Peer pressure is an omnipresent force whose “power can be ...
Peer pressure is an omnipresent force whose “power can be ...
Peer pressure is an omnipresent force whose “power can be ...
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<strong>Peer</strong> <strong>pressure</strong> <strong>is</strong> <strong>an</strong> <strong>omnipresent</strong> <strong>force</strong> <strong>whose</strong><br />
<strong>“power</strong> c<strong>an</strong> <strong>be</strong> observed in almost every dimension<br />
of adolescents’ <strong>be</strong>havior – their choice of dress,<br />
music, l<strong>an</strong>guage, values, le<strong>is</strong>ure activities…”<br />
(S<strong>an</strong>trock 315).<br />
Defining <strong>Peer</strong> Pressure<br />
Who’s At R<strong>is</strong>k?<br />
Where’s the Threat?<br />
Causes<br />
Identifying <strong>Peer</strong> Pressure<br />
Warning Signs<br />
What C<strong>an</strong> You Do?<br />
Helpful Links<br />
References
<strong>Peer</strong> <strong>pressure</strong> <strong>is</strong> not necessarily a negative thing; it c<strong>an</strong> <strong>be</strong> positive<br />
too. <strong>Peer</strong> <strong>pressure</strong> may convince adolescents to engage in<br />
prosocial <strong>be</strong>havior such as doing community service or exerc<strong>is</strong>ing.<br />
<strong>Peer</strong> <strong>pressure</strong> may also work to prevent <strong>be</strong>haviors usually<br />
connected with succumbing to peer <strong>pressure</strong>; for example, peer<br />
<strong>pressure</strong> may encourage <strong>an</strong> adolescent not to drink or smoke<br />
<strong>be</strong>cause h<strong>is</strong> or her friends d<strong>is</strong>approve (See Teaching Tip).<br />
However, peer <strong>pressure</strong>’s impact <strong>is</strong> usually negative.<br />
An adolescent may encounter peer <strong>pressure</strong> <strong>an</strong>d not even realize it.<br />
It <strong>is</strong> import<strong>an</strong>t to clearly define peer <strong>pressure</strong> so that adolescents<br />
will know when they’ve meet it <strong>an</strong>d more import<strong>an</strong>tly how to deal<br />
with it. The problem with peer <strong>pressure</strong> comes when adolescents<br />
“adopt the attitudes or <strong>be</strong>havior of others <strong>be</strong>cause of real or imagined <strong>pressure</strong> from<br />
them”; th<strong>is</strong> process <strong>is</strong> known as conformity (S<strong>an</strong>trock 314-315). When adolescents<br />
<strong>be</strong>gin to conform to <strong>an</strong>t<strong>is</strong>ocial peer <strong>pressure</strong> they c<strong>an</strong> <strong>be</strong> thrown into situations that end<br />
poorly.<br />
The simple <strong>an</strong>swer <strong>is</strong> everyone. Every adolescent <strong>is</strong> going to encounter peer<br />
<strong>pressure</strong> in some form in their lives. Th<strong>is</strong> <strong>is</strong> not <strong>an</strong> exclusively Americ<strong>an</strong><br />
problem either; it <strong>is</strong> global. Worldwide studies have <strong>be</strong>en going on since the<br />
1970s, investigating the causes <strong>an</strong>d effects of peer <strong>pressure</strong>. While common sense<br />
says every adolescent will <strong>be</strong> exposed to peer <strong>pressure</strong>, research shows certain<br />
adolescents are more likely to succumb to it. These groups include, but are not limited<br />
to adolescents…<br />
…from single-parent homes<br />
…with overly perm<strong>is</strong>sive parents<br />
…with authoritari<strong>an</strong> parents<br />
…with low self-esteem<br />
TEACHING TIP<br />
Using peer <strong>pressure</strong> to your adv<strong>an</strong>tage<br />
During group projects, place higher achieving<br />
students in the same group as apathetic,<br />
unruly, or less engaged students. High<br />
achieving students may <strong>be</strong> able to work with<br />
them in areas you weren’t able to. Also, a<br />
fresh perspective from someone in a nonauthority<br />
position may help. The students may<br />
<strong>be</strong> able to give each other tips on org<strong>an</strong>ization,<br />
study habits, etc., although you should monitor<br />
each group to make sure the impact does not<br />
work backwards. Additionally, making the<br />
project grade uniform for the group may add<br />
peer <strong>pressure</strong> to each student not to let down<br />
their other group mem<strong>be</strong>rs.<br />
…from dysfunctional homes<br />
…exposed to <strong>an</strong>t<strong>is</strong>ocial <strong>be</strong>havior<br />
through their peers or family<br />
One location <strong>is</strong> usually at the center of the threat for peer <strong>pressure</strong>:<br />
school. Adolescents spend a large portion of their time in school.<br />
Schools not only serve as pseudo-homes, but are also the place in<br />
which adolescents meet <strong>an</strong>d socialize with their peers. These peers<br />
are not confined to the school setting as adolescents’ friends carry<br />
over to their social lives as well. With so much time spent in school<br />
<strong>an</strong>d the presence of so m<strong>an</strong>y peers, schools are often the epicenter<br />
from which peer <strong>pressure</strong> originates.
