Many schools today are using peer support programs for grade five and six students. Playground buddies, peer counselling, peer support training, and conflict management teach students how to help each other. In this article we will look at one Edmonton group, now in its fourth year of operation, which helped students learn how to help themselves and each other.

The group began because of a grade six government unit in social studies. After discovering how many organizations and institutions exist for adult needs, the students thought there should be a helping group specifically for children. The children wrote a proposal for the City of Edmonton Community and Family Services, which assigned a social worker to work with the school staff. The adventure with the peer support program had begun.

Working together, two staff members and the social worker drew up program guidelines:

• participants are responsible for deciding the focus of the group and the ways issues are explored and addressed;
• the group is open to all students interested in social issues (students with problems would not be stigmatized);
• group members meet outside regular class time;
• though participation is voluntary, teachers may recommend and encourage students to attend the group; and
• parental permission is necessary for a student to attend.

The group teachers, community-school coordinator, and social worker shared the belief that peers experiencing similar concerns in an elementary school setting can offer each other great support. They also believed that adolescents can be responsible and self-directed without adult control. For example, a group of eight children explored the issue of addictions in families by writing a play. The children developed the script while the adult advisors acted as secretaries.

From the beginning the adults saw themselves as facilitators. They interpreted the boundaries set by school rules, discussed personal observations of the group, ensured a safe atmosphere for sharing ideas and feelings, and suggested choices, alternatives or other ideas. As well, the adults helped students find outside people who could act as resources.

In the first year the group organized a grade six forum on addictions. The community-school coordinator coached the children regarding appropriate methods to approach potential speakers from community agencies. Students identified five topics for the forum:

• alcohol and drug abuse
• sexual and physical abuse
• peer pressure and relationships
• smoking
• attending junior high

Factors That Affect Peer Support
Ability to Relinquish Control
As decision makers, the children determine issues and methods; adults simply help the process. When the issue of sexuality arose, for example, the students became uncomfortable and did not want to continue the topic. Facilitators respected their decision, and the group moved to another topic.

In the small groups everyone performs a specific role, such as time keeper, recorder, facilitator, reporter, or material collector. Since ultimate responsibility remains with the adults, both children and adults found the assumption of new roles challenging yet rewarding. In the third year the group lacked cohesion and often experienced internal conflict between individual children. The adult facilitators decided to ask the students if they wanted the group to continue; the students tried to give the responsibility back to the adults. Eventually, when left alone in the room, the children decided to continue and set goals and a common purpose.

Openness
Adults must be non-judgmental and learn to listen to children who, in turn, relate to others similarly. A sense of "safe community" grew out of the seating arrangements and routines developed early with each group. Everyone, including adults, sat in a circle on the floor and "checked in" using a white teddy bear. This "Secret Bear" passed around the circle and each person holding it gave a weather report regarding his or her emotions (stormy, sunny, and such).

Flexibility
Although the children have a lot of control, adults guide the decision-making process. Sometimes the children change their minds and the adults have to adapt to the change. If, however, the decision does not lead to success, the facilitators emphasize the positive aspects and the learning that resulted. If the decision works, the adults help evaluate how and why it worked. Students can then celebrate their achievements and plan for other, similar successes.

Other Factors Affecting Success
Room Assignment
A private, secure space is best. The open setting of a school library, for instance, made the group feel self-conscious. A bulletin board and blackboard are also helpful.

Timetable
Facilitators should have debriefing or planning time, which is especially important after meeting with the children. This time is also necessary for the adults' peer support when they can develop trust by discussing their own reactions and observations about each other.

Children
Depending on the children involved, the group will progress in various areas and different emotional levels. Children who deal with serious personal issues may not reach a strong awareness of the needs of others in one year. As well, a large group will hinder the growth of trust, which in turn will slow the progress of emotional expression and awareness.

Safety of the Group
At the first group meeting the children brainstorm rules that will ensure the emotional and physical safety of the group. Children or adults will stop inappropriate activities such as "put-downs" in ways that are safe and non-violent.

School Staff and Administration
The backing of school staff is important and can help make participants feel comfortable and committed to the process. Similarly, the administrator's expectations can determine how "open" the discussion topics will be. The adult facilitator should feel comfortable working in an intense situation, and must ensure that the personal safety of the individual child is paramount. Facilitators should, for instance, be aware of policies and procedures governing disclosure. Finally, administrators who grant teacher release time help the project's chances for success.

The peer support program proves that pre-adolescents can achieve self-direction with adult support. With an ideal size of three adults and one grade level involving a maximum of twenty-five students, the program can foster interpersonal communication skills and show children similar applications to their lives outside the group. For a challenge in an untraditional teaching setting, consider this approach.