Peer Relationships

Peer acceptance signifies the extent of which a child or adolescent is socially accepted, liked or disliked by their fellow peers and their peer group, (Mary E. Gifford-Smith, 2002). Children’s concerns of acceptance in peer groups commonly increase during the period of middle childhood. Friendships are important during school. Students require friendships for multiple reasons including enjoyment, support, protection, companionship and more importantly to avoid rejection. For school-aged children, physical aspects and features for instance physical attractiveness, cultural traits, and disabilities, sporting, social, or academic interests and abilities have an effect on the level of peer acceptance individuals receive. Peer acceptance has the potential to aid in children psychological and enhance individual social development. Peer acceptance and relationships provide an improved diversity of learning and development opportunities for students throughout their schooling. Developmental opportunities can consist of building social skills, companionship, and competitive tasks.. A positive climate for social and moral growth is one that fosters peer interaction, (L.B. Blume,

Franklin Roosevelt had said, “Only thing we had to fear is fear itself.” Then, what if teen’s fear is being alone forever? What if taunting and abuse to a teen’s mental and physical state are what sparks fear of isolation? Generally speaking, bullying is commonly used to stereotype individuals based on their physical or mental appearance. Therefore, teen’s would rely on their friends to be comfortable at school, but what if you have no one? Also, teen’s are shown negative images that reflect towards their self-esteem at home as well as in public. The deeming fear of isolation is caused by teen’s lack of self-esteem in society. Due to bullying, negativity towards themselves, and peer pressure a teen’s life is under constant fear of isolation.

Possible Impact: Children who don’t socialise a lot tend to become isolated and therefore isolate themselves more. They may suffer insecurities about themselves and be withdrawn and shy. They struggle to communicate, share and understand the needs and feelings of others. They will lack confidence to find it hard confide in other people or seek out help and advice. This can also lead them to be drawn into ‘the wrong crowd’ because

Peer mentoring is one of a range of peer support frameworks used in schools where students provide support to other students. Peer mentoring provides an alternative avenue of support by offering support from the peer group rather than adults. Research has shown that students respond well to peer mentors and feel a connection with someone that is closer to their age and more closely connected to the experience of high school. The mentors serve in a dichotomous role as older more experienced source of support that one can turn to for advice and guidance, while simultaneously serving as a friend and peer that one can relax and have fun with. This is a role that many times adult mentors cannot fulfill, which makes peer mentoring unique and sometimes

"..the social world of rejected and neglected adolescents is considerably less pleasant. They have fewer friends, engage in social activites less frequently, and have less contact with the opposite sex. They see themseleves... as less popular, and they are more likely to feel lonely" (McElhaney, Antonishak, & Allen, 2008; Woodhouse, Dykas, & Cassidy, 2012).

The school year approached its end. Another summer to spend alone by myself. The cycle had been repeating since I was in grade school. Sadness choked me as I returned home and shut my door. Every year, the resolution was the same: I would try to make friends next year; however, every year, I felt myself falling back down into the same trap. By the time high school began, I no longer felt the numb sensation of sadness or the flow of tears as the final day of May became the last day I talked with my “friends.” I no longer expected to make any friends, or, more accurately, I no longer expected to be able to make any friends. The sheer possibility of befriending an individual appeared to me as foreign as speaking in latin. When I walked into school, what should have been a site of chatter, opportunity, and growth appeared to me as a form of imprisonment and torture; however, unbeknownst to me, I did have friends; something of which I did not recognize until years passed by. I grown attached to certain conversations; there were times where I felt the need to initiate a conversation rather than waiting for someone else to make one. It was not until one of my friends told me,”We’re your friends aren’t we?” when I realized I was not longer

Question 1: According to Erickson people want to belong (Oswalt, 2010, p.1). In my interview my interviewee pointed out that a lot of people only fall for peer pressure because they want a sense of belonging, no one likes to feel left out. If no one else will provide these individuals with attention, then who else are they to turn to? They turn to bad for their answer rather than waiting for someone to show love and compassion. Erickson also points out that there is a crisis or a task at each stage in life (Oswalt, 2010, p.1). As Angela Oswald points out in her article “…youth must determine how to develop and to maintain close friendships outside the family…” (Oswalt, 2010, p.1). What she is talking about is part of Erickson’s second stage

6.6 percent of teens develop their character during high school. Most teens develop their relationships with their friends as they become more attach to each other. Acceptance by far the most important thing teens can experience in the society, especially when dealing with school. Teens change their behaviors, ways of thinking and actions just to be able to be a part of a specific group of friends. Teenagers have a tendency to change their behavior and choices just to be a part of a specific group that they are interested in, that show they are dealing with peer pressure.

But cases of extreme social isolation are not the only evidence for this generalization. Children can be affected adversely when the degree of contact with others is limited or when emotional attachments are not formed.” (Shepard, J., Sociology, pg. 96)

High school has always been a tough time for most teenagers. It is a time when classes are harder, schedules are tighter and most students are twice as mean. High school “marks a time of extensive and sometimes rapid growth for adolescents” (Clique Formation). A step up from junior high, “the unfamiliar environment subjects students to vast array of new experiences, problems and decisions” (Clique Formation). Most teenagers experience problems once they hit high school like peer pressure. High school is also a time when most cliques form. Cliques are when “one of two members of the friendship controls the others” (Cliques in Schools). Cliques are reigning over schools in this time today. Cliques are “rampant in schools across the country today” (Cliques in Schools). It has been discussed and argued that cliques can affect the school life of students. However, it is also clear that cliques are also a good thing if there is an attempt to bring everyone together. But because of the formation of cliques, and the actions and attitudes from and towards cliques, cliques have a negative view in schools today.

Early adolescence is marked by rapid physical changes, maturation of the reproductive system, appearance of secondary sex characteristics, romantic and sexual relationships, and sensitivity to peer relations (Newman & Newman, 2012, p.336). The psychosocial crisis at this stage is group identity versus alienation. Hence, adolescents are faced with the challenge of finding membership in and value convergence with a peer group while avoiding alienation, a sense of social estrangement or an absence of social support or meaningful social connection (Newman & Neman, 2012,pp.371-375). Thus, these years are crucial as one is trying to feel comfortable within a group that can provide a sense of belonging while striking a balance at allowing for the

I think I speak for many people when I say high school is a critical point in one’s life. Coming into high school, things seemed to be tightly-knitted between my peers and I; those of us who had just

Possessing a functional or dysfunctional family is of much importance to a healthy development, helping children through peer pressure, acceptance, and the anxiety of belonging. Yet how important is the environment that a child is raised on, this being shared or non-shared? How difficult or easy can peer pressure be? Will peer pressure help or deter a child from being functional. How much do these factors affect development from childhood to adolescence? This paper will explain the different stages of childhood to adolescence, and how a child and adolescence copes with nature and nurture .

Without friends life is lonely and isolated. Friends are important to share enjoyable activities with, companions with whom to share worries, people to rescue you in difficulty and to be comforted at times of stress. Additionally friendships have enormous developmental implications (Murray 2009). It helps the socialising process. Also, it promotes the natural move towards “greater independence” in adolescence (Murray 2009). It does this because when you depend on someone for so long you start to branch off on our own and stop depending on others like you used to. Adolescent friendships also provide a connection to others who are at the same stage (Murray 2009).