Peer Pressure on Children and Teenager

Peer Pressure on Children and Teenager

Peer pressure is about being influenced and choosing to do something you wouldn't otherwise do, in the hope of feeling accepted and valued by others. It isn't just about doing something against your will.

Peer pressure can be positive. For example, your child might be influenced to become more assertive, try new activities, or to get more involved with school.

But it can be negative too. Some teenagers might be influenced to try things they normally wouldn't be interested in, such as smoking or taking part in antisocial behavior.

As examples, peer pressure might result in children:

• Choosing the same clothes, hairstyle, or jewellery as their friends.

• Listening to the same music or watching the same TV shows as their friends.

• Changing the way they talk, or the words they use.

• Taking risks or breaking rules.

• Working harder at school, or not working as hard.

•Dating or taking part in sexual activities.

• Smoking or drinking alcohol.

Children who experience poor self-esteem, those who feel they have few friends, and sometimes those with special needs might be more likely to give in to peer pressure. These children might feel that the only way they’ll be included and accepted in social groups is by taking on the behaviour, attitudes and look of a group.

Coping well with peer pressure is about getting the balance right between being yourself and fitting in with your group. 

Children who experience strong self-esteem are better at resisting negative peer pressure. If your child is happy with who he is and the choices he makes, he’s less likely to be influenced by the people around him. Self-esteem helps in establishing good relationships, but good friendships also help self-esteem.

Helping your child manage peer pressure--

You might be worried that your child is being over-influenced by her peers, or that she’s selling out on her values (or yours) to fit in with her friends. You might also be concerned that your child won’t be able to say no if she’s pressured to do more risky things, such as smoking.

But listening to the same music and dressing in the same way as friends doesn't necessary add up to doing the same antisocial or risky things. It’s worth remembering that you have an influence over your child too, especially over the longer term. If your child has a strong sense of himself and his values, it’s more likely he’ll know where to draw the line when it comes to the risky stuff.

Here are some ideas to help your child manage peer pressure:

Keep the lines of communication open. You can do this by staying connected to your child. This can help make her feel more comfortable talking to you if she’s feeling pressured to do something she’s uncomfortable with.

Suggest ways to say no . Your child might need to have some face-saving ways to say no if he’s being pressured to do something he doesn’t want to do. For example, friends might be encouraging him to try smoking, so rather than saying ‘No, thanks’, he could say something like, ‘No, it makes my asthma worse’, or ‘No, I don’t like the way it makes me smell’.

Give teenagers a way out. If your child feels she’s in a risky or high-pressure situation, it might help if she can text or phone you for back-up without worrying you’ll be cranky. If your child’s embarrassed about having to call you, you could agree on a coded message. For example, she could say that she’s checking on a sick grandparent, but you’ll know that it really means she needs a hand.

Encourage a wide social network. If your child has the opportunity to develop friendships from a wide range of sources (such as through sport, family activities or clubs), this will mean he’s got lots of other options and sources of support if a friendship goes wrong.

Build up your child’s sense of self-esteem. This can help her feel more confident to make her own decisions and push back on peer pressure.

When you’re worried about a peer group

Encouraging your child to have friends over and giving them space in your home can help you get to know your child’s friends and be aware if negative peer pressure is becoming an issue. Good communication and a positive relationship with your child might also encourage your child to talk to you if he’s feeling negative pressure from peers.

If you’re worried your child’s friends are a negative influence, being critical of them might push your child into seeing them behind your back. If your child thinks you don’t approve of her friends, she might even want to see more of them. Instead of focusing on any people you don’t like, you can try talking to your child about the behaviour you don’t like. Discuss the possible consequences of the behaviour, rather than making judgments about her friends.

It can be helpful to compromise with your child. For example, letting him wear certain clothes or have his hair cut in a particular way can help him feel connected to his peers, even if you’re not keen on blue hair or ripped jeans.


When to be concerned

If you notice changes in your child’s mood, behavior  eating or sleeping patterns, which you think are because of her friends, it might be time to have a talk with her. Some mood and behavior changes are normal in teenagers, but if they go on for a few weeks, you might start to worry about your child’s mental health.

