Abstract
Since 1983, California has required schools to report on campus crimes. Data analysis in 1988 showed a twelve percent increase in assault and attacks by students in a one year period. Literature has repeatedly offered peer counseling as an intervention. Peer Counseling programs have typically followed one of these approaches: (a) enhancing self-esteem, (b) providing behavior intervention, or (c) combining the two. While peer counseling generally receives administrator support, little empirical research has been done concerning effectiveness. Survey data from administrators were compared with data from the Standard School Crime Report to assess impact of peer counseling on reduction of student crime and any differences that the three approaches may have on administrators' perceptions of effectiveness. The survey was sent to 240 administrators in comprehensive public high schools in single high school districts. There were 203 responses, an 85 percent return rate. Data collected included: counseling settings, adult/student roles, required training, urbanity/rurality, program purpose, and perceived effectiveness. Additional data included: crime reports, socio-economic ranking, and size. Key findings revealed that two-thirds of the schools have peer counseling programs, with 75 percent of programs using multiple settings. Eighty-two percent required more than ten hours training for student counsellors. Schools with peer counseling and those without do not differ in crimes reported, regardless of peer program approach. Peer counseling programs do not differ in perceived effectiveness, regardless of moderator variables: approach, school size, or urbanity/rurality. There is no relationship between perceived effectiveness of programs and the reported crimes. Administrators in higher socio-economic groups do perceive their programs to be more effective. However, this was not supported by the data. Despite support and perceptions, programs have shown little impact in reducing student violence. Recommendations include: (1) standardization of crime reporting process and integration of peer counseling with school discipline interventions; (2) collection of longitudinal data regarding effectiveness of specific peer counseling practices to reduce recidivism; and (3) experimental research with schools matched for SES, size, and urbanity/rurality, to identify effects of peer counseling activities integrated with discipline practices.