Peer Facilitator Projects as a Counselor Intervention

An execting turn of events in eduction has been the systematic training and use of students a
peer facilitator.Young people are being trained to be the helping hands of counselor and
teachers and consequently many more students can reveive and participate on guidance
services.

The concept of students help students is not new.The idea began year ago in one room, school
house,when older students were give the responsibility of tutoring young students is basic
skills.The process was not as refined as it is today.The value of having students help other
students was learned early in the history of education and has never bee forgotten.In more
recents tims,the helping roles of students have been expanded and so has the preparation for
those roles.subse quently,various tites have emerged to discribe different student helper
functions and program.

During the 1970s, “peer counseling” programs were started in several schools and
universities (e.g,Gray and Tindall,1978 ; hambung and vaarnhorst,1972;Samuels and samuels
1975).Students helped their pers talk about personal problems. However,the term has been
met with skepticism by parents,teacher,administrator and counselors who resrve its use for
crisi intervention or intense situatiom when a person is in trouble.Some see counseling as
synonymous with therapy and therefore inappropriate for unilicensed people.

Very students can lear o counsel other students.Counseling is a special skill that take
extensive prepartion and pactice.It has a graduate education base for certification and requires
a specific couser of study in which traning is supervised synonyously with therrapy or
intensive personal assitance.Therefore many parents and educators are resistant when it is
used as a title to describe peer helper programs.

In the 1970s,for instance,many of the peer counselor programs encouraged young people to
counsel the their peers who were traunt,disruptive in school,having family problems,or
objective,some early programs faltered and were abandoned because students wew asked to
do much and with too little traning.Nvertheless “peer counseling” is a term that continues to
be ued and accepted in many areas of the country.

Peer Facilitor Defined

What is “ peer facilitor defined?”The term refers to a students who uses helping skills and
concepts to assit other students-and-sometimes adults-to think about idea and feeling to
explore alternative to situations and to make responsible decisions ( mrick and browman
1981/1991). Peer facilitator has been used synonymously with helper students facilitator,peer
tutor ,Big brother and big sister,students counselor,peer group leader and peer counselor.

The team “peer facilitator”was introduced (eg.,Myrick & Erney, 1978/1984, 1979/1985)
because it semed more accurate in describing the limited role and function of young people as
helpers. It communicates best what students are asked to do when helping others.At the same
time,it provides enough flexibility to incorporate several helping roles and functions.In
addition,the term is asier to explain to parents and educators.

The first SCA postion statement on peer counseling,adopted by it delegate assmbly,was

published in 1978 when that term was commonly used to emphasize how per helpers could
augmnt a guidance program.The statement was changed in 1984,using the new term “ peer
facilitator” and emphasized peer facilitatir roles,tranining,counselor responsibilities,and how
peer faclitators could helpn profesional counselor in their work.

Almost all students can lear to be facilitators.They can learn basic skill and concepts which
can then be used to assist other in their academic and personal development.some peee
faculitators will be more effective than participated in an prganized and compreensive
program.

Peer facilitator programs are not to be confused with student assistance program (Palmer &
Paisley, 1991). The latter are modeled after employee assitance program in business and are
usually adult led or sponsored project that focus on family problemmespecially as related to
the prevention of alcohol and other drug use. Peer facilitatir interventions are delivered by
mental health agencies.The CARE program (Chemical Awareness/Responsive Education)
typcally involves early identification of students promblem,referrals to utside agencies,and
community follow-up services.The model may differ in services offered in different school
district,but they most often feature support groups of 8 to 12 students meeting with two adult
facilitators.

The term “peervention“ was coined by Myrick dan Folk (1991a, 1991b) to emphasize
interventionsthat peer facilitators .might iniate in prevention education project. Peer can make
a positive difference in preventing interpersonal and social problems nd helping other
students to gain the most out of school.Rather than wait to address problem,peventio
education and issues before they become a difficult promblem of crisis.

The Power of Peer Relationships

It is abiut age of three and four that children begin interact in a purposeful way with other
children, forming friendship in the neighborhood, the park,or wherever children congregate.
From this point on, a young perpon’s destiny seems to be determined in part by the power of
peer relationships.

Although parents have a subtantial influence on the development of their children,other

children ultimately contribute as much or more than adults.It is in the presence of other
children that a child is most often discovering,exploring,remembering and coping with the
real world.No matter how many efforts a conscientious parents might make,interactons with
other children frequently determine a child’s sense of self-worth and well-being.These same
interactions also influence the enduring behaviors,personnal style, and social skillz that one
uses to cope qith school,society,and a changing world.

Some adults fear that young people can be led astary by their pees,specially deviant peer
groups who deight in defying established norms. Parents worry that their children might be
influenced by their classmates to enter into drugs,sexual promiscuity,delinquency,or other
unwholesome activities. Those who enjoy growning up in family structure can usually resist
being manipulated into antisocial or self-destructive behaviors. Yet, the need for peer
accceptance is so srtong with some young people that it can become a consuming interest, to
the detriment of self-development and academic learning.

Peer relationship are powerful and they should be enigneered to the extent that young people
lear how to interact positively with one onther. This is not a matchmaking process.School
programs must recognize that students need to take an active part in bulding helping
relationship and positive learning environments. They need opportunities to learn social
skills, as well as those in math,science,English and history.Theyy need to learn life-
management skills and how to encourage and support each other inthe learning process.

