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1
Wagner, Wendy. "Evaluation of a peer counseling program and perceptions of its peer helpers." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998wagnerw.pdf.
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Staempfli, Marianne Barbara. "The association between extracurricular involvement, self-esteem and leadership skills among University of Guelph peer helpers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ56369.pdf.
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3
Du, Plooy Riana. "Riglyne vir die implementering van 'n portuurhelpersprogram in universiteitskoshuise / Riana du Plooy." Thesis, North-West University, 2005. http://hdl.handle.net/10394/612.
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The purpose of this study is to provide a comprehensive description of what a peer
helper programme is and to set guidelines for the design and implementation of a peer
helping programme for university residence students.
In order to achieve these objectives a literature study was firstly conducted to attain a
good understanding of the problems that students of tertiary institutions are currently
experiencing. The conclusion was made that students are today faced with a lot of
frustrations, problems and challenges resulting in a need for care, support and effective
help. Secondly the terms "peer helping", "peer helper" and "peer helper programmes"
were defined and peer helping was consequently identified as an effective way of
addressing the need for help in the student community. This was followed by a
description of guidelines for the design and implementation of a peer helper programme
for students in university residences. Plomp's general educational design model was
used as a point of reference in the setting of these guidelines.
An empirical study was done in the form of a case study as it was exercised only at the
Potchefstroom Campus of the North-West University. The aims of the empirical
research were to determine firstly if there was a real need for the implementation of a
peer helper programme among students in university residences; secondly, to look into
and examine the guidelines set for the design and implementation of a peer helpers'
programme in university residences, and finally to evaluate the efficacy of the training of
peer helpers for university residences. Questionnaires, observations and semi structured
interviews were used in the empirical study in order to come to the following
general conclusions:
Students tend to confide in friends when they experience problems of a more
serious nature. In other words they share their problems and concerns with people
whom they are in a close relationship with.
There is a definite need for a peer helpers' programme in university residence
environments. Students are willing to take part and make use of such a
programme and students want to take the lead in organising and managing such a
programme.
In order to design and implement a peer helpers' programme successfully in a
university residence, the set guidelines for the effective designing and implementation
of such a programme should be followed.
Finally it is recommended that a peer helpers' programme should be implemented in
every residence or on the campus of every university or tertiary institution in South
Africa in order to address the growing need for help among students, effectively.
Various recommendations for further research were made.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
4
Dafoe, Eric C. "The Effectiveness of Peer Mentoring with High School Student Mentors and Child Mentees." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062894/.
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This randomized, controlled study examined the effectiveness of two mentoring programs, child mentor relationship training (CMRT) and peer assistance and leadership (PAL®), on high school mentor empathic behaviors and child mentee behavior problems. Participants were 60 young, at-risk students (61.7% male; 38.3% Hispanic/Latino/a, 31.7% Caucasian, 21.7% African American, 8.3% biracial) and 30 high school students (53.3% male; 66.7% Caucasian, 26.7% Hispanic/Latino/a, 0.03% African American, 0.03% Asian). Mentors and mentees were randomly assigned to CMRT or PAL®, which was treatment as usual in the participating school district. Results from 2 (group) by 2 (time) repeated measures ANOVAs indicated compared to the PAL® treatment group over time, mentors in the CMRT group demonstrated statistically significant improvement in empathic behaviors with a large treatment effect, as rated by independent observers. Analysis revealed a moderate treatment effect with CMRT group mentee behavior problems, but the difference was not statistically significant between treatment groups over time. Further analysis revealed the CMRT group demonstrated statistically significant reductions in behavior problems from pre- to post-test with a very large treatment effect. Overall, findings support CMRT as a promising school-based intervention for at-risk young children that potentially increases school counselor efficiency.
5
Aladag, Mine. "Developing A Peer Helping Program And Testing Its Effectiveness." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606220/index.pdf.