Warning signs include:

• Low moods, tearfulness or feelings of hopelessness.
• Aggression or antisocial behavior.
• Sudden changes in behavior, often for no obvious reason.
• Trouble eating or sleeping.
• Eluctance to go to school.
• Withdrawal from previously enjoyed activities.                                                                                                                                                                                

        If any parents see near to all problem in his child then they must think to consult a child psychologist for the proper evaluation and management.

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Improve Speech Problem

1-               Practice jaw exercises to enhance clarity of speech                                

1. Make wide chewing motions while humming gently.
2. Stretch every muscle in your jaw and face. Open your mouth as wide as possible (as if you were about to yawn), while moving your jaw in circles, and sideways.
3. Open your mouth wide, as in the previous exercise, and shut it again. Repeat 5 times.

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  2-                     Try tongue twister Exerciser                                                           

Start off slowly, and gradually build up until you say them at normal conversation speed. When speaking them, exaggerate the words, making your tongue, jaw and lips work hard. As you become surer of them, begin to project your voice and exaggerate the words more. This helps you gain skill.

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3-    Have a conversation with yourself in front of the mirror                     

It may sound silly, but it does help. Again, exaggerate your words as you speak

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4-                      Gargle water with a pinch of salt                                                            

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5-               Avoid Speaking with Bad Teeth                                         

   

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6-                  Don't Rush When Speaking                               

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7-                                           Swallow Excess Saliva                                                                                                                                    

Saliva left in the mouth can result in mumbling and distortion of consonants such as "S" and "K"

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Cocentration Problem

Possible causes                                                                                                                        

In younger children, lapses in concentration could be caused by:

 

Lack of sleep

If your child is tired she won't be able to concentrate so put her to bed at a reasonable hour. Aim for her to get about nine hours' sleep a night.

Personal circumstances

Your child will find it easier to concentrate when she is not troubled or anxious about something such as falling out with friends, or is having difficulty getting along with her teacher.

 Motivation and interest

She will be able to concentrate for longer if she's interested in what she's doing.

 Health

A weak immune system, dehydration and bad eating habits could all contribute to poor levels of concentration. Make sure that she takes a multivitamin and mineral supplement every day.

 Surrounding conditions

A lot of activity, noise, or a television that is always on does not contribute to the calm atmosphere that is needed for high levels of concentration.

 Distracted teens

If your teenager's mind is always elsewhere, this could be why:

 Lack of sleep

Encourage teenagers to go to bed and to get up at roughly the same time every day.

 Personal circumstances

Similar to younger children, being anxious or troubled about issues at home or at school, or with friends, could lead to low levels of concentration.

 Lack of motivation

Getting them to be interested in the subject will make a huge difference to their levels of concentration.

 Teacher trouble

When children do not like a teacher or have a problem with a particular teacher, they usually do not perform well.

 Health problems

Concentration could be affected by regular illness due to a lack of medication for a chronic condition such as asthma, or because of a weak immune system and an unhealthy diet.

 Lack of exercise

This could make children lethargic and tired, and they won't be able to concentrate, especially after lunch.

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What is slow learner

Question -What is slow learner? 

Answer :-

 A “slow learner” is not a diagnostic category, it is a term people use to describe a student who has the ability to learn necessary academic skills, but at rate and depth below average same age peers. In order to grasp new concepts, a slow learner needs more time, more repetition, and often more resources from teachers to be successful. Reasoning skills are typically delayed, which makes new concepts difficult to learn. 

Question:-How we identify them?

Answer :-

The characteristics of a slow learner are: 

1. Functions significantly below grade level. 
2. Is prone to immature interpersonal relationships. 
3. Has difficulty following multi-step directions. 
4. Lives in the present and does not have long-range goals. 
5. Has few internal strategies (i.e. organisational skills, difficulty transferring and    generalising information.) 
6. Scores consistently low in achievement tests. 
7. Works well with "hands-on" material (i.e. labs, manipulative activities.) 
8. Has a poor self-image. 
9. Works on all tasks slowly. 
10. Masters skills slowly; some skills may not be mastered at all.

Question : - What I do after my child have slow learning problem  ?

