Peer Pressure

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Investigating peer pressureObjectives: • Deepenawarenessandunderstandingofthepositiveandnegativeaspectsofpeerpressure;

• Appreciatetheimportanceofresistingnegativepeerpressure; • Developstrategiestodealwithnegativepeerpressure.

Use the following activities to selectively investigate the issue of peer pressure

➤ Introducepeerpressureusingoneofthefollowingoptions:

Option1:Shareeachofthefollowingsituationswithstudentsandaskthemtoindicatewithathumbsupordownwhichoftheseareexamplesofpeerpressure:

• Fansatagameencourageyoutotryharder.

• Schoolmarksarepublishedforeveryonetosee.

• Radioadsurgeyoutogetwithitbecauseallyourfriendsaredoingit.

• Yourbestfriendasksyouseveraltimesduringthedaytoskipoutofschoolearly.

• Everyoneonyoursportsteamwearsaschooljacket.

• Nooneyouknowgoestoyoga.

➤ Afterrespondingtoalltheexamples,invitestudentstoexplainwhytheyvotedastheydid.Helpstudentsappreciatethatallofthese,tosomeextent,maybeexamplesofpeerpressure.Invitestudentstodefinepeerpressurebasedonthisdiscussion.

Option2:Sharethefollowingscenariowithstudents:

Charlotte is almost 3 years old. She is a shy, curious but not mischievous, toddler who plays imaginatively by herself and loves books. Charlotte rarely behaves inappropriately but recently coloured the kitchen table and the stairs with felt pens. Coincidentally, Char-lotte’s new favourite book features a little girl named Bridget who uses colouring markers to colour everything.

Posethefollowingquestion:“IsCharlotte’sbehaviouraresultofpeerpressure?”Invitestudentstodefinepeerpressurebasedonthisdiscussion.

➤ EncouragestudentstoexpandorclarifytheirunderstandingofwhotheirpeersarebyusingacopyofWho are your peers?to record their thinking. Invite students to brainstorm, ingroups,alistofallthegroupsorcategoriesofindividuals(notspecificnamesofpeople)whocouldbeconsideredtheirpeers,Instructthemtoplacethesepeopleintheap-propriatecirclesonWho are your peers?andtodiscussthedegreeof influenceeach levelofpeer is likely tohaveuponthem

This TC2-developed critical challenge was previously published as a Tools for Thought resource. Kindly consider a subscription to Tools for Thought to access the tools referenced in this critical challenge.

Introduce the topic

Define peer pressure

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© The Critical Thinking Consortium

Who are your peers?

Review the list of peers that you brainstormed with your group. Organize the people and groups on the list in the

diagram below. Discuss the level of infl uence each group of peers is likely to have on you. Highlight or circle the peers that apply

the most pressure.

People who you are aware of or

may have seen but do not know

People you know but do not see often

People closest to you


➤ Finally,askstudentstodiscusswayseachofheirpeersmightinfluencetheirbehaviourandthinkingandwhethertheseinfluencestendtobepositive,negative,orboth.Discusswithstudentswhetherornotpeerswhoareclosesttoyouhavethemostinfluence.

➤ Asanaside,askstudentswhetheradultsexperiencepeerpressure.Inwhatways?Isthispressurelikelytobeassignificantforadultsasitmaybeforyoungpeople?Whyorwhynot?

➤ Invitestudentstosharethekeypointsoftheirgroupdiscussionwiththewholeclass.Recordstu-dentideasontheboardunderthefollowingheadings:peers,examplesofnegativepeerpressure,andexamplesofpositivepeerpressure.

➤ Examinethestudents’originaldefinitionofpeerpressureanddiscusswhetherornotthedefini-tionfitswithstudents’discussions.Comparethestudents’definitionwiththefollowingdefinitionofpeerpressurefromdictionary.com:“socialpressurebymembersofone’speergrouptotakeacertainaction,adoptcertainvalues,orotherwiseconforminordertobeaccepted”.

➤ Invitestudentstodiscussthefollowingquestions:

• Whatisthedifferencebetweenpeerpressureandpeerinfluence(showingbyexample,encour-aging)?

• Whatisthedifferencebetweenpeerpressure(anefforttogetyoutodosomething)andbully-ing(repeated,meanspirited,intendedtopunishorhurt)?

➤ Invitestudents,basedontheirexperiences,todiscusswherepeerpressureexistsandhowpeerpressureiscommunicated.Introducethedifferencebetweendirectandindirectcommunication(directisobviousandspecifictoyou;indirectisnotspecificallydirectedtoyou).

