DOCUMENT RESUME

ED 397 236 CE 072 013

AUTHOR Carr, Rey AlexanderTITLE Peer Helping: A Model for Service Learning.PUB DATE 96NOTE 12p.

PUB TYPE Information Analyses (070)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Education Work Relationship; Foreign Countries;

*Helping Relationship; Peer Counseling; *PeerRelationship; *Peer Teaching; Secondary Education;*Service Learning; Tutoring; Vocational Education

ABSTRACTFocusing on student experience rather than

distinguishing between vocational or academic education is essentialto preparing students for future society. Seven trends areinfluencing the future for adolescents preparing for the work world:(1) a shift from employment where manual labor, physical dexterity,and minimal education are needed for jobs where reading, writing, andcalculating abilities are essential; (2) a baby bust; (3) employerreliance on an employee's ability to reason and communicate; (4)

employers' desire for employees who can learn new skills rapidly,shift gears, and adapt and work under pressure; (5) changes in familypatterns and income that have led people to seek out alternativeapproaches to full-time employment; (6) improved policies to attractand keep qualified employees; and (7) the need for successful workersto be computer literate, be able to solve problems, interact withothers, or use extensive cognitive skills. Service learning, andparticularly the roles students can play in providing support to eachother, is an essential component of school-to-work transitionprograms. Nine specific roles peer helpers can play in servicelearning are mentors, tutors, climate builders, at-risk groupmembers, c,treer assistants, transition agent, dilemma manager,re-entry agent, and mediator. (Contains 35 references.) (YLB)

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Peer Helping: A Model for Service Learning

U.S DEPARTMENT OF EDUCATIONDept, 01 Ed u c a I o n a l Research and houronernr nt

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Rey Alexander CarrPeer Resources

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Peer Helping: A Model for Service Learning

Abstract

The author describes seven trends influencing the future foradolescents preparing for the work world. Focusing on studentexperience rather than distinguishing between vocational oracademic education is reported as being essential to preparingstudents for future society. Service learning, and particularlythe roles students can play in providing support to each other,is described as an essential component of school-to-work tran-sition programs. Nine specific roles peer helpers can play inservice learning and cautions regarding such peer programsare detailed. References to materials for establishing peer pro-grams and training students to become peer service workersare provided.

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peer Helpin$: A Model for Service Learning

We are experiencing a time of changeunparalleled in history. The advances

in technology, the growth of an internationaleconomy, improvements in health care,greater equality among races and gender,differences in life styles, changes in familyorganization, crime, war, nuclear threat,terrorism, the influence of government, thechanges in moral standards and styles ofyoung people, and our global communica-tions systems are but a few of the changeswhich are occurring within our lifetime.

We all recognize that the work world is un-dergoing significant and rapid changes. Thenature of work has changed considerablyfrom the time we were in ninth grade. Yetmany educators in our school system con-tinue to support programs, including workstudy, career education, co-operative educa-tion or other vocational oriented programsas if the work world has remained static.Certainly the formats for how students getconnected to the world of work have im-proved and some of the opportunities forinvolving students in work situations haveincreased, but basically students are beingprepared for the world of work which existedin the past.

The purpose of this paper is to describe howstudents can be actively involved in prepar-ing for their own futures by participating inservice learning activities. Specifically thispaper will describe trends that contribute tothe rationale for service learning, advocatefor a new relationship between vocationaland academic preparation, and detail theroles students can play in helping themselvesand their peers.

Envisioning the FutureWhen I was a kid, I had a liquid-filled, blackglobe that looked like a large eight ball. Itwas designed to predict the future. I wouldask it a question such as will a particular girlgo to a dance with me? (Hey, this is the kind

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of future I wanted at the time!) I wouldshake the globe and then turn it so that ananswer would float up to a little see-throughpanel in the globe. As I recall answers in-cluded predictions like, "only time will tell,"or "you're on the right track," or my per-sonal favorite, "ask again later."

