COURAGE TO STAND FIRM
~ Dealing with Peer Pressure
Lesson Time 60 minutes
Lesson Objectives
Students will
Know
] Peers can influence one’s decision.
] There are positive ways to stand up to negative peer influence and
pressure.
] It is more effective to resist negative peer pressure in an assertive
way.
Understand
] Negative peer influence often leads to wrong decisions and
negative impact on their lives.
] A person of integrity has the moral courage to stand up against
unhealthy influences and negative peer pressure.
Be able to
] Use positive ways to stand up to negative peer pressure and resist
negative peer pressure assertively.
] Reflect on a belief or value statement that they would like to
uphold for themselves when faced with negative peer influence or
pressure. Sec 1
Character & Citizenship Education
1
Values
] Integrity
Instructional Strategies
] Role Play or Forum Theatre (Interactive Role Play)
Sec 1
Courage To Stand Firm
2
Lesson Idea
Understanding Peer Influence and Pressure
] Video and class discussion: Show a video from School Digital
Media Award, 2013, Secondary, titled “Peer Pressure” (03:07)
http://sdma.moe.edu.sg/cos/o.x?ptid=588&c=/sdma/sdma_
gal&func=view&rid=2661.
] Facilitate a class discussion using the following questions:
z
• There can be positive or negative peer
influence/pressure.
z
?
What does the video tell us about peer influence/
pressure?
Share some examples of positive and negative peer
influence/ pressure.
• Examples of positive peer pressure/influence:
studying/ revising schoolwork together, doing
volunteer work, helping others, joining school
activities, having a healthy lifestyle, following the
rules, respecting others.
• Examples of negative peer pressure/ influence:
hanging out instead of studying for exams,
committing offences, skipping CCA, smoking/
drinking/ substance abuse, ostracising peers, lying
to parents, squandering money
z
Why do some students give in to negative peer
pressure?
• Possible reasons for giving in to peer pressure:
– want to be liked and fit in/ seeking friends’
approval
– fear of losing friend, rejection or being ostracised
– fear of being bullied/ made fun of
– do not want to hurt someone’s feelings
– not sure of what they want
– do not know how to get out of the situation
– out of curiosity
– “everyone’s doing it”
Sec 1
Courage To Stand Firm
3
z
Why do we need to resist negative peer pressure?
• Reasons for resisting negative peer pressure:
– negative consequences and impact on self and
others
– make your own decision, and not let someone
else make it for you
– respect for self
– be yourself and live your own life
– be in control of who you are
– do the right thing, and not have regrets later
– true friends do not pressurise but will support
your decisions
– people admire and respect your confidence
– the fact is that NOT everyone is doing it or
wants to do it.
z
What value do we need to help us to stand up
against negative peer pressure? (Integrity) Why do
we need this value when faced with negative peer
influence?
] Consolidate students’ responses. Highlight that:
• Negative peer influence often leads to wrong decisions
and negative impact on their lives.
• A person of integrity has the moral courage to stand up
against unhealthy influences and negative peer pressure.
Managing Negative Peer Pressure
] Class discussion: Ask students to suggest ways of managing
negative peer pressure.
• List the different ways suggested on the board.
• For each idea listed, ask students if it is positive or
negative, and why.
] Highlight that there are positive ways to stand up against
negative peer pressure.
Note to teachers
.
Download slides
Sec 1
Courage To Stand Firm
] Slide Presentation and demonstration: Go through the
various positive ways of managing negative peer pressure
with students, using the presentation slides at http://library.
opal.moe.edu.sg/cos/o.x?c=/library/reslib&uid=&ptid=84&fu
nc=prop2&id=252422 .
4
Note to teachers
.
Assertive behaviour:
• Stand up straight
• Direct eye contact
• Firm, calm voice that is
audible
• Be confident and in
control
• Do not make excuses,
say exactly how you
feel using ‘I’ statements
] Do a demonstration or get students to demonstrate refusal
and assertive skills. Refer to points (b) – (e) below:
a) Know who you are: Be clear about your own values and
beliefs, evaluate the consequences to self and others and
make decisions based on sound values to resist negative
peer pressure.
b) Say “No” firmly and assertively (do not give mixed signals)
c) Repeat “No” using the broken record technique (e.g. Yes,
I know it’s important in your view, but no, I do not want
to go... sorry, but no, I do not want to go... I realise what it
means to you, but no, I do not want to go...)
d) Suggest a positive alternative to do with the friend
Refer to
Annex E for notes on
saying “No” appropriately e) Walk away from the situation and stay away
f) Find something else to do with other friends
g) Talk to a trusted adult (e.g. teacher, parent, counsellor)
Note to teachers
.
