Key Elements: What to look for in a successful peer counseling program

Overview:
Program may consist of credit bearing as well as extracurricular components.
Initial Process:
Step 1 – An orientation to the program including an overview of how peer counseling works and the time commitments that would be required from students.
Step 2 – An interview and application process that might include (1) a broad call to the entire school population as well as (2) active solicitation by teachers and staff of individual students who have unique talents and life situations that they believe would be valuable in assisting other students. Applications would be evaluated by program coordinators for final selection.
Step 3 – Begin with an initial training consisting of 1 to 2 full days of training and "getting to know you" exercises. This can be done on individual days or as a weekend retreat at which peer counselors bond with each other and the program facilitators.
Step 4 – Individual peer counseling assignments are given to students. This may include any or all of the following:
Step 5 – Begin! Now that everything is in place, it's time to actively offer peer counseling services to the campus at large.
Program may consist of credit bearing as well as extracurricular components.
Initial Process:
Step 1 – An orientation to the program including an overview of how peer counseling works and the time commitments that would be required from students.
Step 2 – An interview and application process that might include (1) a broad call to the entire school population as well as (2) active solicitation by teachers and staff of individual students who have unique talents and life situations that they believe would be valuable in assisting other students. Applications would be evaluated by program coordinators for final selection.
Step 3 – Begin with an initial training consisting of 1 to 2 full days of training and "getting to know you" exercises. This can be done on individual days or as a weekend retreat at which peer counselors bond with each other and the program facilitators.
Step 4 – Individual peer counseling assignments are given to students. This may include any or all of the following:
- Ambassador: The core of a peer counseling program, ambassadors assist with new student orientation, outreach programs, education initiatives, special projects & fundraising.
- On-call counselors: These counselors have free periods before, during & after school hours in which they agree to be available for crisis intervention.
- Scheduled Assistants: The assistants have specific class periods where they are assigned to the program coordinators’ office(s). During these periods, assistants are available to help walk-in students or other complete other tasks as assigned by the coordinators. They are expected to use their free time during these periods to work on a significant project for which they will earn course credit.
Step 5 – Begin! Now that everything is in place, it's time to actively offer peer counseling services to the campus at large.

Ongoing components:
Curriculum Components:
The following are ways in which students might earn credit for work related to the peer counseling program.
Keep in mind: These are the broad components of successful peer counseling programs. Each component is customizable and, indeed, looks very different depending on the individual school, students and coordinators involved in the program. The scaffolding above provides some key features to look for in a program as coordinators develop determine what their particular school needs.
- Meetings are scheduled for students to receive peer support and discuss problem solving strategies. Counselors check in with each other to discuss information they need to move forward in completing their specific assignments, to get advice and to receive moral support.
- Trainings are scheduled to refresh skills as well as introduce new techniques to assist counselors with their duties. This is the time for counselors to expand their knowledge and hone their skills.
- One-on-one time is arranged in which student counselors review individual counseling situations and receive feedback and advice from the program coordinators. Any individual questions, concerns or other matters counselors have can be brought up during these one-on-one sessions.
- Informational sessions and training are provided by student counselors to parents and/or staff.
Curriculum Components:
The following are ways in which students might earn credit for work related to the peer counseling program.
- Assistant Program: Students work as assistants to the program coordinators, completing a significant project for credit. This works much like a teacher’s assistant program in college. Significant projects vary and might include students providing training/informational sessions for parents and staff regarding challenges young people face today.
- Health Course: Peer counseling information such as conflict resolution, crisis de-escalation and suicide prevention can be introduced as part of Health class curriculum. At the end of the course, students would learn about peer counseling and be invited to apply to the program.
Keep in mind: These are the broad components of successful peer counseling programs. Each component is customizable and, indeed, looks very different depending on the individual school, students and coordinators involved in the program. The scaffolding above provides some key features to look for in a program as coordinators develop determine what their particular school needs.