Peers,

 Relationships  and  Health-­‐‑  Case  Study-­‐‑  John  

Emma  de  Cure  

Dear  Principal,    

I  am  writing  you  this  letter  to  introduce  myself  and  my  student  John,  in  order  to  identify  his  

challenges  in  the  coming  year  and  my  proposed  strategies  for  improving  his  peer  relationships  

and  learning  outcomes.  I  myself,  will  be  teaching  within  the  year  4/5  class  at  City  South  Schools  

this  year.  My  key  strengths  include  behaviour  management,  Aboriginal  Education,  literacy  and  

emotional  disadvantage.  These  assets  within  my  teaching  will  specifically  target  John’s  needs.    

One  student  of  interest,  John,  is  in  year  5  and  has  had  many  challenges  within  his  life.  I  am  

particularly  motivated  to  find  new  approaches  to  help  John  change  his  trajectory  and  allow  him  

to  grow  as  not  only  as  a  student,  but  a  person.  John  is  an  Aboriginal  student,  who  comes  from  a  

disjointed  family  structure.  Not  only  does  this  affect  his  home  life,  but  it  has  had  serious  effects  

on  his  schooling.      

Whilst  there  are  many  issues  John  faces  such  as  violence,  aggression,  a  lack  of  peer  

relationships,  poor  social  skills,  low  academic  level,  a  difficulty  to  cope  with  change,  negative  

family  influence,  among  many  more,  I  will  only  be  outlining  four  key  areas  of  focus  for  this  

report.  These  include  attachment,  aggression,  friendship  and  conformity  and  non-­‐‑compliance:  

peer  pressure  and  peer  influence.  These  areas  were  acknowledged  due  to  their  high  relevance  

to  John’s  issues  and  needs,  and  I  believe  will  have  the  most  influence  for  his  growth.    

A  range  of  approaches  will  be  employed  in  order  to  give  John  the  greatest  chance  at  success  this  

school  year.  In  particular,  a  strengths-­‐‑based  approach,  one  which  focuses  on  John’s  existing  
strengths,  ability  and  learning  styles  (Department  of  Education  and  Early  Childhood  

Development  2012)  will  be  integrated  within  my  teaching.  Furthermore,  John’s  culture  will  be  

at  the  forefront  of  my  teaching  in  order  to  connect  his  personal  life  into  his  classroom  learning.    

Attachment:    

Attachment  can  de  defined  as  a  bond  of  two  individuals  which  connects  them  in  time  and  space  

(Main,  Hesse  &  Hesse  2011).  An  attachment  begins  at  early  infancy  and  develops  through  an  

individual’s  life,  becoming  more  complex  as  the  two  people  change  and  adapt  (Dwyer  2005,  p.  

156).  Whilst  John  has  a  strong  sense  of  family,  his  attachments  are  multifaceted,  due  to  the  

complexities  of  his  home  life  and  relationships  with  his  family  members.      

Yeo  (2003,  p.  292)  outline  the  difficulties  that  are  faced  when  the  attachments  of  Aboriginal  

children  are  studied.  The  major  difference  in  culture  depicts  the  vast  contrast  Aboriginal  

children  face  when  it  comes  to  their  attachments  with  family  and  the  community  (Yeo  2003,  p.  

292).  Unlike  Western  culture,  through  an  Aboriginal  child’s  life,  they  are  attached  to  and  are  

cared  for,  by  multiple  individuals  from  their  local  community  (Yeo  2003,  p.  299).  This  identifies  

an  atypical  perspective  to  the  attachments  Western  children  form  with  primarily  their  

immediate  family  members,  being  their  mother  and  father  during  infancy.    

Whilst  it  would  be  beneficial  to  discuss  John’s  attachment  with  all  his  family  members,  John’s  

mother  Carol,  is  a  key  figure  within  his  life,  so  will  be  discussed  in  depth.  Ainsworth’s  ‘Strange  

Situation’  has  been  of  crucial  importance  in  categorising  the  attachment  of  one-­‐‑year-­‐‑old  infants  

to  their  mothers  (Ainsworth  1979,  p.  932).  Three  categories  of  attachment  have  been  

understood  from  Ainsworth’s  assessments,  including  an  avoidant,  secure  and  an  ambivalent  

attachment  (Ainsworth  1979,  p.  932).  Through  the  development  of  investigating  John,  it  has  

been  noted  that  he  has  an  insecure  attachment,  however,  he  doesn’t  entirely  fit  into  the  outlined  

categories.  Another  classification  of  attachment,  disorganised/disorientated,  was  developed  by  