Adolescence <strong>is</strong> a time when kids are trying to figure out who they are at the same time<br />
they are adjusting to numerous physical ch<strong>an</strong>ges. It <strong>is</strong> a time when adolescents are<br />
trying to find their identity at the same time they’re trying to figure out who their crush <strong>is</strong><br />
that week. It’s a time when they’re trying to bal<strong>an</strong>ce the hormonal ch<strong>an</strong>ges of pu<strong>be</strong>rty<br />
with the weekly ch<strong>an</strong>ges of homework <strong>an</strong>d extracurricular schedules. During all of th<strong>is</strong>,<br />
adolescents search for <strong>an</strong> identity <strong>an</strong>d find themselves with increased autonomy as they<br />
<strong>be</strong>come less reli<strong>an</strong>t on their parents. Th<strong>is</strong> new-found freedom leads to increased time<br />
spent with their peers with whom they share common ground. The peers provide a<br />
support system as adolescent c<strong>an</strong> share their interests, thoughts, <strong>an</strong>d concerns with<br />
someone experiencing the same things. Adolescents are exceedingly self-conscious<br />
<strong>an</strong>d aware of what the popular majority <strong>is</strong> in to. They yearn for accept<strong>an</strong>ce <strong>an</strong>d will<br />
often do <strong>an</strong>ything to receive the approval of their peers. Their desire for approval c<strong>an</strong><br />
often comprom<strong>is</strong>e their <strong>be</strong>liefs, values, <strong>an</strong>d/or morals.<br />
Because so m<strong>an</strong>y adolescents will encounter peer <strong>pressure</strong>, it <strong>is</strong> import<strong>an</strong>t to<br />
recognize if they have <strong>be</strong>gun to conform to it so that intervention – if necessary<br />
– c<strong>an</strong> take place. Teachers c<strong>an</strong> also communicate with parents <strong>an</strong>d other<br />
teachers to gather other perspectives <strong>an</strong>d input on the adolescent. Teacher,<br />
parents, <strong>an</strong>d counselors should look for the following warning signs when<br />
attempting to identify conformity to peer <strong>pressure</strong>.<br />
It <strong>is</strong> import<strong>an</strong>t to realize none of these indicators are surefire signs <strong>an</strong> adolescent has<br />
succum<strong>be</strong>d to peer <strong>pressure</strong>; there <strong>is</strong> no definitive way to predict th<strong>is</strong>. However the<br />
following are usually reliable signs that <strong>an</strong> adolescent has <strong>be</strong>gun to conform to peer<br />
<strong>pressure</strong>. They include ch<strong>an</strong>ges in:<br />
<strong>be</strong>havior<br />
l<strong>an</strong>guage<br />
clothing<br />
attitudes<br />
preferences (music, etc.)<br />
values, morals, or <strong>be</strong>liefs<br />
An overall ch<strong>an</strong>ge producing a new or completely different<br />
person th<strong>an</strong> what <strong>is</strong> normal for that adolescent
As previously mentioned, the place adolescents encounter peer <strong>pressure</strong> the most <strong>is</strong> at<br />
school. Th<strong>is</strong> allows teachers a great opportunity (<strong>an</strong>d certainly a responsibility) to <strong>be</strong> on<br />
the lookout for it <strong>an</strong>d take action if the situation calls for it. Because all adolescents are<br />
vulnerable to peer <strong>pressure</strong>, teachers should watch out for each of their students.<br />
However, they should pay close attention to those adolescents descri<strong>be</strong>d in the Who’s<br />
At R<strong>is</strong>k? section, as they have <strong>be</strong>en identified as most susceptible.<br />
Research <strong>an</strong>d experts suggest the most effective way to prevent conformity to negative<br />
peer <strong>pressure</strong> <strong>is</strong> to prepare adolescents for the situation. Parents <strong>an</strong>d<br />
