This document discusses strategies for helping adolescents deal with peer pressure. It begins by outlining the challenges of peer pressure during adolescence and defines positive versus negative peer pressure. It then provides tips for educators, such as making students aware of common pressures and teaching strategies and skills to resist negative pressure. Specific strategies are described, like asking questions, identifying consequences, suggesting alternatives, and removing oneself from problematic situations. The document also covers identifying at-risk students, signs of bullying, steps to address bullying, and resources for further information.
Children often seek a sense of belonging at school and will engage in certain behaviors to fit in among their peers (someone in their age group). Even in preschool they are becoming concerned with what their friends think and do.
Children want to be well liked and included in a group, which makes them susceptible to peer pressure (influence that members of the same age group can have over each other). Peer pressure has been shown to affect children as early as preschool age and becomes an even greater risk as they transition into middle and high school.
Life skill education is needed for adolescents to cope with stress and emotions.
This is a guide to teachers as well as students.
Many viewers requested me for allowing to download the presentation.
I feel proud and allowed to download so that some people will be benefited to bring the change in society.
We are working for a better tomorrow.
Pratima Nayak
pnpratima@gmail.com
A presentation on Bullying. The victim. The bully . Types of bullying. How to help the victim. Are you a bully? Discussion questions and a writing exercise. Vocabulary section .
Think2xTwice.org offers free anti bullying workshops for parents, students and teachers. Visit the website www.think2xtwice.org for more info or contact Traci Fant CEO Think2xTwice.org directly at stopteenviolence@live.com
Children often seek a sense of belonging at school and will engage in certain behaviors to fit in among their peers (someone in their age group). Even in preschool they are becoming concerned with what their friends think and do.
Children want to be well liked and included in a group, which makes them susceptible to peer pressure (influence that members of the same age group can have over each other). Peer pressure has been shown to affect children as early as preschool age and becomes an even greater risk as they transition into middle and high school.
Life skill education is needed for adolescents to cope with stress and emotions.
This is a guide to teachers as well as students.
Many viewers requested me for allowing to download the presentation.
I feel proud and allowed to download so that some people will be benefited to bring the change in society.
We are working for a better tomorrow.
Pratima Nayak
pnpratima@gmail.com
A presentation on Bullying. The victim. The bully . Types of bullying. How to help the victim. Are you a bully? Discussion questions and a writing exercise. Vocabulary section .
Think2xTwice.org offers free anti bullying workshops for parents, students and teachers. Visit the website www.think2xtwice.org for more info or contact Traci Fant CEO Think2xTwice.org directly at stopteenviolence@live.com
Managing Your Time Effectively
Do you find it difficult to juggle multiple priorities?
Do you wish someone could give you some new time management strategies?
This workshop will allow you to confront all of the directions that life pulls you: work, family, and of course – school! We’ll talk about how to prioritize and organize your life so that you can have time to enjoy yourself too!
A newly designed webinar which will be delivered for the first time on February 1st, 2011.
It includes excellent strategies for influencing your peers and a strategic action planning exercise.
What is Peer Pressure? Peer pressure can also be said to be an influence that a peer group, observer or individual exerts that encourage others to change their attitude, values or behaviour to conform to group norms. Proverbs 13:20
This presentation focuses on the importance of identifying influencers within a social network. This is a synopsis of an SMU graduate paper (Word doc) in fulfillment of my Masters in Advertising - New Media.
This helps people learn about peer pressure and what it is all about. It also helps people to learn how to control it and also helps people to know that it is possible to get influenced positively.
This multimedia presentation gives an overview of sleep research concerning teen health and academic performance as presented at the Sleep and the Adolescent Brain. The forum was held on February 21, 2016 at the Radnor Middle School in Radnor PA. The Forum and related activities are part of a Coalition with the League of Women Voters of Delaware County, parent teacher organizations, and area school districts.
The term “at-risk” is used to describe a student, or a group of students, with a higher than normal likelihood of academic failure, or dropping out of school.
