A comprehensive package of materials focussed on peer counselling, helping and leadership. Includes a 143 page administrators/staff manual divided into three sections: guidelines for administrators, implementing procedures and strategies for staff, and teaching peer helping. Also includes a 96 page student workbook.
Canada's leading training manual based around three major areas cited by counsellors as most important in relation to establishing a peer counselling program: (1) basic principles of peer counselling, (2) details of the day-to-day training sessions, and (3) an extensive bibliography. Also available in French under the title: Co-Conseil: Développé par le projet du co-conseil.
This article details the rationale, origins, and practice of peer counseling, a system of training people to help other people through empathy and decision-making. Specific applications are described, with particular attention to involving adolescents as peer counselors. The article illustrates the training model of peer counseling as developed by the Peer Counselling Project at the University of Victoria, including recruiting and selection of volunteers, the training process and training content, and the assignment of students as peer counselors. The use of the model with other groups is also discussed. The materials conclude with an exercise that may be used with adults to help identify peer-related decision- making processes. (Author/JAC) (ERIC Document Reproduction Service No. ED 221 805).
A step-by-step manual for training non-professional, "non-psychologists." The 12 module training program, begins with a pre-test of communication skills, gives explanations, examples and practice in genuineness, questioning, confrontation, problem solving, empathy and summarizing skills. It offers information on problems, pitfalls, evaluation needs and setting up a program. Has an accompanying workbook, Peer Power.
Practical suggestions to assist peer counselors in making effective referrals are provided. Information needs of peer counselors as to the services they provide, their roles, and available community resources are discussed. Using effective communication skills and continuous supervision and training of peer counselors are considered. (RC).
Offers a conceptualization of support groups, differentiating them from counseling and psychotherapy groups. Discusses implications for group formation, membership, and format. Support groups can be relevant to both remedially and developmentally oriented helping efforts, as surrogate support systems for persons who have experienced support loss. (Author/JAC).
Designed to prepare high school students to assist school counselors in incorporated career guidance and job training skills into an ongoing high school guidance curriculum. The materials focus on training students to listen to the problems and concerns of other students, to provide career information, to learn problem-solving and decision-making strategies, to develop job-getting skills, and to prepare an Individualized Career Education Plan. The guide includes training in communication skills, leadership, decision-making and problem-solving skills, and peer counseling techniques. Provided are a peer group counseling 2-day training outline, teaching/learning aids, and evaluation forms. (JAC) (ERIC Document Reproduction Service No. ED 220 763).
This book traces the evolution of Dr. Varenhorst's Peer Counselling program begun in 1970. It provides practical advice and examples of basic skills that adolescents need to make friends. It also describes how the program has developed out of the successfulness of using these approaches to help young people care for themselves and others and reach out to those with problems. Selection and training of peer counsellors, as well as program implementation suggestions are presented. (JF).
Describes an educational procedure in which students counsel and help facilitate the positive growth and development of other students in their own age group. The materials present a model peer counseling training program consisting of 32 sessions in which group process is used, including eight components focusing in the skill development areas of: (1) team building for cohesion, self awareness and awareness of others, (2) values clarification, (3) effective communication skills, (4) constructive feedback techniques, (5) assertiveness training, (6) effective problem solving and conflict resolution, (7) career planning, and (8) effective tutoring. Steps in developing the training program and determining its objectives are presented with facilitator guidelines. Sample forms are included for planning, activities, discussion questions, and evaluation as well as practices which tend to sabotage peer counseling programs. (JAC) (ERIC Document Reproduction Service No. ED 225 092).
A Peer Group Counseling program, is presented as a model. The program objectives focus on improving enrollees' feelings of self-worth and self- confidence; enhancing learning skills; supplying job-seeking skills; and stimulating a desire for knowledge. Attainment of the objectives is described and measured by operational and performance standards, assessment standards, counseling standards, counselee's termination standards, and follow-up standards. Local labor market information is provided. Although geographically specific, this document could serve as a model for similar programs elsewhere. (KMF) (ERIC Document Reproduction Service No. ED 199 586).
This study developed a systematic peer counsellor training programme for use with secondary school students. The effectiveness of the training programme, as measured by accurate empathy, and changes in self-esteem of the peer counsellors were assessed within a pre-test/post-test control group design. Analysis of covariance yielded significant results for the trainees acquisition of facilitative skills; however, significant results were not obtained on either aspect of the self-esteem assessment.
Studied student paraprofessional helping skills training and training in delivering a structured group program in social anxiety. Their results in leading groups were little different from those achieved by professional counselors. Differing styles of the paraprofessional and professional leaders are discussed. (Author).
Discusses reactions to a psychotherapy training method suggested by B. C. Finney. Anecdotal report suggests that peer therapy is an intellectually and emotionally rewarding experience.
When asked to rate the adequacy of their training, American Indian mental health paraprofessionals' response showed the desire for additional training, particularly education leading toward academic degrees. Inservice training was also valued.
Describes a peer counseling training program conducted with eight trainees representing a variety of physical disabilities. The training program was composed of two components: (a) experiential: a group activity enabling participation from trainees, and (b) cognitive: a proficiency based counseling training program. A post training evaluation of the trainees' counseling skills and their preferences as peer counselors was conducted by other trainees.
Important issues for the field of rehabilitation are raised concerning disabled persons becoming counselors of other disabled individuals. The need for rehabilitation counselors to critically evaluate this issue is emphasized. (SEW).
A study of student paraprofessional peer counselors showed the California Psychological Inventory (CPI) to be useful in rating the effectiveness of Freshmen Assistants. Results from individual criterion measures can also be applied to results from combinations of these measures. Future research should control for demographic influences. (JAC).
Compared peer counselor processing of different types of clients' problems presented by telephone with how they processed clients' problems when presented in person. Results indicated that the telephone was used most frequently for all types of problems, and that peer counselors responded differently to different types of problems. (Author/RC).