Main  and  Solomon  as  an  additional  category  for  children  who  do  not  fit  the  characteristics  of  

Ainsworth’s  three  types  of  attachment  (Main  &  Solomon  1986,  p.  932).  John’s  aggressive  

behaviours  exhibit  the  characteristics  of  a  child  with  disorganized  attachment.  John’s  witnessing  

of  domestic  violence  within  his  household,  weakens  his  need  for  safety  and  security,  thus  being  

another  factor  which  influences  his  disorganised  attachment  to  his  mother  (Holt  &  Whelan  

2008,  p.  802)    

Whilst  Carol  could  be  deemed  to  have  had  a  negative  affect  on  John’s  attachment  due  to  her  role  

as  the  local  drug  dealer,  being  within  a  relationship  with  evident  domestic  violence  and  being  

extremely  inconsistent,  she  has  also  been  the  one  constant  figure  within  John’s  entire  life.  This  

suggests  that  at  times,  Carol  has  had  elements  of  a  secure  attachment  to  John  (Ainsworth  1979,  

p.  932).  At  the  age  of  three,  John  and  his  brother  were  taken  by  Family  Services,  which  

separated  himself  from  his  mother.  Allen  et  al.  (2005,  p.  64)  outline  the  activation  of  attachment  

can  occur  through  distressing  environmental  situations,  and  physical  and  emotional  distress.  

Therefore,  this  traumatic  event  could  be  of  influence  in  his  possessive  and  controlling  nature  

towards  his  mother,  to  ensure  she  stays  close  and  doesn’t  leave  him  for  a  second  time.  

Therefore,  as  John’s  teacher  it  is  of  major  importance  to  facilitate  experiences  for  John  and  Carol  

to  participate  in,  consequently  helping  them  move  forward  towards  a  secure  attachment.  

Through  having  Carol  participate  in  activities  with  John  in  school,  it  will  allow  them  to  form  a  

greater  attachment  in  a  safe  and  secure  environment.    

Another  noteworthy  attachment  which  is  of  critical  importance  for  my  teaching  is  the  

attachment  of  John  and  myself.    It  has  been  highlighted  that  students  who  have  a  positive,  

accepting  and  close  relationship  with  their  teacher,  has  less  of  a  risk  of  behavioural  problems,  

can  safely  explore  within  the  class  and  has  positive  interactions  with  others  (Hughes  &  Cavell  

2010,  p.  174).  A  regular  occurrence  for  educators  with  problematic  students,  is  to  treat  them  

with  anger  and  punishment  (Hughes  &  Cavell  2010,  p.  173),  leading  to  extremely  negative  
subsequent  consequences.  The  evidence  has  suggested  that  John  finds  transitions  to  new  classes  

difficult  and  adjusting  to  new  teachers  has  been  problematic,  which  could  be  highly  affected  by  

his  disorganised  attachments.  Through  implementing  a  strengths-­‐‑based  approach  (Department  

of  Education  and  Early  Childhood  Development  2012),  I  aim  to  work  together  with  John  on  

activities  he  excels  at  or  enjoys,  such  as  spatial  games,  outdoor  activities  and  using  humorous  

communication.  These  activities  and  behaviours  towards  John  should  positively  influence  our  

student/teacher  relationship.  Thus,  giving  John  a  secure  attachment  to  an  adult  at  school,  which  

has  been  found  to  have  a  significant  impact  in  lowering  forms  of  aggression.    

Aggression  

Aggression  is  a  collection  of  interpersonal  actions,  including  both  physical  and  verbal  

behaviours  which  are  harmful  to  other  people  or  objects  (Lochman  et  al.  2012,  p.  27).  With  an  

average  of  5-­‐‑10%  of  children  exhibiting  forms  of  aggression,  it  demonstrates  the  prevalence  of  

this  characteristic  in  young  people  today  (Alvarez  2007,  1113).  A  consequence  of  this  finding  is  

the  recognition  that  teachers  may  have  at  least  one  student  in  their  class  who  possesses  these  

aggressive  traits  (Alvarez  2007,  p.  1113).  This  statement  is  accurate  in  my  case,  as  my  student  

John  often  expresses  regular  physical  and  verbal  aggression,  at  home  and  at  school.    

