International Journal of Economy, Management and Social Sciences, 2(6) June 2013, Pages: 477-484

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International Journal of Economy, Management and Social Sciences

ISSN
2306-7276

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The Importance of Promoting the Value and the Role of

Peer Counseling among Students in Secondary Schools
Judith Chemutai Bett
C/o Utafiti Foundation, P.O Box 884-30100, Eldoret, Kenya.
AR TIC LE INF O

AB STR AC T

Keywords:

Peer counselling in an interactive relationship within age groups aimed at influencing positive
behaviour change. The peers discus their problems amicably without getting involved in bad
behaviour and consequently improve their academic performance. This paper undertakes a review
of issues that have been raised on the importance of promoting effective peer education and
counselling in secondary schools with a view to sensitizing the teachers, head teachers and other
education stakeholders on the role of Peer Educators (PEs) and Peer Counsellors (PCs) in students
lives in secondary schools. The methodology adopted is theoretical, as the paper engages in
discussing the importance of promoting the value and the role of peer counselling among students.
From the information discussed in this paper, the school management, among other stake holders,
may see the need of promoting effective implementation of peer counselling programmes in order
to reduce vandalism, truancy and school drop-outs among students in secondary schools.

Importance
Promoting
Value
Role
Peer Counseling
Students
Secondary Schools

2013 Int. j. econ. manag. soc. sci. All rights reserved for TI Journals.

1.

Introduction

Across the world, students experience social, personal and academic problems at school and at home. The problems include living in
distressed families, for example, where parents are divorced or separated, or where family conflicts occur and where diseases such as
HIV/AIDS are rampant. These problems negatively affect the students in their school endeavours. Students are affected when their parents
and relatives suffer from HIV/AIDS. They are distressed as they care for ailing and dying parents or relatives (Nziramasanga, 1999). The
HIV/AIDS pandemic has turned millions of students into orphans with an uncertain future (UNESCO, 2002).
Apart from HIV/AIDS, Robinson (1996) states that social experimentation in drugs and sexual relationships has left some casualties among
students, most of whom also indulge in drugs, prostitution, truancy, poor discipline and other misdemeanours (Robinson, 1996;
Nziramasanga, 1999). The outcome of the above problems has been summarized by Lines (as cited in Davis, 2003) who views the school
as a hive of activity where teenage difficulties and peer group tension arise. In the light of these problems, schools should be more involved
in conducting students needs assessments and developing comprehensive Guidance and Counselling (G&C) services (Kameen, Robinson
& Rotter, 1985).
Nziramasanga (1999) states that because of many pressures imposed on the family, parents tend to have little time with their children to
give them the necessary guidance. The parents expect the school to provide solutions to their children's indiscipline in secondary schools.
UNESCO (2002) adds that African adults have become more concerned with earning money and are less occupied with many traditional
practices that formerly contributed to the upbringing of young people. Rapid sociological changes emanating from modernization and
urbanization stress students. There is also an increase in the divorce rate and in the number of single-parent families all over the world
which is also a stress factor for students (Yuk Yee & Brennan, 2004).
Gora et al. (1992) argue that the increase in diverse student problems and the current economic situation have made the need for effective
counselling services even more critical than in the past. According to Mapfumo (2001), students experience immense psychological
pressures in today's world. Madhuku (2005) concurs with Gora et al. (1992) and Mapfumo (2001) when she states that there are a number
of socio-economic and psychological problems which disturb the learning process of students. In other words, the growing number of
social, economic and family problems has resulted in an increased need for School Peer Counselling services, hereafter referred to as PC
services.
Robison et al. (1991) have found that rapid developmental changes occur at a time when environmental stressors, for example, parental and
teacher pressures on young people to excel in school, peer pressure to experiment with drugs, conflict in families or peer relationships,
loneliness and pressure to make career choices are at their peak. McGuiness (1998) adds that adolescents bring the following problems into
the classroom: uncertainty about sex roles, a feeling of dependence and simultaneously a desire to be autonomous, and difficulty in making
and sustaining significant relationships. Thus, adolescence is an intense time to change, where many battles for self are won and lost (Bruce
& Cockreham, 2004). Students experiencing the above-mentioned problems need information, understanding and guidance to help them
adjust to all the changes (Chireshe, 2006).
* Corresponding author.
Email address: cjudith48@gmail.com

