Peer Ed Training

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Transcript

  • 1. Strategies to Develop High School Peer Health Educators Ottawa County/GVSU Peer Education Program Training
  • 2. Agenda
    • :10 Introductions, purpose, effectiveness
    • :10 Why peer education, developmental considerations and ground rules
    • :40 Activities to use for Peer Education
  • 3. Why Peer Education?
    • Peer education for students/class — through support groups and peer-led groups
      • Research on learning retention reports this method at 95% as opposed to 5% with lecture [Gilbert & Sawyer, 2001]
      • Can have some positive outcomes
        • such as reduced substance abuse and delinquency
  • 4. Why Peer Education?
    • Peer education helps the peer leaders.
      • Learn new leadership and prevention skills
        • Lead small groups in various health games, activities
      • Gain knowledge and confidence.
      • Model positive, protective behaviors.
  • 5. Typical Peer Education Days
    • Introduction
    • Activity one – Roll the Dice
    • Activity two – Effects of Advertising
    • Activity Three – Myth or Fact[Day 2]
    • Personal Stories [Day2]
    • Reflection and wrap-up [Day 2]
  • 6. Expectations of Peer Educators
    • Be on time .
    • Follow through with commitments.
    • Promote healthy choices and behaviors.
    • Dress appropriately.
    • No swearing or resemblance of swearing.
    • Use proper terminology (no slang).
  • 7. Do’s and Don’ts
  • 8. Developmental Considerations
    • Grade levels
      • Peer Educators
      • Students who serve
  • 9. Practical Considerations
    • Peer Educators
      • Diverse backgrounds
      • Interviews
      • Training
      • Link to peer mediation/mentors
      • How will peers view them?
        • Their stories?
  • 10. Introduction to Storytelling
    • Each peer educator shares a personal story, regarding alcohol, drugs, tobacco, and/or risky sexual behaviors.
    • Emphasis is placed on the lesson (s) learned from the experience.
    • Small groups are created and students have the opportunity to ask questions, or share stories of their own.
  • 11. Storytelling
    • Use generic names
    • Story must have a focus and purpose
    • Use descriptive words and phrases
    • Don’t be afraid to walk around
    • Stick to one major theme
    • Practice!
    • Conclusion is most important
    • No judgment
    • If comfortable, welcome questions
  • 12.  
  • 13. Answering Tough Questions
    • Be honest.
    • Turn "feeling" questions back to the group.
    • Do not impose personal values.
    • Feel free not to answer personal questions.
    • Watch your nonverbal communication.
    • Use inclusive language.
  • 14. Activities
    • Fill in the Blank
    • Roll the Dice
    • The Effect of Advertising
    • Disease Transmission
    • Myths and Facts
  • 15. The Effect of Advertising
    • Pass around the branding alphabet. Go through each letter, having students volunteer what product each letter is from.
    • Pass around the US and world leaders, and have students name who each leader is.
  • 16.  
  • 17.  
  • 18. Effects of Advertising Cont’d
    • What are some reasons that it was harder to name the US and world leaders than the products?
      • Studies show that youth who saw more alcohol advertisements on average drank more (each additional advertisement seen increased the number of drinks consumed by 1%).
      • 85% of youth smokers chose the top three selling brands due to advertisement
  • 19.  
  • 20.  
  • 21.  
  • 22. Effect of Advertising Cont’d
    • Have the students look at magazine ads and explain what they are seeing. Questions to ask:
      • How truthful are the ads that we looked at?
      • If the ads were really truthful, what would they look like?
      • Why would companies want younger people?
      • What techniques do advertisers use to attract a younger audience?
      • Have you ever bought something or gone to see a movie because of advertising? Describe the situation.
  • 23. Myths or Facts
    • Go through each of the questions and have the students say whether they think the statement is a myth or a fact.
    • Have the students explain why they think the answer is myth or fact.
    • Give the correct answer, along with additional information.
    • Ask them if they are surprised by the answer and why.
  • 24. Sample Statements
  • 25.  
  • 26. Disease Transmission
    • Purpose: discuss issues related to prevention of STIs
    • Hand out index cards
    • Direct people to get up and get 3 signatures from others in the room
      • Sit down when card has 3 signatures
  • 27. Disease Transmission
    • Ask everyone to check their cards
      • Stand up if there is a red dot on the card
      • Stand up if you have a signature from someone already standing
      • Now stand up if you have a signature from someone standing
    • Explain this is how disease is transmitted
  • 28. Conclusions
    • Worthwhile program
    • Potential to positively impact students
    • Questions?