New Developments For Special Educators And Students With Disabilitiesnoblex1
An increasing number of students require specialized health care procedures during school hours. Procedures such as tube feedings, clean intermittent catheterization, suctioning, and ventilator management are becoming more commonplace in the school setting. Who performs the procedures and is responsible for them being correctly implemented varies across school districts and states. Although consensus can be difficult to reach regarding other critical areas surrounding specialized health care procedures. Two critical areas have been identified and are as follows:
First and foremost, all teachers need to maintain a safe, healthy environment for their students in collaboration with others in the school. This includes learning about their students' specific physical and/or health impairments, physical health care procedures, and treatment regime. A teacher should know the major problems and emergencies that could arise with each student. There should be a plan in place to know how to respond should a problem occur. Teachers should also know general safety skills such as universal precautions, general first aid, and CPR.
Second, specialized health care procedures should be viewed as independent living skills, which students should be taught. Specialized health care procedures and other health management skills should be considered for goals and objectives. These objectives could target independent performance, partial participation, directing someone else in performance, or knowledge of the task. It is the educational team's responsibility to consider how students can participate in their own self-care.
The plan for and establishment of instruction in the area of self-management skill development must include input from appropriate health care specialists, such as nurses, OTs, and PTs. Teachers of students with physical and health disabilities are responsible for providing expertise in the area of instructional strategies and adaptations to promote student learning of these procedures. Even when health care personnel are responsible for performing these procedures, teachers must work closely with them, providing appropriate instructional strategies, error analysis, and correction procedures.
Society can steal the dreams of people with disabilities. It defines what people with disabilities are capable of, provides ready-made programs instead of letting these individuals choose their own path; holds low expectations for their achievement, giving praise for mediocre performance instead of expecting the best; and limits their experiences under the guise of protection or safety.
Dreams are the essence of a free society, the privilege to dream and the freedom to make that dream come true. This is true for all people.
Source: https://ebookschoice.com/new-developments-for-special-educators-and-students-with-disabilities/
This is a policy designed for use by schools who want to put clear procedures in place for responding to and managing self-harm. It can be adapted for use in your school. For further information or support visit www.inourhands.com or email pooky@inourhands.com
this is the lesson plan about bullying in schools. it talks about the defination of bullyinh, types of bullying, effects of bullying and also the result of bullying on victims and perpetrators
Parenting Styles and Academic Performance of Senior High School StudentsAJHSSR Journal
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
Philosophy of Student Discipline
School Discipline Essay
Essay On Classroom Discipline
Essay On School Discipline
Discipline Is a Must at Home and in School
The Importance Of Discipline In Schools
Career Prep Level 1
Students Disrespectful In Schools
The Importance Of School Discipline Policy
Discipline In Schools
Persuasive Essay On School Discipline
The Meaning Of Discipline In School
Speech On Discipline In School
Discipline In Private Schools Essay
Exclusionary Discipline Cases
1. Helping Adolescents Deal
with Peer Pressure
*Developed by the Center for School Mental Health
(http://csmh.umaryland.edu) in collaboration with
the Maryland School Mental Health Alliance.
2. Contents
Peer Pressure
Tips for Educators and Related Staff
Positive vs. Negative Peer Pressure
How to identify a troubled child
Warning signs
Strategies to Help Children
Skill building activities
Communication
How to Say No
*Actual programs to implement in schools?
CSMH-MSMHA 2006
3. Pressures
Transition into middle school and becoming a
teenager can be very challenging for children.
Some changes include added pressures from
friends and peers.
Pressures are a normal part of life and children
need guidance from their teachers, parents and
other adults so that they are able to handle these
pressures in a positive way.
Some of these pressures may be drugs, truancy,
sex, shop-lifting, bullying, cheating, and any other
action that a child may not want to do.
