A STUDENT PEER MENTORING PROGRAM Campus Community School Dover, DE By: Stacey L. Clark

Student Achievement To truly improve student achievement, experts concur, the student must be the primary focus of all improvement efforts. – Improving Student Achievement, American Association of School Administrators

Data Collected Surveymonkey.com was utilized to collect data from students in the building. The following components are of note: Do I feel safe in my school: 75.6% agreed Do I feel safe on the playground: 75.6% agreed Do I feel safe on the bus: 70.5% agreed

Goals An inviting, supportive, and safe environment School-wide efforts and policies that foster health, wellness, and safety Multifaceted guidance and support services

Strategies Decrease office referrals Decrease suspension rates Increase support of all peers Implement school-wide Choice Theory program Implement Peer Mentors

Choice Theory The concepts are based on the principles of choice theory and reality therapy and are designed to teach students how to make responsible choices through self-evaluation and proper planning. people are internally motivated by five genetic needs: (a) survival, (b) love and belonging, (c) power, (d) freedom, and (e) fun.

Research Choice Theory's clinical application, has been found to be successful in reducing discipline problems and inappropriate behaviors (Passaro, Moon, Wiest, & Wong, 2004). Johnson suggested that Choice Theory principles may be applied in middle schools by giving students opportunities to choose projects and to feel power and control by giving them choices and options as well as maximizing opportunities for student involvement and input. Applying these principles resulted in students viewing school as a more desirable place to be (Johnson, 1985).

Research Beck (1997) suggested that instead of fostering a sense of belonging that is often lacking in students with discipline problems, suspensions make it difficult for students to participate in school activities or social interaction. Thus, the current practice of suspending students may be further contributing to their educational failure. Choice Theory explains that young adolescents make ineffective behavioral choices in an attempt to fulfill their basic needs (Loyd, 2005a).

Research Passaro and colleagues (2004) reported that at-risk middle school students who were supported with a Reality Therapy intervention in an in-school support room showed a 42% improvement in their average daily behavior ratings as well as a 12% decrease in the total number of out-of-school suspensions over the course of an academic year.

Starting Peer Mentor Program Goal: Have older students help younger students become familiar with high school by showing them around, talking to them about their worries, and answering any questions. How: Recruit students by advertising around school and by asking staff. Devise a “mentor training program” complete with ice-breaker activities designed to get students to feel comfortable with each other. New Students: The idea would be that students would get a 6/7 peer mentor to help them throughout the year for identified students. The mentor and the student would have meetings (to discuss problems) to decrease office referrals and time spent out of the classroom. Result: A more accepting and less intimidating environment for new students, a school wide sense of camaraderie, and a fun activity for all students.

Application process to become a Choice Theory Peer Mentor: Completed Application Form Recommendation of Teacher (Signature on application form) Typed summary of why you are interested in becoming a peer mentor Final approval from advisory committee

Student Peer Mentor Orientation Workshop 9/8/11 AGENDA 8:30-10:00 am Overview of Choice Theory 10:00-10:15 am Get Acquainted Activity 10:15-11:00 am Student Peer Helper Identity 11:00-11:45 am Case Studies 11:45-12:30 pm Lunch 12:30-1:00 pm Role Playing 1:00-1:30 pm Trust Activity 1:30-1:45 pm Planning for the year 1:45-2:30 pm Discussion/Debriefing/Questions

Building Relational Trust Activity:Building Relational Trust Time Required:20 minutes Materials:Blind folds Instructions: Students will be divided into pairs (note if an odd number of peer helpers is present, one of the advisors will participate). For each pair of students one will be blindfolded and the other student will give directions for reaching a designated location in the building. The student who is not blind-folded will provide specific instructions about the number of steps to take, obstacles in the way, etc., but may not touch the student who is blind-folded. The two students may talk freely. When the destination is reached, students will reverse roles and return to the room from which they started. Goals: 1) Awareness of the anxiety involved in trusting someone else with your well-being. 2) Value in having help to achieve a common goal (reaching a specific destination).

Reference Beck, M. A. (1997). Managing the unmanageable student: A Choice Theory/Reality Therapy approach to understanding behavior. Journal of Reality Therapy, 17(1), 37–41 Bickmore, K., (2002). Good training is not enough: Research on peer mediation program implementation. Social Alternatives, 21(1), 33-38. Frisz, R. H. (1986). Peer counseling: Establishing a network in training and supervision. Journal of Counseling and Development, 64,457-459. Johnson, E. J. (1985). Reality therapy in the elementary/junior high school. Journal of Reality Therapy, 5(1), 16–18. Loyd, B. D. (2005a). The effects of Reality Therapy/Choice Theory principles on high school students' perception of needs satisfaction and behavioral change. International Journal of Reality Therapy, 15(1), 5–9. Passaro, P. D., Moon, M., Wiest, D. J., & Wong, E. H. (2004). A model for school psychology practice: Addressing the needs of students with emotional and behavioral challenges through the use of an in-school support room and reality therapy. Adolescence, 39(155), 503–509.