Negative Social Challenges that Adolescents Might Experience from their Peer Group

Negative Social Challenges that Adolescents Might Experience from their Peer Group:

Adolescence is a critical developmental period marked by significant physical, emotional, and social changes. During this time, peer groups play a pivotal role in shaping an adolescent’s identity, behaviour, and social skills. While peer interactions can offer positive experiences, they can also present numerous negative social challenges.

This article examines the various negative social challenges that adolescents might experience from their peer groups, drawing from a broad spectrum of academic research and theoretical perspectives.

Peer Pressure

Peer pressure is a prominent negative social challenge for adolescents. It involves the influence exerted by peers to conform to certain behaviours, values, or norms. This pressure can lead adolescents to engage in risky or undesirable activities, such as substance abuse, delinquency, or academic dishonesty. The desire to be accepted by peers can overshadow personal values and parental guidance, resulting in behaviours that are incongruent with the adolescent’s intrinsic beliefs. Research indicates that peer pressure can significantly affect decision-making processes and self-esteem during adolescence (Steinberg & Monahan, 2007).

Examples:

• .Participation in Gang Activities: In areas with high levels of gang activity, such as parts of Cape Town, adolescents may feel pressured to join gangs. This involvement can lead to criminal behaviour and violence, driven by the need to belong and gain protection or status.
• Sexual Activity: Adolescents might be pressured by peers to engage in early sexual activity, often without adequate knowledge or access to contraception, leading to high rates of teenage pregnancy and sexually transmitted infections.

Bullying and Cyberbullying

Bullying and cyberbullying are severe social challenges that negatively impact adolescents. Traditional bullying involves physical or verbal aggression, while cyberbullying uses digital platforms to harass or demean peers. Both forms of bullying can lead to profound psychological effects, including anxiety, depression, and a decrease in academic performance. Adolescents who are victims of bullying often experience social isolation and a diminished sense of self-worth. The anonymity and pervasive nature of cyberbullying exacerbate its impact, making it a pervasive issue in modern adolescent social dynamics (Kowalski et al., 2014).

Examples:

• School Bullying: In many South African schools, bullying remains a significant issue. This can involve physical violence, verbal abuse, and social exclusion, which can severely impact a student’s academic performance and mental health.
• Cyberbullying on Social Media: With the rise of social media platforms like Facebook, Instagram, and WhatsApp, South African adolescents increasingly face cyberbullying. Negative comments, spreading rumours, and sharing embarrassing photos or videos online can lead to anxiety, depression, and even suicidal thoughts.
• Hate Speech and Racism: Given South Africa’s complex racial history, adolescents may encounter bullying in the form of racial slurs and hate speech, both in person and online. This form of bullying exacerbates existing social tensions and deeply affects the victims’ sense of identity and belonging.

Social Exclusion and Rejection

Social exclusion and rejection are other significant challenges that adolescents may face within their peer groups. Being excluded or rejected by peers can lead to feelings of loneliness, low self-esteem, and increased vulnerability to mental health issues. The pain of social exclusion is not only emotional but also physiological, as studies have shown that it activates brain regions associated with physical pain (Eisenberger et al., 2003). Adolescents who experience rejection may struggle to develop healthy social skills and relationships, further perpetuating their social difficulties.

Examples:

• Economic Disparities: Adolescents from lower-income families might face exclusion from peer groups due to their inability to afford certain clothing brands, gadgets, or participate in social activities, leading to feelings of inadequacy and social isolation.
• Cultural Differences: In a multicultural society like South Africa, adolescents might experience social exclusion based on cultural or ethnic differences. This exclusion can manifest in schools where minority groups might be ostracised or discriminated against.
• Language Barriers: With eleven official languages, language can be a significant barrier. Adolescents who are not fluent in the dominant language of their peers might find themselves excluded from conversations and social groups, impacting their social integration and academic success.

