We have all heard of peer group pressure. Funny, isn’t it, that a phrase like this takes on such sinister overtones. We believe, far too easily, that peer group pressure is a label one applies to young people who have done something wrong. I take issue with the assumptions behind such a belief.

‘Peer’ has an interesting pedigree in the English language. A mere century after it came into the language in the thirteenth century, the word already had noble connections! Still today a peer in the British parliament is a person of considerable standing (or is supposed to be!). But that aside, in normal parlance one’s peer is one’s equal, age notwithstanding. Adults have peers too. Let’s not restrict the word to adolescents alone.

‘Pressure’ is a word that in itself is morally neutral. Unfortunately the complexities of twentieth-century living often make pressure a state of harassment, undue concern and worry. But it can also be a state of support, positive persuasion - even ministry to one another. It can be a force for good rather than one for evil.

And ‘group’? We live in a world where supposedly we have more understanding of how the human person ticks, and yet we mistrust or misconstrue the group process, fear it, label it as inert, conforming or, on the other hand as reactionary. We speak of a ‘pressure’ group!

Community, support, growth together, ministry. These are words with which we are familiar at St. Joseph’s College, and which we believe are very much part of the educational process. One doesn’t have to read much of the life of the Founder of the group of educators who administer St. Joseph’s (his name was Don Bosco) to realize not only how sociable he was, but also how he creatively distilled this natural urge to group, come together into experiences of a positive and formative kind. Young people working for and with young people - it is a value the world cannot do without.

Group experiences, of the kind we constantly try to engender at the College have clear educational value in that they:

• Presuppose free participation
• Are an authentic activity for the young
• Stress sensitivity in the service of one’s neighbour
• Bring about a common aim and commitment, including with the educator (teacher, parent, other) who often has an animating role to play in the group experience.
• Are capable of providing a vision of hope for the future
• Assist individuals to discern their true calling in life
• Foster generous, even heroic service of one’s neighbour by providing a higher motive.