Two studies, conducted by Choukas-Bradley et al. (2015) and Morrongiello et al.

(2013),

explored how high-status peers can influence the behavior of children and adolescents.

Choukas-Bradley et al. (2015) focused on the impact of peer status on prosocial behavior, while

Morrongiello et al. (2013) focused on preventing risky behavior. However, Choukas-Bradley et

al. (2015) included deceptive elements, which may have influenced the results. Both studies had

limitations in their sample sizes, with Choukas-Bradley et al. (2015) only including low-income

middle schools and Morrongiello et al. (2013) only using Caucasian and English-speaking

participants. Both of these factors limit the generalizability to the whole population. Future

research would have to be done ensure the findings could be replicated. However, both studies

used large sample sizes and collected parent consent, with Morrongiello et al. (2013) even

collecting child assent. The findings of these studies can be used to promote safer and healthier

peer social norms for children, both in and out of school. By understanding which types of peers

have the most influence, parents and educators can encourage prosocial and non-risk behavior.

High-status peers were found to have the most influence, suggesting that their behavior may be

particularly important in shaping the behavior of their peers. These results can be used to

promote safe and prosocial behavior among adolescents in many areas of life.
C
○ The research does not test whether adolescence actually volunteered after the
influence of high status peers
■ Impacts application to the real world
○ examine individual differences in susceptibility to peer influence regarding
prosocial behavior as predictors of longitudinal behaviors, as has previously been
examined with regard to deviant behaviors over time
○ replicated in samples of younger children and older adolescents, as well as in a
broader range of contexts.
○ Similar results if there was no e confederates
● M
○ future research continue to assess for developmental changes in risk taking. The
important role that peers play in impacting risk taking during adolescence is well
docu- mented
○ During preadolescence, therefore, social-situational determinants of risk taking
may change with age as youth become increasingly independent and spend
more time with peers. Continuing to assess for developmental changes is
important because differences would have important implications for planning
interventions to reduce risk taking.
○ it would be informative to explore whether individual difference characteristics
make some youth more susceptible than others to the impact of peer social
norms on risk taking. One might expect, for example, that those high in concern
about negative evaluation may be particularly susceptible to the influence of peer
social norms. extending this work to examine whether these attributes moderate
the impact of peer social norms on risk decisions would be an important next step
in this research
○ conduct naturalistic observations before and after delivery of the inter- vention to
confirm observable changes in risk behaviors on playgrounds
○ Replicated, include a more diverse demographic, include different ages, different
methods of spreading the information (videos, peer talk, peer supervision -
correction of behaviors through peers in the moment)

(1) critical (i.e., identify strengths and weaknesses of the studies)

