Faculty of Business Management Sciences and Economics

Department of Accounting and Finance

STUDENT NAME : CHARNTEL MACHIWENYIKA

REGISTRATION NUMBER : R232688V

COURSE : SDLS

PROGRAMME : HACCN

TITLE : ASSIGNMENT – PEER PRESSURE

Peer pressure is a very real issue that affects many of the teenagers of the world today. It is a
normal part of growing up. Peer Pressure is basically social pressure. This can be from family
members, friends or those persons who work together. When we think of the words “peer
pressure’, what is the first thing that comes to mind? The majority of us would say that peer
pressure is an influence from friends or classmates to do something we normally do not
follow as a routine. Peer pressure is the direct influence on people by peers who get
encouraged to follow their peers by changing their habits, values, and behaviour (Chan at el,
2008). The ‘teenage’ is the age when peer pressure plays a vital role. Peer pressure can be
both positive as well as negative. Its up to the individual to make best out of every situation.
Peer pressure may always be there- we have to use it wisely as we navigate through life.

Strengthening parental support and communication between children and parents is crucial in
helping children resist negative peer pressure. Parents can provide guidance, discuss potential
risks and consequences, and help children develop strategies to handle challenging social
situations. Establishing a strong bond based on trust and understanding can make children
feel comfortable seeking their parents' advice and support when faced with peer pressure (Siu
at el, 2013).

Strengthening parental support and communication can play a crucial role in helping children
resist negative peer pressure. Here are some ways in which parental support and
communication can be effective. Open and Trusting Relationship: Parents should strive to
establish an open and trusting relationship with their children. This involves creating an
environment where children feel comfortable discussing their thoughts, concerns, and
experiences without fear of judgment or punishment.

Active Listening: Parents should actively listen to their children's feelings, opinions, and
ideas. This means giving them their full attention, showing empathy, and validating their
emotions. When children feel heard and understood, they are more likely to seek their
parents' guidance and advice. Emotional Support: Providing emotional support is essential in
helping children navigate negative peer pressure. Parents should express unconditional love
and acceptance while offering encouragement and reassurance. By boosting their self-esteem
and confidence, children are better equipped to resist negative influences.
Promoting positive peer relationships: Encouraging children to form positive friendships with
peers who share similar values and interests can create a supportive network. Positive friends
can provide encouragement, share common goals, and serve as allies in resisting negative
peer pressure. Peer groups that engage in positive activities and uphold healthy behaviours
can act as protective factors against negative influences (Dumas, 2012).

Encouraging critical thinking in children can be instrumental in helping them resist peer
pressure. Developing Independence: Critical thinking promotes independent thought and
decision-making. When children learn to think critically, they become less reliant on others'
opinions and more confident in their ability to make choices based on their own values,
beliefs, and rational judgment. Analysing Peer Influence: Critical thinking enables children to
analyse and evaluate the messages, behaviours, and values of their peers. They can question
the motives behind peer pressure and consider the potential consequences of giving in to
negative influences. By critically assessing the situation, children can make more informed
decisions that align with their best interests. Haun at el, 2011 reported that recognizing
Manipulation: Peer pressure often involves manipulation, where children are coerced or
influenced to conform to certain behaviours or beliefs. Critical thinking helps children
recognize manipulative tactics, such as guilt-tripping, intimidation, or deception. By
identifying these tactics, children are less likely to be swayed by their peers' negative
influences.

Promoting positive self-esteem and self-confidence is an essential factor in helping children

resist negative peer pressure. When children have a healthy sense of self-worth, they are more
likely to make decisions based on their own values and beliefs rather than succumb to peer
pressure. Here's how promoting positive self-esteem and self-confidence can help: Self-
assurance: Children with high self-esteem are more confident in their own abilities and
judgments. They trust themselves to make decisions that align with their values and are less
swayed by the opinions of others (Maxwell, 2008). This self-assurance empowers them to
resist negative peer pressure and stand up for their own beliefs. Authenticity: When children
have a positive self-image, they are more likely to embrace their uniqueness and authenticity.
They understand that they don't need to conform to others' expectations or engage in negative
behaviors to gain acceptance. Being true to themselves enables them to resist peer pressure
that contradicts their values and maintain their integrity.
Emotional Resilience: Positive self-esteem helps children develop emotional resilience,
which is the ability to bounce back from adversity. When faced with negative peer pressure,
children with high self-esteem are better equipped to handle the situation. They are less likely
to be emotionally affected by rejection or disapproval and can stay firm in their convictions.
References

1. Chan, Kwok-Wai; Chan, Siu-Mui. Emotional Autonomy versus Susceptibility to Peer

Pressure: A Case Study of Hong Kong Adolescent Students. Research in Education, v79 n1 p38-
52 May 2008.

2. Siu Mui; Chan, Kwok-Wai. Adolescents' Susceptibility to Peer Pressure: Relations to Parent-
Adolescent Relationship and Adolescents' Emotional Autonomy from Parents. Youth & Society,
v45 n2 p286-302 Jun 2013.

3. Damm, A. (2018, December 28). Education. Retrieved from Education and Media:
https://education.media/negative-effects-of-peer-pressure-in-high-school.

4. Dumas, Tara M.; Ellis, Wendy E.; Wolfe, David A. Identity Development as a Buffer of
Adolescent Risk Behaviors in the Context of Peer Group Pressure and Control. Journal of
Adolescence, v35 n4 p917-927 Aug 2012.

5. Haun, Daniel B. M.; Tomasello, Michael. Conformity to Peer Pressure in Preschool Children.
Child Development, v82 n6 p1759-1767 Nov-Dec 2011.

6. Houlden, M. (1999, March 4). The Western Producer. Retrieved from

https://www.producer.com/1999/03/rural-vs-urban-teens-spot-the-difference/.

7. Khemka, Ishita; Hickson, Linda; Mallory, Sarah B. Evaluation of a Decision-Making

Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure. Journal
of Autism and Developmental Disorders, v46 n7 p2372-2384 Jul 2016

8. Maxwell, Claire; Chase, Elaine. Peer Pressure--Beyond Rhetoric to Reality. Sex Education:
Sexuality, Society and Learning, v8 n3 p303-314 Aug 2008