Peers as Change Agents: A Guide to Implementing Peer-Mediated Interventions in Schools - Paperback

by Tai A. Collins (Editor), Renee Oliver Hawkins (Editor)

In schools, much of the responsibility of implementing interventions to improve outcomes for students falls on teachers, which may lead to capacity and resource issues. One solution to this problem is the use of Peer-Mediated Interventions (PMIs), which include a variety of approaches that utilize similar individuals to the target student (e.g., students in school-based interventions) as interventionists or behavior change agents. Although there is a wealth of research to support the effectiveness of students as interventionists, peers remain an under-utilized resource in school-based intervention delivery.

Peers as Change Agents is a comprehensive resource for school-based professionals working to incorporate PMIs across academic, behavioral, and social-emotional interventions. The text synthesizes the current research on school-based PMIs and distills the literature into concrete strategies that can be easily implemented in school-based contexts. Building on the foundational principles of PMIs, the authors reconceptualize this work into three new categories: Peer-Mediated Academic Interventions; Peer-Mediated Behavioral Interventions; and Peer-Mediated Group Supports, to better address students' unique needs. Chapters also highlight the advantages of PMIs, including their potential for cultural relevance. As school staff continue to grapple with the practical challenges of ensuring equity in student outcomes, Peers as Change Agents provides educators, school psychologists, and counsellors effective and efficient tools to support students as change agents in their own learning
communities.

Author Biography

Tai A. Collins, PhD is an Associate Professor and Coordinator of the School Psychology Program at the University of Cincinnati. Dr. Collins' research focuses on time- and resource-efficient interventions in urban schools. He publishes extensively on of peer-mediated interventions, including group contingencies and peer-mediated behavioral interventions. Dr. Collins is also interested in efforts to reduce disparities in the use of discipline, as well as social justice training and practice in school psychology. Dr. Collins currently serves as Associate Editor for the Journal of School Psychology and has served as an Editorial Board Member and ad hoc reviewer for several peer-reviewed journals in school psychology and education.

Renee O. Hawkins, PhD is a Professor and Director of the School of Human Services at the University of Cincinnati. She is a Licensed Psychologist and Nationally Certified School Psychologist. Dr. Hawkins' research focuses on identifying effective school-based interventions to promote positive academic and social emotional outcomes for children, including children with disabilities. Dr. Hawkins serves as Associate Editor for the Journal of School Psychology and the Review Journal of Autism and Developmental Disorders.