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ABSTRACT
DEVELOPING A PEER HELPING PROGRAM
AND
TESTING ITS EFFECTIVENESS
Aladag, Mine
Ph. D., Educational Sciences
Supervisor: Prof. Dr. Esin Tezer
2005, 290 pages
The main purpose of this three-phase study was to develop a peer helping program. The purpose of the first phase was to plan a peer helping program with its goal and content. The purpose of the second phase was to develop a peer helping training program and to investigate its effectiveness on improving the helping skills and self-growth of the peer helpers. The purpose of the third phase was to understand the peer helpers&rsquoand helpees&rsquo
evaluations of the peer helping program. In the first phase of the study, a need assessment study was carried out with a sample of 316 (168 females, 148 males) students from Faculty of Education of Ege University. Results indicated that students preferred peer helpers among other helping agents
they preferred both non-directive helping styles (empathic responses) and directive helping styles (instrumental responses)
they seemed to believe the helpfulness of the program
they tended to apply to the program
and they wanted the program to concentrate on their career, academic, and interpersonal relationships concerns. In the second phase of the study, in order to investigate the effect of peer helping training program on improving peer helpers&rsquo
helping skills and the self-growth, a pre-test post-test control group experimental design study was carried out with a sample of 31 participants (15 experimental group and 16 control group). The participants were also administered six-month follow-up test. The data were gathered by administering five instruments: Communication Skills Evaluation Scale (CSES), Empathic Skill Scale-B Form (ESS-B), Reflection Skills Evaluation Form (RSEF), Rosenberg Self-Esteem Scale (RSS) and Self-Acceptance Inventory (SAI). After testing the equivalence of the pre-test scores of CSES, ESS-B, RSS, and SAI of the experimental and the control group participants, a series of 2 (experimental-control groups) X 3 (pre-post-follow up tests) repeated measure of analysis of variance (ANOVA) was employed to the CSES, ESS-B, RSS, and SAI scores of the participants. An analysis of covariance (ANCOVA) using pre-test as covariate was employed to the post-test and follow-up test scores of the RSEF of the participants. The results indicated that a peer helping training program was more effective on improving both the empathic and the reflection skills of the experimental group participants as compared to the control group participants. The results also indicated that there was a significant increase in the experimental group participants&rsquo
self-esteem scores from the pre-test to the follow-up test and also a significant increase in the experimental group participants&rsquo
self-acceptance scores from the pretest to the posttest. In the third phase of the research, a study, mainly based on qualitative data, was carried out with 15 peer helpers and 33 volunteered students/peer helpees (17 females, 16 males) who received peer helping services. All peer helpees were administered Peer Helping Service Evaluation Form and 15 peer helpers were also administered Peer Helping Program Evaluation Form. The analysis of the qualitative data indicated that most of the above mentioned areas were positively evaluated by both peer helpers and peer helpees.
6
Kumar, Vivekanandan Suresh. "Helping the helper in peer help networks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63891.pdf.
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Kanes, Theodora Petronella. "Riglyne vir die implementering van 'n portuurhelperprogram in sekondêre skole in Suid-Afrika / Theodora Petronella Kanes." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1079.
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In South African secondary schools there are learners who undergo a daily struggle with
social and emotional problems. The problems learners struggle with include problems
like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia,
bulimia, stress, bullying, and many more.
These problems often result in learners experiencing a great deal of pressure. They
sometimes feel hopeless as they fail to find suitable solutions for their problems. They
often feel alone and as though there is no one whom they can share their problems with
and who truly understands.
A Peer Helper Programme is a programme that focuses on training a selective group of
learners to be peer helpers. A peer helper is someone who understands or someone of
more or less the same age as the person seeking for help, has empathy, good listening
and communication skills, and offers help and understanding in times of need.
A literature study has been undertaken to give the precise description of the concept of
peer help, to determine the task and function of a peer helper and to establish what
exactly the training of a peer helper should encompass. The results obtained from this
information allowed the setting of guidelines for the implementing of a peer helper
programme for the effective training of peer helpers.
