Peer Pressure

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.

Investigating peer pressure Objectives:

•

Deepen awareness and understanding of the positive and negative aspects of peer pressure;

• Appreciate the importance of resisting negative peer pressure; • Develop strategies to deal with negative peer pressure.

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

➤

Introduce peer peer pressure using one of the following options: options: Option 1: Share each of the following situations with students and ask them to indicate with a thumbs up or down which of these are examples of peer pressure: • Fans at a game encourage you to try harder harder.. • School marks marks are published for everyone everyone to see. • Radio ads urge urge you to get with it it because all all your friends friends are doing doing it. • Your best friend asks you several times during the the day to skip out of school early. early. • Everyone on on your sports team team wears wears a school jacket. jacket. • No one you know goes to yoga.

➤

After responding to all the examples, invite invite students to explain why they voted as as they did. Help students appreciate that all of these, to some extent, may be examples of peer pressure. Invite students to dene peer pressure based on this discussion. Option 2: Share the following scenario with students: 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, Charlotte’ss new favourite book features a little lotte’ li ttle girl named Bridget Bri dget who uses colouring markers to colour everything.

Pose the following question: “Is Charlotte’s behaviour a result of peer pressure?” Invite students to dene peer pressure based on this discussion. Define peer pressure

➤

Encourage students to expand expand or clarify their understanding of who their peers are by using a copy of Who are your peers? to record their thinking. Invite students to brainstorm, in groups, a list of all the groups or categories of individuals (not specic names of people) who could be considered their peers, Instruct them to place these people in the appropriate circles on o n Who are your peers? and to discuss the degree of inuence each level of peer is likely to have upon them

R e ev v i ie e w w t h h e l e l i d i i s i a s t o a g r t o f ra a m f p m b e p e ee e r e l r s t s t h lo o w h a w. at t y y o ou b u b r D i ra a i i s i n sc ns c u us s t to s s t o r s t h r m me d w e l e d w i t t h he m ev e m o he l v e el o t h h y o l o f i st s f i n o u t p ur p r nfl u r g re fl e s g r ue s s ro e n su u r o u nc u p . O r e c e e e. e e a a c r g r a ch h g an g r n i i z ro o u ze t u p o f e t h p o he e p e f p p e eo e e o p l er r s i l e a s i s l e a n s l i n d i k d g r ke e l l y t o h r o ou u p s o o h a s o n t a v v e o n t h e o n h e e l i n y o i s s t i o u t i n t u. H i n t h he i g h e h l l i i h g ht o t o r c r c i i r r c cl l e t e t h he e p p e e e e r rs t s t h ha a t a t a p p l l y P e eo o p l l e w e w h h o o y o m a y o u u a r y h h a a v r e a e a w ve s e s e wa r ee e n b r e o e o f o n b u u t d f o r t d o r o n o o t k t k n no o w w

W h o o a r re y e y o ou r u r p e ee r e r s s ? ?

P e o o p l e e y o o u k u k n n o o w d o n w b u o n o o t s u t t s e t e e o e o f ft t e e n n

P e o o p l l e c e c l l o os s e e s st t t t o o y o o u u

w w w w . t c2 c 2 . c a a

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© T h © T h e C e C r r i i t t i ic c a a l l T T h h i in k n ki i n g C n g C o o n ns s o o r r t ti i u um m

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© The Critical Thinking Consortium

Explore peer pressure further using some or all of the following critical challenges Critical challenge #1 How much does peer pressure inuence your decision making? ➤

Pose the question: “How much does peer pressure inuence you?” Ask students to choose one of the following responses: a little, a lot, or not very much.

➤

Invite students to think about decisions they have made recently. Brainstorm possible types of decisions with students (e.g., decisions about fashion, food, leisure time, recreation, sports, social behaviour, friends, communication, joining clubs). Provide students with a copy of Factors affecting recent decisions. Instruct students to record four decisions they made recently and their reasons for that decision.

