Peer ears - peer counseling program for high school students

Children Today, July-August, 1984 by Sherry Boyer

By the time I returned, Diane had told the Peer Ear about her pregnancy, and had concluded that the peer counselor accepted her and her circumstances. "He was really nice about it,' she said. The next day, Diane returned to her classes, substituting prenatal class for physical education, and completed the requirements for her high school diploma.

Many teens also relate better to each other than to adults. Jane, for example, was one student who always seemed angry, tough and isolated. Each year Jane's teachers had referred her for social work services, and each year Jane said, "I know all about counselors, and I don't want to talk to anybody.'

When Jane was a senior, I told her about the new Peer Ear program. She selected a Peer Ear to see and continued with weekly appointments during the first semester. On Homecoming Day, Jane expressed her feelings about the relationship. She sent the peer counselor a carnation with a note that read, "You have been more help to me than anybody has ever been.'

Peer counselors also learn that they don't always have the expertise and experience that a student needs. Ann, for example, told Robert, a Peer Ear, that she thought a man she saw near the school was the same person who had been in prison because he had sexually abused her. Ann was frightened that this man would try to harm her now that he was again in the community.

Robert told Ann that this was not a situation she should have to face alone, and he volunteered to accompany her to talk with me. Ann then agreed to talk with the police officer assigned to our school, and we all promised to keep Ann's story confidential. Ann's fears lessened as she shared her feelings, and the police involvement helped to reassure her.

Some students worried at first that their private confidences might turn into school gossip, but that hasn't occurred. In our monthly sessions, cases are discussed only in general terms, without names, and if the dean or I do occasionally discuss a particular student, the discussion is not viewed as a breach of confidentiality but as a necessary supervisory conference.

Although the students have been overwhelmingly positive about their experiences with Peer Ears, the counselors themselves sometimes experience frustrations-- having a non-verbal client, "having a client reject all options as unworkable' and "being uncertain about my value as a helper,' for example.

However, as they interact with student client, peer counselors develop new attitudes and greater self-awareness. "Being an Peer Ear has been an eye-opener for me,' one counselor said. "I have traveled a lot and had a variety of experiences, but I realize that I have done those things with people just like me. Abused children and unwed mothers used to be just statistics to me. Now that I've talked with abuse victims and with pregnant teenagers, they are real people to me. My world has expanded.'

Peer Ears say that their self-confidence has increased and that the counseling experience makes them feel helpful and valued. They believe that it gives them a sense of purpose. Working with students helps some Peer Ears to become interested in a career in human services fields. And as they team with the dean and school social worker for the benefit of individual students, Peer Ears feel a measure of control over their school environment.