Conformity and Loss of Individuality

Adolescents often feel pressured to conform to the expectations and norms of their peer groups, leading to a loss of individuality. This pressure to fit in can suppress personal expression and creativity, causing adolescents to hide or abandon aspects of their identity that make them unique. The fear of being different can prevent adolescents from exploring their interests and talents, which can have long-term implications for their personal development and self-fulfilment (Brechwald & Prinstein, 2011).

Examples:

• Adhering to Fashion Trends: South African adolescents often feel the need to conform to specific fashion trends to fit in with their peers. This pressure can suppress their unique sense of style and individuality, as they strive to match the group’s expectations.
• Social Media Personas: The pressure to maintain a certain image on social media platforms can lead to a loss of individuality. Adolescents may feel compelled to post specific types of content, follow certain influencers, and present a curated version of themselves that aligns with peer expectations.
• Academic Performance Pressure: In competitive school environments, there can be a significant pressure to conform to high academic standards set by peers. This can lead to stress and anxiety, as adolescents may neglect their interests and hobbies to focus solely on academic achievement.

Influence on Academic Performance

Peer groups can also negatively influence an adolescent’s academic performance. Peers who devalue academic achievement or engage in disruptive behaviours can encourage similar attitudes in their friends. Adolescents may skip classes, neglect homework, or adopt a negative attitude towards education to gain acceptance within their peer group. This detrimental influence can lead to poor academic outcomes and limit future educational and career opportunities (Ryan, 2000).

Examples:

• Negative Attitudes Towards Education: In some peer groups, there might be a prevailing negative attitude towards education, where academic achievement is not valued. Adolescents influenced by such groups may neglect their studies and underperform academically.
• Skipping School: Peer pressure can lead to truancy, where adolescents skip school to engage in leisure activities with their friends. This behaviour can significantly impact their academic progress and future opportunities.
• Disruptive Behaviour in Class: Adolescents may adopt disruptive behaviours in class to gain approval from their peers. This not only affects their learning but also the learning environment for other students.

Risky Behaviours

Adolescents are more likely to engage in risky behaviours when influenced by their peers. These behaviours include substance abuse, early sexual activity, and delinquency. The need for social acceptance and the desire to be perceived as adventurous or mature can drive adolescents to partake in activities that jeopardise their health and safety. Peer influence can overshadow the awareness of potential consequences, leading to decisions that have lasting negative impacts (Gardner & Steinberg, 2005).

Examples:

• Engaging in Criminal Activities: In areas with high crime rates, such as certain townships, adolescents might be drawn into criminal activities like theft, vandalism, or drug dealing by their peers. This involvement can have long-lasting legal and personal consequences.
• Unsafe Sexual Practices: Peer influence can lead to engaging in unsafe sexual practices, contributing to the high rates of HIV/AIDS among South African youth. Lack of proper sexual education and peer pressure can result in unprotected sex and multiple sexual partners.
• Reckless Driving: Adolescents might feel pressured to engage in reckless driving or joyriding to impress their peers. This behaviour significantly increases the risk of accidents and injuries, posing a danger to themselves and others.

Conclusion

The negative social challenges that adolescents might experience from their peer groups are multifaceted and can have profound effects on their development. Peer pressure, bullying, social exclusion, conformity, academic influences, and risky behaviours are all significant issues that need to be addressed by parents, educators, and policymakers. Understanding these challenges is crucial for developing strategies to support adolescents in navigating their social environments effectively, promoting their overall well-being and healthy development.

References

• Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166-179.
• Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does rejection hurt? An fMRI study of social exclusion. Science, 302(5643), 290-292.
• Gardner, M., & Steinberg, L. (2005). Peer influence on risk taking, risk preference, and risky decision making in adolescence and adulthood: An experimental study. Developmental Psychology, 41(4), 625-635.
• Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073-1137.
• Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101-111.
• Steinberg, L., & Monahan, K. C. (2007). Age differences in resistance to peer influence. Developmental Psychology, 43(6), 1531-1543.