The Influence Of Peers If Johnny Jumps Off A Cliff Are You G

The Influence Of Peersif Johnny Jumps Off A Cliff Are You Going To Ju

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.

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Peer influence plays a significant role in shaping behaviors among college students, often leading them to engage in risky activities such as binge drinking. Understanding how social psychology theories can inform effective persuasion strategies is essential to encouraging individuals to make decisions aligned with their best interests, even when these decisions conflict with group norms.

One fundamental theory relevant to peer influence is Social Norms Theory, which suggests that individuals’ behavior is influenced by their perceptions of what is typical or desirable within their peer group (Perkins & Berkowitz, 1986). When students believe that heavy drinking is normative, they are more likely to partake in such behavior, even if it conflicts with their personal values or health. Therefore, correcting misperceptions through normative feedback can reduce risky drinking behaviors (Walters, 2004). A persuasive strategy, grounded in this theory, involves providing accurate information about peer behaviors to realign perceptions with healthier norms, thereby reducing the pressure to conform to false norms.

Additionally, the Theory of Planned Behavior (Ajzen, 1991) explains that an individual's behavioral intentions are influenced by attitudes, subjective norms, and perceived behavioral control. To persuade someone to act in their best interest by refusing peer pressure, it is critical to address these components. For instance, promoting positive attitudes towards abstention or moderation, highlighting that refusing risky behaviors is socially acceptable and admired, and empowering individuals with skills to resist peer pressure are effective strategies. Role-playing resistance techniques and providing assertiveness training have been shown to enhance perceived behavioral control, increasing the likelihood of individuals acting in their best interest (Stewart & De Castro, 2004).

Furthermore, the Elaboration Likelihood Model (Petty & Cacioppo, 1986) suggests that persuasion is more effective when messages are delivered through central routes that involve careful consideration of arguments rather than peripheral cues. To persuade peers to resist group demands, messages should be clear, logical, and backed by credible sources. Sharing personal stories, scientific evidence about the dangers of alcohol abuse, and emphasizing personal values can appeal to individuals’ central processing pathways, leading to more enduring attitude change.

Building on social identity theory, reinforcing that individual identity can be aligned with positive group norms—such as being a responsible student—can motivate behavior change. Messaging that portrays resisting risky behaviors as consistent with valued identity groups fosters internal motivation to act in one's best interest (Tajfel & Turner, 1979). Peer-led interventions, where respected group members advocate for responsible behavior, are especially powerful because they leverage the influence of role models and social proof (Cialdini, 2007).

In conclusion, persuasive strategies rooted in social psychology should combine correcting misperceptions, emphasizing personal and social benefits of healthy behaviors, and empowering individuals with resistance skills. By delivering credible, norm-based, and value-congruent messages through peer influence channels, it is possible to motivate college students to prioritize their well-being over group pressures, ultimately fostering healthier decision-making environments.

References

• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
• Cialdini, R. B. (2007). Influence: The psychology of persuasion. Harper Business.
• Perkins, H. W., & Berkowitz, A. D. (1986). Perceiving the community norms of alcohol use among students: Some research implications for campus alcohol education programming. International Journal of the Addictions, 21(9-10), 961–977.
• Petty, R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. Advances in Experimental Social Psychology, 19, 123–205.
• Stewart, D. G., & De Castro, B. O. (2004). Interventions to Reduce Alcohol-Related Violence Among College Students. Journal of American College Health, 52(4), 151–157.
• 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.
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• Wardell, J. D., & Read, J. P. (2013). Alcohol expectancies, perceived norms, and drinking behavior among college students: Examining the reciprocal determinism hypothesis. Psychology of Addictive Behaviors, 27(1), 191–196.
• Walters, S. T. (2004). Changing the norms for adolescent alcohol use: Evidence for effectiveness of a social norms approach. Journal of Drug Education, 34(2), 163–172.