by providing
praise.
There are several impacts in the event of rejection of their peers. According Hurlock (2000: 307) the negative impact of such refusal are:
a) I'll feel lonely because of their social needs are not met.
b) Children feel unhappy and insecure.
c) Children develop self-concepts that are not pleasant, which may cause
personality deviation.
d) Less learning experience required to undergo the process of socialization.
e) It would feel very sad for not having fun owned peers them.
f) Often tried to force himself to enter the group and this will increase rejection of their group more of their opportunities to minimize learn social skills.
g) Will to live in uncertainty about the social reaction to them, and this will causing them anxiety, fear, and very sensitive.
h) often make excessive conformity, with the hope of improving their social acceptance.
Meanwhile, Hurlock (2000: 298) mentions that there are some benefits gained when a child can be well received. These benefits are:
a) Feeling happy and safe.
b) Develop a good self concept because other people recognize them.
c) Having the opportunity to explore different patterns of behaviors that are socially acceptable
and social skills that help them continuity in social situations.
d) free to mentally distract them out and to be interested on people or something outside themselves.
e) Adjust yourself to the expectations of groups and social traditions do not sneer.
2) Friendship
Friendships consist of mutual liking, trust, respect, and often even love and unconditional acceptance. They usually imply the discovery or establishment of similarities or common ground between the individuals.
By the time the child enters adolescence, the changes in the nature of friendship is established. In general, the amount of time spent with friends has increased sharply, more teens spend more time with peers than with family members or themselves. In fact, compared with Japanese and Russian youth the same age, who spent two to three hours a week with their friends, children American teens spend an average of 20 hours a week with their friends outside of school time (Czikszentmihalyi & Larson, 1984). Teenagers who have a great friendship and harmony are also reported self-esteem level of a higher, less readiness, social skills which have more mature, and do better in school than teens who lack the friends (Savin-Williams & Berndt, 1990)
During the teens the capacity for mutual understanding and knowledge that other people are unique individuals with their feelings, too, contributed to a dramatic increase in self-disclosure, intimacy and loyalty between friends (Damon, 1983). At the time of early adolescent struggle to establish a personal identity independent of the identity of their parents, they also have to look forward to their peers for the security and social support. While children of primary school age see the parents to get support like that. By the first grade junior high school, my friends with the same sex or accepted as a parent who gives support, and towards the upper middle class in the perception as their main source of social support (Furman & Buhrmeter, 1992).
3) Interpersonal Relationship
An interpersonal relationship is an association between two or more people that may range from fleeting to enduring. This association may be based on love and liking, regular business interactions, or some other type of social commitment. Interpersonal relationships take place in a great variety of contexts, such as family, friends, marriage, associates, work, clubs, neighborhoods, and churches. They may be regulated by law, custom, or mutual agreement, and are the basis of social groups and society as a whole. Although humans are fundamentally social creatures, interpersonal relationships are not always healthy. Examples of unhealthy relationships include abusive. These relationships usually involve some level of interdependence. People in a relationship tend to influence each other, share their thoughts and feelings, and engage in activities together. Because of this interdependence, most things that change or impact one member of the relationship will have some level of impact on the other member.[relationships and codependence.

4) Relationship with Parents
According to Steinberg (in Santrock, 2002: 42) suggests that early adolescence is a period when conflict with parents increases beyond the level of childhood. This increase can be attributed to several factors ie biological changes of puberty, cognitive changes that include increased Idealism and logical reasoning, social change which focuses on self-reliance and identity, policy changes in the elderly, and expectations are violated by war and teenage parents.
Collins (in Santrock, 2002: 42) concluded that many parents see their teenagers changed from a child who has always been someone who did not want to think, against, and challenge the standards parents. When this happens, parents tend to try hard to control and more pressure member to the teenagers to abide by the standards of the elderly.
From the description, it's good if we can reduce the conflicts with parents and teens. Here are some strategies offered by Santrock, (2002: 24), namely: 1) set the ground rules for conflict resolution. 2) Trying to reach an understanding through the timbale. 3) Trying to do corah opinion (brainstorming). 4) Trying to agree on one or more solutions to problems. 5) Write a deal. 6) Set the time for a follow up to see the progress that has been achieved.
Based on the description, then the researchers concluded the process of adolescent development including biological transition of growth and physical development. Cognitive transition describe that the cognitive development of adolescents in the social environment and also sosioemosional process and the last is a social transition that includes relationships with parents, peers, and communities.