An empirical study was executed to establish the nature and scope of the problems
learners in secondary schools in the Klerksdorp school district experience and their
needs concerning peer helping. From this study it was concluded that a need exists for
peer helping programmes as well as guidelines for the design and implementation of a
peer helper programme. Questionnaires were used and the following can be concluded
from the investigation:
There is an existing need for a peer helper programme as learners who
experience problems will rather share this with a peer before telling an older
person.
A set of guidelines need to be put into place for the implementation of a peer
helper programme.
To conclude the recommendation is made at the end of this study that a peer helper
programme needs to be implemented in every school in the various school districts and
that it should stand under the management of the school principle and the assistance of
the guidance teacher.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.
8
Jones, Leslie D. "Effectiveness of Filial/Play Therapy Training on High School Students' Empathic Behavior with Young Children." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2754/.
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This study was designed to determine the effectiveness of a filial/play therapy training model with high school juniors and seniors enrolled in a Peer Assistance and Leadership program (PALs). Filial/play therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The high students are trained to be a therapeutic change agent for primary school children identified as having adjustment difficulties by utilizing basic child-centered play therapy skills in weekly play sessions with young children. Specifically, this study is designed to determine the effectiveness of filial therapy in increasing: 1) the high school students' observed empathic behavior with young children, 2) the high school students' observed attitude of acceptance toward young children, 3) the high school students' observed ability to allow self-direction in young children, and 4) the high school students' observed level of involvement with young children. The experimental group, consisting of 16 volunteer high school students enrolled in a PALs class for high school credit, received a total of 24 weeks of filial/play therapy didactic training, application, and supervision for the playtimes they conducted with pre-kindergarten/kindergarten students identified with adjustment difficulties. The comparison group consisted of 15 volunteer high school students enrolled in a PALs class for high school credit. The comparison group received the standard PALs class curriculum. All students were videotaped playing with a young child 4 to 6 years of age before and after the training as a means of measuring empathic behavior with young children. An Analysis of Covariance revealed statistically significant findings in all four hypotheses. Specifically, the experimental group of high school students exhibited statistically significant increases in empathic interactions with young children when compared to the comparison group. The experimental group also exhibited statistically significant increases in communication of acceptance of young children's feelings and behaviors, acceptance and behavioral willingness to follow young children's lead rather than attempt to control their behavior, and attention to and participation in young children's play. This study supports the use of filial/play therapy as an effective training model for increasing high school students' empathic behavior with young children. Filial/play therapy offers significant possibilities for training high school students in a developmentally appropriate model for working with young children identified with school adjustment difficulties, in order to prevent future problems.
9
Baldner, Conrad. "Communication and attributions: The interrelations of parent and peer support, disclosure, and learned helpless attributions." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/41735.
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Previous research has shown benefits of adolescentsâ disclosure of activities to parents in reducing risk of deviant child behavior (Kerr & Stattin, 2000; Stattin & Kerr, 2000). In the current study I examine the effect of disclosure on learned helpless attributions, through the mediators of paternal, maternal, and peer support in sample of college undergraduates enrolled in psychology classes. In two online data collection points, participants completed measures on peer, paternal, and maternal support, disclosure, and negative attributions. In order to examine associations among these variables, I tested three general models: 1) disclosure would predict negative attributions through support, 2) support would predict negative attributions through disclosure, and 3) support would moderate the relations between disclosure and learned helpless attributions. Results demonstrated interrelations of disclosure with peer, maternal, and paternal support. Disclosure, peer support, and maternal support were negatively correlated with learned helpless attributions. However, the first and second models were not supported. The third model was partially supported in regard to maternal support. When maternal support was low, greater disclosure was associated with greater learned helpless attributions. Future longitudinal and experimental research is needed to further discern pathways of association for these constructs.Master of Science
10
Young, Jaclyn. "An evaluation of the breastfeeding peer helper program in Ohio's special supplemental nutrition program for women, infants and children." Connect to resource, 2009. http://hdl.handle.net/1811/36902.