● Choukas strength
○ 304 adolescents -
 ○ Both conditions (high status and low status) were the same - apart from one
including high status peers and one low status peers -
○ Study used information from real children that attended that school
■ Same grade
○ Parent consent incentive -
■ As discussed in class
■ Return slip home from school
■ Encourages people to participate and allows a more accurate sample
● Choukas weakness
○ Two rural, low income middle schools -
■ While it those of lower income are represented in this study it is majority
of the participants and therefore not representative of the whole
population
○ Incentive ($10 gift card)
○ Deceptive elements -
■ Untrustworthy
○ The research does not test whether adolescence actually volunteered after the
influence of high status peers
■ Impacts application to the real world
○ High status peers would actually have to be interested in prosocial behaviors like
volunteering
■ This role was taken on by the researcher
● M strength
○ 157 student
○ Numerous grades (2,3,5,6)
○ Every child saw both videos
○ actor depicting a scripted typical play sequence
○ Assent
■ Like discussed in class
● M weakness
○ Lack of generalizability to population -
■ Caucasian majority
■ All english speaking
○ “the first study to demonstrate the applicability of manipulating peer social norms
as a way to effect positive changes in children’s decisions about injury-risk
behaviors”
■ Not a lot of studies that have researched this same topic
■ Needs to be replicated
■ Future studies needed
(2) applied (i.e., discuss the real-world implications of the study findings)
● C
○ Thus, the results of their study can be applied to real changes like manipulating peer
expectations and norms in a way that would encourage safety and less risky behaviour.
In her discussion, Shynn mentioned relying on children who participated in the study to
 spread the positive information to their peers. I would build on that idea by suggesting
the development of media sources, like short video clips, that are specifically tailored to
encourage children to engage is safe play. It is clear that children can be influenced by
their peers regarding risk-taking decisions, based on the results of Morrongiello et al.’s
(2015) study. Therefore, it could be a good idea to recruit relatable children to act in a
variety of videos, and reiterate specific scripts that discuss risk appraisals, injury severity
beliefs, and so on. I think this project could be beneficial firstly because children are
more likely to listen to warnings if they are delivered through peers; social norms can
also be manipulated through these videos. Secondly, videos can easily be distributed
across social media platforms that children typically use, guaranteeing repeated
exposure to the desired positive messaging, and promoting a sense of established social
norms that values avoiding risky behaviour.
○ These results give us a better understanding on what kinds of peers have a greater
influence. By understanding what kind of peers influence others at such young
ages, we can begin to implement safer and healthier peer social norms for
children. For example, not just outside on a playground but also inside a
classroom or even promoting non-risk behaviour in day-to-day life. Parents could
also use these results to better encourage prosocial and non-risk behaviour from
their children at home.
● M
○ Regardless, it is once again clear that these results may be transferred to real life
applications that can help promote a culture of prosocial behaviour among young
children. By portraying high-status children in promotional videos engaging in prosocial
activities like volunteering at retirement homes, homeless shelters, orphanages, etc.,
prosocial behaviour in youth can be encouraged. Specifically, having high-status-looking
children will convince youth to consider being prosocial in their everyday life when they
notice that popular children are doing so, establishing a sense of normalcy regarding
prosocial behaviour within children’s social norms. Thus, these campaigns could be
effective in promoting the desired behaviour in children, whether it may be avoiding
risky behaviour to keep children safe, or indulging in prosocial activities to help others.
○ The results of these studies and the video interventions can be used outside this
study to promote safe, non-risk and prosocial behaviour for adolescents in school,
home and other areas of life. Morrongiello et al. (2015) indicated that peer social
norms are influential onto other peers and their health risk decisions. By
manipulating social norms Morrongiello et al. (2015) were able to encourage
positive changes in children’s injury-risk behaviour decisions. Considering these
