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Navigating Negative Peer Influences-Small Group

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Navigating Negative Peer Influences-Small Group

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´Peer Power targets college students (18-25) experiencing negative peer pressure affecting academic and personal success

´Eight-week structured group using cognitive-behavioral techniques and peer support

´Sessions focus on decision-making skills, assertiveness training, and building resilience against unhealthy influences

´Research shows counseling significantly improves college students' academic performance (Kivlighan et al., 2021)

´Group combines psychoeducational content with supportive peer interactions to maximize therapeutic outcomes

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Self-confidence in ability to succeed: Students will develop belief in their capacity to make independent decisions

Positive attitude toward work and learning: Participants will maintain focus on academic goals despite peer pressure

Self-discipline and self-control: Students will demonstrate ability to resist negative influences and make healthy choices

Responsibility for self and actions: Participants will take ownership of their decisions and their consequences

Understanding of personal strengths and limitations: Students will identify their values and boundaries (ASCA, 2022)

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Campus counseling center announcements through social media, newsletters, and website postings

Faculty referrals through academic advisors, residence hall staff, and student success coordinators

Peer-to-peer marketing through student organizations and campus mental health awareness events

Educational workshops on peer pressure in residence halls and student orientation programs

Collaboration with academic support services to reach students showing declining performance

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Pre-Group Screening and Interview Process

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Pre-Group Screening and Interview Process

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Individual interviews assess student readiness and appropriateness for group participation (ASCA, 2022)

TAP-In process: Tell students about group goals, Ask about interest and commitment, Pick appropriate members

Screen for motivation, willingness to participate actively, and ability to benefit from group format

Assess current peer pressure situations and student's capacity to handle group discussions

Exclude students experiencing current crisis or those needing individual therapy first

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´Written consent forms explain group purpose, expectations, and confidentiality limits per ASCA guidelines (2022)

´Students must understand voluntary participation and right to withdraw at any time

´Clear explanation of confidentiality boundaries and when information might be disclosed

´Description of group format, meeting times, and commitment expectations

´Contact information provided for questions and alternative resources if group is inappropriate

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Confidentiality expectations with clear understanding that complete confidentiality cannot be guaranteed in groups (ASCA, 2022)

Respectful communication including active listening and speaking one at a time

Regular attendance and punctuality to maintain group cohesion and trust

Participation encouragement while respecting right to pass on sensitive topics

No advice-giving rule; focus on sharing experiences and supporting each other

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´Stage 1 (Forming): Building trust, establishing norms, and creating psychological safety among group members

´Stage 2 (Performing): Working together on individual goals with established cohesiveness and productivity

´Stage 3 (Adjourning): Processing accomplishments, planning future growth, and saying goodbye to group dynamics

´Group process and motivational factors enhance cognitive learning and skill development (Zhao et al., 2025)

´Each stage requires different leadership approaches and attention to group needs

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Facilitative leadership style encouraging member-to-member interaction and shared responsibility

Culturally responsive approach respecting diverse backgrounds and college student developmental needs

Balance of structure and flexibility to address both planned content and emerging group issues

Active modeling of healthy communication and boundary-setting behaviors

Integration of cognitive-behavioral techniques with group process interventions for maximum therapeutic benefit

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Universality helps students realize they are not alone in experiencing peer pressure challenges

´Group cohesion creates sense of belonging and mutual support essential for behavior change

´Interpersonal learning occurs through feedback and experimenting with new relationship patterns

´Instillation of hope develops as students witness others successfully resisting negative influences

´Catharsis provides opportunity for emotional expression in supportive environment (Zhao et al., 2025)

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Legal Requirement - Confidentiality Standards

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Legal Requirement - Confidentiality Standards

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School counselors must inform students of confidentiality limits and when disclosure may be required (ASCA, 2022)

Information remains confidential unless legal requirements demand revelation or serious harm prevention is needed

Group members cannot guarantee each other's confidentiality despite expectations and agreements

Counselors consult with professionals when determining validity of confidentiality exceptions

Students must understand confidentiality boundaries before participating in group counsel

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American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

Kivlighan III, D. M., Schreier, B. A., Gates, C., Hong, J. E., Corkery, J. M., Anderson, C. L., & Keeton, P. M. (2021). The role of mental health counseling in college students’ academic success: An interrupted time series analysis. Journal of Counseling Psychology, 68(5), 562. https://mtsu.pressbooks.pub/app/uploads/sites/108/2024/03/4.7-Article-1-Determining-Relevancy.pdf

Zhao, Z., Zhang, Y., & Zhao, D. (2025). Helpful factors of group cognitive behavioral therapy in overweight and obese college students. Frontiers in Psychology, 16, 1585765.https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1585765/abstract

Lattie, E. G., Adkins, E. C., Winquist, N., Stiles-Shields, C., Wafford, Q. E., & Graham, A. K. (2022). Aligning students and counseling centers on student mental health needs & treatment resources. Journal of American College Health, 70(3), 724-732. https://pmc.ncbi.nlm.nih.gov/articles/PMC7677163/pdf/nihms-1637298.pdf