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DOCUMENT RESUME CE 072 013 ED 397 236 Carr, Rey Alexander AUTHOR Peer Helping: A Model for Service Learning. TITLE PUB DATE 96 NOTE 12p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Education Work Relationship; Foreign Countries; *Helping Relationship; Peer Counseling; *Peer Relationship; *Peer Teaching; Secondary Education; *Service Learning; Tutoring; Vocational Education ABSTRACT Focusing on student experience rather than distinguishing between vocational or academic education is essential to preparing students for future society. Seven trends are influencing 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, and calculating abilities are essential; (2) a baby bust; (3) employer reliance 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 family patterns and income that have led people to seek out alternative approaches to full-time employment; (6) improved policies to attract and keep qualified employees; and (7) the need for successful workers to be computer literate, be able to solve problems, interact with others, or use extensive cognitive skills. Service learning, and particularly the roles students can play in providing support to each other, is an essential component of school-to-work transition programs. Nine specific roles peer helpers can play in service learning are mentors, tutors, climate builders, at-risk group members, c,treer assistants, transition agent, dilemma manager, re-entry agent, and mediator. (Contains 35 references.) (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Peer Helping: A Model for Service Learning Rey Alexander Carr Peer Resources EDUCATION U.S DEPARTMENT OF houronernr nt Dept, 01 Ed u c a I o n a l Research and PERMISSION TO REPRODUCE INFORMATION AND ED,OCATIONAL RESOURCES CENTER (ERIC) D;SSEMINATE THIS MATERIAL V This document has been reproduced as HAS BEEN GRANTED BY organization received from the person or originating it made to C Minor changes have been z ,4 improve reproduction quality /1__ -- this Points 01 view or opinions stated in document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy INFORMATION CENTER (ERIC) BEST COPY AVARABLE 1052 Davie Street Victoria, British Columbia, V8S 4E3 Tel: (604) 595-3503; Fax: (604) 595-3504 e-mail: mar itislandnet.com Peer Helping: A Model for Service Learning Abstract The author describes seven trends influencing the future for adolescents preparing for the work world. Focusing on student experience rather than distinguishing between vocational or academic education is reported as being essential to preparing students for future society. Service learning, and particularly the roles students can play in providing support to each other, is described as an essential component of school-to-work transition programs. Nine specific roles peer helpers can play in service learning and cautions regarding such peer programs are detailed. References to materials for establishing peer programs and training students to become peer service workers are provided. °Peer Resources 2 peer Helpin$: A Model for Service Learning We are experiencing a time of change of future I wanted at the time!) I would unparalleled in history. The advances shake the globe and then turn it so that an in technology, the growth of an international answer would float up to a little see-through economy, improvements in health care, panel in the globe. As I recall answers in- greater equality among races and gender, cluded predictions like, "only time will tell," differences in life styles, changes in family or "you're on the right track," or my per- organization, crime, war, nuclear threat, sonal favorite, "ask again later." terrorism, the influence of government, the changes in moral standards and styles of While we may not be able to predict the young people, and our global communica- future with any more precision than that tions systems are but a few of the changes eight ball, we can create a vision of the fu- which are occurring within our lifetime. ture in order to develop a plan for getting to the future. I've forgotten who said it, but a We all recognize that the work world is un- vision without a plan is a dream, and a plan dergoing significant and rapid changes. The without a vision is drudgery. nature of work has changed considerably from the time we were in ninth grade. Yet By examining present trends and under- many educators in our school system con- standing their implications, we can help tinue to support programs, including work students be better prepared not only for the study, career education, co-operative educa- work world but also for their personal tion or other vocational oriented programs worlds. Therefore, it is essential that school- as if the work world has remained static. to-work transition program developers un- Certainly the formats for how students get derstand what the future might bring in connected to the world of work have im- terms of careers and the work world. Here proved and some of the opportunities for are seven changes which I have observed involving students in work situations have that should have a dramatic impact on how increased, but basically students are being education prepares students for work: prepared for the world of work which existed in the past. 1. There has been a major shift from employment where manual labor, physical dexterity The purpose of this paper is to describe how and minimal education are needed to jobs students can be actively involved in prepar- where reading, writing and calculating abili- ing for their own futures by participating in ti( s