Peer pressure is an omnipresent force whose “power can be ...

Peer pressure is an omnipresent force whose
“power can be observed in almost every dimension
of adolescents’ behavior – their choice of dress,
music, language, values, leisure activities…”
(Santrock 315).
Defining Peer Pressure
Who’s At Risk?
Where’s the Threat?
Causes
Identifying Peer Pressure
Warning Signs
What Can You Do?
Helpful Links
References

Peer pressure is not necessarily a negative thing; it can be positive
too. Peer pressure may convince adolescents to engage in
prosocial behavior such as doing community service or exercising.
Peer pressure may also work to prevent behaviors usually
connected with succumbing to peer pressure; for example, peer
pressure may encourage an adolescent not to drink or smoke
because his or her friends disapprove (See Teaching Tip).
However, peer pressure’s impact is usually negative.
An adolescent may encounter peer pressure and not even realize it.
It is important to clearly define peer pressure so that adolescents
will know when they’ve meet it and more importantly how to deal
with it. The problem with peer pressure comes when adolescents
“adopt the attitudes or behavior of others because of real or imagined pressure from
them”; this process is known as conformity (Santrock 314-315). When adolescents
begin to conform to antisocial peer pressure they can be thrown into situations that end
poorly.
The simple answer is everyone. Every adolescent is going to encounter peer
pressure in some form in their lives. This is not an exclusively American
problem either; it is global. Worldwide studies have been going on since the
1970s, investigating the causes and effects of peer pressure. While common sense
says every adolescent will be exposed to peer pressure, research shows certain
adolescents are more likely to succumb to it. These groups include, but are not limited
to adolescents…
…from single-parent homes
…with overly permissive parents
…with authoritarian parents
…with low self-esteem
TEACHING TIP
Using peer pressure to your advantage
During group projects, place higher achieving
students in the same group as apathetic,
unruly, or less engaged students. High
achieving students may be able to work with
them in areas you weren’t able to. Also, a
fresh perspective from someone in a nonauthority
position may help. The students may
be able to give each other tips on organization,
study habits, etc., although you should monitor
each group to make sure the impact does not
work backwards. Additionally, making the
project grade uniform for the group may add
peer pressure to each student not to let down
their other group members.
…from dysfunctional homes
…exposed to antisocial behavior
through their peers or family
One location is usually at the center of the threat for peer pressure:
school. Adolescents spend a large portion of their time in school.
Schools not only serve as pseudo-homes, but are also the place in
which adolescents meet and socialize with their peers. These peers
are not confined to the school setting as adolescents’ friends carry
over to their social lives as well. With so much time spent in school
and the presence of so many peers, schools are often the epicenter
from which peer pressure originates.

Adolescence is a time when kids are trying to figure out who they are at the same time
they are adjusting to numerous physical changes. It is a time when adolescents are
trying to find their identity at the same time they’re trying to figure out who their crush is
that week. It’s a time when they’re trying to balance the hormonal changes of puberty
with the weekly changes of homework and extracurricular schedules. During all of this,
adolescents search for an identity and find themselves with increased autonomy as they
become less reliant on their parents. This new-found freedom leads to increased time
spent with their peers with whom they share common ground. The peers provide a
support system as adolescent can share their interests, thoughts, and concerns with
someone experiencing the same things. Adolescents are exceedingly self-conscious
and aware of what the popular majority is in to. They yearn for acceptance and will
often do anything to receive the approval of their peers. Their desire for approval can
often compromise their beliefs, values, and/or morals.
Because so many adolescents will encounter peer pressure, it is important to
recognize if they have begun to conform to it so that intervention – if necessary
– can take place. Teachers can also communicate with parents and other
teachers to gather other perspectives and input on the adolescent. Teacher,
parents, and counselors should look for the following warning signs when
attempting to identify conformity to peer pressure.
It is important to realize none of these indicators are surefire signs an adolescent has
succumbed to peer pressure; there is no definitive way to predict this. However the
following are usually reliable signs that an adolescent has begun to conform to peer
pressure. They include changes in:
behavior
language
clothing
attitudes
preferences (music, etc.)
values, morals, or beliefs
An overall change producing a new or completely different
person than what is normal for that adolescent

As previously mentioned, the place adolescents encounter peer pressure the most is at
school. This allows teachers a great opportunity (and certainly a responsibility) to be on
the lookout for it and take action if the situation calls for it. Because all adolescents are
vulnerable to peer pressure, teachers should watch out for each of their students.
However, they should pay close attention to those adolescents described in the Who’s
At Risk? section, as they have been identified as most susceptible.
Research and experts suggest the most effective way to prevent conformity to negative
peer pressure is to prepare adolescents for the situation. Parents and
teachers alike can “help teens develop [the qualities necessary to stand
up for their decisions] by asking them to take part in important family,
school, and community activities. This gives youth the chance to work
with adult leaders and learn from them” (Bakken 522) (See the Helpful
Links section for some worksheets that aid with this). Teachers should
also remember to comport themselves as positive role models for their
students, and be willing to help adolescents with any issues they may
have regarding peer pressure, as they may be more prone to discussing
certain issues with a non-familial adult.
If an adolescent begins to conform to negative peer
pressure, research suggests that a peer-led intervention
may be helpful since the antisocial behavior occurred as
a result of peer pressure (Prinstein 295). This strategy is
particularly effective because it converts peer pressure
into a positive, helpful force rather than the negative
pressure it is usually associated with. Teachers may
work with parents and/or school counselors to set up
these interventions. Research also suggests that both
parents – not just mothers – be involved with therapy and
parent education programs if the situation necessitates
such action (Curtner-Smith, et al., 467). Teachers can
also mentor adolescents or encourage them to join a
team or club that will introduce a new group of peers and
get them involved. Minimizing “idle time” also minimizes
the risk of reverting to antisocial behavior.

These three articles contain worksheets pertaining to making positive choices:
http://www.ianrpubs.unl.edu/sendIt/nf521.pdf
http://www.ianrpubs.unl.edu/sendIt/nf522.pdf
http://www.ianrpubs.unl.edu/sendIt/nf523.pdf
This website is designed for parents of teens, but can also be used
by teachers or suggested to parents of students who may seek
some advice:
http://parentingteens.com/
Teachers may refer their students to this website:
http://www.kidshealth.org/teen/your_mind/problems/peer_pressure.html
Santrock, John. Adolescence. New York: The McGraw-Hill Companies, Inc., 2007.
Curtner-Smith, Mary Elizabeth et al. “Family Process Effects on Adolescent Males’
Susceptibility to Antisocial Peer Pressure.” Family Relations Vol. 43, No. 4 (Oct.,
1994): 462-468.
Bakken, Rosalie. “Teens Making Choices: Involvement is Important.” Development of
Autonomy in Adolescence. Lincoln, NE: University of Nebraska-Lincoln
Extension, 2002. http://www.ianrpubs.unl.edu/sendIt/nf522.pdf
Prinstein, Mitchell et al. “Adolescents’ and Their Friends’ Health-Risk Behavior: Factors
That Alter or Add to Peer Influence.” Journal of Pediatric Psychology Vol. 26, No.
5 (2001): 287-298.