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Peer counselling is when students offer guidance and counselling services to their peers. Effective School Counsellors do not offer needs
assessment, orientation, information and counselling services on their own. They make maximum use of peer educators (PEs) (Chireshe,
2006). In America, Peer Counselling (PC) is achieved through coaching and training students. They are trained in basic listening and
helping skills of problem-solving and decision-making (Borders & Drury, 1992; Myrick, 1989; Lepan, 2001). Robinson et al. (1991)
indicate that school counsellors select PEs by asking students to give names of two students to whom they would go if they had a personal
problem. Students with the highest number of votes receive PC training. PEs assist school counsellors in showing new students around the
school, listening to peers who have concerns and providing outreach activities. The PEs are encouraged to refer 'their' clients to school
counsellors. Use of PEs ensures PC services reach a wider audience (Chireshe, 2006).
In Botswana, PC is based on the understanding that students tend to relate more to those peers with whom they are comfortable (UNESCO,
2000). According to Chireshe (2006), the PEs assist in identifying students with problems and making referrals to the school counsellors.
The Botswana situation is similar to the one found in Uganda. Rutondoki (2000) argues that in Uganda, PC for adolescents is important
because it enables them to discuss freely and express personal problems about parents, the authority and themselves in a free and frank
manner. PEs provide information that the adults would normally not be prepared to discuss.
The rationale of peer counselling is based on the assumption that people who share similar characteristics and age tend to influence one
anothers behaviour significantly. This is because a peer will help answer some of the trivial questions that are outside the experience of the
teacher or parent (Wango, 2009). Tindi and Silsil (2008) observe that learning institutions are dynamic and students are faced with many
learning and life problems. Through peer counselling, peers interact and provide care and concern to each other when confronted with
disturbing issues through self understanding (MOEST, 2004). Brown (2005) suggests that peer counselling and building close relationships
are key to personal empowerment, that is, the ability to choose ones actions.
According to Mutie and Ndambuki (1999), peers in the African communities had control over each other's behaviour through open
disapproval of an unacceptable behaviour, continuous rebukes till behaviour ceased unacceptable and keeping sexual violators from
interacting with their peers. The Ministry of Education through the Report of the Presidential Working Party in Education and Manpower
Training for the next Decade and Beyond (The Kamunge Report, 1988) and the Commission of Inquiry into the Education System of
Kenya (The Koech Report, 1999) recommend that PC services be established in all Educational Institutions to motivate the youth to
express their desire to protect themselves against HIV/AIDS and other social and psychological problems. PC was therefore integrated into
the Guidance and Counselling Programmes as a remedy for clients whose struggle revolve around problems in coping with demands of life
and learning. The development plan (1997-2000) also recommended that counselling be enhanced in learning institutions. In response to
this, peer education and counselling clubs (PECC) have been established in schools and training colleges (KIE, 2004).
According to Makinde (1984), students at secondary schools who have left the security of their home environments often present a great
variety of problems other than solely academic ones. Socially, the students may become maladjusted or experience interpersonal adjustment
problems with their colleagues or their teachers. Through PC, the PEs help the students to socialise hence creating an atmosphere of sharing
and acceptance (Gladding, 2004). Tindi and Silsil (2008) observe that peer group interactions enable both PEs and students experience
increased self-esteem and greater ability to deal with adolescence related problems. Under pressure to find solutions to increasing social
problems among children and adolescents, educators have developed an array of intervention programmes. One of these effective
intervention programmes is the PC (Tindi & Silsil, 2008). The programmes aim is to address the behavioural, social and academic
adjustment of at-risk children and adolescents so they can receive maximum benefit from their school experiences. In PC, when a student
counsels a fellow student, the student is at ease, especially when they share the same environment, social status, economic status and class
among other things (Lutomia & Sikolia, 2008).
PC contributes an environment conducive to learning and care needed by educational institutions to reduce vandalism, truancy and school
drop-outs (Ministry of Youths & Sports, 2008). The Kenya Institute of Education (KIE, 2004) argues that PC has proved successful in
reducing drug and substance abuse as well as risky sexual behaviour. The KIE has further observed that although PC is a recent
phenomenon in Kenyan schools, it is rapidly gaining momentum and is therefore an important alternative tool in enhancing positive
behaviour change and academic achievement among students.
According to Wango and Mungai (2007) and Tindi and Silsil (2008), the head teacher (HT) and the teacher counsellor (TC) continuously
consult on issues of moral interest and concern that pertains to the school. Through their supervision, the Guidance and Counselling
Department fulfils its activities which include effective implementation of PC among students. Wortman (1999) posits that perceptions
influence what is valued or prompt overlooking the things that do not fit in the scheme. Perceptions enable an individual to construct an
effective model of reality using psychological processes (Ruch & Zimbardo, 1971). According to Bor et al. (2002), perceptions of Head
Teachers on PC as an interactive helping process are crucial in effectiveness of peer counselling. The TC offers intellectual skills to the
students and teach good morals and values (Landsberg, 1993).
According to the Report from the District Education Officer (DEO), Molo District, Kenya (MOEST, 2008), student absenteeism, drug and
substance abuse, unwanted pregnancies and promiscuity among others has resulted in truancy and poor academic performance in secondary
schools. Further, the DEOs Report indicates that the District's Kenya Certificate of Secondary Education (KCSE) mean score had
remained below 5.00 from the year 2005 to the year 2008. This, among other issues, raises questions on the effectiveness of the
implementation of PC services among students in public secondary schools in Kenya. Effective PC in schools supplements the provision of
G&C services hence promoting positive behaviour change among students and improvement in academic performance. It is the
responsibility of the HTs and TCs to promote effective PC among students in schools. This paper therefore undertakes a review of issues
that have been raised on the importance of promoting effective peer education and counselling in secondary schools with a view to
sensitising teachers, head teachers and other education stakeholders on the role of PEs and PCs in students lives both in and out of school.

