ABSTRACT
The power of peer-group influence has been well documented (James, Charlton, Leo and Indoe, 1991). Pupils have been used to assist their peers in three main ways: • to tutor; • to reinforce positive behaviour; • to counsel or advise. The focus of this section will be the last of these three peer-support systems: peer counselling. Carr (1988) writes that ‘peer counsellors are people who put their caring into action by talking and listening to their peers about their thoughts, feelings and experiences. While they may give advice and other practical assistance when appropriate, they primarily encourage selfexploration and decision making.’ When faced with worries, frustrations and fears, adolescent pupils are far more likely to turn to their peers than to an adult (Sharp and Thompson, 1992). When being bullied, pupils are less likely to tell a teacher than anyone at home (Whitney and Smith, 1993). Schools, then, are faced with the problem of encouraging pupils to tell someone if they are being bullied. A peer counselling service may be helpful in achieving this.