Ideally,all students should learn how to be peer facilitators, They would be better listeners
and facilitate better discussions among their peers.They would also know the value of helping
relationship and how to foster them .They could take more responsibility for their situations
and feel more support.Their efforts to develop their unique selves would be enhanced.
It is generally recognized that as students pass form elementry grades to high school, they
rely more on their peers for help with their concerns,interests and problems. When asked, “if
you had a problem, to whom woild you talk first?” Most teenagers indicate that they would
turn to a peer-a cloe friend their age-before turning to adults. Therefore, it make sense to
prepare students to facilitatr their peers, younger students and adults.

four Basic Helping Roles

there are many things that peer facilitators might do. It can be helpful if you think in
terms of four distinct helping roles.
Special Assistant
Peer facilitators who work as student assistants provide timely assistance to teachers
and counselors, especially through such activities as working in an office, distributing and
collecting materials, monitoring projects, constructing bulletin boards, and participating in
the planning of educational activities. Safety patrols, for example, assist other students to
adjust to school rules and procedures.
In general, this role tends to focus on indirect assistance to peers and interaction is
usually limited. It is included here because it is a trational helping role frequently given some
students. In the past, this role has not wmphasized personal interactions among student as
much peer facilitator training, all student assistant roles could be improved.
For instance, safety patrol members might be more sensitive in giving directions and
be more responsive when students have problems. Office workers might be able to greet the
public more cordially and answer telephone calls with more efficiency. If student assistants
are engaged in a project that does not require contact or communication with other students,
training may not be necessary. But, if they are asked to talk and work closely with others,
then peer facilitator training can be valuable.
Tutor
Peer tutors are used in almost every subject area. Devin-Sheehan, Feldman, and Allen
(1976) examined more than 100 studies and articles and concluded that tutoring programs can
effectively improve academic performance of both tutors and students being tutored. Yet, an
examination of these and other studies suggests that seldom is the tutor systematically
prepared or trained to work with students. The primary criteria for selection as a tutor is
academic achievement.
 Not all those being tutored willingly participate in the tutoring process, especially
when it is being done in a manner similar to a drill sergeant or lion tamer. Too many students
who are asked to help others with their studies are unfamiliar sith basic helping skills.
It is usually the students who have pesristenst problems in their studies who need
extra assistance. They are often resistant to help and find studying an unpleasant experience.
They might be embarrassed, feel guilty, and become defensive when help is offered. Some
may decline any assistance because they worry that other students would think less of them
and maybe tease them.
It is not enough to rely on natural instincts when tutoring other students. Without
special preparation as peer facilitators, even the best academic students are frequently unable
to help motivate their peers. They are unsure of what to do, experience frustration, and
become discour-aged themselves.
On the other hand, participation in a training program where they learn how to build
helping relationships and how to encourage those they are helping can make a difference. It is
a new type of tutor that results from peer facilitator training, one who is responsive to the
tutee’s feelings, and one who can help the individual explore problems associated with
studying or getting along better in class.

Special Friend
As special friends, peer facilitators develop close helping relationships with selected
peers. This enables the peer facilitators to provide timely encouragement and support
regrarding personal matters that detract from leraning in school.
Students feel left-out when they do not have friends in school. Do you remember the
friends you had in school? How important were they to you? Did ypu ever wish that you
could have more friends? Or, did you ever need a special friend you could talk about ypur
interests and concern?
When high school students are asked the most common problem facing students their
age, the problem of loneliness is singled out above all others. Many students feel isolated or
even alienated. It is not easy to grow up in today’s world. Positive peer relationshps are
sometimes difficult to form, especially when one lacks skill and experience in developing
them.
To become a fully-functioning adult, a young person needs to experience friendship.
It is through one friendship that a person learns to develop others. Experiences are hears, and
there is a special trust or bond that is developed out of mutual respect and acceptance.
Without this base, school is viewed as an unfriendly place where people are tested, reject, and
ignored. Consequently, some students never learn well.
When peer facilitator works as special friends, they take time to initiate a conversation
with others. Students may even be paired as “friends”. Some cunselors identify target
students from their caseloads who need a special friend to talk their with on occasion.
Although the assignment may be contrived, the process of building a positive relationship has
a way of bringing people closer togethet. The conversations are friendly and can benefit both
parties.
New students to a school, for example, might be assigned to peer facilitators who
orient them to the building and introduce them to other students. All new students for a
grading period might meet with a few peer facilitators on Friday afternoons to ask questions,
discuss common problems, and feel a part of it, they leave the group on their own accord.
Besides creating a friendly atmosphere for new students, it also frees counselors and teachers
to give more times to others who need their help.
The concepts associated with Big Brothers and Big sisters programs are especially
pertinent in the special friend role. Younger students tend to admire and imititae older
students. Olders students working as peer facilitators or special friends can serve as positive
models and can be powerful influences on students behavior in school.
A fourth grader was assigned a “big brother” who was a member of a middle
school peer facilitator group. The peer facilitator made appoinments to see his “buddy” and
talk with him about school. The sometimes played catch with a football or kicked a soccer
ball. The facilitator encouraged the boy to talk about his behavior in class and they explored
alternative always to make school better for him. In one high school,some peer facilitators
became special friends to young people who were hospitalized for an extended time,talking
time to visit and talking with them at the hospital. Other peer facilitators became special
friends to elderly people in retirement homes. Still other peer facilitators be friended young
student who were indetified by teacher as being shy or with drawn in their classes, perhaps
preoccupied with special concens or interest.

Peer facilitators learn to recognize their limit and are taught to refer students to
counselors or teacher when it is appropriate. The facilitators are also supervised by their
program coordinators and obtain guidance from them. One young boy talked with his peer
facilitator about a lack of interest in school.after some discussion it was clear that the boy had
a conflict with two of his teacher. He was becoming increasingly defiant despite efforts of the
facilitator to help him explore the consequences of his behavior. The peer facilitator was
unsure how to help and suggested that the boy talk with one of the school counselors about
his situation. Together they went to see counselor and a referral was initiated.

Secret als, pen pals, playground buddies, and other experiences can be arranged so
that peer facilitators can form special friendship with students. The reason for the first
meeting together is not as important as what happens when they meet,when the basis for
friendship is formed in the interaction that happens.

Small Group Leader

Peer facilitators can be trained to be effective small group leaders. This can give both
counselors and teacher a valuable source of helpers who can help make learning experiences
more personal and exciting. With the assistance of peer facilitators as small group leaders,
more students can participate in learning activities, be more involved in the learning process,
and experience the facilitative conditions of a relationship (understanding, acceptance, etc).

One common teacher complaint is there are to many students and too few teachers.
The average classload is about 30 students and, in some schools, it can reach as high as 40.
Most teachers would prefer to have about 20 to 25 students.even then, they find it difficult to
engage all students in a classroom discussion. The group dynamic associated with large
groups often mean that more people are listening than talking. The listening that takes place
is not as personal or focused as that which happens in small group.