CSMH-MSMHA 2006
4. What you can do?
Make students aware of some of the pressures
they may encounter
Demonstrate the difference between positive
and negative peer pressure
Provide suggestions and strategies to help
children deal with peer pressure
CSMH-MSMHA 2006
5. Positive vs. Negative Peer Pressure
Negative Peer
Pressure-
Positive Peer
Pressure-
Is often dangerous and
against
school rules, home rules and
personal values.
Is often overlooked but does
exist
and may be described as an
influence to do what is right.
•
•
•
•
•
•
•
Skipping school
Vandalizing
Smoking
Sneaking out of the house
Bullying
Disrespecting authority
Sex
•
•
•
•
•
Studying
Volunteering
Befriending someone
Community Service
Joining a sports team
CSMH-MSMHA 2006
6. Identifying Students
Traits putting students at a higher risk of falling to peer
pressure
Low self esteem
Lack of confidence
Uncertainty about ones place within a given peer group
No personal interests exclusive of one's peer group
Feeling isolated from peers and/or family
Lack of direction in life
Depression
Eating disorders
Poor academic abilities or performance
Retrieved on January 3rd, 2007 from
http://teenadvice.about.com/cs/peerpressure/a/blpeerpressure.htm
CSMH-MSMHA 2006
7. Helping Children Deal with
Peer Pressure
Steps children can follow when confronted with peer pressure:
Ask Questions
“Why would we do that ?”, “Whose idea was this ?”, “Is this a smart
thing to do ?”
Identify the negative behavior or action
“Calling her names is just going to start trouble”, “ don’t think
smoking is a good idea”, “It is against school policy to leave the
grounds”.
Evaluate the consequences
“We will get in trouble”, “Smoking is not healthy”, “My parents will
take away my allowance”
http://www.new-life.net/parent06.htm
CSMH-MSMHA 2006
8. Steps continued:
Suggest an alternative
“Why don’t we go to the store after school is over”
Leave the situation
If all else fails, remove yourself from the situation. Walk away
and do something else
http://www.new-life.net/parent06.htm
CSMH-MSMHA 2006
9. Positive and Healthy Ways to
Deal with Pressures
Strategies for students to use:
• Make a joke and change the subject
• Say “no” and keep saying “no”
• Leave the area
• Get help from someone you trust
• Suggest a different activity
• Hang out with others who share your beliefs
Help students develop decision making skills
CSMH-MSMHA 2006
10. Strategies to help children deal
1.
Relinquish the stereotype of peers as a uniformly
negative influence on youth.
2.
Nurture teenagers' abilities and self-esteem so they can
forge positive peer relationships
3.
Empower parents and educators to help teenagers
pursue and maintain positive peer relationships
4.
Encourage cross-ethnic and "cross-class" peer
interactions and guide teenagers in dealing positively
with cultural diversity and individual differences.
CSMH-MSMHA 2006
11. Strategies to help children deal
5.
Place sensible restraints on part-time teen employment
6.
Support parent education programs for families with
teenagers
7.
Establish intervention programs for preadolescents with
low social skills or aggressive tendencies.
http://sitemaker.umich.edu/356.darnell/strategies_for_coping_with_peer_pressure
CSMH-MSMHA 2006
12. Bullying
Bullying can become a major problem for some
students and often students are pressured to
involve themselves in these situations
It is important to identify and attempt to rectify
these situations as they interfere with your
students’ learning and development and potentially
affect the overall functioning of your classroom.
Any child can fall victim to being
bullied and any child has the potential
to be the bully
CSMH-MSMHA 2006
13. Steps towards an action plan for
Bullying
1. Teachers must make it safe for students to report bullying
Students must trust that teachers and administrators will respect the
anonymity of the student who reports information
2. Educators and related staff must be aware of all forms of
bullying. Identifying intentions of bullying are:
There is a power difference
There is a negative intention
The behavior is repeated
3. There must be a clear and effective plan for dealing with the
bully and the victim. Students must know the consequences of
bullying.
Retrieved on February 5th 2007 from: http://www.bullybeware.com/tips.html
CSMH-MSMHA 2006
14. Steps Continued
4. School personnel must know about the different
types of bullies. Some victims are also bullies.