results, we could find ways to promote positive social norms to children and
adolescents that will decrease injury-rick behaviour and increase prosocial
behaviour by allowing these social norms to spread from peer to peer. By using
high-status peers, which were seen to have more influence over other peers, many
 children could be influenced to start practicing those new social norms with each
other.
(3) future research oriented (i.e., offer your ideas for future research)
● C
○ The research does not test whether adolescence actually volunteered after the
influence of high status peers
■ Impacts application to the real world
○ examine individual differences in susceptibility to peer influence regarding
prosocial behavior as predictors of longitudinal behaviors, as has previously been
examined with regard to deviant behaviors over time
○ replicated in samples of younger children and older adolescents, as well as in a
broader range of contexts.
○ Similar results if there was no e confederates
● M
○ future research continue to assess for developmental changes in risk taking. The
important role that peers play in impacting risk taking during adolescence is well
docu- mented
○ During preadolescence, therefore, social-situational determinants of risk taking
may change with age as youth become increasingly independent and spend
more time with peers. Continuing to assess for developmental changes is
important because differences would have important implications for planning
interventions to reduce risk taking.
○ it would be informative to explore whether individual difference characteristics
make some youth more susceptible than others to the impact of peer social
norms on risk taking. One might expect, for example, that those high in concern
about negative evaluation may be particularly susceptible to the influence of peer
social norms. extending this work to examine whether these attributes moderate
the impact of peer social norms on risk decisions would be an important next step
in this research
○ conduct naturalistic observations before and after delivery of the inter- vention to
confirm observable changes in risk behaviors on playgrounds
○ Replicated, include a more diverse demographic, include different ages, different
methods of spreading the information (videos, peer talk, peer supervision -
correction of behaviors through peers in the moment)
(3) future research oriented (i.e., offer your ideas for future research)
● The results indicate the potential value of prevention and intervention efforts that use
high-status peer leaders and renorming campaigns to increase adolescents’ prosocial
behaviors.
● Second, the results provide further evidence for the especially influential role of
high-status peers. The vast majority of prior studies on peer influence of both adaptive
and maladaptive outcomes has focused on friends, with a few studies focusing on
general peers
● The current study provides evidence that high-status peers also may be influential in the
development of prosocial behaviors
● Third, and perhaps most importantly, the findings of the current study have significant
implications for a broader understanding of positive youth development. Whereas past
research examining adolescents’ problem behaviors has raised concerns about the
special and problematic influence of high-status peers (see Sandstrom 2011), the current
findings highlight a potential new and exciting avenue for research on how high-status
peers might be involved in campaigns to increase positive behavior. For instance, per-
haps interventions targeting high-status adolescents could indirectly influence the
prosocial attitudes and behaviors of the wider student body. Specifically, campaigns to
engage high-status youth in higher levels of prosocial behavior (e.g., community service
projects) could change the social norms associated with prosociality, thereby indirectly
contributing to the positive youth development outcomes for a broader network of
adolescents. Additionally, the use of peer leaders has been demonstrated to be effective
in efforts to change social norms regarding maladaptive behaviors (e.g., sexual risk
behaviors; see Pedlow and Carey 2004), and such efforts may also be beneficial in
improving prosocial attitudes and behaviors; the use of high-status peer leaders may be
espe- cially effective. Finally, some of the observed changes in prosociality were
maintained following the chat room, when youth believed their peers could no longer
view their responses—but effects were stronger when adolescents believed their peers
 could view their responses. These findings indicate the value of bringing adolescents
together to participate with peers on community service projects.

