S.P.E.E.K. Sinai Peers Encouraging Empowerment through Knowledge

 

Youth Providers

Developing A Peer Education Program:

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.

GUIDELINES TO DEVELOPING A PEER EDUCATION PROGRAM

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.