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1.1. Definition of Peer Counselling

According to Mutie and Ndambuki (1999), peers are people who are of the same age, rank status or ability. In this case, they are friends or
age-mates, who learn, talk, compare ideas and do things together. A peer is a person whom one meets in terms of approximate equality, a
companion or fellow. Influence of peers can be positive or negative (MOEST, 2004). Santrock (2005) postulates that peers are adolescents
who are about the same age or maturity level and tend to be similar in their attitudes towards school, school achievement and their
educational plans. When peers are in academic settings, in which peer models value learning, take school seriously and aspire to academic
success, their own attitudes and behaviours tend to change to an extent that they accept and imitate the academic striving of their new peers.
Counselling is the skilled and principled use of relationships that develop self-knowledge, emotional acceptance and growth. Counselling
seeks to address and resolve problems, help one in decision-making while also assisting them to cope with crises. Counselling is also
concerned with helping individuals to work through feeling and inner conflicts so as to improve relationships with others (Arudo, 2006).
Counselling is concern for feelings, attitudes and emotional dispositions of an individual about oneself and the situations facing him
(Makinde, 1984). Eggert (1996) defines counselling as the process of assisting someone explore and resolve difficulties they encounter,
clarify conflicting issues and helping that person discover alternative ways of managing themselves and situations so that they decide what
kind of action or behaviour is helpful to them. The Ministry of Education Science and Technology (MOEST, 2002) observes that
counselling is a relationship between a helper and a person with a need. Therefore, counselling can be said to be that process where
individuals are helped to reach their self-determined goals by allowing individuals make choices from realistic alternatives. Counselling is
the work of the heart and helps improve the self-image of the young ones, and that positive self image leads to broadening of educational,
occupational, civil and personal ambitions.
According to Makinde (1983), counselling is an integrative process between a client, who is vulnerable and who needs assistance, and a
counsellor, who is trained and educated to give this assistance. The goal of the interaction is to help the client learn to deal more effectively
with him/herself and reality of his environment. Mutie and Ndambuki (1999) aver that counselling denotes a relationship between a
concerned person and a person with a need. This relationship is usually person-to-person, although it may sometimes involve more than
two people. It is designed to help people to understand and to clarify views of their life space, and to learn to reach their self-determined
goals through meaningful, well-informed choices and through resolutions of problems of an emotional or interpersonal nature. Further, they
observe that in the traditional African Societies, counselling was given in two major forms, advice-giving and wisdom-sharing. According
to Wango and Mungai (2007), counselling is a helping process that uses safety engendered by a special kind of relationship to help
individuals to get access to a greater part of their personal resources, as a means of responding to the changes of their lives. It uses specific
skills and techniques in that relationship to help people become more competent, more contented and more creative.
Tindi and Silsil (2008) define counselling as the skilled and principled use of relationships that develop self-knowledge, emotional
acceptance and growth. It seeks to address and resolve problems, help one in decision making while also assisting one to cope with crisis. It
is also concerned with helping individuals to work through feelings and inner conflicts so as to improve relationship with others. Further, a
gradual shift from the extended to the nuclear family or single-parents family, heavy reliance on cash economy against a back-ground of
widespread poverty and infiltration of elements from foreign cultures through mass media to our societies have denied the environment
conducive for children to grow up. In traditional Africa, counselling ensured the preservation of the society, its moral fibre, obligations,
respectability and continuation of a stable community. This was possible because various communities had comprehensive counselling
systems which have gradually disintegrated. The school and other modern counselling facilities therefore have the responsibility of
providing counselling services (Mutie & Ndambuki, 1999).
According to Wango and Mungai (2007), counselling has evolved rapidly. It currently contains within it a variety of different themes,
emphasis, practices, and schools of thought. There exists a wide diversity in counselling practice among them group counselling, couple
counselling, one-to-one counselling, family counselling, counselling through written material such as books and self-help manual,
counselling on the internet, via email or messaging, guidance and counselling in schools and PC. Counselling in the educational system has
adapted quickly to these changing patterns and aim at helping develop the individuals intellectual, social, physical and spiritual capacities.
Owing to the large student population in schools and the low number of TCs, PC is one strategy that has been adopted to help the students
in need of counselling (MOE, 2009).
1.2. Limitations
This paper is based entirely on a review of past studies and literature on peer counselling. The discussion is thus theoretical in nature, and
hence most of the issues raised need to be verified through empirical studies. Despite this limitation, this paper provides incisive analysis of
issues raised and perspectives taken by various scholars on the issue of peer counselling in schools. In this way, the paper acts as a point of
references for further studies on this area.

