UNIT 2 PEER INFLUENCE

Structure
2.0 Objectives
2.1 Introduction
2.2 Definition and Meaning of Peer, Peer Influence, Peer Pressure
2.3 Peer Influence
2.3.1 Types of Peer Influence
2.3.2 Managing Peer Influences
2.4 Peer Pressure
2.4.1 Meaning of Peer Pressure
2.4.2 Types of Peer Pressure
2.4.3 Handling Peer Pressure

2.5 Peer Leaders

2.5.1 Defining Peer Leaders
2.5.2 Qualities of a Good Peer Leader
2.5.3 Role of Peer Leaders

2.6 Peer Education: An Emerging Paradigm

2.7 Role of Teachers and Parents
2.8 Let Us Sum Up
2.9 Key Words
2.10 Answers to Check Your Progress
2.11 References

2.0 OBJECTIVES
After going through this unit, you will be able to:
 define peer, peer influence and peer pressure;
 explain the positive and negative impact of peer influence;
 discuss the importance of peer leaders; and
 discuss peer pressure and its management.

2.1 INTRODUCTION
Adolescents like and are surrounded by the people like them who form an
important part in the development of their personality. These friends of same age
group and culture (called peers) help them to pass through the turmoil of the
transition period of adolescence. The direction of their influence can make or mar
the progress of an adolescent in life. Thus, it is of utmost importance to learn
about peers and their influence.
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In the previous unit you learnt about the various types of adjustments and conduct Peer Influence

important for an adolescent to develop into a healthy individual. However, this is

only possible if the teenagers passing through the adolescence phase has the
influence of peer which are more positive.
This unit deals with peer, their influence, ability and the need to cope with peer
pressure and peer leaders, and the role of teachers in making the adolescence to
understand peer pressure and the ways to deal with it. You will find various
learning activities and self-assessment tools throughout the unit to check your
progress and enable you to prepare your assignments.

2.2 DEFINITION AND MEANING OF PEER, PEER

INFLUENCE AND PEER PRESSURE
You must have heard the words peer, peer pressure, peer influence etc. quite
often and wondered what they mean. Let us understand what these words mean.
Peer: Refers to a person who belongs to the same social group based on age,
sex, occupation or socio-economic background. A group of peers form a peer
group. For example, Youth clubs, Teen clubs, Balika Mandals, Self-help groups
etc.
In other words peer is the one who is of equal standing. In day to day term a
teenager’s friends are refereed to as his peers. Adolescents are with their peers
most of the time.
Peer Influence: When peers force or pressurize you into doing things. For
example, use of drugs, you know it is wrong but your friends force you into it.
Peer Pressure: When someone close to your age is trying to make you do
something you don’t want to do and that you know is wrong thing to do. Peer
pressure is usually created by a group of peers.
Teenage years are the years of self discovery. As teens are learning who they are
and finding their places in the world, they feel the need to fit each other. Worrying
about others leaving them out and not wanting around makes them vulnerable to
peer influence and pressure.

Fig. 3.1: Peer Pressure

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Psychosocial Issues of
Adolescence 2.3 PEER INFLUENCE
A peer is an individual with whom an individual shares a common interest. It can
be said to be the same thing for people when we find two individuals sharing
maximum common interest. They tend to influence each other, this is called peer
influence. The more characteristics are common, the stronger is the influence.
Peers are considered to be best of friends because they share a lot of common
characteristics such as:
 Age
 Gender
 Language
 Religion
 Hobby
 Residential area
 Professionalism
 Socio-economic status
Peers give teens companionship, emotional support and a sense of belonging.
Peer groups allow teens to question values, discuss problems, share information
and practice social skills. They learn that they aren’t alone in feeling scared and
insecure and others have problems too.
Peer influences can also be very negative. Unhealthy, destructive peer groups can
cause much pain and suffering for both parents and teenagers. Teens whose
friends are involved in risky behaviours, illegal activities or experimenting with
drugs, may easily be persuaded to join in. Parents may dislike their teenagers’
friends and possibly for good reasons, but it is impossible to force teens to choose
healthy friends. Most often, when teens are forced to choose between their
parents or their peer group, they choose their friends.
Statistics show a high prevalence of peer pressure among adolescents of 21st
century:

