The Young Helpers

1. The Young Helpers Peer Helper Programs in Elementary Schools Anita Armstrong Drummond, MS, LPC

2. Workshop Objectives • To share some different types of peer helper programs • To explain some of the benefits and challenges • To give participants specific procedures, forms, letters, criteria that can be used in setting up programs

3. Summerdale School • Description of school and population • Student needs • Origins of program • Number of current participants • Different types of peer helper programs

4. Pineapple Committee • Symbol of hospitality • Criteria • 1st-8th graders • One boy and one girl from each homeroom • Friendly to others • Able to reach out to others • Responsible and good role model

5. Pineapple Committee

6. Pineapple Agreement • They agree to 3 requests: • Welcome new students to your class • Sit with them at lunch for at least 1 week • Play with them during PE for at least 1 week

7. Pineapple Committee benefits • Helps new students feel welcome and comfortable in new surroundings • The first impression can have a huge effect • Program helps the peer helpers feel important, responsible • Helps the office staff by reducing time they spend with new students

8. Pineapple Committee stories • Alexis hinting to take the place of a member who moved • “Honorary” members • “We weren’t friends for just a week…”

9. Changes next year • We will keep the tee shirts hanging in the classroom so that the committee member can change into his/her shirt if a new student comes unannounced to school. • We may ask for volunteers who would like to serve as “honorary committee members” and let them wear a special pin when new members come.

10. Peer Mentors • Started with 7th and 8th, added one 6th • Early fall, ask teachers for referrals for both mentors and “friends” • Make list of both, review with teachers • Get permission from parents (letter) • Train mentors, sign agreement • Give mentors time, date, name and classroom of friend • Introduce to each other

11. Peer Mentors • Started with 7th and 8th, added one 6th • Early fall, ask teachers for referrals for both mentors and “friends” • Make list of both, review with teachers • Get permission from parents (letter) • Train mentors, sign agreement • Give mentors time, date, name and classroom of friend • Introduce to each other

12. Training Points • Why we need them • What is required; commitment • It’s okay to decline • Communication • Role model • CONFIDENTIALITY • Report problems to me (describe those) • Do’s and don’ts

13. Benefits to Mentors • Develops confidence • Improves communication skills (how to ask questions, how to listen, patience) • Develops responsible behaviors • Other students respect their status • Increases parents’ respect • Allows them an “excuse” to be a role model to age group and younger

14. Not your average role model • Some mentors are chosen for the benefit to them rather than the benefit to the little friend • Becomes a way to develop their skills and responsible behaviors • An avenue for kudos, feeling of helping others • With some who lack social skills, they are able to “practice” on a younger child

15. The little friends get… • Someone to listen and show interest • A big sister or brother who doesn’t take their toys • Feeling of importance, confidence • Someone on campus to wave, say hello • Feeling special • Motivation for better grades, effort

16. Challenges • With 10 grades, scheduling is limited • No flex time in schedules • Supervision..is everyone where they are supposed to be on the correct day? • Students forget their day, their responsibilities • Little friends get confused when they don’t show even though they have been told that mentor may be sick or absent one day

17. More challenges • Not enough students to match • Permission from parents • Connecting students to help teachers with a student who needs extra help with reading, homework, etc. • Helping a student whose parent didn’t give permission

18. Things I Want to Improve • Supervision of students, sign in sheets • More frequent meetings with mentors to discuss issues, problems • Re-training of mentors every couple of months • Time to meet with little friends for their input • Collecting data to show benefits (improved grades, fewer disciplines,teacher evaluations) • Permission from parents, creative solutions (sitting with several students at a time, etc.)

19. Success Stories • First one 4 years ago with 4th grade and 7th grade girls • Grady and Michael • Shannon—more outgoing, communication skills improving • Kate—appreciation of her own life

20. General benefits • Students who come to school distracted by home problems are not performing and learning at their best • Students can talk to a friend sometimes easier than an adult • When someone listens, we vent and then can often move on. When they can talk to a friend after getting off the bus, they can talk about those problems and then start class in a better frame of mind.

21. Changes to Mentors • We hope to train 4th, 5th, and 6th graders to become mentors for Pre-K-3rd graders. • By training them early and giving them more responsibility, we can help give them opportunities to be recognized and appreciated for these efforts. • May make this less formal—read to class before school, sit in cafeteria for bfast,…

22. For more information Anita Armstrong Drummond, MS, LPC Summerdale School Counselor P.O. Box 9 Summerdale, AL 36580 251-988-1246 adrummond@bcbe.org July, 2011