Using specific educational and social strategies the Positive Peer Group Intervention Program (PPIG) is designed to improve self concept among at-risk students. Teachers were asked to identify children showing any one of four functional and/or dysfunctional characteristics of leaders (Positive Leaders; Controversial Leaders; Rejected Isolates and Neglected Isolates). 'Facilitators' worked with each of these groups. Since each group demonstrated qualitatively different social skills, it was hypothesized that the program would impact them differentially. Scales from the Piers Harris Children's Self-Concept Scale were analysed in a pre-post experimental-control design. After demonstrating statistically significant results, the differences among the four groups were investigated. The practical and educational implications of these differences are discussed.
Get full access to this article
View all access options for this article.
References
1.
Baumeister, R. F. , Smart, L. and Boden, J. M. (1996) 'Relation of Threatened Egotism to Violence and Aggression: The Dark Side of High Self-Esteem', Psychological Review103: 5-33.
2.
Blyth, D. A. and Leffert, N. (1995) 'Communities as Contexts for Adolescent Development: An Empirical Analysis', Journal ofAdolescent Research10: 64-87.
3.
Butler, L. A. (1997) 'Building on a Dream of Success', Principal76(5): 28-31.
4.
Canfield, J. (1990) 'Improving Students' Self-Esteem', Educational Leadership48(1): 48-50.
5.
Dinero, T. E. and McKeon, L. M. (1998) Research Report: Summary Findings of the Evaluation of the Positive Peer Group Program, 1996-1997. Twinsburg, OH: PSI Affiliates.
6.
Dinero, T. E. and McKeon, L. M. (1999) Research Report: Summary Findings of the Evaluation of the PSI Prevention Initiatives, 1998-1999. Twinsburg, OH: PSI Affiliates.
7.
Finn, J. (1989) 'Withdrawing from School', Review of Educational Research59: 117-142.
8.
Goodenow, C. (1993) 'The Psychological Sense of School Membership Among Adolescents: Scale Development and Educational Correlates', Psychology in the Schools30: 79-90.
9.
Griffin, D. L. (1995) 'Students At-Risk: Predisposing Factors, Warning Signsand Treatment Plans', Educational Considerations23(1): 26-28.
10.
Guiton, G. and Zachary, R. A. (1984) 'Criterion Validity of the Piers-Harris Children's Self-Concept Scale', paper presented at the Annual Meeting of the American Psychological Society, Toronto, Canada.
11.
Harmon, M. A. (1993) 'Reducing the Risk of Drug Involvement Among Early Adolescents: An Evaluation of Drug Abuse Resistance Education (DARE)', Evaluation Review17: 221-239.
12.
Harris, J. R. (1998) The Nurture Assumption. New York: The Free Press.
13.
Hawkins, J. D. , Catalano, R. F. and Miller, J. Y. (1992) 'Risk and Protective Factors for Alcohol and Other Drug Problems in Adolescence and Early Adulthood: Implications for Substance Abuse Prevention', Psychological Bulletin112: 64-105.
14.
Jenkins, J. E. (1996) 'The Influence of Peer Affiliation and Student Activities on Adolescent Drug Involvement', Adolescence31(122): 297-306.
15.
Keefe, K. and Berndt, T. J. (1996) 'Relations of Friendship Quality to Self-Esteem in Early Adolescence', Journal of Early Adolescence16(1): 110-129.
16.
Kirk. R. H. (1997) 'Inner-City Partnerships', Clearing House70(3): 116-116.
17.
Klein, J. D. (1997) 'The National Longitudinal Study on Adolescent Health', JAMA278(10): 864-865.
18.
Ladd, G. W. (1983) 'Social Networks of Popular, Average and Rejected Children in School Settings', Merrill-Palmer Quarterly29: 283-307.
19.
Leary, M. R. , Tambor, E. S., Terdal, S. K. and Downs, D. L. (1995) 'Self-Esteem as an Interpersonal Monitor: The Sociometer Hypothesis', Journal of Personality and Social Psychology68: 518-530.
20.
Manning, M. L. (1993) 'Seven Essentials of Effective At-Risk Programs', Clearing House66(3): 135-138.