Similarly, counseors also experience the frustration of trying to personalize the

discussion of a topic when they do classroom guidance activities. Sometimes counselors meet
with large group of 50 students or more, usually to pass out information and answer question.
But, this format can lead to little involvement and low energy from sudents.with the help of
peer facilitators, large group can be divided into smaller groups and meore students can
participate.

Peer facilitators can lead small group (perhaps from four to six members). The group
are usually assembled as a team in a cicle. For example,in a class of 30 with five peer
facilitators as helpers, there might be five teams stationed around the room in circle, each
with a peer facilitator as a leader. The peer facilitator introduces a topic ar task.go-around
procedures might be used so that each group member in turn share ideas. The leader
facilitates the group by making or eliciting high facilitative responses.
 Myrick and Bowman (1981/1991) described a classroom guidance project entitle “My
Friend and Me” in which peer facilitators from the fourth and fifth grades were small group
leaders.second grade classes were divided into teams of five,with a peer facilator assigned
stations and five small group experiences happened simultaneously, as the teacher and the
counselor moved around the room supervising the different groups.

The unit focused on friendship. Its objectives for students were to listen to others and
to practice listening skill, to have an opportunity to speak and be heard, and to talk about the
qualities of friendship. The topics for the the four session included : 1) tell about when you
did something with a friend; 2) tell something about yourself that you think would make you
a good friend; 3) tell about something that would make your happier; and 4) tell one way that
a person can make new friends; and then what did you learn about the person in your groups?
Each session took about 15 miutes.

The facilitators were prepared to ask members a question after they responded to the
topic and then to clarify the answer ar respond to a feeling. They were also instructed to give
simple acknowledgments and to look for opportunities to link ideas or feelings. It was
something that they had experienced themselves and practiced, as part of their training.

Teachers was excited about the project since it gave each second grade child and
opportunity to say something in a structured group experience which fostered acceptance,
understanding, caring and other facilitative conditions. It also gave the peer facilitators an
opportunity to practice group leadership skills and to be recognized for their contribution.

Bowman (1982) onstructed a project in which third grade students who were viewed
as disruptive were paired with peer facilitatorswho served as speial friends and small group
leaders. They participated in small group session similar to the project discussed above.
There were significant differences in term of positive classroom behaviors and attitudes about
school in favor of student who worked with peer facilitators, as compared to a groupof
students who did not receive such help.

Aside from small group discussions which involve guidance topics, peer facilitators
an also be used to help students study various academic topics. Problem solving group, for
example, can be facilitated in social studies and science class. Learning centers, study circles,
and demonstration groups might have peer facilitators as leaders, making it possible to have
more working group in a classroom and, consequently, more student participation and
involvement.

Some high school peer facilitators experienced a set of structured small group
experiences as part of their training. They analyzed the activities and group leader’s behavior.
Next, they practiced leading the activities among themselves before going to a junior high
school where they used the same activities with small groups of eighth grade students. In this
case, all the activities focused on the general objective of setting goals and making decisions.
Some of peer facilitators were paired as co-leader for some of the groups.

Peer facilitators can also play tant part in a counselor-led large group guidance
intervention. One high school counselor decided to disseminate test and career information in
groups of 60 stu- dents. Peer facilitators were available to assist as small group leaders. The
counselor n first presented general information via overhead projectors to the large group.
About 10 to 12 small groups are formed, each with a peer facilitator as the group leader. The
groups discussed different topics and different tasks, as the counselor moved from one group
to another answering questions and supervising. At the end of the time period, the large group
was reassembled and a final question- answer session took place based on the ques- tions that
arose in the small groups. Stu dent involvement was increased and the general session was
more personalized. More needs were addressed and the evalua tion proved that it was an
efficient way to use both student and counselor time.

Although peer facilitators can work in many places and do many functions, most of
the things that they can be categorized into one or more of the four basic roles. These roles
provide a focus for training and for developing projects in which they can participate.

Peer Facilitator Training .There are many types of peer training programs. but they
developed e successful because of the caring, commu and energy that characterizes the
trainers or people involved. Still others programs have been more successful because they
have developed well orga and systematic procedures for teach. ing interpersonal skills and
preparing facilitators for different roles. In addition, they have identified help projects where
the peer facilitators can put their skills to use while being supervised. The latter approach is
the current trend and these training programs have been de. scribed in detail elsewhere (eg,
Akita & Mooney, 1982; Foster, 1992; Myrick & Bowman, 1981; 1981/199; Keh; Myrian &
1992 ; Myrick & Sorenson, 1988, 1992a, 1992b; Painter, 1989a, 1989b; Tindall, 1989). Most
of these training programs are a minimum of 20 to 30 hours in duration, especially for
secondary school students. However, these are comprehensive pro- grams, ones in which
students are prepared for all four roles.

Helping projects are those in which peer facilitators, under the supervision of
teachers and / or counselors, work with other students. A project has general and specific
objectives and helping roles forthe facilitators are identified. Skills and strate- gies learned in
training are applied. The peer facilitators meet with their trainer or project coordinator to talk
about their work.

Peer facilitator programs and projects may be considered in the light of being a)
beginnln & b) intermediate; or c) advanced. Each of their levels is commensurate with the
skills, self-confidence and experience that the students have obtained. In their train- Ing.
Some beginning projects might be designed to give peer facilitators an initial experience in
helping others. Beginning projects tend to be more limited in scope and are more structured.
There is doser supervision and the skills are simple. usually focusing on listening and
responding to feelings, clarifying ideas, and asking open-ended questions. Intermediate and
advanced projects require more flexibility and spontaneity. They involve a combination of
helping the skills and the use of some less structured problem solving models. In advanced
projects, peer facilitators work with a minimum of supervision and direction, using their past
experiences and more practice skills to do various tasks. In elementary schools, training tends
to consist of about 10 to 20 half-hour sessions, although the training could be less dependent
on the nature of a project. Most projects are specific and structured. High school training
programs, on the other hand, are usually longer, perhaps a mini- mum of 30 hours. Some high
school students receive even hours of preparation and supervision, if enrolled in a course for
peer facilitators. Students can be trained briefly, if a project is limited in scope and duration
and is closely super- vised. Many high schools throughout the nation are moving towards
offer courses for credit in which peer facilitators can be trained. The courses are part of the
social studies department, feature an organized curriculum, are elective for students who
qualify, and are viewed as leadership classes.

