Teacher reactions to and recommendations for the Boston College Conflict Prevention Program for sixth and seventh grade inner city students

Judith Ellen Robinson, Boston College

Abstract

This study examines the perceptions of inner city middle school teachers to the Boston College Conflict Prevention Program (BCCPP). A seven-week conflict prevention curriculum was taught by 14 classroom teachers at the sixth and seventh grade levels in the Boston Public Schools. Qualitative data was collected from classroom observations recorded by a trained group of Boston College undergraduates, teacher notes and recommendations about the lessons, and through individual interviews with participating teachers and the principals of each of the schools. Through data analysis seven categories of feedback regarding the curriculum were identified. The categories are program and lesson content, participant reports of student reactions to the BCCPP, level of teacher participation, contextual appropriateness of the BCCPP, grade appropriateness, program format, and curriculum integration of program material. Results indicate that teachers and principals believe that teaching self control techniques to students is an integral aspect of conflict prevention. Teachers regard the teaching of self control as the overarching goal of the BCCPP and that conflict prevention will be one of the outcomes. Students also responded positively to the use of self control techniques which they saw as something useful that can be applied to their family, school and work lives. Teachers and principals emphasized the need for teachers to understand the family background, peer relations, life experiences, and developmental level of their students to most effectively teach the BCCPP. A significant number of teachers and principals stated that the BCCPP should be taught to sixth grade students. Participants also stated that the program should be taught at the beginning of the academic year and be integrated throughout the entire curriculum. The results of the study indicate that teachers and principals believe that the BCCPP should not only address individual student needs, but be fully integrated into the educational system and the community. It seems that the most effective prevention program incorporates developmental theory, community psychology and public health practices.

Recommended Citation

Judith Ellen Robinson, "Teacher reactions to and recommendations for the Boston College Conflict Prevention Program for sixth and seventh grade inner city students" (January 1, 1997). Boston College Dissertations and Theses. Paper AAI9818639.
http://escholarship.bc.edu/dissertations/AAI9818639