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11
DeTurk, Patricia Marie. "Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1095.
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In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students prior to and after the treatment were used to assess STEM attitudes. Additionally, the CLA peer mentors were given self-assessments regarding their level of self-efficacy. The most marked difference in the pre- and post-treatment data was with the male GED students. Initially, only 2 of the 7 had definite career goals, 5 with undefined career goals, with 4 showing no interest in STEM. After the treatment, 6 exhibited interest in pursuing STEM education or employment. The female GED students' interest remained unchanged, resulting in the male and female students showing equivalent interest in STEM post-treatment. The CLA peer mentors showed an increase in self-efficacy using Bandura's four sources of self-efficacy in social cognition (1997). The preliminary results of this study suggest that interest in STEM education and STEM careers can be generated with peer mentored learning. (Contains 1 figure and 8 tables.)
12
May, Peter [Verfasser], and Sebastian [Akademischer Betreuer] Kobold. "Characterization of CD4-memory T helper cell populations as a source of interleukin-22 production in murine and human breast and lung cancer models / Peter May ; Betreuer: Sebastian Kobold." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2019. http://d-nb.info/1199265438/34.
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13
Chou, Po-Lin, and 周柏伶. "The Study of The Training Program for Senior High School Students as Peer Helpers And The Efficiency of The Peer Helpers." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/28194532045439492183.
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碩士國立彰化師範大學
輔導系
87
This study is aimed at designing the training program for senior high school students as peer helpers, and assessing the effectiveness of the training program and the peer helpers. There are 57 students of Stella Matutina Girls’ High School attending this research. Self-attitude questionnaire, Group Scale, and Counselor Rating Form (CRF) are employed, and in order to collect qualitative data, in-person interview are adopted into the research process, too. The results of this research are as following: 1.There is no interaction effect between group and time variables in subjects’ self-concept. For the main effect of group variable, there is no significant difference. For the main effect of time variable, there is significant difference, and the posttest is higher than the pretest results. 2.The basic helping skills that the peer helpers learned from the training program are: nonverbal skills, listening skills, self-expression skills, and coping with value conflict. 3.The peer helpers think that the meaning of attending group training program are: increasing the realization, acceptance and growth of oneself, improving the interpersonal relationships and communication skills. 4.The assessment of peer helpers’ efficiency in expertness, attractiveness, and trustworthiness are positive regarded. Finally, discussions of the results are made and suggestions for teachers, counselors, and advanced studies are supplied.
14
Mabizela, Sfiso Emmanuel. "Experiences of student peer helpers in an open distance learning institution." Diss., 2015. http://hdl.handle.net/10500/18752.
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Text in EnglishThe primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers.
Psychology
M.A. (Psychology (Research Consultation))
15
Mill, Elsabé. "Portfolio management as a tool for peer helpers to monitor their development." Thesis, 2005. http://hdl.handle.net/10500/2530.
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The purpose of this study is to tell the story of how four peer helpers within the Unisa Peer Help Volunteer Programme managed their portfolio development processes to monitor their growth and development which took place as a result of their involvement in peer helper activities.
The epistemological framework of this study is interpretive and involved in-depth interviews with four peer helpers who rendered volunteer services at the University of South Africa and have been developing their career portfolios over a period of time. Hermeneutics was the method used to analyse the data.
The stories of the four participants were transcribed and retold by the researcher in the form of themes that emerged. This study contained the stories of how the participants initially struggled to understand the concept and purpose of portfolios; how they took charge of the process; and how their attitudes changed from uncertainty and confusion to viewing the process as worthwhile - thus enabling them to commit themselves, to varying degrees, to the development of their individual portfolios. Recurring themes present in all four stories were described in the researcher's story of the participants' stories.