For example, one high school course is based on two semesters of work, with four
nine week grading periods. During the first nine weeks, the students, usually about 20 to 25,
study the helping relationship, the facilitative model, and some basic problem-solving and
decision-making approaches. The class meets five days a week. During the second nine
weeks, the peer facilitators work on different beginning projects three days a week during
their facilitator class period. They receive supervision and more training the other two days
for projects In an elementary school, where they are special friends or small group leaders. In
addition, special projects are practiced in the high school. Training and supervision continue
into the third nine weeks, where more group skills and activi ties are given attention. Related
projects usually involve group experiences for middle or junior high school students. Some
more high school projects are also developed, especially as related to orientation, working
with new students, tutoring, and working with teachers in classes. The state of Florida has
approved high school social studies courses entitled Peer Counseling L II (1st year) and III
and IV (2nd year), each with a half of credit for each semester (18 weeks of work completed)
There is a curriculum framework which A list of the intended outs of the program. The list is
intended for the purpose of the program. - comes for the courses are provided in Appendix B.

other states also have approved courses for credit. While credit is desirable for
students, and while it can be more credibility to the program, it seems to be a critical issue.
When the courses are offered, teachers and counselors have a regularly scheduled time to
meet with peer facilitators for training and projects. Accessibility to students is probably the
most important consideration for developing a program. There are, of course, other factors
that you will want to consider. As you will recall, it is recommended that a school counselor
budget about one hour a day for peer facilitator work, either training stu. dents or working
with them on projects. Sometimes the training might be done by a teacher, especially in the
secondary schools. Nevertheless, as a counselor, you will want a peer facilitator program to
be part of the total guidance program and part of the services that you provide.

Factors to Consider

There are several facies to conserer a peer facilitator program with training sessions
and helping projects. Here are a few.

Who should be a peer facilitator?

Your first consideration is to work with students who are potential school leaders.
They are easy to get along with and are capable of helping others. They have a positive
attitude about themselves, others, and school and they tend to be characterized as caring,
sensitive, and friendly persons, Verbal skills are valued as most of the peer facilitators work
involves talking with others. And, practically speaking, these students have enough "clout" or
influence with their teachers to be released from the class on occasion and to be trusted in
various projects. Some trainers consider selection to be the most important decision. A high
school trainer interviewed all those who applied the first year (about 35) and then used the
first year's peer facilitators to help interview the next group who applied (about 18s).
Depending upon the visibility of your progran, you too may have the luxury of choosing from
a large number of interested. The peer facilitator course has been an elective for juniors and
seniors who have recommendations from their teachers and parents. Counselors frequently
select students who have personalities suited to form helping relationships and those who are
available for training and projects. No one should ever be forced to be a peer facilitator.

The selection and number of students also depends on your own commitment and
involvement. An elementary school counselor had three small groups of peer facilitators of
each group) total of 18 "Helping Hands" who were available for different projects in the
school. group was given a basic set of communication skills based on the facilitative model.
Then each group was given a specific training for a particular project.

A high school course is best suited for about 18 to 24 students. Because so much
supervised practice is required, a more extended monthly means more training time before
projects can be devel- oped. In addition, it also means that there is no program in your school,
if you are wondering where to begin, and there is no organized program in your school, you
might start with about five or six of your favorite students. Ask for their help in working
witin you on some projects. After you have some experience, you can add other students to
your groups.

Who should be the trainer or coordinator?

Many school counselors, especially at the secondary level, have been asked to train
peer facilitators. Some resisted the idea of committing time to such a program, although it
could save time and energy in other ways. Consequently, teachers from various subject areas
have taken the lead. For example, in Texas some home eco ics teachers train peer facilitators.
In Florida and Indiana there are many social studies teachers who are responsible for the pro-
gram.

Peer facilitator programs are recommended as part of a school counselor's work load.
Both the training programs and organizing projects can be considered counselor
interventions. You might teach a peer facilitator course or have a peer iacilitator training club.
someone else in the school is assigned to do the training, perhaps a teacher, then you will
want to work closely with that person. You may help coordinate some projects or design a
guidance project in which peer facilitators peer facilitator programs can provide some
positive visibility. Seize upon the opportunity, if you can. You will not be disappointed and it
will provide an extra lift when you face less rewarding tasks.

what type of training should be given?

The training program is usually depen. dent upon the time available for work with
students and projects. Almost all authors and experts in the field, however, agree that training
should co-ordinate the counseling and therapy associations. There are some basic facilitative
concepts and skills that might need attention (e.g., See Chapter 5). An examination of
Appendix B will also give you an idea of the skills that could be intended outcomes.

More specifically, it appears that peer faciutators need to learn about the charac.
teristics of a helping relationship and how to get better listeners when someone is talking to
them. Next, they need to learn how to facilitate individuals to talk about their ideas and
feelings. A simple problem solving model can be useful, including a few ground rules and
procedures for leading small group discus. sions. After that, training is usually related to
specific projects or problem moments that result from helping people.

