Negative Peer Pressure Research Articles

LOVE IN QUARANTINE: ADDRESSING ONLINE SEXUAL BEHAVIORS IN CLINICAL PRACTICE

This panel will address the psychological, sexual, and emotional impacts of sexualized online behaviors, with an emphasis on these behaviors during the current pandemic. The extent and complexity of such behaviors are typically unknown to providers. Various categories of youth (younger vs older; LGBTQ vs non-LGBTQ) show very different risks and responses. This panel will highlight high-risk behaviors and vulnerable groups. Results of numerous scientific studies will be explored. For example, data from several thousand American youth in 2019 vs 2020 quantify different types of sexualized digital behaviors and their relationship with mental health factors, social skills, and various cohorts. This panel will report on internet and qualitative research examining adolescent use of online pornography, its consequences, and sexual exploitation during the pandemic. Increases in exploitative sexual harassment during the pandemic have been documented. Media that depicted live sex is the most unusual form of sexting; torso pictures are the most common. Sexting is neither atypical nor universal, primarily reflecting nudity between dating couples. Younger and LGBTQ sexters are more likely to experience negative peer pressure and significantly poorer outcomes. Twenty-five percent of LGBTQ young males use “hookup” apps to arrange encounters for which they typically eschew condoms. Pornography engagement is increasingly normative and habitual in teens, with significant consequences for their sexual attitudes and behaviors. Like it or not, for youth today, exploring and sharing sexuality online has become the norm. The developmental significance of this change can hardly be overestimated. Practitioners who work with youth need to understand the most recent research on the impact of this new social-sexual environment.

PERCEPTION OF MAJOR STAKEHOLDERS OF SECONDARY SCHOOLS ON LIFE SKILLS EDUCATION

The present study titled, “Perception of Major Stakeholders of secondary schools on Life Skills Education” was conducted to: (i) ascertain the perception of major stakeholders of secondary schools education such as- headmasters, teachers, students and parents with reference to the dimensions of life skills education such as- psychological abilities; interpersonal skills that help people take decisions, solve problems, think critically, communicate effectively, build healthy relationship, empathize with others, and cope with the stress and strain ultimate aim of the study was, however, to explore the perception of stakeholders for improvement LSE among the students. Four different tools and techniques were used for data collection such as-questionnaire, interview schedule, focus group discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage analysis was done and thick description under qualitative technique. The study examined that lack government support and ineffective teaching learning materials. Challenges faced by headmasters of each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time, lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their school. Some teachers responded that the lesson of life skills education was scheduled only once in a week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that they were taught twice in a week. Majority of parents (76%) were said that life skills education is essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life skills education was all about to make an individual to deal effectively with confronting day to day situations. Majority of students expressed that they were not aware of about the concept life skills and importance of LSE this might be possible due to the fact that most of the teachers and headmasters of schools were not concerned about the importance of LSE.

OA10.06 Achieving the Tobacco Free Generation Endgame: #1 Reimagining the Implementation of Better Mass Tobacco Prevention Education

