Running head: [SHORTENED TITLE UP TO 50 CHARACTERS] 1

DATU SIANG NATIONAL HIGH SCHOOL

PEER PRESSURE EXPERIENCES OF

Understanding, Culture, Society, and Politics

Submitted by:
Fhaimea T. Latip
Sheikha Nhur A. Gampong
Angelika Konakon
Jovey B. Kanapia
Norhaina R. Ibad
Norhaina O. Mamalimping
Bai Maja E. Balindong

Sharuddin M. Sendad
Sakir T. Anwar
Faharudin A. Kusain
Adnan O. Aminola
Datu Nhor D. Kasingsingan
Muslimin L. Ogatis
Jameson P. Bilalang

Submitted to:
NORKHAIR ALONGAN IBRAHIM
Subject Teacher
 School Year
2022-2023
INTRODUCTION

Youth age begin from 13 years at school and it is a time of transition, including the gradual move
from family-oriented to peer-oriented activities. Peer pressure is pressure from peers to behave in
a particular way or not to behave in certain ways and it is almost universally recognized as one of
the dominant characteristics of adolescent everywhere in the world. The right direction of peer
pressure results a better outcome on the part of youth behaviour, participation in the society
and in development of the nation as a whole but negative peer pressure also impact a lot in the
productiveness of the youth in the society. The problem area of the study are interest areas of the
educators, parents, adolescents themselves to become constructive in their education and in their
social development. Its power and presence can be seen in almost every aspect of adolescent life:
choice of dress, music, language; involvement in school or community affairs; and
involvement with family. But despite the general recognition of the existence of peer
pressure, it is still a phenomenon that is not well understood. Young people are confronted
with peer pressure well before middle school and well after. But during the middle school years
peer pressure becomes particularly noticeable (Haun, 2011). At this time adolescents undergo
Bio Psycho social changes; and these changes commit young people to the serious task of
becoming autonomous individuals. During middle school years, adolescents accelerate their
developing independence from the family; and as they do, they begin to coverup /coalesce into
distinct groups. The adolescent need to belong to a peer group gives the group both influence and
power.

STATEMENT OF THE PROBLEM

This research aims to determine the peer pressure experienced by teenagers.

DATA PRESENTATION
Peer pressure is the direct or indirect influence on peers, i.e., members of social groups with
similar interests, experiences, or social statuses. Members of a peer group are more likely to
influence a person’s beliefs, values, and behavior. A group or individual may be encouraged and
want to follow their peers by changing their attitudes, values or behaviors to conform to those of
the influencing group or individual. For the individual affected by peer pressure, this can have
both a positive or negative influence on them.

Social groups include both membership groups in which individuals hold “formal” membership
(e.g. political parties, trade unions, schools) and cliques in which membership is less clearly
defined. However, a person does not need to be a member or be seeking membership of a group
to be affected by peer pressure. An individual can be in a crowd, a group of many cliques, and
still be affected by peer pressure. Research suggests that organizations as well as individuals are
susceptible to peer pressure. For example, an organization may base a decision off of the current
trends to receive more likeability or grow a following.(Marquis; Tilcsik, 2016).

Peer pressure can affect individuals of all ethnicities, genders and ages. Researchers have
frequently studied the effects of peer pressure on children and on adolescents, and in popular
discourse the term “peer pressure” is used most often with reference to those age-groups. It’s
important to understand that for children of adolescent age, they are faced with finding their
identity. Erikson, a sociopsychologist, explains that identity is faced with role confusion, in other
words, these children are trying to find a sense of belonging and are the most susceptible to peer
pressure as a form of acceptance.(Laura, 2018).] For children, the themes most commonly
studied are their abilities for independent decision-making. For adolescents, peer pressure’s
relationships to sexual intercourse and substance abuse have been significantly researched. Peer
pressure can be experienced through both face-to-face interaction and through digital interaction.
Social media offers opportunities for adolescents and adults alike to instill and/or experience
pressure every day.(Kyungeun; Park; Song, 2016).