teachers alike c<strong>an</strong> “help teens develop [the qualities necessary to st<strong>an</strong>d<br />
up for their dec<strong>is</strong>ions] by asking them to take part in import<strong>an</strong>t family,<br />
school, <strong>an</strong>d community activities. Th<strong>is</strong> gives youth the ch<strong>an</strong>ce to work<br />
with adult leaders <strong>an</strong>d learn from them” (Bakken 522) (See the Helpful<br />
Links section for some worksheets that aid with th<strong>is</strong>). Teachers should<br />
also remem<strong>be</strong>r to comport themselves as positive role models for their<br />
students, <strong>an</strong>d <strong>be</strong> willing to help adolescents with <strong>an</strong>y <strong>is</strong>sues they may<br />
have regarding peer <strong>pressure</strong>, as they may <strong>be</strong> more prone to d<strong>is</strong>cussing<br />
certain <strong>is</strong>sues with a non-familial adult.<br />
If <strong>an</strong> adolescent <strong>be</strong>gins to conform to negative peer<br />
<strong>pressure</strong>, research suggests that a peer-led intervention<br />
may <strong>be</strong> helpful since the <strong>an</strong>t<strong>is</strong>ocial <strong>be</strong>havior occurred as<br />
a result of peer <strong>pressure</strong> (Prinstein 295). Th<strong>is</strong> strategy <strong>is</strong><br />
particularly effective <strong>be</strong>cause it converts peer <strong>pressure</strong><br />
into a positive, helpful <strong>force</strong> rather th<strong>an</strong> the negative<br />
<strong>pressure</strong> it <strong>is</strong> usually associated with. Teachers may<br />
work with parents <strong>an</strong>d/or school counselors to set up<br />
these interventions. Research also suggests that both<br />
parents – not just mothers – <strong>be</strong> involved with therapy <strong>an</strong>d<br />
parent education programs if the situation necessitates<br />
such action (Curtner-Smith, et al., 467). Teachers c<strong>an</strong><br />
also mentor adolescents or encourage them to join a<br />
team or club that will introduce a new group of peers <strong>an</strong>d<br />
get them involved. Minimizing “idle time” also minimizes<br />
the r<strong>is</strong>k of reverting to <strong>an</strong>t<strong>is</strong>ocial <strong>be</strong>havior.
These three articles contain worksheets pertaining to making positive choices:<br />
http://www.i<strong>an</strong>rpubs.unl.edu/sendIt/nf521.pdf<br />
http://www.i<strong>an</strong>rpubs.unl.edu/sendIt/nf522.pdf<br />
http://www.i<strong>an</strong>rpubs.unl.edu/sendIt/nf523.pdf<br />
Th<strong>is</strong> website <strong>is</strong> designed for parents of teens, but c<strong>an</strong> also <strong>be</strong> used<br />
by teachers or suggested to parents of students who may seek<br />
some advice:<br />
http://parentingteens.com/<br />
Teachers may refer their students to th<strong>is</strong> website:<br />
http://www.kidshealth.org/teen/your_mind/problems/peer_<strong>pressure</strong>.html<br />
S<strong>an</strong>trock, John. Adolescence. New York: The McGraw-Hill Comp<strong>an</strong>ies, Inc., 2007.<br />
Curtner-Smith, Mary Eliza<strong>be</strong>th et al. “Family Process Effects on Adolescent Males’<br />
Susceptibility to Ant<strong>is</strong>ocial <strong>Peer</strong> Pressure.” Family Relations Vol. 43, No. 4 (Oct.,<br />
1994): 462-468.<br />
Bakken, Rosalie. “Teens Making Choices: Involvement <strong>is</strong> Import<strong>an</strong>t.” Development of<br />
Autonomy in Adolescence. Lincoln, NE: University of Nebraska-Lincoln<br />
Extension, 2002. http://www.i<strong>an</strong>rpubs.unl.edu/sendIt/nf522.pdf<br />
Prinstein, Mitchell et al. “Adolescents’ <strong>an</strong>d Their Friends’ Health-R<strong>is</strong>k Behavior: Factors<br />
That Alter or Add to <strong>Peer</strong> Influence.” Journal of Pediatric Psychology Vol. 26, No.<br />
5 (2001): 287-298.