1. Helping Adolescents DealHelping Adolescents Deal
with Peer Pressurewith Peer Pressure
*Developed by the Center for School Mental Health
(http://csmh.umaryland.edu) in collaboration with
the Maryland School Mental Health Alliance.

2. ContentsContents
 Peer PressurePeer Pressure
 Tips for Educators and Related StaffTips for Educators and Related Staff
 Positive vs. Negative Peer PressurePositive vs. Negative Peer Pressure
 How to identify a troubled childHow to identify a troubled child
 Warning signsWarning signs
 Strategies to Help ChildrenStrategies to Help Children
 Skill building activitiesSkill building activities
 CommunicationCommunication
 How to Say NoHow to Say No
 *Actual programs to implement in schools?*Actual programs to implement in schools?
CSMH-MSMHA 2006

3. PressuresPressures
 Transition into middle school and becoming aTransition into middle school and becoming a
teenager can be very challenging for children.teenager can be very challenging for children.
Some changes include added pressures fromSome changes include added pressures from
friends and peers.friends and peers.
 Pressures are a normal part of life and childrenPressures are a normal part of life and children
need guidance from their teachers, parents andneed guidance from their teachers, parents and
other adults so that they are able to handle theseother adults so that they are able to handle these
pressures in a positive way.pressures in a positive way.
 Some of these pressures may be drugs, truancy,Some of these pressures may be drugs, truancy,
sex, shop-lifting, bullying, cheating, and any othersex, shop-lifting, bullying, cheating, and any other
action that a child may not want to do.action that a child may not want to do.
CSMH-MSMHA 2006

4. What you can do?What you can do?
 Make students aware of some of the pressuresMake students aware of some of the pressures
they may encounterthey may encounter
 Demonstrate the difference between positiveDemonstrate the difference between positive
and negative peer pressureand negative peer pressure
 Provide suggestions and strategies to helpProvide suggestions and strategies to help
children deal with peer pressurechildren deal with peer pressure
CSMH-MSMHA 2006

5. Positive vs. Negative Peer PressurePositive vs. Negative Peer Pressure
Negative PeerNegative Peer
Pressure-Pressure-
Is oftenIs often dangerousdangerous andand
againstagainst
school rules, home rules andschool rules, home rules and
personal values.personal values.
• Skipping schoolSkipping school
• VandalizingVandalizing
• SmokingSmoking
• Sneaking out of the houseSneaking out of the house
• BullyingBullying
• Disrespecting authorityDisrespecting authority
• SexSex
Positive PeerPositive Peer
Pressure-Pressure-
Is often overlooked but doesIs often overlooked but does
existexist
and may be described as anand may be described as an
influence to do what isinfluence to do what is rightright..
• StudyingStudying
• VolunteeringVolunteering
• Befriending someoneBefriending someone
• Community ServiceCommunity Service
• Joining a sports teamJoining a sports team
CSMH-MSMHA 2006

6. Identifying StudentsIdentifying Students
Traits putting students at a higher risk of falling to peerTraits putting students at a higher risk of falling to peer
pressurepressure
 Low self esteemLow self esteem
 Lack of confidenceLack of confidence
 Uncertainty about ones place within a given peer groupUncertainty about ones place within a given peer group
 No personal interests exclusive of one's peer groupNo personal interests exclusive of one's peer group
 Feeling isolated from peers and/or familyFeeling isolated from peers and/or family
 Lack of direction in lifeLack of direction in life
 DepressionDepression
 Eating disordersEating disorders
 Poor academic abilities or performancePoor academic abilities or performance
Retrieved on January 3rd
, 2007 from
http://teenadvice.about.com/cs/peerpressure/a/blpeerpressure.htm CSMH-MSMHA 2006