26
 Peer Influence
Activity 1
Who are two of your peers who influence you the most. Why?

2.3.1 Types of Peer Influence

Peer Influence can be positive or negative. Let us understand these influences.
I) Negative Peer Influence
Peers influence each other in negative manner due to the desire or requirement
of conformity. One could be excluded form the group if s/he is not accommodating
to the situation or incapable of affirming to the group norms. Accordingly s/he
adopts of similar behaviour like dressing, bunking the class or smoking etc.
II) Positive peer influence
The peer may influence the other peer:
a) As role models
Here the peer has the ease for
i. Sharing of information
ii. Finding solution for similar problems
iii. Sharing secrets and confiding.
b) As a reference for
i. Confidential relationships
ii. Models of identification
iii. Feeling of being understood and accepted.
iv. Forming a personal identity.
Pressure from peers may be due to:
i. Confirming to norms of the peer group
ii. Black mailing
iii. Fear of dislocation
An adolescent is easily influenced because s/he is facing difficulties or problems
either in his-
Family or social environment. These can be:
 Parental conflict
 Abuse
 Alcoholism
 Lack of maturity of parents (teen parents)
 Lack of communication
 Lack of understanding
27
Psychosocial Issues of  Lack of affection
Adolescence
 Negligence/ indifference by parents
 Rejections /abandonment by parents/family
 Excessive / no control by parents
 Difficult circumstances viz. street children, juvenile home.
Activity 2
Recollect two of your past experiences where your peer/peers influenced you
positively and negatively.

2.3.2 Managing Peer Influence

An adolescent can be helped in resisting peer influence by –
 Listening to him actively
 Being nonjudgmental
 Giving correct and scientific information
 Valuing the capacity of adolescence
 Being a role model
 Inculcating acceptance and self respect.
The parents have to learn to work with peer influence, not against it. They have
to encourage them to involve in organized activity groups, such as school events,
sports and clubs. Time should be spent with teens, doing something you both
enjoy. Their friends should be invited to home and opportunities need to be
searched to learn about them. Limits need to be set that eliminate the opportunity
for negative activities. For example, do not allow unsupervised activities for long
periods of time, or late at night.
The adolescent can be encouraged to adopt a style of behaviour through which
he/she is easily able to manage peer influence.
The following techniques may be used to say “no”
A. “No thanks” technique: “Would you like an Ice Cream?”
“No Thanks”
B. Give a reason or excuse: “Do you want to see the film?”
“No thanks, I have to practice basketball”.
C. Broken record technique: “ Just try this joint”
“No way”
“Come on, just once!”
“No way”
“Come on”
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 “No way” Peer Influence

“Don’t worry. You won’t get caught, wimp”

“I said, No Way!”
D. Walk away: “Are you coming outside for a chat?”
Say “no” and walk away while saying it
E. Avoid the situation: If you know or see places where people often cause
trouble, stay away from those places or go another way.
F. Cold shouldering: “Hey, are you coming to the party on Saturday night?
There will be lots of beer and fun!”
Just ignore the person.
G. Change the subject: Start talking about something else
“Do you want some beer?”
“Hey! I’m not into this music at all. I’m going to go
request something else.”
H. Strength in numbers: Hang around with people you trust, especially in problem
situations.
I. Humor: Make a joke of the situation.
“Want a beer?”
“No thanks, too much work with my button fly”
J. State a health problem: “Do you want to go for a motorcycle ride?”
“No thanks, I’m having a headache.”
K. Reverse the pressure: “I saw that CD in his room. We should get it.”
“Didn’t I tell you, I don’t want it?”
Activity 3
Have a role play enacting a situation wherein few of your peers try to persuade
a peer to smoke and he tries to come out of the situation by saying no?
Check Your Progress 1
a) What does the term peer influence mean to you?
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b) What are the types of peer influences and how do they help us?
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Psychosocial Issues of .................................................................................................................
Adolescence
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c) Explain how can you manage peer influence in a positive manner.
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2.4 PEER PRESSURE

