An advising center staffed by residence hall coordinators at the University of Northern Iowa is described. Major factors for success are identified: awareness of perceptions that facilitate or inhibit establishment of advisory roles, definition of responsibilities, and definition of how advisors relate to other resources.

The Academic Skills Center at Black Hills State University provides a peer assistance program comprising both individual tutoring in classes offered in each academic division and credit classes in study skills. The goal of the Center is to respond effectively and quickly to individual educational needs of students and faculty through a cost-effective, flexible, open-door program. Some of its 10 goals are to: work directly with instructors and students to conquer test anxiety; provide computer assisted study skill instruction for students; and
provide an atmosphere of learning and self-improvement for tutors. Peer tutors are upper division students who have earned good grades and can implement appropriate interpersonal skills. All tutors submit a report to the division chair of the division for which they tutor. Sample tutor reports are provided. Study skill and development classes are offered for credit at the school. Objectives include: helping students understand the academic, personal, and social adjustments that college requires; motivating them toward developing more efficient study skills and effective academic values; and improving self direction through the development of more meaningful academic behavior and motivation. Each class is instructed by a team of two students. Suggestions for others interested in launching a peer tutoring center include: be willing to try the impossible; seek criticism and new ideas from peers and tutors; and share reports and successes with the administration.

Peer counseling is an effective way for financial aid offices to increase productivity and enhance the quality of their services. Students turn naturally to other, more experienced, students for advice, but unless their peers are properly trained, they can provide erroneous or biased information. Training for financial aid peer counselors should involve experiential workshops, intensive supervised practicum experiences, presentations, filmstrips, role playing, and interaction with professionals. In addition to explaining the financial aid
application process, training should emphasize the client's right to confidentiality and privacy, and the importance of interpersonal skills. In addition to this training, a manual should be provided covering all practical aspects of financial aid, relevant terminology, and the responsibilities of the peer counselor. Once the peer counselors have completed their initial training, they become members of the financial aid office staff, taking on both counseling and administrative responsibilities. Peer counselors should be able to: (1) make
appropriate referrals; (2) explain to current and prospective students their options regarding financial aid; (3) help students complete all required forms; and (4) conduct productive group discussions on topics such as "how to do more with less," "what to do before borrowing," and "how much debt can one afford." The key to the effective use of peer counselors is the cooperation of the entire financial aid office staff.

Three collaborative writing faculty projects which were designed and put into effect at Santa Clara University are peer advising, composition seminars, and inter-active observation. Peer advising matched faculty members who had previously taught in the writing program on campus with instructors new to the program to serve as professional resources as well as social contacts. Composition seminars, intended to help the professional growth of writing instructors, were held monthly. These are joint presentations by colleagues who share a
common interest in composition topics. The third project, a series of inter-active observations designed to enhance the performance of individual writing instructors, began by concentrating on areas the instructor wished to learn more about were also developed. Even though most writing instructors are aware that collaborative activities characterized by open-ended discussions yield greater conceptual understanding and enhance intellectual engagement, and use these tasks in their classrooms, they rarely afford themselves the same opportunity. Limited time, independent rather than interdependent faculty relations, and maintenance learning all limit ongoing collegial exchange. Collaborative projects encourage writing instructors to pool skills in order to solve problems and answer questions collectively. In fact, collaborative projects such as these, emphasizing self-determination and cooperation, can provide all writing instructors the opportunity to exchange ideas, to take a stance, and to locate themselves in the ongoing dialogue about writing, teaching, and learning. (Eleven references are attached.)

Discusses reasons for the lack of ongoing exchange among university colleagues. Suggests how writing programs can foster this exchange through various collaborative projects for writing faculty, including peer advising, composition seminars, and interactive observation.

This article describes a peer advising program at the Kellogg Campus of the California State Polytechnic College. The purposes of the program, selection and duties of the upperclassmen advisers and training of these peer advisers are described. The relationship between professional advisers and the peer advisers is explained.

Describes a college career proactive development counseling program utilizing peer counselors. Describes the selection and training of peer counselors. Evaluated the program in four residence halls. Formal and informal results indicated students were sensitized to the career development process.

This document describes the success of a peer counseling program on a college campus. The program sought to: 1) increase the size of the counseling staff; 2) provide students with necessary survival skills, diagnostic testing and counseling; 3) minimize unnecessary attrition and early transfer; and 4) increase the probability of success in college through certain counseling objectives. The selection and training of the peer counselors is described in some detail. Positive findings of the program after a preliminary evaluation are discussed.

Adolescence is a vulnerable period of life; teens are faced with challenging issues such as stress and suicide. Facilitating informed decision-making among adolescents requires educational programs that present information in compelling and credible ways. With this in mind, a peer education program was developed, using older students to teach younger students. Peer educators, sometimes referred to as paraprofessionals, are defined as students trained to offer services or programs to their peers. Peer education can provide a
cost-effective way of providing additional small group instruction to augment regular curricular offerings. A psychology class of 31 seniors was trained during 10 45-minute class periods to educate the 214 sophomores at Perkiomen Valley high school during a one and one-half hour long workshop. A majority of the peer educators reported that this experience increased their self-confidence, understanding of stress management, knowledge of suicide, and feelings of helpfulness. The sophomores' perceptions of the program suggested that this type of experience was of value to them. Many indicated that peer education should be offered again.

The development and implementation of a Peer Advising Program at the University of Wisconsin-Superior is discussed. The program's components and evaluation are described and observations and conclusions drawn from a working model are provided. An advisor evaluation form is appended.

Evaluated the instrumental or empathic responses given by peer counselors (Study 1, N=128) or friends (Study 2, N=48) to undergraduates' personal problems. Instrumental responses were considered more helpful. Students rated peer counselors more likely to give instrumental responses and friends more likely to give empathic responses.

Adolescent literature can be used in peer training programs to help adolescent peer leaders gain information about and insight into various issues. This paper provides a listing of 50 recent works of adolescent fiction and nonfiction arranged topically to assist trainers looking for books on particular topics.

School counselors typically receive little or no supervision of their counseling. Results of an evaluation of the Structured Peer Consultation Model for School Counselors indicate that the model may help meet the needs of school counselors for ongoing feedback on their counseling with student-clients.

This digest discusses the use of peer consultation as a form of counselor supervision, proposing that peer supervision and consultation may be potentially effective approaches to increasing the frequency and/or quality of supervision available to a counselor. Peer consultation is defined as an arrangement in which peers work together for mutual benefit and is further seen as a process in which critical and supportive feedback is emphasized while evaluation is deemphasized. A number of benefits to counselors offered by peer
consultation experiences are listed. Peer supervision and consultation models are briefly reviewed, including the Structured Peer Consultation Model. Research on peer consultation is also reviewed. The digest concludes that research is providing accumulating support for the value of peer consultation/supervision experiences for professional counselors. Future researchers are called upon to continue to attempt to identify and quantify the unique contributions of this type of experience for counselor development. Contains 9 references.

Examined effects of intimacy of interviewer's disclosure and racial composition of counselor-client dyad on clients' liking for counselor, impressions of counselor, and subsequent self-disclosure in peer counseling analogue. Results from 64 White and 64 Black female college student clients revealed that intimate disclosure by counselor was useful in eliciting self-disclosure from Black clients.

The Students Serving Students Program is a unique and flexible orientation program designed to meet the needs of a large commuter population at Youngstown State University. The program is staffed by 20 upperclass students who contact all first-year and transfer students prior to the opening day of classes. Staff serve as peer resources throughout students' first year of enrollment. Staff strive to contact students at least once or twice a quarter. However, some students are identified for more frequent contacts; these include students identified as "special" or "underprepared." Students identified as "special" are those who
expressed interest in extra-curricular involvement, are shy, or those who wanted more frequent contacts. Those who had high school deficiencies or who did poorly on English placement tests are classified as "underprepared." In addition to staff's attention to "special" and "underprepared" students, they also encourage involvement. Students who excel academically are invited to join a new student honorary organization. This organization not only involves students early in their college years, but it also serves as a means of identifying
students for future leadership roles. As a result of greater attention to several groups of new students, Students Serving Students is having a positive impact not only on retention, but also on the quality of students' lives. Maximizing as well as diversifying human resources is making a difference at Youngstown State University. Graphs, tables, and a job description for students serving in the program are appended.

The College of St. Catherine's Weekend College program offers students the opportunity to
earn a college degree by attending classes every other weekend from early September through
June. Weekend College is designed for women of all ages and backgrounds. The
interactional advising and peer mentor programs are described.

This study was designed to evaluate the viability of using students as academic advisors for freshmen students, and to document the process of the advising program. Results revealed that students advised by students did as well academically and had lower dropout rate than students advised by faculty. The most outstanding characteristic of the program was the lack of utilization of the advising system by students and variability in the application of the system.

This article describes an assessment of student attitudes toward academic advisers at Idaho State University. The study focused upon both student and faculty advisers in the Student Curriculum Advising Program. The findings revealed that the student advisers were more favorably evaluated than were faculty advisers. Student advisers were seen as sympathetic and faculty advisers as administrators carrying out an imposed obligation. The study found no difference in obtained grade point averages between those students advised by students
or faculty and that the dropout rate actually favored the student advisers. The authors conclude that the study lends support to use of students as academic advisers.

Two groups of students were selected from full-time freshmen entering Southwest Texas State College. Students in the control group (uncounseled) sample were individually matched with those in the experimental (counseled) sample on sex, high school quarter rank, high school size, scholastic ability and study orientation. Experimental subjects were organized into 54 counselee groups, with the four freshmen in each group being carefully matched. Six upperclassmen, were randomly assigned as counselors to same-sex counselee groups. The test-retest differential for counseled freshmen was significantly higher on measures of study behavior. Counseled freshmen earned grades averaging one-half letter grade and 8.3 quality points higher during the first semester.

This is a summary of professional reactions to the paraprofessional movement. The unique advantages of using paraprofessionals under supervision is contrasted with writers who warn about the practical and legal dangers associated with using them. A review of research by the author indicates paraprofessional counseling is an effective, acceptable, practical and adaptable counseling procedure.

Beginning college freshmen identified as potential dropouts were provided academic adjustment counseling by carefully selected and trained upperclassmen. Students receiving the counseling were individually matched with a control group of potential dropouts that were denied the counseling. Groups were matched on the basis of age, sex, ACT composite score, high school rank, and high school size. Following the counseling, students in the experimental and control groups were compared on four indexes of counseling results: (a) pre-post counseling scores on the Survey of Study Habits and Attitudes, (b) pre-post counseling scores on the Effective Study Test, (c) post-counseling scores on the Study Skills Surveys, and (d) first-semester grade averages. The experimental group was found to be significantly higher on all four criterion measures.