Jika Anda dapat mengatur sekitar 18 jam pelatihan, Anda dapat memiliki program.
Anda dapat menambahkan keterampilan kemudian karena mereka dibutuhkan untuk berbagai
proyek dan pengalaman. Jam minimum pelatihan ini mungkin dimulai atau diselesaikan
dalam sesi tipe maraton (mis., Satu hari). Sekolah menengah atas telah melatih fasilitator
teman sebaya mereka pada hari kerja guru saat sekolah yang diperuntukkan bagi sebagian
besar siswa. Hal ini untuk menghindari siswa dari kelas akademis mereka. Sekolah lain telah
membentuk klub dan telah menggunakan retreat akhir pekan untuk memberikan pelatihan
awal.
Proyek PROMISE (Peer Reach Out for Maryland Involving Students and Educators /
Jangkauan Teman Sebaya untuk Maryland yang Melibatkan Siswa dan Pendidik) adalah
gelar ESEA, Title III, yang diterima di Baltimore, Maryland. Pelatihan manual terbagi dalam
empat topik: Komunikasi (9 pelajaran); Nilai (7 pelajaran); Pengambilan Keputusan (6
pelajaran); dan Teknik (7 pelajaran). Ini digunakan untuk melatih siswa dalam program di
seluruh negara bagian yang sangat sukses. Maryland adalah salah satu negara bagian pertama
di negara tersebut untuk mensponsori konferensi negara untuk fasilitator teman sebaya.
 Demikian juga, panduan kurikulum yang beredar untuk kursus fasilitator teman sebaya
berada telah dikembangkan di wilayah Broward dan Orange di Florida. Tujuan dari kursus,
isi yang akan ditekankan, dan materi pembelajaran yang akan digunakan diuraikan dengan
seksama. Program khusus ini dirancang untuk memenuhi standar kinerja yang
direkomendasikan oleh departemen pendidikan negara bagian dan diadopsi oleh dewan
sekolah.
Apa yang fasilitator teman sebaya lakukan?
Setelah fasilitator teman sebaya menerima beberapa pelatihan dasar, mereka siap untuk
berpartisipasi dalam beberapa proyek bantuan. Keempat peran berbeda mungkin
menyarankan proyek berbeda yang bisa dilakukan di sekitar sekolah. Selain itu, juga
memungkinkan untuk menggabungkan peran saat bekerja dengan populasi sasaran.
Beberapa contoh hal yang telah dilakukan oleh fasilitator teman sebaya meliputi:
Pemimpin kelompok dengan anak-anak sekolah dasar: memanfaatkan alat
Pengembangan Pengetahuan untuk Diri Sendiri dan Orang Lain (DUSO: Developing
Understanding of Self and Others) untuk pelajaran dan kegiatan yang terstruktur.
Pemimpin kelompok dengan siswa sekolah menengah pertama: membantu siswa
berbicara tentang hasil tes mereka (DAT, SAT) dalam serangkaian pertemuan yang diatur
dan diawasi oleh konselor.
Pemimpin kelompok dengan siswa sekolah menengah atas: mengeksplorasi minat,
keterampilan, dan tujuan kejuruan dalam serangkaian pengalaman kelompok terstruktur.
Selain itu, setiap anggota kelompok dibantu untuk merencanakan program empat tahun
sekitar pekerjaan sementara yang tentatif.
Teman khusus dengan siswa sekolah menengah atas: bekerja dengan siswa yang
telah diberikan suspensi di sekolah. Fasilitator teman sebaya ditugaskan ke ruang "time-out"
dimana mereka berbicara dengan siswa tentang masalah yang mereka hadapi dengan guru
dan siswa lainnya.
Teman khusus dan tutor: berbicara dengan siswa yang telah tinggal di rumah
penampungan anak-anak dan yang tidak menyukai sekolah. Penasihat cocok dengan
fasilitator teman sebaya dengan siswa yang membutuhkan perhatian ekstra dalam
persahabatan dan les.
Tutor: bertemu dengan seorang siswa sekolah menengah yang telah melewatkan tiga
minggu sekolah karena penyakit yang meluas.
Tutor: belajar dengan seorang siswa sekolah menengah yang siap dan kooperatif yang
ingin lulus Aljabar I tapi bingung dan khawatir tentang kegagalan.
 Teman khusus: berkunjung dengan seorang Pensiunan lansia di pusat pensiunan, yang
menghargai perpanjangan waktu dan perhatian yang diterima dari fasilitator teman sebaya
sekolah menengah atas.
Tutor: memimpin siswa melalui pusat belajar di kelas. Siswa dalam kelompok kecil
datang ke pusat untuk melihat sebuah demonstrasi konsep dan keterampilan fasilitator teman
sebaya dan kemudian menerima beberapa pembinaan saat mereka mencobanya.
Asisten siswa: mengembangkan sebuah proyek untuk mempromosikan moral siswa
dan semangat sekolah, yang membawa pada sebuah rangkaian drama yang menyenangkan
dan memprovokasi.
Setelah pelatihan selesai, fasilitator rekan sebaya mereka dapat mengidentifikasi proyek
di sekitar sekolah. Mereka kemudian akan tahu lebih banyak tentang keterampilan dan peran
mereka, dan memiliki gagasan yang lebih baik mengenai tujuan program ini. Antusiasme
mereka untuk membantu orang lain sering mengarah pada beberapa proyek yang menarik dan
bermanfaat.
Guru juga merupakan sumber proyek yang sangat baik, begitu mereka memahami
tujuan program dan peran di mana fasilitator teman sebaya dapat berfungsi. Selain itu,
dukungan guru telah terbukti penting untuk program yang sukses. Bantu guru-guru sekolah
Anda untuk mengetahui lebih banyak tentang program Anda, dan bantu mereka melihat
bagaimana cara membantu mereka dalam pekerjaan mereka.
Proyek dan Program Fasilitator Teman Sebaya
The Peer Fasilitator Quarterly (PFQ) pertama kali diterbitkan pada tahun 1983. Buku
ini menyediakan potongan-potongan dan artikel-artikel inspirasional, termasuk saran untuk
mengembangkan program. Dalam setiap isu ada beberapa contoh tentang apa yang dilakukan
oleh sekolah pada tingkat kelas yang berbeda dengan Fasilitator teman sebaya. Berikut ini
termasuk di antara beberapa laporan.
Di sekolah menengah atas Warren, Indianapolis, Indiana, fasilitator teman sebaya
merupakan bagian dari Program Intervensi Pendidikan (I.V).. Program I.V. memberikan
bantuan bagi siswa yang bermasalah dengan kegagalan akademik atau kemunduran pribadi
dan yang mencari persahabatan. Tidak perlu bingung dengan program suspensi di rumah.
Pusat I.V. terletak di sebelah kafetaria sekolah dan tersedia bagi siswa berdasarkan rujukan
mandiri atau berdasarkan rujukan oleh guru. Program I.V. juga diawasi oleh anggota
fakultas.
Selain itu, fasilitator teman sebaya di pusat Warren menyediakan: bimbingan sebelum
dan sesudah sekolah; asistensi bahasa Inggris sebagai bahasa kedua; bantuan pekerjaan
rumah bagi yang sakit diperpanjang; program orientasi siswa baru; area yang hilang dan
ditemukan, pusat informasi bus dan sekolah, pusat pengunjung sekolah, dan kesempatan
untuk pengalaman seseorang yang akan mendengarkan masalah dan kekhawatiran.
Di daerah Hillsborough (Tampa), Florida, fasilitator teman sebaya telah membantu
siswa dalam banyak hal, karena program ini merupakan salah satu program tertua dan terbaik
didirikan di negara itu. Program fasilitator teman sebaya ada di semua sekolah dasar, sekolah
menengah pertama, dan sekolah menengah atas dan program pelatihan yang sama-sama
membantu empat peran. Salah satu dari sekian banyak proyek yang mendapat perhatian
adalah ketika fasilitator teman sebaya memberikan bantuan khusus di bidang kepemimpinan
karir.
students through a Vocational Exploration facilit Group (VEG). Group members
explored Schoo their job interests, skills, satisfiers, and Twelv tentative plans. The group
members, no more than six at a time, were led through two g various procedures and tasks
according to a sessio leader's book. Peer facilitators were respon helpiu worki sible for all
tenth grade students participat- have ing in the small group on career explora- tion.

