K-12 Peer Helping Overview July 2011 Julia Q. Champion, M.Ed. NAPPP Certified Training Consultant Foley High School, Principal Russ Moore

What is peer helping? In 1993, the NPHA (now the NAPPP) defined peer helping as “a variety of supportive services initiated by peers in diverse settings. Peers are individuals who share common characteristics and experiences.” What better time to teach young people to function as resources for one another?

Why are Peer Programs Effective? Young people have tremendous influence on other young people. Young people are natural helpers. Young people are their own best resources and can be used to augment the insufficient adult resources on most school campuses. Trained young people who augment school support service are a cost-effective resource. Young people who are devoted to service develop key internal assets for success. Calif. Assoc. of Peer Programs: Comprehensive Evaluation of Peer Programs, 2001

Why Peer Helping Works  Starting at age 12, peer influences overtake other sources of influence including parents, school, and television.  Significant gains in self-esteem, behavior, and academic achievement are reported for peer helpers and their helpees.  Peer educators are effective in teaching skills for resisting peer pressure to smoke and engage in other risky behaviors.  Peer programs are dramatically more effective in decreasing drug use than all other programs. * Peer Programs. Judith Tindall, Ph.D.

Why Peer Helping Works (cont’d)  Youth (grades 6-12) who engaged in projects and programs to help others on a weekly basis are less likely to report at-risk behavior.  School referrals for fighting were reduced by 50% in middle schools because of the Peer Conflict Resolution Programs.  Adding a well-designed peer or cross-age teaching component to any school program helps to promote academic achievement and interpersonal growth. With a trained tutor, 98% of students academically outperformed those who are taught solely in the conventional classroom. *Peer Programs. Judith Tindall, Ph.D.

Steps to Building a Successful Program 1. Assess Needs 2. Learn About Peer Helping 3. Develop a Philosophy 4. State Goals 5. Structure a Program Design 6. Draft a Budget 7. Create a Proposal 8. Identify Funding Source(s) 9. Gaining Administrative Support 10. Gain Staff Support 11. Select Professional Personnel 12. Initiate Public Relations 13. Recruit and Select Trainees 14. Provide Training 15. Select Peer Helpers 16. Provide Service Delivery/ Supervision 17. Establish an Advisory Board 18. Evaluate Program Chapter 7 - Peer Programs, 2 nd ed.

Considerations for Beginning a Program Determine the Group’s Purpose  PRIDE data, AYP, needs assessment, faculty or parent survey  State goals, mission, and objectives Select Facilitator/Trainer  Select and purchase training materials Select Peer Helpers  Diverse group, number, grade level Student Contract  Confidentiality  Personal commitment to serving others  Agree to attend all necessary training  Know and abide by limitations and school referral process  Parental Consent Set Training Norms & Determine Topics Implement Program Evaluation

Functions of Peer Helpers – Determine the Group’s Purpose Cross Cultural Awareness Peer Delivered Health Education  Smoking  Alcohol, Tobacco, and other drugs  Bullying  CyberSafety  Teen Pregnancy  HIV/AIDS Education Mentoring At-Risk Peers Family Projects Tutoring Violence Prevention & Conflict Mediation One on One Counseling New Student Buddies Grief Counseling Suicide Prevention Programs Chapter 9 – Peer Programs, 2 nd ed.

How will you utilize your helpers? Complete handout with statement of goals and objectives.

Considerations for Beginning a Program Determine the Group’s Purpose  PRIDE data, AYP, needs assessment, faculty or parent survey  State goals, mission, and objectives Select Facilitator/Trainer  Select and purchase training materials Select Peer Helpers  Diverse group, number, grade level Student Contract  Confidentiality  Personal commitment to serving others  Agree to attend all necessary training  Know and abide by limitations and school referral process  Parental Consent Set Training Norms & Determine Topics Implement Program Evaluation

Qualities of a Peer Helper Cares about others Is serious Well respected by peers and faculty Serves as a role model making healthy choices Follows school rules Listens carefully and respectfully Can maintain confidentiality Is patient and friendly Allows disputants to create their own resolutions Displays a genuine interest in the well being of others

Selecting Peer Helpers Student Applications Teacher Referrals Student Referrals (Sociograms) HAVE A RUBRIC Diversity Age /Grade Maturity Well Respected Achievement Male:Female