In the last decade, the tobacco endgame vision has gained increasing discourse, especially the Tobacco Free Generation (TFG) concept. The original TFG ideology proposed phasing out tobacco products amongst generations born in and after a certain birth year, specifically 2000. The ideology has transformed into a social movement that is anchored on educating and activating these generations to be tobacco-free. Since 2012, we have produced education content to activate these generations. Video competitions were organised, where youths created videos voicing their opinions about TFG under mentoring by medical students in 2013, and without mentoring in 2014. As the TFG social movement gained international interest, youths from the Philippines and South Africa came on board to produce videos from 2016 to 2019 under the guidance of medical doctors. Videos were uploaded onto social media for public viewing. Video themes were analysed against World Health Organisation’s core components of tobacco prevention education using qualitative data analysis software Nvivo. Presenting on TFG at schools is essential to our TFG education model. A key feature of our school programme is based on the WHO’s concept on replacement smokers, who are youths targeted by tobacco companies to replace smokers who quit or die from smoking and smoking-related diseases. Understanding this concept supplements the important life skills needed to resist negative peer pressure. As an outcome measure of our education model, we conducted cross-sectional studies on 1201 students, aged eight to 19 years old, from 13 elementary and secondary schools who attended these programmes. Thirty-four videos were produced. Videos produced under mentoring demonstrated more positive themes (good life skills, changing social norms, creating a generation’s identity), and fewer negative themes (including smokers’ guilt, antagonism against smokers). Our TFG education content included international languages with contextualisation for local communities to embrace the TFG concept strongly. A clear majority (90%) supported the TFG concept, significantly higher than previous papers by Khoo in 2010 (70.4% support) and Trainer in 2016 (75% adults, 68% youths support) when surveys were conducted based on ideology support without prior education on TFG concept. 96% students were convinced that smoking is dangerous to one’s health; 97% were determined not to become a replacement smoker. It is important to have optimised, compelling education materials prior to achieving any tobacco endgame. The TFG social movement reimagines a new educational approach for a non-antagonistic tobacco endgame strategy. Achieving zero smoking prevalence in future generations is now possible.

“The Spirit Is Willing”: A Study of School Climate, Bullying, Self-Efficacy, and Resilience in High-Ability Low-Income Youth

ABSTRACT Prior research has shown that high-ability students from low-income backgrounds are more likely to lose academic ground when compared to high-ability students from middle- and high-income backgrounds. Hierarchical cluster analysis was used to evaluate estimations of school climate, bullying, ostracism, self-efficacy, and resilience from four cohorts of high-ability low-income middle school youth to explore why this would occur. A two-cluster solution revealed that the confident school lovers (n = 63) and tentative school lovers (n = 42) were highly integrated in the social milieu of their schools and confident in their ability to make friends and resist negative peer pressure. Significant differences between the clusters potentially highlight the role that school chaos plays in eroding trust and undermining resilience, with tentative school lovers endorsing significantly lower school climate, including feeling less safe, and reported lower identification with school.

Adolescents living with HIV, complex needs and resilience in Blantyre, Malawi

BackgroundAdolescents living with HIV (ALHIV) in Malawi experience multiple challenges associated with their illness and various social, environmental, economic and cultural factors. In exploring their various medical concerns and social vulnerabilities, we consider the role of multiple services in creating a pathway for resilience.MethodsMultiple methods and case studies allowed for triangulation of evidence and provided a holistic understanding of resilience among adolescents with complex needs. The research methods included: (1) a survey to identify examples of young people with complex needs, (2) qualitative interviews and field notes to further explore these needs, (3) patient files and health passports to identify clinical challenges, and (4) ecomapping exercises to personalize cases and identify resilience-enabling resources and supports. We present four case studies to highlight the complex experiences and access to services of ALHIV, and to illustrate their growing power and decision-making capacity over time.ResultsAdversity experienced by ALHIV varied by gender, family situation, years of schooling, and use of teen-clubs for support. The two female adolescents emphasised their need to be accepted and how this impacted sexuality and reproduction. The two males illustrated how ideas of masculinity influenced their sexual practice and involvement with health services and the correctional justice system. Multiple risks (alcohol use, sexual activities) and complex needs (belonging, having a purpose in life/productive activities, autonomy, desire for offspring) influence pathways to resilience. ALHIV were able to strengthen their own wellbeing by resisting negative behaviours and peer pressure and caregiver interactions through ‘strategic silence’.ConclusionALHIV experienced self-transformation as a result of taking ART, with fewer severe episodes of illness and distressing skin conditions. Continuous engagement at the teen-club clinic transformed both productive activities and social relationships among ALHIV as they set life goals, gained a sense of empowerment, requested SRH services, and formed intimate relationships. These transformative opportunities allowed them to learn ways of minimizing risk of reinfection and violence, and of navigating health worker–caregiver–adolescent interactions.