are essential. Computerization, robotics, service learning activities. Specifically this and other technological advances have been paper will describe trends that contribute to partly responsible for this shift. Ability to the rationale for service learning, advocate gain jobs will rely more heavily on resumes for a new relationship between vocational or portfolios as well as presentation and and academic preparation, and detail the interview skills. Educators must help all roles students can play in helping themselves students record and document their accom- and their peers. plishments, personal skills, and strengths. Envisioning the Future 2. The baby boom has passed and baby bust When I was a kid, I had a liquid-filled, black is having an impact. Employers can no globe that looked like a large eight ball. It longer rely on skimming the top 25% of was designed to predict the future. I would graduates; they now must rely on recruiting ask it a question such as will a particular girl entry level workers from the bottom 25% as go to a dance with me? (Hey, this is the kind well. Employers will increase the pressure on °Peer Resources 3 4 Peer Helping: A Model for Service Learning schools to help students learn basic skills. union companies, and greater entrepre- Employers will also become more actively neurial activities. Most importantly this shift involved in urging educational systems to be means that virtually all employees regardless run more like the business world, and they of their chosen field will need to be skilled in will take a more supportive role in helping providing services. educational systems develop programs for students. Their attention may help to reduce 5. Changes in family patterns and income continuing education barriers such as avail- have led people to seek out alternative ap- ability of day care for proaches to full-time children of teenage work. Part-time employ- The seven observations influencing parents. ment, flextime, the high the future of the work world have tech home office, job been modified into a set of action 3. Employers now rely sharing, dual income principles for a Canadian-based ca- more on an employee's couples, multiple careers reer development program for youth ability to reason and and early retirement have known as ENGAGE (Centre for Ca- communicate. Many jobs lessened the significance reer Development, 1994). ENGAGE now require evaluation, of work as a contributor is a program designed to help stu- monitoring, the ability to meaning in life. Per- dents analyze their strengths and take to spot problems, trou- sons are more likely to personal initiative in charting their ble-shooting, decision- move in and out of the career directions. Students participat- making skills and judg- work force, to retrain or ing in ENGAGE learn how to inte- ment as well as team- reeducateThemselves for grate the following action principles, work and group prob- different careers. There also known as the "high five" into lem-solving. The ability will be a greater emphasis their career decision-making: 1) to give and receive on taking risks to achieve change is constant; 2) learning is on- support is crucial in the personal dreams. The going; 3) focus on the journey; 4) workplace, yet in schools school-to-work transition follow your heart; and 5) access your this kind of support is will be better known as allies. more often called cheat- the school-to-work-to- ing. More and more jobs school-to-work transition. will require care for and about other persons. Getting along with diverse groups and 6. Improved policies to attract and keep customers will play a significant role in em- qualified employees such as benefit packages ployee performance appraisal. that include wellness promotion, retirement planning, physical fitness programs, em- 4. Employers want employees who can learn ployee assistance for substance abuse and new skills rapidly, be able to shift gears, be other psychological, social or family prob- adaptable and work under pressure. The lems and an increased emphasis on training realities of mergers, plant shutdowns, bank- and learning programs mean that employees ruptcies, takeovers and competition with will be involved in regard and respect for international production methods require each other's welfare. While salaries will that employees have time and stress manage- remain important, working climate, coopera- ment skills. Job security is no longer a major tive co-workers, being treated fairly and with option offered by unions or management. A respect will be the major determinants of shift to service orientation and consumer loyalty to a workplace. To employees the satisfaction will mean career shifts, job work experience will be just as important as changes, mobility, the growth of small non- the outcomes of the work place. °Peer Resources 4 Peer Helping: A Model for Service Learning 7. To be successful at work, young people will there are few opportunities for the student to likely be involved in at least one of the fol- discuss or reflect orz what the student is lowing four activities: they will be required to actually learning about work, self, career watch, create or monitor information dis- and such. Students are learning something played on computer screens, anticipate and when they work, but without the opportunity act quickly regarding potential problems, for guided reflection, a focus on issues, listen to and interact with people as a pri- feelings, thoughts, observations or meanings mary part of their job, or use extensive associated with work, the educative value of cognitive skills. the