Let us now read about peer pressure, its meaning, types and ways to handle peer
pressure.
2.4.1 Meaning of Peer Pressure
Peer pressure is a pressure by peer group to take certain actions, adopt certain
values or otherwise confirm in order to be accepted.
It can also be understood in a manner that it is a pressure from one peer to
behave in a manner similar or acceptable to other peers. Peer pressure is a
normal part of life and children need guidance from their teachers, parent and
others adults so that they can handle the pressure in a positive manner.
2.4.2 Types of Peer Pressure
Peer pressure can have positive as well as negative effects on adolescents and
often puts them at a risk. It is responsible for low self-esteem, lack of confidence,
feeling isolated, depression, poor academic, performance etc. Let us understand
peer pressure.
Peer pressure can be classified into two major types:
a) Positive Peer Pressure
Positive peer pressure is usually overloaded by adults and is described as an
influence to do what is perceived by them as right. A child under the influence of
positive peer pressure may take up to study more seriously, join a sports team,
volunteer for same game work etc.
b) Negative Peer Pressure
Negative peer pressure is usually dangerous and is often again school rules, home
rules and code of conduct which we need to follow. Under the influence of
negative peer pressures, adolescents may start smoking, taking drugs, having
unsafe sex, bullying, sneaking out of house, skipping school and disrespect authority
etc.
2.4.3 Handling Peer Pressure
It is very important to understand for the adolescent to learn to manage the peer
pressure in an effective manner. S/he needs to be taught the positive and healthy
ways to deal with peer pressure. For example, if the adolescent is comforted with
30 peer pressure, s/he can:
 make a joke and change the subject Peer Influence

 say “No” and keep saying “No”

 leave the area
 suggest a different activity
Adolescent can learn certain basic steps when confronted with peer pressure:
Ask questions such as:
A) Why should I do that?
B) Whose idea is it?
C) Is this a good thing to do?
The last question can be answered if the act is going to cause harm to self or
others or is it against the rules, norms or policies etc. Accordingly, s/he has to
evaluate the consequences and manage the situation as discussed in section 2.3.2.
Adolescents can adopt certain strategies to deal with peer pressure.
A) Nurture one’s ability and self esteem.
B) Encourage peer interaction with cultural diversities differences.
Peer pressure if dealt with a positive attitude, it can not only prove helpful for the
child, but also help the child to deal with it in an amiable manner. Parents can help
the adolescent deal with peer pressures by following ways:
1. Strengthen the bond with your child : He will be more likely to respect
your views and values and better able to resist peer pressure if he has a
good relationship with you and feels you are a source of support. This bond
needs to be nurtured long before your child’s teenage years.
2. Promote your child’s self-esteem : Children who are confident and have
positive self-worth are more likely to pursue friendships with children who
are good role models and better able to resist negative peer pressure. Find
opportunities to boost your child’s self-esteem and enjoy success by involving
him in activities that capitalize on his strengths and interests. And, of course,
praise him for things he does well at home.
3. Set a good example : Your child is a keen observer of what you do and
may learn more from what he sees than what he hears. If he sees that you
are constantly striving to keep up with other parents, he will likely do the
same with his peers. If he sees you drinking and smoking, he is less likely
to resist engaging in these behaviours. If you do drink or smoke, giving it up
will make a vivid impression on him.
4. Talk with your child about peer pressure : Let your child know that you
understand how hard it can be at his age to do things that make him stand
out. Tell him that his peers may respect his decision not to join them in an
activity even though they may not express it and that some may even admire
his courage in resisting what they could not. Help him understand that a
friend who is pressuring him to do something that may be harmful is not much 31
Psychosocial Issues of of a friend. Appeal to his desire for autonomy by encouraging him not to let
Adolescence
others manipulate or make decisions for him.
5. Avoid overreacting when talking about peer issues : Your child may tell
you things that may make your jaw drop. If you overreact, you will discourage
him from talking with you about these issues again. At the same time use
these teachable moments to introduce some cautions without moralizing or
lecturing. Although it may seem as though he is dismissing what you are
saying, he will hear you.
6. Choose your battles carefully : Don’t make an issue out of your child’s
wanting to wear the same clothes as his friends or adopt a trendy hairstyle.
Make your stand on high-risk peer behaviour. Battling your child constantly
over minor issues may drive your child toward peers who are similarly
alienated from their parents. Not sweating the small stuff will enable you to
be more effective when you challenge him on the larger issues.
7. Help your child develop good decision-making skills : If he can learn
to trust his own instincts when making decisions, he will be less likely to let
others make decisions for him. Encourage him to think through the possible
consequences of the decision he is facing, including whether it may cause him
harm. Let him know that giving in to the pressure now may make life harder
for him later on.
8. Help your child develop responses to peers : Help him figure out what
to say to peers who are pressuring him to participate in high-risk activities.
Suggest responses that are short and simple and that he can say comfortably.
If he is receptive, role-play with him or encourage him to practice in front
of a mirror.
9. Get to know your child’s friends : Make a point of encouraging your child
to invite his friend’s home. Spend some time with them and assess whether
they are positive influences.
10. Don’t hesitate to set limits for your child : Your willingness to say no to
him sets a good example and may help give him the courage to say no to
a peer when faced with a potentially harmful situation.
Activity 4
Recollect an experience when you were under peer pressure. Share it with
your peers.
Check Your Progress 2
a) Define peer pressure.
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b) What are the two main types of peer pressure?
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 ................................................................................................................. Peer Influence