2.

Main discussion

2.1. Peer Counselling in Secondary Schools

Fuhrmann (1986) has said that PC is based on the knowledge that young people listen more carefully to people who are like themselves in
age, race, gender and social economic status. They also share similar experiences and developmental milestones. According to Carr
(1994),PC refers to the concerted attempts to harness the capacity that peers have to console, appease, befriend one another, to mediate in
conflicts and to reconcile those alienated from each other. In PC, peers interact and provide help to each other when confronted with
disturbing issues. Care and concern is shown towards a friend who has a problem, with a view to helping the friends personal growth and
positive change through self-understanding (MOEST, 2004). Lutomia (2007) believes that PC is the formal way students assist each other;
it is popularly known as Peer Facilitator Programme.

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Tindi and Silsil (2008) observe that PC programmes have addressed the social problems that affect students in schools. Gothard and
Goodhew (1987) observe that majority of todays learners are faced with numerous crises ranging from human sexuality, peer pressure,
drug and substance abuse and harmful traditional practices. They further note that some learners are witnesses or victims of atrocities that
psychologically traumatize them, for instance, family violence, road accidents, rape and murder. Mutie and Ndambuki (1999) observe that
some of the problems experienced by peers include drug abuse, anger, violence, sexual pressures, STDs, Communication, Rebellion,
Pornography (through videos, TV influence), Masturbation, Incest and Rape and Unwanted pregnancies. Tindi and Silsil (2008) postulate
that in a school setting, students express their difficulties through various ways: withdrawal, unhappiness, annoyance, anger, inability to
meet needs, lack of knowledge, partial or total failure, anxiety, inability to turn aspirations into fruition and hyper-activity.
According to Furhmann (1986), adolescent period is where disclosure of ones personal problems is greater to peers than to parents, and
greater to same sex than to other sex friends. PC is thus an appropriate method in behaviour modification because when students get
together to share ideas, they form a peer group, where there is an interactive approach and hence participative learning. Peer group learning
creates a more informal atmosphere which promotes a free exchange of ideas, increases group expertise and is cost effective. It also assists
in changing attitudes by reinforcing learning and providing feedback from team members (Commonwealth Secretariat, 1997). PC has a
supplementary role in that it has been adopted as one good strategy that would be of benefit in helping the students in need of counselling
owing to the large student population in schools and the low number of teacher counsellors (MOE, 2009).
PC is the encouraging concerted effort to harness the capacity which group members sharing common interests may console, appease,
befriend, mediate and reconcile those who are alienated from one another informally without resorting to discipline or depending on
professional or those in authority within organization or institution. PEs are para-professionals selected from the group to be served,
trained, and given on-going supervision to perform some key function generally performed by a professional (Arudo, 2006). PEs are
students appointed by their colleagues or the school administration in an effort to open greater link between individual students (Ndichu,
2005). It is based on the assumption that individuals as natural helpers provide spontaneous and informal support to peers experientially
(Arudo, 2006). When supported and developed, they may become the best group to reach out to the needy students.
Students contact fellow students when they are experiencing problems and concerns before they approach their teachers especially in
matters they consider embarrassing such as rape, Sexually Transmitted Infections (STIs) (Arudo, 2006). It is easy for them because of their
