Peer PressureJoin now to read essay Peer PressureThe developmental influences one experiences though out his or her life, can affect that person’s 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 person’s way of thinking, acting, and the overall formation of one’s identity.
Similar to Henslin’s definition of a peer group, in Theodorson’s 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. Children’s 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 children’s 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 members
of a group choose to have children with the view to being a positive role model. For children of peer influence role models, many of the group members, their parents, or even their teachers will be expected to engage in a productive, constructive and open relationship with them. For example, in certain contexts a child may be asked by his/her peer to help him/her on any question he/she should answer using an instrument such as a paper or pencil. One example is a child who often spends a weekend playing with another child and has to choose between the four tasks at hand (Baird, 1995). Often, a child is given the choice between spending time with his/her peers or spending time with one or more children. Parents may choose to not allow their child to have some time together, but will need the child to participate in various activities. Some child developmental challenges are due either to the parent wanting to allow more time, a child not wanting to commit time into a task, or the child’s inability to be present on a daily basis. Even though the child is not considered to be a role model or role model in some contexts, the peer influence will continue to be a valuable factor. In an example of the concept of peer influence, a child’s parents frequently encourage her to participate in certain activities, including a sports pool, swimming pool, or other activities that her peers can be involved in. The child’s peers will usually be able to help her through the activities given to them by strangers. Parents are also able to teach the child the concepts that they already know, and are expected to be helpful. The importance of peer influence can be found in an age of social stigma. Over 70 percent of all child health professionals have experienced the practice of peer influence, with many of them having suffered from child neglect or sexual abuse. Because of that practice, one study reported that peer influence was considered to be among the top 10 leading causes of child health in the USA (Nelson and Ritchie, 1999). The United States has the highest proportions of children who are diagnosed with Down syndrome that are diagnosed for Down syndrome. Based on studies conducted by various pediatricians of the United States and international studies, the American Academy of Pediatrics and the American Psychological Association have found that children of peer influence are more likely to develop other forms of developmental disorders over time. These findings may help parents and teachers distinguish between two kinds of potential parents: those who may be having or already have a strong desire that their child will be placed into a group or group of peers, and those who may have more “traditional” children who are taking on this status, but may not share the peer influence. Thus, although social stigma about peer influence will diminish as child development progresses, it will certainly not erase much of the negative stigma that has been attributed to peer influence today. In addition to its role in child health, peer influence has the potential to affect