While we may not be able to predict thefuture with any more precision than thateight ball, we can create a vision of the fu-ture in order to develop a plan for getting tothe future. I've forgotten who said it, but avision without a plan is a dream, and a planwithout a vision is drudgery.

By examining present trends and under-standing their implications, we can helpstudents be better prepared not only for thework world but also for their personalworlds. Therefore, it is essential that school-to-work transition program developers un-derstand what the future might bring interms of careers and the work world. Hereare seven changes which I have observedthat should have a dramatic impact on howeducation prepares students for work:

1. There has been a major shift from employ-ment where manual labor, physical dexterityand minimal education are needed to jobswhere reading, writing and calculating abili-ti( s are essential. Computerization, robotics,and other technological advances have beenpartly responsible for this shift. Ability togain jobs will rely more heavily on resumesor portfolios as well as presentation andinterview skills. Educators must help allstudents record and document their accom-plishments, personal skills, and strengths.

2. The baby boom has passed and baby bustis having an impact. Employers can nolonger rely on skimming the top 25% ofgraduates; they now must rely on recruitingentry level workers from the bottom 25% aswell. Employers will increase the pressure on

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Peer Helping: A Model for Service Learning

schools to help students learn basic skills.Employers will also become more activelyinvolved in urging educational systems to berun more like the business world, and theywill take a more supportive role in helpingeducational systems develop programs forstudents. Their attention may help to reducecontinuing education barriers such as avail-ability of day care forchildren of teenageparents.

3. Employers now relymore on an employee'sability to reason andcommunicate. Many jobsnow require evaluation,monitoring, the abilityto spot problems, trou-ble-shooting, decision-making skills and judg-ment as well as team-work and group prob-lem-solving. The abilityto give and receivesupport is crucial in theworkplace, yet in schoolsthis kind of support ismore often called cheat-ing. More and more jobswill require care for and about other per-sons. Getting along with diverse groups andcustomers will play a significant role in em-ployee performance appraisal.

union companies, and greater entrepre-neurial activities. Most importantly this shiftmeans that virtually all employees regardlessof their chosen field will need to be skilled inproviding services.

5. Changes in family patterns and incomehave led people to seek out alternative ap-

proaches to full-timework. Part-time employ-

The seven observations influencingthe future of the work world havebeen modified into a set of actionprinciples for a Canadian-based ca-reer development program for youthknown as ENGAGE (Centre for Ca-reer Development, 1994). ENGAGEis a program designed to help stu-dents analyze their strengths and takepersonal initiative in charting theircareer directions. Students participat-ing in ENGAGE learn how to inte-grate the following action principles,also known as the "high five" intotheir career decision-making: 1)change is constant; 2) learning is on-going; 3) focus on the journey; 4)follow your heart; and 5) access yourallies.

4. Employers want employees who can learnnew skills rapidly, be able to shift gears, beadaptable and work under pressure. Therealities of mergers, plant shutdowns, bank-ruptcies, takeovers and competition withinternational production methods requirethat employees have time and stress manage-ment skills. Job security is no longer a majoroption offered by unions or management. Ashift to service orientation and consumersatisfaction will mean career shifts, jobchanges, mobility, the growth of small non-

ment, flextime, the hightech home office, jobsharing, dual incomecouples, multiple careersand early retirement havelessened the significanceof work as a contributorto meaning in life. Per-sons are more likely tomove in and out of thework force, to retrain orreeducateThemselves fordifferent careers. Therewill be a greater emphasison taking risks to achievepersonal dreams. Theschool-to-work transitionwill be better known asthe school-to-work-to-school-to-work transition.

6. Improved policies to attract and keepqualified employees such as benefit packagesthat include wellness promotion, retirementplanning, physical fitness programs, em-ployee assistance for substance abuse andother psychological, social or family prob-lems and an increased emphasis on trainingand learning programs mean that employeeswill be involved in regard and respect foreach other's welfare. While salaries willremain important, working climate, coopera-tive co-workers, being treated fairly and withrespect will be the major determinants ofloyalty to a workplace. To employees thework experience will be just as important asthe outcomes of the work place.