closeness to their colleagues to notice stress symptoms and refer such cases to the counselling department before it is too late. Cases of
substance abuse and mental ill health would be apprehended long before they become indiscipline cases if PEs are empowered. Students
who have issues of concern may be easily identifiable by a counsellor who mingles with them during co-curricular activities. As Ndichu
(2005) suggests, if the student cannot come to you, go to them. They cannot resist their colleagues.
PC training is therefore empowering students both individually and collectively in a system. The activities of PC can flourish in settings
where there is an already established system for working together in cooperation with one another and where people support the values of
caring about others. It works where there is concern for a belief in relationships that is based on hierarchies. It can take root or be sustained
over time if the pioneering individuals in the organization are committed to its development. Individuals must have characteristics of
having interest in innovation or changes in human systems (Arudo, 2006). In school situation, they may be able to assist their colleagues
enjoy enhanced self-definition, reduce anxiety, have confidence and improve performance.
2.2. Selection and Training of Peer Counsellors
Mamarchev (1981) observes that PEs fall under the general fabric of para-professionals, that is, those without extended professional
training who are selected from the group to be served, trained and given on-going supervision to perform certain key functions generally
performed by a professional counsellor. Gladding (2004) says that Peer Educators are specially selected and trained students who serve
their fellow students and teacher counsellor in positive and unique ways. They serve as role models that dispel the normative concepts that
all youths are involved in risky behaviour (KIE, 2004). According to Tindi and Silsil (2003), PEs are students appointed by their colleagues
or the school administration in an effort to open greater link between individual students. They are recruited from the population to be
served and trained in skills related to direct helping relationship. PEs are selected with care to ensure that the best in terms of character and
academic performance are drawn. The goal is to ensure that students would be valued and respected by their peers when need arises (Mugo,
2005).
The information on basic qualifications emphasize on commitment to helping others and the ability to interact with a variety of people,
willingness to accept standards of ethical conduct such as confidentiality of information and willingness and ability to work within the
philosophy and goals of the programme (Delworth & Brown, 1977). Besides these basic qualifications, effective PEs have been found to
posses the facilitative skills of empathy, genuineness and respect for others (MOE, 2009). The content of PC training usually covers three
areas: Firstly, information about the policies, procedures and organization of the program; ethical and legal considerations such as
confidentiality; ways of establishing support networks and sources of support and the limitations of the PE, including signs which indicate
when professional help is needed and the procedures for referral.
Secondly, PC training consists of the content area, like job-specific information, which relates to particular program objectives, e.g. to
provide academic advising, tutoring, career guidance or group counselling. Thirdly, interpersonal skills training, that is, effective
management of relationships: key life skills such as decision-making, problem-solving, social conflict management and resolution,
meditation, self-management skills, cognitive structuring, relaxation, assertiveness, self awareness, awareness of others, basic counselling
skills including the skills of attentiveness, listening, responding, empathy, understanding ones values, stereotypes and prejudices, referral
skills and sexuality education (MOE, 2009). PEs provide Peer Education which involves teaching peers decision-making skills to help
combat the impact of negative peer pressure (Ministry of Youth and Sports, 2008).

