Hey guys! Re-doing my blog post #3 here. I’m going to be analyzing the specific theories behind adolescent psychology and more specifically peer pressure. I made sure to include references to my own story as well!
Exposition: Laura, a young girl visiting Vancouver for a short stay, finds herself in the unfamiliar environment of Chaffey Burke Elementary School. Raised in China and deeply connected to her cultural identity, Laura struggles to adapt to Canadian culture, particularly due to her limited English skills. Despite these challenges, she manages to form a small group of friends. Laura’s initial personality traits are competitive, confident, and quick to judge. According to Brown (2004), the need to form peer connections is a significant driver of behavior in new social environments [1]. Similarly, Rubin et al. (2006) highlight the difficulties children face when integrating into existing social groups, especially across cultural boundaries [4].
Rising Action 1: The arrival of Sandy, a new student, disrupts Laura’s delicate social balance. This aligns with research by Olweus (1993), which notes that bullying often stems from an attempt to assert power within social hierarchies [2]. Furthermore, Worthington (2005) explains that early signs of interpersonal conflict can quickly escalate when emotional responses like jealousy are left unchecked [3]. Sandy’s seating placement in front of Laura becomes irritating as it blocked her view of the board. Laura’s frustration turns into gossip and criticism, which she shares with her classmates. As Olweus (1993) emphasizes, the act of spreading rumors or gossip is a common tactic used to undermine peers in competitive social settings [2]. Brown (2004) also notes that such behavior is often reinforced by the reactions of bystanders, who can either escalate or de-escalate the situation [1].
Rising Action 2: The tension escalates during a recess activity involving a blue finger light. When Laura discovers that Sandy has taken it, she confronts her. Using subtle manipulation and cruel insults, Laura, with the support of her classmates, leaves Sandy hurt. Rubin et al. (2006) describe how group dynamics can amplify individual tendencies to target vulnerable peers [4].
Climax: The turning point occurs when Laura overhears Sandy sobbing to her mother, expressing her misery at being bullied and her wish to leave the school. The realization of her actions strikes Laura with guilt. Olweus (1993) points out that witnessing the emotional toll of bullying on victims often leads to moments of self-awareness for the perpetrator [2]. Brown (2004) further supports this by highlighting how such moments can serve as catalysts for behavioral change [1], as well as Einsenberg (1998) whom also confirmed similar views [5].
Falling Action: Determined to change, Laura tries to stop bullying Sandy and even attempts to shift the class dynamics by refusing to participate in teasing. However, her classmates turn against her, labeling her a hypocrite and isolating her from the group. When Laura tries to apologize to Sandy, she is met with rejection. Rubin et al. (2006) emphasize that disrupting established social hierarchies often comes with personal costs, including isolation [4]. Thompson L. (2015) also explains how the rejection Laura faces highlights the difficulty of seeking forgiveness and the long-term consequences of harmful actions, as noted in conflict resolution research [6].
Resolution: Laura returns to China without finding resolution with Sandy. Reflecting on the experience, she acknowledges the power of peer pressure and her role as a bully. Laura learns that some actions have lasting consequences and that redemption is not always accepted through an apology. Olweus (1993) asserts that unresolved conflicts often leave lasting impressions on both parties, shaping their future interactions and behaviors [2]. Brown (2004) concludes that such experiences, while painful, can foster long-term personal growth and empathy [1][5].
This Research shows that peer pressure significantly influences children’s behavior, particularly in group settings. The need for social acceptance often drives individuals to act against their better judgment, as seen in Laura’s story [1, 4]. Bullying can have severe psychological effects on victims, including anxiety, depression, and a diminished sense of self-worth. Sandy’s emotional response highlights the profound impact of such behavior [2, 3]. While personal growth is an essential part of addressing past mistakes, redemption is not guaranteed. Research on conflict resolution emphasizes that forgiveness often depends on the victim’s readiness to reconcile, which may not align with the perpetrator’s timeline [3, 4]. Thompson L. (2015) highlights the unresolved nature of their relationship aligns with studies that emphasize the complexity of time in healing [6].
Citations:
- Brown, B. B. (2004). Peer groups and peer cultures. In R. Lerner & L. Steinberg (Eds.), Handbook of Adolescent Psychology. John Wiley & Sons.
- Olweus, D. (1993). Bullying at School: What We Know and What We Can Do. Wiley-Blackwell.
- Worthington, E. L. (2005). Forgiveness and Reconciliation: Theory and Application. Routledge.
- Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of Child Psychology. Wiley.
- Eisenberg, N., & Fabes, R. A. (1998). Prosocial Development and Empathy: Implications for Caring and Altruism. Guilford Press.
- Thompson, L. (2015). The Social Psychology of Forgiveness. Annual Review of Psychology, 66, 301-322.
