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Helping Adolescents Deal with Peer Pressure

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Helping Adolescents Deal with Peer Pressure

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

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