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attitudes and behaviors are closely implicated in the development of self-esteem 457. Another opinion claimed by Conger states as follows:
The loss of self-esteem, a negative identity, and an alienation from the self. For some, the roots of alienation have derived from particular
kinds of developmental experiences, such as disturbed parent-child relationship. It sometimes involves deep despair, apathy, or defeat,
without any meaningful alternative commitment to relieve their feelings of alienation 556.
e. Social Pressure
As stated in a book of sociology, small social groups occupy a strategic position as determiners of the behavior and attitudes of their members.
That it to say, attitudes and behavior patterns are communicated and learned from other people, through which much of the development of these attitudes and
behavior patterns would occur. Such things as customs and institutionalized patterns of social interaction among people somehow produce a large measure of
conformity in people and the problem of the sources of the pressures to conformity itself Festinger, Schacter and Back 3.
Therefore, Festinger, Schacter and Back proposed two general sources of such pressure. Some of it undoubtedly comes from within the person himself,
who has accepted many values and ideologies by means of institutions and laws and taboos, rather than by face to face communication. On the other hand, much
of the pressure to conformity comes from the smaller groups within a society to which individuals belong 4.
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According to an online article, one thing pressures have in common is that they exist because of outside forces and expectations conflicting with internal
ones Margaret. Pressure results when someone worries what other people think of himher. One also experiences pressure because of life circumstances and
demand beyond hisher control. In the case of adolescent development, social pressure is one chronic
problem to confront, particularly in the face of family and peers. These pressures, furthermore, can lead to such unavoidable stress and depression. “Adolescents in
turmoil come from a world of actual or perceived rejection. Rejection by self and by their significant others e.g., parents, teachers, friends is often primary reason
for seeking support” Parsons 15. Discussed in the study, there are three main sources of social pressure
which commonly occur during adolescence period, including family, peers, and school. They are considered as important aspects of the adolescent’s social
ecology as well Kimmel 228. 1 Family
Parents and friends are perceived as the most important sources of social regard in determining the adolescent’s self worth. Young adolescents are
dependent on the family in a literal sense, not only for physical comforts but also for the psychological support it provides. They need to feel “prized’ and “valued”.
They begin to seek psychological freedom from their parents; freedom to be their
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own person, to choose their own companies and pastimes, and to preserves the privacy of their thoughts, feelings, and belongings Lefrancois 407, Kimmel 234.
In his book, Kimmel pointed out three kinds of family relationship patterns 434-435:
a Democratic parents They are in the best position to help an adolescent son or daughter progress
toward identity achievement. Their supportive, accepting, and responsible but not domineering stance fosters security in considering alternatives.
b Autocratic parents They tell their children what to think and do. In some cases adolescents may
rebel against the dictates of autocratic parents and insist on finding their own way of life.
c Permissive parents They give their children free rein to make their own decisions but seldom
guide them in choosing well or help them in facing up to their mistakes. As a result, permissively reared adolescents tend to shy away from considering
alternatives. Apart from those kinds of family relationship patterns, Conger
straightened out that not having a father or having one who is ineffective, passive, neglecting, or distant from the child is likely to handicap the boy in cognitive
development. Father-absent
boys are
also generally
more immature
