External Stressors in Adolescents

External Stressors in Adolescents

Peer pressure and academic pressure are external stressors that are unique to adolescents. Peer pressure is a situation in which groups or peers, like adolescents, influence each other’s behavior (Libisch et al., 2022). They can influence each other’s eating habits, dress code, style, and attitude toward other people. Peer pressure can be positive or negative. Positive peer pressure motivates progressive behavior in members of a group. Negative peer pressure promotes destructive behaviors in members of a group. Adolescents are easily influenced by their peers because they try to fit in. Anyone who does not fit in may be considered abnormal and isolated from their peers. Furthermore, some are bullied by their peers. The bullying can be physical, verbal, or even bullying over the internet through social media platforms.

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Academic pressure arises from the need to achieve certain academic objectives and goals. Academic pressure could come from within an individual, parents, other family members, and educators (Cross et al., 2019). It could also come from the community or society. Academic pressure can also have a positive or negative influence. It could be positive because it motivates the individual to study harder and perform better in school work. It could be negative in that it scares the individual and causes a decline in their performance.

These stressors can lead to bullying and suicidal behavior. The individuals undergoing peer or academic pressure would bully others into relieving the stress they are experiencing (Libisch et al., 2022). Others will become depressed and even attempt suicide in an effort to escape the stress that they are going through. Therefore, teaching these adolescents about proper coping mechanisms is crucial. Self-help groups can be created for them. Through these groups, they can communicate about what they are going through with people who have had similar experiences. They can come up with coping methods and keep each other accountable throughout the group. Other coping mechanisms that can be introduced are physical exercise or taking up a hobby such as gardening or art.

References

Cross, F. L., Marchand, A. D., Medina, M., Villafuerte, A., & Rivas‐Drake, D. (2019). Academic socialization, parental educational expectations, and academic self‐efficacy among Latino adolescents. Psychology in the Schools, 56(4), 483-496. https://doi.org/10.1002/pits.22239

Libisch, C. A., Marsiglia, F., Kulis, S., Cutrín, O., Gómez-Fraguela, J. A., & Ruiz, P. (2022). The Role of Peer Pressure in Adolescents’ Risky Behaviors. In Cognitive Sciences and Education in Non-WEIRD Populations (pp. 115-133). Springer, Cham. https://doi.org/10.1007/978-3-031-06908-6_8

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1a) Adolescent pregnancy is viewed as a high-risk situation because it poses serious health risks for the mother and the baby. Describe various risk factors or precursors to adolescent pregnancy. Research community and state resources devoted to adolescent pregnancy and describe at least two of these resources. Research the teen pregnancy rates for the last 10 years for your state and community. Has this rate increased or decreased? Discuss possible reasons for an increase or decrease.

1b) Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanisms can be introduced.