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c. Describe ways to manage peer pressure.
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d. What strategies can children evolve to deal with peer pressure?
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2.5 PEER LEADERS

You must have come across some of your peers who have more influence on
others and/or are decision makers in a peer group. These are peer leaders. Let
us learn about them.

2.5.1 Defining Peer Leaders

A peer leader is a person who has the potential to create an environment where
the peers can maximize their abilities to create change by taking action. A peer
leader can have a miserable impact on the school climate or a peer relationship.

2.5.2 Qualities of a Good Peer Leader

Leadership is basically an art and to a good leader one has to work on imposing
oneself first.
There are certain qualities required for a peer leader. They are:
 Character
 Charisma
 Commitment
 Communication
 Competence
 Courage
 Discernment
 Focus
 Generosity
 Initiative
 Listening
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Psychosocial Issues of  Passion
Adolescence
 Positive attitude
 Problem solving
 Security
 Teaching ability
There is an important saying by Warren bennig and Peter Druker.
“Management is doing things right, Leadership is doing the right thing”
A leader can be nominated; self selected or recruited, keeping in mind certain
qualities. A good leader needs to have an ability to influence others. He should
be able to encourage others and show empathy towards the others. S/he should
be willing to take risk and should have a sense of purpose or direction to achieve
the goals.

2.5.3 Role of Peer Leaders

Peer leaders help to enable their peers to experience their powers to effect
change by exercising leadership in their environment through formal and informal
interventions.
Adolescents are not just kids-they are the future. They are the people with ideas
and minds of their own who can accomplish great things if given a chance. That
chance is what the adolescents need to be provided through opportunities of real
life applications. Peer leaders help in providing with the opportunity to develop
awareness and understanding of community issues, problems and resources.
Peer leaders help to increase the self esteem of the young people and promote
critical thinking and problems solving. An environment is created by them where
the peers feel safe to learn and discuss important issues. They also help in developing
social responsibility with opportunities to provide community service and model
pro-social behaviour. Peer leaders play an important role in providing their peers
with opportunity to develop awareness and understanding of community issues,
problems and resources.
Activity 5
Identify some peer leaders in your group. What are various qualities they
possess?
Check Your Progress 3
a) Define peer leader.
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b) Enlist down the various qualities of a good peer leader.
34 .................................................................................................................
 ................................................................................................................. Peer Influence

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c) Explain the role of peer leaders in the success of a programme in the life
of the adolescents.
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2.6 PEER EDUCATION – AN EMERGING