7. Helping Children Deal withHelping Children Deal with
Peer PressurePeer Pressure
Steps children can follow when confronted with peer pressure:Steps children can follow when confronted with peer pressure:
 Ask QuestionsAsk Questions
““Why would we do that ?”, “Whose idea was this ?”, “Is this a smartWhy would we do that ?”, “Whose idea was this ?”, “Is this a smart
thing to do ?”thing to do ?”
 Identify the negative behavior or actionIdentify the negative behavior or action
 ““Calling her names is just going to start trouble”, “ don’t thinkCalling her names is just going to start trouble”, “ don’t think
smoking is a good idea”, “It is against school policy to leave thesmoking is a good idea”, “It is against school policy to leave the
grounds”.grounds”.
 Evaluate the consequencesEvaluate the consequences
 ““We will get in trouble”, “Smoking is not healthy”, “My parents willWe will get in trouble”, “Smoking is not healthy”, “My parents will
take away my allowance”take away my allowance”
http://www.new-life.net/parent06.htmhttp://www.new-life.net/parent06.htm
CSMH-MSMHA 2006

8. Steps continued:Steps continued:
 Suggest an alternativeSuggest an alternative
 ““Why don’t we go to the storeWhy don’t we go to the store afterafter school is over”school is over”
 Leave the situationLeave the situation
 If all else fails, remove yourself from the situation. Walk awayIf all else fails, remove yourself from the situation. Walk away
and do something elseand do something else
http://www.new-life.net/parent06.htmhttp://www.new-life.net/parent06.htm
CSMH-MSMHA 2006

9. Positive and Healthy Ways toPositive and Healthy Ways to
Deal with PressuresDeal with Pressures
 Strategies for students to use:Strategies for students to use:
•• Make aMake a jokejoke and change the subjectand change the subject
•• Say “Say “nono” and keep saying “” and keep saying “nono””
•• LeaveLeave the areathe area
•• GetGet helphelp from someone you trustfrom someone you trust
•• SuggestSuggest a different activitya different activity
•• Hang out with others whoHang out with others who share your beliefsshare your beliefs
Help students develop decision making skillsHelp students develop decision making skills
CSMH-MSMHA 2006

10. Strategies to help children dealStrategies to help children deal
1.1. Relinquish the stereotype of peers as a uniformlyRelinquish the stereotype of peers as a uniformly
negative influence on youth.negative influence on youth.
2.2. Nurture teenagers' abilities and self-esteem so they canNurture teenagers' abilities and self-esteem so they can
forge positive peer relationshipsforge positive peer relationships
3.3. Empower parents and educators to help teenagersEmpower parents and educators to help teenagers
pursue and maintain positive peer relationshipspursue and maintain positive peer relationships
4.4. Encourage cross-ethnic and "cross-class" peerEncourage cross-ethnic and "cross-class" peer
interactions and guide teenagers in dealing positivelyinteractions and guide teenagers in dealing positively
with cultural diversity and individual differences.with cultural diversity and individual differences.
CSMH-MSMHA 2006

11. 5.5. Place sensible restraints on part-time teen employmentPlace sensible restraints on part-time teen employment
6.6. Support parent education programs for families withSupport parent education programs for families with
teenagersteenagers
7.7. Establish intervention programs for preadolescents withEstablish intervention programs for preadolescents with
low social skills or aggressive tendencieslow social skills or aggressive tendencies..
Strategies to help children dealStrategies to help children deal
http://sitemaker.umich.edu/356.darnell/strategies_for_coping_with_peer_pressure
CSMH-MSMHA 2006

12. BullyingBullying
 Bullying can become a major problem for someBullying can become a major problem for some
students and often students are pressured tostudents and often students are pressured to
involve themselves in these situationsinvolve themselves in these situations
 It is important to identify and attempt to rectifyIt is important to identify and attempt to rectify
these situations as they interfere with yourthese situations as they interfere with your
students’ learning and development and potentiallystudents’ learning and development and potentially
affect the overall functioning of your classroom.affect the overall functioning of your classroom.
 Any child can fall victim to beingAny child can fall victim to being
bullied and any child has the potentialbullied and any child has the potential
to be the bullyto be the bully
CSMH-MSMHA 2006