The results of this study indicate that untrained peer counselors are likely to fall prey to the fundamental attribution error of blaming other students for their academic failures and to suggest plans of action to other students that imply that the student should change their own negative traits and behavior (and not that they should restructure their environments or seek outside help). Differential effects of sex of peer counselors were also noted.
A final report describing the results of a project whose purpose was to establish a permanent resource for the development, dissemination and evaluation of information related services in the area of peer counselling.
This document contains a computer search of the ERIC database on the topic of peer counseling along with a narrative that highlights documents, identifies issues and trends, and suggests implications for guidance professionals. The concept of peer counseling is introduced and examined in terms of its history and rationale. Roles of peer counselors are reviewed and functions of peer counseling are enumerated in both direct and indirect helping relationships. A description of the selection of paraprofessional positions and individuals to fill those positions is followed by a discussion of peer counseling training objectives and procedures. Peer counseling programs are described at various educational levels, with special populations, and in nonacademic environments. Literature on evaluations of peer counseling programs is reviewed in which client and counselor perceptions of program effectiveness are considered. Program advantages and disadvantages are discussed. Finally, implications for counselors are suggested. The Reference section contains the complete computer search of ERIC journals and documents. (NRB).
This comprehensive bibliography, designed for those in self-help and paraprofessional practice, is organized around five major topics: (1) Community Mental Health and Community Psychology (100 pages), (2) Counseling Psychology; Counselor and Higher Education (65 pages), (3) Social Work and Social Services (22 pages), (4) New Careers: Career and Manpower Development (48 pages), and (5) Allied Professions and Disciplines (69 pages). The introduction includes a definition of the scope of the major areas, and a discussion of the nature of paraprofessional work, factors which fostered the use of paraprofessionals, and the rationale for self-help and paraprofessionalism; and an overview of the paraprofessional movement. A supplementary listing of 17 smaller, less comprehensive bibliographies on the topic is also included in the introduction. The more than 2,000 citations from books and journals are arranged alphabetically, by author, within each of the five major sections. (Not annotated) (AG) (ERIC Document Reproduction Services No. ED 230 853).
This Journal is published two times a year and covers the whole spectrum of peer counselling aspects and events. (Formerly called The Peer Counsellor Newsletter.)Subscriptions are free. The address for this publication is: Peer Resources, 1052 Davie Street, Victoria, British Columbia, V8S 4E3, Canada.
(See 10002)
Research examining direct peer mediation is presented and evaluated. The experimental studies reviewed are divided into three major areas: (1) peers as tutors, (2) peers as reinforcing agents, and (3) peers as facilitators of generalization. Conclusions, clinical applications, and future directions follow. (Author/ CMG).
Assessed the usefulness of a microtraining package for developing empathic communication skills of peer counselors (N=16) in a therapeutic community of forensic psychiatric patients. Patients were assigned to the skills (empathy training) group, or the attention group, where they viewed counseling films. The skills group gained greater counseling skills. (BH).
This review chapter summarizes the literature on the training of peer counsellors, identifies and identifies future trends and research emphasis. It begins by distinguishing the peer counsellor from paraprofessionals and traces the historical influences and theoretical underpinnings of the model. The section on future directions alerts the reader to the need to develop outcome measures for clients served as well as to differentiate how clients are uniquely served by peer counselling.
Examinations of four programs in which young people have consistently excelled shows common elements, despite differences in setting, population, and goals. The four programs, which exemplify problem solving, peer counseling, community service, and communication respectively, include: (1) the Youth Action Program in New York City, a community improvement program created and run by East Harlem youth with the help of adult facilitators; (2) the Rap Room, located in a Hartsdale, New York high school, a drop-in peer counseling center staffed by students trained by a school psychologist; (3) the Family Life Theatre in New York City, in which, with the help of adult mentors, high school students develop and present short skits on health- related issues for other young people and community groups; and (4) Youth Communication/Chicago Center in Chicago, Illinois, in which teenagers, with the help of adult facilitators, work to promote positive ideas about the role of adolescents in society. Elements common to all and which seem to be requisites for excellence, are meaningful and challenging work, a collaborative group that allows for both structure and flexibility and provides responsible roles for youth, facilitating roles for adults that permit careful preparation and training of youth, opportunities for reflection, and rewards for excellence. (CMG).
The training therapy principle was examined by pre- and post-comparisons of volunteers and nonvolunteers in a peer-administered training program in helping skills. After training, the volunteers reported significantly higher levels of empathy. Non- volunteers showed almost no change. (Author).
This article traces the evolution of the Carkhuff models from the skills technologies of the Human Resource Development (HRD) processes through the HRD systems designs to the Human Productivity System model. The HRD processes are derived from learning strategies which are facilitated by certain living, learning, and working skills. In turn the HRD processes yield Carkhuff's HRD systems designs: individual potential systems; instructional systems; and management systems. Finally, the HRD systems converge in the Human Productivity System. The basic formula for the Human Productivity System involves maximizing results outputs and minimizing resource inputs. The implications for education are drawn and considered. (Author).
The thesis of this review is that the global concept of social support should be abandoned in favour of more precise concepts that fit narrower models of stress- distress relationships. Distinctions between measures of social embeddedness, perceived support, and enacted support are consistent with studies that find they are related only mildly. Literature is reviewed to determine which social support concepts show positive or negative relationships to life stress and distress. Six models are presented to illustrate important findings and to demonstrate how specific support concepts may fit unique models. The issue of confounds and future research are also discussed. (Author).
Suggests that close-minded individuals are more likely to experience a positive change in non-verbal perceptiveness when they are involved in peer microteaching with public feedback. (RL).