John’s  aggressive  nature  is  clearly  evident  within  his  home  life.  It  has  been  notified  that  John’s  

possessive  nature  with  his  mother,  has  been  found  to  turn  into  extremely  serious  acts  of  

violence.  Lundy  and  Grossman  articulate  that  one-­‐‑third  of  children  who  are  exposed  to  

domestic  violence,  have  a  result  in  behavioural  problems,  more  specifically  linking  to  frequent  

aggression  (Holt  &  Whelan  2008,  p.  803;  Lundy  &  Grossman  2005).  Research  in  this  field  has  

also  suggested  that  mothers  who  are  impacted  by  domestic  violence,  have  a  lack  of  control  over  

family  members,  thus,  indicating  that  the  children  seek  to  act  violent  towards  their  mother  (Holt  

&  Whelan  2008,  p.  801;  Jackson  2003;  Ulman  &  Straus  2003).  I  believe  this  connects  to  John’s  

situation  with  his  manipulation,  control  and  acts  of  physical  aggression  against  Carol.  Therefore,  

his  connection  to  his  mother’s  domestic  violence  situations  could  be  of  major  influence  of  his  
aggression.  Another  precursor  to  highly  aggressive  behaviour  is  a  child  fitting  into  the  

disorganised  pattern  of  attachment  with  their  caregivers.  Therefore,  this  analysis  deems  that  

Carol  has  had  a  major  influence  towards  John’s  development  of  physical  and  verbal  aggression.    

As  discussed,  John’s  aggressive  behaviour  is  evident  within  his  home  life,  however  it  has  also  

resulted  in  his  behaviour  commonly  being  exposed  at  school.  Research  has  suggested  that  

aggression  has  a  correlation  with  negative  peer  relationships  (Pellegrini  2000,  p.  81).  This  is  

often  expressed  at  school  from  John’s  inability  to  form  close  friendships.  Major  causes,  

specifically  linking  to  his  aggression  and  lack  of  peer  relationships  include  his  peers  being  

frightened  of  him,  his  need  to  take  revenge  against  others,  violence  within  classroom  activities  

and  play,  and  intense  anger  towards  other  students.  It  can  be  noted  that  John  is  a  bully-­‐‑victim  

(Hymel  &  Swearer  2015,  p.  296).  John’s  classification  as  a  bully-­‐‑victim  is  due  to  his  low  

classroom  status,  negative  social  skills,  low  self-­‐‑control,  academic  difficulty  and  need  to  take  out  

his  aggression  on  his  classmates  (Hymel  &  Swearer  2015,  p.  296).  In  particular,  John  names  

another  child  Dean  as  his  best  friend,  however  Dean  is  the  main  victim  of  John’s  bullying  

behaviours.    

This  year,  I  would  like  to  provide  John  with  a  turning  point  in  which  opens  up  new  

opportunities  in  his  life,  in  order  to  lessen  his  aggressive  behaviours  and  allows  him  to  create  

lasting  peer  relationships.  Intervention  programs,  such  as  the  Coping  Power  program,  can  be  

used  as  an  approach  to  target  the  needs  of  children  like  John  with  highly  aggressive  behaviours  

(Lochman  &  Wells  2003,  p.  493).  This  program  was  developed  to  provide  ‘at  risk’  children  a  

chance  to  connect  with  peers  in  a  group,  and  are  given  assistance  in  improving  their  aggressive  

behaviours  and  social  problem  solving  skills  (Lochman  &  Wells  2003,  p.  493).  A  program  like  

this  could  be  undertaken  outside  the  classroom,  or  adapted  to  meet  the  needs  of  all  students  in  

the  classroom.  Through  engagement  with  this  program,  John  will  have  a  reduction  in  school  

aggression,  it  will  act  as  a  preventative  measure  for  delinquency  and  may  lower  the  

development  of  substance  abuse  in  future  (Lochman  &  Wells  2003,  p.  493).  Furthermore,  I  aim  
to  continue  to  develop  a  positive  teacher-­‐‑student  relationship  this  year  with  John  which  has  a  

proven  ability  to  reduce  child  aggression  (Meehan,  Hughes  &  Cavell  2003,  p.  1145).  I  believe  

these  aspects  of  learning  for  John  and  his  lower  use  of  aggression  will  allow  John  a  greater  

improvement  for  gaining  peer  relationships.    

Friendship  

Friendship  refers  to  the  mutual  liking  of  two  people,  which  most  often  results  in  a  positive  force  

on  an  individual’s  life  (Sebanc  2003).  Within  childhood,  friendships  provide  an  opportunity  for  

skill  learning,  a  knowledge  about  the  self  and  others,  an  emotional  resource  in  times  of  need  and  

a  model  for  future  relationships  (Sebanc  2003,  p.  249).  John’s  peer  relationships  are  negative  

and  as  such,  he  has  no  close  friendships  within  his  school.  Therefore,  this  year,  a  goal  for  John  is  

an  improvement  in  his  ability  to  make  and  retain  positive  friendships  within  the  class.      