➤ ProvideeachpairofstudentswithacopyofPeer pressure scenarios.Invitethemtodeterminewhethereachscenarioillustratespositiveornegativepeerpressure.Onthebottomof thepage,have students identifywhereeach scenariofallsonthelinebetweendirectandindirectpeerpressure.

➤ Reviewthescenariosandstudentdecisionsasaclass.Discussthesourceofpeerpressureineachscenario.Pointoutthatrecognizingwherepeerpressurecomesfromcanoftenhelpusresistnegativepeerpressure.Invitestudentstoconsiderthesourcesofpeerpres-sureintheirownlivesbycreatingaprivatelistofpeopleandputtingtheminfourcategories:

• truefriendswhoreallycareaboutthem;

• acquaintances(peopletheyseebutdonotspendtimewith);

• wannabefriends(peoplewhotheythinktheywouldliketobefriendswith);

• notfriends(peoplewhomayinfluencethembuttheydonotknow).

➤ Askstudentstoconsiderthenumberofpeoplethatfallintoeachgroup.Discusswithstudentswherenegativepeerpressuremostoftencomesfromandwhatformitusuallytakes.

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Peer pressure scenarios

Label each scenario as being either positive peer pressure or negative peer pressure.

Place each scenario on the scale below, indicating whether the peer pressure is direct or indirect.

#1 Lifting lipstick“Now!” whispered Suki. “Quick while the clerk’s

not looking.” Heart pounding, Leah leaned against

the store’s makeup display and slid two tubes of

lipstick into her purse. She looked bored and de-

tached as she followed her friends out of the store,

but inside she felt panic.“I can’t believe you made me do that,” Leah

wailed.“Relax,” said Jill, “everybody does it sometime.

And we didn’t make you do it.”

Leah said nothing but she knew she wouldn’t have

done that on her own.#3 Skipping class“Come on, everyone is skipping class. Who wants

to take that quiz? We’re going to the beach. Let’s

go!” says the coolest kid in the class. What will

Lucie do? #5 Change your mind

Jeff’s parents are away for the weekend. Sean,

Jeff’s popular classmate, hears about this and

suggests to Jeff that he have a party. Sean says he

will invite all his friends. Jeff thinks this might be

a way to get to know some cool people. Adam,

Jeff’s best friend, tells him a party would be a re-

ally bad idea but knows Jeff wants to save face,

so he suggests Jeff tell Sean that his parents came

back unexpectedly.#7 Little sisterBen’s younger sister is obsessed with Hannah

Montana. She has Hannah Montana books, brace-

lets, bedding, pajamas, and CDs. Now she wants

a Hannah Montana red jacket costume for the fi rst

day of school. She is dramatically insisting her life

will be over if she does not have this outfi t.

#2 Facebook pressure Facebook Group page entitled: Dylan should have

a Facebook account ... people can join the group

and acknowledge their support for Dylan getting

a Facebook page.Dylan does not want a Facebook page but hears

about the group and knows a lot of people are

joining.

#4 Math mistakesSusan just moved to a new school and wants to

make friends quickly. She does not want to be seen

as the “smart kid” so deliberately makes mistakes

on her math test to ensure the teacher will not

single her out for praise.#6 Ginger DayIn response to an episode of the satirical cartoon

Southpark, a teenager started a Facebook group

declaring November 20th “Kick a Ginger Day.”

Hundreds of students across the country joined this

group and on November 20th, kicked students with

red hair. Students who participated were suspended

and the RCMP contemplated charging the student

who started the Facebook group with hate crimes.

#8 InspiredNaija loves music and is studying classical guitar.

Her dream was to become a professional musician.

However, she also wanted to spend time with her

friends and she didn’t want to be a music geek. She

was thinking that she would give up music. Then,

she saw a television program about a 14-year-old

boy who is a musical genius. He practiced three

hours a day. He seemed like a great person and

not geeky at all. Naija is rethinking her decision to

quit because she thinks if he can do it, so can she.

indirect

direct

peeer pressure

peer pressure

Understanding peer pressure


Explore peer pressure further using some or all of the following critical challenges

Critical challenge #1

How much does peer pressure influence your decision making?

➤ Posethequestion:“Howmuchdoespeerpressureinfluenceyou?”Askstudentstochooseoneofthefollowingresponses:alittle,alot,ornotverymuch.

➤ Invitestudents to thinkaboutdecisions theyhavemaderecently.Brainstormpossibletypesofdeci-sionswithstudents(e.g.,decisionsaboutfashion,food, leisure time, recreation, sports, socialbehaviour, friends, communication, joiningclubs).ProvidestudentswithacopyofFactors affecting recent decisions.Instructstudentstorecordfourdecisionstheymaderecentlyandtheirreasonsforthatdecision.