Over the past decade, the Adlerian concept of social interest and the educational tool of peer counseling have continued to gain significance within the mental health field. Social interest, one of Adler's (1956) theoretical cornerstones, is defined as "an interest in the interest of others" (Ansbacher, 1968, p. 140). Adler held that social interest is not an inborn quality; instead, each person has an innate potential to develop a strong social interest. In conjunction, peer counseling is postulated as one of the most effective methods by which to teach people to help other people (Myrick & Erney, 1978, 1979; Samuels & Samuels, 1975; Neely, 1979, Pais, 1978; Kaplan, 1978). If indeed social interest is learned, then peer counseling could be an effective method by which to learn it. The literature reveals that little research has been undertaken to determine whether or not social interest as a mental health barometer can be impacted by some type of developmental program or social experience. This study was designed to help bridge that gap in research and to specifically investigate the effects, if any, of the experience of a peer counseling training program on the development of the social interest of high school juniors and seniors. The results of this study have important implications for other school counselors working with young people. This study suggests that the mental health of adolescents might be positively impacted by helping them to help themselves by helping others. This action-oriented approach to therapy is consistent with Adler's view that sooner or later an individual must do something in order to precipitate growth, and it could well be that getting involved with others in a helping relationship is one of the most powerful forms of therapy. (Authors).
Psychology majors can benefit from learning interviewing skills (Boltuck, Peterson & Murphy, 1980; Keeley & Kreutzer, 1981; Korn, 1980). In my opinion the best technique for such training is supervised practice (France, 1982). Role playing in small groups is an excellent training device, but, given the best of circumstances, an hour of this kind of training provides feedback for only three participants. Consequently, as an instructor of an undergraduate course in interviewing techniques, I face a dilemma: How can students receive regular face-to-face supervision within the weekly allotment of 2 1/2 contact hours? My solution to the problem is to use graduates of the course as trainers. Other helping skills instructors who face the problem of providing face-to-face supervision within a limited time frame may want to consider using peer trainers. This approach can be a learning experience for the leaders, can help to clarify important issues for class members, and can provide supervision that otherwise might not be available. (Author).
The peer career counselling educational training model has six components that are designed for a secondary school career development program. The peer career counsellors are trained in communication skills to facilitate self exploration, values, life/career planning, decision-making, ethics, and referral while working in their own social network. In addition, the model is designed to assist the school counsellor in implementing increasing services by utilizing students to help other students. (Author).
The article offers a conceptual review of the structure of programs for middle graders and combines a summarizing survey of research and anecdotal material. Several factors are discussed: selection, training, curricula, age appropriateness, logical and systematic procedures, student availability and projects for peer facilitator. Overall, the article discusses and shows how the special needs of middle graders should be accounted for in program development, and some of the pitfalls if these needs are not addressed. (BH/ Author).
A peer counselling curriculum at the high school level has been developed and implemented. The program employs two phases: training, and practicum using senior student volunteers and junior students as clients. Program materials are available at cost.
The author presented the idea that peer helping is a product of our times; it is a phenomenon new to therapy and the helping professions. The giving away of psychological skills--the teaching process (by therapist to peer helper)--produces certain effects in the peer helper. These accrue through gaining empathic skills and experiencing the curative factors (while involved in the group training process). (Author).
In two studies, college students evaluated the instrumental or empathic responses given by peer counselors (Study 1, N=128) or friends (Study 2, N=48) to undergraduates' brief descriptions of their personal problems. All stimuli were presented in written form. In neither study did the sex of either member of the helper-helpee dyad significantly influence the subjects' evaluations. Instrumental responses were considered more helpful in both studies, but students rated peer counselors more likely to give instrumental responses and friends more likely to given empathic responses. Overall, females rated peer counselors' and friends' responses as being more helpful than males did. (Abstract).
This study describes the evaluation of a training program to train peer career counsellors. Over 130 people received specific skill and peer career program development training in the summer of 1984. Results of an evaluation conducted at the end of the training and six months later as a follow-up assessment showed that the training was considered by participants as both worthwhile and effective. An outline of the content, process and training principles are provided. (RAC).
Published several times a year with articles focusing on the activities of various peer programs within their region. Additional articles are also valuable for training and program development.
The official publication of the National Peer Helpers' Association. Feature articles, news from various state organizations and peer programs. Published four times a year. Subscriptions can be obtained for a fee from NPHA, Post Office Box 2684, Greenville, North Carolina, 27834.
Eight peer counsellors who differed as to their level of training were randomly assigned to lead four groups for the duration of eight sessions during a three day retreat of an adolescent student organization. Four peers had received a year's training and practicum (high training) and four had received a minimum of training, consisting of three, four-hour workshops (low training). Analysis of the verbal interactions of the sessions indicated no significant differences between the high and low groups on the Hill Interaction Matrix HIM-G measures. Results are discussed in reference to implications for peer counsellor programs. (Author).
The first of these two studies examined the relationship between adolescents' scores on a social desirability questionnaire and scores of negative, positive, and total life events. Only number of positive events was significantly related to social desirability. The second study compared various scoring strategies with respect to their intercorrelation and their ability to predict adolescents' maladjustment (depression, anxiety, and number of missed school days). The results demonstrated that (a) total number of events and readjustment-weighted life change scores were equally predictive of the maladjustment criteria; (b) negative events, but not positive events, however scored, were significantly related to the maladjustment criteria; (c) indices based on psychologist-judges' ratings of event desirability were not more predictive of the maladjustment criteria than were indices based on the adolescents' self-reports; and (d) uncontrollable negative events and controllable negative events were equally predictive of the maladjustment criteria. (Authors).
This paper describes a non-school oriented peer-helping program. Adolescents who could benefit from such a program include pregnant teenagers who refuse to go to prenatal classes, heavy marijuana users who continue their habit despite counseling, overweight teens who won't stick to a diet, diabetics who are unwilling to test their urine, and cystic fibrosis patients who skip physiotherapy. This paper describes selection of leaders, recruitment of adolescents, designing the program, and supervision. (Author/SS).
Aftercare interventions that use social support strategies hold promise for increasing the posttreatment success of youths placed in residential and institutional treatment facilities. This review evaluates programs in which social support strategies are used to facilitate the community adaptation of troubled adolescents. Peer support, including positive peer culture groups, are reviewed. The evidence shows that the development of supportive relationships and prosocial networks in a youth's community, school, and workplace and among parents and family members is important to success in community reentry. The final section outlines research necessary to advance the development and application of aftercare interventions for institutionalized adolescents returning to the community. (Author).