When  analysing  John’s  friendships,  his  classmate  Dean  has  been  identified  as  a  peer  he  often  

plays  with.  Although  from  the  outside  it  seems  as  if  the  two  students  are  friends,  it  is  interesting  

to  note  that  Dean  is  essentially  a  victim  of  John’s  bullying  behaviours  as  previously  discussed.  

Similarly,  to  the  controlling  and  aggressive  behaviours  he  uses  with  his  mother  Carol,  he  uses  

these  physical  and  verbal  tactics  to  bully  Dean.  School  management  have  identified  that  it  was  a  

damaging  decision  to  keep  Dean  in  the  presence  of  John,  however  through  a  range  of  strategies,  

I  hope  to  help  John  eliminate  his  bullying  towards  Dean  whilst  strengthening  their  bond  into  a  

positive  friendship  with  each  other.    

John’s  friendships  are  relatively  non-­‐‑existent  at  this  current  time,  which  could  be  due  to  a  range  

of  causes.  Of  major  influence,  as  discussed  previously  is  John’s  aggressive  behaviour  and  the  

fear  that  this  places  on  the  other  students.  A  correlation  has  been  recognised  which  displays  

that  boys  with  a  low  socio-­‐‑metric  status,  regularly  are  anti-­‐‑social,  have  low  peer  acceptance  and  

hold  aggressive  behaviours  (Lancelotta  &  Vaughn  1989,  p.  86).  Socio-­‐‑metric  status  is  of  
relevance  to  teachers  in  order  to  identify  the  friendships  within  the  class  and  the  acceptance  of  

particular  students.  Therefore,  after  a  short  time  of  teaching  my  students,  I  aim  to  give  students  

a  socio-­‐‑metric  status  questionnaire.  Students  can  be  categorised  from  these  tests  as  popular,  

rejected,  neglected,  controversial  or  average  (Warden  &  Mackinnon  2003,  p.  2001).  Whilst  this  

test  will  be  undertaken  by  John’s  peers,  I  believe  John  will  be  categorised  as  rejected  due  to  his  

aggressive  and  withdrawn  personality  traits.    

In  order  to  help  John  overcome  his  rejected  status  within  the  class,  I  intend  to  teach  the  whole  

class  social  skills,  to  help  John  gain  the  skills  which  are  integral  to  the  development  of  a  

friendship.  Some  key  skills  include  smiling,  eye  contact,  group  entry,  communication  skills  and  

having  a  friendly  nature  (Johnson  &  Johnson  1990,  p.  30).  In  order  to  apply  these  skills  in  the  

classroom,  the  students  will  be  asked  to  go  through  each  of  the  individual  traits  and  discuss  

what  these  look  and  sound  like  (Johnson  &  Johnson  1990,  p.  30).  Following  this  step,  students  

will  role  play  this  action  in  front  of  the  class  in  their  small  groups  (Johnson  &  Johnson  1990,  p.  

30).  This  activity  will  allow  John  to  practice  these  skills  with  a  variety  of  class  peers,  thus,  

increasing  his  chance  of  creating  new  friendships  whilst  learning  these  vital  social  skills.  My  aim  

for  my  classroom  is  one  which  is  supportive,  accepting  and  allows  all  children  to  form  close  

bonds  with  one  another.    

Conformity  and  Non-­‐‑Compliance:  Peer  Pressure  and  Peer  Influence    

Peer  relationships  are  deemed  extremely  important  in  the  lives  of  children.  Thus,  the  evidence  

is  extensive  outlining  the  negative  effects  of  children  having  no  close  friendships.  As  such,  these  

children  often  turn  to  conformity,  where  they  change  and  adapt  their  behaviours  or  beliefs  in  

order  to  gain  acceptance  with  a  peer  or  in  a  group  (Simply  Psychology  2016).  The  terms,  peer  

influence  and  peer  pressure  will  also  be  discussed  in  order  to  outline  John’s  behaviours  

regarding  his  peers.  As  these  behavioural  traits  are  evident  within  John’s  life,  they  will  be  

discussed  in  terms  of  these  relationships  with  his  family  and  his  peers.      
  