Peer counselors can be a highly effective means of counseling in academic institutions. Peer counselors are used at the University of California, San Diego in the Academic Success Program. The targeted students to be helped are from economically or socially disadvantaged backgrounds and/or minority groups. This program was designed to ensure high-risk students success and retention rates. Trained student paraprofessionals (peer counselors) facilitate other students' success. Training is provided to potential peer counselors in a course entitled "The Psychology of Teaching". The class includes skills development, formation of counseling skills, conflict management, establishing relationships, and sensitivity to issues of ethnic students. A practicum component involves role playing and skill practice. Selection of counselors is based on maturity, communication skills, and understanding of the program's goals and commitment. Once selected, counselors receive further training in intervention skills, cardiopulmonary resuscitation, team building, campus services, and program goals. Peer counselors help students with academic choices, financial aid, work-study opportunities, and housing clients. Academic progress is monitored and academic support is arranged when
needed. Difficult problems are referred to the coordinator. Client students appreciate the help and peer counselors experience personal growth.

This volume contains abstracts of the presentations on the freshman and entering student programs at over 100 colleges, community colleges, and universities in the United States and Canada. Each abstract describes institutional programs and provides a name, address, and telephone number of the person to contact for additional information. Among the many topics discussed are the following: support for freshman seminar faculty; assessing student needs; entering student program design and assessment; student mentors; student retention; addressing and educating students on social issues such as sexual life, racism, and
homosexuality; community building and conflict resolution; diversity and multiculturalism on campus and in the classroom; various types of staff development and exploration of teaching techniques; and freshman guidance and advising.

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, career assistants, transition agent, dilemma manager, re-entry agent, and mediator. (Contains 35 references.)

The rationale, origins, and practice of peer counseling, a system of training people to help each other through empathy and decision making, are detailed. Specific applications are described, with particular attention to involving adolescents as peer counselors. Peer counselor training as practiced by the Peer Counselling Project (University of Victoria) is described in extensive detail.

Warmline, a peer counseling program at Memphis (Tennessee) State University which aims to provide information and support for older-than-average returning or first time students, is described in this training manual. Objectives of the program discussed include reaching out to returning students and welcoming them to campus, providing encouragement and information to use resources on and off campus to ease the problems of returning to college, and helping groups involved to discuss problems encountered in returning to campus. Operation of Warmline is described as peer counselors (often students from the graduate
counseling program) contacting returning students by telephone and offering information and referral about services such as child care. It is noted that Warmline does not offer psychotherapy, but refers when appropriate. This training manual includes this information: an application form; qualifications for counselors; program description; goals, requirements, possible problems, and resources; counselor responsibilities; training schedule; theoretical base; interview suggestions; and information and referrals. Appendices include information on good listening skills, open-ended questions, reflections, learning style inventory, Myers-Briggs Type Indicator, and Adult Development Theory.

The use of graduate student support groups to complement the academic advis or's role and reduce students' sense of isolation is examined, particularly for female graduate students. Intersection of research on collaborative groups for the sis-writing and on gender-related communication patterns is examined to suggest how such groups can be structured and used to enhance educational opportunities for all.

This article describes a peer advising system in the residence halls. Resident advisers (RA) were trained to become peer counselors for academic problems. Special training sessions were provided to prepare RA 's for this role. Dual accountability to both the advising programs and residence life program was difficult. It also was awkward for the RA's to balance the roles of academic adviser and disciplinarian.

A major problem for students beginning college is the loss of support from their network of relatives and friends. Peer network therapy has the potential for assisting the development of a new supportive network for first year students. In this study the author used the University Residence Environment Scale to measure the impact of network therapy on the social climate of students in residence halls. The results of this study suggest that using an active approach focusing on common needs that are often lacking, or on issues that are
unresolved for freshmen, might eliminate the need for remedial services for many student who would not seek out the help of services. The general response of the program was positive.

In this study, a peer-operated university-based anonymous hotline is a data source for the assessment of student concerns and needs, providing empirical information for prevention-oriented psycho-educational campus programming. This paper covers the collection and assessment of data from the anonymous hotline service of the Middle Earth Peer Assistance Program at the State University of New York at Albany. For the 1994-95 academic year, peer assistants recorded information on all calls to the hotline: demographic, call content, and counselor's response. Five tables reflect the patterns of usage of the hotline, representing the topic and frequency of calls and gender of caller. Data indicates that males used the hotline more than females, with most male repeat callers discussing sexual issues. Females, twice as likely to be non-repeat callers, were concerned with such issues as assault, rape, and eating disorders. Training undergraduate hotline staff to record calls with a data collection instrument is vital to the assessment of patterns of usage. Empirical analysis guides future curricula and the targeting of program intervention while acquainting students
with the research aspect of the mental health profession. Appended are two recording instruments, and several tables which present statistical analysis.

This article outlines a model for academic advising which emphasizes the student as a developing person and uses a combination of professional counselors, faculty, and para- professional advisers. Steps 1 and 2 of O'Banion's model (establishing life and vocational goals) is handled by professional counselors, while steps 3, 4, and 5 (academic program choices, selection and scheduling of courses) may be accomplished by guidance specialists. Scheduling courses is facilitated by paraprofessional assistants who may or may not be
students. Seven reasons are given as to the advantages of using this model.

This manual on peer counseling in higher education describes the theory and techniques used for this practice. The first chapter, on academic peer counseling, uses V. Tinto's synthesis of the literature to illustrate the theory and stages of peer counseling based on academic and social integration models. The second chapter discusses the qualities which should characterize an effective counseling relationship including empathy, warmth, respect, genuineness, concreteness and immediacy. Considered next are the counseling processes and techniques recommended by C. B. Traux and R. Carkhuff as well as some additional techniques. The fourth chapter, on intake interviewing, establishes the importance of the
initial contact, lists areas of important inquiry, and notes the need to explain the limits of counseling to the client. A chapter on decision making advocates a process which takes emotions into consideration. Martin Luther King's philosophical views on non-violence are reviewed and applied to counseling in the sixth chapter. Rational Behavior Therapy is examined next, especially how this approach can be used to assist high risk students to make rational decisions regarding higher education. A final chapter explores current professional
ethics based in the Hippocratic tradition. Reference lists follow some chapters and various diagrams support the text.

Peer advisors can often help entering freshmen adjust to the environment of a large university by serving as experience guides, advisors, confidantes, or friends, to whom the new students can easily related. The Peer Advising Program at Iowa State is described.

Students are trained at three levels of volunteer functioning. Level I skills include demonstrating minimal abilities for leading structured discussion. Level II skills include minimal competency in human relations training. Level III skills are more advanced and prepare students to serve as paraprofessionals. Student volunteers feel competent and develop a self-worth that comes from mastery of skills and being an effective helper.

The Higher Education Linkage Program (HELP) was initiated by the University of Arizona (UA) to improve opportunities for qualified two-year college students from the Pima Community College District and Cochise College to transfer to UA and complete a baccalaureate degree; to increase the pool of potential baccalaureate applicants by identifying, motivating, and assisting community college students; and to increase minority participation and graduation rates in baccalaureate programs. HELP involved students,
faculty, academic officers, and student affairs personnel in activities such as student recruitment, student advising and assistance, faculty information exchanges, academic advisors' and counselors' workshops, and student affairs officers' programs. For students, benefits of HELP included early admission status, priority housing, orientation discounts, dual advising, campus tour and transfer day, transcript evaluation and peer advising and assistance. UA's experiences with HELP revealed that communication and interaction
between two- and four-year faculty, early personal contact with students, and the distribution of curriculum guides to counselors and students enhanced the transfer process, while inflexible course schedules, transportation problems, financial needs, fear of the UA atmosphere, and concerns about academic rigor and competition hindered the transfer process.

Focuses on key peer counseling implementation and research questions. Includes issues as to whether or not peer counseling expands professional support services; environmental impact, training content, process and duration of peer counseling programs, selection of peer counselors; referral patterns; and types of clients and problems undertaken.

This report discusses many issues with which those who are implementing peer counseling programs will have to contend. Although it is recommended that peer counseling program implementors be aware of and know how they will deal with each of the issues prior to program implementation, the issues are presented according to their identifiable time sequences. The first section, Global Issues, focuses on legal and ethical issues, as well as on arguments for and against the use of the label "counselor" when describing peer counselors. The second section, Pre-training Stage, examines the issues of how to enlist support for a
peer counseling program, assess needs, and delineate objectives. Peer counselor selection process issues are also considered. The third section, Training Stage, discusses issues related to the content and process of training, duration of training, and qualifications of trainers. Examples of training packages and widely used training manuals are included. The final section, Post-training Stage, examines the issues of tracking, supervision, peer duties, and special training topics. Each of the three training-related stages has its own evaluation component. Fifty references are included. Addresses for the National Peer Helpers' Association in the United States and for the Peer Counselling Project in Canada are appended.

In 1981 students in the School of Business at Ithaca College initiated the concept of peer advising to supplement faculty efforts. The selection process, questions for peer advising
interviews, interviewing ratings, training, and role-playing situations for peer advising are
discussed.

Analyzes the development and implementation of a teen hotline that utilizes skilled student volunteers. A comprehensive and meaningful training program combined with a high level of acceptance among the general youth population resulted in a valuable service for both the client callers and the student volunteers.

Evaluates a peer counseling program aimed at helping first-year students use computers in the University of Newcastle economics department. The scheme has not harmed students' abilities to use computers and, in some cases, has improved their skill. The scheme is inexpensive and provides significant potential savings in staff and hardware costs.

This article reviews forty-two studies comparing the effectiveness of professional and paraprofessional helpers with respect to outcome and adequay of design. Paraprofessionals were found to achieve clinical outcomes equal to or significantly better than those obtained by the professionals. It was found that in terms of measurable outcomes, professionals may not possess demonstrably superior clinical skills when compared with paraprofessionals. Other findings of the studies and direction for future study are discussed.

An active and successful peer advising program in a college setting is discussed. The assumption was that new students needed the support and advice of experienced counselors to help them develop academic competence, and upper-division students could provide that support.

