AlAskA Peer educAtion ProgrAm guidebook - Alaska Department of

101 Pages·2012·7.33 MB·English

A lAs k A P e e r e d u cA t i o n
Pr o g rAm g u i d e b o o k
First Edition
o u r P r o J e c t t e A m
laura Herman
Project Coordinator and Writer
Heather Harris
Alaska Youth Advocates Project Supervisor and Content Editor
Jenny baker & sophie Wenzel
State of Alaska Project Supervisors
thomas Azzarella
Research, Content Editor, and Resource Identification
cara durr & brendan Joel kelley
Copy Editors
Andrea Appa
Research Assistant
Paxson Woelber
Graphic and Layout Designer
linda smoger & steven skolnick
Photographers
t Ab l e oF c o n t e n t s
chapter 1: introduction to Alaska Peer education guidebook 4
chapter 2: central Philosophy—Positive Youth development 8
chapter 3: Hiring, training, retention, and support of Program managers 12
chapter 4: setting up the Peer education Program 17
chapter 5: Hiring teen Peer educators 21
chapter 6: training and orientation of Peer educators 26
chapter 7: managing the Peer educator Program 30
chapter 8: decision making and Youth Voice 36
chapter 9: creating culturally sensitive Programs 39
chapter 10: staff evaluation 42
chapter 11: Program evaluation 44
chapter 12: in summary 47
t oolkits 49
4 AlAsk A Peer educA tion ProgrAm guidebook
chapter 1:
introduction to Alaska Peer
education Program guidebook
“A new, positive, and strength-based vision and vo- programming to the leading-edge of youth work.3
cabulary for discussing America’s young people has Through a deep-rooted respect for the power and
been gaining momentum and is beginning to replace energy of teens, adults have been helping teens to
long-held beliefs of the inevitable so-called storm and become engaged, proactive, civic-minded citizens
stress of adolescence and the predictable engagement in communities all over the nation and world. We
by youth in risky or destructive behaviors. When prob- are excited to be developing a new peer education
lems occur, they are viewed as only one instance of a program guidebook to aid Alaskans in creating
theoretically larger array of outcomes that include and managing transformative peer education
the possibility of positive developments. From this programs. These programs employ teens as paid
perspective, youth are not broken, in need of psycho- staff and provide learning opportunities for the
logical repair, or problems to be managed. Rather, all community and its members. When we engage
youth are seen as resources to be developed.” with teens positively, we see favorable results.
Robert M. Lerner et. al. Learning how to break down stereotypes and
Positive Youth Development: work with teens is a self-exploration about our
A View of the Issues interactions with those around us, and is about
being consistently intentional and mindful.
The core philosophy of Positive Youth De-
velopment (PYD) emphasizes youth’s strengths, Why the Peer education model?
abilities, and capabilities rather than their deficits.
This vision, coupled with the strong connection Peer education is effective because it can reduce
youth often have with their peers, has helped to the barriers between teacher and student, opening
make peer education a central strategy for teen up a space for discussion and growth where the
health education. teen participants and peer educators are ‘all in the
Research shows that peer education is as same boat.’ 4, 5 This perceived legitimacy through
effective as adult-implemented interventions. 1, 2 common experience helps youth see that their
Youth peer to peer education programs have been peers are thinking and forming healthy beliefs
around for about 50 years, and recent research about important issues they face.
and practice has brought a new approach in teen Peer education has consistently been
chapter 1: introduction to Alaska Peer education guidebook 5
shown to be as ef- “ I think teens prefer peer education because program. This person or
fective as adult-led they understand [a teen] more, and it’s less persons are responsible
interventions, some- pointing a finger, but it’s more like, I also for direct supervision
times even achiev- have experience with this, I know what you’re and management of
ing better results. 6, 7 going through. It’s helped me, so hopefully it the peer educators. The
Peer education has will help you. ” “executive director” or
the added value of “supervisor” refers to
Kisha Lee
stimulating growth, the person who provides
Peer Educator
skills and learning direct supervision for
Tundra Women’s Coalition
in the youth who are the program manager(s).
