Students Helping Students: A Guide for Peer Educators on College Campuses by Fred B. NewtonStudents Helping Students: A Guide for Peer Educators on College Campuses by Fred B. Newton

Students Helping Students: A Guide for Peer Educators on College Campuses

byFred B. Newton, Steven C. EnderForeword byJohn N. Gardner

Paperback | July 13, 2010

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This second edition offers a practical training guide for college students who serve as leaders, tutors, counselors, or advisors for their peers. This thoroughly revised and updated volume contains a fundamental discussion on student growth and development and provides learning objectives and self-discovery exercises to help student leaders with tasks such as tutoring, student orientation, residence hall advising, crisis intervention, coaching, and more.

Students Helping Students includes:

  • Updates on the most current research and the latest advances in technology

  • A revised model that contains service learning and student retention programs

  • The results of two intervention strategies: the Health Behaviors Assessment and the College Learning Effectiveness Inventory, which focus on the topics of wellness and academic success

  • Descriptive overviews of peer programs addressing sexuality, safety, violence reduction, residence life, online peer connections, and more

Praise for the Second Edition of Students Helping Students

"This new work remains the definitive standard in the field. It should be on the bookshelf of every student affairs professional and is an important tool for preparing peer educators for providing service."—Ernest Pascarella, professor and Mary Louise Petersen Chair in Higher Education, University of Iowa

"The second edition of Students Helping Students teems with useful material that can be thoughtfully applied by peer helpers. The what, so what, and now what framework reflectively guides the reader to self-discovery and thoughtful practical applications. Being a peer helper is a high-impact learning experience made intentional through the pages of this fine book."—Susan R. Komives, professor of college student personnel, University of Maryland and president, Council for the Advancement of Standards in Higher Education

Fred B. Newton is director of counseling services and professor of counseling and educational psychology at Kansas State University. He teaches courses in student personnel/student development, counseling theories and practicum, group theories and practicum, peer counseling, leadership training, stress management, and performance enhan...
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Title:Students Helping Students: A Guide for Peer Educators on College CampusesFormat:PaperbackDimensions:368 pages, 9 × 6 × 0.95 inPublished:July 13, 2010Publisher:WileyLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0470452099

