Peer Relationships

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

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.

"..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).

As people mature, from child to teenager, they walk away from every relationship having learned something; a life lesson, the type of person they want to grow to be, etc. During the teenage years, students have trouble maintaining that connection with their mentors, parents, and friends while stressing about their academic performance, general quality of life, and many other factors. Due to those circumstances, a teenager usually goes through a time period of learning what they want to gain from each person, and how to make sure they’re maintaining healthy relationships with their loved ones. Furthermore, all relationships are interconnected; for example, if one doesn’t know how to talk to a teacher, they might have trouble in the workforce when they have to talk to a boss. A teenager spends a lot of their teenage years creating, maintaining, and fixing relationships so they can be successful in

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

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

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.

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

Raising a virtual child has made me aware of how critical the choices parents make for their child are to their maturity. By paying close attention to the minor details of my virtual child’s behavior, I have started to grasp the understanding of an infant’s physical, cognitive, and social development. Every decision I made for Rosie has gradually helped shape her personality. Although some mistakes were made, my judgments were based off of my own thoughts as well as the nature of American culture.

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)

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 .

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

Students in the classroom come from a variety of backgrounds. Their lives are shaped by their families, their communities, but also their peers in school whom they will spend hours a day with throughout their educational career. The ability to form relationships with others, to create lasting friendships that grow and evolve with time, is detrimental to all children and their development. Lacking the ability to do so, whether it is directly because of their conditions or because of how other students perceive them, can dramatically harm them emotionally and mentally.

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).