In addition, peer facilitators also learn each about materials in the Career Resource
paren Centers of their schools and assist students Midd They in using these materials. In one
activity, copies of the Occupational Outlook Handbook sessio Call were used with a class of
students which was divided into five groups of six students leade each. Peer facilitators,
working as co- leaders, led discussions based on questions hom stude and tasks related to the
books. Sessions concluded with group members responding to ele to such open-ended
statements as: "I year. learned "I noticed "I was surprised. that. and "I now realize that

At wetside elementry school, river falls, wisconsin, a comprehensive developemental

guidence and counseling program consists of a students assisting students program. Peer
facilitators there participate in various helping project, incluiding a students with low self-
concepts. Peer facilitators have lead grouo discussions and asisted counselors and teachers in
such projects as black history awareness, my buddy and me ( the value of friendship ), the
buster pep rally ( test anxiety and achievement ), and just talk (a program for teenagers and
their parents).

Friends for friends is a special peer facilitator program at dawkins middle school,
spertanburg, south carolina. Twelve students are trained each year in two groups. After four
one-hour training sessions, peer facilitators begin working in helping projects that involve
tutoring and working as a special friend for students who have school or home problems.

Eighteen seventh graders are selected each year by teacher recomendation and parent
permission in newton-conkver middle school, newton, north carolina. They meet twice each
week in 45 minute sessions for live weeks and then periodically throughout the school year.
As coleaders, the facilitators present 20 minute group guidence activities to sixth grade
homerooms. They also help orient new students to the school, incluiding visitations to
elementary schools in the spring of the year.

The counselors in selden junior high school, centereach, new york, organized a peer
leadhersip program. Since its beginning in 1980, the training of feer facilitators has ussualy
taken place before school starts each morning. Peer facilitators in the programs go tl the
school districts elementary schools and talk with fourth, fifth, and sixth grade students,
leading them in variuos group activities and exercises. In addition, the facilitators also take
part in such activities as volunteers for special olympics and walk america for the march of
dimes. Each year there is an annual alumni peer leaders party, which is a family affair for
peer leaders and their parents. Counselor and parent enthusiasm runs high in such succesful
programs.

Peer facilitators in Buchholz High School, Gainesville, Florida, helped create ses their Commented [1]:

own helping projects, including one ses in which they developed a puppet show for wh
elementary school children. The topic was gr child abuse and teams of peer facilitators visited
all 18 elementary schools in the county. Children and teachers praised the tra project.

Huey and Rank (1984) investigated the cam effects of group assertiveness training on
48 par black adolescent boys who were selected because of their aggressive classroom disr
behavior. Using pre- and post-test measures, self and comparisons with control groups, their
por results suggested that professional counsel stud ors and peer facilitators were equally
effective in teaching skills and in reducing aggressive classroom behavior. In addition con the
subjects in the study were equally satisfied with peers or professionals as group leaders.

Canning (1985) described how ch dren, trained as peer facilitators, can play an
important role in a counselor interven- tion called Play Times. It is a project based tra on
developmental play and involves the natural play of children. Objectives are to nie increase
self-awareness, improve interper- sonal relationships, build social skills, experience feelings
of self-worth, increase language development, and enhance learning.

dispu Play Times follows a format based on about 30 minutes of interaction, in which
feelin peer facilitators play with their assigned pers younger special friends. Each sessions
pers opens with all participants in a beginning whi circle (about 5 to 10 minutes), as students
disp get reacquainted. The paired "friends" have reso individual time in which they play
together unti and share ideas in various play activities acce (about 10 to 15 minutes).
Supervision is considered essential to the success of the program. Peer facilitators meet after
each session with the counselor to talk about their experiences and to plan for the next
session. Canning (1985) outlined 15 sessions and related supervision activities, or which can
be used effectively with primary de children who work with fourth and s fifth grade peer
facilitators.

High school peer helpers who were trained in a one semester course were effective with
middle school students who came from divorced families. Students participated in peer-led
groups of eight members and discussion focused on family disruptions. Gains in feelings of
self-awareness and self-control were re- ported from both middle and high school students
who were in the experimental group (Sprinthall, Hall, & Gerler, 1992).

Peer facilitators can help resolve n, conflicts among students. Lane and McWhirter
(1992) described a conflict management program that used peer mediators who worked as a
team to encour- age problem solving between disputants on the playgrounds and lunchrooms
in elementary and middle schools. The training program for students consisted of five half
days, where they learned commu- nication skills and a step-by-step mediation sequence:
introduction, listening, wants, and solutions.

In the first stage, the facilitators sepa- rate the disputants, introduce themselves and
review the mediation rules with the disputants. Peer mediators then reflect feelings and
restate the issues, giving each person, in turn, a chance to talk. Each person then expresses his
or her "wants," which are clarified. In the final stage each disputant is asked what can be done
to ve resolve the problem and talk continues er until a proposed solution is mutually
acceptable.

Peer facilitators can also be involved in guidance programs where the prevention of
conflict is an issue. They might present prog role-playing scenarios, in which ence conflict-
management skills are illustrated. tion Prevention education is one of the areas in which peer
facilitators can make significant coul difference.

