STUDENT NAME – TAPIWANASHE DHLIWAYO REG NUMBER R237437U
FACULTY OF EDUCATION
BACHELOR OF EDUCATION HONOURS VISUAL, PERFORMING ARTS AND HERITAGE EDUCATION
(ART AND DESIGN EDUCATION)
ASSIGNMENT QUESTION DESCRIBE 4 WAYS WHICH LERANERS CAN DEAL WITH
NEGETIVE PEER PRESSURE
DUE DATE 11/12/23
Peer pressure is a powerful force that can influence our decisions and behaviors, especially
throughout our formative years. While positive peer pressure can encourage us to engage in
healthy and productive activities, negative peer pressure can lead us down a path of harmful
choices and risky behaviors, such as smoking, drinking alcohol and skipping school. In this
write up, the writer wishes to explain the ways in which a learner can deal with negative peer
pressure.
Peer pressure is defined as the influence that peers have on each other, typically to conform to
group norms or engage in certain behaviors. It can be direct, where someone explicitly asks you
to do something, or indirect, where pressure is implied through social cues or unspoken
expectations. While a learner is a person acquiring knowledge or skills of a particular subject.
We have different types of Peer Pressure which include Positive. This is the encouragement to
engage in positive behaviors, such as volunteering, joining a sports team, or studying hard.
Negative peer pressure is pressure to engage in harmful or risky behaviors, such as
smoking, drinking alcohol, or skipping school. (Brendt and Thomas 1979)
Through peer pressure influence is done on each other, typically to conform to group norms or
engage in certain behaviors. It can be direct, where someone explicitly asks you to do something,
or indirect, where pressure is implied through social cues or unspoken expectations. As learners
navigating the social landscape, it's crucial to develop strategies to resist negative peer pressure
and stay true to our values.
There are strategies that learners can use to deal with negative peer pressure. Brown and
Bradford asserts that one of the way in which a learner can deal with peer pressure is to develop
strong self-esteem. Self-esteem refers to our sense of self-worth and personal value. Individuals
with strong self-esteem are more confident in their own decisions and less likely to succumb to
the pressure of others. Building self-esteem involves focusing on the learner`s strengths,
accomplishments, and positive qualities. Engaging in activities that the learners enjoy, setting
realistic goals, and surrounding themselves with supportive people can all contribute to a positive
self-image. Negative peer pressure can be a powerful force, especially during adolescence. It can
tempt a learner to do things which they know are wrong or harmful. But individuals with strong
self-esteem are better equipped to resist such pressure and make their own decisions.
Practicing assertive communication helps in overcoming negative peer pressure. This can be
done by learning to say "no" confidently and assertively is an essential skill for resisting negative
peer pressure. This involves being clear, direct, and firm in your communication, while also
remaining respectful of others. It's important to avoid making excuses or justifying your
decision, as this can weaken your stance. Instead, state your refusal clearly and concisely,
leaving no room for negotiation.( Kendler and Kenneth etl.)
Surround yourself with positive influences helps a learner to overcome negative peer pressure.
The people we spend time with have a significant impact on our thoughts, feelings, and
behaviors. Kendler and Kenneth asserts that, surrounding yourself with positive peers who share
your values and support your goals can provide a strong buffer against negative peer pressure.
Engaging in activities with like-minded individuals allows you to connect with others who share
similar interests and aspirations, fostering a sense of belonging and acceptance without the
pressure to conform to unhealthy behaviors.
A learner must seek support from adults. If a learner is feeling feeling overwhelmed by negative
peer pressure, he or she should not hesitate to seek support from trusted adults. This could be a
parent, teacher, counselor, or any other adult you feel comfortable talking to. Sharing their
concerns with someone they trust can provide valuable guidance and help them develop
strategies for coping with the pressure. Adults can offer advice, support, and even intervene on
their behalf if necessary. (Clasen, Donna Rae, and B. Bradford Brown 1985)
Learners should learn to build confidence in their Abilities so as to overcome negative peer
pressure. A learner should identify their strengths and talents. They should make a list of things
which they are good at, whether it's academics, sports, music, or any other area. Then they
should reflect on their accomplishments and celebrate successes, no matter how small. They
should also set realistic goals and challenge themselves by achieving goals, even small ones.
This boosts leaners` confidence and sense of self-efficacy. Setting achievable goals and
rewarding them upon completion. This helps as learners won’t engage with other peers who have
negative influence on them.( Ralte, Rinpari, and C. Lalrochami.2019)
To sum up, dealing with negative peer pressure is a challenge faced by many learners. By
developing strong self-esteem, practicing assertive communication, surrounding you with
positive influences, and seeking support from adults, you can navigate these situations
effectively and make choices aligned with your values and goals. Learners should learn to build
confidence in their Abilities so as to overcome negative peer pressure. A learner should identify
their strengths and talents. They should make a list of things which they are good at, whether it's
academics, sports, music, or any other area. Then they should reflect on their accomplishments
and celebrate successes, no matter how small. They should also set realistic goals and challenge
themselves by achieving goals, even small ones. This boosts leaners` confidence and sense of
self-efficacy. Setting achievable goals and rewarding them upon completion. This helps as
learners won’t engage with other peers who have negative influence on them.
Reference
1. Brendt, Thomas J. (1979) “Developmental changes in conformity to peers and
parents,” Developmental Psychology, 15:6, 608–616.
2. Brown, B. Bradford (1982) “The extent and effects of peer pressure among high
school students: A retrospective analysis,” Journal of Youth and Adolescence,
11:2, 121–133.
3. Clasen, Donna Rae, and B. Bradford Brown. "The multidimensionality of peer pressure in
adolescence." Journal of Youth and Adolescence 14, no. 6 (March 1985): 451–68.
[Link]
4. Kendler, Kenneth S.; Prescott, Carol A.; Myers, John; Neale, Michael C.
(September 2003). "The Structure of Genetic and Environmental Risk Factors for
Common Psychiatric and Substance Use Disorders in Men and
Women". Archives of General Psychiatry. 60 (9): 929–937.
5. Ralte, Rinpari, and C. Lalrochami. "Stress, Self-Esteem and Peer Pressure among Mizo
Adolescents." Senhri Journal of Multidisciplinary Studies 4, no. 2 (December 28, 2019): 22–
31. [Link]