Student development practices: Strategies for making a difference. Springfield, Illinois: Charles C. Thomas. The underlying concepts involved in student helper programming are examined and an outline of the implementation of such a program is presented. Cost-effectiveness, good counseling relationships, better potential for more meaningful developmental programming and ease of training students are factors cited
in support of the use of student paraprofessionals. The authors review recruitment, initial interviewing, the training program, selection interviews and hiring policies and job functions and in-service training, all in relation to student paraprofessional programs.

This is a training manual for peer helpers in post-secondary settings. It defines the student helper's role, identifies and provides training for certain basic skills and helps student helpers to examine and understand themselves as persons. It discusses basic principles of college student development. It also discusses and helps students assess their skills and competencies as a self-directed learner, including study skills and behaviors. Pre-assessment and post-assessment activities are provided.

The quality of students' experiences with academic advising is directly related to the quality and rigor of the training of the advisers. Five essential adviser competencies are described. Eleven training areas are also outlined. Issues such as selling the idea of training, training techniques and reward systems are also discussed.

This volume examines how quality student paraprofessional programs can positively impact the student client, the institution, and the working paraprofessional. Quality programs have written program goals, address the normal developmental needs of college student clients and para- professionals themselves, have written job descriptions to guide the working student paraprofessional, view recruitment, selection and training as a continuous integrated process, practice systematic supervision, and carry out sound evaluation of staff and programs.

This training manual, intended for use by college students to learn peer counseling
techniques, contains four sections. The first section provides an introduction to peer
counseling. Effective therapeutic communication, solving a problem, basic counseling
techniques, communicating styles, and the limitations of peer counseling are discussed. The
second section contains information and strategies for counseling those with problems related
to alcohol and drugs. Diagnosis of chemical dependence and chemical abuse are discussed,
and traits are listed to help the peer counselor identify behaviors. Substance abuse is also
discussed as it relates to a group's collective behavior. Information is provided for
confronting an abuser, and for contacting local support groups and treatment facilities.
Information also is presented for ways to avoid over-indulgence and development of an
alcohol problem. The third section looks at the problems of suicide and depression.
Recognizable signs and symptoms of depression are delineated. Strategies are presented for
handling a depressed individual. Four types of danger signals for suicide are examined, and
ways to prevent suicide from occurring are discussed. The fourth section deals with rape,
date rape, and sexual assault. The problem is described, and warning signs are provided for
prevention education. Attitudes that males need to change, and attitudes that females need
to portray are listed. Three phases of date rape are identified and discussed. The concept of
rape trauma is defined and information is provided for working with a rape victim.

In this study 100 students were randomly assigned to one of four groups designed to
systematically compare the reciprocal peer tutoring (RPT) strategy with its hypothesized
components: dyadic, mutual exchange, and structured-learning format. Analysis supported
past findings on the superiority of the RPT strategy. This superiority was attributed to the
RPT group's unique combination of elements: preparing to teach a peer, teaching a peer, and
accountability for this process.

The authors categorize and present problems relating to the use of paraprofessionals. Paraprofessionals rarely have control over their jobs which tend to be primarily mundane and routine tasks. Some paraprofessionals may not under- stand organizational functioning. The initial supervisor is important in the job success of a paraprofessional. Para- professionals should be equipped with work skills necessary for continued employment.

Peer Advising in Agricultural Education has been operating since the Fall Semester, 1987, at Texas A & M University. The program involves several undergraduate students nominated by faculty, who are supervised by two doctoral students. Responsibilities of the peer advisors include informing students of campus procedures, assisting in prescheduling course work, offer peer advice on questions of a personal and academic nature, giving directions, and being a good listener. From 12-14 students provide the services of peer advisement on
weekdays; students volunteer two to four hours weekly. A journal records daily student contacts, including the type of support provided. Over 200 contacts were recorded for the 1987-88 academic year. An unforeseen result of the peer advising program has been the number of contacts that peer advisors make outside the Peer Advisement Center. Peer advisors report that they have been approached by fellow students to a greater degree outside of regularly scheduled hours. Program modifications for the second year are the
establishment of minimum criteria for the selection process and changes in the nomination process.

This report describes a learning assistance program at Lamar University, Texas, designed to improve study skills and decrease attrition among college students through the use of peer counselors. The objectives of this two-credit, non-remedial course are discussed, and the material covered in the 18-week course is described, by week, in Table 1. Training for upperclassmen selected as peer counselors is discussed, and the academic schools enrolling the counselors during its 7-year history are listed in Table 2. The instructional materials used
to train peer counselors are listed in Table 3, and core training skills and job specific training are outlined. The course enrollment data for students and peer counselors are detailed in Table 4, while the number and percent of students who pass and fail, and the number of drops and incompletes are listed in Table 5. The enrollment status 4 years later for the 163 students passing the course in the fall of 1978 is listed in Table 6, while the Scholastic Aptitude Test scores, retention rate, and probable attrition rate of these students are given in
Table 7. The overall success of the program in improving students' learning skills and in improving retention rates is discussed.

Describes a model which combines peer counseling principles for use with computer-assisted career counseling program. This student orientated model outlines a two-phase training program and provides practical guidelines for implementation. The student peer counselors are trained in communication skills, values clarification and decision making.

Charges that colleges have persistently maintained inequalities in their educational structures that affect minority and lower socioeconomic students. Explores the effectiveness of academic improvement programs and suggests strategies to overcome problems in spite of economic conservation, including support groups, peer counseling, and outreach by minority professionals.

This study was conducted to compare a peer model and professional model for teaching study skills to college freshmen. In the study 17 freshmen in the professional model received ten hours of instruction in study skills in two groups taught by one professional. In the peer model freshmen were divided in 16 pairs of tutors and tutored students. The tutors learned the study skills in five 90 minute weekly seminars. Between meetings, the tutors individually taught these skills to the tutored students. Subjects in both models significantly improved study skills relative to attention and waiting-list control groups. The peer model was as
effective as the professional model in study skills change.

Peer counseling is defined and the rationale for using peer counselors is given in this factsheet. A discussion of the history and research on peer counseling is followed by a list of successful peer counseling program foundations. Other sections discuss the operating components of selection, training, supervision, and evaluation. The professional counselor's major responsibilities for peer counseling programs are identified. A short list of resource documents is included.

Peer advisers were surveyed regarding perceived effects of a peer advisement program on choice of major and selection of a career or graduate/professional training. The findings of this study revealed that the peer advisement program has different appeal for different types of students, with implications for program recruitment and training. A number of related issues were raised as deserving further study.

In this article, the author describes a peer counseling model and demonstrates how peer counselors can be used in other than traditional counseling and advisement roles. Peer counselors made it possible for students to obtain help more readily. Networking among peer counselors in such areas as recruitment, training, supervision, office administration, program promotion, and development is discussed. Peer counselors can be valuable to college administration, but even more so to their fellow students.

This article discusses the use of student user evaluations to determine the effectiveness of peer adviser services at Queens College, New York. An evaluation instrument was given to each student who met with an assigned peer adviser. The questionnaire requested information about the advisee and evaluated the peer advising program on a likert scale. The results were very positive. Most students used the service for information related to college rules and major or career decision-making. Students felt more comfortable with peers and thought the program was an asset to the college.

One of the problems with student paraprofessional advising programs is the selection of students who would be best suited to meet the needs of the program. This article brings together reports on the procedures used to select student paraprofessionals on college campuses. Different selection procedures that have been tried are briefly presented. The research has not shown any one procedure to be the best for all kinds of campus programs. Points to consider for selection and future research are discussed.

A comprehensive advising program for residentially based freshmen was developed at the University of Maine as a response to concern for the retention of students as well as enhancing the faculty-student relationship. Program goals and objectives and design are provided. The Freshman Advising Program was successful in enhancing the quality of life of the students and the general quality of their educational experience.

Describes the EQUIP Program, a new psychoeducational model that teaches antisocial youth to think and act responsibly through a peer-helping approach. Highlights the challenges presented by antisocial youth, reviews the development of earlier psychoeducational methods, and outlines basic program components. Initial research shows significant improvements in conduct and recidivism.

This comprehensive bibliography, designed for those in self-help and paraprofessional practice, is organized around five major topics: (1) Community Mental Health and Community Psychology (100 pages); (2) Counseling Psychology; Counselor and Higher Education (65 pages); (3) Social Work and Social Services (22 pages); (4) New Careers: Career and Manpower Development (48 pages); and (5) Allied Professions and Disciplines (69 pages). The introduction includes a definition of the scope of the major areas, and a
discussion of the nature of paraprofessional work, factors which fostered the use of paraprofessionals, and the rationale for self-help and paraprofessionalism; and an overview of the paraprofessional movement. A supplementary listing of 17 smaller, less comprehensive bibliographies on the topic is also included in the introduction. The more than 2,000 citations from books and journals are arranged alphabetically, by author, within each of the five major sections.

This overview of peer counseling and self-help groups in contemporary higher education examines current practices and offers recommendations for program development. Section I looks at the historical background and current context of campus peer counseling and social support programs; types and functions of self-help groups; student paraprofessionals and peer counselors; and trends in academic advising, residence hall programs, and other social support approaches. Section II looks at peer training, offering information on curricula and workshops that have been developed to train social support leaders or peer counselors in
leadership, confrontation, conflict resolution, and alcohol and drug abuse counseling. Section II also reviews research on the efficacy of social support on campus and provides descriptions of alternative approaches to evaluation. Section III draws upon research on and theories of the psychological, social, and intellectual development of college students to provide program development guidelines, covering planning; assessment and needs; goals and objectives; recruitment, selection, training, supervision, compensation, and evaluation
of peer counselors; and ethics and standards. Finally, Section IV examines trends and directions in campus programs; it consists of five essays dealing respectively with ethical issues, paraprofessional academic programs, collaborative learning, peer mentoring as a student retention strategy, and campus ministry.

The report presents findings from an internship at Gallaudet College and its programs for deaf and hearing impaired students. The paper touches on the history of Gallaudet College, the functions of Gallaudet's International Center on Deafness and the National Academy, which offers training to communities on facilities for deaf and disabled people. The Gallaudet College Preparatory Studies Program, designed to increase the likelihood that students accepted to Gallaudet will be retained and graduated, is reviewed as are the
components of the Peer Advisory Program, the Academic Development Team (ADT), and the Tutorial Center. The roles of peer advisors in counseling, advising, administration, and limit setting are reviewed. The ADT features collaborative planning to monitor development in personal identity, interpersonal skills, academic skills, aesthetic development, and physical-recreational skills. The Tutorial Center offers services on a walk-in and appointment basis. Academic policies of Gallaudet are considered. A final section presents a summary of
information gathered from the internship, including a list of other postsecondary programs for deaf students, an analysis of the communication controversy, a description of the spring, 1984 International Symposium on Deafness, a synopsis of other research on the deaf, and a seven-page bibliography.

