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Peer education programs can be an effective means of combating
peer pressure and addressing issues related to teen pregnancy, HIV
and STDs. Since peer-to-peer influence is pervasive, particularly
in regards to sex, it is appropriate for teens to encourage, support
and educate their peers to make healthier decisions. Many people
believe that a peer education program can be powerful, but are uncertain
about how to develop a program or even if they should start one.
In these pages, you will find basic information that can help you
establish a program with the potential for growth.
Peer education can be delivered in a variety of formats such
as theatre, workshops, street outreach, individual educational sessions,
or the development of educational material (pamphlets, videos, posters
or murals). The overall goal, regardless of the format, is to
encourage healthy behavior. By providing knowledge and skills, addressing
attitudes, offering support and resources, we aim to promote physical,
emotional and mental well being. Every program will have different
needs depending on the neighborhood, setting (i.e. school, CBO or
clinic), budget, etc. The most important elements in creating a
strong program are dedicated individuals and a thorough plan.
Start by developing realistic program goals and objectives.
Setting obtainable objectives will not only allow you to experience
success, but will also leave room for you to redirect and grow.
Next, develop a list of what you will need to accomplish your goals.
Although it may be tedious, it’s essential to create a chart
that contains a step-by-step guideline for each component (staff
development, youth recruitment and training, implementation of projects,
facility, evaluation, etc.). It should also include a timeline,
budget, and person in charge of each area. Consult with other peer
education programs that can help you explore areas of concern. This
investigative stage is very helpful. By consulting with other youth
providers, you can identify potential obstacles and develop strategies
to resolve them.
Peer education programs are ideal for creating an environment
where adults and teens work together with a common goal. This
dynamic allows adults to mentor youth and be advocates for teens
in the community. Adults can also empower youth by educating them
on teen rights to health care. Before entering our programs, teens
usually have remarkable abilities. They just need someone who believes
in them and who will bring out their strengths, allowing them to
grow. The ultimate goal is to build a bridge between the adult and
adolescent worlds by creating positive, constructive relationships.
Relationships where the adults listen and support the teens without
enforcing their will and personal values.
An ideal peer education program has a two-fold purpose. The
obvious one is that the adolescent peer educators provide education
for their peers. The second, which may be overlooked by some, is
that the peer educators are clients, too. Besides training and guiding
teens in their role as peer educators, we are in a position to support
them in their personal lives. Communication skills can help them
improve relationships with peers, family and partners. Experiences
and skills acquired as peer educators can come in handy in college
and/or at other jobs.
Sometimes, peer educators are unrealistically and unfairly expected
to be role models. It’s important not to put our agenda
ahead of their needs and beliefs or judge their behavior. A teen
may feel overwhelmed or demoralized if s/he believes they let someone
down. We must be careful not to put peer educators in situations
that are too difficult for them to handle. While peer educators
may set an example, their overall goals should be to educate and
support their peers. We must praise peer educators for their individuality
and accomplishments. Likewise, the clients who they work with should
also find their own individuality and strengths, not imitate someone
else.
Working with young people is extremely rewarding, mainly because
they keep us on our toes. They force us to be prepared to confront
challenges and resolve conflict. Our interactions with teens need
to be handled firmly, but with compassion. We should be flexible
and able to adapt to the situation. We must recognize that we don’t
always have to have the answers. Support systems such as meetings
with colleagues and training for the staff and peer educators should
be incorporated. We must allow ourselves to grow as supervisors.
Our relationships with teens can have a lasting influence on their
self-esteem, work ethics, educational endeavors, community efforts,
and desire to support teenagers when they become adults. Mostly,
we must acknowledge and appreciate that a young person sharing their
life with us is rare, powerful, and a precious experience.
GETTING STARTED :
- Develop realistic goals and objectives.
- Consult coordinators of existing peer education programs.
- Encourage youth involvement. Youth need to be involved from
the very beginning.
- Write, in detail, all the components (staff recruitment &
development, facility needs, youth recruitment & training,
implementation of interventions, evaluation, etc.) and how they
will be accomplished.
- Develop a timeline indicating the specific game plan including
when, how and by whom the projects will be done.
- Calculate all expenses including salary, transportation,
food, equipment, supplies, educational material, staff development/training,
etc.
- Consult with staff from your institution to get their support
and to trouble shoot any potential areas of concern.
- Build a network with peer education programs and other youth
programs in the community.
RECRUITMENT PROCESS:
- Prior to recruiting potential peer educator candidates determine
specific criteria. Decide what you expect peer educators to do,
the ages and personality traits most suitable to accomplish these
tasks and the required level of commitment.