➤ IntroducethestrategyfoundinIndependent mindedness(partoftheToolsforThoughtcollection).Invitestudentstoratethelevelofindependentmindednesstheyexercisedinmak-ingtheirdecisionsusingRating independent mindedness.Invitestudentstocomparetheirrankingwiththeirinitialresponsetothequestion“howmuchdoespeerpressureinfluenceyou?”


Rank order electronic messages according to the amount of peer pressure implied.

➤ Posethequestion:“Wheredoyoufindnegativepeerpressure?”Encouragestudentstothinkbe-yond“everywhere”andsuggestspecificvenueswherepeerpressureisevident.Suggestionsmayincludetelevision,movies,theinternet,magazines,school,clubs,andsportsteams.

➤ Invitestudentstothinkaboutpeerpressureinthecontextofemailmessagesandotherelectroniccommunication.Remindstudentsthatpeerpressurecanbedirectorindirect.

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Factors affecting recent decisions

Identify four decisions or choices you have made recently. For each decision, identify and classify the main factors that infl uenced your decision.

Decision

Peer pressure

Peer infl uence

Other reasons

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Name: ______________________________________________Rating independent mindedness

Character ________________________________________________

Attribute of independent

Evidence

mindedness1. Individuals who are

independent minded are

inclined to decide for themselves what to believe

and do rather than simply

accept things because others say they should.

2. Being independent minded

doesn’t necessarily mean

that your opinions are always different from

others and that you never

consult with other people; it

means simply that you hold

opinions because they make

sense to you.3. Individuals who are independent minded aren’t

afraid of having a different

opinion but don’t simply

pick an opposing view just

to be different.4. Individuals who are independent minded are

typically willing to stand

up publicly for what they

believe.Overall assessmentThe individual is ❏ very independent minded

❏ somewhat independent minded

❏ not at all independent minded

Reasons

Suggestions for improvement


➤ IntroducethestrategyfoundinInterpreting electronic mes-sages (part of theTools forThought collection). Providestudentswiththeexamplesofelectronicmessagesfoundon Electronic messages.Askstudentstoaddtwoadditionalexamplesofelectronicmessages.Alternatively,askstu-dentstocreateelectronicmessagesorreviewelectronicmessagestheyhaverecentlysentorreceived.Providestudents with a copy ofUnderstanding the implied message.

➤ Instruct students to interpret the impliedmessageineachoftheelectronicmessagesandrankorderthemaccordingtotheamountofpeerpressuretheimpliedmessagecontain.


Create and role play an active listening response in a negative peer pressure situation.

➤ Discusswithstudentssomeofthedilemmascreatedbypeerpressure.Ifnecessary,refertoPeer pressure scenariosanddiscussthedilemma(difficultchoice)somecharactersinthescenariosmightface.Pointoutthatsometimestalkingtosomeone,eitherinpersonorbysomeotherformofcommunication,whenyouarefacingpeerpressure,canhelp.Suggestthathowapersonrespondstoanotherpersoncanhelpsolvetheirdilemna

➤ IntroducethestrategyfoundinActive listening(partoftheToolsforThoughtcollection).InvitestudentstorevisitthescenariospresentedinPeer pressure scenarios andidentifywhichcharactermightbefacingadilemma.Encouragestudentstobrainstorm,inpartners,thecharacter’sfeel-ingsandwordstheymightusetoexplaintheirsituationtoafriend.Invitestudentstoroleplayascenariodepictingafrienddiscussingadilemmawithanotherfriendwhoislisteningactively.

➤ Invitestudentstodiscusstheroleactivelisteningmightplayinrespondingtopeerpressure.Whenfacedwithnegativepeerpressure,woulditmakeadifferencetorespondusingtheactivelisteningstrategy?Considerthefollowingexample:

“You’ve gotta be there. Everyone will think you’re a loser if you stay home. Tell your parents you are coming to my house to study. They’ll never know.”

“So you want me to lie to my parents, risking them never trusting me again, and if I don’t do this, I won’t have any friends?”

➤ Ifstudentsthinkthisisausefultoolinrespondingtonegativepeerpressure,invitethemtocreatepeerpressurescenariosandroleplayactivelisteningresponse.

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Electronic messagesCheck out this fashion spread … Where can I buy

those cuuute shirts?

Hey pat. All of us are going to shave our heads for

the cancer fundraiser next week. The more people

who do this, the more powerful the message will

be ... we’re counting on you!Create an example

hey chris, amazing party last saturday ... we

REALLY missed you ... don’t’ be such a hermit

next time. Next week, same time, same place.