Studied the training of 10 male volunteer undergraduates (mean age 19 years) as nonprofessional peer counselors to determine the effects of the peer counseling program (PCP) on the Ss' self-concept and to review the effectiveness of the peer counseling model. Ss underwent a pretest, PCP, and posttest. Ss were given an index of communication developed along the lines of R. R. Carkhuff's (1969) "standard helpee" method, a Self-Concept Inventory by S. Sharma (1974), and Carkhuff's Facilitative Interpersonal Functioning (1969) to evaluate learned skills. The nonparametric sign test assessed significant differences among the means for all variables except two skills--self-disclosure and confrontation. The PCP produced a significant improvement in the overall counseling skills and some improvement in individual skills. Results indicate a favorable and encouraging trend of peer counseling in India. (Psyc Abstr).
Social support has been shown to be one way to modify the long-term effect of the death of a parent. School counsellors are in a position to be able to effect the amount and kind of support provided to bereaved teenagers. The peer support group is an effective way to help teenagers deal with a loss, one that most group participants have experienced as beneficial. This paper summarizes the effectiveness of a peer support bereavement group operating in Peel County, Ontario. (Author/SS).
The purpose of this paper is to give information on some of the basic decisions to be made in developing a peer-counselling program. At almost every decision point there are effective programs operating following either direction. The main concern of this paper is to describe what the key decisions will be and how to have a well-formed philosophical base from which to make those decisions. (Author/SS).
This study examined two issues related to the use of nonprofessional counselors (n = 159) within the context of a diversion program for juvenile offenders. First, the relationship of the nonprofessionals' personality traits and general attitudes to client outcome was examined. No statistically significant correlations were observed. Second, the differential impact of various training and supervision factors was examined in terms of nonprofessional satisfaction, attitudes, and locus of control. Results suggested that training intensity, training content, and supervision setting may influence nonprofessionals' attitudes towards various social groups and their satisfaction with the nonprofessional experience. (Authors).
Despite its significance, the field of informal peer counseling remains relatively unexplored. This study focused on the therapeutic responses that laymen give to and desire from their peers. In two separate studies, S's indicated their reactions to scripts presented in booklets or on tapes. S's were instructed to respond to these scripts as if the problem were being presented by "a friend". As expected, females tended to be more receptive and nurturing than males. These results were consistent with a view of females as more other-oriented than males. Males did not indicate greater usage of any category of responses compared with females in either experiment; thus, they did not appear to be more rejecting overtly than females, although they seemed less actively helpful. The stimulus person's emotions had a major impact on therapeutic responses. Sadness elicited more nurturing responses and more positive evaluations than anger. Sex-of-target effects in both studies provided very weak support for the view that specific emotions would be responded to differentially, depending upon the target sex. The authors discuss implications of these results for peer counseling as a form of preventive therapy. (Author/PC).
The relation between understanding of friendship and asociality was examined in 91 girls and 104 boys ranging in age from 9 to 17 years. Consistent with previous research, older children had higher understanding of friendship scores than younger children, and girls had higher understanding of friendship scores than boys. The relation between understanding of friendship and asociality was significant only for boys. Difficulty in understanding components of friendship appears to be one correlate of boys' delinquent tendencies. (Authors).
Describes a program in which a total of 4 male and 13 female chronically ill adolescents have spent from one to three summers working beside other adolescents as counselors to chronically ill hospitalized children. S's are helped to cope with their illness while helping their peers. The program directly addresses three areas of concern and stress in the lives of the chronically ill adolescents: poor body image, social isolation, and self-control. (Psyc Abstr).
Describes a training program designed to prepare youths to offer support to peers experiencing the death or terminal illness of someone close to them. The program provides an introduction to the hospice concept, and examination of Ss' feelings about death and dying, training in communication skills, and discussion of religious and ethnic ideas concerning death. Evaluations obtained from 26 participants, mostly high school females, indicate the value of the program. (Psyc Abstr).
Describes role-playing techniques used in the training of peer counselors and other mental health paraprofessionals and presents several cases to illustrate how trainees learn to use skills, to define the role of counselor, and to cope with client problems that are outside their range of experience. It is suggested that role-playing sensitizes the trainees to the value systems and feelings of others and brings an understanding of how this can facilitate or hinder the counseling process. (Psyc Abstr).
Canada's leading training manual for elementary students. Provides step- by-step training activities plus examples of materials, forms and handouts for students. This manual has been translated into French.
These research findings lend support to the hypothesis that the group will determine how ambitious its members will appear; how hard working they are; how they speak, dress; what music they listen to; what prejudices they uphold. Although friendship clique membership, to a large extent, influences the overt behaviour of an individual, it will not necessarily influence any change in internalized attitudes and beliefs. (Authors/RKY).
Some presumed strengths and weaknesses of peer group approaches are discussed as the basis for this study, in which students' and staff members' perceptions of social climates in two peer-group and two non- peer-group residential treatment agencies were compared. Students from the peer group agencies sampled, reported significantly greater satisfaction with their social climates than their non-peer-group contemporaries, and staff/student perceptions were more congruent in the peer group agencies than in the non-peer-group agencies. The results suggested that peer group programs can provide healthy, responsible therapeutic communities, and other implications are discussed as well.
This article is Wasmund's rejoinder to comments concerning his original research article on Positive Peer Culture. Although in agreement with most of the criticisms, Wasmund underlines the fact that certain issues like costs of institutional programs, their effectiveness and who is responsible for their implementation remain outstanding. (KM/NPC).
Comments on two research articles on Positive Peer Culture, one by Wasmund and the other by Davis, Hoffman and Quigley, Feedback is given and suggestions are made for improvement. (KM).
