Page 22 - Choices into Action

There are many examples of successful mentor- ship programs. Older students mentor younger students (e.g., reading buddy programs, second- ary students mentoring elementary students, uni- versity students mentoring secondary students). Adults also mentor students. For example, busi- ness people can act as career mentors for second- ary school students. In some cases, retired people mentor elementary students.
PEER ASSISTANCE PROGRAMS
Students can help other students with their learning. Peer assistance or mediation programs provide supportive peer role models for students requiring individual assistance as well as a learning experience for the peer helpers involved. Individual assistance may be for aca- demic skill development, improved school atten- dance, improved interpersonal skills, or educa- tion and career exploration. Students trained as peer helpers can act as reading buddies, peer tutors, peer mediators, student guides, career mentors, student mentors, and student volun- teers.
In helping others, peer helpers have the oppor- tunity to improve and refine their own interper- sonal skills. They prepare for their peer assis- tance roles by taking an optional credit course from the guidance and career education curricu- lum policy document or non-credit workshops offered by their schools or school boards. The preparation will be carried out or coordinated by staff who are trained in peer assistance and peer mediation.
INDIVIDUAL ASSISTANCE AND SHORT-TERM COUNSELLING
The individual assistance and short-term coun- selling program is designed for students who require additional help in achieving the goals of the guidance and career education program. Such help may be made available on an indi- vidual and/or small-group basis. This program can help students:
– assess their personal strengths as they relate to interests and goals;
– select secondary school courses;
– plan their education and career directions;
– assess their strengths, needs, aptitudes, and interests through information provided by the results of standardized measurement instruments;
– improve their personal management skills (work and study habits);
– solve problems in the three areas of learning (student development, interpersonal develop- ment, and career development);
– plan for postsecondary tuition and other costs by providing them with information about available scholarships, bursaries, and loans;
– deal with their individual social and emo- tional needs, including recommendations for appropriate follow-up;
– resolve conflicts both with their peers and with adults.
Students may be identified as needing individual assistance by teacher-advisers, teachers, support staff, administrators, or on the recommendation of parents. Students themselves should also be
PROGRAM DELIVERY COMPONENTS
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