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ERIC Number: ED223787
Record Type: RIE
Publication Date: 1982-May
Pages: 88
Abstractor: N/A
Objectives and Teaching Methods Used in Older Adult Peer Counselor Training.
Strelow, Ann C.
A research project was conducted to describe the curricula and teaching methods of senior peer counselor training projects in the United States. Senior peer counselor training projects were identified through contacts with state and territorial agencies on aging and with professionals in aging and mental health centers. Project directors were asked to complete a questionnaire rating the amount of emphasis various themes, skills, and attitudes received in their projects. Questionnaires were returned for 18 projects. The results of the study indicate there is general agreement among directors of senior peer counselor training projects about content and teaching methods. The skills most often stressed in the projects were one-to-one counseling, active listening, problem identification, information and referral, advocacy, and assertiveness. Themes agreed on by 67 percent of the projects were general counseling, loss of spouse, information and referral, health education, legal advocacy, consumer counseling, and chemical dependency. Attitudes receiving a strong emphasis in the projects dealt with the appreciation of caring in helping others, valuing the worth and dignity of individuals, respecting the client's right to make the final decision, valuing the role of paraprofessional peer counselors, and maintaining confidentiality. It was concluded that educators training older adults to counsel their aged peers can use the themes, skills, and attitude objectives identified in this study as a basis for developing, conducting, and evaluating their training projects. The teaching methods identified also could be used in peer counseling training programs. (KC)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master's thesis, University of Minnesota.