The peer advising program at the Institute of Child Development of the University of Minnesota is described. Problems associated with traditional faculty advising are outlined. Evaluations of the peer advising system suggest that the peer advising was as effective as or better than that of the University's professional advising staff. The authors view the peer advising system not as a substitute for professional advising but as an augmentation to the general advising area.

Advising systems based on undergraduates as academic advisors have two inherent problems: they underestimate the importance of student-faculty interaction, and they promote a limited view of the goals of academic advising. Benefits and components of an advising model are discussed.

This bibliography on academic advising presents 351 annotated citations grouped in 10 areas. Though some older, classic articles and books are mentioned, most of the citations are from the 1980s and 1990s. Topical areas were chosen so that users could examine the literature based on their interest and need. Citations from areas related to advising are also included. Each section's citations are listed alphabetically by author. Chapter 1 covers organizational and delivery systems (general approaches, faculty advising, departmental advising, computer-assisted advising, peer advising, and residence hall advising). Chapter 2 treats
developmental advising. Chapter 3 addresses special populations (adult students, student athletes, commuter students, disabled students, graduate and professional students, high-ability students, transfer students, and undecided students and major changers). Chapter 4 is on culturally diverse students (African American, Asian American, Hispanic American, Native American, and international students). Subsequent chapters cover adviser training, career advising, retention, legal issues in advising, advising as a profession, evaluation and
assessment, and academic advising books. Includes author and subject indexes.

A bibliography on academic advising in higher education is presented that contains 196 journal sources and 58 unpublished sources from 1960 through June 1983. The document is designed to assist both practitioners and researchers and includes many specific aspects of the process, including faculty advising, peer advising, computer-assisted advising, advisor training programs, advising centers, retention efforts, and evaluation instruments. The bibliography focuses on entries that are not already included in the Educational Resources
Information Center (ERIC) system under the "academic advising" descriptor.

Reports results from a study of a training program for adolescent peer counselors. Did not find that groups led by extensively trained peer counselors differed significantly in their verbal interactions from groups led by minimally trained peer counselors.

Compared two peer-led and two professionally led counseling groups during a three-day retreat of an adolescent student organization. Found groups led by professional counselors were more therapeutic, risk oriented, and less socially oriented than groups led by peer counselors.

The advantages and disadvantages of using undergraduate academic advisers are examined, including such advantages as program effectiveness, cost-containment, availability, accessibility, flexibility, and organizational input. Among the disadvantages are lack of continuity, accountability and objectivity. The author urges consideration of these disadvantages when recruiting, training and supervising the student advisers.

Issues concerning mentoring for women in higher education are discussed. After identifying benefits of mentoring for the protege, the mentor, and the institution, barriers to traditional mentoring for women are considered. Attention is directed to why men may hesitate to mentor women students and faculty, why female mentors are hard to find on campus, and why some women may exclude themselves from mentoring relationships. In addition, new approaches to mentoring for women are considered, including multiple mentors, networks, and paper mentors. Information is also provided on the following questions: how to decide if mentoring is needed, how to be selected by mentors, and how to be a mentor. Consideration is also focused on the following groups of women with special needs: women in nontraditional fields, older women, minority women, and disabled women. Five model programs are described that cover the following: an informal institution-wide approach, research mentors for minority and women faculty, the career cooperative, a career
development program for women students, and a peer advising program for women students. Additional recommendations are offered for colleges, as well as for associations, disciplinary groups, and other organizations. Reference notes, a bibliography, and a list of information sources are appended.

Discusses the use of students as peer advisors in college career counseling programs. Topics covered are (1) staff commitment and organizational support, (2) responsibility and decision sharing, (3) recruiting, (4) selection, (5) training, (6) supervision, (7) developing teamwork, and (8) integration into other campus programs and activities.

College students (N=144) completed the Affective Sensitivity Scale and conducted peer-counseling interviews with student volunteers. The volunteers responded to the Empathy Scale of the Barrett-Lennard (1964) Relationship Inventory, while interviewers predicted their interviewees' responses. Found a positive correlation between predictive accuracy and received empathy. Affective Sensitivity Scale scores were unrelated to
predictive accuracy or received empathy.

Glassboro State College (New Jersey) has developed an institution-wide comprehensive, coordinated program based on the concept of early provision of quality services and programs to provide students with positive linkages to the institution. Persistence to graduation is the long-term goal of the retention program. Additional goals include increasing minority student enrollment in undergraduate programs, developing social and
cultural programming appropriate to a pluralistic society, particularly in residence halls, and developing a learning-friendly campus ethos encouraging integration of minorities and minority-related programming into the mainstream of the college community. The award-winning program offers a variety of services in the campus Academic Advancement Center. Entering freshmen and their parents are introduced to college personnel, programs, and services during a summer orientation program. A freshman summer institute is offered
for educationally deficient but capable students. During the freshman year, students are given academic assistance and support through a freshman seminar with formal instruction and followup mentoring. Peer mentoring and peer tutoring, leadership programs, residence hall programming, and cross-cultural awareness events are also offered. The program has succeeded in improving retention rates. Contains 21 references.

This document presents a discussion of how to set up an on-campus peer support system designed to help college students cope with stress. The possible functions of a peer support center are outlined and features of a proposal for such a center are listed, including a clear mandate of the center, a rationale for the services to be provided, a list of services, and a proposed budget for the first year of operation. How to structure a peer support center is discussed and staffing, funding, location, volunteers, and confidentiality are considered. It
is noted that the key to establishing a successful peer support center is to consider all factors in advance and to pre-plan, be prepared, and approach the project with professionalism. A summary on starting a college peer support center is included which provides succinct guidelines under the headings of: (1) introduction; (2) for more information; (3) what is a peer support center? (4) values; (5) gathering support; (6) proposal; (7) structure; (8) training; (9) budget; (10) location; (11) recruitment; (12) size of volunteer group; (13) selection of
volunteers; (14) referrals; (15) confidentiality; and (16) summary.

This article details the formal evaluation process utilized in the Health Professional Office at the University of Texas at Austin. The formal evaluation is a form completed independently by the peer adviser and his/her supervisor twice a year. The completed evaluations are then discussed between them at an appropriate time. The evaluation form consists of a rating of certain characteristics of the peer adviser, additional comments related to job performance (including areas of strengths and concerns), and the determination of
specific objectives to be met (areas in need of improvement). It is stressed that this formal evaluation is not to replace the very important regular, ongoing evaluation.

The University of Missouri-Kansas City medical school, which offers a combined bachelor's-medical degree, created a first-year support program to help first-year students meet significant academic and developmental challenges. The program includes academic advising, learning skills assessment, peer and individual tutoring, career counseling, and personal counseling.

This article discusses the Transition Peer Counseling Program which provided support, direction, and coping skills for students to adapt to critical life transitions more effectively. Peer counseling was offered in three ways: a three-part peer counseled series, dorm and classroom presentations, and one-on-one peer counseling. A transition training manual and student workbook were written for the program. The Transition Peer Counseling Program helped students more effectively manage personal life changes toward the ultimate goal of a clear vision of a better life.

Compared peer counselor processing of different types of clients' problems presented by telephone with how they processed clients' problems when presented in person. Results indicated that the telephone was used most frequently for all types of problems, and that peer counselors responded differently to different types of problems.

Describes Woodlands Mountain Institute's leadership program, which helps exceptional West Virginia high school students get into good colleges and serve home communities after finishing college. Describes cases of low-income students assisted by program in college selection and financial aid. Describes colleges' cooperation, peer-counseling program, and accompanying rise in students' self-esteem.

This study focused on the effect of participation in an undergraduate service project that was associated with the orientation of new students. In this program, selected undergraduates were trained as paraprofessionals to present the university to new students and their parents. The primary purpose of the research was to determine if participation positively influenced their psychosocial development. Results indicated that students who participated in a campus service activity had significantly higher gain scores that the control group on the
developmental variance of interdependent tolerances. The results of this study suggest that participation may also be an effective means of stimulating certain developmental characteristics in the participating students.

In this program the peer counselors were available to all students for confidential peer counseling on a daily basis. A problem that the peer counseling program faced was maintaining visibility and exposure to the college community. Feedback from former peer counselors suggested that they not only performed a valuable service to their college community; they also used what they learned in their own family situations and in their
vocations.

Peer-tutoring programs have been found to produce positive effects on student achievement. There has been relatively little research on the effects of tutor characteristics on the achievement of college students who receive tutoring. The purpose of this study was to investigate the relationship between the sex of tutors and students' sex on achievement in introductory-level science and math courses for students who received tutoring. The grades of 333 students were evaluated using analysis of variance. The results of this study indicate that students did better when they worked with a tutor of the same sex. The availability of same-sex tutors may provide a strategy for improving female students' achievement in college math and science courses.

Peer helping is a system of delivering service to young people who do not seek it from traditional sources. The peer helping program teaches young people to help fellow students solve personal problems, to demonstrate positive social skills, and to serve as role models in social situations. Training, which initially uses discussion and group dynamics so that students learn from the method as well as from the content, is open to all willing students and requires 30 to 40 hours during the semester. It entails a sequence of sessions preparing
students to help lonely, isolated, alienated, or socially handicapped peers. It also helps make students aware of their own relationships with others. A second training phase is practicum-centered, being structured around specific helping situations such as helping a peer find a guidance counselor or implementing school programs dealing with specific youth concerns. The basic concern of peer helping is to improve social interactions.

The consequences of alcohol and drug abuse on college campuses across the United States has been well documented. Designed to bring the problems related to drug and alcohol abuse into focus, this training manual is a compilation of seminars created to allow facilitators (counselors, professionals, trainers) to train students as peer educators. The 20-hour program presents formal material on the effects of drug and alcohol and intervention skills to students and provides informal opportunities for discussion, group interaction, and
presentation practice in order to reduce alcohol and other drug use through proactive prevention. Thirty-four appendices which constitute 40 percent of the document include interview questions for peer educators; application and statistical information on alcohol and drugs; and profiles of alcohol and drug users.