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Peer Helping: A Model for Service Learning

7. To be successful at work, young people willlikely be involved in at least one of the fol-lowing four activities: they will be required towatch, create or monitor information dis-played on computer screens, anticipate andact quickly regarding potential problems,listen to and interact with people as a pri-mary part of their job, or use extensivecognitive skills.

Are Distinctions Between Vocational andAcademic Tracks Needed?The import Ince of these observations is thatthe changing nature of the work worldmeans that the previous distinctions betweenacademic and vocational programs are nolonger valid. All students must be able to besensitive to a job situation, analyze what isrequired, act on their analysis, use feedbackto monitor their effectiveness, and adjusttheir actions accordingly. The future worldof work will require considerable self-super-vision, and there will be stronger emphasison employment in well-designed jobs thatprovide opportunities for self-improvement,challenges and intrinsic rewards.

It is likely that two-thirds of all jobs createdbetween now and the year 2000 will require ahigh school diploma. As will be shown laterin this paper, students often leave schoolearly in order to join the work world. Manyschool based vocational programs have beendeveloped or supported for the deliberatepurpose of being attractive to these students.However, these programs pay scant attentionto the realities of the job market, the actualskills students need, and for the most partrely on teaching methods which are out-dated and irrelevant to student needs. As Ihave stated previously with regards to workexperience programs (Carr, 1985):

Experience was being used as a substitute forlearning...Most programs operate as if theexperience is an end in itself. That is, once astudent has been placed in a work setting,

there are few opportunities for the student todiscuss or reflect orz what the student isactually learning about work, self, careerand such. Students are learning somethingwhen they work, but without the opportunityfor guided reflection, a focus on issues,feelings, thoughts, observations or meaningsassociated with work, the educative value ofthe work experience is severely restricted. (p.30).

Students need more than just a "How's itgoing?" or brief discussion about work if theyare going to learn to value learning fromwork. They need opportunities to:

reveal misunderstandings and misconcep-tions, deepen understanding and increaselearning retention and transfer;

identify their attitudes and perceptionsabout work and how these effect their behav-iour at work and recognize how work effectstheir values and thinking;

construct and attach personal meaning towork experience;

translate their thoughts, feelings and per-ceptions into appropriate action plans;

experiment with new actions or behavioursand develop methods to gain understandingabout their value; and

recognize their strengths and weaknessesand what they can do about them.

Since many students with academic historiesof grade failure, low academic self-image,inappropriate work habits necessary forcareer advancement, and minimal ability toidentify and use existing resources findthemselves in vocational oriented programs,it is crucial that such programs provide thetypes of learning opportunities describedabove. Without this type of learning for

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Peer Helping: A Model for Service Learning

students, it is likely that the same difficultiesthey experienced in school will resurface onthe job. Vocational programs have an oppor-tunity to play a transformational role byredesigning curriculum to deal with thinkingskills, value questions, justice, equality, dig-nity, and human solidarity.

Service LearningWhile the term service learning is relativelynew, the concept has historical roots. Stu-dents acting as tutors, for example, havelong been providing service to other stu-dents. Today's focus on service learning isprimarily centered on helping students learnthe skills, attitudes, and knowledge associ-ated with providing service to others. Thechanging work world described in the previ-ous section of this paper supports the newparadigm that every worker, regardless of thenature of employment, product, or responsi-bility will be a service provider. Modernorganizational gurus warn organizations thatto be successful in a global economy, theymust redefine their purpose as one of pro-viding service.

