Adolescence is a stage in which people undergo some physical changes and to which they try to adapt themselves. Adolescent wants to know his/her identity and to discover what he/she wants to do. He/she wants to conduct his individual personality successfully in various areas like interpersonal relations, opposite sex, sexuality and moral values. It is important for adolescents to be accepted, to be liked and to adapt to others. For this reason, some adolescents can perform unwanted behaviors only to adapt to their friends. Especially adolescents with emotional problems have more friendsupport than family support. Friend support may cause adolescents to be controlled by their friends, which may lead to peer pressure Helsen et al., 2000 in Yıldırım, 2007 . Peer pressure is the affect created by children peer groups on the other group members; especially it is the power of gaining conformity. Studies have shown that obedience tendency to peer pressure starts regularly in elementary schools and goes on in adolescence stage dramatically Budak, 2000 . Peer pressure that affects children and young people is mostly negative, but sometimes positive situation. In studies so far, peer pressure is usually handled as a negative situation Aydın, 1999 . Usually negative peer pressure is a problem for both sides, that is, for the peers that are exposed to and the ones that impose pressure. Researchers think that it is necessary to decrease peer pressure in order to reduce negative factors in work places and schools. For this purpose, in the study, it was tried to decrease pressure behaviors of peers by means of group psychological counseling. It was expected that group psychological counseling sessions would decrease peer pressure. This study was conducted using the complete experimental method. The research is an experimental study based on pre and post tests which are real experimental models. The sampling group of this study consists of 24 male students, between 15 and 16years old, who were divided into 12 experimental and 12 control groups. The sampling groups were selected among the secondary school students who attend the first grade between 2007 and 2008 in Konya, Cihanbeyli. The purposeful sampling method was used in forming the groups after meeting managers, teachers and volunteer students who apply peer pressure. The participants were placed in the groups according to alphabetical order. Control group was dated a further time for placebo group experience. Peer pressure scale: Peer pressure scale is a 5 point Likert type scalethat was developed by Esen 2002 . The validity and reliability of the scale were completed by Esen 2002 . In the study, 8 group psychological counseling sessions that were structured by eclectic approach were applied in order to decrease peer pressure. An eclectic approach was applied in the study. Control group was applied nothing. In the beginning, experimental and control groups were applied peer pressure scale. Sessions took 90 minutes for 8 weeks once a week. In the end, both experimental and control groups were applied peer pressure scale once more. In the following table, the information concerning experimental process is given. In the first session, group leader firstly introduced himself and indicated the purpose, the importance of the rules were mentioned, rules were said and the day, hour and places of the sessions decided and other explanations were made in order that members had knowledge about the content. Next, name stories were used to let members introduce themselves by saying their name stories. In the second session, group members were given more detailed information about peer pressure and other basic terms. They were then assigned for the next sessions so that they could note their peer pressure experiences and bring them to the group. In the third session, members were asked to note and share their peer pressure experiences they had with the group. What kind of feelings they had during these experiences were indicated. In the fourth sessions, previous week was evaluated and they were asked to share anger and irritation feelings in the group. Members’ communication skills were focused and some exercises were done in order that they could express themselves better. In the fifth session, previous week was evaluated, their weekly experiences were evaluated and they were asked to share their experiences in the group. In the sixth session, members were asked to share their daily feeling they told others to create awareness and to help them Express their feelings in a health way. They were tried to gain awareness about their positive and negative feelings and feeling they use most. In the seventh session, previous week and their weekly experiences were evaluated. Next, they were informed about automatic thoughts that they use during peer pressure in order to create awareness. In the eighth session, previous session was evaluated and their negative feelings were shared in the group. Then, over all sessions were evaluated and what they gained during their experiences and the sessions that affect them most and accompanying feelings were shared in the group. Sessions were concluded with love bombardment. SPSS 11.0 package program was used to analyze the data, Mann-Whitney U test and Wilcox on for repeating analysis as statistical technique and indicative sequences test was used. As a result of application of the study, significant results at p