the educators. When These are four types
looking at the cost, hiring 4 part-time youth can of agents that have key roles in peer education
be equivalent to the cost of 1 full-time adult staff programs, regardless of an organization’s size.
member with greater benefit. Traditionally peer education programs are
volunteer based or for school credit, so this type
Who Are We talking About? of paid teen empowerment program charts a new
territory.9 Because paying teens as staff is a fairly
We refer to several types of agents in a peer new style of peer education, there aren’t many
education program. “Participants” are the youth guidebooks that directly address the adult-teen
that a program is targeting for the central benefit coworker relationship.
of the program. For example, the participants in We want to provide a comprehensive guide
Educating Peers with Intelligent Choices (E.P.I.C.) for adults involved in youth work, to address the
peer education program are at-risk, inner-city central issues, tensions, and structural needs of
youth, and they seek to provide resources and this work.
information to those
youth.8 “Peer educators,”
who are paid and
extensively trained for
their positions, are usually
teens who often have
had similar experiences
to those of the target
clientele. The “program
manager,” while referred to
here in the singular form,
could represent more than
one adult, depending on
the size and needs of a
6 AlAsk A Peer educA tion ProgrAm guidebook
Who is this guidebook for? paid for their work, and are not volunteers. For the
purposes of this guidebook, the classification of
This guidebook is designed to be a tool for “teen peer educators” includes any peer educators
individuals working in youth programs where from age 13 to 21. While many effective peer
teens are hired as paid staff in an organization. education programs can include adults as peers (e.g.
These programs may have distinct central goals HIV-positive adults reaching out to HIV-positive
for their teen peer education. Peer educators can adults), this guidebook focuses specifically on the
do a range of activities including, but not limited dynamics of managing teens in the workplace as
to: giving presentations in classrooms, conducting paid peer educator staff.10
outreach on the street, facilitating curriculums at
non-school residential facilities for youth, guiding About this guidebook
support groups, working as a teen advisory
council for a larger organization, or educating This guidebook was contracted through a grant
on community resources. The focus of a peer from the Office of Adolescent Health within the
education program may be on sexual education U.S. Department of Health and Human Services,
and HIV/AIDS prevention, or on tackling social which is being administered by the State of
issues like bullying or homelessness. Whatever the Alaska’s Division of Public Health, Section of
main focus of the program, these teens are being Women’s, Children’s and Family Health. Through
chapter 1: introduction to Alaska Peer education guidebook 7
the Peer Education “ We are very excited to be funding an AKPHAT curriculum or
to High Risk Youth innovative peer education program in Alaska. another peer education
– Alaska Promoting We strongly believe in the power of young curriculum. While this
Health Among people, and their ability to educate their guidebook is designed
Teens (AKPHAT) peers. We look forward to sharing the success with urban and rural
project, four of the model and to its future replication Alaska in mind, it can
grantees within throughout Alaska. ” also be used effectively
the State of Alaska in other areas of the
Sophie Wenzel
received funding Adolescent Health Program Manager nation and world.
Alaska Division of Public Health
for peer education We are excited
programs: Alaska to share our experience
Youth Advocates and research to share
(Formerly Alaska Youth and Parent Foundation) with you. In addition to this comprehensive
in Anchorage, Cook Inlet Tribal Council in guidebook, which covers the many facets of these
Anchorage, Kachemak Bay Family Planning Clinic programs, we have also included two toolkits
in Homer, and Tundra Women’s Coalition in with additional resources and sample documents
Bethel. This guidebook is informed by the Alaska to use throughout the creation, management and
Youth Advocates’ 17 years of peer education evaluation of your own program. Our goal was to
program experience, site visits to the other make this guidebook useful, comprehensive, and
grantee programs, and research on national and down-to-earth. As individuals working with youth,
international peer education programs, theories, we know how important it is to support adult staff
and strategies. We hope this guidebook provides while we mindfully support our teen staff. We are
suggestions for our partners, and for future excited to be providing some guidance and tools
peer education programs whether they use the that may aid your peer education program.