Students are already functioning as serviceproviders. When adolescents experienceworries, frustrations or dilemmas they aremore likely to discuss them with their peersthan with parents or other adults (CanadianYouth Foundation, 1985; Carr, 1984). Some-times referred to as "peer pressure" this typeof interactive service has benefits that areoften misstd because of the media attentionto the negative aspects of peer pressure. Carr(1988), Tobler (1986) and Benard (1990),for example, found that peers were the keycomponent in all effective substance abuseprevention programs, were essential toschool dropout prevention (Carr, 1993),played a significant role in career choices(Carr, 1984), contributed to successful em-ployee assistance programs (Grant, 1992),and provided needed support for displacedworkers (Carr, 1993).

Peer programs have been established toreduce substance abuse by pregnant womenand prevent FAS/FAE, to prevent unwantedpregnancy amongst adolescents, to preventteen drinking and driving, to enhance physi-cal fitness, and to reduce the risk of AIDS/HIV, STD, eating disorders, heart disease,chronic illness, and lung ncer (Richie,Stenroos, & Getty, 1990; Rose, 1992; Collins& Frey, 1992; Levinson, 1992; McGraw-Schuchman, 1994; Podschun, 1993;Weinrich, Weinrich, Stomborg, Boyd, &Weiss, 1993; Carr, in press; and Comstock,1994). In addition peer programs have beenestablished to promote non-violent conflictresolution (Schrumpf, Crawford, andUsadel, 1991; Johnson, Johnson, Dudley, &Burnett, 1992; and Benson & Benson, 1993).

Rather than viewing peers as providers ofimproper or inaccurate information, educe-tors, health practitioners, and communityprogram leaders have come to recognize thepotential of peers in providing accurateinformation, promoting appropriate behav-iours within their social system, and facilitat-ing appropriate referrals to professionals.Most importantly peers have been recog-nized as playing an essential social supportrole for the maintenance of healthy behav-iour, the reduction of harmful behaviour,and the prevention of relapse (Carr, 1984;Gottlieb, 1985; Tobler, 1986; Benard, 1988;Perry, 1992; Connolly, Geller, Marton &Kutcher, 1992; Hirsch & Dubois, 1992; Kirby,1992: Spirito, Delawyer, & Stark, 1991; andMoth= & Seehafer, 1993).

The Peer Helping StrategyIn Canada peer programs have been estab-lished in virtually every school district. Mostschools in Canada use peer helpers to dealwith the difficult problems facing studentstoday. Many of these programs use trainedand supervised peers to prevent and reducestudent substance abuse, educate studentsabout sexuality and health issues, resolve

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Peer Hel in A Model for Service Learnin

personal dilemmas, reduce suicide attempts,assist with career exploration and providesupport for a variety of other significantsocial, educational and personal concerns.

Peer RolesWhat roles are there for peers in a school towork transition program? Generally any rolewhich increases the caring environment ofthe school, contributes to the growth ofstudent self-worth, links what is relevant in astudent's life to the curriculum of theschool, and contributes to the acquisition ofthinking skills. Here are some examples.

Peers Helpers as Mentors. Older students,trained as peer helpers, are assigned to workwith younger or elementary school students.Special emphasis is placed on assistingyounger students to express feelings aboutschool life, learn appropriate social skills,develop decision-making abilities, and de-velop relationships with positive role models.This model can assist with early identifica-tion and intervention.

Peer Helpers as Tutors. Students in need ofassistance in academic and social skills areasoften gain more from working with peertutors than with teachers. In addition thepeer tutor gains from providing help. Tutorsdo not have to be students who excel invarious subjects; they can be recruited fromstudents who know how difficult it is tomaster certain subject matter areas.

Peer Helpers as Climate Builders. In this roletrained peer helpers take an outreach ap-proach, making contact with other studentsthey do not know to offer assistance in situa-tions or circumstances which indicate thestudent may or could be experiencing adilemma or problem. The students aretrained to recognize behaviours indic tingtrouble or concern and learn how to initiateand maintain friendly relationships withperson not necessarily in their social group.