I de n t if y f o u r d e c is i on s o r c h o ic e s y D ec i s ou h io n av e m ad e r e c en t y l . F o r e a c P ee r p h d e c is io r es s n ,

F ac t o r s a ff e c t i n g r ec en t d ec i si o n s ur e i de n t if y a n d c la s s if

y t h e m P ee r i a in f a c n flu e t or s t nc e h at i n

flu e n c e d y o ur d e c is io n .

O th e r r e as o n s

m ti u r so n o C g i n k i n h T l a ic ri t C e h T ©

8

ca . 2 .t c w w w

➤

Introduce the strategy found in Independent mindedness (part of the Tools for Thought collection). Invite students to rate the level of independent mindedness they exercised in making their decisions using Rating independent mindedness. Invite students to compare their ranking with their initial response to the question “how much does peer pressure inuence you?”

N a m e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

R at i n g i n de p e n d e n t m i nd e d n e s s _ _ _ _ _ _ _ _ _ _ _

C h

ar a c t At t ri er _ _ bu t e _ _ _ _ _ o f i nd e p _ _ _ _ _ e m in _ _ _ _ _ d e d e n t n 1 . I n e s nd _ _ _ _ d s

i vi du al i nd e p e n s w h o a r e t m i nc l i n de n i nd ed e d a t he m t o d e ci d e f o r e s el v a nd d o r e s w h at t r a e r t o b e l i e a cc e pt t th v e h g h a n s i mp l o th e rs s in s b e s e y u a y t h e ca 2 . B e y s h o ul d. i ng i d o es n d e pe n d en n ’t n t m e c i t ha t es n y ou l e de d r o sa r i y m a l wa y s d p i ni o ns a an r e o th e r s a i ff e re n n d t t f r om c on su n l t w h at y i o t ou e m e an s s th h er p v er y t e op l e o pi ni i mp l h a t y ; i o n h t s en u s e t s b e ca s e t ou o l d o y ou h e y m . a ke 3 . I n d i v id u i nd e p a ls w h o a r e e nt m e a fr a i d nd i nd e d a o f h a v a o pi n r en ’ t i on b i ng d i p ic k t a n o u t d o n’ t s ff e re n i mp y t o b e d p p os i n l i ff e re g v i ew j us nt . 4 . I n t d i vi d u al i nd e p e n s w h o a r e t m t y pi ca d en i nd ed l y w l i a r e u p p l g t u b l in l o r w o s t a nd b el i e l i c y f v e. h at t h e y O v e r al l a s se ss m e n T he i t n di v i du al i s  v e r y i n  de s om e n e w pe nd t m R ea s o  e n s n ot a ha t i nd e p i nd t a l l i e e d n de p nd nt m en d i nd e n t m i n e d d e d

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

E v id e n c e

S ug g es t i on s f o r i m p r ov e me nt

w w w .t c2 . c a

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© T h e C r i t ic al T h in ki n g C o n so r t iu m

Critical challenge #2 Rank order electronic messages according to the amount of peer pressure implied.

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➤

Pose the question: “Where do you nd negative peer pressure?” Encourage students to think beyond “everywhere” and suggest specic venues where peer pressure is evident. Suggestions may include television, movies, the internet, magazines, school, clubs, and sports teams.

➤

Invite students to think about peer pressure in the context of email messages and other electronic communication. Remind students that peer pressure can be direct or indirect.

3


➤

➤

Introduce the strategy found in Interpreting electronic messages (part of the Tools for Thought collection). Provide students with the examples of electronic messages found on Electronic messages . Ask students to add two additional examples of electronic messages. Alternatively, ask students to create electronic messages or review electronic messages they have recently sent or received. Provide students with a copy of Understanding the implied message. Instruct students to interpret the implied message in each of the electronic messages and rank order them according to the amount of peer pressure the implied message contain.