The purpose of this study was to identify students in the second, third, and fourth grades low in social status by means of a peer rating of acceptance, and to determine whether social skills intervention with these students would be more effective when delivered in the presence of high-social-status (HS) students with good social skills. Thirty-five students were identified as low-social-status (LS) students who were deficient in social skills. These LS students were assigned to one of three groups: intervention paired with HS peers, intervention without HS peers, or no social skills intervention (contact control group). Students were evaluated prior to and immediately following intervention on three measures: peer rating of acceptance, a test of social problem solving, and a teacher rating of behaviors, the Classroom Behavior Inventory. The results revealed little support for HS peer pairing but did support social skills intervention. (Author).
A fifth grade student with a mentally retarded sibling reports on a follow-up study on the effectiveness of a classroom lesson she taught to improve second grader attitudes toward mental retardation. Positive attitudes were maintained one year later. Other third graders receiving instruction by the author or her friends also showed improved attitudes. (DB).
Presents data from a longitudinal study, based on interviews and questionnaires of a sample of 632 Aberdeen school children (ages 11-16), on the development of peer and parental influences during adolescence. The youth in this sample demonstrated a growing propensity to make independent decisions. Consequently, the data revealed that parental influence substantially diminishes and is not replaced by peer influence. Deference to parents remains strong over time. (KH/RKY).
Identical questionnaires were administered to samples of high school students (N=570) in 1963, 1976, and 1982. The purpose was to determine to what extent they relied on their peers on a number of important issues. The findings revealed no monolithic orientation, but showed that the nature of the issue determines which reference group is activated: peers or parents. While educational, career, and financial concerns are more parent oriented, almost all social activities are peer oriented. However, the strength of the orientation has been fluctuating over the past decades: the teenagers showed lowest peer orientation in 1963, highest in 1976, and intermediate in 1982. (Author).
The extent of loneliness among late adolescents was assessed by means of the Revised UCLA Loneliness Scale. Findings suggest that although moderate loneliness was reported by most participants, a number of young people evidenced a high degree of loneliness. A comparison of lonely and non-lonely adolescents yielded relatively few significant differences. Of particular interest, however, was the finding that lonely and nonlonely adolescents use different strategies to deal with feelings of loneliness. Implications for working with lonely adolescents are offered. (Authors).
Teaching students the skills of making decisions is an integral part of many drug education programs. A series of studies is reported here that looked at the attitudes towards making decisions by several groups of students. Because different age groups perceive making decisions differently, we need to take maturational levels into consideration when designing decision-making processes for students. (Authors).
The authors studied the perceived effectiveness of 200 natural helpers in two geographic regions of the United States. Results indicated that helper effectiveness was associated with helper gender, relationships, problem type, and helping style. Clinicians and helpers agreed that the help was effective. (Authors).
Drawing data from the first year of a longitudinal study of 508 families with focal adolescents aged 11 to 13 years and their older siblings (14 to 18 years), the investigators examined the influence of older siblings' drug-using attitudes and behaviors, in comparison with parental and peer drug-using attitudes and behaviors, on focal adolescents' nonuse and use of substances. Older siblings are frequently a source of drugs and use substances with their younger siblings, though peers remain the primary source and the most frequent co-users. For most substances, frequency of use was predicted by older sibling and peer substance use, each after controlling for the other. Parental drug use was found to be minimal in comparison to older siblings and peers. Findings relative to the potentially important role of older siblings in influencing their younger siblings' drug-using behavior are discussed. (Authors).
As counseling programs are being strained by the ever increasing needs of todays students, other methods of helping the students are being used. The peer helper program is one method that is optimistically being tried. Information is presented here on the background, training procedures, and evaluation methods (both subjective and objective), of the program. It is difficult to evaluate the program as pointed out in one evaluation study that had inconclusive results. Although the peer helper program appears to be useful and worthwhile, caution is urged until enough data appears to substantiate the effectiveness of the program. (Authors).
This article reports findings from a two-year study of 17 change agents working in three New York City improvement programs. Interview, observation, and ranking data were collected from the change agents, their managers, and their school clients. Qualitative and quantitative data analysis occurred along six major lines: review of skills appearing in specific critical incidents, comparison of "outstanding" vs. "average" change agents, frequency of skills mentioned, tabulation of skills mentioned as strengths, tabulation of skills ranked as "typical" by managers and change agents, and skills they recommend for training attention. A synthesis of findings resulted in a list of 18 key skills for educational change agents. These included six general skills: interpersonal ease, group functioning, training/doing workshops, master teacher, educational content, and administrative/organizational ability. Twelve specific skills appeared in four areas. In the "personal" area the skill of initiative-taking was crucial. In the "socio-emotional process" area, the skills were rapport-building, support, conflict, mediation, collaboration, and confrontation. In the "task" area, the skills were individual diagnosis, organizational diagnosis, and managing/controlling. Finally, in the area of "educational content," the key skills were resource-bringing and demonstration. Training and research implications are discussed. (Authors/RKY).
As part of an ongoing discussion of Positive Peer Culture among colleagues, the author raises further empirical, ethical and political questions that need to be addressed vis-a- vis PPC research. (KM).
Although adolescents use shopping malls as important places of congregation, very little attention has been paid to this phenomenon by social scientists. This paper reports on a qualitative, interview-based study of adolescents in a New England shopping mall. Regular, day-to-day frequenters (N=23) were identified and interviewed extensively over a six-week period in 1988. These "core kids" exhibited a good deal of alienation from both family and school, and used the mall as a neutral ground on which to create a fragile but mutually supportive community of kind.
Discusses the design and implementation of alcohol and drug education efforts and programs, presenting necessary concepts for effective programming. Outlines philosophy and policy statements. Presents prevention goals and interpretation of goals into program content and methodology. Details aspects of program evaluation and advocates the need for improved approaches and further research. (Author/KS).
In Jefferson Parish, Louisiana, a Principals' Instructional Leadership Development Project has brought schools closer together and institutionalized a means for principals' development. Principals are exhibiting their leadership by extending their focus from their own schools to educational outcomes in general. (MLF).
This article reviews a series of studies ranging from those focusing on high-risk youngsters to those attempting to effect changes in the social environments of the children. In each of the studies, direct efforts were made to formulate the projects with the input and participation of the recipients of the services. The implications of this value stance in preventive interventions are explored. (Authors).
