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CHAPTER 13
Peer Interventions
SUMMARY
In the previous chapter, we provided a series of core interventions designed to build
personal resiliency and to increase the individual competencies of young people at risk.
We presented prevention strategies to be implemented in curriculum-based
OUTLINE
Importance of Peers
♦ Peer Influence—For Good or Bad
♦ Peer Cluster Theory
Cooperative Learning and Peer Support Networks
♦ Cooperative Learning
♦ Positive Effects of Cooperative Learning Groups
♦ Peer Support Networks
♦ Elements of Cooperative Learning
o Positive Interdependence
o Individual Accountability
Good Behavior Game
Peer and Cross-Age Tutoring Programs
♦ Readiness
♦ Preparation
♦ Sample Method: Pause, Prompt, and Praise
♦ Program Implementations
o Student Incentives
o Teacher Supervision
o Evaluation
Peer Mediation Programs
♦ Background
♦ Theoretical Assumptions
Peer Facilitation
♦ Training Phase
♦ Service Phase
♦ Need to Be Needed
Conclusion
SUPPLEMENTS
PowerPoint: Chapter 13 Summary Points
ACTIVITIES
1) Have students discuss the advantages and disadvantages of two different learning
environments: traditional classroom based and cooperative learning. Be sure they
also include the impact of the peer cluster effect in each environment.
2) Have students reflect on their own learning environments and create a list of the
ESSAY QUESTIONS
1. Describe the Peer Cluster Theory and explain how this theory is different from
“peer pressure.” How does this theory inform effective interventions with
2. Describe potential drawbacks to (negative aspects of) peer interventions and
group work with high risk adolescents. Illustrate a possible scenario in which one
3. What are the five basic elements that are essential to Cooperative Learning?
4. You have been given the job of designing a peer tutoring program for a school.
Describe the factors you will consider in preparation and implementation of the
5. Define and describe mediation as a method of intervention and problem solving.
MULTIPLE CHOICE QUESTIONS
The following questions conform to the standards required by CACREP, EPAS, and other
accrediting agencies.
1. Emotional closeness and agreement on values between parents and their children
has been directly related to:
A. behavior disorders.
B. reduced problem behavior.
C. consistent risk factor with behaviors.
D. enhanced peer interaction.
2. A theory that suggest that the attitudes and beliefs of peers are dominant
influences on adolescent drug use is called:
A. Peer Interactive Theory
B. Social Skills Interaction Theory
C. Cooperative Learning Theory
D. Peer Cluster Theory
3. Cooperative learning encourages:
A. social skills.
B. active learning.
C. working individually with a teacher.
D. passive listening.
4. A classroom that has check marks on the board for each “team” would probably
be using a behavioral management system of:
A. Cooperative Learning.
B. Positive Behavior Development.
C. Good Behavior Game.
D. Peer Support.
5. Goal interdependence, role interdependence, shared rewards, dependence on one
another’s resources, and a distributed division of labor is called:
A. Good Behavior Game.
B. Positive Interdependence.
C. Individual Accountability.
D. Group Process.
6. Which of the following is a critical element of an effective peer tutoring program?
A. Only top academic peers should tutor
B. Peers tutoring younger students
C. The degree to which students are prepared to tutor
D. Matching the age of peers with students to be tutored
7. A problem solving process that enables individuals to resolve disputes that are
troublesome is called:
A. effective dispute management.
B. self-regulation theory.
C. problem-solving management.
D. mediation.
8. Which program depends highly on positive interdependence?
A. Peer cluster theory
B. Peer facilitation
C. Cross-age tutors
D. Cooperative learning
9. Students who act as peer facilitators benefit from their participation by:
A. improving their grades.
B. meeting community service obligations.
C. building skills in problem-solving.
D. meeting academic requirements for college entrance.
10. Prevention programs focused on self-esteem and ego-enhancing approaches
during the:
A. present time.
B. 1960s.
C. 1970s.
D. 1980s.
11. Which approach is not necessary in decreasing problem behaviors?
A. The scare approach
B. The self-esteem approach
C. The self-criticism approach
D. The social skills training approach
12. The peer group exemplifies:
A. the world outside the home.
B. troublesome behavior.
C. positive behavior.
D. a controlled learning environment.
13. Which of the following is not developed within peer group interaction?
A. Compliance
B. Leadership
C. Aggression
D. Passivity
14. Peer cluster theory provides a way to operationalize:
A. conformity.
B. peer pressure.
C. social contexts.
D. aggression.
15. Peer clusters are interactive wholes.
A. True
B. False
16. In which learning situation did high-ability children demonstrate the highest
levels of academic achievement?
A. Cooperative
B. Competitive
C. Individualistic
D. Traditional
17. Cooperative learning decreases active learning.
A. True
B. False
18. Students who work in cooperative learning environments are more likely to
develop a respect for diversity.
A. True
B. False
19. One explanation for why cooperative learning could especially benefit LGBT
students is that:
A. they could meet other LGBT students.
B. other students could get to know them as individuals, when previously they
might have been shunned.
C. more ethnic students will meet them.
D. they will associate with high-ability students.
Copyright © 2017 Cengage Learning. All Rights Reserved.
A-head: Cooperative Learning and Peer Support Networks
20. Which of the following is not a component of the Good Behavior Game?
A. Team membership
B. Classroom rules
C. Monitoring behavior
D. Discouraging competition
21. What do cross-age tutoring programs not improve?
A. Foreign language acquisition
B. Use of scientific words
C. Reading scores
D. Thinking skills
22. Which learning environment is not inferior to peer tutoring in providing better
gains in math scores?
A. Computer-aided instruction
B. Cross-age tutoring
C. Reducing class size
D. Extending the school day
23. Much of the success of peer tutoring depends on the readiness of the school to
accept the program.
A. True
B. False
24. Which of the following is not an aspect of one method of peer tutoring?
A. Praise
B. Provoke
C. Pause
D. Prompt
25. Students need an incentive for participating in peer tutoring programs.
A. True
B. False
