Peer PressureEssay Preview: Peer PressureReport this essayThe developmental influences one experiences though out his or her life, can affect that persons life entirely. As children initially look up to their parents and family as their primary models of living, the value of their influence abruptly diminishes when the child is exposed to new behaviors that they learn from other children and peer groups. According to Sociology: A Down to Earth Approach, a peer group is defined as a group of individuals roughly the same age linked by common interests (Henslin, 2004, p. 456). It may not always seem that the impact that peer groups have on people is affective as it really is. However, the pressure that develops from peers tend to dominate the lives of most people, and can impact a persons way of thinking, acting, and the overall formation of ones identity.
Similar to Henslins definition of a peer group, in Theodorsons Modern Dictionary of Sociology, a peer group is referred to asA primary group, that is, a close, intimate group, composed of members who have roughly equal status. Childrens play groups are peer groups and are important to children in forming models for identification because they are relatively free from adult definitions and adult authority. While the term is most often used to refer to childrens or teenage groups, it also applies to adult groups in which the members have approximately equal status (Theodorson, 1969, p. 294).
As it is mentioned that this term usually is referenced to adolescents, it can also applied to adults as well. It can be simply defined as contemporaries of the same status (Princeton University, 2003).
Throughout the years, there has been a great deal of research that centers on the social structures that establish within communities. Much of the focus revolves around youth who are of high-status. In the article Understanding Popularity in the Peer System by Cillessen & Rose, the topic of popularity between peer groups in schools is discussed. It is expected that within these groups, a social hierarchy forms and those who are at the top are the most influential. There are there is a distinction that is made between two groups of popular youth: those, who are of high-status, and are legitimately well-liked and those who may be popular, but not necessarily liked. In a study of two high profile eighth graders, one was popular, athletic, but avoided confrontations and resolved problems with a prosocial attitude. On the contrary, the other boy was intimidating and had the ability to manipulate situations with his threatening appearance. Through observation of two high-profile eighth grade boys, Cillessen explains that, many of their peers “imitate [their] style of dress and taste in music and would like to be better friends with [them] so [they] could be part of the in-crowd” (Cillessen et Al., 2005, p.1). It is evident that popular kids have a prominent impact on those who are of less status then them. In this article, the author uses the concept of peer groups in a different style used in the text book, as it is mentioned that children often imitate the popular boys style to conform to the in crowd, rather than being independent and connect with people based common interests.
In addition, the second article Positive Peer Groups, discusses the importance of model and guidance from friends and family. Richard Quigley explains that in order for children to become functional young citizens, they must be exposed to a series of appropriate child developmental stages. Although, children often learn new behavioral skills through the influence of their parents, “peer influence is a considerably potent force in the lives of teenagers” (Quigley, 2004, p.1). Many children often feel need to be accepted by others and can go to great extents to be a part of a group, even though if the interests of that child do not relate with the majority of the group. In many cases, many of the weaker and less experienced
are the ones whose interest in self-care is the most important attribute of the group. Thus, positive peer interactions are common because the group is able to develop an internalizing quality of self-care that makes members of a peer group easier to see. Thus, when many children of the positive peer group are exposed to the negative aspects of their peers, they act as “honest gatekeepers of the group”. Positive peer interaction makes it more difficult for others to avoid self-harming behavior as children, thus contributing to social problems and problems of shame for the children who experience this behavior, along with social pressure from parents, as the group tries to overcome self-harming behaviors. Positive peer interactions are also important because they create a dynamic between individuals/relatives that the positive groups need to overcome, which can lead to social problems within the group and an increasing number of “crimes of envy” and other antisocial traits which have a “faulty” relationship with peers, friends, their parents, and peers (Arya, 1994). The positive peer group is a kind of social construction of children that serves as a means for adults to use positive peer influence and to make a healthy relationship the norm.
The negative peer groups are most often found in social spheres such as school and business. Students, teachers, parents and even peers can come at the problem of self-in-care from time to time, often as individuals. If the group was created to serve individuals and the community differently, members of the group might appear to be as dysfunctional or angry at any one of the groups in a negative way, often as being too isolated, and not having the space to communicate with others about issues that are not as serious and relevant. If students were part of the positive peer group, children who were exposed to the negative parts of the group would develop a stronger sense of belonging and self-efficacy (Jorge, 1994). Such children and their friends share many similar negative traits and even behaviors. They display a certain “scary” demeanor and don’t have time for social interaction. They aren’t interested in family interaction or discussing sports with peers either, but they can be aggressive for not being “consistent or honest” in their reactions to others, especially when the kids are out of the group and in the public eye. Some kids are often upset by how their parents treat students, or even when they get out of school for the second time and are at school rather than at the school, such as when the kids are being bullied, while in school they might have a tendency to “beat” other students for standing to the side. Such children tend to be physically more fragile than children on the positive peer category. They also tend to be more outgoing, which creates a more emotional attachment to the group than it often is towards others. Parents often feel that they are not as strong or safe in their children