Peer tutoring refers to the process of having learners help each other on a one-to-one basis.
Two types of peer tutoring are found in adult literacy and basic education: "near peer"
tutoring in which one learner is more advanced than the other and "co-peer" tutoring in which
the learners are fairly well matched in skill level. The adage "those who teach learn twice"
is frequently given as the basis for using the peer tutoring approach. Peer tutoring also helps
adult learners move away from dependence on professional authority toward belief
in their own ability to create knowledge, polish their communication skills, and persist in the
learning situation because of bonds developed with other learners. Adult literacy programs
that are already using collaborative, participatory methods will find peer tutoring to
be an extension of their overall approach. Because the instructional environment becomes
more learner directed when peer tutoring is used, teachers must prepare learners prepared
to assume their new roles as peer tutors by helping them establish individual learning
programs and contacting their peers for assistance. Teacher comfort with and commitment
to peer tutoring are crucial to its success as an approach in adult basic and literacy education.

This paper describes three outreach programs implemented by the Counseling and
Development Center (CDC) at Utah's Brigham Young University (BYU) to better serve the
academic needs of freshmen. The first program is a cooperative program with the BYU
Housing Department aimed at facilitating adjustment to college and personal development
of students living in on-campus housing. A course bearing one hour of academic credit is
offered through the Heritage Developmental Community (HDC) project which provides
students with experiential learning activities. The HDC students tended to receive higher
semester grade point averages when compared to the general freshman population and a
sample of freshman females who did not participate in HDC. The second outreach program
was a pilot program for an academic peer assistance program. The program consisted of
recruiting and training students to be peer assistants, and offering their services to students
placed on academic warning. The program will become a valuable asset for students with
academic concerns as the program is refined and the needs of the students are better
identified. The third outreach program was a pilot program designed to be administered to
all new transfer and freshman football players. The program consisted of academic and
vocational testing and a follow-up interview. The major problem with the program was the
difficulty in getting students who needed additional testing because of possible learning
problems to return for follow-up counseling.

In this study, 16 reentry women student volunteers who had completed a minimum of one
semester made two phone calls each to 77 other reentry women students. Both calls focused
on whether or not the individuals needed assistance of any kind and concluded with an
invitation to attend a social gathering. A control group of 78 reentry women did not receive
calls. At the end of the semester, both groups were sent a questionnaire on perceptions of
college life. Chi-square analysis revealed no difference in retention rates between the two
groups, although the perceptions of the college experiences differed between groups. Other
results are provided and discussed.

Describes the use of Peer Tutor/Counselors in the Learning Skills Development Center at the
University of Southern California. Considers the skills involved in training tutors as
counselors (e.g., building rapport, establishing credibility, assessing needs, creating a
"serious" atmosphere, and articulating expectations, defusing tensions, maintaining an
interactive feedback loop, and recognizing progress and limitations).

Cleveland State University has developed a program to enroll Ohio residents, 60 years and
older, on a nontuition and noncredit basis. Volunteers from the Project 60 Program assist in
the administrative and program planning, and act as peer advisors during group advising
sessions and at registration. A Project 60 student initiated a group called the "Over 60's" to
meet the social needs of this population. A questionnaire given to 103 Project 60 students
and the faculty showed that a majority of the courses taken were in the arts and sciences
(62%), and that most students felt accepted in their classes (89%). Most of the faculty (63%)
learned about the program from the students themselves and saw them as contributing
positively (58%), competent (48%), well-adjusted (53%), and actively involved in class
(48%). They also felt they demonstrated the vitality of older persons to the younger students.

A study using 27 predictor variables and 6 criterion variables in a Likert-type questionnaire
was completed by 115 undergraduate students who had used peer tutors. Data was analyzed
per canonical correlation. Results of the study indicate that, although peer tutors are often
students who are busy with many things and might resent time taken to train to be a tutor,
some tutor training is beneficial, especially if focussed on four of the tutor variables: 1)
followed course objectives, 2) conducted organized lessons, 3) provided examples, and 4)
taught principles. The two most influencing criterion were: 1) desire to have same tutor
again, and 2) tutor stimulated student effort. Weak predictors were politeness, clear
explanations, and knowledge of the subject matter.

Suggests the use of undergraduate paraprofessionals to help career offices meet budget
restrictions as well as the demand for expanded services. Describes a successful outreach
program in career planning including selection and training of paraprofessionals, their
responsibilities, and benefits to both students and staff.

This is a brief discussion of benefits in continuing employment of community college peer
advisers who have graduated to "senior colleges". Conclusions are that using alumni peer
advisers offers continuity to a program otherwise subject to frequent turn-over, gives the peer
advisers more time to improve advising techniques, allows for more personal growth in the
advisers, and increases opportunities for adviser participation in new peer adviser training.

Reviews factors influencing the organization and delivery of academic advising services.
Discusses the strengths and weaknesses of seven two-year college organizational models,
including faculty only, supplementary, split, dual, total intake, satellite, and self-contained
models. Describes advising delivery systems using faculty advisors, professional full-time
advisors, counselors, peer advisors, and paraprofessional advisors. Describes the ideal model.

Presents the results of a Canada-wide survey of post-secondary counselling centers as to their
involvement in peer programs. Seventy-eight percent of the sample responded and the results
are reported by institutional type, program type, number of trained student helpers, the length
of training, and sources of funding.

A Brigham Young University program using students to provide individual advising and
orientation assistance to entering students, as well as an effort to reduce the problem of
students accepting admission and not showing up, is described and discussed.

The level of professional development and functioning of the academic adviser is discussed.
According to Canon (1976), professionals function on three levels of development. Advisers
at the first level of functioning are primarily identified to their professional subspecialty and
subunit (e.g., peer advising, undeclared students). Such staff people are generally unaware
of others and duplicate what others are doing. On the second level are staff whose primary
identification is to the entire student enterprise. They function cohesively, securely, and
cooperatively. Finally, advisers at the third level of staff development are the most effectively
and conceptually linked with others, because their programs are interwoven with the bulk of
the institution's goals that extend beyond the realm of support services. This three-level
scheme is used to assess the level of professional development or functioning suggested by
programs presented at the 1983 meeting of the National Conference on Academic Advising.
It is judged that 46 percent of the conference presentations were intended for an audience
functioning at level 1, while 39 percent were designed for a level 2 audience, and 15 percent
was directed toward the interests of a level 3 audience. Implications for the field of academic
advising are noted.

Fifth-year baccalaureate pharmacy students are required to participate in a 16-hour rotation
in the college's drug information center, including instruction in information sources and
retrieval. The self-paced program includes audiovisual aids with a laboratory manual and
individualized instruction. The rotation evaluation questionnaire is appended.

Presents examination of peer helping in 19 colleges and universities. Summarizes research
associated with peer helping. Notes educational institutions concerned about meeting the
needs of their students, creating positive influences in their development and helping them
to be productive in their academic lives can rely on peer programs to achieve their goals.

Academic advising by faculty members has often been ineffective. Peer advising systems that
employ peers as academic counselors may successfully address student criticism of faculty
advising systems. Peer systems capitalize on the primacy of peer influence, provide an
economical delivery system, and are available and accessible to students. These programs
are strongly identified with students, able to improve the organizational dynamics of the
advising program, and offer positive personal benefits to students involved in the advising
program. Although student-to-student counseling has been effective in a variety of student
personnel functions, questions concerning continuity, objectivity, and accountability must
be answered effectively during program development. Critical elements for program success
are: (1) formulation of meaningful peer counseling goals; (2) development of informed peer
counseling support; (3) delineation of realistic peer counseling activities; (4) careful selection
and training of peer counseling personnel; and (5) evaluation and revision of peer counseling
efforts. If these requisites are met and the program is appropriate to the educational
institution and its students, then the peer counseling program will be effective.

Psychology students at the University of Minnesota were studied for the effects of different
interventions on test anxiety and the academic performance of students with debilitating test
anxiety. One group of students received peer tutoring and training in the use of study skills;
a second group received training in cue-controlled desensitization (CCD), a method of
reducing test anxiety through relaxation techniques; a third group was trained in both CCD
and peer tutoring/use of study skills; and a fourth group received no interventions. All groups
were measured for self-reported test anxiety, anxiety during actual test taking, and general
anxiety. Academic performance was assessed through students' weekly quiz scores, final
examination scores, and final grades in their psychology class. The results were not
conclusive on the effects of intervention on course performance, test anxiety, or general
anxiety. However, there was evidence that students who received CCD training experienced
significantly less anxiety under actual examination conditions at posttest than students not
trained in CCD. Furthermore, students trained in CCD showed significant reduction in
debilitative test anxiety between pretesting and follow-up testing. It was suggested that
programs with both anxiety reduction and study counseling components would be most
effective in reducing test anxiety and improving test performance among underprepared
students with poor study and test-taking skills.

This article provides an overview of a comprehensive peer counseling program developed
at a university counseling center. Its two most significant features are its location within
regular university courses for credit and its dependency on students for leadership in training
and administrative roles. The peer advising areas include 1) academic aides, 2) The
Companion Program, 3) Hotline, 4) "techniques in learning" course, 5) prewithdrawal
counseling and human ecology, and 6) small group communication.

The use of peer paraprofessionals in academic advisement as a method of extending student
services allows students to develop interpersonal communication skills and to enrich their
own education. Peer advisers provide feed-back to campus administrators as to campus
facilities, academic offerings, impact of policies, and effectiveness of staff. Professional
training and supervision are critical to the success of peer advisement and can be provided
by campus administrators and by faculty.

A study examined a national sample of over 20,000 college students, decided and undecided
on a career, on 9 variables: persistence, college grades, full-time versus part-time enrollment,
housing arrangement, honors participation, student-student academic involvement,
student-student social involvement, leadership/political involvement, and student-faculty
interaction. Despite small differences, results suggest the groups are more similar than different.
(Author/MSE)

Presents results of a survey of Washington State school counselors concerning peer helper
programs. Descriptive analyses indicate that peer helper counseling programs are widely
used and that they are often supervised by noncounseling professionals. The analysis also
revealed greater numbers of completed suicides at those schools with the noncounseling
professionals.

Found peer-counseling training for Black students in a predominantly White university to be
significant in furthering psychological growth. There was movement in the areas of moral
reasoning and ego development as measured by the Defining Issues Test and the Sentence
Completion Test. Advocates providing programs aimed at improving psychological maturity.