Studies of social networks examine connections between members of social groups, including
their use of social media, to better understand mechanisms such as information sharing and peer
sanctioning. Sanctions can range from subtle glances that suggest disapproval, to threats and
physical violence. Peer sanctioning may enhance either positive or negative behaviors. Whether
peer sanctioning will have an effect depends strongly on members’ expectations and the possible
sanctions actually being applied. It can also depend on a person’s position in a social network.
Those who are more central in a social network seem more likely to be cooperative, perhaps as a
result of how networks form. However, this goes both ways and so they are also more likely to
participate in negative behaviors. This may be caused by the repeated social pressures they
experience in their networks.(Larson, 2021).
Adolescence is the time when a person is most susceptible to peer pressure because peers
become an important influence on behavior during adolescence, and peer pressure has been
called a hallmark of adolescent experience. (Brown, 2004), (Steinberg; Monahan, 2007).
Children entering this period in life become aware for the first time of the other people around
them and realize the importance of perception in their interactions. Peer conformity in young
people is most pronounced with respect to style, taste, appearance, ideology, and values. (Durkin,
1996). Peer pressure is commonly associated with episodes of adolescent risk taking because
these activities commonly occur in the company of peers. (Steinberg; Monahan, 2007).
Affiliation with friends who engage in risk behaviors has been shown to be a strong predictor of
an adolescent’s own behavior. (Spear; Kulbok, 2001). Peer pressure can also have positive
effects when youth are pressured by their peers toward positive behavior, such as volunteering
for charity, (Hanes, 2012) excelling in academics, or participating in a service project.(Gormly,
2013). The importance of peers declines upon entering adulthood.(Brown; Eicher; Petrie, 1986).

Peer pressure produces a wide array of negative outcomes. Allen and colleagues showed that
susceptibility to peer pressure in 13- and 14-year-olds was predictive of not only future response
to peer pressure, but also a wider array of functioning.(Allen; Porter; McFarland, 2006). For
example, greater depression symptomatology, decreasing popularity, more sexual behavior, and
externalizing behavior were greater for more susceptible teens. Of note, substance use was also
predicted by peer pressure susceptibility such that greater susceptibility was predictive of greater
alcohol and drug use.

Substance use prevention and intervention programs have utilized multiple techniques in order to
combat the impact of peer pressure. One major technique is, naturally, peer influence resistance
skills.(Tobler, 1986), (Hansen; Graham, 1991). The known correlational relationship between
substance use and relationships with others that use makes resistance skills a natural treatment
target. This type of training is meant to help individuals refuse participation with substance use
while maintaining their membership in the peer group. Other interventions include normative
education approaches (interventions designed to teach students about the true prevalence rates
and acceptability of substance use).(Hansen; Graham, 1991). Education interventions that raise
awareness of potential dangers of substance use, alcohol awareness training and classroom
behavior management. The literature regarding the efficacy of these approaches, however, is
mixed.(Hansen; Graham, 1991),(Foxcroft; Tsertsvadze, 2012),(Shope; Copeland; Maharg;
Dielman, 1996). A study in Los Angeles and Orange Counties that established conservative
norms and attempted to correct children’s beliefs about substance abuse among their peers
showed a statistically significant decrease in alcohol, tobacco, and marijuana use(Hansen;
Graham, 1991) but other studies that systematically reviewed school-based attempts to prevent
alcohol misuse in children found “no easily discernible pattern” in both successful and failed
programs.(Foxcroft; Tsertsvadze, 2012). A systematic review of intervention programs in schools
conducted by Onrust et al. found that programs in elementary school were successful in slightly
reducing a student’s likelihood to abuse drugs or alcohol. However, this effect started to wear off
with programs that targeted older students. Programs that targeted students in grades 8–9 reduced
smoking, but not alcohol and other drug abuse, and programs that targeted older children
reported no effect at all.(Onrust; Otten; Lammers; Smit, 2016).

CONCLUSION
Peer pressure is quite common in our society. Especially for teenagers and young adults, peer
pressure can be a significant danger since it is associated with several adverse consequences.

Therefore, parents should take a close look at how peer pressure may affect the behavior of their
children in order to be able to take suitable measures in time if necessary.

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