Peer Pressure and Substance Use in Emerging Adulthood: A Latent Profile Analysis

Introduction: Peers play an important role in influencing emerging adults’ substance use behaviors, however, research on peer pressure has typically not been extended beyond adolescence to include emerging adulthood. Little research has examined the relationships between various peer pressure domains and emerging adult substance use. Methods: This study used quantitative data from 359 emerging adults (aged 18-29 years, M = 25.46 years; 60.8% female; 74.2% White) to explore the associations between different types of peer pressure (e.g. peer pressure to socialize and peer pressure to use substances) and substance use among a diverse sample of emerging adults. Latent profile analysis and path analysis were used for analysis. Results: Three unique profiles of perceived peer pressure emerged (negative peer pressure, positive peer pressure, and no perceived peer pressure). The negative peer pressure group was more likely to engage in binge drinking, lifetime alcohol use and lifetime marijuana use than the no peer pressure group. The positive peer pressure group was less likely to engage in lifetime alcohol or marijuana use compared to the no peer pressure group. Discussion: Findings suggest that peer pressure is associated with emerging adult substance use, in both negative and positive ways. Results of the current study provide the critical groundwork for more sophisticated studies seeking to understand the pathways by which positive and negative peer pressure impact emerging adult behavior.

Parents Speak: A Needs Assessment for Community Programming for Black Male Youth

Although adolescence can be a difficult developmental period for all children, negative environmental forces make this period particularly risky for many inner-city black males. As part of the Center for Healthy African American Men through Partnerships, this project is utilizing community-based participatory concepts to design and implement programs to address risk-taking behaviors among middle school black males. In 2014, parents of black males between the ages of 11 and 14years were recruited from an urban middle school to participate in focus group discussions. Letters were provided to the school to be mailed to parents inviting them to participate in discussion groups. Four focus groups were conducted. Data analyses were conducted fall 2014. Twenty-one parents participated. The major issue affecting the well-being and future success of young black males reported by parents was the lack of social support. Other areas of concern included negative peer pressure, bullying, violence, and lack of opportunities. Across groups, parents identified the lack of male parental presence in households and the subsequent perceived need by the young males to assume leadership roles, anger among the young males, and the lack of licensed counselors to address mental health issues as barriers to success and well-being. Parents emphasized the needs of the individual, family, and community for social support, positive role models, self-esteem, and respect. The present data can inform prevention programs designed to reduce disparities, such as educational underachievement, exposure to violence, and premature mortality experienced by black males. This article is part of a supplement entitled African American Men's Health: Research, Practice, and Policy Implications, which is sponsored by the National Institutes of Health.

Does the Good Behavior Game evoke negative peer pressure? Analyses in primary and secondary classrooms.

The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer interactions (especially toward students who break the rules). We evaluated disruptive behaviors and social interactions during the GBG in a secondary classroom for students with emotional and behavioral disorders, as well as in a primary classroom for students with mild developmental disabilities. Results indicate that the GBG reduced disruptive behaviors; further, negative peer interactions decreased and positive interactions increased when the game was being played. Social validity results indicate that the majority of students thought the interdependent group contingency was fair.

Peer pressure and home environment as predictors of disruptive and risky sexual behaviours of secondary school adolescents.

