Personality and Peer Counsellors: An Australian Study

Abstract

these unexpected gains involved the following varieties of adjunct roles:1. Models. Because of their age, student status, value systems, and perceived success as masters of the "college game," adjuncts tend to be potent and appropriate role models for student-clients.2. Sources o f Reinforcement. For the same reasons that make them effective models, adjuncts are also effective as dispensers of social reinforcement.3 . Diagnosticians. Because of their more intimate involvement in the local culture, adjuncts are often more aware of the appropriateness and effectiveness of clients' behavior than are professional counselors. Determiners of Counseling Goals.Using their skills as diagnosticians, adjuncts can make valuable contributions to the planning of counseling goals. As successful and well-functioning members of the student culture, adjuncts are often more aware of the necessary "survival skills" than are professionals.5 . Stimulants for Professionals. Without

The Perceived Influence of a Peer Advisement Program on a Group of its Former Peer Advisers

“…Most research on peer adviser programs has been directed toward selection criteria for advisers, training modules, and the effectiveness of such programs. The emphasis has been on variables such as (a) personal characteristics of successful advisers, including intelligence, sensitivity, assertiveness, and warmth (Dawson, 1973;Truax & Carkhuff, 1967);. (b) advisers' effectiveness in working with their peers (Ender, McCaffrey, & Miller, 1979;Pyle & Snyder, 1971;Zunker, 1975); and (c) general support for the idea of peer-relationship effective: ness programs (Lynch & Sinnett, 1976).…”

An Elementary Adjunct: High School Helpers

“…The use of volunteers to enrich social service programs has come of age in this Aquarian era. Although college counseling has made the most use of peer volunteers (e.g., Dawson 1973;Hauer 1973), the need for increased personal attention to the social development of younger children has begun to bring this humanizing concept into the elementary schools (Varenhorst 1973). Recognizing that a child's attitudes and behavior are influenced primarily by adults, schools have added new models to bring changes in the process of attitudinal development (Maes 1966).…”