work experience is severely restricted. (p. 30). Are Distinctions Between Vocational and Academic Tracks Needed? Students need more than just a "How's it The import Ince of these observations is that going?" or brief discussion about work if they the changing nature of the work world are going to learn to value learning from means that the previous distinctions between work. They need opportunities to: academic and vocational programs are no longer valid. All students must be able to be reveal misunderstandings and misconcep- sensitive to a job situation, analyze what is tions, deepen understanding and increase required, act on their analysis, use feedback learning retention and transfer; to monitor their effectiveness, and adjust their actions accordingly. The future world identify their attitudes and perceptions of work will require considerable self-super- about work and how these effect their behav- vision, and there will be stronger emphasis iour at work and recognize how work effects on employment in well-designed jobs that their values and thinking; provide opportunities for self-improvement, challenges and intrinsic rewards. construct and attach personal meaning to work experience; It is likely that two-thirds of all jobs created between now and the year 2000 will require a translate their thoughts, feelings and per- high school diploma. As will be shown later ceptions into appropriate action plans; in this paper, students often leave school early in order to join the work world. Many experiment with new actions or behaviours school based vocational programs have been and develop methods to gain understanding developed or supported for the deliberate about their value; and purpose of being attractive to these students. However, these programs pay scant attention recognize their strengths and weaknesses to the realities of the job market, the actual and what they can do about them. skills students need, and for the most part rely on teaching methods which are out- Since many students with academic histories dated and irrelevant to student needs. As I of grade failure, low academic self-image, have stated previously with regards to work inappropriate work habits necessary for experience programs (Carr, 1985): career advancement, and minimal ability to identify and use existing resources find Experience was being used as a substitute for themselves in vocational oriented programs, learning...Most programs operate as if the it is crucial that such programs provide the experience is an end in itself. That is, types of learning opportunities described once a student has been placed in a work setting, above. Without this type of learning for °Peer Resources 5 6 Peer Helping: A Model for Service Learning students, it is likely that the same difficulties Peer programs have been established to they experienced in school will resurface on reduce substance abuse by pregnant women the job. Vocational programs have an oppor- and prevent FAS/FAE, to prevent unwanted tunity to play a transformational role by pregnancy amongst adolescents, to prevent redesigning curriculum to deal with thinking teen drinking and driving, to enhance physi- skills, value questions, justice, equality, dig- cal fitness, and to reduce the risk of AIDS/ nity, and human solidarity. HIV, STD, eating disorders, heart disease, chronic illness, and lung ncer (Richie, Service Learning Stenroos, & Getty, 1990; Rose, 1992; Collins While the term service learning is relatively & Frey, 1992; Levinson, 1992; McGraw- new, the concept has historical roots. Stu- Schuchman, 1994; Podschun, 1993; dents acting as tutors, for example, have Weinrich, Weinrich, Stomborg, Boyd, & long been providing service to other stu- Weiss, 1993; Carr, in press; and Comstock, dents. Today's focus on service learning is 1994). In addition peer programs have been primarily centered on helping students learn established to promote non-violent conflict the skills, attitudes, and knowledge associ- resolution (Schrumpf, Crawford, and ated with providing service to others. The Usadel, 1991; Johnson, Johnson, Dudley, & changing work world described in the previ- Burnett, 1992; and Benson & Benson, 1993). ous section of this paper supports the new paradigm that every worker, regardless of the Rather than viewing peers as providers of nature of employment, product, or responsi- improper or inaccurate information, educe- bility will be a service provider. Modern tors, health practitioners, and community organizational gurus warn organizations that program leaders have come to recognize the to be successful in a global economy, they potential of peers in providing accurate must redefine their purpose as one of pro- information, promoting appropriate behav- viding service. iours within their social system, and facilitat- ing appropriate referrals to professionals. Students are already functioning as service Most importantly peers have been recog- providers. When adolescents experience nized as playing an essential social support worries, frustrations or dilemmas they are role for the maintenance of healthy behav- more likely to discuss them with their peers iour, the reduction of harmful behaviour, than with parents or other adults (Canadian and the prevention of relapse (Carr, 1984; Youth Foundation, 1985; Carr, 1984). Some- Gottlieb, 1985; Tobler, 1986; Benard, 1988; times referred to as "peer pressure" this type Perry, 1992; Connolly, Geller, Marton & of interactive service has benefits that are Kutcher, 1992; Hirsch & Dubois, 1992; Kirby, often misstd because of the media attention 1992: Spirito, Delawyer, & Stark, 