To complement an online registration program, Boston College has students who are
appointed to the position of freshman registration advisor. The advisors work from mid-May
through orientation weekend. Freshmen welcome the opportunity to talk to other students
about courses, instructors, work load and major requirements.

The Tutorial Assistance Program (TAP) of the University of California (Irvine) is described
and a new method of evaluation is illustrated through an analysis of the performance of
students in six large introductory classes. This approach to evaluation starts with a multiple
regression equation for predicting course grades of those not in tutoring and applying the
same equation to the TAP students to predict what they would have earned had they not
attended tutoring. The multiple regression equation was obtained using: (1) high school grade
point average (GPA); (2) Scholastic Aptitude Test mathematics and verbal scores; and (3)
scores from the College Board tests in mathematics and English. Comparisons were made
for 4,194 non-TAP students and 748 TAP students. Results demonstrate the benefits of TAP,
particularly for students considered to be underprepared at college entry. TAP students
actually earned higher grades than would have been expected had they not attended TAP.
One of the aspects that probably accounts for the efficacy of TAP is that tutors and students
attend the same course with the same instructor. Implications of these findings for program
improvement are discussed and educational applications of the methodology identified in this
paper are suggested. Three tables in the text and five in an appendix present study findings.
An eight-item list of references is included.

This document describes women college students' perceptions of their experiences as student
assistants (SAs) in a writing/reading/study skills center. To examine changes in the student
assistants' perceptions of their growth, investigators compared two samples of their writing:
reflective essays written before the Sas attended orientation or worked in the position, and
reflective essays written after they had worked for a year in the center. Eight goals/themes
emerged from a content analysis of the initial essays. Four kinds of goals were expressed:
social-interpersonal, caring, educational, and vocational. The concerns expressed by these
women were categorized into interpersonal/relational, doubting knowledge, doubting skills,
and responsibility toward the center. Excerpts from student writings were presented to
illustrate both goals and concerns. Caring and empowerment were two major themes which
emerged from the final essays at the end of a year's work in the center. Student assistants
developed perspectives of themselves as relational leaders who felt connected to the students
they assisted and connected to the center. They had a sense of caring and responsibility for
listening well, for making decisions about what to teach, and for deciding where to begin.
The cooperative atmosphere reported seemed also to stimulate the client students' confidence
in learning and the student assistants' personal confidence as well.

(ERIC Document Reproduction Service No. ED 257 355)
An experimental freshman advising program at St. Olaf College, a private, church-related,
liberal arts college, was evaluated. The freshman "cadre" program emphasized a
living-learning environment, faculty adviser training, a structure that facilitated teamwork
with colleagues, an interdisciplinary or random approach to matching up advisers and
advisees, and career planning materials for use with freshmen. Junior counselors and faculty
advisers participated in training sessions concerned with program goals, mutual roles, the
nature of freshmen, and review of special materials. The evaluation involved four groups,
each consisting of 24 freshmen, three faculty advisers representing different disciplines and
four junior counselors (juniors who serve in freshmen dorms). The program was evaluated
during the 1983-1984 and 1984-1985 academic years. In addition to evaluating the
helpfulness and friendliness of the adviser, student questionnaires covered: the number of
times that student met with the adviser, who the student consulted when making decisions
about courses, whether advising met with the student's expectations, and the student's overall
satisfaction with the advising experience.

New students in this program are assigned freshmen advisers who are volunteers. The
adviser's position is one of peer leadership and is held by students who have had some
experience with college life and cooperative residence hall living. Advisers help their
advisees adjust to college academically, socially, and personally. High ratings for advisers
by freshmen showed high correlations with satisfaction, more involvement in campus
activities, higher adjustment to college, and higher grade point averages.

The Experimental Intensive Freshmen Advising Program, which was developed to help
high-risk freshmen succeed at a small, four-year liberal arts college, was evaluated. The
voluntary, one-semester program is based on humanistic and behavioral principles and
incorporates weekly, group meetings with a freshman peer advisor and a faculty adviser, test
anxiety workshops, assessment of study and learning modes and needed changes, and group
activities to improve feelings of belonging and self-esteem. Students with marginal academic
backgrounds were identified based on high school rank and scholastic aptitude test (SAT)
performance: combined SAT scores of 789.7 and 826 for the 1979 and 1980 classes,
respectively. The control groups, which did not participate in the program, were students
accepted during the years 1973-1978 with a combined mean SAT score of 867.6 (five-year
control group); and a nonequivalent control group of 1980 students who had combined SAT
scores about 75 points higher than program participants. Compared to the five-year and
nonequivalent control groups, program participants had significantly higher grade point
averages after one semester, after completion of two academic years, and upon graduation.
The percentage of participants who persisted to graduation slightly exceeded the college
average.

Describes and evaluates a library based peer counseling program at the University of
Michigan which is staffed by minority undergraduates and designed to bridge the gap
between minority students on campus and library resources. Program assessments by
counselors, librarians, library staff, and users are discussed (13 references).

The goals of this program were to extend the services of the Counseling Center to minority
freshmen who were either unaware of the center or were reluctant to visit, and to provide
students with information about other university services. The program was staffed by two
undergraduate students and peer counselors who worked 12 to 15 hours a week. The results
indicated that the peer counseling program increased minority contact with the counseling
center by 350 percent.

This document contains a computer search of the ERIC database on the topic of peer counseling along with a narrative that highlights documents, identifies issues and trends, and suggests implications for guidance professionals. The concept of peer counseling is introduced and examined in terms of its history and rationale. Roles of peer counselors are reviewed and functions of peer counseling are enumerated in both direct and indirect helping relationships. A description of the selection of paraprofessional positions and individuals to
fill those positions is followed by a discussion of peer counseling training objectives and procedures. Peer counseling programs are described at various educational levels, with special populations, and in nonacademic environments. Literature on evaluations of peer counseling programs is reviewed in which client and counselor perceptions of program effectiveness are considered. Program advantages and disadvantages are discussed. Finally, implications for counselors are suggested. The References section contains the complete computer search of ERIC journals and documents.

Reviews issues cited in "A Nation at Risk" and other studies calling for educational reform,
and discusses the role of libraries in general, and academic libraries in particular, in
improving education in the United States. Library programs at three universities, involving
information literacy, research skills, and peer counseling, are described.

In this article the authors describe an attempt to meet a university community's need for
emergency mental health services through the establishment of a student-operated telephone
emergency service. The service provides an interesting model for use of nonprofessional in
mental health services in which the professional functions primarily as a trainer and
consultant rather than offering direct services. The authors describe the structure of the
center and then discuss further innovations and projects.

This article presents the development of an innovative peer counseling program. The
problems with which the peer counselors were most effective are identified. In addition,
paraprofessional training is described and the professional and paraprofessional roles are
clarified. The wider effect of such a program on the university and the program participants
is discussed. Students who worked as peer counselors became more interested in their
academic work and more inclined to continue their education in graduate programs in the
helping professions.

The University of Missouri's Career Center uses student paraprofessionals as career specialists. They receive 100 hours of training and ongoing updating; responsibilities include interpreting assessments, helping deciding students, critiquing resumes and cover letters, sharing job hunting strategies, and updating occupational information.

In this project, the career center director at 900 four-year colleges and universities was sent a questionnaire concerning paraprofessional programs in career settings. The topics covered in training the students most often included communication, counseling skills, campus resources, job search skills, career planning strategies, and career development theory. This publication provides a rationale for the use of student staff members, a summary of the project's findings and guidelines for implementation, a description of 24 model programs, and an extensive collection of resources including selection, training, and evaluation materials gathered from programs nationwide.

A study showed that the longer students have been at the University of California at Santa Barbara, the more negative their feelings about the available academic advising. Students felt intimidated by faculty, but also that advising services were inadequate. A new system making better use of peer advising is recommended.

Brief discussion of graduate student involvement in experiential assessment of senior undergraduates as to psychological development, through interviews of the undergraduates and their responses to the Omnibus Personality Inventory (OPI). The seniors took the OPI twice, once as they perceived themselves before entering college and once as they perceived themselves currently. The results are presented and discussed.

In this program academic advising is performed by professional advisors, faculty members, and student peer advisors. Peer advisors are used with increased frequency because of their cost effectiveness. Although peer advisors are rated highly by other students in accessbility and personal relations, they lack training in student development theory and full information regarding courses and institutional practices. Also, the use of peer advisors is limited because of their high turnover rate.

A peer counselor training program was developed that capitalized on the cultural diversity found within each training group. Through cross-cultural discussions, supervised experience, and explict training, these student peer counselor learned to recognize the cultural obstacles underlying classroom miscommunication. Additionally, these student counselor augmented student personnel staff in registration advising, alcohol and other drug counseling, and other special services. Peer counselor training was conducted as an academic course.

Suggests school and university intervention strategies for preventing suicides among youths, proposed following a series of teenage suicides in Minnesota: closer liaison and backup for the school counselor, peer counseling services, in-school support groups, faculty in-service on suicide, curricular introduction to coping skills and identification of suicidal risk, and a community forum on youth suicide.

This paper describes a training program designed to train paraprofessional student assistants for the dual positions of peer tutor and peer adviser. Skills related to study strategies, reading comprehension improvement, time management, and test-taking are detailed as methods for trainees to develop skills in the cognitive and affective learning domains. The goals of the in-service training program are stated and program evaluation criteria are enumerated. Tables are included that outline the: (1) role and skills of a peer adviser; (2) role and skills of a peer tutor; (3) general orientation to the program and position of adviser/tutor; (4) development of student study habits and attitudes, communication skills, and flexibility and sensitivity in
working with students with special learning needs; and (5) the evaluation of skills, student development, and the program.

A comparative study of three advising programs at Kansas State University--faculty advising as part of regular faculty duties (TRAD), faculty advising during released time (REL), and student advising (STU). There were 166 reponses to the criterion questionnaire. The subjects were identified as having declared a major and not having declared a major. These were equal in number and equally divided between STU program and REL/TRAD programs. The STU advisers attained a higher mean in every instance than the faculty advisers with whom they were compared, however, it should be taken into account that the STU advisers
knew they were part of an experiment and the TRAD and REL did not. The only variable on which there appeared to be a significant difference was in length of time spent with advisees, including consideration of human interest and competence variables. Although STU and REL advisers were found to have no other significant differences, there were significant differences between STU and TRAD.

