Initiation of substance abuse by schoolchildren
How does the behavioral influence of peers influence substance abuse in schoolchildren? The first experience of an individual on active interactions with society begins at school. The initial relationships forged in school often determine a child’s confidence and self-esteem. No relationship is more important in the social circles of a school than peer acceptance. This acceptance often comes at a cost. The criterion for peer acceptance involves participation in all of the group’s activities. In due course, this participation leads to initiating substance abuse. There are numerous studies on this subject with a variety of recommendations from noted criminologists. Recent studies indicate the importance of acceptance among peers as the foremost influencer for substance abuse among schoolchildren. Despite zero tolerance for drugs, tobacco, and marijuana on campus, the school districts have not succeeded in eliminating this menace from their institutions.
The topic: Substance abuse by schoolchildren
Schoolchildren often find themselves in a precarious social platform which demands conformance to certain trends or behaviors. Social standing determines almost all activities in the life of a school student; involvement in sports, dating, invitations to parties, and associating with the popular crowd on campus. When the requirement to achieve this social status on campus pivots on consuming a few beers, cigarettes, or use of drugs, schoolchildren yield without question (Santor, Messervey, and Kusumakar, 2000). Peer association platforms share demographical commonalities among the membership. Studies indicate that race, economic background, and family background are significant consistencies among peer group members (Mason et al, 2014).
The theory: Social Learning Theory
Edwin Sutherland was the most prominent criminologist and his paper titled, “Principles of Criminology” in 1924 is significantly influential for any criminology theory. Sutherland believed that criminology was a social phenomenon and the blueprint of how a crime evolves. The famed criminologists’ principles have their foundations etched in four observations. The first is that criminal activity is a social spectacle. Sutherland emphasizes that an individual’s social environment plays a crucial part in influencing criminal behavior. The second observation the structuring of laws based on the criminal acts. The third observation is prevention of crime. Sutherland expresses the need to analyze why a certain criminal activity persists. He analyzes the reasons, causes, and behaviors including that of the victim to determine how the commissioning of the crime is successful. Reversing this process or changing certain conditions will result in an environment that is not conducive for criminal behavior. The final observation is regarding the use of scientific processes to derive theories (Siegel, 2010).
Furthermore, Sutherland believed that any study of criminology should find its grounds in learning attitudes. His contention was that behavior is only criminal when it is not acceptable by the law. Edwin Sutherland perfected the Differential Association Theory in 1931. This criminology theory was the earliest theory that explained criminal behavior based on association (Siegel, 2010). Sutherland dispelled notions that criminal behavior was a result of demographic considerations. Instead, he arrayed the concept of learning criminal behavior while associating with criminal elements. There are eight principles for this social criminology theory. Criminal behavior is an education by association with criminal elements. Criminal behavior imparted through interactions and observations. Criminal behavior influenced by a particular group of individuals who are intimate with the subject. Learning involving varied duration of time based on the involvement and contribution intensity of the individuals. Learning criminal behavior incorporates regular learning patterns and is not unique for its purpose; the learning of all life skills incorporates the same process.
The Differential Association Theory helped future criminologists to derive the Social Learning Theory three decades later (Siegel, 2010). Social Learning Theory depicts criminal or illegal behavior as an extension of actions by individuals who associate with the subject. The theory centers on reciprocal behavior to identify with a particular individual or social group. A subsequent research by Ronald Akers in 1985 added the concept of differential associations whose interactions depict distinct behaviors (Akers, 2011).
Summarize an article that links the topic to the theory: Summary of A Tale of Two Cities
A 1998 comparative study conducted by Thomas Winfree Jr. and Frances B. Bernat on two different school districts set out to establish the connection between Social Learning and peer pressure. The objective of this study pivots on the 1985 findings by Ronald Akers. The study sample originated from the school districts of Las Cruces, New Mexico and Phoenix, Arizona. The data pertaining to 8th grade students formed the target sample for this study. The researchers used Surveys to collect the data sample from thirteen school districts. The findings of the study reveal a nexus between Social Learning and peer pressure that contribute to the initiation of substance abuse by schoolchildren. The two cities and their demographics differed significantly however, the results for risk taking propensity to associate with peer groups reveals similarities. In addition, parental monitoring for these cities illustrates a substantial difference (0.03% in Las Cruces to 0.15% in Phoenix). This proves that the connection between Social Learning through peer groups outweighs all other probabilities of why schoolchildren initiate substance abuse (Winfree Jr. and Bernat, 1998).
Answer to the research question: Statistics of peer pressure influenced substance abuse in schoolchildren
Schoolchildren nowadays, are no strangers to consumption of alcohol, drugs, smoking tobacco, and a variety of illusion influencing pills like Ecstasy. The 2014 annual report by Substance Abuse and Mental Health Services Administration indicates that over 5% of the schoolchildren in their eight-grade report alcohol abuse on account of peer pressure. This rate increases substantially to 16% when students reach high school. 25% of all teenagers smoke tobacco. This is the period when peer pressure will take its maximum toll negatively. A study conducted by Partnership Attitude Tracking Study in 2009 concludes that there is a 39% increase in eight-graders using marijuana and a 69% increase in using Ecstasy (Magill, 2011). Schoolchildren have limited experience in handling pressure. They usually choose the option that provides the maximum social rewards. Hence, the role of the peer group becomes very important. Moreover, children who do not conform to the practices of a peer group and 16% of students face bullying for this reason (Substance Abuse and Mental Health Services Administration, 2015).
References
Akers, R. L. (2011). Social Learning and Social Structure: A General Theory of Crime and Deviance. Piscataway: NJ. Pp. 3-20 and 60-65.
Kelly, A. B., Chan, G. C. K., Toumbourou, J. W., O'Flaherty, M., Homel, R., Patton, G. C., and Williams, J. (2011). Very young adolescents and alcohol: Evidence of a unique susceptibility to peer alcohol use. Addictive Behaviors. 37 (4). Pp. 414-419.
Magill, E (2011). Drug Information for Teens: Health Tips about the Physical and Mental Effects of Substance Abuse. Omnigraphics. Detroit: MI. Pp. 21-55.
Mason M.J., Mennis J., Linker J., Bares C., and Zaharakis N. (2014). Peer attitudes effects on adolescent substance use: the moderating role of race and gender. Prevention Science. 15 (1). Pp. 56-64.
Santor, D. A., Messervey, D., and Kusumakar, V. (2000). Measuring Peer Pressure, Popularity, and Conformity in Adolescent Boys and Girls: Predicting School Performance, Sexual Attitudes, and Substance Abuse. Journal of Youth and Adolescence. 29 (2). Pp. 163-182.
Simons-Morton, B., and Farhat, T. (2010). Recent Findings on Peer Group Influences on Adolescent Substance Use. The Journal of Primary Prevention. 31 (4). Pp. 191-208.
Siegel, L. J. (2010). Criminology: Theories, Patterns, and Typologies. Cengage Learning. Belmont: CA. Pp. 25-219.
Substance Abuse and Mental Health Services Administration Staff (2015). Behavioral Health Trends in the United States: Results from the 2014 National Survey on Drug Use and Health. Retrieved from: http://www.samhsa.gov/data/sites/default/files/NSDUH-FRR1-2014/NSDUH-FRR1-2014.pdf
Winfree Jr., L. T., and Bernat F. P. (1998). Social Learning, Self-Control, and Substance Abuse by Eighth Grade Students: A Tale of Two Cities. Journal of Drug Issues. 28 (2). Pp. 539-558.
