Positive peer culture

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Positive Peer Culture (PPC) is an approach to promoting resilience in adolescence. It was developed in the USA in the 1960s by Harry H. Vorrath and Larry K. Bendtro .

Starting position

At its core, PPC wants to guide young people, despite all their problems, to focus their positive attention on other young people and to help them. There are many indications in research that young people of the same age are more likely to pose dangers. We're talking about cliques and gangs , less about friends or networks . There is no lack of indications as to why, where and how young people can and should support each other. Because the importance of peers in youth is increasing, there are risks associated with peer relationships, but also special opportunities. Young people orientate themselves in their behavior, their attitudes and their identity to other young people. PPC aims to create a positive place of social learning, a place characterized by a culture of mutual help.

Positive Peer Culture is an offer that was developed in home education and is now also being implemented in extracurricular and school offers. The approach uses the power of the peer group constructively. It was advanced in parallel in other theoretical contexts by Howard W. Polsky . Wine Delinquent Facility in Philadelphia works similarly and calls the approach (Grou Guided Interaction) . There are now institutions in German-speaking countries that follow this approach, e. B. Seehaus Leonberg or Projekt Chance . There is also experience with school and leisure activities.

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The young people are asked and instructed to help each other within their group. Regardless of their own problems, young people experience here that they can be helpful for others. This stabilizes your own self-worth in a positive and sustainable way.

Group meetings

The group meetings in the PPC approach follow certain rules.

  1. Problem naming: Every young person names a current problem, something that has happened in the last few days, which has preoccupied him and caused unpleasant feelings. It's about everyday problems. The problems can be classified using lists. Problems are seen as challenges, not as something that should not be had.
  2. Problem-finding round: only one problem is dealt with at each meeting. The young people try to decide unanimously who can bring their problem to this meeting. That can be discussed in the group. In the end, however, all young people have to agree to the decision.
  3. Description of the problem: The young person concerned describes his problem and the events connected with it objectively, preferably in chronological order. It represents who everything has to do with this problem. The other youngsters don't interrupt him.
  4. Inquiries about the state of affairs: The other young people can now ask if they have not understood something or if they still need information. These questions should remain factual.
  5. Inquiries about the emotional state and possible behavioral alternatives of those involved: Now the other young people should try to find out something about the emotional state of the people involved in the problem by asking questions. In addition, it should be discussed which behavior alternatives would have been possible in the respective situation.
  6. Design possible solutions: The group now jointly consider which possible solutions are available. The possible solutions should be discussed.
  7. Homework is distributed: The young people think about who can do which homework. The young person who brought up his problem should not be solely responsible for the solution. It is considered which young people can support him and how this can be done. The whole group should be included if possible. Whether the homework has been done and how it went will be discussed first at the next meeting.
  8. Feedback round : The moderator gives each young person feedback about his or her behavior at the group meeting.

Effects

Being able to help others can help you experience appreciation and build a positive self-image. By helping the other, one gains more positive meaning for the other. The interplay between helping and positive external assessment results in a positive self-assessment and stabilization of self-esteem . Trust, willingness to help, mutual responsibility and social skills grow. Acceptance, understanding and tolerance among one another increase. The young people talk about their own problems, weaknesses and strengths. Conflicts and crises are addressed, listening is learned. PPC is an approach that aims to make profound changes possible for young people who are considered difficult. The changes go beyond mere behavioral changes and have a lasting effect on personality development.

See also

literature

  • LK Brendtro, M. Mitchell: The organizational ethos: From Tension to teamwork. In: LK Brendtro, AE Ness (ed.): Re-education troubled youth. Environments for teaching and treatment. Aldine, New York 1983, pp. 94-122.
  • LK Brendtro, SJ Larson: The resilience revolution. solution-tree, Bloomington 2006.
  • LK Brendtro, A. Ness, M. Mitchell: No disposable kids. National educational service, Bloomington 2005.
  • K. Breuker, U. Bächle-Hahn, A. Schrenk: Positive peer culture in the home context. In: G. Opp, J. Teichmann (Ed.): Positive Peerkultur. Best Practices in Germany. Klinkhardt, Bad Heilbrunn 2008, pp. 103–128.
  • G. Opp, M. Fingerle (Ed.): What strengthens children. Education between risk and resilience. 2nd Edition. Reinhardt, Munich 2007.
  • G. Opp, J. Teichmann (Ed.): Positive Peerkultur. Best Practices in Germany. Klinkhardt, Bad Heilbrunn.
  • G. Opp, N. Unger (Ed.): Children strengthen children. Positive peer culture in practice. Körber, Hamburg 2006.
  • C. Steinebach, U. Steinebach, LK Brendtro: Peer relationships and health in adolescence. In: C. Steinebach, D. Jungo, R. Zihlmann (eds.): Positive Psychology in Practice. Beltz, Weinheim 2012, pp. 153–161.
  • C. Steinebach, U. Steinebach: Helpfulness instead of violence. Effects of Positive Peer Culture (PPC) in inpatient youth welfare. In: Our youth. 60 (7/8), 2008, pp. 312-320.
  • C. Steinebach, U. Steinebach: Positive Peer Culture with German Youth. In: Reclaiming Children and Youth. 18 (2), 2009, pp. 27-33.
  • C. Steinebach, U. Steinebach: Resilience Promotion in Adolescence. Use the strengths of peer relationships. In: H. Hackauf, H. Ohlbrecht (Ed.): Youth and Health. Juventa, Munich 2010, pp. 304-320.
  • U. Steinebach, C. Steinebach: Promoting strengths in a targeted manner. In: Care Management. 3 (1), 2010, pp. 13-18.
  • U. Steinebach, Ch. Steinebach: Check best practice. In: G. Opp (Ed.): PPC in practice. Klinkhardt, Bad Heilbrunn, 2008, pp. 157-173.
  • H. Vorrath, L. Brendtro: Positive Peer Culture. 2nd Edition. Aldine, New York 2007.

Web links

Individual evidence

  1. ↑ cf. C. Steinebach, U. Steinebach: Helpfulness instead of violence. 2008 and C. Steinebach, U. Steinebach: Resilience Promotion in Adolescence. 2010.