ISBN - 13:9780470452097

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Peer in)Tj 13.2992 0 TD [( )-53.4(uence in many situations may be )]TJ -13.2992 -1.3636 TD 0.0651 Tw (stronger than that of adults such as teachers, parents, and other )Tj T* -0.225 Tw [(experts )-269.9(\(Mellanby, )-270(Rees, )-269.9( & )-270(Tripp, )-270( 2000 \). )]TJ 2.1818 -1.3636 TD -0.0772 Tw [( )147.8(Peer educators have been demonstrated to be effective helpers )]TJ -2.1818 -1.3636 TD 0.0762 Tw (when provided systematic training in interpersonal communica-)Tj T* -0.01 Tw [(tion and relationship skills \(Carkhuff, )215(1969 )215(; Daniels )215(& )215( Ivey, )215(2007 )215(; )]TJ T* 0.274 Tw [(Terrion )499(& )499( Leonard, )499(2007 )499(\). 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Do you )Tj 23.2221 0 TD 0.0185 Tw [( nd )-31.5(that )]TJ -23.2221 -1.3 TD 0.0499 Tw (there were major differences between your expectations of training )Tj T* [(and the information you have covered in this chapter? )299.9( )]TJ -1.2 -1.3 TD 0.05 Tw [( )300( )300(2. )300( )300( )-85( )300( )300(So what do these differences mean to you \(assuming there were )]TJ 1.2 -1.3 TD 0.0499 Tw (any\)? What implications do the expectations and reality of training )Tj T* (have for you to enter fully and enthusiastically into this training )Tj T* -0.25 Tw (experience? )Tj -1.2 -1.3 TD 0.05 Tw [( )300( )300(3. )300( )300( )-85( )300( )300(Now what are you going to do to work through this if there is a )]TJ 1.2 -1.3 TD 0.0499 Tw (difference between your expectations and the actual role of a peer )Tj T* (educator that you are now de)Tj 12.7263 0 TD -0.25 Tw [( )-268.5(ning? )]TJ /F4 1 Tf 11 0 0 11 132 378.971 Tm 0.246 Tw [( )471( )471( )471( )471(In summary, the model of training we are suggesting is )]TJ -2.1818 -1.3636 TD 0.0487 Tw (similar to the form of inquiry and learning that could take place )Tj T* 0.1353 Tw (on any topic. It applies to examining oneself in relationship to )Tj T* 0.0322 Tw (becoming a more effective helper or it could apply to a class on a )Tj T* 0.2392 Tw (science topic. 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It is critically important to keep )Tj T* 0.0323 Tw (in mind that the material you will learn in this book will ask you )Tj T* 0.0591 Tw (to look at yourself and your own functioning as a human being. )Tj T* 0.0993 Tw (You will be a role model to those you are helping. 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Students in residence )Tj T* 0.0519 Tw (halls have served as resident assistants, proctors, hall counselors, )Tj T* 0.1753 Tw [(and advisers since the early 1900s \(Powell, Pyler, Dickerson, )400.3(& )400.3( )]TJ T* 0.0933 Tw [(McClellan, )318.3(1969 )318.3(\). Student tutors have been assisting their peers )]TJ T* 0.0797 Tw (as a direct way to provide academic assistance since the colonial )Tj T* -0.024 Tw [(period of American history \(Materniak, )201(1984 )201(\). In the 1950s, a peer )]TJ T* 0.0703 Tw (mentoring program, as a didactic education strategy, was imple-)Tj T* -0.0422 Tw (mented at the University of Nebraska. 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Here you will be introduced to various )Tj 0 -1.3636 TD -0.0332 Tw (strategies and methods to act successfully as a peer educator. Each )Tj T* -0.0015 Tw (chapter includes an introduction to the theory, but we emphasize )Tj T* 0.029 Tw (how the theory applies to practice. Practice will include examples )Tj T* 0.1044 Tw [(for use, )329.4( )329.4(tips )329.4( )329.4( to apply, and exercises to experience many of the )]TJ T* 0 Tw (suggestions. )Tj 2.1818 -1.3636 TD 0.08 Tw [( )305(Finally, the most important variable in the helping process )]TJ -2.1818 -1.3636 TD 0.0399 Tw (is you! The most noteworthy ingredients of effectiveness are per-)Tj T* -0.225 Tw [(sonal )-465.3(qualities, )-465.3(including )-465.3(self - awareness, )-465.4(accurate )-465.4(self - concept, )]TJ T* 0 Tw (con)Tj 1.824 0 TD 0.052 Tw [( )-10(dence, commitment to others, motivation, and warmth. 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Peer educators are now playing a signi)]TJ 25.1708 0 TD 0.062 Tw [( cant )]TJ -25.1708 -1.3636 TD 0.0518 Tw (leadership role in campaigns to provide support groups, nonvio-)Tj T* 0.0221 Tw (lence, and better safety procedures for reducing trauma, connect-)Tj T* 0.0679 Tw (ing students to service, and developing more supportive campus )Tj T* 0 Tw (communities. )Tj 2.1818 -1.3636 TD 0.1952 Tw [( )420.2( )420.2( )420.2( )420.2(Although peer educator involvement is possible in nearly )]TJ -2.1818 -1.3636 TD 0.0046 Tw (every student service and academic department, our intent in this )Tj T* 0.0243 Tw (book is not to cover the job description and content information )Tj T* 0.1448 Tw (for all the ways peer educators may serve on a college campus. )Tj T* 0.1095 Tw (Instead, we focus on the basic skills for working effectively as a )Tj T* 0.1482 Tw (peer helper, no matter the speci)Tj 14.1359 0 TD [( )86.2(c capacity. This book is titled )]TJ -14.1359 -1.3636 TD 0 Tw ( )Tj /F5 1 Tf 0 0 TD 0.0913 Tw (Students Helping Students)Tj /F4 1 Tf 9.9136 0 TD 0.1028 Tw [( )327.8(, and in a broad sense that is exactly the )]TJ -9.9136 -1.3636 TD 0.0313 Tw (purpose of this book: to provide preparation, skill training, help-)Tj T* 0.2028 Tw (ful resources, and thoughtful discussion for students working )Tj T* 0.2592 Tw (as peer educators. 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Table of Contents

List of Figures and Tables.

Foreword (John N. Gardner).

Preface.

About the Authors.

1 Peer Educators on the College Campus.

2 Student Maturation and the Impact of Peers.

3 Enhancing Cultural Proficiency.

4 Interpersonal Communication Skills: Creating the Helping Interaction.

5 Problem Solving with Individuals.

6 Understanding Group Process.

7 Leading Groups Effectively.

8 Strategies for Academic Success.

9 Using Campus Resources and Referral Techniques.

10 Ethics and Strategies for Good Practice

11 Examples of Peer Education Programs in Higher Education.

Glossary.

References.

Index.