Describes a college career proactive development counseling program utilizing peer counselors. Describes the selection and training of peer counselors. Evaluated the program in four residence halls. Formal and informal results indicated students were sensitized to the career development process. (RC).
This article describes the rationale for using students in a peer counselor role; describes a training model that focuses on communication, decision making and life-career planning skills, supervised practicum and ethical issues; and presents an implementation model for a career peer counseling approach in a high school career development program. (excerpts from article).
A collection of five presentations in the field of vocational counseling and guidance aimed at shared research reports with vocational counselors and to enhance the level of this service in Canada. (1) Benjamin Gottlieb discusses social networks and the gestalt of help-seeking; (2) Rey Carr details the rationale, origins and practice of peer counseling, with particular applications to involving adolescents as peer counselors; (3) P.S. Sussman surveys reports on research with peer counselors, concluding that more careful study should be made of peer intervention systems before encouraging their widespread use; (4) Robert Knights and Clare Stoddard explored the feasibility of using computers to assess vocational aptitudes; and (5) Andre Lepine evaluates the Certification in Testing program for employment counselors. Published in French under the title "CONNAT 4." (KC).
Describes a model which combines peer counselling principles for use with computer- assisted career counselling program. This student orientated model outlines a two- phase training program and provides practical guidelines for implementation. The student peer counsellors are trained in communication skills, values clarification and decision making. (Author).
Suggests the use of undergraduate paraprofessionals to help career offices meet budget restrictions as well as the demand for expanded services. Describes a successful outreach program in career planning including selection and training of paraprofessionals, their responsibilities, and benefits to both students and staff. (JAC).
Differences in type of counseling settings and types of counselors had different effects on clients' reaction and on their willingness to return for further career counseling. Peer counselors were perceived as more likeable, friendly and compatible than the professional counselor. The career resource room setting led to higher return rate.
Describes the Maine Occupational Information Coordinating Committee's efforts in establishing its career information delivery system, a component of which is the involvement of peer facilitators in the career guidance process. (SK).
Describes a career development project that addresses the special needs of disabled adults by: (1) developing a multimedia-based, self-directed career planning program; ((2) providing a training program for 15 disabled adults working as paraprofessional career guidance technicians; and (3) establishing linkages with educational institutions and community agencies. (Author).
The Labor Educational Advising Project (LEAP) was inaugurated to facilitate the provision of educational advising services within organized labor in Central Iowa. LEAP worked with local unions and union members to train a network of peer volunteers to provide educational counseling to workers interested in continuing their education. Results included an overall positive reaction to the training program and the advisement of 364 workers by 13 advisors. (HB).
This handbook outlines the goals and objectives of support groups, and the benefits of a peer support group. Following a description of the characteristics and role of the facilitator, strategies are provided for establishing group leadership roles and for determining the authority and decision-making power of group members. Attendance taking, scheduling, and time management are discussed. Included among those peer support group activities covered are structured meetings, guest speakers, and outreach activities. (MN)
Studied the influence of different one-shop approaches to career counseling on the variety and frequency of information-seeking behavior of 9th-grade girls. One or more of the following treatments were used: (1) videotape of a high school girl modeling information seeking behavior, (2) counselor reinforcement, and (3) demonstration of the use of "stimulus materials." The treatment group using all three variables appeared to be most effective.
The Adult Resource Center (ARC) was created to provide assistance, educational and occupational guidance, to re-entry adults and to supplement other existing community services for adults and out-of- school youth. ARC's goals are to provide participants with the skills necessary to make life choices and transitions, create programs for specific target groups, and to work in coordination with business, government, and social service sectors. These goals are accomplished by a staff of administrators and support personnel and by volunteer learning consultants who have themselves made adult life transitions and possess the skills needed to aid individuals in defining personal and working goals. (AYC).
This monograph won the 1985 Outstanding Resources Award of the Canadian Guidance and Counselling Association. It describes the use of peer career counsellors in a variety of developmental career counselling approaches, poses cautions about training peer career counsellors and gives examples of how to avoid unsuccessful work experience programs. In addition, this work provides a skills training model useful for training adolescents and discusses ethical principles involved in professional and peer counsellor interaction.
(Unavailable for annotation.)
A majority of persons seeking help for career concerns are primarily struggling with issues of study habits, emotional distress and relationships. Vocational problems do not exist by themselves. This study provides support for training peer helpers in interpersonal skills to assist peers with assertiveness, decision-making, time management, and finding ways to strengthen career goal clarity and action. (RAC)
Community and organizations