Social Comprehension

Manages Peer Pressure
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Jolene's Classroom Story
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VOISS Connection

During VOISS lessons, Jolene learned that peer pressure occurs when others pressure you to act or behave a certain way. She discovered that peer pressure can be positive (e.g., peers encourage you to study or make a good decision), but she shouldn’t let peers pressure her into doing things that make her uncomfortable or that she knows are wrong. Specifically, Jolene learned to say “Nah, I’m good” and change the topic when a peer was pressuring her to do something she shouldn’t do.

Mr. Watkins created a lesson to help Jolene manage peer pressure (Social Comprehension Skill 11) in a variety of settings.

VOISS Advisor Lesson Plan Outline

Social Comprehension Skill 11: Manages Peer Pressure

Define the social skill to be demonstrated in observable and measurable terms. This should be the skill you want the student to use when the situation / opportunity naturally occurs.

When a peer pressures Jolene to do something Jolene does not want to do, Jolene will respond with, “Nah, I’m good,” and ask the peer a question about a different topic on 9/10 opportunities.

Generalization Emphasis

Setting Generalization

Instructional Setting

Small Group

Instructional Method

Role Play

Generalization Tactic

Teach Multiple Examples

Support Strategy

Reinforcement, Peer Coaching

Generalizing the Skills

Mr. Watkins decided to focus on generalization across settings. He wanted Jolene to manage peer pressure appropriately on the bus and in the cafeteria. These were the settings where Jolene was mostly likely to be pressured.

Mr. Watkins operationally defined one outcome to determine his lessons had been effective for teaching generalization:

 

  • When a peer pressures Jolene to do something she does not want to do, Jolene will respond with “Nah, I’m good,” and ask the peer a question about a different topic in 9/10 opportunities.

Choosing an Instructional Setting and Method

Mr. Watkins decided that he could target this skill during Jolene’s weekly lunch bunch, which would provide an appropriate small group setting. Mr. Watkins determined that role play was an appropriate, evidence-based method for teaching social skills to groups of learners. He prepared scripts for a couple scenarios involving peer pressure.

 

Choosing a Generalization Tactic and Support Strategy

Mr. Watkins identified teaching multiple examples as the generalization tactic to use for this skill. He planned to teach Jolene multiple settings and examples of peer pressure and gauge her response. He also decided to train specific peers to pressure Jolene at specific times and to socially reinforce Jolene when she doesn’t respond to peer pressure and changes topics. This support strategy involved natural contingencies and would reduce Jolene’s reliance on adults.

 

Lesson Implementation

Mr. Watkins’ Lesson on “Managing Peer Pressure”

 

Utilizing Role Play to Convey Multiple Examples

Mr. Watkins focused the role play on teaching Jolene to say “Nah, I’m good,” and then changing the topic or suggesting another activity.

Mr. Watkins asked three of Jolene’s peers into a small group instructional setting to brainstorm different scenarios in which peer pressure might occur. Mr. Watkins utilized the students’ suggestions to create scripts that illustrated multiple examples. Then, he gave students printed versions of the scripts to read.

The three peers rehearsed the scripted scenario a couple of times while Jolene watched. Mr. Watkins explained when it is appropriate to say her line, “Nah, I’m good,” and then made suggestions about an appropriate way to change the topic of conversation. The students then practiced the role play several times.

Following the role play, Mr. Watkins asked the students to identify other situations where this conversation might occur. He prompted them to think about how this conversation might come up during lunch, on the bus, and during transition periods. He reminded the students they could say “Nah, I’m good” and change the conversation topic.

 

Implementing Peer Coaching and Reinforcing Jolene

Following the lesson, Mr. Watkins took time to briefly chat with Jolene and the small group. He asked if they were willing to be peer coaches to help one another learn ways to better get along with peers. Willing students were given examples of peer pressure, and were asked to give examples of how they would respond. For example, if a classmate was pressuring her friend  to buy a certain style shirt or ask her parents for a pet, the friend might respond “Nah, I’m good” and change the topic, or “Thanks for the suggestion, but I don’t really want to.” When peers ran through examples of peer pressure with Jolene in this setting of trust and support, they would reinforce Jolene when she resisted peer pressure.

 

National And State Standards Benchmarks and Indicators

SC.11 Manages Peer Pressure
Collaborative For Academic, Social and Emotional Learning (CASEL) Standards
  • Relationship Skills
Kansas Social Emotional Character Development (KSECD) Standards

Social Development

  • Interpersonal Skills
    • B. Develop and maintain positive relationships.
      • 6-8 (11-13) 3. Respond in a healthy manner to peer-pressure against self and others.