- Explain to
the class that today they are going to be given tools
that will help them make decisions that seem right for
them when influenced by friends to do something that they
may not want to. In addition to receiving the tools, the
session will also cover recognizing peer influence and
getting a chance to practise using the tools.
- Introduce the
topic of influence or pressure from peers by asking the
students what they think the term “peer
pressure” means and if it is always negative.
Discuss using the term “peer influence”
rather than “peer pressure” to move away from
something that is always negative.
- Using
the Range of Peer Influence
slide (7.C), explain that peer
influence can be positive or negative, direct or
indirect.6 Ask the students to give
some examples of each type of influence. Ask them
“Is there a difference between negative pressure
and bullying?”
- Ask the
students to reflect for a moment about what kind of
influence they personally might have on their friends.
Depending on your experience with and knowledge of the
students in the class, you can have them share their
responses out loud or just reflect on the following
questions: “Do you see yourself as someone who is
likely to be pressured by others, or are you the one
applying the pressure?”
- Finally, ask
the students “Why do you think some teens try to
directly influence others in negative ways? What do they
gain from that?”
- Tell the
class that, although you have been looking at four
different types of peer influence, the things you are
going to do next focus on handling direct and negative
peer influence around using alcohol and other drugs. Tell
the students that they are going to be given a toolkit
for handling negative direct pressure.
-
Using
the True-to-You Tools
slide (7.D), go over the first
two of the four tools:
- Remembering the things
that you identified as important to you in an earlier
activity (Activity 7.4) can serve as guideposts when
deciding how to respond to negative influence.
- Using the WHOA! model that has already been discussed can help you make less risky choices.
- Remembering the things
that you identified as important to you in an earlier
activity (Activity 7.4) can serve as guideposts when
deciding how to respond to negative influence.
- Using
the
ADD slide (7.E), tell the students
that they have the option to Accept the influence (and
try to minimize the risks you are taking), Decline the
influence (and use the “Get-Out-Of-It”
techniques that will be described next) or Defer the
decision until the next time (“No, not now.
Maybe later.”).
- Distribute copies of Student Handout 7.E - Get-out-of-it Techniques ... When You Just Don't Want To to each student. Briefly go over each of the techniques. Ask the students to provide some examples of each technique using their own words.
6. The description of peer influence is adapted with permission from the British-Columbia-based Alcohol - Drug Education Service’s resource Making Decisions - Grade 7 (1999).