Rap Room is a peer counseling service which combines self-help, peer help, and professional guidance to develop supportive relations in the midst of a generally depersonalizing and growth-stifling institution. (Author/AM)

The author presents a short history of peers as helpers, defines the term "peer facilitator," and discusses the training, supervising and evaluating of peer facilitators. (HMV)

The author gives a week-by-week account of his training program for peer facilitators. (HMV)

The author describes a peer group model program in an inner-city elementary school of 350 students. The purpose of the program was to systematically train fifth-grade pupils to serve as peer helpers, who would model facilitative communication skills and positive behaviors in counseling groups. (Author)

This article describes how an elementary school counselor used sixth grade students to help change the behavior of a disruptive student through positive reinforcement. (Author)

The author presents a set of guidelines for peer group work that he has developed from appropriate references in the 1974 APGA Ethical Standards and through his own experience, professional judgement and discretion. (Author)

An evaluation was conducted of the Peer Referral Orientation Staff (PROS) program of Rowan University to determine the extent to which the program is meeting its desired goals and objectives and achieving the desired effects for the students it serves. PROS members are currently enrolled students who are trained to offer personal, social, and…

An overview of a paraprofessional program designed and implemented at Florida State University to alter the delivery system of student services in order to reach a wider group of students, and to have staff and programs available at hours more accessible to the students. (JC)

A pilot program, Chemical Addictions Prevention in Schools (CAPS), is meeting with success at a Pennsylvania high school. A counselor who is not a member of the school's regular teaching or counseling staff operates an inschool counseling center utilizing peer counseling, support groups, and crisis prevention and intervention. (Author/MLF)

Practical suggestions to assist peer counselors in making effective referrals are provided. Information needs of peer counselors as to the services they provide, their roles, and available community resources are discussed. Using effective communication skills and continuous supervision and training of peer counselors are considered. (RC)

An advising center staffed by residence hall coordinators at the University of Northern Iowa is described. Major factors for success are identified: awareness of perceptions that facilitate or inhibit establishment of advisory roles, definition of responsibilities, and definition of how advisors relate to other resources. (MLW)

Administrators contemplating the implementation of an undergraduate paraprofessional academic advisement program have much to draw upon in assessing the advantages of such a program, including effectiveness, economy, availability, accessibility, flexibility, and organizational input brought about through peer group membership. (Author)

Describes the results of a survey on characteristics of Youthliners, adolescent peer counselors who staff a hotline service in New Zealand. (SS)

Perceptions and perceptual changes on study habits and attitudes for students who received study-skills instructions individually from student counselors were compared with those of students who received instructions and participated in class discussions and those of students who did not receive any study-skills instructions or counseling. (Author)

Faculty and upperclass students were trained in group techniques for freshman advising. The 144 advisees had fewer course and room changes, disciplinary referrals and suspensions, and less residence hall damage. They also returned as sophomores in greater numbers than students who experienced traditional advising. (Author)