Endnotes
1 O’Hara P et al. peer-led AIDS prevention program for students in an al- 7 Rickert VI et al.Effects of a peer-counseled AIDS education program on
ternative school. Journal of School Health ; 66:176-182. knowledge, attitudes, and satisfaction of adolescents. Journal of Adoles-
2 Rickert VI et al.Effects of a peer-counseled AIDS education program on cent Health. ; 12;38-43.
knowledge, attitudes, and satisfaction of adolescents. Journal of Adoles- 8 Educating Peers with Intelligent Choices is a peer education program in
cent Health. ; 12;38-43. Albany, NY. It is part of Equinox, Inc. http://www.epicthecure.blogspot.
3 Bleeker, Annie. 2001. Presentation for the 2nd International Drugs and com/ and http://www.equinoxinc.org/
Young People. In 2nd International Drugs and Young People Melbourne, 9 Norman, Jane. 2012. Components of Promising Peer Led Sexual Health
Australia. Programs. Advocates For Youth 1998 [cited June 10 2012]. Available from
4 National Hemophilia Foundation. Peer-to-Peer Health Education Programs http://advocatesforyouth.org/component/content/article/1294-compo-
for Youth: Their Impact on Comprehensive Health Education. New York: nents-of-promising-peer-led-sexual-health-programs.
The Foundation, 1994. 10 Colson, Paul, Harry Dohnert, Leah Farrell, Sally Findley, Julie Franks, M
5 DiClemente RJ. Predictors of HIV-preventive sexual behavior in a high- Phil Amparo Hofmann, Jacqueline Howell, Edward Jervis, Sharon Man-
risk adolescent population: the influence of perceived peer norms and nheimer, Chino Okonkwo, and Kjersti Schmitz. 2003. A Manual for Pro-
sexual communication on incarcerated adolescents’ consistent use of gram Managers and Supervisors of Peer Educators, Harlem Adherence to
condoms. Journal of Adolescent Health ;12:385-390 Treatment Study. Edited by HATS Team: Harlem Hospital.
6 O’Hara P et al. peer-led AIDS prevention program for students in an al-
ternative school. Journal of School Health ; 66:176-182.
8 AlAsk A Peer educA tion ProgrAm guidebook
chapter 2:
central Philosophy—Positive
Youth development
Adolescent development— are encouraged to not take it personally if a teen
understanding teens discounts the adult’s experience or challenges
them on what may seem like contradictory
To fully understand the Positive Youth Develop- beliefs or actions.
ment (PYD) philosophy, it’s important to have In psychosocial development, autonomy
an understanding of the physical, cognitive, and becomes important as youth gain the capability
psychosocial development of an adolescent – we to make their own decisions and follow through
know that the teenage years are periods of great with them, set their own principles, and become
change. As Marriage and Family Therapist Dr. more emotionally independent from their par-
Angela Huebner shows in her article, “Adolescent ents or guardian. These are all important steps,
Growth and Development”, the physical changes as youth transition to self-sufficient members
that occur during adolescence will often result in of society in young adulthood. They feel the
changed behaviors. For example, teens’ continued need to play a larger part in deciding behavioral
brain development may result in their need to guidelines that affect them, while also still want-
sleep longer, and development of secondary sex ing stability and structure in their lives for safety
characteristics may lead to increased sensitivity reasons. Huebner encourages adults to support
about weight, and concern about their physical youth getting involved in extracurricular activi-
development as compared to their peers.11 Being ties, and to be gentle when teens’ commitments
aware of these changes and thoughts are impor- might change, as they are trying different things
tant in your interactions with teens as they might out and defining what they do and do not like.