Peers as At-Risk Group Members. High schoolstudents at risk of dropping out are matchedin a group setting with peer helpers. In thisgroup the students are encouraged to discusstheir individual situations. Opportunities areput in place to enable creative group prob-lem-solving. Students take turns being thedilemma presenter while the rest of thegroup acts as a consulting team. The empha-sis is on cooperation and mutual help.

Peers as Career Assistants. Students typicallytalk to each other about their aspirations,dreams, disappointments, and life experi-ences. Students trained in career discussiontechniques can help their friends to considertheir strengths, find ways to turn dreams intoaction plans, and locate resources to helpthem gain the experiences they need tofulfill their aspirations.

The Peer Helper as a Transition Agent. Peerhelpers are assigned to students who aremaking a variety of transitions, such as newstudents to the school, students returning toschool after a period of absence, studentsentering school from other countries, stu-dents changing grade levels, students goingto work for the first time, or students experi-encing traumatic or catastrophic events. Thetransition agent is often a person who hasmade the same transition, or comes from thesame ethnic background or life experience.

The Peer Helper as Dilemma Manager. This roleincludes advertising and soliciting directlystudents who are associated with a specificdilemma such as "Considering DroppingOut of School?" These peer helpers encour-age persons thinking about dropping out todiscuss their concern with a dilemma man-ager, a person trained to help each personmake the best possible decision given theircircumstances, resources, feelings, attitudesand opportunities. The dilemma managerhelps to sort out the options and thepoten-tial consequences. The peer helper acts like

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Peer Helping: A Model for Ser.fic

a travel agent and asks other students, "Sup-pose you were thinking about leaving schoolprior to graduation? What would you needto know? What would you need from otherpeople? If you wanted me to assist you inmaking this decision, what would I need toknow about you? What characteristics orqualities would a person need in order foryou to talk to that person about your di-lemma? I'm ready to listen if you care totalk." The manager doesnot resolve the dilemma,but provides an opportu-nity for each student tofully explore the dilemmawithout worry of evalua-tion, judgment, coercionor intimidation. In thisway students have a betterchance of making the bestuse of resources, makingthe best decision underthe circumstances andpossibly developing a planof action not previouslyconsidered when workingby themselves on thedilemma.

The Peer Helper as Re-EntryAgent. In this role peerhelpers interview and explore options withformer students who are thinking about re-entering the school system. They extend acaring hand and share some of their ownexperiences about the tough and easy partsof returning to school. Most importantlythey form a common experience connectionto let returning students know they are notalone and they are supported in their strug-gle to come back.

teachers getting their needs met. Studentstrained as mediators can help turn problemposers into problem solvers. Working as amediator not only provides a job reality, butalso enables students to learn alternativeperspective-taking.

A peer focus can provide both the atmos-phere and the tools needed to deal witheveryday concerns and prevent these con-

cerns from developinginto serious difficulties.Peer programs provideopportunities for studentsto experience ownershipof school resources. Effec-tive peer programs, usingthe standards recom-mended by Carr, deRosenroll and Saunders(1990), .decrease studentalienation and powerless-ness. Peer programscontribute to the improve-ment of school climate,academic achievement,and personal problem-solving. Peer programsbuild on the strengths ofstudents and provideopportunities for students

to value those strengths. Peer programs are amethod to demonstrate care and concern. Aschool that cares about students will be aschool that students care about.

PEER TRAINING RESOURCES

There are many excellent materials to helpestablish successful peer programs and trainstudents as peer helpers. The most widelyused Canadian resources are:1. Carr, L and Saunders, G. The Peer Helper

Training Guide;2. Carr, R. The Theory and Practice of Peer

Helping:3. '',..7arr, R. Peer Career Counsellors: A

Practical Guide;4. Carr, R., deRosenroll, D. and Saunders,

G. Peer Helping A Guide for Parents andProfessionals; and

5. deRosenroll, D., Saunders, G., and Carr,R. The Mentor Strategy Program Develop-ment Resort= Kit.

All of these publications are available fromPeer Resources (address on front page ofthis paper.)