Not much is understood about the predictive power of home environment and peer pressure on disruptive behaviour and risky sexual behaviour of adolescents. The study investigated the predictive power of home environment and peer pressure on disruptive behaviour and risky sexual behaviour of adolescents in secondary school class two in Enugu State, Nigeria. Four research questions and four null hypotheses guided the study. The design was a cross sectional survey of correlational study. The study was carried out in the six Education zones in Enugu State, Nigeria. The population was all the 31,680 senior secondary class two (SS11) adolescents in 285 secondary schools in Enugu State, Nigeria in 2015/2016 academic session. The instruments for data collection were an observation schedule, an interview session and a structured questionnaire of four clusters. To determine the R-squares for each regression model, a multivariate multiple regression model was conducted using "MANOVA" and "MVREG". This study indicates adolescents who reported their home environments to be stimulated displayed compliant behavior and none or lowered risky sexual behaviour, whilst those with chaotic and unstimulated home environment displayed disruptive behaviours. It was found that adolescents who show a heightened sensitivity to positive peer pressure demonstrated compliant and no or lowered risky sexual behavior whilst, those that are engaged with negative peer pressure strongly exhibit disruptive and risky sexual behaviour. Unstimulated home environment and negative peer group could consequently interact to predispose these adolescents to disruptive behaviour and risky sexual behaviour.

Social and Psychological Factors Related to Risk of Eating Disorders Among High School Girls.

Prevalence of eating disorders (EDs) has increased among adolescents in Arabic and Western countries. The purposes are to identify the risk of ED and psychosocial correlates of risk of ED among high school girls in Jordan. The researchers employed a cross-sectional, correlational design using 799 high school girls from governmental and private schools in the central region of Jordan. The results indicate that prevalence of the risk of ED was 12%. The risk of ED had significant and positive correlation with body shape dissatisfaction, self-esteem, psychological distress, and pressure from family, peers, and media ( p < .001). Body shape dissatisfaction, low self-esteem, negative peer pressure, and being young were significant predictors of the risk of EDs. Risk of ED is highly prevalent among high school girls, and school nurses need to adopt a model of care addressing the risk factors while caring for high school girls.

A picture of Indian adolescent mental health: an analysis from three urban secondary schools.

Purpose Mental health disorders are a pressing issue among adolescents around the world, including in India. A better understanding of the factors related to poor mental health will allow for more effective and targeted interventions for Indian adolescents. Methods The Indian Adolescent Health Questionnaire (IAHQ), a validated questionnaire designed specifically for use in schools, was administered to approximately 1500 secondary students in three private urban Indian schools in 2012. The Strengths and Difficulties Questionnaire (SDQ) module assessed mental health. Linear regression was used to predict SDQ scores. The biopsychosocial framework was used as an organizing framework to understand how each explanatory variable in the final model might impact the SDQ score. Results One thousand four hundred and eight students returned IAHQ surveys (93.9% response rate); 1102 students completed questions for inclusion in the regression model (78.3% inclusion rate). Statistically significant (p < 0.05) independent variables associated with SDQ scores were gender, level of overall health, negative peer pressure, insults from peers, kindness of peers, feeling safe at home, at school, or with friends, and grades. Discussion Schools have a role to play in improving adolescent mental health. Many of the significant variables in our study can be addressed in the school environment through school-wide, long-term programs utilizing teachers and lay counselors. The IAHQ and SDQ can be used by schools to identify factors that contribute to poor mental health among students and then develop targeted programs to support improved mental health.

Adolescent Social Anxiety and Substance Use: The Role of Susceptibility to Peer Pressure

The aim of this study was to further our understanding of the link between social anxiety and substance use in adolescents, in particular the role susceptibility to peer pressure plays in this link. The relation between social anxiety and susceptibility to peer pressure was studied in two community samples (n=534 and n=117) each consisting of two age groups (12-13 and 15–17 years). The relation of these two variables with substance use was evaluated in the second sample using regression analysis. Social anxiety was related to susceptibility to peer pressure in both groups and not related to substance use in the younger group and negatively related to substance use in the older group. Susceptibility to peer pressure acted as a suppressor in the relation between social anxiety and substance use. Results suggest that socially anxious adolescents basically avoid substance use but, if susceptible, may yield to peer pressure and start using substances. Parents, teachers, and therapists should be aware of this susceptibility to possibly negative peer pressure of socially anxious adolescents.

Voices of teacher candidates of color on white race evasion: ‘I worried about my safety!’