Examined problems for which 1,734 high school seniors would seek help from high school counselors. Results showed that students felt more comfortable talking to counselors about school-related administrative concerns than about personal problems. Recommends counselors clearly define role and avoid being paper oriented instead of people oriented. (ABL).
Thirty-eight social skills training studies that used a social-learning or social-cognitive approach and were published between 1976 and 1985 were reviewed. Recommendations in the literature regarding the assessment of treatment outcomes are grouped into two categories. First assessment measures should evaluate the extent to which skills taught generalize across tasks, settings, behaviors, children, and time. Second, outcome measures should assess both whether the skills taught improved and whether training had an impact on a socially valued criterion, such as peer acceptance or teacher ratings. The majority of studies neither adequately measured generalization and durability of treatment effects nor permitted a functional analysis of the relationship between target behaviors and socially valid outcomes. Exemplary practices in outcome assessment are discussed and recommendations for future research are offered. (RAC)
This study assessed contingencies in the effect of social support from parents and friends on adolescent self-esteem. Questionnaires were administered to 76 Israeli adolescents regarding self-esteem, stressful life events, and perceived level of support from mother, father, and friends. Maternal support had a strong effect on self-esteem. Aid from friends was influential primarily when that of mothers was absent. Paternal support had little effect, once other support sources were controlled. Despite the negative influence of stress on self-esteem, support and stress had no interactive effects. These findings, consistent with attachment theory and social provision theories, were contrary to cross-pressure or separate world models of peer/parent influence. (Authors).
A behavior management strategy based on the concepts of reality therapy and control theory is outlined and discussed. Teacher effectiveness in the classroom derives from understanding human behavior and how to teach children to make the best choices toward self-directed behavior. This prepares them to take more control of their lives in and out of the classroom setting. The article discusses an effective model of skill training by outlining the five basic needs identified by Glasser, his format for conducting a reality therapy session, and how this can be applied with students. (Authors/BK).
Adolescence is a transitional period in which interpersonal interactions and behaviors necessary for successful social functioning become increasingly complex. Fortunately, social-skills training has moved beyond basic skill acquisition toward a method characterized by techniques designed to promote generalization and maintenance of an effective interpersonal repertoire. The present paper reviews relevant empirical literature for clinical issues in social-skills training with adolescents. Clinical issues are discussed in the context of the developmental stage of adolescence, and include: (a) generalization and maintenance, (b) social validation, (c) compliance and resistance, (d) confidentiality, (e) practicality, and (f) termination. Future directions for research and clinical intervention are also discussed. (Authors).
The interaction within 10 informal teen-age groups in classrooms was observed by two independent, nonparticipant observers. Every group in the study had a distinguishable leader. The hypothesis was that the hidden or "illegitimate" communication reflects basic assumptions, such as dependence on a leader or fight/ flight movements within the group. The principal findings were the following: (a) The teen-age leaders dominated both the psychological space and the physical space. The leaders were treated differently by, and behaved differently toward, the followers. The pattern was found to suit an "object relations model," in which the leader is used by the followers to serve as a container for unpleasant feelings and to express forbidden opinions. (b) The group movements in all 10 groups seemed to continuously change during the school day and no group was either principally dependent or principally fighting/flighting. W. R. Bion's findings (Experiences in Groups, New York, Basic Books, 1961) on group movements in adult groups, such as therapy groups and professional organizations, seem to be valid for the hidden interaction in teen-age groups in the classroom. (Author).
The authors summarize the need for, and the place of, voluntary effort in the functioning of a community. They present a model of what the volunteering community in action might look like and to summarize what has been and can be done to organize and develop a vigorous community in which the volunteer human resources are effectively identified, mobilized and utilized. Within the conceptual framework of a single, live community, they illustrate some important and creative uses of volunteer effort which are currently scattered throughout many different communities in society. (Authors/RKY).
We investigated the role of perceived social support in facilitating adjustment to a residential high school for the gifted in science and math. The relation between social support and adjustment appeared to depend on the sex of the student and the source of support, and the specific type of adjustment examined. Successful overall adjustment to the school environment was related to perceived support from family, whereas psychological adjustment showed a clear relation to perceived support in general. Perceived support from peers related to psychological adjustment only for male adolescents. Female adolescents appeared to seek other sources of support when they perceived support from a particular source to be low. Thus, adjustment problems for female adolescents appeared to result only when they were unable to locate other sources. (Authors).
As part of an ongoing discussion of positive peer culture (PPC), begun following publication of William Wasmund's article The Social Climates of Peer Group and Other Residential Programs, this is a reply to others involved in the discussion. (NPC).
Explains how Neuro-linguistic Programming (NLP) principles and techniques compliment the commonly taught Rogerian techniques. After briefly introducing NLP, the author describes how the techniques can be introduced in training sessions and provides examples of various activities for three sessions. (RKY).
The House of Shalom Youth Centre (Amherstburg, Ontario) uses the group counselling process to facilitate mastery of normative developmental crises for youth and to establish coping skills to meet present and future environmental demands. This paper describes the program goals (based on E. Erikson's developmental theory), facilitation, and evaluation. (Author/SS).
Five dimensions were assessed among college students: initiating relationships, self- disclosure, asserting displeasure with others' actions, providing emotional support, and managing interpersonal conflicts. Self-perceptions of competence varied as a function of sex of subject, sex of interaction partner, and competence domain. Interpersonal competence scores were also related in predictable ways to subject and roommate reports of masculinity and femininity, social self-esteem, loneliness, and social desirability. Relationship satisfaction among new acquaintances was predicted best by initiation competence, whereas satisfaction in friendships was most strongly related to emotional support competence. (Authors/RKY).
As part of an ongoing discussion of Positive Peer Culture (PPC), the author discusses and supports the concept of PPC while recognizing the need for further research concerning issues of generalization and transfer. He also pays a tribute to William Wasmund for his work in producing PPC related research. (KM/ NPC).