The role of peer counselors has become increasingly important as time and resources of professional counselors grow scarce. One midwestern institution recruited peer counselors to conduct a training program on the issues of intimacy. Students who participated in the program had favorable attitudes toward the peer counselors.

Practical suggestions to assist peer counselors in making effective referrals are provided. Information needs of peer counselors as to the services they provide, their roles, and available community resources are discussed. Using effective communication skills and continuous supervision and training of peer counselors are considered.

In September 1992, a peer mentoring program was initiated at Santa Rosa Junior College (SRJC), in California, to address the disproportionately low enrollment and retention rates of minority and disabled students. This handbook is designed for colleges considering establishing similar mentoring programs and provides background information on SRJC's program and sample program materials. Following a brief preface, the objectives and outcomes for the first year of the program are described, identifying the main objectives as
program development, trainee recruitment, mentor selection, the establishment of outreach programs, high school student recruitment, and increasing the visibility and recognition of underrepresented students at the college. This section also indicates that 40 underrepresented students were enrolled in the program, 30 completed the program, and 20 of these completers were selected to be peer mentors. Information is then provided on project management, the recruitment of peer mentors, the organization of the project advisory committee, the training of mentors through a campus guidance course, extracurricular concurrent activities for
mentor trainees (i.e., cultural events, retreats, recognition ceremonies, etc.), the recruitment of student proteges, and the use of student peer mentors as a campus resource. Finally, initial efforts at evaluating the program are described and recommendations for colleges planning to develop a similar program are provided. Extensive appendixes provide sample brochures, forms, and articles related to each of the program's six objectives.

Discussion groups with dependent college women (n=177) showed the following: participant level of self-concept affected treatment change overall, and groups formatted to provide didactic and applied experiences showed more positive change. Results suggest discussion group is most productive if format combines cognitive guidelines, participant support, and exercises for personal application, redecision, and change.

Describes the implementation of Exxon's Student-to-Student advising program at Wautauga College. Advanced students are hired to teach beginning students basic college survival skills including time management, taking lecture notes, reading textbooks, taking exams, writing reports, making oral presentation, and improving interpersonal relations.

Most academic advising conducted in the California Community Colleges is accomplished through a formal system administered by professional academic advisors/counselors. With recent cutbacks in funding, the amount of academic advisor time available to an increasing number of students is decreasing. In an effort to increase the availability of academic advising services, Yuba College began a student Peer Advising Program in 1989. Trained student peer advisors work as paraprofessionals under the supervision of two academic
counselors. In spring 1991, a year-long project was undertaken in an effort to change the role of peer advisors, utilizing them more effectively as counselors rather than as clerical support for professional counselors. During three stages of the project (pre-, partial, and full implementation), students completed a satisfaction questionnaire immediately after their contact with a peer advisor. In addition, professional counselors on staff were surveyed at the end of both the partial- and full-implementation stages using an open-ended questionnaire. over the three phases of the study, a total of 225 students were surveyed. Findings included
the following: (1) the time students spent with the peer advisor increased by almost 70% from the partial to the full implementation phase; (2) student satisfaction increased with each phase; (3) problems presented to the peer advisors were more academic in nature during the earlier phases; and (4) counselor attitudes about peer advisors did not change, and counselors remained divided on the usefulness of peer advisors.

Compared experimental group of 76 first-year students trained as peer advisors with control group of 34 similar characteristic peers on pre-post measures: University Experience Questionnaire, Rosenberg Self-Esteem Inventory, Perceived Stress Scale. Results indicated no significant differences between two groups, but exploratory analysis resulted in significant within group differences.

Describes a student organization development program composed of undergraduate paraprofessionals who provide services to student organizations. Discusses selection and training of students, service delivery, and populations served.

This article reports on a study of students who participated in a peer-counseling program as undergraduate students. The study attempted to determine the vocational application of skills that graduates of an undergraduate peer-counseling program ascertained through their involvement and work as peer counselors. Results of a survey revealed that student participation as peer counselors was assessed by respondents as one of the most valuable growth experiences during their college years. Other results are discussed.

This article discusses a program in which students who were trained by their peers trained future peer advisors in an ongoing, student-directed peer advisement program. Although faculty and administration were involved in every aspect of the program as supervisors, co-leaders of advisement groups, resource personnel, and advisors, the program remained securely an undergraduate contribution to their peers. Of 146 freshmen who completed an evaluation of the peer advisement group, 92 percent reported that the peer advisement group helped them adjust to campus life, and 91 percent said the program reduced the need to seek other counseling services.

This report focuses on the dramatic increase in and intensity of binge drinking (consuming more than five drinks in one sitting) on American college and university campuses--now considered the number one substance abuse problem in American college life. Anecdotal evidence indicates that many students drink more, more frequently, and with the express purpose of getting drunk. Forty-two percent of all college students reported that they had engaged in binge drinking in the previous 2 weeks. Data on specific groups, such as college women or students living in fraternities and sororities, paint an even grimmer picture. The
problem of alcohol abuse also has a profound ripple effect on the entire campus community, leading to unplanned pregnancies, acquired immune deficiency syndrome (AIDS), injuries, suicide attempts, vandalism, assault, rape, and poor academic performance. College administrators feel paralyzed in teaching students to drink in moderation, as nearly three-quarters of their populations are legally underage. Action to curb alcohol abuse has involved policies restricting availability and imposing sanctions and programs promoting
alcohol-free activities or peer counseling. Recommendations are presented for changing the alcohol culture on campuses and defining responsibilities of key players. The Alcohol Awareness Index, a checklist identifying the degree to which a school creates an alcohol-responsible environment that does not support abusive drinking, is appended. (Contains 73 reference notes.)

Examined the relationship between the attributions and action plans formulated by untrained students role playing peer counselors for same-sex or opposite-sex students who failed. Results revealed significantly higher attributions to internal factors for all stimulus persons, and higher attributions to controllable as opposed to uncontrollable factors.

While most faculty and graduate students have opportunities to meet and begin networking at local, regional, and national meetings and symposia, the same opportunities do not exist for most undergraduates. At least four needs of undergraduates might be served by developing dedicated list servers and encouraging students to begin using computer-mediated communication. These needs are: (1) practicing communication skills; (2) creating a sense of communal fellowship; (3) providing updated sources of information that will aid their
scholastic and career endeavors; and (4) developing electronic peer networks that are gender-neutral. list servers sponsored by student organizations, such as Lambda Pi Eta, the National Communication Honor Society, provide an inexpensive way for undergraduates to develop contacts around the country and begin networks that will provide future benefits. An analysis of the Lambda Pi Eta list server suggests that it has at least made a small start toward meeting these needs. Areas for future growth of the list server are a World Wide Web browser, a database of information about various graduate programs, and a database of
current thinking about communication concepts and perspectives written by master scholars. (Contains nine references. Appendixes present information on subscribing to the Lambda Pi Eta list server and data on usage frequencies of the list server.)

This study, part of a larger study that tested 6 counseling workshops based on a "Life Skills" developmental group model, involved a thematic analysis of taped descriptions of experiences of 27 adolescents in relation to their career aspirations and participation in an adolescent developmental peer counseling program at House of Shalom, a youth center in Amherstburg, Ontario.

Describes a peer helping orientation program for first year college students using upperclass students as peer helpers. Reports study of effectiveness of peer helping program which compared students in the peer helping group (N=88) to no-contact (N=34), living at home (N=37), and residence hall (N=74) students. Results indicated significant differences among the four groups.

This article examined results of peer-advising orientation program's impact on participants' perceived and actual involvement within university and explored peer advisers' characteristics. Results suggest that Peer-Advising Program had significant impact on program participants, with student participants demonstrating a greater sense of membership in university community than they demonstrated before program.

A survey of counseling services at 156 college campuses indicated that most offered peer counseling activities. Results are discussed in six sections: (1) peer counselor roles; (2) problems encountered; (3) quality of peer counselors and clients; (4) peer counselor training; (5) institutional constraints--funding; and (6) summary and implications.

Examined counseling problems encountered by resident assistants (RAs) at Indiana University (Bloomington) during 1971, 1974, 1977, 1980, 1983, and 1986. Examined changes in counseling problems over the years and compared counseling problems of Ras for women's and for mens' units. Consistently identified problems dealt with academic problems, student self-reliance, roommates, and alcohol use resulting in disciplinary action.

Presents the experiences of three student facilitators in the Hobart College Rape Prevention Program. The students' perspectives offer insights into the workshop's methodology and its effect on participants. The students discuss their personal experiences with sexual assault, their motivations for joining the model program, and the impact it has had on their lives.

This article discusses the possibility and potential of hiring and training students as peer counselors. Many students work part-time in the nation's campus financial aid offices, and are an important natural resource in the continuing effort to disseminate adequate financial aid information to prospective and currently enrolled college students. Many high school seniors do not continue their education because they don't think they can afford college and many college students dropout each year for the same reason. If these students can be
reached more effectively with the help of trained student peer counselors, the reward can be more than worth the effort.

This article describes the outreach academic advising program employed at the University of Wisconsin-Green Bay. As part of this effort, a peer adviser program was begun. The extensive training program through a two-semester sequence of courses is described in some detail. The outreach effort and peer advising program have seemed to facilitate more student use of advising services.

Notes that some children emerge from traumatic, abusive experience with a resilience that enables them to survive and to cope with the stress. Contends that these resilient adolescents provide an untapped resource for peer counseling programs. Describes peer counseling and discusses skill development, training, and personal growth associated with peer counseling.

Peers can provide types of assistance that enhance student development. This training course presents ways in which students can be trained as peer helpers. Those who use the manual are encouraged to tailor skills and activities to fit the needs and interests of their particular groups and schools. The course is divided into two parts. In part 1, students learn how to develop basic peer helping skills. Part 2 contains units that teach ways of using skills effectively in the school setting. Some of the activities have been drawn from a variety of
existing peer counseling materials. Others have been developed and field-tested with students in peer counseling training classes at two California high schools. Concepts covered in part 1 include: developing social ease, active listening, self-awareness, helping skills, values clarification, and decision making. Some of the issues addressed in part 2 include: techniques for helping students with school-related problems, attendance problems, family issues, death, sexuality, codependency, illness, eating disorders, cultural diversity, violence, depression, and empowerment. The manual includes a series of worksheets and
handouts, a glossary, and a list of resources.

