Peer Pressure in the Middle School
...re usually viewed as unequal in which the adult has the control with the nature of the interactions. However; within a peer relationship, each individual is an equal partner and this equality provides a situation where the adolescent can begin to develop the many social skills needed such as persuasion, cooperation, compromise and negotiation (Ormrod, 2003). Adolescents actively seek out equal peer relationships where they can enhance their social skills through the development of healthy peer interactions. Peer relationships also serve the purpose of providing social and emotional support system among adolescents (Ormrod, 2003). Adolescents view their friendships as a group of incredible comfort and safety where emotional support is often needed during times of trouble or confusion (Brown, 1990). These positive peer relationships are needed for the majority of adolescents to gain the self-esteem and emotional growth that is essential. “Even though some students adjust quite successfully on their own, as a general rule, thoses students who have the acceptance and support of their peers have higher self-esteem, and fewer emotional problems, and higher school achievement”(Buhrmester, 1992). Being able to share their thoughts and feelings with one another in a positive relationship, adolescents realize that they are not unique with their feelings and emotions. Peer relationships help adolescents form foundations of trust where a support system is created and they can communicate thoughts in a non-threatening atmosphere (Brown 1990). Peer groups provide a forum for teens who are all trying to find their identity and construct and reconstruct their identities in the safe support system of peer relationships. Teens that can do this in a safe peer environment are more successful when negative peer pressure is seen. Quality friendships are not the only factor that can hinder the peer pressure process. A healthy relationship among adolescents and parents may also deter the negative consequences of peer pressure. Relationships between adolescents and their families are very special bonds where they should learn a strong set of values and morals. The majority of children and adolescents accept those standards and maintain them throughout any given situation. “Most children and adolescents acquire a strong set of values and behavioral standards from their families, and they do not necessarily discard these values and standards once they enter the school building” (Brown,1990). Adolescents tend to hold on to those values and behavioral standards that their parents taught them, even in times of peer pressure. Peers might be able to convince the fourteen year old to bleach his hair purple but probably not be able to convince him to drink; especially if not drinking was a strong value in his home. If the child had a quality relationship with their parents then the majority of adolescents will not be affected by negative peer pressure due to their instilled beliefs (Brown, 1990). Along with maintaining a strong set of morals and behavioral standards, adolescents usually create a high quality of standards for their friends, which also discourage peer pressure. Adolescents tend to select peer relationships with thoses who have the more similarities. These strong similarities usually include similar interests, styles of behavior, academic achievement, and leisure-time activities (Ryan 2000). Since the majority of friends reflect the same goals, values, and behavior standards, adolescent friendships rarely try to pressure one another to do something out of their range of accepted behavior. Theses strong morals often shared among the friendships help minimize the unkind effects that peer pressure can sometimes bring to adolescents and helps create strong bonds between peers. Methods in Middle School to Deal with Peer Pressure Middle school teachers are acutely aware of peer pressure. Teachers need to use the positive influences of this pressure to their advantage in the classroom to help their students reach not only their learning potential but also to help lead them through this phase of life where identity and self-esteem are so important. Although family influence is important, teachers need to recognize that communities can also provide a safe, supportive, and nurturing environment for the adolescents. The family influence in some homes may not be positive or even very influential. Adolescents can still be influenced by the values of the community, school, and strong adult role models in their lives; such as teachers, coaches, and church leaders. Effective teachers can take the positive aspects of peer pressure to create a classroom where students feel safe enough, loved and respected enough that their self –esteem and confidence negates any negative pressure. Teachers can lead students into individualized activities that promote this self esteem. Before teachers can do this, they must get know the students and have a sincere interest and understanding of the students. I have included a lesson plan on an activity to be done to promote a classroom as a “Positive Peer Pressure Zone.” This is form the Teachervision.com Web site at http://www.teachervision.fen.com/page/4737.html. Conclusions The close similarities of peer relationships, along with the values and standards established by the family, are two major factors in diminishing the negative consequences of peer pressure among adolescents. Peer relationships are a vital part of being an adolescent due to the learning of social skills in an equally viewed relationship and the establishment of a social and emotional support system. It is ...