Strains between the professions of medicine and social work continue to exist as a result of basic differences in histories, values and socialization processes of the two professions. This paper suggests that collaboration between them will be enhanced by the identification of social work as a resource for the physician. The concepts of negotiation and exchange are utilized as the basis for collaborative strategies by individual social workers and on the departmental level. (Author).
The authors describe a project of the Israeli Ministry of Education and Culture which attempted to implement innovative teaching methods adapted to students needs. To be successful the project required consultation at many levels of the administrative system within a particular community. The reasons for resistance to the project are analyzed and a model is developed which would assist individuals attempting to implement new programs to successfully involve all those effected by the project. This model could be applied to peer counselling programs.
Concrete ideas which can be used by peer counsellors are provided to help youth become more responsible for their own self-concept development.
The utilization of single-subject methodology represents a means to improve evaluation efforts in health education. This article provides a rationale for the application of the methodology in health education evaluation. Two variations of the single-subject evaluation methodology (ABAB and multiple baseline) are described. Appropriate methods of data analysis are recommended. Applications of single-subject designs in health education settings are presented. Dilemmas in health education evaluation are identified and reviewed in light of the potential contributions of single-subject methodology. (Authors).
Report of the evaluation of a high school peer program. Multiple instruments used to determine students had favourable attitude toward program when compared to what they learned in normal school curriculum; students also had more favourable attitude toward trainer as compared to regular school teachers; trainees gained in self-esteem, and increased social values. Sixty-one peer counselors reached 18.4 percent of the student body. (RAC)
This Canadian newsletter is published bi-annually and is available at no cost from the Canadian Council on Social Development, 55 Parkdale Avenue, Ottawa, Ontario, K1Y 4G1, CANADA.
Published by Senior Peer Counselling Association of British Columbia. Copies can be obtained from the main office of this organization at RR #1, Ste. 8, Comp. 4, Peachland, British Columbia, V0H 1X0, CANADA.
This resource is part of a substance abuse prevention program for grades 2, 3, and 4. The program consists of, in addition to the Peer Helper Manual, a parent workshop leaders manual, guidebooks for parents, a teacher's guide, six video programs for elementary students, a training video for teachers and three video programs for parents. The Peer Helper Manual provides specific activities for peer helpers to use with children who are participating in the program. The entire curriculum, including videotapes, is generally available at no cost from provincial or state education agencies or ministries. The development of the program in Canada was under the auspices of the Health Promotion Directorate of Health and Welfare Canada (a French version is also available).
This two part program, a leader's guide and a student manual, are designed to train students to be peer mediators. The student manual is a workbook with exercises, illustrations, and explanations to supplement an experiential, skill-based learning. The program guide provides details about step by step training, on-going support, and gives examples of written forms, contracts, worksheets, and record-keeping devices necessary for successful programs. (RAC)
This training resource includes chapters on selection of peer helpers, building cohesion in small groups, helping peer helpers to understand behavior, develop communication and group leadership skills, and learn tutoring and study skills. An additional chapter focuses on implementing a peer program and includes sections on tutoring, leading structured groups such as a new student group or a friendship group, providing classroom guidance, and evaluating the program. (RAC)
The authors report on the results of a peer counseling program implemented using the Natural Helpers and Peer Power training models. Information is provided about the selection, training and supervision of peer counselors. Both statistical results and qualitative evaluations are provided. Among the findings are a list of concerns presented by clients, the number of contacts, the number of helping incidents, skills used most in helping situations, important learnings and personal impact. Several recommendations are made, including insuring in-school personnel feel they own the program, providing for continuity over time, and providing support for peer counselors. (RAC)
(See 1101 for Abstract)
The Natural Helpers program encourages pro-social peer support for coping with a broad spectrum of problems. The present study documents and interprets the relationship between wanting help with self-esteem and other adolescent problems, including substance abuse, as measured through the Natural Helpers needs assessment process. Suggestions are presented as a means by which Natural Helpers can encourage functional, earned self-esteem, rather than the feel good now variety conducive to substance abuse. (Authors)
This booklet provides answers to the most frequently asked questions concerning peer helping. The authors have combined more than 40 years experience in the peer helping field and have identified the concerns most expressed by parents and professionals. They provide succinct and specific answers to these concerns and give examples. The book is intended for persons who want to learn about peer programs and persons who want to strengthen existing programs. (RAC)
(See 1030 for specific annotation).
This work summarizes and highlights issues associated with peer counselling programs. It includes discussions about pre-training issues such as selection, recruiting and naming the program; training issues and post-training issues such as supervision and evaluation. (RAC).
A variety of activities suitable to accompany peer training programs for all ages. Directions, hints and tips for successful use are included. (RAC)
Activities for peer helpers to use when working with students from grades four to seven. (RAC)
The authors explain creative drama and its value as a learning vehicle while presenting ideas for the use of drama in learning activities. Topics include personal identity, confidence, communication, friendship, imagination, stress management, memory skills and problem-solving. Facilitator techniques, warm-up exercises, discussion suggestions, cool- down exercises, closure and extension ideas make this work a valuable supplement to peer training. (RAC)
A compendium of strategies to promote self-esteem for students grades 7-12. Activities are included to assist students with self-awareness, self-esteem, social interaction skills, problem-solving and decision making, coping ability, ethical standards, independent functioning, and creativity.
