Helping Adolescents Helping Adolescents Deal with Peer Deal with Peer

PressurePressure

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

the Maryland School Mental Health Alliance.

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?

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PressuresPressures Transition into middle school and becoming a Transition 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 from Some changes include added pressures from friends and peers. friends and peers.

Pressures are a normal part of life and children Pressures are a normal part of life and children need guidance from their teachers, parents and need guidance from their teachers, parents and other adults so that they are able to handle these other 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 other sex, 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.

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What you can do?What you can do? Make students aware of some of the pressures Make students aware of some of the pressures

they may encounterthey may encounter

Demonstrate the difference between positive Demonstrate the difference between positive and negative peer pressureand negative peer pressure

Provide suggestions and strategies to help Provide suggestions and strategies to help children deal with peer pressurechildren deal with peer pressure

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Positive vs. Negative Peer PressurePositive vs. Negative Peer Pressure

Negative Peer Negative Peer Pressure-Pressure-

Is often Is often dangerousdangerous and and against against

school rules, home rules and school 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 Peer Positive Peer Pressure-Pressure-

Is often overlooked but does Is often overlooked but does existexist

and may be described as anand may be described as aninfluence to do what is influence to do what is rightright..

• StudyingStudying• VolunteeringVolunteering• Befriending someoneBefriending someone• Community ServiceCommunity Service• Joining a sports teamJoining a sports team

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Identifying StudentsIdentifying Students

Traits putting students at a higher risk of falling to peer Traits putting students at a higher risk of falling to peer pressurepressure

Low self esteem Low self esteem Lack of confidence Lack of confidence Uncertainty about ones place within a given peer group Uncertainty about ones place within a given peer group No personal interests exclusive of one's peer group No personal interests exclusive of one's peer group Feeling isolated from peers and/or family Feeling isolated from peers and/or family Lack of direction in life Lack of direction in life Depression Depression Eating disorders Eating disorders Poor academic abilities or performance Poor academic abilities or performance

Retrieved on January 3rd, 2007 from http://teenadvice.about.com/cs/peerpressure/a/blpeerpressure.htm CSMH-MSMHA 2006

Helping Children Deal with Helping 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 smart Why 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 think Calling her names is just going to start trouble”, “ don’t think

smoking is a good idea”, “It is against school policy to leave the smoking 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 will We 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

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Steps continued:Steps continued:

Suggest an alternativeSuggest an alternative ““Why don’t we go to the store Why 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 away If all else fails, remove yourself from the situation. Walk away

and do something elseand do something else

http://www.new-life.net/parent06.htm CSMH-MSMHA 2006

Positive and Healthy Ways Positive and Healthy Ways to Deal with Pressuresto Deal with Pressures

Strategies for students to use:Strategies for students to use:• • Make a Make a jokejoke and change the subject and change the subject• • Say “Say “nono” and keep saying “” and keep saying “nono””• • LeaveLeave the area the area

• • Get Get helphelp from someone you trust from someone you trust• • SuggestSuggest a different activity a different activity

• • Hang out with others who Hang out with others who share your beliefsshare your beliefs

Help students develop decision making skills Help students develop decision making skills

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Strategies to help children Strategies to help children dealdeal

1.1. Relinquish the stereotype of peers as a uniformly Relinquish 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 can Nurture teenagers' abilities and self-esteem so they can forge positive peer relationships forge positive peer relationships

3.3. Empower parents and educators to help teenagers Empower parents and educators to help teenagers pursue and maintain positive peer relationships pursue and maintain positive peer relationships

4.4. Encourage cross-ethnic and "cross-class" peer Encourage cross-ethnic and "cross-class" peer interactions and guide teenagers in dealing positively interactions and guide teenagers in dealing positively with cultural diversity and individual differences.with cultural diversity and individual differences.

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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 with Support parent education programs for families with teenagers teenagers

7.7. Establish intervention programs for preadolescents with Establish intervention programs for preadolescents with

low social skills or aggressive tendencieslow social skills or aggressive tendencies. .

