The Influence Of Peers If Johnny Jumps Off A Cliff Are Y

The Influence Of Peersif Johnny Jumps Off A Cliff Are Y

Discussion 1: The Influence of Peers "If Johnny jumps off a cliff are you going to jump, too"? This is a cliché used often by parents wanting to convince their children that doing what "everyone else does" is not always a good idea. For example, binge drinking is an increasing problem on college campuses, often with dire consequences (e.g., alcohol poisoning, unprotected sex, expulsion from school). Given the consequences, one wonders what compels college students to engage in such risky behavior. We know that fitting in—being accepted by others—is a primary motive for doing what others do.

In this case, conforming to one’s referent group’s norms (i.e., getting drunk is cool) gains one’s acceptance to that group (Talbott, Wilkinson, Moore, & Usdan, 2014; Wardell & Read, 2013). Refusal to comply means rejection by the group. Binge drinking, clearly, is not in the best interest of individual college students, unless you consider the importance of belonging to and acceptance by the group. For this discussion, you explore persuasion strategies with respect to the effects of peer influence on behavior.

To prepare, review the learning resources for this week and examine how social psychology theory and research explain the effects of peer influence on behavior. Consider persuasion strategies that a social psychologist might use to convince someone to defy peer pressure. By Day 3, post an explanation for how you might persuade someone to "do what is in her or his best interest" when it means defying group demands. Use social psychology theory and research to support your persuasion strategy.

Paper For Above instruction

Peer influence plays a significant role in shaping behaviors, particularly among college students who are in a developmental stage characterized by identity exploration and susceptibility to peer norms (Steinberg, 2014). Social psychology provides valuable insights into the mechanisms through which peer pressure exerts its influence, as well as effective strategies to counteract negative peer effects by promoting positive decision-making.

Understanding Peer Influence through Social Psychology

One of the foundational theories relevant to peer influence is the normative social influence theory, which posits that individuals conform to group norms to be accepted and liked (Cialdini & Goldstein, 2004). This desire for social acceptance often outweighs personal risk assessments, leading students to engage in risky behaviors such as binge drinking to align with perceived group standards. Additionally, the theory of informational influence suggests that individuals look to peers as sources of social information, especially in ambiguous situations, further reinforcing conformity (Deutsch & Gerard, 1955).

Research indicates that perceived norms significantly impact college students' drinking behaviors. Talbott et al. (2014) found that injunctive norms—personal beliefs about what behaviors are approved or disapproved—are influential. When students believe that binge drinking is widely accepted, they are more likely to engage in it, even if they personally disapprove. Conversely, accurate perceptions of peer norms can reduce risky behaviors (Perkins, 2002).

Persuasion Strategies Based on Social Psychology

To persuade someone to act in their best interest by resisting peer pressure, social psychologists often employ strategies grounded in norm-based interventions and the principles of cognitive dissonance (Festinger, 1957). One effective approach involves providing individuals with accurate information about peer norms—correcting misconceptions that "everyone is doing it." For example, presenting data showing that a majority of students abstain from binge drinking can alter perceptions and reduce pressure to conform to false normative beliefs (Turrisi et al., 2009).

Another strategy is fostering personal commitment to health and safety. According to the theory of planned behavior, strengthening an individual's attitudes and perceived behavioral control can increase the likelihood of resisting peer pressure (Ajzen, 1991). This can be achieved through motivational interviewing techniques that help individuals articulate their own values and goals, thereby aligning their behavior with their personal standards rather than group norms.

Additionally, employing social support and identifying peer allies who resist risky behaviors can be persuasive. As per social identity theory, individuals are more likely to resist pressure when they identify strongly with groups that endorse healthy behaviors (Tajfel & Turner, 1979). Facilitating peer-led campaigns that promote sober social activities can reinforce positive norms and provide alternatives to risky behaviors.

Implementing the Strategy

In practice, I would initiate a campaign that combines normative feedback with peer advocacy. First, I would collect and present accurate data about the actual percentage of students who abstain or drink moderately. Alongside this, I would identify and empower peer leaders who exemplify healthy behaviors to serve as role models. These peer leaders can then communicate messages emphasizing personal choice and the benefits of responsible drinking, thereby creating a counter-norm effect.

Moreover, I would incorporate motivational interviewing techniques during individual or group sessions, helping students articulate their personal values and how risky behaviors may conflict with their long-term goals. By reinforcing their autonomy and decision-making capacity, I would help them resist group demands that conflict with their best interests (Miller & Rollnick, 2013).

In conclusion, leveraging social psychology principles such as normative influence correction, social identity, and self-determination can be highly effective in persuading individuals to prioritize their well-being over peer pressure. Using data-driven approaches and peer support, practitioners can foster resilience against negative social influences, encouraging healthier choices among college students.

References

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
• Cialdini, R. B., & Goldstein, N. J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591–621.
• Deutsch, M., & Gerard, H. B. (1955). A study of normative and informational social influences on individual judgment. Journal of Abnormal and Social Psychology, 51(3), 629–636.
• Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
• Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
• Perkins, H. W. (2002). Social norms and the prevention of college drinking: A guide to what works. Jossey-Bass.
• Steinberg, L. (2014). Age of opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
• Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Brooks/Cole.
• Talbott, L. L., Wilkinson, L. L., Moore, C. G., & Usdan, S. L. (2014). The role of injunctive norms and alcohol use during the first-semester of college. Journal of Alcohol and Drug Education, 58(1), 60–81.
• Turrisi, R., Larimer, M. E., Mallett, K. A., & Vail-Smith, K. (2009). Protecting against alcohol-related harm: The moderating role of perceived norms in parent-based interventions. Journal of Studies on Alcohol and Drugs, 70(4), 552–562.