YOU’D BETTER BE THERE!! Skip work – not

a big deal

c U after schl !! :- (

Create an example

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Name: ____________________________________________________________________Understanding the implied message

Text message:

Text message:

Techniques used by the writer

Meaning portrayed by the technique

Possible

Interpretation #1

Interpretation #1

messages

Interpretation #2

Interpretation #2

Interpretation #3

Interpretation #3



Create a respectful peer-pressure communication situation that will have a positive impact on your school or community.

➤ Invitestudentstothinkofrecentexamplesofpositivepeerpressure,suchas“pinkshirtday,”wherestudentsusedpeerpressuretodiscouragebullyingafterayouthwasteasedforwearinga pink shirt to school (http://www.cbc.ca/canada/story/2007/09/18/pink-tshirts-students.html).Brainstormwithstudents,possiblesituationsintheirschoolorcommunitywheretheymightmakeapositivedifferencebyusingpositivepeerpressure.

➤ IntroducethestrategyfoundinCreating a tone in writing(partoftheToolsforThoughtcollection).Invitestudentstochooseasituationwheretheycouldcreatepositivepeerpressuretomakeadifference.EncouragestudentstousePlanning your messagetoplantheirpositivepeerpressuremessage.


What are the two most important qualities a person needs to deal with negative peer pressure?

➤ Brainstormwaystodealwithdirectandindirectnegativepeerpressure.Posethequestion:“Whatarethetwomostimportantqualitiesapersonneedstodealwithnegativepeerpressure?”Invitestudentstoresearchthetopicofpeerpressureandhowtodealwithpeerpressure.

➤ IntroducethestrategyfoundinParaphrasing research(partof theTools forThought collection). Encourage studentstouseParaphrasing informationtorecordtheirresearch.

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Name: ____________________________________________________________________Planning your message

Type of message: ❏ email ❏ text message ❏ note ❏ letter

Audience:Characteristics:

Tone

Writing techniques

Purpose:

Desired feelings:

Level of formality:

Message:

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Paraphrasing information

Topic: ____________________________________________________________________________________________________________________________________________________________

Use of information: _____________________________________________________________________________________________________________________________________

Source: author : _________________________________________________________________________________________________________________________________________

title: ______________________________________________________________________________________________________________________________________________

place of publication: ____________________________________________ publisher: ___________________________________________________

publication date: __________________________________________________ page numbers: ___________________________________________

Key information from source

My own words

Who?

What?

Where?

When?

Why?

Other important details

Paraphrase:

Criteria for an appropriate paraphrase:

• keeps the original meaning;

• uses different words and sentence structure;

• cites the original work.


Who are your peers?

Reviewthelistofpeersthatyoubrainstormedwithyourgroup.Organizethepeopleandgroupsonthelistinthediagrambelow.

Discussthelevelofinfluenceeachgroupofpeersislikelytohaveonyou.Highlightorcirclethepeersthatapplythemostpressure.

Peoplewhoyouareawareoformayhaveseenbutdonotknow

Peopleyouknowbutdonotseeoften

Peopleclosesttoyou


Peer pressure scenariosLabeleachscenarioasbeingeitherpositivepeerpressureornegativepeerpressure.Placeeachscenarioonthescalebelow,indicatingwhetherthepeerpressureisdirectorindirect.

#1 Lifting lipstick“Now!”whisperedSuki.“Quickwhiletheclerk’snotlooking.”Heartpounding,Leahleanedagainstthestore’smakeupdisplayandslidtwotubesoflipstickintoherpurse.Shelookedboredandde-tachedasshefollowedherfriendsoutofthestore,butinsideshefeltpanic.“I can’t believe you made me do that,” Leahwailed.“Relax,”saidJill,“everybodydoesitsometime.Andwedidn’tmakeyoudoit.”Leahsaidnothingbutsheknewshewouldn’thavedonethatonherown.

#3 Skipping class“Comeon,everyoneisskippingclass.Whowantstotakethatquiz?We’regoingtothebeach.Let’sgo!”saysthecoolestkidintheclass.WhatwillLuciedo?

#5 Change your mindJeff’s parents are away for theweekend. Sean,Jeff’s popular classmate, hears about this andsuggeststoJeffthathehaveaparty.Seansayshewillinviteallhisfriends.Jeffthinksthismightbeaway toget toknowsomecoolpeople.Adam,Jeff’sbestfriend,tellshimapartywouldbeare-allybadideabutknowsJeffwantstosaveface,sohesuggestsJefftellSeanthathisparentscamebackunexpectedly.