- Consider recruiting youth that vary in age, gender, race, culture,
sexual orientation and personality. A group of peer educators
representing a broad spectrum of teens will encompass more ideas
and thus more possibilities.
- Create and utilize a system of recruiting that allows you to
assess the applicant’s potential as a peer educator. This
process should allow you to determine the applicants’ comfort
with the issues. For instance, an applicant who just found out
a close family member is HIV+ might need some time to deal with
their personal lives before they can help anyone else.
- Components of recruiting may include asking youth to complete
an application, be interviewed, participate in a peer led intervention
and/or attend an orientation.
- Provide a comprehensive training that goes beyond gaining knowledge.
They should explore their beliefs, feelings and behaviors, while
gaining skills to become effective peer educators.
- Select topics the peer educators will feel comfortable addressing.
Educating about date rape can be more challenging than educating
about pregnancy prevention. If you choose to work with the more
difficult issues, you may want to start with the fundamentals.
BASICS :
- Be sure everyone is clear about his/her roles and responsibilities.
You may want to develop a contract that clearly states job expectations.
- Establish the program’s philosophy on issues such as
personal disclosure, whether peer counseling is acceptable, and
how long peer educators can stay in the program.
- Put everything in writing and keep detailed records.
- Create a schedule for each peer educator or for the program
so that everyone is clear about what is expected.
- Deal with interpersonal issues (relationships) among youth
in your program.
- Create a system where health educators and peer educators
can safely provide feedback. Incorporate time right after an intervention
to provide positive feedback and to offer suggestions to one another.
- Periodically, meet privately with every youth and staff member
to acknowledge strengths and encourage growth. This is a good
time to set personal goals.
- Enhance interpersonal relationships and job skills by developing
communication skills. Model effective communication by utilizing
assertive communication such as talking with others, not talking
down to them.
- Incorporate opportunities for group bonding and developing
trust between members.
- Incorporate social functions to recognize the youth outside
their day-to-day activities (i.e., attend a play or movie possibly
related to issues you address or make an end of the year get-together
to celebrate accomplishments).
- Provide incentives for peer educators such as stipends, food,
transportation, letters of recommendation, tutoring, internships
and the development of resumes.
STAFF EXPECTATIONS:
Expect that projects will take longer and require more preparation
than if staff members did it themselves. Allow time for planning
and debriefing before and after each intervention.
Strategies for staff working with youth:
- Listen carefully to everyone’s ideas. Be open minded
and flexible.
- Be respectful, courteous and non-judgmental, and expect the
same.
- Set clear relationship boundaries.
- Keep it confidential. Be clear about any exceptions (i.e.
suicide attempts can not be kept confidential).
- Be realistic about your expectations.
- Be supportive.
- Be present without being overpowering.
- Encourage creativity.
- Realize that youth work at different paces and have different
strengths.
- Recognize everyone’s unique ability.
- Provide clear and specific instructions.
- Have accurate up to date information.
- If you don’t know something, admit it.
- Support youth with their personal issues. Provide medical,
mental health, educational, recreational and vocational resources
and referrals.
- Don’t hesitate to give constructive suggestions.
- Be consistent.
- Challenge peer educators to accomplish their goals.
The staff needs to work together to convey the same message. When
staff have different expectations it can get confusing and complicated.
Under those circumstances the probably is that the peer educators
will refer to whatever is most convenient for them. Consider instituting
staff meetings to discuss expectations and strategies for reducing
the possibility of "splitting".
Staff should foresee and set parameters in situations where the
peer educators may be vulnerable (ie. Staff members should safeguard
youth from revealing personal information to the media or during
workshops/outreaches if the ramifications have not been discussed).
BEYOND BASICS :
- Keep yourself and the youth informed. Read, attend trainings,
invite guest speakers, etc.
- Conduct on-going meetings to receive training and share ideas.
- Continually update educational materials and resource lists.
- Enhance peer educator skills by providing stimulating and
challenging projects. Be alert for signs of burn out or boredom.
- Experienced peer educators should help train and/or mentor
new peer educators/trainees.
- Develop small committees consisting of peer educators and
staff for the various projects.
- Consider hiring a consultant who specializes in areas the
program needs to enhance.
Once the program is off the ground, it is important to evaluate
the program to make sure you are headed in the "right"
direction.
- You may want to invite or visit a peer education program
to share ideas (compare notes) and ask questions.
- Conduct focus groups with the peer educators and/or your
target audience.
- Develop questionnaires to assess the entire program or components.
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