A meta-analysis by Tobler (1986) of 143 adolescent drug prevention programs Star

clearly finds that "peer programs are Lear dramatically more effective than all other
interventions," Results are equally effective in both rural and inner city areas traine (Diver-
Stamnes, 1991). It makes some whom people wonder if other support personnel ful. T are
needed when peers are so effective. harde Peer facilitators are not going to replace a few to w
school counselors. Working with counsel- met ors, they can provide some valuable assis grou
tance. They can be the helping hands of like t counselors rick, 1992). Sometimes, On SC
when peers are equally effective as profes- sional counselors, it may be more practical whe
for counselors to invest their time training peer facilitators and coordinating peer in tra
projects to reach more students. A peer elem facilitator project can be a powerful coun may
time selor intervention.

Helpful Hints

When starting your peer facilitator program, examine same recognized refer- ences
and articles to give you some direc- n tion. You also might consult with other nt counselors
who have started programs in their schools. Here are a few more helpful hints.

Start Small and Learn With Students Almost all successful peer facilitator trainers have
started with groups with whom they thought they could be success- ful. There is no use
making your work any harder than it already is. Therefore, identify a few students with whom
you would like to work, perhaps some you have already met with in small group counseling
or group guidance. Ask them if they would like to help you work with other students s on
some projects and find some times cal when you can work together.

Finding time for trainingis a critical factor in training peer facilitators, especially in
elementary and middle schools where courses n- may not be offered. It may be easier to
identify times when students are most available and then look for students during those times
with whom you would most like to work. As your program develops, other students will want
to know how they can become peer facilitators and you can establish more formal guided nes
for selection. One high school counselor noticed that a large group of students was scheduled
for a study hall during the fourth period of the day. Looking over the group, it was obvious
that some would make excellent peer facilitators because of their personalities, their
academic success, and their willing- ness to be involved. The counselor worked with a few
students and trained them three days a week for three weeks. Thereafter, they worked on their
own time and during the fourth period as tutors and special friends.

Another counselor worked with a small group of students in a counseling situation

After the group was complete, the coun- selor asked the group members if they would be
interested in helping in a similar project with other students. Everyone said yes and they were
trained how to lead students through some of the same activi- ties that they had experienced.
With the mal assistance of the trained facilitators, more students were able to participate in
the guidance activities while the counselor ben supervised As you work with your peer
facilitators, you will learn a lot about helping others. The program forces you to review the
basics are of the helping process and facilitative Cast responses. It helps you identify brief
faci interventions that can make a positive difference with students. If you begin with a small
group, you can learn from your experiences and note things to repeat or do differently when
you expand the program trol In addition, your first group may also be sch the nucleus for a
second and larger group of peer facilitators.

Train for Special Projects

The If your time is limited and you are ing unable to put a comprehensive peer train
ing program in place, it might be best to talk train the facilitators for a particular project stud
that you have in mind. Give the facilitators learn a few concepts and then focus specifically
The on skills as needed for the project. stud One counselor trained students to meet willi and
greet new students to school. An organized set of procedures were reviewed, with including
how a set of slide pictures would Wee be shown and how a tour of the school awa. might be
conducted. Peer facilitators were class prepared to ask open-ended questions at her different
points and to lead a student trea through a set of materials and activities.

Training Can Be Treatment When you first get started, you will probably work with
students who are among the top 25% academically. They have the support of teachers to
miss, on occasion, some class time while participat- ing in helping projects. In addition, top
students are easy to work with and they make training go faster. Yet, some less academically
able stu dents who need special attention can benefit from being peer facilitators. They may
not be among the top students. Some may even have been referred to you for counseling or
for special help because they are having adjustment problems. In this case, some may be
candidates for the peer facilitator group because training could be the treatment that they
need. Training might be more appealing to them than counseling or some other form of help.

Roger, a fifth grade boy, was having trouble adjusting in school and following p of
school rules. The counselor talked with a group of students, including Roger, about being
peer facilitators. The group talked about the causes of misbehavior in school, the problems
that students have in adjust- ing to situations in school, and the conse- quences of
inappropriate behavior. They talked about ways in which they could help ect students who
had such problems and they tors learned how to facilitate problem solving. Then, they were
matched with younger students as part of a helping project. Roger meet willingly took part in
the short training program (10 half-hour sessions). He worked with his special friend for
about three uld weeks. His classroom teacher soon became aware of how Roger was
behaving better in ere class, although he still had moments when he regressed to old ways.
Training was treatment for Roger. He benefited as much, or more, than the boy whom he was
assigned to help.

In another instance, a trainer worked with adolescent boys who had been placed in a
social adjustment center in Orlando, Florida. The boys were labeled by authorities as misfits
and none were living with their families. All had been suspended from school. A counselor
decided peer facilitator training would be treatment for them.

The boys participated in 12 one-hour training sessions. They were generally negative
and uncooperative during training, enough to make the trainer wonder if the planned project
should be undertaken. The project consisted of taking the boys to an elementary school where
they were to lead fourth grade students through structured group activities for four sessions.

On the day the boys were picked up to go the school, some dramatic changes had
taken place. They had cut their hair, put on their best clothes, and were asking pointed
questions about how they could help. They wanted to know more about what they might do if
the children acted as they had done during training. They obviously wanted to do a good job.

The result was an unqualified success. The young students enjoyed working with the
boys from the Center and the boys felt appreciated, special, and needed. "When are you
coming back, Frank?" asked one little girl. Upon Frank's return to the Center, he talked about
his group, his kids, and how special they were to him. Supervisors at the Center reported that
the boys were positively changed because of the experience, which reached its full effect only
when the project was implemented (Myrick & Sanborn, 1983).

It appears that training is more palatable to some students who need help because it
says, "We need your help” instead of "You need my help." Training alone may not be
enough; rather, it is the implementation of training that apparently fosters change.

Link the Program to Learning

All guidance programs need to be linked to helping students learn more effectively
and efficiently. Peer facilitator programs are no exception. There seems to be ample evidence
that tutors gain as much or more than the students whom they are tutoring. Therefore, both
the peer facilitator and the student receiving the facilitator's help benefit from the experience.
In addition, peer facilitator programs may also be viewed as a study in social skills or perhaps
an application of leadership training.

All programs need to be evaluated. When learning outcomes (e.g., Appendix B) are
identified and performance standards are outlined, there can be little doubt that peer
facilitator programs have their place in school. Most important, as teachers and administrators
see how learning is enhanced, more support for the program will be gained.