A complete peer training guide which includes foundations from scriptures for both basic and advanced sessions. Each sessions is organized with objectives, scripture, preparation, warm-up activity, skill development, integration, closing, homework, and handouts. (RAC)
Pour le bénéfice de tous ceux qui assurent ou supervisent, dans divers champs d'interventin-drougue, violence, suicide, réhabilitation, malades en phase terminale-, des services ou des activités impliquant des entraidants et des groupes d'entraide, Jacques Limoges fournit ici l'information la plus complète sur: la nature et les clientèles de ces groupes, leur mode de fonctionnement et les objectifs qu'ils poursuivent, et les supports techniques qui assurent leur efficacité. (BJ)
A peer leadership program training resource which includes forty-six activities to support peer learning. The authors details the objectives, purpose, requirements of each activity and give hints for maximizing learning. A student handbook, Caring and Sharing: Becoming a Peer Facilitator, is designed to accompany the training program. (RAC)
A guide for peer counselors in training. Includes units on helper development (pitfalls to be cautious about), skill development (such as attending, empathy, questioning, assertiveness, confrontation, and problem-solving), topic development (such as suicide prevention and intervention, alcoholism, grief, rape, families, divorce, and dreams), a support group program which includes group leadership activities as well as classroom presentation ideas. (Designed to accompany Leading a Friends Helping Friends Peer Program by the same author; see 10112). (RAC)
The author provides a detailed model for a high school peer program, emphasizes the need for objectives in getting started, gives information about selection of peer counselors and step by step information about training. Chapters are provided on program development, and evaluation, while an appendix gives examples of numerous forms and letters associated with successful peer programs. (A student manual, Friends helping friends: A manual for peer counselors written by the same author is available; see 10111). (RAC)
This leader's manual provides a review of the growth of peer helping, specific steps and choices for establishing a peer program, and an analysis of the strengths and weaknesses of different training approaches, and seventeen training units. A student handbook by the same authors, Peervention: Training peer facilitators for prevention education, has been designed to accompany the training package.
This comprehensive manual provides background information on involving seniors as volunteers and provides both an extensive leader's guide and participant's workbook within the same three-ring binder format. An additional chapter is provided on co- leader training. (RAC)
This six part, three-ring binder, training program includes sections on the administrative nuts and bolts of peer programs, how to plan and evaluate, how to implement a peer program, a core step by step training module, specific peer activities used by community-based agencies that serve homeless, runaway and other youth in hi-risk situations, and additional resources. (RAC)
This work is a curriculum which has been designed to be used in grades 7- 12. The manual provides details about why kids get connected to drugs, and how to set up a group process strategy to prevent drug use. The author provides details about selecting teacher facilitators and setting up student groups. Considerable attention is paid to guiding the facilitator through group development and providing activities to enhance the success of group work with teens. (RAC)
This little book has been designed for peer counselors as a quick, easy to read guide. It is meant as a supplement or a reminder to help trained peer counselors refresh themselves about skills, referral, and various sensitive issues such as suicide, death and dying and laws pertaining to abuse (specific to California in this case). The book is small enough to fit in a pocket or purse. (RAC)
The authors analyze a variety of peer interventions, describe examples of specific programs for elementary, secondary, health-related peer programs and provide a summary list of various peer interventions. (RAC)
This author provides details on what is need to establish a successful peer program and gives examples of resources available in the field.
The author tells how young people have helped each other overcome problems related to drugs sexuality, divorce, abuse, communication, and low self-esteem. Information is also provided on how to start and maintain a program, and letters from the original students who took the peer program. (A teachers guide is also available.) (Publisher)
A teacher's guide and complete curriculum for a junior high or high school course in peer counseling. Sixteen units are provided focusing on skill development and how to deal with specific problems peer counselors might face such as peer pressure, drugs, and drinking. (Publisher)
This training resource provides step by step procedures for learning peer counselling skills and includes sessions on self-awareness, group dynamics, decision-making, pharmacology, communication, and counseling. Supplemental activities include fill-in items, and self-checking exercises. A student workbook has been designed to accompany this guide (see 10123). (RAC)
10123 Telesis Corporation. (1989). Peer counseling program student workbook. San Diego, California: Author (3180 University Avenue, 92104).
This workbook is for students and includes a variety of worksheets and handouts to accompany the Telesis peer counselling curriculum. (RAC)
This advanced peer training manual includes sections on program management, teaching process, counseling process, outreach services, including community education and conflict management, and a variety of helpful forms. A student workbook has been designed to accompany this training program (see 10125). (RAC)
This workbook is designed to train students at an advanced level. It includes a variety of exercises, activities and handouts for students training to be peer counselors. More detailed information about each area and its value is provided in this workbook. (RAC)
This 22 minute, 16mm color film shows student facilitators from Florida elementary and middle schools involved in their training and selected projects. (RAC)
This 27 minute 16mm film shows high school students being trained by Tom Erney and also depicts the peer facilitators putting their skills into practice as well as receiving supervision. (RAC)
This book is designed for students being trained using Myrick and Erney, Youth helping youth: A handbook for training peer facilitators. Nine chapters contain 28 structured activities. (RAC)
A book written for students or adults to help them learn a step by step process for helping each other. Assists students to help each other sort through thoughts, feelings, and actions and focus on what needs to be done. (Publisher)
This three part video shows peer counselors working with a variety of different students. Part I shows a peer counselor meeting with a student and discussing how the student's disruptive class behavior is related to problems at home. Also a peer counselor helps a boy consider other options when challenged to a fight by a bully. Part II demonstrates how a peer counselor can help another student deal with peer pressure and a second vignette shows both effective and ineffective ways of helping a student deal with drinking. Part III shows a peer counselor informally approaching a withdrawn person, and a peer counselor, formerly a client, now helping a younger student. A facilitator's guide is included with the series. (RAC)
The training component of the Peer Counselling Starter Kit translated into French and suitable for programs in which the peer helpers speak French.
A French translation of Peer Career Counsellors (see 5012 for annotation in English).
A French translation of Kids Helping Kids (see 10055 for complete annotation).
This training manual includes sessions on cooperation, positive peer relationships, social skills, communication, decision-making, conflict resolution, and encouragement. The manual is designed so that age appropriate exercises can be easily copied for use with students; and the authors provide guidance for all sessions. (RAC)
Chronicles and evaluates the development of a city-wide, centralized training program for high school peer counselors and supervisors from its inception to its third year of operation. Located in Victoria, British Columbia, the program has progressed from training 35 students from three schools in the first year to 150 students from 12 schools in the third year. Evaluation of the program focuses on funding, time management, networking, and trainer qualifications. Limitations and speculations for future centralized training of peer counselors are addressed. (NPC)