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2.3. Roles of Head Teachers and Teacher Counsellors in Promoting Peer Counselling
The Ministry of Education through the Report of the Presidential Working Party in Education and Manpower Training for the next Decade
and Beyond (The Kamunge Report, 1988) and the Commission of Inquiry into the Education System of Kenya (The Koech Report, 1999)
recommended that PC services be established in all educational institutions. Sisungo (2002) observed that problem-solving is one of the
responsibilities of the HT and PC on the other hand is one of the methods of solving problems in secondary schools. By promoting
effectiveness of PC among students in secondary schools, the HT therefore will have fulfilled the responsibility of problem-solving.
The school administrators role in promoting the implementation of the PC services involves clarifying the need for the PC programme,
outlining the benefits of putting efforts in its establishment, showing the relationship between successful learning and constructive
relationships, ensuring that the PC programme is firmly established, motivating involvement and encouraging individuals to maintain effort
(MOE, 2009). The HT is overall in charge of the school. S/he supervises the whole school programme and bears the ultimate responsibility
for performance, proficiency and effectiveness of all school programmes, peer counselling programme inclusive (Wango & Mungai, 2007).
In addition, the HT ensures the continuing professional development of TCs through training, attendance of seminars, conferences and
workshops and relevant courses. Where the TSC has not appointed an HOD for G&C, the HT identifies a teacher to be in-charge. S/he
therefore works closely with the TC.
The G&C department plays a vital role in the effectiveness of PC among students. This entails selection of PEs, formulation of the scope of
PC, budgeting for the training and induction of PEs on their roles and responsibilities, establishing a time schedule for the PC and planning
on other relevant aspects such as awareness, rousing, discussions and debate on PC (MOE, 2009). According to Palmer and McMahen
(1997), a TC is a person who is professionally educated with specialized training in counselling and related guidance services whose major
interest is for the normal developmental growth and solution to the problems of all the students for whom s/he is responsible. Makinde
(1984) observes that the TC in the secondary school plays a vital role through planning and developing the counselling programme based
on the students needs. The TC also through counselling relationship assists each student to understand oneself in relation to the social and
psychological world in which the student lives. The student therefore is able to accept oneself, develop personal decision-making
competences and resolve personal problems. Hendrix (1986) notes that a school counsellor is a planner and manager of educational
experiences of his/her students which will contribute to the development of knowledge, skills, personal qualities, habits of thoughts,
decision-making and proper attitude towards themselves and others as a preparation to adulthood.
The TC acts as the peer coordinator by providing supervision for peer group members and looking after the welfare of the students involved
in the scheme, not only the important issue of their emotional welfare, but ensuring that, time-wise, they can cope with their academic
work. The TC also organizes and provides appropriate training to the PEs and helps the group maintain a flow of new volunteers. In
addition, s/he provides assistance with general administration especially when it comes to raising money from the school bursar and
providing the group with an administrative budget for publicity and badges among others. The TC acts as a mediator within the group when
problems arise and deals with difficult issues within the group, for example, a member breaching confidentiality (MOE, 2009).
According to MOE (2009), PC among students in secondary schools is guided by objectives which are strived at being achieved. These
include:
i.

Promoting personal development in helpers

ii.

Creating a positive influence on the emotional climate in the school environment

iii.

Providing a bridge between troubled peers and friends: by listening rather than necessarily giving advice

iv.

Offering basic skills in supporting the other peers who might need psychological support for example the bereaved, alienated and
drug users

v.

Enabling the individual to meet personal needs in order to be more fully functional and take control of his/her life in different
settings

vi.

Reducing the amount of bullying in school by supporting those involved

vii.

Acting as an additional service to that provided by staff, that is complementing rather than competing with it

viii.

Providing support to pupils to act as a half-way house for situations which may need to be dealt with by those further up the
school hierarchy (MOE, 2009).

2.4. Value of Peer Counselling Among Students

The importance of counselling in schools is presented by Ndichu (2005) when he states that the modern society has changed so much. The
social safety nets that existed in traditional societies and ensured a somewhat stable environment for children to grow up in have all but
gone. Ndichu (2005) further adds that in a school setting, there are many difficulties which students may express through any of the
following ways: withdrawal, unhappiness, annoyance, anger, and inability to meet needs, lack of knowledge, partial or total failure,
inability to turn aspirations into fruition, anxiety and hyperactivity.
The Ministry of Education (MOE, 2009) observes that because PC takes advantage of the universalistic norms; that is similarity of a
particular set of people and their problems and the particularistic norms that is; why other peers are suffering socially and personally, there
is ease of understanding of each others problems and approachability. Wango and Mungai (2007) states that people will only listen and