(1) critical (i.e., identify strengths and weaknesses of the studies)

● Choukas strength
○ 304 adolescents
○ Both conditions (high status and low status) were the same - apart from one
including high status peers and one low status peers
○ Study used information from real children that attended that school
■ Same grade
○ Parent consent incentive
■ As discussed in class
■ Return slip home from school
■ Encourages people to participate and allows a more accurate sample
● Choukas weakness
○ Two rural, low income middle schools
■ While it those of lower income are represented in this study it is majority
of the participants and therefore not representative of the whole
population
○ Incentive ($10 gift card)
○ Deceptive elements
■ Untrustworthy
 ○ The research does not test whether adolescence actually volunteered after the
influence of high status peers
■ Impacts application to the real world
○ High status peers would actually have to be interested in prosocial behaviors like
volunteering
■ This role was taken on by the researcher
● M strength
○ 157 student
○ Numerous grades (2,3,5,6)
○ Every child saw both videos
○ actor depicting a scripted typical play sequence
○ Assent
■ Like discussed in class
● M weakness
○ Lack of generalizability to population
■ Caucasian majority
■ All english speaking
○ “the first study to demonstrate the applicability of manipulating peer social norms
as a way to effect positive changes in children’s decisions about injury-risk
behaviors”
■ Not a lot of studies that have researched this same topic
■ Needs to be replicated
■ Future studies needed
(2) applied (i.e., discuss the real-world implications of the study findings)
● C
○ Thus, the results of their study can be applied to real changes like manipulating peer
expectations and norms in a way that would encourage safety and less risky behaviour.
In her discussion, Shynn mentioned relying on children who participated in the study to
spread the positive information to their peers. I would build on that idea by suggesting
the development of media sources, like short video clips, that are specifically tailored to
encourage children to engage is safe play. It is clear that children can be influenced by
their peers regarding risk-taking decisions, based on the results of Morrongiello et al.’s
(2015) study. Therefore, it could be a good idea to recruit relatable children to act in a
variety of videos, and reiterate specific scripts that discuss risk appraisals, injury severity
beliefs, and so on. I think this project could be beneficial firstly because children are
more likely to listen to warnings if they are delivered through peers; social norms can
also be manipulated through these videos. Secondly, videos can easily be distributed
across social media platforms that children typically use, guaranteeing repeated
exposure to the desired positive messaging, and promoting a sense of established social
norms that values avoiding risky behaviour.
○ These results give us a better understanding on what kinds of peers have a greater
influence. By understanding what kind of peers influence others at such young
ages, we can begin to implement safer and healthier peer social norms for
 children. For example, not just outside on a playground but also inside a
classroom or even promoting non-risk behaviour in day-to-day life. Parents could
also use these results to better encourage prosocial and non-risk behaviour from
their children at home.
● M
○ Regardless, it is once again clear that these results may be transferred to real life
applications that can help promote a culture of prosocial behaviour among young
children. By portraying high-status children in promotional videos engaging in prosocial
activities like volunteering at retirement homes, homeless shelters, orphanages, etc.,
prosocial behaviour in youth can be encouraged. Specifically, having high-status-looking
children will convince youth to consider being prosocial in their everyday life when they
notice that popular children are doing so, establishing a sense of normalcy regarding
prosocial behaviour within children’s social norms. Thus, these campaigns could be
effective in promoting the desired behaviour in children, whether it may be avoiding
risky behaviour to keep children safe, or indulging in prosocial activities to help others.
○ The results of these studies and the video interventions can be used outside this
study to promote safe, non-risk and prosocial behaviour for adolescents in school,
home and other areas of life. Morrongiello et al. (2015) indicated that peer social
norms are influential onto other peers and their health risk decisions. By
manipulating social norms Morrongiello et al. (2015) were able to encourage
positive changes in children’s injury-risk behaviour decisions. Considering these
results, we could find ways to promote positive social norms to children and
adolescents that will decrease injury-rick behaviour and increase prosocial
behaviour by allowing these social norms to spread from peer to peer. By using
high-status peers, which were seen to have more influence over other peers, many
children could be influenced to start practicing those new social norms with each
other.
(3) future research oriented (i.e., offer your ideas for future research)
● C
○ The research does not test whether adolescence actually volunteered after the
influence of high status peers
■ Impacts application to the real world
○ examine individual differences in susceptibility to peer influence regarding
prosocial behavior as predictors of longitudinal behaviors, as has previously been
examined with regard to deviant behaviors over time
○ replicated in samples of younger children and older adolescents, as well as in a
broader range of contexts.
○ Similar results if there was no e confederates
● M
○ future research continue to assess for developmental changes in risk taking. The
important role that peers play in impacting risk taking during adolescence is well
docu- mented
○ During preadolescence, therefore, social-situational determinants of risk taking
may change with age as youth become increasingly independent and spend
more time with peers. Continuing to assess for developmental changes is
important because differences would have important implications for planning
interventions to reduce risk taking.
○ it would be informative to explore whether individual difference characteristics
make some youth more susceptible than others to the impact of peer social
norms on risk taking. One might expect, for example, that those high in concern
about negative evaluation may be particularly susceptible to the influence of peer
social norms. extending this work to examine whether these attributes moderate
the impact of peer social norms on risk decisions would be an important next step
in this research
○ conduct naturalistic observations before and after delivery of the inter- vention to
confirm observable changes in risk behaviors on playgrounds
○ Replicated, include a more diverse demographic, include different ages, different
methods of spreading the information (videos, peer talk, peer supervision -
correction of behaviors through peers in the moment)