E l ec t ro n i c m e ss ag e s

C he c k o t h os e ut t h i s f a s h c u uu t e s h i r i o n s p r ea d … t s? W h e r e c a n I b u y H e y p at t h e c a . Al l o f u s a nc er f r e g o u w ho i o s d o t h nd ra i se r n n g t is , t h e x t w h a v e o u r h b e ... e m e e w e ’ r e c o u o r e p o w k . T he m e ad s f o r nt i n g o n e rf u l t h e o r e p e o p le y ou ! m es s a g e w i l l C re a t e a n e x am p l e

C re a t e a n e xa m p l e

N am e : _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

T e c hn i q u u se d b es w r it y t he er

w w w .t c2 . c a

h e y c h r i s, R E A a m az L L i n n ex t Y m i ss ed g p ar t y l a t i me y o u s t Y OU ’ D . N e x t w ... d o n ’t s a tu r d a y ... ’ b e e e B E T w e s uc a b i g TE R k , s a me d e al B E T t , h a h e r m HE R i me i t e E! ! S s am k i p w o p l ac e . r k – n ot c U a f t er s c h l ! ! : - (

U nd e r s t an d i n g t h e i mp l ie d m e ss a g e T ex t m e

T ex t m e ss a g e:

ss a g e :

M e an i n p or t g r a y e b y t h e d t ec h n i q u e 10


P os s i b m es s le ag e s

I nt e r p r e t a t i o n # 1

I nt e r p r e t a t io n # 1

I nt e r p r e t a t i on # 2

I nt e r p r e t a ti o n # 2

I nt e r p r e t a ti on # 3

I nt e r p r e t a ti o n # 3 w ww .t c2 . c a

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© T h e C r i t ic a l T h in ki n g C o n so r t iu m

Critical challenge #3 Create and role play an active listening response in a negative peer pressure situation. ➤

Discuss with students some of the dilemmas created by peer pressure. If necessary, refer to Peer pressure scenarios and discuss the dilemma (difcult choice) some characters in the scenarios might face. Point out that sometimes talking to someone, either in person or by some other form of communication, when you are facing peer pressure, can help. Suggest that how a person responds to another person can help solve their dilemna

➤

Introduce the strategy found in Active listening (part of the Tools fo r Thought collection). Invite students to revisit the scenarios presented in Peer pressure scenarios and identify which character might be facing a dilemma. Encourage students to brainstorm, in partners, the character’s feelings and words they might use to explain their situation to a friend. Invite students to role play a scenario depicting a friend discussing a dilemma with another friend who is listening actively.

➤

Invite students to discuss the role active listening might play in responding to peer pressure. When faced with negative peer pressure, would it make a difference to respond using the active listening strategy? Consider the following example: “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?”

➤

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If students think this is a useful tool in responding to negative peer pressure, invite them to create peer pressure scenarios and role play active listening response.

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Critical challenge #4 Create a respectful peer-pressure communication situation that will have a positive impact on your school or community. ➤

➤

Invite students to think of recent examples of positive peer pressure, such as “pink shirt day,” where students used peer pressure to discourage bullying after a youth was teased for wearing a pink shirt to school (http://www.cbc.ca/canada/story/2007/09/18/pink-tshirts-students.html). Brainstorm with students, possible situations in their school or community where they might make a positive difference by using positive peer pressure. Introduce the strategy found in Creating a tone in writing (part of the Tools for Thought collection). Invite students to choose a situation where they could create positive peer pressure to make a difference. Encourage students to use Planning your message to plan their positive peer pressure message.

N am e : _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

T y pe o f m e s s ag e : Au d i en c e : C ha r a c te ri s ti c s :

 e m a il

P l an n i n g y ou r m e ss ag  t ex t m e e ss a g e  n o te

 l et te r

T o ne P ur p o s e : W r it i ng t e c hn i q u e s D es ir e d f e el i n g s :

L e ve l o f f o rm a l it y :

M es s ag e :

w w w .t c2 . c a

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Critical challenge #5


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

Brainstorm ways to deal with direct and indirect negative peer pressure. Pose the question: “What are the two most important qualities a person needs to deal with negative peer pressure?” Invite students to research the topic of peer pressure and how to deal with peer pressure.