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absorb each others ideas and opinions in the formal and informal groups of their choice. This is equally true of PC group in the secondary
school situation where students are often more perceptive and sympathetic than the teacher counsellor. They are the first to notice when
their own fellow student is worried or depressed, and they often confide in one anothers immediate concerns, fears and issues that disturb
them. Their reaction is immediate acceptance, both understanding and consoling, as well as provision of a warm and physical support. PC
thus promotes peer groups support (Wango & Mungai, 2007).
According to Lines (2006), peer counselling group is the best alternative for the adolescents need to identify with their peers. Peers join
cliques and groups for the various divergent reasons such as provision of personal needs of affiliation and companionship, for reward that is
either material or psychological; that is prestige & recognition, enjoyment and excitement, provision of information for raising of their selfesteem and as a means of gaining identity. In PC programmes, students address problems at home and at school, substance abuse and career
planning. Evidence indicates that both PEs and students experience increased self-esteem and greater ability to deal with problems (Tindi &
Silsil, 2008).
Training of PEs equip the youth with skills that enable them to assist each other with the developmental changes and issues emanating from
the changes such as the physical sexual, interpersonal, changing values, morals and religious beliefs and the move to independence
(Thomas, 1990). Furthermore, PC promotes peer group interaction which caters for the adolescents transition period from egocentrism to
higher cognitive abilities. This is a significant development from a form of thinking that Jean Piaget described as concrete operations to a
higher form of reasoning and abstract thinking, known as formal operational thought (Inhelder & Piaget, 1958). When a student attains
this level of development, the thoughts are not on self, but also on the opinions of others (Geldard & Geldard, 1999). The youngsters
ability to resolve the tensions and trials throughout adolescent transition depends upon socialization within a peer group and this is
enhanced through PC.
PC enable PEs increase their own personal growth and become more functional at higher levels, they become role models and the new
skills gained can be used in community service (MOE, 2009). PC programmes integrate into the range of preventive strategies that can
promote harmony, between the students and the school administration. PC reinforces the value of discussing problems and difficulties
experienced by the students amicably without resulting into violence that is, talk it out rather than act it out. This creates ownership
amongst the students of the need to maintain peace by recognizing the peers role in problem-solving (MOE, 2009). Frequently cited
benefits from the use of PEs include: expanded services and reduced costs because professionals are freed for other duties; traditional
counselling services enhanced by the unique abilities and skills of PEs; the opportunity to gain special insight into the needs and problems
of the group being served; and a bridge for the gap between professionals and the diverse groups they serve (Mamarchev, 1981).

3.

Conclusion and way forward

In the light of the many problems that students experience, scholars have recommended that schools should be more involved in conducting
students needs assessments and developing comprehensive Guidance and Counselling (G&C) services. Rapid sociological changes
emanating from modernization and urbanization stress students. Since parents and guardians in contemporary social set-ups are more often
too engaged in their childrens lives, they (parents) expect the school to provide solutions to their children's indiscipline in secondary
schools. As such the growing number of social, economic and family problems has resulted in an increased need for School Peer
Counselling services.
The rationale of peer counselling is based on the assumption that people who share similar characteristics and age tend to influence one
anothers behaviour significantly. It has been recommended by the Kenya Government, among other scholars, that PC services be
established in all Educational Institutions to motivate the youth to express their desire to protect themselves against HIV/AIDS and other
social and psychological problems. More research needs to be done to ascertain the establishment and effectiveness of these services and to
examine ways in which challenges to proper implementation can be eliminated in schools.
Scholars believe that peer group interactions enable both PEs and students experience increased self-esteem and greater ability to deal with
adolescence related problems.Effective PC in schools supplements the provision of G&C services hence promoting positive behaviour
change among students and improvement in academic performance. It is the responsibility of the HTs and TCs to promote effective PC
among students in schools. To test the ideas raised by various scholars as reviewed in this paper, the authors recommend that research
should be conducted to the impact of peer counselling on academic achievement of secondary school students. Apart from that,
comparative studies on the effectiveness of the provision of peer counselling services among students in public and private secondary
schools in Kenya would shed more light on the place of PEs and PCs in the lives of students both in and out of school.

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