PARADIGM
The use of same age or same background educators to convey educational
messages to a target group. . . . . . Peer educators work by endorsing
“healthy” norms, beliefs and behaviours within their own peer group or
“community” and challenging those which are “unhealthy”.
(United Nations Office for Drug Control and Crime Prevention, 2000)
Defining Peer Educator
The term “peer educator” refers to an especially trained person who is the
member of a particular peer group, is generally respected within the group and
is more likely to be influential. Peer educators may act in different roles, such as
facilitators, counsellors, sources of information, support workers or tutors.
Peer Education: A Strategy for Adolescent Empowerment
 Teenagers are more likely to hear and personalize messages and thus to
change their attitudes and behaviours, if they believe the messenger is similar
to them and faces the same concerns and pressures.
 Workshops and training programmers have demonstrated that peer educators
influence health behaviours – not only in regard to addressing sexuality but
also in regard to communication difficulties, aggression and substance use
and stress management.
 Peer education works on the premise that teenagers have with their peers,
leverages the power of role modelling and provide flexibility in meeting the
diverse needs of today’s adolescent.
 Trained peer educators are a more credible source of information for some
youth than are adult educators because they communicate in readily
understandable ways and serve as positive role models while dispelling
misperceptions that most youth are problematic. Peer education programmes
are especially beneficial to adolescents because of:
 Special training in making decisions, clarifying values and acting in
accordance with those values.
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Psychosocial Issues of  Correct and scientific information relevant to their own lives.
Adolescence
 Recognition as leaders by their peers and community.
 Direct involvement, a voice and some control in programs’ design and
operation.
 Learning of important skills, including facilitation and communication.
 Commitment to responsible and age appropriate behaviours.
 Active and meaningful involvement to youth also provide young people
with opportunities to increase their self-discipline and self-esteem and
to gain positive stature in the community, broader career choices and
a better understanding of diversity. Peer educators who entered the
program in their early teen years and who remained with the program
for one to two years were less sexually active and/or more likely to
have protected sex than were comparison youth in the community. Peer
educators often achieve greater sexual health knowledge, hold more
positive attitudes and report fewer risk behaviours.
Check Your Progress 4
a. Peer education programmes are especially beneficial to adolescents. Discuss.
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2.7 ROLE OF TEACHERS AND PARENTS

As adolescents spend 6-7 hour in school or we can say with peers, you as a
teacher can help adolescents to deal with peer influenced by following ways:
 Be a role model for positive behaviour
 Utilize peer pressure to keep unruly kids in line
 Nurture abilities and self-esteem in adolescents by emphasizing on self-
concept and self worth.
Parents may follow following actions to help the adolescent in dealing with peer
influences:
 Take interested in your adolescents and their peers
 Help the adolescents to seek amicable solutions to their problems
 Set boundaries and rules to be strictly followed at home and outside e.g.,
time for returning home, no to sex/ alcohol etc
 Take a proactive approach to potentially serious problems and involve
teenagers
 Help teenagers evaluate each friendship
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 Peer Influence
2.7 LET US SUM UP
It is important to know that peer today, form an important position in the life of
an adolescent and it is this influence which greatly affects the development of the
child to a major extent. In this unit you have developed an understanding of peer,
peer influence and the pressure created by peers. You have also understood that
peers can have a positive and negative influence and it is up to the adolescent how
he is able to manage it.
Peer leaders play a major role in the growing up of the teenager and provide with
a lot of inspiration to the individual. Peers create their own pressure and how an
adolescent is able to deal with it, handling pressure in a beautiful manner is what
he has to learn in the process of growing up as a strong individual. Teachers and
parents have a role to play to deal with peer influence and to move in the right
direction to become a good human being in life. Peer educators, act in different
roles, such as facilitators, counsellors, sources of information, support workers or
tutors thus, providing an enriching environment and leading to a healthy
development of an adolescent.

2.8 KEY WORDS

Commitment : Dedication
Charisma : Charm
Case Study : an occurrence of a situation
Discernment : Judgment
Management : to deal with
Behaviour : conduct
Influence : effect of one person or thing on another
Nurture : bringing up of a child
Esteem : think highly of
Imposing : impressive

2.9 ANSWERS TO CHECK YOUR PROGRESS

Check Your Progress 1
a) Peer influence is basically a pressure either feels inside or from others to do
something you are not comfortable with, even when nobody says anything.
b) Types of peer influence:
Peer influence usually is of two types :
i) Positive peer influence.
ii) Negative peer influence.
Positive peer influence – the peer may influence under two main difficulties :

