Peer Programs have been shown to positively address
several critical issues in a cost-effective
manner (Forouzesh, Grant, and Donnelly, 2001).
Youth with 31-40 Assets (peer helpers average 35)
exhibit leadership, good health, value diversity and succeed in school (includes minority and socio-economic), Peer helpers are protected from problem alcohol use, violence, illicit drug use, sexual activity (Search Institute).
From an academic standpoint, Rohrbeck, Ginsburg-Block, Fantuzzo, and Miller’s 90-study meta-analysis in 2003 of peer assisted learning interventions with elementary school students pointed to significant achievement gains particularly with urban, low-income and minority students. Students participating in a variety of mentoring formats, such as peer tutoring (Viadero 2007) and peer transition programs (Johnson, Simon, & Mun 2013), have also achieved substantial academic improvements.
From the prevention of risk-taking behaviors to the
fostering of positive youth development, numerous studies describe teen mentors increasing their academic engagement and connectedness, self- esteem, cultural competencies, responsibilities, leadership, and hopefulness (Wong, Zimmerman & Parker 2011).
Mentors reduce dropout rate by 75% of 16- and 17-year-olds at Job Corps. Mediators reduce violence by 30% (Perspectives in Peer Program, Vol 22, 2.
Cross-age peer programs are an effective strategy to prevent ubstance abuse (Tindall and Black, 2008). One meta-analysis of 143 drug abuse prevention programs found that programs using peer influence were superior to those that primarily emphasized knowledge about drugs and personal growth(Tobler, 1986). Similar prevention results were found in higher education (Butler et. al., 2006, Hunter, 2003).
8.
Peer Educators were more effective at Smoking Prevention than teacher led educators- 3-year study (Leupker, Johnson, Murray, & Pechacek, 1983)
9.
Peer Mentoring has also been shown to have a positive
impact on school culture. Schools with effective peer mediation programs experience a significant decline
in fighting by as much as 75% and decline in referrals by as much as 50% (Salmon, 1992; Tindall, 2006).
Peer Programs may also be particularly helpful to immigrant students in making the school
environment more welcoming and supportive (Birman & Morland, 2013).
Trained peer helpers serving in roles such as listener, mentor, tutor, mediator, leader and educator can change the norms of the school and community at St. Louis Job Corps. (Tindall, Chatman, Foster, Vol. 22. No. 2 PPP 2013).
Selection of Peer Leaders. Some of the characteristics associated with competent student leaders include proficient social and interpersonal skills, respect for mentees, optimism and confidence, emotional support, and an ability to cope with difficult situations while refraining from harsh judgements. (Larose & Tarabulsy, 2013; Rhodes, 2004). Positive view of youth is particularly important for mentors matched with academically at-risk students (Larose & Tarabulsy, 2013)
Analysis of 13 expert interviews and 623 survey respondents revealed a variety of peer program benefits as well such easing school transitions, developing student leadership skills, increasing school connectedness, improving peer relations, and providing valuable academic and social/emotional services.
Recommendations
for practice consist of schools and districts:
(a)
giving full support to the value of peer programs particularly through funding
and scheduling;
(b) prioritizing
recruitment, selection, and training of student leaders;(c) developing a response protocol for occasions in which student leaders make mistakes; and
(d) planning in advance for all facets of program structure such as the match process, outreach format, curriculum, facilities, program evaluation, and public relations.(Berger. Josh, Dissertation “The Implementation of School-Based Peer Programs: Successes, Challenges, and Solutions, reported in NAPPP March, 2017 Newsletter).
Longitudinal study conducted on PAL program participants, show that PAL program participants have lowered the use of inhalants and speed, decreased
drug and alcohol problems in the family, had greater family cohesion,
had an increase in thinking before acting, and tried to succeed in school more often. Compared to groups that
were not involved in PAL program, participants have better
communication with their parents, fewer incidents involving weapons,
and more appropriate response to peers.
(Cowman, Ellison, Perspectives in Peer Programs, Vol. 25, No. 1).
(This is part of the presentation at the Missouri School Counselors Conference in the fall concerning Peer Helping Effectiveness. The facilitators were Cindy Wynn, Marilyn Bader, Judy Tindall,
Ph.D, Certified Peer Program Educators)
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