Figure 1.--.
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Figure 1.--. |
Many schools have Peer Support programmes based on the concept that students have a great deal to offer each other. Senior students are given training in leadership and communication
skills. At the beginning of the school year new students are placed in small groups with the trained seniors and over the first few days the seniors help the new students to get to
know their way around school and how to deal with the various problems they might encounter. Further sessions are held throughout the first term on topics such as 'Resolving conflict' or 'Getting to know each other'. Peer support may give a Year 9 student a 'big brother or sister' in Year 13 that they know and trust to talk over problems with when they might be reluctant to approach a teacher. It also raises the self-esteem of the seniors and encourages them to act in a mature way. Trained staff oversee the programme at both senior and junior levels.
A wife variety of peer support programs is available to New Zealand students.
Each year senior students at secondary schools are involved in contact with Year 9 students, the new students at most high schools, to help them in the change to secondary school life.
Most secondary schools following the British Public School example are divided into houses which might be named after colors are other easily recognizable names. Each form from the differeny school houses elect members of their class to represent their views on school issues to the House Council.
At some schools, each year after a leadership training course, Year 13 students are elected to positions such as Student President, House Captain, and House Exective. Year 12 students may also be elected as vice captains in each House. The group is variously known as the Student Council or Executive. It has regular meetings to organize student functions and to discuss with senior teachers issues such as those raised at the Student or House Council.
Each year the students from Year 10 up elect a student to represent their views to the Board of Trustees.
Here are some examples of peer support.
Here is how the peer leaders and the new students viewed the program.
The seventh formers: Peer leaders
For us, the peer leaders, it alt started back in 1992 with a two-day training session at the College of Education. The sessions were a lot of fun and the tutors were really friendly. It was amazing how much we learned about the other peer leaders, like who was the biggest party animd -even if she was a bit over the top! At the end of the two days we were feeling really positive about peer support and, if nothing else, we knew there would be no identity crisis - alt of us had mastered at least ten variations of the name game.
The first day back and ready to meet our peer support groups, all of our confidence disappeared; those third formers looked a lot bigger than we were at that age - In fact, a lot bigger than we are now! The aim of the programme is for us, the seventh form, to help the third formers feel more relaxed and happy about Cashmere, and generally show them around. The day went pretty well with everyone making new friends, although I nearly collided with two third formers whose peer leader was in hot pursuit, screaming, "l'm going to kill them!" My apologies if I misinterpreted this--it may well have been her way of giving a guided tour of the school, but it didn't look like it!
As the term progressed, so did the third formers' confidence. It became harder to stick to the session plans in our green peer suppoil manual. Sessions even led to some forms of bribery: half an hour of group discussion was rewarded with ten minutes of Chinese whIspers. By this time first-day shyness had disappeared and group sessions turned into comedy acts.
Several peer leaders accompanied their classes on third form camps to Purau. Unfortunately we were unable to attend with our class, but those who did had many positive comments. Another objective was to provided the third formers with a good role model, but displaying confidence and assertiveness while absaiilng was not easy, reported one peer leader. Absaillng, rockclimbing and canoeing were new experiences for many and were "educational" in all respects.
The highlights of the term, however, were the group social outings. A variety of activities took place, ranging from fish'n' chips at lunchtime, to video screening, McDonald's trips and many others. Arranging time to take third formers out of class proved difficult, but our group had an unfair advantage, with the principal, Mr Bob Wilson, as our staff escort. Students were allowed to wear mufti, as we chose to go tenpin bowling. Mr Wilson, however, stayed in grey suit and tie, and received several strange looks as he teamed It with red, white and blue bowling shoes. This in no way affected his performance, and we would like to congratulate him on winning our mini bowling tournament.
The 1993 Peer Support Programme proved both successful and enjoyable. We would like to thank 3RB for their enthusiastic participation, and Miss Novis for r help. We wish all this year's third formers good luck for their future years at Cashmere High School, and all the best to prospective 1994 peer leaders.
Sarah Mears and Lee Hodder
The third formers: The Customer is always right
My peer leader was really nice, she helped me and the rest of the group if we needed any help. She also went on camp and helped cook and make breakfast, she also went rock climbing and canoeing.
Yvette Payne
Peer support was really good because they showed us around and we got to know more teachers and students.
Jodie Demmocks
I found it was great having an older student to talk to about your problems. I enjoyed taking time off school to play games and talk.
Rhys
I thought that having peer leaders helped me out quite a bit. They helped me find my way around the school. And they were always there if I needed any advice or help. They were very good role models for me.
Kerrle MacMillan
They covered all the topics we needed to know about the school.
Patrick Todman
I liked peer support because it helped me to get to know other people in my class and make new friends. The other good thing about it was getting to know my way around school easier and quicker.
Monique
Interesting learning about the school from their experiences about the school. Fun and enjoyable.. Fun activities to do. Our peer leader came on camp and it was good to have their help.
Kirsty McAdam
I really enjoyed the encouragement and company of my peer group leader.
Strathan Campbell
Lymphad, Cashmere High School, 1993