1991; and to the negative aspects of peer pressure. Carr Moth= & Seehafer, 1993). (1988), Tobler (1986) and Benard (1990), for example, found that peers were the key The Peer Helping Strategy component in all effective substance abuse In Canada peer programs have been estab- prevention programs, were essential to lished in virtually every school district. Most school dropout prevention (Carr, 1993), schools in Canada use peer helpers to deal played a significant role in career choices with the difficult problems facing students (Carr, 1984), contributed to successful em- today. Many of these programs use trained ployee assistance programs (Grant, 1992), and supervised peers to prevent and reduce and provided needed support for displaced student substance abuse, educate students workers (Carr, 1993). about sexuality and health issues, resolve °Peer Resources 6 Peer Hel in A Model for Service Learnin personal dilemmas, reduce suicide attempts, Peers as At-Risk Group Members. High school assist with career exploration and provide students at risk of dropping out are matched support for a variety of other significant in a group setting with peer helpers. In this social, educational and personal concerns. group the students are encouraged to discuss their individual situations. Opportunities are Peer Roles put in place to enable creative group prob- What roles are there for peers in a school to lem-solving. Students take turns being the work transition program? Generally any role dilemma presenter while the rest of the which increases the caring environment of group acts as a consulting team. The empha- the school, contributes to the growth of sis is on cooperation and mutual help. student self-worth, links what is relevant in a student's life to the curriculum of the Peers as Career Assistants. Students typically school, and contributes to the acquisition of talk to each other about their aspirations, thinking skills. Here are some examples. dreams, disappointments, and life experiences. Students trained in career discussion Peers Helpers as Mentors. Older students, techniques can help their friends to consider trained as peer helpers, are assigned to work their strengths, find ways to turn dreams into with younger or elementary school students. action plans, and locate resources to help Special emphasis is placed on assisting them gain the experiences they need to younger students to express feelings about fulfill their aspirations. school life, learn appropriate social skills, develop decision-making abilities, and de- The Peer Helper as a Transition Agent. Peer velop relationships with positive role models. helpers are assigned to students who are This model can assist with early identifica- making a variety of transitions, such as new tion and intervention. students to the school, students returning to school after a period of absence, students Peer Helpers as Tutors. Students in need of entering school from other countries, stu- assistance in academic and social skills areas dents changing grade levels, students going often gain more from working with peer to work for the first time, or students experi- tutors than with teachers. In addition the encing traumatic or catastrophic events. The peer tutor gains from providing help. Tutors transition agent is often a person who has do not have to be students who excel in made the same transition, or comes from the various subjects; they can be recruited from same ethnic background or life experience. students who know how difficult it is to master certain subject matter areas. The Peer Helper as Dilemma Manager. This role includes advertising and soliciting directly Peer Helpers as Climate Builders. In this role students who are associated with a specific trained peer helpers take an outreach ap- dilemma such as "Considering Dropping proach, making contact with other students Out of School?" These peer helpers encour- they do not know to offer assistance in situa- age persons thinking about dropping out to tions or circumstances which indicate the discuss their concern with a dilemma man- student may or could be experiencing a ager, a person trained to help each person dilemma or problem. The students are make the best possible decision given their trained to recognize behaviours indic ting circumstances, resources, feelings, attitudes trouble or concern and learn how to initiate and opportunities. The dilemma manager and maintain friendly relationships with helps to sort out the options and the poten- person not necessarily in their social group. tial consequences. The peer helper acts like °Peer Resources 7 8 Peer Helping: A Model for Ser.fic a travel agent and asks other students, "Sup- teachers getting their needs met. Students pose you were thinking about leaving school trained as mediators can help turn problem prior to graduation? What would you need posers into problem solvers. Working as a to know? What would you need from other mediator not only provides a job reality, but people? If you wanted me to assist you in also enables students to learn alternative making this decision, what would I need to perspective-taking. know about you? What characteristics or qualities would a person need in order for A peer focus can provide both the atmos- you to talk to that person about your di- phere and the tools needed to deal with lemma? I'm ready to listen if you care to everyday concerns and prevent these con- talk." The manager does cerns from developing not resolve the dilemma, into serious difficulties. PEER TRAINING RESOURCES but provides an opportu- Peer programs provide