21.
McKeon, L. M. and Rosenberg, S. (1998) 'Rebels with a Cause', Momentum29(1): 66-68.
22.
McNamara, K. (1996) 'Bonding to School and the Development of Responsibility', Reclaiming Children and Youth4(4): 33-35.
23.
McNamara, K. (1998) 'Service: A Promising Alternative forYouth at Risk', NASP Communique26(6): 35-36.
24.
Moore, C. W. and Allen, J. P. (1996) 'Effects of Volunteering on the Young Volunteer', Journal of Primary Prevention17(2): 231-258.
25.
Morris, T. L. , Messer, S. C. and Gross, A. M. (1995) 'Enhancement of the Social Interaction and Status of Neglected Children: A Peer-Pairing Approach', Journal of Clinical Child Psychology24(1): 11-20.
26.
Newcomb, A. F. , Bukowski, W. M. and Pattee, L. (1993) 'Children's Peer Relations: A Meta-Analytic Review of Popular, Rejected, Neglected, Controversial and Average Sociometric Status', Psychological Bulletin113: 99-128.
27.
Piers, E. V. (1984) Piers-Harris Children's Self-Concept Scale (revised edn). Los Angeles, CA: Western Psychological Services.
28.
Platten, M. R. and Williams, L. R. (1981) 'Replication of a Test-Retest Factorial Validity Study with the Piers-Harris Children's Self-Concept Scale', Educational and Psychological Measurement41: 453-461.
29.
Reese, J. (1998) 'The Impact of Community-Based School Service on NinthGrade Students' Self-Esteem and Sense of Civic Inclusion', Dissertation Abstracts International Section A: Humanities and Social Sciences58(11A): 41-46.
30.
Resnick, M. D. , Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones et al. (1997) 'Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health', Journal of the American Medical Association278(10): 823-832.
31.
Rosenberg, S. L. (1999) 'The Need to Belong', American School Board Journal186(9): 26-28.
32.
Rosenberg, S. L. , McKeon, L.M. and Dinero, T.E. (1999) 'Positive Peer Solutions: One Answer for the Rejected Student', Phi Delta Kappan: 114-118.
33.
Rosenberg, S. L. , McKeon, L. M. and McNamara, K. M. (1999) 'Work: It's Really Not a Four-Letter Word', Principal79(2): 55-56.
34.
Rossi, R. J. and Stringfield, S. C. (1995) 'What We Must Do for Students Placed at Risk', Phi Delta Kappan77(1): 73-76.
35.
Schine, J. (1997) 'School-Based Service: Reconnecting Schools, Communities and Youth at the Margin', Theory Into Practice36(3): 170-175.
36.
Shavelson, R. J. and Bolen, R. (1982) 'Self-Concept: The Interplay of Theory and Methods', Review of Educational Research46: 407-441.
37.
Shechtman, Z. (2000) 'An Innovative Intervention for the Treatment of Child and Adolescent Aggression: An Outcome Study', Psychology in the Schools37(2): 157-167.
38.
Switzer, G. E. , Simmons, R. G., Dew, M. A., Regalski, J. M. and Wang, C. (1995) 'The Effect of a School-Based Helper Program on Adolescent Self-Image, Attitudes and Behavior', Journal of Early Adolescence15(4): 429-455.
39.
Tobler, N. (1993) 'Updated Meta-Analysis of Adolescent Drug Prevention Programs', in C. Montoya, C. Ringwalt, B. Ryan and R. Zimmerman (eds) Evaluating School-Linked Prevention Strategies:Alcohol, Tobacco and Other Drugs, pp. 71-86. San Diego, CA: UCSD Extension, University of California.
40.
Werner, E. (1996) 'Observations on Resiliency', Resiliency in Action1(1): 18-29.
41.
Wonderly, D. M. (1991) Motivation, Behavior and Emotional Health: An Everyman's Interpretation. Lanham, MD: University Press of America.
42.
Wonderly, D. M. (1996) The Selfish Gene Pool. Lanham, MD: University Press of America.
43.
Wonderly, D. M. (1997) The PSI Model. Twinsburg, OH: PSI.
