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Peer helping has recently been adopted by many schools, but use of these services remains mixed. The different ways in which peer helpers can be selected are described and examples of effective programs already in place are offered. The two types of cognitive processes used to evaluate advertising campaigns--automatic and strategic--are discussed and the three stages of the cognitive advertising process--attention getting, learning, and attitude formation--are likewise detailed. To find out whether advertising a peer helper program will increase the use and familiarity of students with that service, a study was conducted at a medium-sized public high school. It has been shown that familiarity plays an important role in advertising and it was hoped that advertising would increase students' use and familiarity of a peer program. To advertise the program, lists of peer helpers were placed in homerooms. Students (N=122) were then surveyed on their awareness of the program. Results indicate that although advertising did not elevate usage, familiarity with the program did increase. There was a correlation between knowing a peer helper and thinking the program is good for the school. It is suspected that the advertising was not as salient as it could have been. Contains 15 references. (MKA)

Descriptors: Adolescents, Advertising, Helping Relationship, High School Students, High Schools, Peer Counseling, Peer Influence, Program Effectiveness, Questionnaires, Student Attitudes, Student Surveys, Use Studies











Autor: Fielding, Sarah; Pili, Chris; Chambliss, Catherine

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7838&id=ED419192







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