The information generated by this study could serve as guidelines for not only peer helpers interested in developing their own portfolios, but also for project leaders involved in the management of peer helper groups and who plan to implement portfolios in their programmes.Psychology
M.A. (Psychology)
16
Stuart, Carol. "A Study of adolescents' reflections on life events during training to be peer helpers." Thesis, 1994. http://hdl.handle.net/1828/6172.
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17
Dockrat, Fazila. "The identification of peer-counsellors in the secondary school." Diss., 1999. http://hdl.handle.net/10500/18017.
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In South Africa the idea of a peer helping service has gained impetus and is viewed as a
viable option given the fact that there is a shortage of professional school-counsellors and
complementary care-givers in the public school environment.
This research emanated from an awareness that there was a need to develop an objective
assessment tool regarding the identification of peer-counsellors. This instigated an
investigation of the essential criteria, predominant characteristics and requirements of
effective peer-counsellors.
The primary focus of this research has been to develop a self-assessment instrument that will
assist in the identification and selection of potential peer-counsellors.
The self-assessment instrument proved to be a valuable tool in discriminating between good,
average and weak peer-counsellors. Findings indicate that the self-assessment instrument
should be used in conjunction with other modes of assessment such as the self-report data,
teacher ratings and peer ratings.Psychology of Education
M. Ed. (Guidance and Counselling)
18
Kuo, Min Hui, and 郭敏慧. "The Role of Peer Helper in the Effects of Classroom Guidance for Senior High School Students." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/43712914250319981923.
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碩士國立彰化師範大學
輔導學系
82
The two purposes of this study are ：(1) to train peer helpers to improve their interpersonal relationship, basic helping skills, the skills of leading group discussion and understanding the role of the peer helper, (2) to understand the role of peer helper in the effects of classroom guidance. The subjects were sophomores of a public senior high school in Kauohsiung city. Pretest-posttest nonequivalent control group design and interrupted time- series design were applied into this research. Meanwhile, in order to collect qualitative data, sociometric test, in- person interview and vedio-taped observation were adopted into the research process, too. The research findings were:一 、Concerning the effects of the peer helpers'''' training program:（一）Peer helpers were willing to share feelings with their classmates more than ever during the research period.（二）Most of the peer helpers led discussion actively but a few of them led discussion nondirectly.（三） All of the peer helpers understood they were not counselors. But they didn''''t introduce enough infor- mations about the guidance center to their class- mates. 二、Concerning the effects of the classroom guidance:（一） Students understood each other, sharing experiences, geting along with classmates and identifing their classroom well than before through the activities of the classroom guidance.（二）The classroom cohesion wasn''''t significantly influenced by classroom guidance.（三）The reading atmosphere wasn''''t significantly influenced by classroom guidance.
19
Lin, Wei-Chieh, and 林煒傑. "Using Knowledge Database in Web Site and Peer Helps Managerment Support Zone of Proximal Development." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/24899722290196311815.
Full textAbstract:
碩士元智大學
資訊工程學系
89
In web learning system, teachers assist student learning through the observation of student’s portfolio, and intervene into learning activities according to observed phenomenon.. In such enviroment, peer helps are limited since peer can only ask and answer questions in discussion forum. Although educators indicated student can develop better skill/knowledge in the assistances of peers, teachers, or parents, computer learning system can still not assist students guide students to extend their zone of proximal develop according the knowledge level students have. Therefore, this paper attempts to develop a web learning system that assist student to extend their zone of proxiaml develop. The features of system includes: 1.Represent skill/knowledge in a learning system as a learning dictionary. 2.Feedback system to obtain students preception on each learning skill/knowledge. 3.Issue based information system and peer evaluation for develop peer help and self-reflection. 4.Web knowledge management techniques for managing peer help and self-reflection based on students knowledge level. Through the web learning to obtain students knowledge level, learning system utilizes such information to develop peer help to promote students’ self-reflection and guide the learning direction. The role of computer is not the omnipotent teacher but the managers of peer relationships and students’ knowledge.