NCJ Number
127294
Journal
Journal of Correctional Education Volume: 38 Issue: 4 Dated: (December 1987) Pages: 138-143
Date Published
1987
Length
6 pages
Annotation
The intervention treatment for delinquent youth advocated by Positive Peer Culture (PPC) programs is based on two major assumptions: that the strongest influence exerted on a delinquent is by another delinquent and that anxiety causes change. The programs help delinquents identify problems and use them as opportunities for change by focusing on three general problem areas and nine specific problem behaviors; PPC also helps students to accept responsibility for their own actions.
Abstract
In the PPC structure, school becomes a cooperative learning experience in which assignments are a form of collective accountability. Cooperative learning structures are used for all that involve problem-solving skills; they instill a sense of self-esteem and interpersonal relations. While competitive learning structures may be used with drill activities or speed-related tasks, in general, the fear of failure or ridicule can harm a youth who is already troubled or experiencing behavioral problems. Furthermore, for troubled youth, social skills learning occurs most effectively within heterogeneous groups. Twenty-five administrators, members of the National Association of Peer Group Agencies, responded to a survey about PPC programs, indicating potential misuses of PPC methodology and uses a pre- and post-affective behavior testing. There was a recognition among the respondents of a need to collect hard behavioral data to assess a student's progress toward or failure to achieve increased self-esteem and positive behavior modification. 1 table, 1 figure, and 23 references (Author abstract modified)