Considerations for Beginning a Program Determine the Group’s Purpose  PRIDE data, AYP, needs assessment, faculty or parent survey  State goals, mission, and objectives Select Facilitator/Trainer  Select and purchase training materials Select Peer Helpers  Diverse group, number, grade level Student Contract  Confidentiality  Personal commitment to serving others  Agree to attend all necessary training  Know and abide by limitations and school referral process  Parental Consent Set Training Norms & Determine Topics Implement Program Evaluation

NAPPP Code of Ethics Peer Helpers shall be people of personal integrity. Peer Helpers will… 1. Embrace the philosophy that peer helping is an effective way to address the needs and conditions of people. 2. Respect the individual’s right to dignity, self-development, and self-direction. 3. Model positive behaviors and life choices. 4. Embrace the concept of service to others. 5. Maintain confidentiality of information imparted during the course of program related activities with the exceptions of child abuse, sexual abuse, family dysfunction, psychotic behavior, harm to self and others and drug/alcohol abuse. 6. Refrain from tackling situations for which they have no training. 7. Recognize, report, and know techniques to deal with stated or implied threats to their emotional or physical well being.

Considerations for Beginning a Program Determine the Group’s Purpose  PRIDE data, AYP, needs assessment, faculty or parent survey  State goals, mission, and objectives Select Facilitator/Trainer  Select and purchase training materials Select Peer Helpers  Diverse group, number, grade level Student Contract  Confidentiality  Personal commitment to serving others  Agree to attend all necessary training  Know and abide by limitations and school referral process  Parental Consent Set Training Norms & Determine Topics Implement Program Evaluation

Experiential Learning Cycle Experiencing Publishing Processing Generalizing Applying Taken from Reference Guide to Handbooks and Annuals, 1985 ed.

Learning Pyramid: Average Rate of Retention Lecture 5% Reading 10% Audiovisual 20% Demonstration 30% Discussion Group 50% Practice by Doing 75% Teach Others 90% Chapter 8 – Peer Programs, 2 nd ed.

Team Building, Icebreakers, & Energizers The concepts of peer helping must be taught experientially. Including icebreakers and energizers will intensify the students sense of connectedness. Using active role play will allow better assessment of students’ skills and the use of energizers will reduce their anxiety about future role play. Suggested Text: Energizers and Icebreakers, Elizabeth Sabrinsky Foster, Ed.D.

Initial Training of Helpers Curriculum Recommendations:  8 Peer Helping Skills  Specific training for services provided: mentoring, etc. High School  Self-Esteem  Stress Management Additional Training Topics: Peer Mentoring / Buddying Suicide Prevention Dealing w/Loss Grief Counseling Alcohol/Substance Abuse Mediation Process Delivery of Peer Education Leadership Training Youth Traffic Safety Crisis Management Family Structure, Divorce

8 Skills of Peer Helping: The Foundation of Helping (Counseling Skills) Attending Empathy Summarizing Questioning Genuineness Assertiveness Confrontation Problem Solving

Feedback Notes: Formative assessment must take place at all levels of training. Fellow trainees and facilitator should provide ratings and feedback.

Considerations for Beginning a Program Determine the Group’s Purpose  PRIDE data, AYP, needs assessment, faculty or parent survey  State goals, mission, and objectives Select Facilitator/Trainer  Select and purchase training materials Select Peer Helpers  Diverse group, number, grade level Student Contract  Confidentiality  Personal commitment to serving others  Agree to attend all necessary training  Know and abide by limitations and school referral process  Parental Consent Set Training Norms & Determine Topics Implement Program Evaluation

Program Evaluation Expanding our programs in Baldwin County has been successful largely due to the assessment and evaluation of the initial programs. Plan from the beginning to track  services provided  number of peer helpers  Number and grades served  Frequency of services  Feedback provided by those served Chapter 10 – Peer Programs, 2 nd ed.

National Association of Peer Program Professionals (NAPPP) The NAPPP sets the precedent all research based Peer Helping Programs. Affiliation with NAPPP and adherence to their standards is a must for providing QUALITY peer services in Baldwin County. NAPPP dues & certification are part of BCBE’s validity.

Works Cited Calif. Assoc. of Peer Programs: Comprehensive Evaluation of Peer Programs, Energizers and Icebreakers, Elizabeth Sabrinsky Foster, Ed.D. Peer Programs: An In-Depth Look at Peer Programs-Planning Implementation, and Administration. Judith A. Tindall, Ph.D. and David R. Black. 2 nd ed