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Essay / Research Paper Abstract
This 5 page paper provides an overview of the issue of the use of peer helpers as student advisors. This paper integrates two interviews in order to consider the importance of peer helpers and the support they provide for indivdiuals who demonstrate deviant behaviors. Bibliography lists 2 sources.
Page Count:
5 pages (~225 words per page)
File: MH11_MHPeerAd.rtf
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Unformatted sample text from the term paper:
peer helper programs to support positive messages by guidance departments has been integrated into educational settings in public schools. In fact, throughout the nation, educators, guidance counselors and administrators
are recognizing the power of peer interactions in shaping positive student behaviors. Cadwallader (2000) argued that just as peer relationships can be fundamental to shaping the presence of dissociative
or problematic behaviors, so can these same relationships foster positive behavioral development. Peer responses to identifying characteristics, including criminality, eating disorders, drug use and antisocial behaviors can influence the
continuation or discontinuation of these characteristics (Cadwallader, 2000). As a result, some educators have viewed peer helpers as a support tool for at-risk learners. From a basic
level, these types of programs are defined from an interactional perspective, in which social behavior is viewed as an element created and maintained through social interchanges (Cadwallader, 2000). In
fact, many children learn behaviors through imitation of others, through social reciprocity, and through complementarity (Cadwallader, 2000). Though this theoretical basis is most commonly used to demonstrate how problematic
behaviors become normative, they can also be used to show how peer support (peer helpers) can influence the behaviors of at-risk individuals, often bringning them into compliance with more socially
normative and functional personal interactions. Antisocial children appear to be individuals who were rejected from normative social interaction, and so they seek out a complicitous relationship with others who
demonstrate deviant behaviors and are also rejected from the normative culture. In a similar respect, children who participate in normative social functioning may in fact reject deviant behaviors and
bring others into alignment with social expectations. Description of the Program The program utilized is one modeled after the program utilized at Kingsbury High School, one of the
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