Strategies to help children Strategies to help children dealdeal

http://sitemaker.umich.edu/356.darnell/strategies_for_coping_with_peer_pressureCSMH-MSMHA 2006

BullyingBullying Bullying can become a major problem for some Bullying can become a major problem for some

students and often students are pressured to students and often students are pressured to involve themselves in these situationsinvolve themselves in these situations

It is important to identify and attempt to rectify It is important to identify and attempt to rectify these situations as they interfere with your these situations as they interfere with your students’ learning and development and potentially students’ 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 being Any 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

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Steps towards an action Steps towards an action plan for Bullyingplan for Bullying

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 the Students 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 of Educators 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 the There must be a clear and effective plan for dealing with the bully and the victim. Students must know the consequences of bully 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

Steps ContinuedSteps Continued4.4. School personnel must know about the different School 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 is An effective tool for dealing with bullying is utilizing the masses who aren’t involved in utilizing the masses who aren’t involved in bullying situations. These students can take a bullying 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://www.bullybeware.com/tips.html CSMH-MSMHA 2006

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 unreasonableFor more information go to:For more information go to:

http://csmh.umaryland.edu/resources.html/resource_packets/download_files/bullying_2002.pdf http://csmh.umaryland.edu/resources.html/resource_packets/download_files/bullying_2002.pdf CSMH-MSMHA 2006

• Model pro-social behavioral that asserts self-worth of Model pro-social behavioral that asserts self-worth of each individual studenteach individual student

• Actively observe student behavior in the classroomActively observe student behavior in the classroom

• Speak with parents to see if additional stressors at Speak 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 your lesson Include discussions of conflict-resolution in your lesson planplan

What can you do to help?

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What can you do?What can you do?

• Ask school clinicians to present on consequences Ask school clinicians to present on consequences of bullyingof bullying

• Become familiar with the bulling prevention Become familiar with the bulling prevention curriculum in the schoolcurriculum in the school

• If there isn’t one, start incorporating bullying curriculum in your If there isn’t one, start incorporating bullying curriculum in your lesson plans including knowledge, attitudes, and skill lesson plans including knowledge, attitudes, and skill development pertaining to bullyingdevelopment pertaining to bullying

• Role play in the classroom to help students Role play in the classroom to help students develop refusal skillsdevelop refusal skills

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What can you do?What can you do?

• Suggest that students stay together and walk in Suggest that students stay together and walk in groups when traveling to and from school and groups when traveling to and from school and when outside during recess or lunchwhen outside during recess or lunch

• Meet with school administrators and help Meet with school administrators and help develop a bullying policy to implement school develop a bullying policy to implement school wide. wide.

More information can be obtained from Dr. Ken Rigby at More information can be obtained from Dr. Ken Rigby at

http://www.education.unisa.edu.au/bullying/http://www.education.unisa.edu.au/bullying/

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Tips/Facts to help with Tips/Facts to help with BullyingBullying

Understanding why children bully / victimize others Understanding why children bully / victimize others is of key importance in initiating change of this is of key importance in initiating change of this behavior behavior

Make it known that bullying and victimizing is not Make 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 bullying Managing bullying requires that the bullying behavior be firmly admonished and controlledbehavior be firmly admonished and controlled

Counseling is essential and should be compulsory Counseling 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

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Tips and Facts ContinuedTips and Facts Continued

Children who bully / victimize need to see themselves Children 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 be The victim also needs to learn to act differently and be given opportunities to shine and show strength given opportunities to shine and show strength

Bullying and victimization require that the school, the Bullying and victimization require that the school, the teacher, the parent, the peers, but most importantly the teacher, the parent, the peers, but most importantly the child (bully and victim), take responsibility to learn to act child (bully and victim), take responsibility to learn to act differently  differently 

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

Useful Books and Online Useful 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 Bullyingwww.bullybeware.orgwww.bullybeware.org

Steps to Respect: A Bully Prevention Program Steps to Respect: A Bully Prevention Program www.cfchildren.org/str.htmlwww.cfchildren.org/str.html

Blueprints for Violence Prevention: Book 9. Bullying Prevention Blueprints 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 Violencehttp://www.clemson.edu/olweushttp://www.clemson.edu/olweus/ /

Breaking the Cycle of Violence: Intervention for Bullying and Breaking the Cycle of Violence: Intervention for Bullying and Victimization (1996) By Richard J. HazlerVictimization (1996) By Richard J. Hazler

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Resources ContinuedResources Continued

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• 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

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

*Developed by the Center for School Mental Health (http://csmh.umaryland.edu)

in collaboration with the Maryland School Mental Health Alliance.