13. Steps towards an action plan forSteps towards an action plan for
BullyingBullying
1.1. Teachers must make it safe for students to report bullyingTeachers must make it safe for students to report bullying
 Students must trust that teachers and administrators will respect theStudents must trust that teachers and administrators will respect the
anonymity of the student who reports informationanonymity of the student who reports information
2.2. Educators and related staff must be aware of all forms ofEducators and related staff must be aware of all forms of
bullying. Identifying intentions of bullying are:bullying. Identifying intentions of bullying are:
 There is a power differenceThere is a power difference
 There is a negative intentionThere is a negative intention
 The behavior is repeatedThe behavior is repeated
3.3. There must be a clear and effective plan for dealing with theThere must be a clear and effective plan for dealing with the
bully and the victim. Students must know the consequences ofbully and the victim. Students must know the consequences of
bullying.bullying.
Retrieved on February 5Retrieved on February 5thth
2007 from:2007 from: http://www.bullybeware.com/tips.htmlhttp://www.bullybeware.com/tips.html
CSMH-MSMHA 2006

14. Steps ContinuedSteps Continued
4.4. School personnel must know about the differentSchool personnel must know about the different
types of bullies. Some victims are also bullies.types of bullies. Some victims are also bullies.
5.5. An effective tool for dealing with bullying isAn effective tool for dealing with bullying is
utilizing the masses who aren’t involved inutilizing the masses who aren’t involved in
bullying situations. These students can take abullying situations. These students can take a
stand and prevent bullying incidents.stand and prevent bullying incidents.
Retrieved on February 5th 2007 from:Retrieved on February 5th 2007 from: http://http://www.bullybeware.com/tips.htmlwww.bullybeware.com/tips.html
CSMH-MSMHA 2006

15. Possible Signs of Bullying:Possible Signs of Bullying:
Watch for changes in the students behavior:Watch for changes in the students behavior:
 Unwilling to go to schoolUnwilling to go to school
 Feeling ill in the morningFeeling ill in the morning
 Withdrawal behaviorWithdrawal behavior
 Decrement in school performanceDecrement in school performance
 Having books or clothing destroyedHaving books or clothing destroyed
 TruancyTruancy
 StammeringStammering
 Becoming aggressive or unreasonableBecoming aggressive or unreasonable
For more information go to:For more information go to:
http://csmh.umaryland.edu/resources.html/resource_packets/download_files/bullying_2002.pdfhttp://csmh.umaryland.edu/resources.html/resource_packets/download_files/bullying_2002.pdf
CSMH-MSMHA 2006

16. • Model pro-social behavioral that asserts self-worthModel pro-social behavioral that asserts self-worth
of each individual studentof each individual student
• Actively observe student behavior in theActively observe student behavior in the
classroomclassroom
• Speak with parents to see if additional stressors atSpeak with parents to see if additional stressors at
home contribute to the bullying dynamichome contribute to the bullying dynamic
• Include discussions of conflict-resolution in yourInclude discussions of conflict-resolution in your
lesson planlesson plan
What can you do to help?
CSMH-MSMHA 2006

17. What can you do?What can you do?
• Ask school clinicians to present on consequencesAsk school clinicians to present on consequences
of bullyingof bullying
• Become familiar with the bulling preventionBecome familiar with the bulling prevention
curriculum in the schoolcurriculum in the school
• If there isn’t one, start incorporating bullying curriculum in yourIf there isn’t one, start incorporating bullying curriculum in your
lesson plans including knowledge, attitudes, and skilllesson plans including knowledge, attitudes, and skill
development pertaining to bullyingdevelopment pertaining to bullying
• Role play in the classroom to help studentsRole play in the classroom to help students
develop refusal skillsdevelop refusal skills
CSMH-MSMHA 2006

18. What can you do?What can you do?
• Suggest that students stay together and walk inSuggest that students stay together and walk in
groups when traveling to and from school andgroups when traveling to and from school and
when outside during recess or lunchwhen outside during recess or lunch
• Meet with school administrators and helpMeet with school administrators and help
develop a bullying policy to implement schooldevelop a bullying policy to implement school
wide.wide.
More information can be obtained from Dr. Ken Rigby atMore information can be obtained from Dr. Ken Rigby at
http://www.education.unisa.edu.au/bullying/http://www.education.unisa.edu.au/bullying/
CSMH-MSMHA 2006