Answer :-

Here are some tips on how to work with slow learners: 

• Reduce distractions by providing a quiet, private place to work. 
• Emphasise strengths. Use lots of praise and reinforcement frequently. 
• Make lessons short. Limit the working time and have several short work periods rather than one long one. 
• Add variety to the academic routine. Do active things and use educational games, puzzles, and other techniques as much as possible. 
• Work on material that is somewhat challenging but allows success. Work that is too hard or too easy is a turn-off. 
• Make learning fun and comfortable. Your positive attitude is very important. 
• Encourage your child to talk to you. Ask what he did in school. Ask what was the best part of his/her day. Ask questions about the TV shows he/she watches. Talk about what he/she has heard, done, and plans to do. Communicate with your students. 
• Go over his/her daily work to reinforce the learning. Slow learners need repetition. 
• Provide meaningful, concrete activities rather than abstract ones. 
• Give short, specific directions and have your child repeat them back to you. 
• READ! Set an example by reading yourself. Read to the student and have the student read to you. 
• Work closely with the teacher to help strengthen academic areas that are weak in school. 
• Stress the importance of education. 
• Encourage the student to explore an area of interest to him/her.

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Language Development in Child

Language Development Index

Age	Language Development Sign....
6-Months	Vocalization with intonation Responds to his name Responds to human voices without visual cues by turning his head and eyes Responds appropriately to friendly and angry tones
12 Months	Uses one or more words with meaning (this may be a fragment of a word) Understands simple instructions, especially if vocal or physical cues are given Practices inflection Is aware of the social value of speech
18 Months	Has vocabulary of approximately 5-20 words Vocabulary made up chiefly of nouns Some echolalia (repeating a word or phrase over and over) Much jargon with emotional content Is able to follow simple commands
24 Months	Can name a number of objects common to his surroundings Is able to use at least two prepositions, usually chosen from the following: in, on, under Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as 1.2 words Approximately 2/3 of what child says should be intelligible Vocabulary of approximately 150-300 words Rhythm and fluency often poor Volume and pitch of voice not yet well-controlled Can use two pronouns correctly: I, me, you, although me and I are often confused My and mine are beginning to emerge Responds to such commands as “show me your eyes (nose, mouth, hair)”
36 Months	Use pronouns I, you, me correctly Is using some plurals and past tenses Knows at least three prepositions, usually in, on, under Knows chief parts of body and should be able to indicate these if not name Handles three word sentences easily Has in the neighborhood of 900-1000 words About 90% of what child says should be intelligible Verbs begin to predominate Understands most simple questions dealing with his environment and activities Relates his experiences so that they can be followed with reason Able to reason out such questions as “what must you do when you are sleepy, hungry, cool, or thirsty?” Should be able to give his sex, name, age Should not be expected to answer all questions even though he understands what is expected
48 Months	Knows names of familiar animals Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands Names common objects in picture books or magazines Knows one or more colors Can repeat 4 digits when they are given slowly Can usually repeat words of four syllables Demonstrates understanding of over and under Has most vowels and diphthongs and the consonants p, b, m, w, n well established Often indulges in make-believe Extensive verbalization as he carries out activities Understands such concepts as longer, larger, when a contrast is presented Readily follows simple commands even thought the stimulus objects are not in sight Much repetition of words, phrases, syllables, and even sounds
60 Months	Can use many descriptive words spontaneously-both adjectives and adverbs Knows common opposites: big-little, hard-soft, heave-light, etc Has number concepts of 4 or more Can count to ten Speech should be completely intelligible, in spite of articulation problems Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow) Should be able to repeat sentences as long as nine words Should be able to define common objects in terms of use (hat, shoe, chair) Should be able to follow three commands given without interruptions Should know his age Should have simple time concepts: morning, afternoon, night, day, later, after, while Tomorrow, yesterday, today Should be using fairly long sentences and should use some compound and some complex sentences Speech on the whole should be grammatically correct
6-Years	In addition to the above consonants these should be mastered: f, v, sh, zh, th,1 He should have concepts of 7 Speech should be completely intelligible and socially useful Should be able to tell one a rather connected story about a picture, seeing relationships Between objects and happenings
7- Years	Should have mastered the consonants s-z, r, voiceless th, ch, wh, and the soft g as in George Should handle opposite analogies easily: girl-boy, man-woman, flies-swims, blunt-sharp short-long, sweet-sour, etc Understands such terms as: alike, different, beginning, end, etc Should be able to tell time to quarter hour Should be able to do simple reading and to write or print many words
8-Years	Can relate rather involved accounts of events, many of which occurred at some time in the past Complex and compound sentences should be used easily Should be few lapses in grammatical constrictions-tense, pronouns, plurals All speech sounds, including consonant blends should be established Should be reading with considerable ease and now writing simple compositions Social amenities should be present in his speech in appropriate situations Control of rate, pitch, and volume are generally well and appropriately established Can carry on conversation at rather adult level Follows fairly complex directions with little repetition Has well developed time and number concepts