Suggestion: show students
a video on resisting
negative peer pressure
(03:35). Search Youtube
website using these
keywords: help your child
resist peer pressure video.
Refer to
Teachers’ Resource
Guide: Forum Theatre
Note to teachers
.
• Role cards can be
prepared for students’
use.
• Students can use the
dialogue bubbles in
comic strips as scripts
to act as the negative
peer pressure.
• Teacher can also
participate as the
negative peer pressure.
Sec 1
Courage To Stand Firm
] Highlight that it is more effective to resist negative peer
pressure in an assertive way.
] Practice using forum theatre: Get students to practise
resisting negative peer pressure using forum theatre
(interactive role play):
• Select one or two scenarios for the
role play from Annex A and read
out the role play scenario(s) to
the class.
Teache
may us r
e
Alterna the
tiv
Activit e
y
• Invite some students to role
play the situation in front of the class.
(Suggestion: Get a few students to be the negative influence
and get a few students to resist the negative peer pressure
together.)
• At the point where the students need to resist the negative
peer pressure, say “freeze” to stop the role play. • Get the rest of the class to participate by suggesting to the
players how they can resist the negative peer pressure.
• Invite the players to continue the role play using the
suggestions that they have chosen to adopt.
• For students who are not role playing, assign different
groups of students to observe different players who are
resisting negative peer pressure. Ask them to observe if
the players resisting the negative peer pressure show
assertive behaviour, using the peer observation checklist
(Annex B).
5
Refer to
Annex E for notes on
saying “No” appropriately Note to teachers
.
Remind students that in
their directing, the ending
of the role play should be
positive. Note to teachers
.
For scenario 6, teachers
can refer to OPAL for
the Preventive Drug
Education Toolkit, a
resource Package for
educators, to obtain
more information on the
commonly abused drugs
in Singapore, harmful
effects and penalties
for the drugs controlled
under the Misuse of Drugs
Act, and the avenues
to seek help. (http://
subjects.opal.moe.
edu.sg/guidance-areas/
supporting-studentsat-risk/preventive-drugeducation-toolkit)
Note to teachers
?
What are some good examples of resisting
peer pressure (verbal and body language)
that you have observed from players during
the role play?
What are some areas for improvement in
saying “no” appropriately?
z
.
] Debrief: Debrief the lesson by asking students the following
questions:
z
Note to teachers
• When necessary, other students in the class can come up
to the ‘stage’ and direct the different players on stage.
z
Assertive behavior:
• Stand up straight
• Direct eye contact
• Firm, calm voice that is
audible
• Be confident and in
control
• Do not make excuses,
say exactly how you
feel using ‘I’ statements
• The players can continue pressurising until they are
convinced that the players resisting would not give in to
the peer pressure.
What are possible reactions from your friends after
resisting the negative peer pressure (e.g. being
ostracized) and how can you cope with these
consequences?
• Coping with consequences after resisting negative
peer pressure:
– Find something else to do with other friends
– Join other like-minded peer groups
– Regulate negative emotions
– Reflect on the reasons for resisting negative
peer pressure
– Take perspective of whether such friends are
true friends (True friends want the best for
others, not only for themselves)
– Choose your friends wisely, avoid negative
peer groups
– Talk to a trusted adult
.
Share tips to help students
form healthy friendships: http://breathe.sg/foreverfriends/
Sec 1
Courage To Stand Firm
6
Commit to Act
Refer to
Students’ Reflection
Journal
] Guide students to reflect on the following questions:
• What beliefs and values would I like to uphold for myself
when I face negative peer influence/ pressure?
• How will I resist negative peer pressure?
Sec 1
Courage To Stand Firm
7
Alternative Activity
This section may replace the segment, Forum Theatre.
Note to teachers
.
Download presentation
slides
Refer to
Annex E for notes on
saying “No” appropriately ] Play the “Pick Your No” game with the class using the
presentation slides at http://library.opal.moe.edu.sg/cos/
o.x?c=/library/reslib&uid=&ptid=84&func=prop2&id=252423.
(Teachers’ reference in Annex C)
• Ask students which option they will choose to say ‘no’ to
their friend’s request. (Suggestion: get students to write
their option on a paper and show all their options at the
same time.)
• Get a few students to share their reasons for their options.
• Go through the different options with students and
discuss why options 1 to 4 are not effective. ] Consolidate students’ responses. Highlight that:
• it is more effective to say ‘NO’ in an assertive way; and less
effective to say ‘NO’ in an aggressive, passive, know-it-all,
or avoiding way.