19. Tips/Facts to help with BullyingTips/Facts to help with Bullying
 Understanding why children bully / victimize othersUnderstanding why children bully / victimize others
is of key importance in initiating change of thisis of key importance in initiating change of this
behaviorbehavior
 Make it known that bullying and victimizing is notMake it known that bullying and victimizing is not
acceptable in your school and must be stoppedacceptable in your school and must be stopped
 Managing bullying requires that the bullyingManaging bullying requires that the bullying
behavior be firmly admonished and controlledbehavior be firmly admonished and controlled
 Counseling is essential and should be compulsoryCounseling is essential and should be compulsory
Retrieved on February 12th
2007 from http://www.bmef.org/bullying.htm, created by
Jenny MacKay of Educational Consultations: Australia Great Britain 1995
CSMH-MSMHA 2006

20. Tips and Facts ContinuedTips and Facts Continued
 Children who bully / victimize need to see themselvesChildren who bully / victimize need to see themselves
differently, with opportunities to behave differentlydifferently, with opportunities to behave differently
 The victim also needs to learn to act differently and beThe victim also needs to learn to act differently and be
given opportunities to shine and show strengthgiven opportunities to shine and show strength
 Bullying and victimization require that the school, theBullying and victimization require that the school, the
teacher, the parent, the peers, but most importantly theteacher, the parent, the peers, but most importantly the
child (bully and victim), take responsibility to learn to actchild (bully and victim), take responsibility to learn to act
differentlydifferently
Retrieved on February 12th
2007 from http://www.bmef.org/bullying.htm, created by
Jenny MacKay of Educational Consultations: Australia Great Britain 1995 CSMH-MSMHA 2006

21. Useful Books and OnlineUseful Books and Online
ResourcesResources
 Olweus Bullying Prevention ProgramOlweus Bullying Prevention Program
http://http://www.clemson.edu/olweuswww.clemson.edu/olweus//
 Take Action Against BullyingTake Action Against Bullying
www.bullybeware.orgwww.bullybeware.org
 Steps to Respect: A Bully Prevention ProgramSteps to Respect: A Bully Prevention Program
www.cfchildren.org/str.htmlwww.cfchildren.org/str.html
 Blueprints for Violence Prevention: Book 9. Bullying PreventionBlueprints for Violence Prevention: Book 9. Bullying Prevention
Program (1999). By D. Olweus, S.Limber, & S.F. Mihalic;Program (1999). By D. Olweus, S.Limber, & S.F. Mihalic;
Boulder, CO: Center for the Study and Prevention of ViolenceBoulder, CO: Center for the Study and Prevention of Violence
http://www.clemson.edu/olweushttp://www.clemson.edu/olweus//
 Breaking the Cycle of Violence: Intervention for Bullying andBreaking the Cycle of Violence: Intervention for Bullying and
Victimization (1996) By Richard J. HazlerVictimization (1996) By Richard J. Hazler
CSMH-MSMHA 2006

22. Resources ContinuedResources Continued
CSMH-MSMHA 2006
• How to Say No and Keep your Friends: Peer Pressure Reversal for
Teens and Pre-Teens (1997). By Sharon Scott
•CAFS Teacher Talk Volume 1(3) 1996
http://education.indiana.edu/cas/tt/v3i3/peerpress.html
•Preventing Classroom Bullying: What Teachers Can Do (2003).
By Jim Wright
http://jimwrightsonline.com/pdfdocs/bully/bullyBooklet.pdf
•Stop Bullying Now!
http://stopbullyingnow.hrsa.gov/index.asp

23. Resources ContinuedResources Continued
 Resource for parents:Resource for parents:
http://sitemaker.umich.edu/356.darnell/advice_for_parentshttp://sitemaker.umich.edu/356.darnell/advice_for_parents
CSMH-MSMHA 2006

24. *Developed by the Center for School Mental Health
(http://csmh.umaryland.edu)
in collaboration with
the Maryland School Mental Health Alliance.