Peer counselors are individuals who have been trained in communication skills and who have learned how to apply these skills in helping another person. This booklet was written by a peer counselor and peer counseling teacher to fill a frequently expressed need for a quick, easy-to-read reference. Its purpose is to make available to peer counselors a handy reference to reinforce those things learned but difficult to recall. The text is divided into seven chapters. Chapter 1 offers tips and rules for counseling peers and what to do when
meeting a stranger. In chapter 2, skills, such as active listening and sending effective messages, are covered. An overview of the counselor-counselee relationship is discussed in chapter 3, along with things to be aware of and things to remember. Chapter 4 explores self awareness, and chapter 5 deals with referrals, outlining when and where to refer, steps in referring, and mandatory reporting to authorities. Chapter 6 offers guidelines for covering various issues, including suicide, self-esteem, child abuse, divorce, parent/child communication breakdown, conflicts with stepparents, death, eating disorders, school problems, peer pressure, substance abuse, and teenage pregnancy. Chapter 7 covers issues of motivation and gives suggestions for self-reflection. This small volume ends with a bibliography.

Although student paraprofessionals or peer counselors have been a part of campus life for some time, the use of peers to counsel and aid older adult re-entry students is relatively new. The Center for Adult Re-enty (CARE) program was established with a major emphasis on the role and functions of peer counselors. The student staff members were responsible for the following aspects of the program: 1) orientation, 2) the CARE office, 3) advocacy, 4) support system, 5) outreach, 6) programming, and 7) evaluation.

This article describes a study of student satisfaction with academic advising at eight community colleges in Maryland employing four different advising models. Comparison of satisfaction scores revealed a significant difference among models and between full- and part-time students. No significant difference was found between the two institutions using the same model ore between transfer and career curricula students. Other findings and directions for future research are described.

This training manual presents concepts and skills that students can be taught to successfully address social, economic, and ethical issues both inside and outside of school. The manual is intended as a comprehensive guide for effective service learning and peer helper programs; the concepts and skills provided here are designed to apply human relation and communication skills in both personal and professional settings. The sourcebook's underlying purpose is to foster the development of healthy, well-adjusted, and confident role
models and leaders. It presents a series of 16 daily lesson plans that teach, among other skills, helping skills, attending skills, questioning skills, critical thinking skills, and interpersonal feedback. Three different units then address specific themes. Unit 1 describes ways to create a helping environment, and features a series of exercises that prompt participants in self-discovery and positive outlooks. Unit 2 explores skills development in effective communication and focuses on restating content and feelings, and on conflict resolution. The last unit concentrates on group work and emphasizes team building and collaboration. Two appendices feature handouts, as well as testing and evaluation materials.

The goal of this book is to provide a program designed to teach peer helping professionals a method and rationale for training peer helpers. Peer helping programs are a major delivery system of affective education or deliberate psychological education. Peer helping programs can provide prevention, intervention, and support systems for people. Strategies in this program are to give away helping and counseling skills and attitudes, or, more specifically, to teach helping skills to laypersons. This program will enable the trainer to teach
interpersonal communication skills and techniques. The training will enable lay helpers to work with others in a variety of helping roles. The chapters include: (1) "An Open Letter to the Peer Helping Professional"; (2) "Peer Helping and its Components"; (3) "Why Peer Helping Now?; (4) "Changing Professional Helping Roles"; (5) "Bringing You Up to Date: Recent Studies in Peer Helping"; (6) "Development of the Peer Helping
Professional"; (7) "Steps to a Successful Peer Helping Program"; (8) "Training Model and Procedures"; (9) "Utilization of Peer Helpers and Advanced Training"; (10) "Evaluation of the Program"; (11) "Building a Team"; and (12) "Programmatic Standards and Codes of Ethics." Appendices include: (1) a pretest and posttest positive values continuum; (2) sample training for junior and high school students; (3) additional questions to use when interviewing prospective peer helpers; (4) peer facilitator trainee self-rating sheet; and (5)
interviewer rating sheet of prospective peer helper. Includes a list of 64 additional readings and 247 references.

Describes the SHARE program (Students Helping Admissions in the Recruitment Effort), a highly successful program at the University of Texas in Austin designed to recruit minority students. The SHARE program uses student volunteers who contact minority students through school visits and telephone recruiting.

A program of peer advising at an experimental, liberal education college of Michigan State University is examined. Overall, the freshmen at this college perceived themselves as having had beneficial advisement. The need to facilitate more student use of advising services and strengthening the relationships between the faculty and student adviser were cited as two major problems with the program. One of the implications of this program is that student paraprofessionals may be used in many areas of a campus.

Developed peer-led telephone support and advising network for adult learners at one university. Peer leaders (n=22) contacted total of 116 new students with 3 calls each during first semester. Adult learners in telephone program were retained at level greater than those in control group. Two groups did not differ significantly in grade point averages.

The purpose of this article is to present a training program that has been found to be successful when addressing cross-cultural issues with peer counselors. This workshop, with a slight change of original focus and format, has been used successfully with faculty and counselors, and as part of an orientation course. Feedback from students has been positive. Workshop participants not only learned about the concept of learning style characteristics, but also gained insight to some of their own learning style characteristics, therefore providing positive results for both advisor and advisee.

In this program a course was developed called "Theory and Practice in Helping Relationships," which served as the basis for training peer helpers. The course included three modules which could be taken for individual credit. The students were trained in problem solving, consensus decision making, conflict management, and the diagnosis of group climate. The success of the training was evidenced by favorable outcomes of research. And student satisfaction enabled the school to reduce professional staff and create more paraprofessional positions while maintaining quality in student services.

This document describes an innovative pilot project of peer counselors, implemented within the structure of an educational support service. A peer counseling project created by the Athletes Educational Planning Program of the University of Toledo (Ohio) Counseling Center is presented, in which student-athletes help other student-athletes to adjust and adapt to the rigors of a college environment. The rationale for using student-athletes as peer counselors is discussed, nine disadvantages which have been reported to be associated with
the use of peer counselors are listed, and measures taken to control the disadvantages are explained. Recruitment of peer counselors is described and problems faced by the project and the counselors during program implementation are reviewed. The pilot project's outcome, its failure, and reasons for its failure are discussed. Beliefs, perceptions, and fears regarding the peer counselors, and global negative reactions to the peer counselors, are documented. Recommendations for future use of student-athletes as peer counselors in education support services are discussed.

Examined the effects of systematic peer helper training on perceived stress of resident
assistants (N=52) who received either concurrent or prior training. Results indicated that
training received before beginning work seemed to lessen stress while concurrent training
was of marginal value. No sex differences were reported.

Winston, R.B., & Ender, S.C. (1988). Use of student paraprofessionals in divisions of college
student affairs. Journal of Counseling and Development, 66, 466-473.
In this study, the chief student affairs officer and the administrative head of each
paraprofessional program at 118 higher education institutions responded to a questionnaire
concerning the use of student paraprofessionals. It was found that the most extensive use of
paraprofessionas was in residence halls and orientation, and one third of the institutions used
student paraprofessionals in student judiciaries, student activities, counseling centers, career
planning and placement centers, and academic advising. Further results are discussed.

Reviews the literature on mentoring including benefits and costs, issues related to women
and minorities, and the role of mentoring in the academic community. Emphasizes the need
for peer-mentoring in the academic community. Emphasizes the need for peer-mentoring
relationship for young professionals in addition to professor-graduate student relationships.

Addressing the Postponement of Sexual Involvement and the Prevention of Unwanted
Pregnancy, HIV and Other Sexually Transmitted Diseases. Students for Safer Sexuality is
a peer education program designed to train 11th and 12th graders to be key agents in the
delivery of sexuality education, HIV prevention, and communication skills programs. There
were 15 students involved in the first year and 20 students currently involved. Participants
are trained to lead discussion groups, present skits and information, and help improve
communication and decision-making skills. This paper provides an overview of the program, lists the resources used, and provides suggestions for implementing similar programs.

Explores the role of the college student peer counselor as a complement to the student affairs
support services in the area of alcohol and substance abuse. The author discusses a viable
student peer counseling model which integrates readily available assistance from college
student affairs services and the skills of a trained student peer counseling group.

Paraprofessional programs in campus activities not only relieve some of the burdens placed
on professionals, but also provide effective peer counseling for students and outstanding
development opportunities for the paraprofessionals themselves. Some paraprofessional
programs in student activities are described.

In this program paraprofessional counselors are the substance of the career development
program for underclass students. Supplemental programs include career counseling,
workshops and programs, vocational testing, and individual career counseling. The
paraprofessional counselor program enables an institution to meet the needs of all students
in a developmental sequence from freshman to senior year. It is affordable in both
professional time and budget, effective in meeting its goals, and exciting for the students
participating. The model is presented and discussed.

Student-advised freshmen at Wake Forest University were compared with faculty-advised freshmen on their attitudes toward advisers, academic progress variables, and use of alternative campus referral agencies. The data from this study suggest that caution be exercised in using student paraprofessional advisers. Advisees perceived their student advisers as valuable source of information on academic matters. However, student-advised undergraduates often had to consult with other University offices for further academic information. The authors suggest that the student-advisers may be providing their advisees with more subjective, experiential advice rather than objective advice.

A survey of the use of students as counselors in four-year institutions was conducted and the results compared with an earlier study. The comparison revealed a growing interest in the use of student counselors and a more systematic means of selection and training of students as counselors. Concern was expressed that colleges not exploit low-cost student labor, and, subsequently, will not provide professional help where it is needed in student personnel programs.

A sample of beginning freshmen received six and one-half hours of academic adjustment guidance from same-sex professional counselors. Upperclass student counselors gave equivalent guidance to all other beginning freshmen. Test, questionnaire, and scholarship data were employed to evaluate the comparative effectiveness and acceptability of counseling given the professional-counseled and the student-counseled groups. Student counselors were found to be as effective as professional counselors on all criteria of counseling effectiveness.
Furthermore, freshmen counseled by student counselors made significantly greater use of the information received during counseling, as reflected by first-semester grades and residual study problems. It was concluded that carefully selected, trained and supervised student counselors provide a practical and productive addition to the college's guidance program.

This study compared the types of problems brought by students to a peer adviser with those brought to professional counselors at the University of Miami. The results of the study show that peer and professional counseling services are used differently by the students. Students utilized peer counseling for drug and sexual concerns as well as general University and community activities questions. Professional counselors were used for academic and career counseling, social interaction counseling and depression. Professional counseling was sought out more frequently for more severe problems while peer telephone counseling
availability did identify the need for some sexual and drug counseling by the peer advisers.