This qualitative study investigated the negative impacts minority teacher candidates receive from white teacher candidates in a required multicultural education class. The findings reveal that four teacher candidates of color had difficulty positioning themselves among the overwhelming silencing power of whiteness in the class. The white students were tactful at evading power and race and flattening the existing hierarchical power relations through the discourses of colorblindness and by preying on the minority instructor. Their understanding of diversity was also shallow. On the other hand, the teacher candidates of color were afraid that they might be labeled as the ones who spoke up against the white students and fearful of the possibility of retaliation and ostracism from the white peers. It seems that the teacher education program’s structure allowed the white candidates to impose strong negative peer pressure on the teacher candidates of color.

Evaluation of a Decision-Making Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure.

This study was designed to assess the impact of a decision-making curriculum (PEER-DM) on the social peer relationship knowledge and self-protective decision-making skills of adolescents with disabilities in hypothetical situations involving negative peer pressure. A randomized design was used to assign students with disabilities from self-contained special education classes to an intervention group (n=22) or a wait-list control group (n=20). ANCOVA analyses, using pretest scores as covariates, indicated that students who were trained on PEER-DM had significantly higher effective decision-making action and correct risk perception scores, relative to participants in the control group. This study provides supporting evidence that PEER-DM is a promising intervention for students with disabilities, including those with identified autism spectrum disorders, during transition years to help them develop a better understanding of positive and negative peer relationships and learn systematic decision-making skills for improved handling of social situations in the school and community, especially situations involving negative peer pressure. The study adds credence to using systematic, strategy-based decision making interventions designed to address the cognitive, emotional and motivational processes underlying adolescent decision making in sensitive interpersonal situations involving peer pressure. The study points to the lack of preparedness to handle situations of negative peer pressure as a serious social and health risk for adolescents with disabilities that deserves urgent and concerted attention in transition services programming. Implications for future curriculum-development efforts and replication of treatment findings are discussed. Future research examining disability-specific patterns of decision-making in peer situations and comparisons with typically developing populations is recommended.

The Relationship Between Guilt, Shame and Self-Efficacy Beliefs in Middle School Students

The perception of the self is one of the fundamental constructs in the psychology of personality together with shame, guilt and self-efficacy, one's perception of ability to influence a situation. This study investigated the possible link between the psychological components of guilt and shame and the self-efficacy beliefs. 228 middle school students, aged between 12 and 13 years, were administered the Test of Self-Conscious Affect (TOSCA), the Self-Efficacy in Interpersonal and Social Communication Scale (SEISC) and the Self-Regulatory Self-Efficacy Scale (SRE). Females scored significantly higher than males on guilt proneness and on SEISC. Guilt resulted positively and significantly associated with SEISC and SRE. Results suggest that guilt-prone individuals perceive themselves as capable of managing interpersonal relationships in a proper way and are able to resist negative peer pressure.

Insulin Resistance, Metabolic Syndrome, and Polycystic Ovary Syndrome in Obese Youth.

School nurses are well aware of the childhood obesity epidemic in the United States, as one in three youth are overweight or obese. Co-morbidities found in overweight or obese adults were not commonly found in youth three decades ago but are now increasingly "normal" as the obesity epidemic continues to evolve. This article is the second of six related articles discussing the co-morbidities of childhood obesity and discusses the complex association between obesity and insulin resistance, metabolic syndrome, and polycystic ovary syndrome. Insulin resistance increases up to 50% during puberty, which may help to explain why youth are more likely to develop co-morbidities as teens. Treatment of these disorders is focused on changing lifestyle habits, as a child cannot change his or her pubertal progression, ethnicity, or family history. School nurses and other personnel can assist youth with insulin resistance, metabolic syndrome, and polycystic ovary syndrome by supporting their efforts to make changes, reinforcing that insulin resistance is not necessarily type 2 diabetes even if the child is taking medication, and intervening with negative peer pressure.