➤

Introduce the strategy found in Paraphrasing research (part of the Tools for Thought collection) . Encourage students to use Paraphrasing information to record their research.

T o pi c : _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

P ar a p h r a si n g i n fo r m a ti on

U se o _ _ _ _ _ _ _ _ _ _ _ f i n fo _ _ _ _ _ _ r m a t _ _ _ _ _ _ _ _ _ _ io n : _ _ _ _ _ _ _ _ _ _ _ S ou _ _ _ _ _ r c e _ _ _ _ _ _ _ _ _ : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ a ut ho _ _ _ _ _ _ _ _ _ _ _ _ _ _ r : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ t it le : _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _

W h o ?

W h a t?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ p la c e o _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ f p u b _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ li c at i _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ on : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ p ub _ _ _ _ _ _ _ _ _ _ l i c a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ti o _ _ _ _ _ n d a _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ te : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ K e y _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ i n _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ fo r m _ _ _ _ _ _ _ _ _ _ _ _ _ _ a t _ _ _ _ _ _ _ _ p _ _ u _ _ _ _ io n bl i s he _ _ _ _ _ _ _ _ _ _ f r _ _ _ _ _ _ _ _ _ _ om s r : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ou r c e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ p ag _ _ e n _ _ _ _ _ _ _ _ _ _ u mb _ _ _ _ _ e r _ _ _ _ _ s : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

M y o w n w o rd s W h e re ?

W h e n?

W h y ?

O th e r i mp o r t d e ta i a nt ls P ar a p h r a s e :

C ri t e r i a f o r a • k e n a p pr o p r e • u s ps t h e o r i i at e p a ra h r a es d i gi n a l m p s e : f fe • c it i n e s t h re nt w o r e an g ; e o r ig d i n a l w s a n d s e n t en c e s o r k. w w w t r uc t .t c2 . c ur e ; a

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© T h e C r i t ic a l T h in ki n g C o n so r t iu m

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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 in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

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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 detached 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.

#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 mistakes Susan 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.

#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?

#6 Ginger Day In 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.

#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 really bad idea but knows Jeff wants to save face, so he suggests Jeff tell Sean that his parents came back unexpectedly.

#8 Inspired Naija 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.

#7 Little sister Ben’s younger sister is obsessed with Hannah Montana. She has Hannah Montana books, bracelets, bedding, pajamas, and CDs. Now she wants a Hannah Montana red jacket costume for the rst day of school. She is dramatically insisting her life will be over if she does not have this outt.

indirect peeer pressure

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direct peer pressure

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D e c i s i o n

P e e r p r e s s u r e

P e e r i n fl u e n c e

O t h e r r e a s o n s

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I d e n t i f y f o u r d e c i s i o n s o r c h o i c e s y o u h a v e m a d e r e c e n t l y . F o r e a c h d e c i s i o n , i d e n t i f y a n d c l a s s i f y t h e m a i n f a c t o r s t h a t i n fl u e n c e d y o u r d e c i s i o n .

F a c t o r s a f f e c t i n g

r e c e n t d e c i s i o n s


Name: ______________________________________________

Rating independent mindedness Character ________________________________________________

Attribute of independent mindedness

Evidence

1. 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 assessment The individual is

o o o

very independent minded somewhat independent minded not at all independent minded

Reasons

Suggestions for improvement

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Electronic messages 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

Check 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!

c U after schl !! :- (

Create an example

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Create an example

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Name: ____________________________________________________________________

Understanding the implied message Text message:

Text message:

Interpretation #1

Interpretation #1

Interpretation #2

Interpretation #2

Interpretation #3

Interpretation #3

Techniques used by the writer

Meaning portrayed by the technique

Possible messages

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Name: ____________________________________________________________________

Planning your message Type of message:

o email

o text message

o note

o 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:

____________________________________________

publication date: __________________________________________________ Key information from source

publisher:

___________________________________________________

page numbers:

___________________________________________

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.

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Peer Pressure

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