Within  a  family  context,  the  bond  between  siblings  have  been  recognised  as  having  an  

extremely  important  role  in  family  life  (Cicirelli  1994,  p.  7).  John  and  his  brother  Sam,  have  a  

positive  relationship  with  one-­‐‑another,  with  Sam  taking  a  protective  role,  looking  out  for  John  at  

school  and  at  home.  Whilst  this  relationship  appears  constructive  for  John,  it  has  led  to  the  John  

being  involved  in  questionable  behaviours.  Sam  has  brought  John  into  his  friends  ‘gang  like  

culture’,  where  they  take  part  in  activities  involving  drinking  and  doing  graffiti.  Whilst,  I  cannot  

detect  whether  John  was  peer  pressured  into  this  behaviour,  he  would  have  definitely  been  

influenced  by  Sam  and  his  friends.  Furthermore,  peer  influence  has  been  recognised  as  young  

children  being  influenced  by  “not  what  their  peers  say  or  do,  but  what  their  peers  will  react  to  a  

potential  action”  (Burns  &  Darling  2002,  p.  4).  This  finding  suggests  that  John  may  think  that  

Sam  and  his  friends  will  act  negatively  towards  his  choices  and  may  not  be  accepted  if  he  does  

not  conform.  Consequently,  this  has  the  ability  to  change  John’s  personal  choices,  due  to  the  fact  

that  he  would  not  want  to  be  pushed  out  of  the  one  group  who  accepts  him.      

As  previously  discussed,  John  lacks  the  peer  relationships  at  school  which  are  necessary  for  the  

positive  development  of  himself.  Within  his  school  context,  the  peers  he  often  plays  with  are  the  

ones  who  often  get  into  trouble  at  school.  Weerman  and  Smeenk  (2005,  p.  516)  outlines  that  a  

consequence  to  this  association  with  delinquent  friends,  will  respond  in  more  offending  by  the  

respondent.  Therefore,  these  peer  influences  are  negative  for  John.  Whilst  John  often  displays  

negative  behaviour,  he  has  not  got  any  close  peer  relationships  so  would  not  be  deemed  to  have  

been  influencing  his  peers  excessively.  However,  if  John  was  to  gain  greater  peer  relationships  

within  the  class  through  my  range  of  approaches  this  year,  I  hope  his  behaviour  has  rapidly  

changed  in  a  more  positive  way,  in  order  to  ensure  that  he  does  not  negatively  influence  these  

peers.    

 
A  key  factor  in  my  approach  to  reduce  conformity,  peer  pressure  and  peer  influence,  is  through  

facilitating  a  positive  classroom  climate.  This  climate  refers  to  a  place  which  is  inviting,  caring,  

fosters  values,  communication,  peer  relationships,  supports  academics,  and  allows  every  child  

to  succeed  (Orpinas  &  Horne  2009,  p.  49).  I  believe  this  classroom  climate  is  vital  for  students  to  

feel  safe,  secure  and  allow  them  to  express  their  individuality.  Through  the  development  of  a  

positive  classroom  climate,  I  believe  John  will  have  the  greatest  chance  to  form  effective  peer  

relationships.  This  is  due  to  him  feeling  more  comfortable,  and  where  other  students  treat  him  

with  respect  and  allow  him  to  join  their  friendship  groups.  I  believe  this  will  also  allow  students  

to  feel  comfortable  to  say  no  in  situations  they  could  have  been  influenced  or  pressured  into.  In  

summary,  an  environment  like  this  will  increase  a  sense  of  connectedness  to  peers  and  the  

school,  increase  academic  results  and  decrease  aggressive  behaviours  (Orpinas  &  Horne  2009,  

p.  49).      

Final  Conclusions  and  Recommendations  for  John    

As  it  has  been  discussed,  John  has  a  range  of  areas  which  I  aim  to  work  on  through  this  school  

year.  These  specifically  are  in  regards  to  attachment,  aggression,  friendship,  and  conformity  and  

non-­‐‑compliance:  peer  pressure  and  peer  influence.  Through  the  school  year  I  have  identified  the  

key  strategies  I  will  employ;  creating  a  positive  classroom  climate,  building  a  positive  

teacher/student  relationship  with  John,  involving  his  mother  in  classroom  activities,  integrating  

intervention  programs  targeting  aggression  and  teaching  social  skills  to  all  students.  I  believe  

these  approaches  within  my  teaching  will  allow  John  to  grow  as  an  individual.  I  aim  to  support  

John  in  every  aspect  of  his  schooling,  to  ensure  he  has  someone  in  his  life  who  believes  in  him  

and  will  take  every  action  to  allow  him  to  succeed.  Through  the  strategies  I  have  targeted  above,  

I  believe  will  give  John  every  chance  to  build  positive  relationships  with  his  peers  in  the  class.  As  

peer  relationships  are  fundamental  to  the  positive  development  of  an  individual,  it  is  imperative  

that  I  help  John  towards  this  life  path.    

 
Yours  sincerely,    

Emma  de  Cure      

   
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