The Peer Helper as Mediaton In this role peerhelpers assist students to resolve conflicts,particularly with persons in authority roles inthe school. Mediation is a mutual, win-winapproach, focused on both students and

Peer programs do have limitations. They areonly one form of intervention, and must bepan: of an overall student service learningdesign. Peer program development requiresprofessional training, and considerablelitclication and commitment. A comprehen-sive service learning program must include avisi on of the future, and in itself be an exam-ple of that future in its policies, practices andgoals. A peer program is not a substitute forhelping students deal with the serious social

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Peer Helping: A Model for Service Learnin

circumstances in which they currently func-tion. While peers may serve as a bridge orlink to bring other students to professionalhelp, they are not replacements for effectiveprofessional services.

As we enter the year 2000 era, helping stu-dents become service providers will increaseas an area in need of great cooperationbetween all levels of government, business,industry and local communities. As Grey Owl(1991) has stated:

The future of our Great Nation is depend-ent on the education of all our people. Thepurpose of education is to provide youthwith the knowledge, skills and attitudes toimprove the quality of lift and to have thetools to live meaningful lives. While wehave an obligation to share with studentswhat provides meaning in our own lives,we must not interfere with their opportuni-ties to discover and create meaning in a hfewe have not experienced.

References

Benson, kJ., % Benson, J.M. (1993). Peer mediation:0 Conflict resolution in the schools. Journal of School

Pycholov, 31, 3, 427-430.

Bernard, B. (1988). Peer programs: The lodestone toprevention. Prevention Forum, 6-12.

Benard, B. (1990). The case for peers. Portland, OR:Northwest Regional Educational Laboratory.

Canadian Youth Foundation. (1985). Canada's youth:"Ready for Today*. A comprehensive survey of 15-24 yearolds. Ottawa: Author.

Carr, RA. (1984). The theory and practice of peerhelping. Educational and Vocational Guidance, 42,1-10.

Carr, RA. (1985). Peer career counsellors: A conceptualand practical guide. Toronto, ON: Guidance Centre.

Carr, RA. (1988). Peer helping: The bridge to sub-stance abuse prevention. The B.C. Counsellor. 10(2),5-18.

Carr, R.A. (1993). The displaced worker peer pro-gram. Peer Counsellorpurnal, 10, 1, 17-20.

Carr, RA. (in press). The FAS/FAE field test for apeer helper program.

Carr, R.A., de Rosenroll, D., & Saunders, G.A.K.(1990). Peer helping: An information booklet for parentsand professional helpers. Victoria, BC: Pe 1-..r SystemsConsulting Group.

Carr, R., & Saunders, G. (1980) The peer counsellingstarter kit. Victoria, BC: Peer Systems ConsultingGroup.

Centre for Career Development Innovation. (1994).Engage Teacher's Guide. Edmonton, AB: ConcordiaCollege.

Collins, M.D. & Frey, J.H. (1992). Drunken drivingand informal social control: The case ofpeerintervention. Deviant Behavior; 13, 73-87.

Comstock, K.G. (1994). A peer educator smpreven-tiun project for women students. Public HealthReports, 109,2,181.

Connolly, J., Geller, S. Marton, P., & Kutcher, S.(1992). Peer responses to social interaction withdepressed adolescents. Journal of Clinical ChildPsychology, 21, 365-370.

deRosenroll, D., Saunders, G., & Carr, R. (1993). Thementor program development resounv kit. Victoria, BC:Peer Systems Consu ting Group.

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Peer Helping: A Model for Service Learning

Gottlieb, B. (1985). Combining lay and professionalresources to promote human welfare: Prospectsand tensions. In J.A. Joder, J.M.L. Jonker andR.A.B. Leaper (Eds.), Support networks in a caringcommunity. Boston: Martinus Nijihoff.

Grant, G. (1992). EAP peer power in the workplace.Peer CounsellorJournal, 9, I, 11.

Grey Owl (1991). Healing wisdom. Unpublishedmanuscript.