Sec 1
Courage To Stand Firm
8
Lesson Extension
Note to teachers
.
This small group role
play requires students
to be self-directed in
their learning. However,
teacher can provide
appropriate scaffolding
by giving instructions for
students to follow stepby-step.
Note to teachers
.
Role cards can be
prepared for students’
use.
Note to teachers
.
Assertive behavior:
• Stand up straight
• Direct eye contact
• Firm, calm voice that is
audible
• Be confident and in
control
• Do not make excuses,
say exactly how you
feel using ‘I’ statements
Students may extend their learning through the following segment.
] Ask students to get into groups of three to continue to
practise resisting negative peer pressure assertively:
• Assign each group a role play scenario (Annex A).
• Give students a few minutes to script out individually,
using Annex D, how they would resist the negative peer
pressure, in the scenario assigned to them.
• For the small group role play, one student will act as the
negative influence, another student will practise resisting
the negative peer pressure (using the script that each
came up with) and the last student will be an observer. The
observer will assess if the student resisting the negative
peer pressure shows assertive behaviour, using the peer
observation checklist (Annex B).
• Give the students three minutes for this role play.
• After three minutes, get students to stop their role play,
and then give the observers two minutes to provide their
feedback.
• After the first round, ask students to rotate their roles.
Repeat until every student has a chance to practise resisting
negative peer pressure.
• If time permits, teacher can get one group to present in
front of the class.
] Debrief by asking students the following questions:
Courage To Stand Firm
What are some good examples of resisting peer
pressure that you have observed?
z
Sec 1
?
z
Refer to
Annex E for notes on
saying “No” appropriately What are some areas for improvement when
saying “no”?
9
Annex A
Role-play Scenarios
Scenario 1
Role-play the dialogue between Mei Hwa and Germaine. How should Mei
Hwa say “no” to Germaine in an assertive manner? How can Mei Hwa
manage the negative peer pressure positively?
Sec 1
Courage To Stand Firm
10
Annex A
Scenario 2
Role-play the dialogue between Jim and Zac. How should Jim say “no”
to Zac in an assertive manner? How can Jim manage the negative peer
pressure positively?
Sec 1
Courage To Stand Firm
11
Annex A
Scenario 3
Role-play the dialogue between Juswant and Poh Seng. How should
Juswant say “no” to Poh Seng in an assertive manner? How can Juswant
manage the negative peer pressure positively?
Sec 1
Courage To Stand Firm
12
Annex A
Scenario 4
Role-play the dialogue between Janani and Lily. How should Janani say
“no” to Lily in an assertive manner? How can Janani manage the negative
peer pressure positively?
Sec 1
Courage To Stand Firm
13
Annex A
Scenario 5
Role-play the dialogue between Kumar and Jing Wei. How should Kumar
say “no” to Jing Wei in an assertive manner? How can Kumar manage
the negative peer pressure positively?
Sec 1
Courage To Stand Firm
14
Annex A
Scenario 6
Role-play the dialogue between William and Dan. How should William
say “no” to Dan in an assertive manner? How can William manage the
negative peer pressure positively?
Sec 1
Courage To Stand Firm
15
Annex B
Peer Observation Checklist
Classmate observed: ________________________________
Observations:
1
Stand up straight
2
Direct eye contact
3
Firm, calm voice that is
audible
4
Shows confidence
5
Use “I” statements to
express thoughts/ feelings
Getting there Got it
Wow
Remarks
Wow
Remarks
Classmate observed: ________________________________
Observations:
1
Stand up straight
2
Direct eye contact
3
Firm, calm voice that is
audible
4
Shows confidence
5
Use “I” statements to
express thoughts/ feelings
Sec 1
Courage To Stand Firm
Getting there Got it
16
Annex C
(For Teachers’ Reference)
“Pick Your No” Game
Slide 1: Two girls are in the foreground. Girl 1 says: “Hey! My parents won’t be home this
Friday and we’re going to drink. You’re coming, right?”
Slide 2: 5 Possible Ways of Saying ‘NO’ from Girl 2:
Option 1: “Um, no, I don’t think I can. I … um…ah…you know.”
Option 2: “No Way! What ARE you – stupid?”
Option 3: “No, drinking alcohol can make you sick.”
Option 4: “No thanks, I don’t want to. But I’ll see you later for lunch.”
Option 5: “Did you study for the quiz today?”
Which option will you choose?