Signs of Facebook Addiction in Children

Signs of Facebook Addiction in a Children or Teenager's :

1. Spending more than an hour on Facebook each day.
2. Staying up too late and losing sleep to spend more time on Facebook.
3. Caught trying to get around Facebook limits at home and school (sneaking out of bed at night, using Facebook Mobile at school, etc.).
4. Putting Facebook ahead of homework, school, and other activities.
5. Opting to stay on Facebook instead of seeing friends in person.
6. Panicking at the idea of being away from Facebook for any length of time (on vacation, during a power outage, etc.)

Child's sex behaviors

Understand child's sex behaviors

Sexual Behaviour And Sexuality Are Difficult Topics To Confront For Several Reasons, Only One Of Which Is The Reluctance Of Many People To Address Or Discuss The Subjects. The Topics Become Even More Difficult When We Have To Speak About Them In Relation To Children. When Children Engage In Sexual Behaviour In School Settings, Teachers And Principals Are Faced With Sensitive Cultural, Gender, Religious, Spiritual, Legal And Professional Issues.

What Is Problem Sexual Behaviour?

There Is A Wide Range Of Behaviour That Can Be Considered Problematic. Such Behaviour Can
Include:
• A Single Incident That Indicates A Child Has Knowledge Of Adult Sexual Behaviour Beyond His/Her Age And Developmental Level
• A Pattern Of Sexual Behaviour, Which, Although The Behaviours Themselves May Be Normal , Does Not Respond To Correction By Adults
• Sexual Behaviours That Are Atypical For A Child’s Developmental Level Or Suggest That A Child Is Pre-Occupied With Sexual Matters
• Sexual Behaviours That Do Not Involve Other Students But Are A Problem For The Student Himself Or Herself (E.G., Excessive Masturbation That Interferes With Academic Work And/Or Peer Relationships)
• Sexual Behaviours That Bother Or Seriously Disturb Other Students

How Do Children Develop Problem Sexual Behavior?

Children’s Problem Sexual Behaviours Can Be Placed In Three Groupings, Each With Different
Origins:
1. Reactive Sexual Behaviour- Some Children Do Sexual Things Because Of What They Have Experienced Or Witnessed
2. Sexualized Behaviour- Some Children Have Had So Much Trouble In Their Lives That They Feel Profoundly Sad, Lonely, Or Empty, And Discover That Sexual Behaviour Helps Them Cope With Unpleasant And Negative Emotions.
3. Coercive Sexual Behaviour- A Few Children Who Have Experienced A Long History Of Powerlessness And Physical And Sexual Abuse, Or Have Witnessed Violence, Come To Engage In Coercive Sexual Behaviour That Mimics That Of Aggressive Adult Sexual Behaviour.

Helping Your Children To Change Their Behaviour-

Step 1-  Find Out Which Of The Child’s Specific Behaviour Need To Be Changed, Such As Persistent Sex Play Or Pressuring A Younger To Have Sexual Contact. Then Look At How Often It Has Happened, What Else Goes On While It Happens, And What Reward The Child Gets From It. For Example, Child May Get Attention For His/Her Behaviour; It May Feel Good, Or  It May Be A Way Of Having Control Over Others.

Step 2- Make A Plan To Stop The Behaviour. What To Do (Ignoring, Time Out Or Punishment) Depends On How Serious The Behaviour Is. Be Sure To Tell The Child What Behaviour You Are Concerned About And What You Are Going To Do. Then Follow Through With It.