Hirsch, BJ., & DuBois, D.L (1992). The relation ofpeer social support and psychologicalsymptomatology during the transition to juniorhigh school: A two-year longitudinal analysis.AmericanJournal of Community Psychology, 20, 333-347.

Johnson, D.W., Johnson, R.T., Dudley, B. & Burnett,IL (1992). Teaching students to be peer mediators.Educational Leadership, 50, 1, 10-13.

Kirby, D. (1992). School-based programs to reducesexual risk-taking behaviors.Journal of SchoolHealth, 62, 280-287.

Knowles, D.W. & Henly-Lewis, J. (1972). Attitudes ofstudents in a studsnt-centered high school. Cana-dian Counsellor; 6(1), 20-26.

Levinson, G. (1992). HIV-related walk-in peer coun-selling: A response to the changing needs ofpatients. AIDS Patient Care, 6, 1, 28-33.

McGraw-Schuchman, K. (994). The EncourageProgram: Peer helping for adolescents withchronic illness. The Peer Facilitator Quarterly, 11, 21-23.

Morritz, T. & Seehafer, R.W. (1993). Peer healtheducation: An overview. Peer Facilitator Quarterly,10, 3, 12-16.

Perry, C.L (1992). Models of effective prevention.Journal of Adolescent Healer, 13, 5, 355-363.

Podschun, G.D. (1992). Teen peer outreach-streetwork project: HIV prevention education forrunaway and homeless youth. Public Health Reports,108, 2, 150-155.

Reardon, M. (1990). Effectiveness of peer counseling onhigh school students who failed two or more classes in anine week quartet Unpublished doctoral disserta-tion. Florida International University, Miami, FL

Richie, N.D., Stenroos, D. & Getty, A. (1990). Usingpeee educators for a classroom-based AIDS pro-gram. Journal of Amnican College Health, 39, 96-99.

Rose, M.A. (1992). Evaluation ofa peer-educationprogram on heart disease preventio.1 with olderadults. Public Health Nursin& 9, 242-247.

°Peer Resources

Schrumpf, F., Crawford, D., & Usadel, H.C. (1991).Peer mediation: Conflict resolution in the schools pp-gram guide. Champaign, IL Research Press. .

Spirito, A. Delawyer, D.D., & Stark, L.J. (1991). Peerrelations and social adjustment of chronically illchildren and adolescents. Clinical Psychology Review,11, 559-564.

Tobler, N.S. (1986). Mem-analysis of 143 adolescentdrug prevention programs: Quantitative outcomeresults of program participants compared to acontrol or comparison group. Journal of Drug Issues,16, 4, 537-567.

Weinrich, S.P., Weinrich, M.C., Stomberg, M.F., Boyd,M.D., & Weiss, H.L. (1993). Using peer educatorsto increase cancer screening. The Gerontologist, 33,4, 491-496.

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J111911111111111111111111111111111111111111111111111111111111111111111111011111111111111111111111111101111The Theory and Practice of Peer Coun- Peer Helping Guide for a Native

MATERIALS AVAILABLE selling by Rey Carr. An outline of the Community. Ron Jorgenson desvribesrationale and basis for peer work: $3.50. how to implement peer programs in FirstFROM OUR BOOKSTORE Nation communities: $2.95.

The Peer Counselling Starter Kit by ReyCarr and Greg Saunders. A comprehensivetraining manual for teen and adult peertraining programs: $32.95.

Co-Conseil: Développé par le Projet duCo-Consell by Rey Carr and GregSaunders. This is the French version of thePeer Counselling Starter Kit: $32.95.

The Mentor Program DevelopmentResource Kit by David de Rosenroll, GregSaunders and Rey Carr. Theory, practicaltips and training workshop activities for

4mentor programs: $4".95.

Trousse documentaire d'élaboration duprogramme de mentorat. The Frenchversion of the The Mentor ProgramDevelopment Resource Kit: $49.95.

