ABSTRACT
Teachers and principals who daily confront irresponsible behavior among students frequently come to see the peer subculture as a negative support system that impairs the teacher/learning process. If PPC in specialized treatment settings is able to transform highly troubled youngsters into responsible individuals, then why cannot the public school system as well benefit from such programs? While positive peer culture to date has a stronger program based in residential settings than in schools, there is a growing interest in extending this methodology into the education arena ([5], [6], [9]).