Step 3- Make A Plan To Praise Positive Behviour. Figure Out What Child Is Getting From The Sexual Behaviour And Look For Others Ways To Meet Those Needs. For Example, If Child Does Not Know How To Tell People When He Or She Is Angry, Find Ways To Help Him Or Her Express Her Anger, Such As Talking About It Or Drawing Pictures. If Child Needs Attention, Give It When He Or She Is Behaving Well. Teach The Child Things To Do To Help Control Himself/Herself, Like Asking For Help, Leaving The Situation Or Taking Time To Think Things Thorough Before Acting.

Step 4- Protect The Children. When Children Cannot Stop Misbehaving On Their Own, Don’t Give Them Chances To Continue Misbehaving. This Means Watching Them Closely, Not Allow Them To Play With Other Children Without Adults Around Who Know What To Watch For. When Children Have Proven They Can Behave, It May Be Possible To Become More Flexible.

Step 5- Take Care Of Yourself. You Will Be Less Able To Help Your Child If You Are Angry, Depressed Or Overwhelmed. Talk To Family And Friends About Your Feelings, Get Advice From People You Trust, Consult Your Doctor Or Talk To Your Counselor. Even Though This Is A Stressful Time, Try To Stay Focused On Helping Your Child And Strengthening Your Family. In The Long Run, If You Are Handling The Situation Well, That Will Be The Most Help.


Responsibilities Of School Staff-

All School Staff Are Responsible For The Initial Intervention When They Observe Problem Sexual Behaviour By A Student, Or When Such Behaviour Is Reported By A Student. The Initial Intervention Includes Talking To The Student Who Exhibited The Behaviour, Documenting The Incident, Informing The Principal, And Reporting To A Child Protection Social Worker/Police When Necessary. However, School Personnel Have Specific Responsibilities Beyond The Initial Intervention. Responsibilities May Vary Depending On The Seriousness Of The Behaviour.

An Effective School Response To Children’s Problem 

Sexual Behaviors Has Three Goals :

1. Encourage Communication — Adults Provide A Model For The Child By Being Able To Talk Clearly And Calmly About The Sexual Behaviour.
2. Develop Empathy — Adults Help The Child To Recognize And Interpret Cues That Signal Others’ Feelings And Needs, And Tell The Child About The Impact Of Her Or His Behaviour On Others.
3. Promote Accountability — Adults Help The Child Develop The Ability To “Catch” His Or Her Thoughts, Recognize Thinking Errors, And Understand That Behaviour Does Not “Just Happen.”

The Teacher:

• Talks To The Student(S) Involved And The Student Who Was Mistreated To Gather More
Information As Required
• Informs The Principal Of Incidents When They Occur
• Consults With School Counsellor Concerning Needs Of Students
• Documents The Incident And The Intervention
• Informs Parents Of Students Or Assists Principal And Counsellor In Talking To Parents
• Participates In The Development And Implementation Of A Safety And Support Plan
• Implements Behaviour Management Strategies In The Classroom, As Necessary
• May Provide Classroom Lessons/Discussion On Boundaries

The Principal:

• Receives Information (I.E., Reports) From Any Staff Person Or Parent Concerning Problem Sexual
Behaviour By Student(S)
• Stores Documentation In A Confidential, Secure Location (Not Part Of Student File)
• Contacts And Meets With Parents (I.E., Levels 2 And 3, Page 13)
• Convenes And Chairs Safety And Support Plan Team
• Assumes Role Of Case Manager Or Delegates The Responsibility To A Staff Member In The School
• Participates In The Development And Implementation Of The Safety And Support Plan

The Counsellor:

• Assists The Principal In Talking With Parents
• Determines Students’ Need For Further Support
• Consults With A Mental Health Professional (With Parents’ Written Permission)
• Participates In The Development Of A Safety And Support Plan
• Provides Support For The Classroom Teacher In Implementing Behaviour Management Strategies
• Discusses Boundary Issues With His Or Her Class
• Works With Student(S) Involved

The Support Staff:

• Informs Principal Of Incidents Of Problem Sexual Behaviour
• Documents The Incident
• Participates In The Development And Implementation Of The Safety And Support Plan As Requested
By The Principal
• Assists Classroom Teacher In Implementing Behaviour Management Strategies

Thanks

Dr.Shweta singh

Lecturer,

Dpt. of Applied Psychology,

V.B.S.Purvanchal University

Jaunpur,U.P.,INDIA

mail- shweta_opsingh@rediffmail.com