Participate in Networking

Networking is a popular term used to describe a means by which people communicate

with one another about special interests. They do this through newsletters, professional
seminars and conferences, computer terminals, personal letters, and telephone conversations.
You can do some informal networking at the local level with other counselors who share
similar interests in peer facilitator programs. Encourage them to share their ideas and explore
some of your own thoughts and experiences.

The Hillsborough County Schools, Tampa, Florida, has a mimeographed newsletter

which describes various programs, projects, activities, and experiences from peer facilitators,
trainers, and counselors in the district. It also includes comments by students and peer
facilitators themselves. The newsletter helps link all school programs together, giving them
more visibility and appeal to a common interest group. While a similar newsletter might be
formed for counselors about general news, the Peer Facilitator Togetherness has a special
place. It has an editor who assembles news from the different schools across grade levels. It
describes things that have happened and what to look for in the future.

Hillsborough County was also among the first to sponsor local conferences where
peer facilitators and their trainers meet to participate in workshops, listen to featured
speakers, and share experiences. For instance, about 400 peer facilitators from all three grade
levels meet for a two-day conference each year. The annual event is covered by local
television and newspapers and provides positive visibility for the programs and participants.
It has enhanced the reputation of guidance services in the area.

School systems in Hillsborough, Orange, and Broward counties, Florida, formed the
nucleus of a statewide convention which is open to peer facilitators and their trainers. Other
states also have had state conventions related to peer facilitator programs and peer leadership.

The California Association of Peer Programs has about 100 members. The 1992
spring CPCA conference drew about 3,200 participants. Likewise, the North Carolina
Association for Peer Helpers has grown to about 250 members and publishes a statewide
newsletter entitled The Peer Helpeir. The association offers annual conferences, drawing
between 300 and 500 students, peer program coordinators, and other interested professionals.

Other states which have reported statewide conferences promoting peer facilitator
programs and peer leadership efforts include Maine, which publishes the Peer Priority
newsletter and Pennsylvania, which features the Peer Education News for peer educators. It
also has The Pennsylvania Peer Counseling/Peer Facilitating Network which was formed by
16 peer program leaders in the state. In addition, special statewide networking efforts have
been made in such states as Missouri, Colorado, Massachusetts, Iowa, South Carolina, and
Texas. A strong and expanding network of peer programs has also developed in Canada. The
list grows rapidly as the interest seems to increase each year.

An effective state organization for peer helping is Pan-Texas, the Peer Assistance
Network of Texas. With headquarters in Austin, Texas, this association sponsors annual
conferences for both adult trainers and peer leaders. Panorama is the organization's
newsletter, a model for other states, which helps people learn more about peer helper training
programs, peer projects throughout the state and nation, and general information about related
issues.
 “Peer Day" has become a popular title for district or regional conferences where peer
facilitators from different schools meet to talk about their experiences, present programs, and
attend special presentations made by peers and adult leaders. For instance, Middle School
Peer Day (1992) in Manatee County, Bradenton, Florida provided a full-day of activities for
approximately 800 peers, who were bused to a local convention center. The peer facilitators
talked about peer projects as related to such issues as the prevention of AIDS, school
dropouts, school violence, cigarette smoking, and sexual assaults. Programs also focused on
what students do in order to be popular, peer pressures, rumors and jealousy, and boy-girl
relationships. Favorable networking, public relations, inspiration, and general support were
among the positive outcomes of the conference

You can build your own network by identifying counselors and program coordinators
in your area who have already started programs. You can also learn more by participating in
the local and statewide conferences. You can subscribe to the Peer Facilitator Quarterly. The
PFQ is the official newsletter of the National Peer Helpers Association, an organization
designed to network peer programs on a national level.

Evaluate Programs and Projects

One of the biggest regrets of those counselors who are in their first year of a program
is that they did not take time to plan an evaluation of their projects. They under estimated the
impact that the program would have on young people, even a program that is just beginning
or one where training did not meet expectations. A project may be new and untried, but,
given the power of peer facilitators, there is likely to be some gains. Look for them. Measure
them. You can use the results to obtain more support for your efforts, to reinforce some
things you found which worked well, and to chart some new directions.

Student Community Service. The 1990s will be a decade featuring more service to
community, particularly by young people. In 1992, Maryland became the first state to require
community service (75 hours) by students as a condition to high-school graduation. The
intent is create a society that is more caring and responsive to community needs and interests.
Students in New Orleans, Louisiana, have been involved in this kind of program for several
years.
 Peer facilitator training would be appropriate for many of the service projects in
which middle and high school students might engage. They might receive project-specific
preparation as part of peer helper training programs. In some cases, trained peer facilitators
might also be peer-trainers under the supervision of a teacher or coordinator.

Advantages, Limitations, and Conclusion

There are many advantages to having a peer facilitator program in your school. They far
outnumber the disadvantages.

Advantages of Peer Facilitator Programs and Projects

1. The program is for all students and it helps students learn leadership skills that can be
used throughout life.

2. It encourages more students to become actively involved in helping their schools to have
better learning environments. Students communicate more effectively and are more
positive with each other. They learn more about how to be sensitive to others and how to
stand up for their own rights.

3. More students receive guidance services because there are more helpers in the school.
Peer facilitators are the helping hands of teachers and counselors. They help deliver
guidance services and consequently, many more students are involved.

4. It is a highly visible program that brings positive public relations to a school's guidance
program.

5. It mobilizes more resources in the school-the power of peer relationships.

6. Training can be treatment for some students, who are less likely to be resistant to
learning something when they learn their help is valued and wanted.

7. It is a positive experience for the program coordinator and trainer. It is often reported as
the highlight of a counselor's week.
8. It is one of the best staff development programs that counselors can experience. As they
teach students how to be helpers, they become more effective school counselors. In their
review and teaching of basic facilitative skills, they learn and relearn techniques and
strategies which make them more effective in other areas of their jobs.

9. The program is developmental in nature, going beyond crisis interventions. Peer

facilitator programs do not replace counselors. To the contrary, they tend to increase
student referrals to counselors. Most important, many of these referrals come before
events that result in a crisis.

10. Peer facilitators, acting as models for other students and implementing effective
interpersonal skills as part of a school day, can help build positive environments which
make schools better places to be for everyone, including teachers and counselors.