There are many excellent materials to help nity for each student to opportunities for students establish successful peer programs and train fully explore the dilemma to experience ownership students as peer helpers. The most widely without worry of evalua- used Canadian resources are: of school resources. Effec- 1. Carr, L and Saunders, G. The Peer Helper tion, judgment, coercion tive peer programs, using Training Guide; or intimidation. In this the standards recom- 2. Carr, R. The Theory and Practice of Peer way students have a better mended by Carr, de Helping: chance of making the best Rosenroll and Saunders 3. '',..7arr, R. Peer Career Counsellors: A use of resources, making Practical Guide; (1990), .decrease student 4. Carr, R., deRosenroll, D. and Saunders, the best decision under alienation and powerless- G. Peer Helping A Guide for Parents and the circumstances and ness. Peer programs Professionals; and possibly developing a plan contribute to the improve- 5. deRosenroll, D., Saunders, G., and Carr, of action not previously ment of school climate, R. The Mentor Strategy Program Develop- considered when working ment Resort= Kit. academic achievement, by themselves on the and personal problem- All of these publications are available from dilemma. Peer Resources (address on front page of solving. Peer programs this paper.) build on the strengths of The Peer Helper as Re-Entry students and provide Agent. In this role peer opportunities for students helpers interview and explore options with to value those strengths. Peer programs are a former students who are thinking about re- method to demonstrate care and concern. A entering the school system. They extend a school that cares about students will be a caring hand and share some of their own school that students care about. experiences about the tough and easy parts of returning to school. Most importantly Peer programs do have limitations. They are they form a common experience connection only one form of intervention, and must be to let returning students know they are not pan: of an overall student service learning alone and they are supported in their strug- design. Peer program development requires gle to come back. professional training, and considerable litclication and commitment. A comprehen- peer The Peer Helper as Mediaton In this role sive service learning program must include a helpers assist students to resolve conflicts, visi on of the future, and in itself be an exam- particularly with persons in authority roles in ple of that future in its policies, practices and the school. Mediation is a mutual, win-win goals. A peer program is not a substitute for approach, focused on both students and helping students deal with the serious social °Peer Resources 8 Peer Helping: A Model for Service Learnin circumstances in which they currently func- References tion. While peers may serve as a bridge or link to bring other students to professional Benson, kJ., % Benson, J.M. (1993). Peer mediation: Conflict resolution in the schools. Journal of School 0 help, they are not replacements for effective Pycholov, 31, 3, 427-430. professional services. Bernard, B. (1988). Peer programs: The lodestone to prevention. Prevention Forum, 6-12. As we enter the year 2000 era, helping students become service providers will increase Benard, B. (1990). The case for peers. Portland, OR: Northwest Regional Educational Laboratory. as an area in need of great cooperation between all levels of government, business, Canadian Youth Foundation. (1985). Canada's youth: industry and local communities. As Grey Owl "Ready for Today*. A comprehensive survey of 15-24 year olds. Ottawa: Author. (1991) has stated: Carr, RA. (1984). The theory and practice of peer helping. Educational and Vocational Guidance, 42,1- The future of our Great Nation is depend- 10. ent on the education of all our people. The purpose of education is to provide youth Carr, RA. (1985). Peer career counsellors: A conceptual and practical guide. Toronto, ON: Guidance Centre. with the knowledge, skills and attitudes to improve the quality of lift and to have the Carr, RA. (1988). Peer helping: The bridge to sub- tools to live meaningful lives. While we stance abuse prevention. The B.C. Counsellor. 10(2), 5-18. have an obligation to share with students what provides meaning in our own lives, Carr, R.A. (1993). The displaced worker peer pro- we must not interfere with their opportuni- gram. Peer Counsellorpurnal, 10, 1, 17-20. ties to discover and create meaning in a hfe Carr, RA. (in press). The FAS/FAE field test for a we have not experienced. peer helper program. Carr, R.A., de Rosenroll, D., & Saunders, G.A.K. (1990). Peer helping: An information booklet for parents and professional helpers. Victoria, BC: Pe 1-..r Systems Consulting Group. Carr, R., & Saunders, G. (1980) The peer counselling starter kit. Victoria, BC: Peer Systems Consulting Group. Centre for Career Development Innovation. (1994). Engage Teacher's Guide. Edmonton, AB: Concordia College. Collins, M.D. & Frey, J.H. (1992). Drunken driving and informal social control: The case of peer intervention. Deviant Behavior; 13, 73-87. Comstock, K.G. (1994). A peer educator sm preven- tiun project for women students. Public Health Reports, 109,2,181. Connolly, J., Geller, S. Marton, P., & Kutcher, S. (1992). Peer responses to social interaction with depressed adolescents. Journal of Clinical Child Psychology, 21, 365-370. deRosenroll, D., Saunders, G., & Carr, R. (1993). The mentor program development resounv kit. Victoria, BC: Peer Systems Consu ting Group. °Peer Resources 9 I 0