The Young Helpers Peer Helper Programs in Elementary Schools Anita Armstrong Drummond, MS, LPC

Workshop Objectives 1. To share some different types of peer helper programs 2. To explain some of the benefits and challenges 3. To give participants specific procedures, forms, letters, criteria that can be used in setting up programs

Summerdale School Description of school and population Student needs Origins of program Number of current participants Different types of peer helper programs

Pineapple Committee Symbol of hospitality Criteria 1 st -8 th graders One boy and one girl from each homeroom Friendly to others Able to reach out to others Responsible and good role model

Pineapple Committee

Pineapple Agreement They agree to 3 requests: Welcome new students to your class Sit with them at lunch for at least 1 week Play with them during PE for at least 1 week

Pineapple Committee benefits Helps new students feel welcome and comfortable in new surroundings The first impression can have a huge effect Program helps the peer helpers feel important, responsible Helps the office staff by reducing time they spend with new students

Pineapple Committee stories Alexis hinting to take the place of a member who moved “Honorary” members “We weren’t friends for just a week…”

Changes next year We will keep the tee shirts hanging in the classroom so that the committee member can change into his/her shirt if a new student comes unannounced to school. We may ask for volunteers who would like to serve as “honorary committee members” and let them wear a special pin when new members come.

Peer Mentors Started with 7 th and 8 th, added one 6 th Early fall, ask teachers for referrals for both mentors and “friends” Make list of both, review with teachers Get permission from parents (letter) Train mentors, sign agreement Give mentors time, date, name and classroom of friend Introduce to each other

Peer Mentors Started with 7 th and 8 th, added one 6 th Early fall, ask teachers for referrals for both mentors and “friends” Make list of both, review with teachers Get permission from parents (letter) Train mentors, sign agreement Give mentors time, date, name and classroom of friend Introduce to each other

Training Points Why we need them What is required; commitment It’s okay to decline Communication Role model CONFIDENTIALITY Report problems to me (describe those) Do’s and don’ts

Benefits to Mentors Develops confidence Improves communication skills (how to ask questions, how to listen, patience) Develops responsible behaviors Other students respect their status Increases parents’ respect Allows them an “excuse” to be a role model to age group and younger

Not your average role model Some mentors are chosen for the benefit to them rather than the benefit to the little friend Becomes a way to develop their skills and responsible behaviors An avenue for kudos, feeling of helping others With some who lack social skills, they are able to “practice” on a younger child

The little friends get… Someone to listen and show interest A big sister or brother who doesn’t take their toys Feeling of importance, confidence Someone on campus to wave, say hello Feeling special Motivation for better grades, effort

Challenges With 10 grades, scheduling is limited No flex time in schedules Supervision..is everyone where they are supposed to be on the correct day? Students forget their day, their responsibilities Little friends get confused when they don’t show even though they have been told that mentor may be sick or absent one day

More challenges Not enough students to match Permission from parents Connecting students to help teachers with a student who needs extra help with reading, homework, etc. Helping a student whose parent didn’t give permission

Things I Want to Improve Supervision of students, sign in sheets More frequent meetings with mentors to discuss issues, problems Re-training of mentors every couple of months Time to meet with little friends for their input Collecting data to show benefits (improved grades, fewer disciplines,teacher evaluations) Permission from parents, creative solutions (sitting with several students at a time, etc.)

Success Stories First one 4 years ago with 4 th grade and 7 th grade girls Grady and Michael Shannon—more outgoing, communication skills improving Kate—appreciation of her own life

General benefits Students who come to school distracted by home problems are not performing and learning at their best Students can talk to a friend sometimes easier than an adult When someone listens, we vent and then can often move on. When they can talk to a friend after getting off the bus, they can talk about those problems and then start class in a better frame of mind.

Changes to Mentors We hope to train 4 th, 5 th, and 6 th graders to become mentors for Pre-K-3 rd graders. By training them early and giving them more responsibility, we can help give them opportunities to be recognized and appreciated for these efforts. May make this less formal—read to class before school, sit in cafeteria for bfast,…

For more information Anita Armstrong Drummond, MS, LPC Summerdale School Counselor P.O. Box 9 Summerdale, AL July, 2011