The Vicious Cycle of Teenage Motherhood: A case study in Eastern Cape, South Africa

Teenage sexual behaviours link to the theoretical framework of the study that negative psychosocial upbringing could lead to a disastrous adolescence. In turn, this could lead to a chain of teenage motherhood or intergenerational vicious cycle of teenage motherhood which could be caused by the problem of identity confusion. The social exchange theory outlines the reciprocal benefits between the teenage mothers and those who provide the basic needs for them who mostly become old men and their children. The social learning theory of Bandura has outlined that possibility of imitating the behaviours of the parents/ guardians by the offspring. The children as the true reflection of how their families are. The socioeconomic challenge of the children of teenage mothers could lead them to be victims of early parenthood due to factors such as poor role-modelling, exposure to destructive activities such as, sexual intercourse and negative peer pressure. The social exchange theory has outlined that the aetiology of teenage motherhood can be traced in the society where the basic needs are not easily acquired. As a result, those who have services monopolise on those who are demanding such services in exchange of favours. DOI: 10.5901/mjss.2014.v5n10p536

The Impact of Crime among Learners in High School

The issue of crime committed at school is escalating among high school learners and this is a serious issue in South Africa as it has turned to be contagious to the neigbouring schools. The qualitative study assessed the impact of crime among high school learners, their parents and teachers as well. The open-ended questionnaires were distributed to 38 learners in two high schools in Alice, Eastern Cape, 19 learners from each school. Simple random sampling was used to select respondents. Sub-topics of questionnaires were divided in to three sections: biographical information, the causes of crime among learners, and the impact of crime in schools. The data was analysed using content analysis. The results of this study indicated that this crime may be caused mainly by poor role modelling at home by parents/ guardians, by significant others such as the teachers and the older students through negative peer pressure. The impact of this crime may lead to victims dropping out of school due to fear of victimization by their fellow students and imprisonment by the perpetrators. Teachers are also affected by the crime in a way that they live with fear and insecure inside school premises because other learners carry dangerous weapons inside the school premises. Findings showed that crime does affect the learner’s in their studies and psychological; in a sense that crime scene always leaves post-traumatic stress disorders to the observers. It also promotes retaliation behaviour among the learners and they spent less time concentrating on their books. DOI: 10.5901/ajis.2014.v3n1p333

Comparing Adolescent Only Children with Those Who Have Siblings on Academic Related Outcomes and Psychosocial Adjustment

This study uses a large and representative sample of adolescents to test the theoretically informed hypotheses comparing adolescent singletons with those who have siblings. The results found that, for academic related outcomes (educational expectations, time spent on homework, and self-reported grades), there are no differences between singletons and firstborns who have any number of younger siblings. Singletons are also not different from laterborns from two-child families. In contrast, singletons are more advantageous compared to laterborns who have two or more siblings on educational expectations and grades. Singletons also spend more time on homework than laterborns who have three or more siblings. For psychosocial outcomes (psychological distress, susceptibility to negative peer pressure, and problem behaviors), singletons are not different from both firstborns and laterborns with any number of siblings. The findings suggest that singletons are not at any disadvantage compared to their peers who have siblings and they enjoy some advantages over laterborns from medium to large families on academic related outcomes.

Excellence gaps: what they are, why they are bad, and how smart contexts can address them … or make them worse

Every country – and even every community – has populations of students who severely underperform relative to other groups and to their own potential. These performance differences are generally called achievement gaps, and they tend to focus on gaps at basic levels of academic proficiency. But such gaps also exist among the highest levels of achievement, a problem labeled excellence gaps. Recent research provides evidence that these differential achievement effects are due – at least in part – to debilitating contextual factors, such as poverty, negative peer pressure, and discrimination. Given the increasingly recognizable “digital turn” in the classroom, access to and thoughtful use of emergent technologies could play a role in shrinking excellence gaps. Unfortunately, research shows such technologies disproportionately exist in relatively wealthy, predominantly white schools. We identify the potential relationship between lack of availability to technology and widening excellence gaps.