Peer Counsellor's Workbook. A studentworkbook which includes activities, poemsand areas for note-taking. Written by GailRoberts to accompany the Kit: $7.95.

Kids Helping Kids. A peer counsellingmanual for elementary and middle schoolsby Dr. Trevor Cole: $22.00.

Peer Counselling: Helping Seniors HelpSeniors: The Program Guide. A trainingmanual by Dr. Honor6 France for seniorscitizen peer programs: $9.95.

Peer Counselling: Helping Seniors HelpSeniors: The Workbook. A senior peercounsellor's workbook to accompany theprogram guide: $5.95.

Peer Career Counsellors: A Conceptualand Practical Guide. A detailed rationaleand plan written by Rey Carr to helpstudents help each other in career aware-

7

Fess and development: $12.00.

Le Counselling par les pairs: Concepts etaspects pratiques by Rey Carr. This is the

rench translation of Peer Comer Counsel-lors: $12.00.

The Peer Helping Strategy for DropoutPrevention by Rey Carr. Describes theemployment needs of youth, analyzesdropout research, proposes new age 3R's,and details roles for peers: $4.50.

Peer Helping: An Information Bookletfor Parents and Professional Helpers byRey Can, David de Rosenroll and GregSaunders. Based on questions most askedby parents, this booklet provides practicalinformation on all program issues. Alsocontains a peer standards checklist: $4.95.

Peer Helping Implementation Mainte-nance and Research Issues by David deRosenroll. A resource book for trainers andresearchers: $13.50.

Peer Teaching and 'Tutoring: An Indexedand Annotated Bibliography. A 900+entry work, cross-referenced and indexedfor easy access: $12.00.

Peer Helping: Indexed and AnnotatedBibliography. An extensive work of allarticles, books and resources on peerhelping: Updated to 1993: $15.00.

A Peer Counselling Program Evaluationfor a Secondary School written by Ai IseEdge and provides details and forms forevaluating school-based programs: $4.75.

Peer Helping: The Bridge to SubstanceAbuse Prevention. How peer helping isused to prevent substance abuse amongteens and a list of the ingredients of aprevention curriculum; written by ReyCarr: $4.25.

The City-Wide Peer Counselling Pro-gram by Rey Carr. An article reprintdescribing peer helping roles and howseveral schools in Victoria combine theirtraining programs: $6.00.

Helping Ourselves: Organizing a PeerSupport Centre. Suitable for colleges anduniversities only. No cost, and ordersshould be made on post-secondary institu-tion letterhead.

Weider sol-même: Ilorganisation d'uncentre d'entraide pour étudiants. This isthe French version of Helping Ourselves.No cost, and orders should be made onpost-secondary letterhead.

Training Certificates. A certificate toprovide recognition for involvement inpeer helping programs: $1.00 each.

Peer Helping Posters. A set of posterssuitable for recruiting students at theelementary thru high school level: $5.00for set of three. (Poster samples appearthroughout this issue of the Journal, andeach poster is 43cm x 57cm.)

Peer Helping: Information for Parents(brochure). These pamphlets describeroles, standards, and rationale for peerhelping. They can be personalized forindividual programs. No cost, and can beordered in quantity (order must be onorganization letterhead.)

The Peer Counsellor Journal. Canada'smajor source of information on peerhelping. Subscriptions are available at nocost to persons who agree to completeperiodic surveys.

How to Order:Orders are generally shipped on dayreceived and include charges for postage,handling, and 7% G.S.T., if applicable.Postage and handling charges can besaved by including payment with order.Peer Network Members receive apercentage discount equivalent to thenumber of years they have been amember of the Peer Network. Sendorders to:

Peer Resources Bookstore1052 Davie Street

Victoria, British ColumbiaV8S 4E3

Orders can also be placed byTelephone: (604) 595-3503;

FAX: (604) 595-3504; orToll-Free: 1-800-567-3700 ore-mail: rcarr@islandnelcom

PRICE LIST DATE: November, 1995

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