Let’s look at the responses from the different ways of saying ‘NO’:
Option Possible response
from Girl 1
Conclusion and learning point:
1
“I know you can.
Come on, it won’t
be the same if
you don’t come.”
• You didn’t stop the pressure.
• That was a passive answer.
• Being passive means: saying no weakly; mumbling; making
lame excuses.
2
“No, I’m not –
but you are if you
don’t come.”
• You didn’t stop the pressure.
• That was an aggressive answer.
• Being aggressive means: pushing people around;
threatening or blaming them; putting them down; acting
angry.
3
“Says who? Don’t
worry about it!
Are you coming?”
• You didn’t stop the pressure.
• That was a know-it-all answer.
• Being a know-it-all means: Giving a lot of facts; acting
superior; judging people; telling them what they are feeling.
4
“Um, OK, I’ll see
you later.”
• Congratulations – you stopped the pressure!
• That was an assertive answer.
• Being assertive means: standing up straight, looking at
them right in the eye, speaking in a firm voice, being polite,
and choosing words well (e.g. instead of “I can’t,” say, “I
don’t want to.”)
5
“Huh? Come on!
Can you come
over or what?”
• You didn’t stop the pressure.
• That was an avoiding answer.
• Avoiding means: changing the subject, staying away from
the issue, trying to distract the person.
Adapted from: http://www.thecoolspot.gov/right_to_resist.asp with permission from National
Institute on Alcohol Abuse and Alcoholism (NIAA)
Sec 1
Courage To Stand Firm
17
Annex D
Small Group Role-Play Practice
Role-Play situation:
Step 1: My decision is to resist / not resist the negative peer pressure.
My reasons are (evaluate the consequences to self and others):
Consequences to self
Consequences to others
Step 2: Say No. Script to resist negative peer pressure:
Step 3: Closure. Script for closure:
Sec 1
Courage To Stand Firm
18
Example
Role-Play situation: A
Step 1: My decision is to resist / not resist the negative peer pressure.
My reasons are (evaluate the consequences to self and others):
Consequences to self
– I am dishonest if I lie
– I would be sent to the discipline master
Consequences to others
– My parents and my CCA teacher would
be very disappointed and upset.
– My CCA grade would be affected
Step 2: Say No. Script to resist negative peer pressure:
“No, I cannot skip my CCA and join you for a drink outside school. If my CCA teacher finds
out, I will be sent to the discipline master.” Or
“No, I cannot join you. I would like to go for my CCA today as there is something
important today.” Or
“No, I cannot. My parents would be very upset and angry with me”
Step 3: Closure. Script for closure:
“I understand that you’ll like to talk about what you are upset about. How about going for
a drink together after our CCA?” Or
“I got to go now, my CCA teacher needs to meet me now”. Or
“I’ll call you after my CCA.”
Sec 1
Courage To Stand Firm
19
Annex E
(For Students/ Teachers’ Reference)
Saying “No” Appropriately
It is more effective to say ‘NO’ in an assertive way, and less effective to say ‘NO’ in an
aggressive, passive, know-it-all, or avoiding way.
Saying “NO”
Verbal and non-verbal characteristics
Example
Assertively
•
•
•
•
•
Stand up straight
Direct eye contact
Firm, calm voice that is audible
Be confident and in control
Do not make excuses, say exactly how you feel,
using ‘I’ statements
“No thanks, I
don’t want to.”
Passively
•
•
•
•
•
•
Saying no weakly
Mumbling
Beating about the bush – not saying what you mean
Making lame excuses
Apologising inappropriately in a soft, unsteady voice
Backing off from others, slouching shoulders,
averting gaze, wringing hands.
“Um, no, I don’t
think I can. I …
um…ah…you
know.”
Aggressively
•
•
•
•
•
•
•
Acting angry
Staring the other person out
Sarcastic or condescending voice
Finger pointing and blaming
Threatening
Pushing people around
Putting people down
“No Way! What
ARE you –
stupid?”
“Know-it-all”
way
•
•
•
•
•
Giving a lot of facts
Acting superior
Judging people
Telling them what they are feeling
Using words like ‘should’, ‘bad’, ‘ought’
“No, you should
not do that. It
is very bad for
you. You can do
better things.”
Avoiding way
•
•
•
•
•
Avoid saying ‘yes’ or ‘no’
Changing the subject
Staying away from the issue
Trying to distract the person
Being unclear
“Did you study
for the quiz
today?”
Adapted from: http://www.thecoolspot.gov/right_to_resist.asp with permission from NIAA.
Sec 1
Courage To Stand Firm
20