#7 Little sisterBen’s younger sister is obsessed with HannahMontana.ShehasHannahMontanabooks,brace-lets,bedding,pajamas,andCDs.NowshewantsaHannahMontanaredjacketcostumeforthefirstdayofschool.Sheisdramaticallyinsistingherlifewillbeoverifshedoesnothavethisoutfit.

#2 Facebook pressure FacebookGrouppageentitled:DylanshouldhaveaFacebookaccount...peoplecanjointhegroupandacknowledgetheirsupportforDylangettingaFacebookpage.DylandoesnotwantaFacebookpagebuthearsabout the group and knows a lot of people arejoining.

#4 Math mistakesSusanjustmovedtoanewschoolandwantstomakefriendsquickly.Shedoesnotwanttobeseenasthe“smartkid”sodeliberatelymakesmistakeson hermath test to ensure the teacherwill notsingleheroutforpraise.

#6 Ginger DayInresponsetoanepisodeofthesatiricalcartoonSouthpark,a teenagerstartedaFacebookgroupdeclaringNovember20th“KickaGingerDay.”HundredsofstudentsacrossthecountryjoinedthisgroupandonNovember20th,kickedstudentswithredhair.StudentswhoparticipatedweresuspendedandtheRCMPcontemplatedchargingthestudentwhostartedtheFacebookgroupwithhatecrimes.

#8 InspiredNaijalovesmusicandisstudyingclassicalguitar.Herdreamwastobecomeaprofessionalmusician.However,shealsowantedtospendtimewithherfriendsandshedidn’twanttobeamusicgeek.Shewasthinkingthatshewouldgiveupmusic.Then,shesawatelevisionprogramabouta14-year-oldboywhoisamusicalgenius.Hepracticedthreehoursaday.Heseemedlikeagreatpersonandnotgeekyatall.Naijaisrethinkingherdecisiontoquitbecauseshethinksifhecandoit,socanshe.

indirect direct peeerpressure peerpressure


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Name:______________________________________________

Rating independent mindedness

Character________________________________________________

Attribute of independent Evidence mindedness

1. Individualswhoareindependentmindedareinclinedtodecideforthemselveswhattobelieveanddoratherthansimplyacceptthingsbecauseotherssaytheyshould.

2. Beingindependentmindeddoesn’tnecessarilymeanthatyouropinionsarealwaysdifferentfromothersandthatyouneverconsultwithotherpeople;itmeanssimplythatyouholdopinionsbecausetheymakesensetoyou.

3. Individualswhoareindependentmindedaren’tafraidofhavingadifferentopinionbutdon’tsimplypickanopposingviewjusttobedifferent.

4. Individualswhoareindependentmindedaretypicallywillingtostanduppubliclyforwhattheybelieve.

Overall assessment

Theindividualis o veryindependentminded o somewhatindependentminded o notatallindependentminded

Reasons

Suggestionsforimprovement


Electronic messages

Checkoutthisfashionspread…WherecanIbuythosecuuuteshirts?

Heypat.Allofusaregoingtoshaveourheadsforthecancerfundraisernextweek.Themorepeoplewhodothis,themorepowerfulthemessagewillbe...we’recountingonyou!

Createanexample

hey chris, amazing party last saturday ... weREALLYmissedyou...don’t’besuchahermitnext time. Next week, same time, same place.YOU’DBETTERBETHERE!!Skipwork–notabigdeal

cUafterschl!!:-(

Createanexample


Name:____________________________________________________________________

Understanding the implied message

Textmessage: Textmessage:

Techniques used by the writer

Meaning portrayed by the technique

Possible Interpretation#1 Interpretation#1messages

Interpretation#2 Interpretation#2

Interpretation#3 Interpretation#3


Name:____________________________________________________________________

Planning your message

Type of message: o email o textmessage o note o letter

Audience:

Characteristics:

Tone Writing techniques

Purpose:

Desired feelings:

Level of formality:

Message:


Paraphrasing informationTopic: ____________________________________________________________________________________________________________________________________________________________

Use of information: _____________________________________________________________________________________________________________________________________

Source: author:_________________________________________________________________________________________________________________________________________

title:______________________________________________________________________________________________________________________________________________

placeofpublication:____________________________________________ publisher:___________________________________________________

publicationdate:__________________________________________________ pagenumbers: ___________________________________________

Key information from source My own words

Who?

What?

Where?

When?

Why?

Other important details

Paraphrase:

Criteria for an appropriate paraphrase: • keepstheoriginalmeaning;• usesdifferentwordsandsentencestructure;• citestheoriginalwork.

Documents

Peer Pressure