37
Psychosocial Issues of Peer as educational modals
Adolescence
 Sharing of information
 Similar problems
 Facility to confide to the peer
 Age mate relationship
Peer as a reference
 Confidential relationship
 Modals of identification
 Feeling of being understood and accepted
 Forming a personal identity
 Pressure is from peers
 Desire of Imposing
 Black mailing
 Fear of dislocation
c) Show them your ability to listen to tham actively.
 Avoid judging them.
 Give them good information.
 Help them good information help them in evaluating there situation.
 Put to value the capacity of adol.
 Be on self as a role model.
 Teaching acceptance and self-respect.
Check Your Progress 2
a) Peer pressure is a pressure by peer group to take certain actions, adopt
certain values or otherwise confirm in order to be accepted. It can also be
understood in a manner that it is a pressure from one peer to behave in a
manner similar or acceptable to them. Peer pressure is a normal part of life
and children need guidance from their teachers, parent and others adults so
that they can handle the pressure in a positive manner.
b) Peer pressure can be classified into two major types:
i) Positive Peer Pressure
ii) Negative Peer Pressure
Positive peer factor is usually overloaded by adults and is described as an influence
to do what is right. A child under the influence of positive peer pressure may take
up to study more seriously, join a sports team, volunteer for same game work etc.
38
Negative peer pressure is usually dangerous and often again school rules, home Peer Influence

rules and code of conduct which we need to follow. Under the influence of
negative peer pressures the child may start smoking, bullying, sneaking out of
house, skipping school and disrespect au throaty etc.
c) S/he can
 make a joke and change the subject
 say “No” and keep saying “No”
 leave the area
 suggest a different activity
 the child can hang out with these share his belief.
d) Adolescent can learn to follow certain basic steps when confronted with
peer pressure
Ask questions like –
 Why would we do that?
 Whose idea was it?
 Is this a good thing to do?
 Identify negative behaviour against policies etc.
 Evaluate the consequences like we can get into trouble like my parents
 Can take my allowance etc.
 Suggest alternatives like why we don’t go after school is over
 Leave situation: remove from situation, walk away and do something
else
 Children can adopt certain strategies to deal with peer pressure
 Nurture teenager’s ability and self esteem
 Empower parents to help teens
 Encourage peer interaction and guide teenagers to in dealing in a positive
 Manner with cultural diversities and individual differences.
Check Your Progress 3
a) Peer leader is a person who has a potential to create an environment where
peers can maximize their abilities to create change by taking action.
b) Qualities of a good peer leader are :
 Character
 Charisma
 Commitment
 Communication 39
Psychosocial Issues of  Competence
Adolescence
 Courage
 Discernment
 Focus
 Generosity
 Initiative
 Listening
 Passion
 Positive attitude
 Problem solving
 Security
 Teach ability.
c) Peer leaders help to increase young people self-esteem as well as critical
thinking. Peer leaders help in providing student with opportunity to develop
awareness and understanding of community issues and problems.
Check Your Progress 4
a) Peer education programmes are especially beneficial to adolescents because
of :
 Special training of peer educators helps them in making decisions,
clarifying values and acting in accordance with those values.
 Correct and scientific information relevant to their own lives.
 Recognition as leaders by their peers and community.
 Direct involvement, a voice and some control in programs’ design and
operation.
 Learning of important skills, including facilitation and communication.
 Commitment to responsible and age appropriate behaviours.
 Active and meaningful involvement to youth also provide young people
with opportunities to increase their self-discipline and self-esteem and
to gain positive stature in the community, broader career choices and
a better understanding of diversity.

2.10 REFERENCES
1. Peer to Peer—A. Oram
2. Peer Pressure—Gail B. Stewart
3. Peer Pressure Reversal—Sharon Scott
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4. How to say no and keep Your Friends—Sharon Scott
5. Peer Pressure Books—[Link] Peer Influence

6. Understanding Peer Influence—Duke

7. Social networks and Peer Influence—Deirdre M. Kirke
8. Teenagers and Substance Abuse—[Link]
9. Personality and Peer Influence—Barnes and Noble
10. Friendship and Educational Choice—[Link]
11. Understanding Children and Adolescent—Schickdanz and Forsyth
12. Understanding Peer Influence in Children—Mitchell J. Prinstein

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