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The Relationship Between Peer Group Pressure And Bullying Among Adolescents In Selected Secondary Schools
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The impact of peer
influence on adolescent development is generally associated with
negative connotations. I believe that the use of the peer group as a
vehicle for problem-solving development has not been fully utilized,
even though it presents significant opportunities for childcare
practitioners and educators.
It is wildly accepted that membership in
peer groups is a powerful force during adolescence. These groups
provide an important developmental point of reference through which
adolescents gain an understanding of the world outside of their
families. Failure to develop close relationships with age mates,
however, often results in a variety of problems for adolescents – from
delinquency and substance abuse to psychological disordered (Hops,
Davis, Alpert & Longoria 1997). Furthermore, higher peer stress and
less companionship support from peers has been associated with a lower
social self-concept in adolescents (Wenz-Gross, Sipestein, Umtoh,
Widaman, 1997).
As children progress through adolescence, they build
knowledge baes that help them navigate social situations. An abundance
of literature has suggested that there is considerable individual
variation regarding cognitive skill development during adolescence as it
relates to peer influence. Dodge’s (1993) research indicated that poor
peer relationships were closely associated with social cognitive skill
deficits. He found that adolescents who had developed positive peer
relationships generated more alternative solutions to problems, proposed
more mature solutions, and were less aggressive than youth who had
developed negative peer relationships. Along those same lines Bansal
(1996) found that adolescents who compared themselves negatively in
reference to their peers experienced a reduction in attention to
problem-solving tasks.
Most public and private childcare systems
continue to overlook peer influence despite the growing body of
literature indicating that it represents a powerful force in maintaining
orderly, productive and positive academic and rehabilitative
environments (Bellafiore & Salend, 1983; Brendtro & Lindgren,
1988; Emery, 1990; Gadow & McKibbon, 1984; Gibbs, Potter, Goldstein,
& Brendtro, 1996; Salend, Jantzen, & Geik, 1992; Wasmund,
1988).
Pettit (1997) found the peer group to be a useful resource in
decreasing violence and aggression in children; Brannon, Larson, and
Doggett (1991) reported that the peer group process facilitated the
disclosure of victimization by adolescent sexual offenders.
Over the
past two decades, child and family-service programs have popularized the
term empowerment and, to some extent, have incorporated peer-referenced
paradigms into their approaches with adolescents. Many programs have
failed to truly value children as partners in this process; instead,
they have used peer influence to police the environment and maintain
order once children have broken adult-imposed rules.
1.2 Statement of the Problem
There
have been several studies on the relationship between peer group
pressure and other concepts like academic performance, career choice,
class courting, motivation, achievement, study habit, and truancy etc,
with little or no research by scholars in the area of peer group
pressure and bullying behaviour.
In addition there have been several
worrisome cases in secondary schools where adolescents indulge in
bullying the less stronger students and this attitude has been condemned
by teachers, parents and administrators. Despite the fact that schools
have rules and regulations to tackle or curb such deviant or delinquent
behaviour it seems or appears inefficient and ineffective.
Also of
recent the rate of bulling behaviour among adolescents in secondary
schools is on the high side and several brows have been raised that such
behaviour has been highly influence by peer group pressure.
It is
therefore rationally viewed that if bullying behaviour can be curbed
among adolescents in secondary schools it will reduce anxiety, fear and
other psychological effects it has on its victims and as a result help
them focus on their academics. The adolescents need to learn how to
develop positive self-thought and have a personal philosophy that will
guard and guide them through this period of storm and stress.
The
adolescents needs to be given hints and speculations on how to select
good friends, how to select or pick their friends and shouldn’t allow
their friends pick them. They should vividly understand why they should
move with good groups and not the bad ones because bad communication
they say corrupt good manners. They should also be made to understand
that a person who is a victim of bully can as a result of that commit
suicide while some become fierce, wild, and notorious as a result of
revenge. It is towards this view and assumptions that the study tends to
ascertain the relationship between peer group pressure and bullying
behaviour of adolescents in selected secondary schools in Lagos
metropolis.
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ABSRACT - [ Total Page(s): 1 ]This study examined the relationship between peer group pressure and bullying behavior among adolescents in selected secondary schools in Lagos metropolis. The descriptive survey design was used in this study. The research instrument used for this study was a questionnaire tagged PPBBAQ which was adapted by the researcher. The population of this study covered the students in selected secondary schools in Ejigbo Local Government area of Lagos State where data was collected using simple random sam ... Continue reading---