5. An effective tool for dealing with bullying is
utilizing the masses who aren’t involved in
bullying situations. These students can take a
stand and prevent bullying incidents.
Retrieved on February 5th 2007 from: http://www.bullybeware.com/tips.html
CSMH-MSMHA 2006
15. Possible Signs of Bullying:
Watch for changes in the students behavior:
Unwilling to go to school
Feeling ill in the morning
Withdrawal behavior
Decrement in school performance
Having books or clothing destroyed
Truancy
Stammering
Becoming aggressive or unreasonable
For more information go to:
http://csmh.umaryland.edu/resources.html/resource_packets/download_files/bullying_2002.pdf
CSMH-MSMHA 2006
16. What can you do to help?
• Model pro-social behavioral that asserts self-worth
of each individual student
• Actively observe student behavior in the
classroom
• Speak with parents to see if additional stressors at
home contribute to the bullying dynamic
• Include discussions of conflict-resolution in your
lesson plan
CSMH-MSMHA 2006
17. What can you do?
• Ask school clinicians to present on consequences
of bullying
• Become familiar with the bulling prevention
curriculum in the school
• If there isn’t one, start incorporating bullying curriculum in your
lesson plans including knowledge, attitudes, and skill
development pertaining to bullying
• Role play in the classroom to help students
develop refusal skills
CSMH-MSMHA 2006
18. What can you do?
• Suggest that students stay together and walk in
groups when traveling to and from school and
when outside during recess or lunch
• Meet with school administrators and help
develop a bullying policy to implement school
wide.
More information can be obtained from Dr. Ken Rigby at
http://www.education.unisa.edu.au/bullying/
CSMH-MSMHA 2006
19. Tips/Facts to help with Bullying
Understanding why children bully / victimize others
is of key importance in initiating change of this
behavior
Make it known that bullying and victimizing is not
acceptable in your school and must be stopped
Managing bullying requires that the bullying
behavior be firmly admonished and controlled
Counseling is essential and should be compulsory
Retrieved on February 12th 2007 from http://www.bmef.org/bullying.htm, created by
Jenny MacKay of Educational Consultations: Australia Great Britain 1995
CSMH-MSMHA 2006
20. Tips and Facts Continued
Children who bully / victimize need to see themselves
differently, with opportunities to behave differently
The victim also needs to learn to act differently and be
given opportunities to shine and show strength
Bullying and victimization require that the school, the
teacher, the parent, the peers, but most importantly the
child (bully and victim), take responsibility to learn to act
differently
Retrieved on February 12th 2007 from http://www.bmef.org/bullying.htm, created by
Jenny MacKay of Educational Consultations: Australia Great Britain 1995
CSMH-MSMHA 2006
21. Useful Books and Online
Resources
Olweus Bullying Prevention Program
http://www.clemson.edu/olweus/
Take Action Against Bullying
www.bullybeware.org
Steps to Respect: A Bully Prevention Program
www.cfchildren.org/str.html
Blueprints for Violence Prevention: Book 9. Bullying Prevention
Program (1999). By D. Olweus, S.Limber, & S.F. Mihalic;
Boulder, CO: Center for the Study and Prevention of Violence
http://www.clemson.edu/olweus/
Breaking the Cycle of Violence: Intervention for Bullying and
Victimization (1996) By Richard J. Hazler
CSMH-MSMHA 2006
22. Resources Continued
• How
to Say No and Keep your Friends: Peer Pressure Reversal for
Teens and Pre-Teens (1997). By Sharon Scott
•CAFS Teacher Talk Volume 1(3) 1996
http://education.indiana.edu/cas/tt/v3i3/peerpress.html
•Preventing Classroom Bullying: What Teachers Can Do (2003).
By Jim Wright
http://jimwrightsonline.com/pdfdocs/bully/bullyBooklet.pdf
•Stop Bullying Now!
http://stopbullyingnow.hrsa.gov/index.asp
CSMH-MSMHA 2006