be more sensitive to comments. Huebner’s article is short, easy to read,
In cognitive development of adolescents, and gives practical advice for understanding
advanced reasoning skills and abstract thinking the natural development of teens, and how to
skills are developed, which may result in self- best interact with them. When adults take extra
consciousness or a heightened concern with time to understand the teenage brain, typical
fairness. This often causes adolescents to behaviors, and how those behaviors address
become hyperaware of double standards or developmental needs, adults are more prepared
hypocritical actions. Adults working with youth to engage positively with youth.
chapter 2: central Philosophy—Positive Youth development 9
the Philosophy contributions); an approach where policy, funding,
and programming are directed at providing supports
to young people as they build their capacities and
As the opening quote mentioned, teenage years
strengths to meet their personal and social needs
are often described as “stormy” and “tumultuous,”
(competencies); and a set of practices that adults use
and in other negative terms that imply that ‘kids
to provide youth with the types of relationships and
these days’ are doing things wrong. 12 The Positive
experiences needed to fuel healthy development
Youth Development (PYD) model seeks to flip (connections and supports).14
this deficit-based thinking. Instead of focusing
on youth deficits (what they’re doing wrong), the Positive Youth Development (PYD) is
model focuses on youth assets (what they’re doing therefore a philosophy, an approach, a perspective,
right and what they can do better). Often, this and an implementation. A program that embodies
means adults taking a step back and identifying all PYD creates a teen-centered space that builds
opportunities for youth to experience, grow, and skills, promotes healthy behavior, and encourages
develop. growth in the youth they encounter. A PYD
Positive Youth Development (PYD) has program provides these interactions for youth,
many definitions, approaches, and even ‘‘key prin- between youth and by youth. Adults are key to
ciples,’’ since PYD has grown from many sources at helping provide the structure and space in which
once. 13 For the purposes of this guidebook, we will all these positive interactions can occur.
use the Youth Development Strategies, Inc. defini- Positive Youth Development is the central
tion found in the Runaway and Homeless Youth philosophy that informs this guidebook and many
Training and Technical Assistance Center (RHYT- effective youth programs. The central belief is
TAC) Positive Youth Development Toolkit: that youth learn best by trying, doing, and seeing
the results. Giving youth the opportunity and
A process of human growth through which authority to make decisions is helpful to both their
adolescents move from being taken care of to taking development, and in keeping teens the focus of the
care of themselves and others (opportunities and
programming.
Positive Youth development Program equation
10 AlAsk A Peer educA tion ProgrAm guidebook
intentionality and mindfulness correctly. Clear communication is one of the most
difficult parts in working with other people, and
While your main work objective may be especially with youth who are still developing their
to develop a team of effective peer educators, as a style of communication.
supervisor, mentor and guide a part of your job is
to convey to each teen, “I care about you, I respect barriers to Positive Youth development
you, you are important.” You do this by being
mindful of the messages, both explicit and implicit, Time, training and organizational norms
you convey to the teens. We send these messages are all possible barriers that might prevent PYD
through the structure in our group setting, the from being implemented in programs. Even well-
tone in our activities, and the time dedicated to intentioned adults can sometimes be a barrier for
our relationships. We can send
unintentional messages if we are “ To be ready for work, life, and school young people need
not practicing being mindful in opportunities to develop their skills, talents, and confidence.
our interactions. Positive Youth Development-based approaches help youth
Often, we will talk about identify their strengths and potential through youth-driven
being ‘intentional,’ ‘aware,’ and strategies and supportive adult relationships. ”
‘mindful’ when working with
Becky Judd
youth. This is an important skill Resiliency Specialist
to practice, every day. Being Alaska Division of Behavioral Health
intentional means to have
forethought, and carefully consider why and how integration when they tokenize youth’s opinions
you do something. The more we take time to and input. John Bell is seen as the leading expert
think through the messages we send, the greater of what is known in the youth development field
the likelihood they will be conveyed and received as ‘adultism.’