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  • 1. P e e r sEmpowering P e e r s Introduction Outline (Working To Establish Safe Students/Schools/Communities)
  • 2. Acknowledgments The development of the P.E.P. (Peers Empowering Peers) program depended on the contributions of several people. Their commitment to children has helped to make the participating students, schools and communities safer: Susan Kozbor, Substance Abuse Nurse, Halton Regional Health Department who realized that our children are our greatest resource and as a result co-authored andco-delivered the pilot program, Youth Assisting Peers, which preceded the development of P.E.P. Halton District School Board Social Workers: Barb Seldon, Theresa Wilson and Bob Lang who helped us deliver P.E.P. Superintendent Brenda Kearney, Halton District School Board who believed in our work so strongly that she asked us to present P.E.P. at the 10 th National Conference, Toward 2000: New Light on the Issue of Suicide October 1999 Halifax Darlene Throop, Head of Arts/Careers & Counselling/Co-op, Q.E. Park High School, Oakville Ontario who has continued to enlist senior students and promote the value of P.E.P. Constables Flameling, Hannah & Michalski, Educational Services, Halton Regional Police Service who participate in the P.E.P. program in Halton Region Officer Laureen Ross, Youth Coordinator, Niagara Regional Police Servicewho realized the value of P.E.P. and helped present P.E.P. to the Niagara Regional Police School Liaison Officer John Dailey, Hamilton Wentworth Regional Police Service Carey Bridges, Niagara Catholic District School Board Child & Youth Counsellor who helped implement the P.E.P. program in Niagara Misty Naus, Vice-Principal Lockeport Regional High School who brought P.E.P. to Nova Scotia 2 L i f e c y c l e C o u n s e l l i n g
  • 3. Peer Empowering Peers Ray Pidzamecky M.S.W. RSW raypidzamecky@gmail.com 905-466-0444 Penny Smith M.S.W. RSW Richard Best, Contributing Editor Chester Press 3 L i f e c y c l e C o u n s e l l i n g
  • 4. Published by Chester Press 1011 Upper Middle Road East, Suite 1415, Oakville, Ontario L6H 2Z6 (905) 332-8508  1999, Lifecycle Counselling ISBN: 0-9685046-1-2 All rights reserved. No part of this publication may bereproduced, stored in a retrieval system or transmitted at any time or by any means electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Desktop Publishing by Writing At Work Oakville, Ontario (905) 844-2680 4 L i f e c y c l e C o u n s e l l i n g
  • 5. Peer Empowering PeersWhat is Peers Empowering Peers?All around us we have witnessed our young people intentionally and accidentallydying, being injured and being victimized. As adults we spend tremendousamounts of money and time on reactive intervention (tertiary) and to small degreeprevention (primary). Even with the best of intentions we see through differentstatistics that our youth are feeling more stress and still ending up being victimsand casualties.In the transition years, grades 7 through 9, students enter one of the mostexciting and demanding periods in their personal development. A whole range ofpotentially helpful and destructive experiences mark this period. Decisions inthese years have tremendous impact on future outcomes. All of this occursagainst a backdrop of school culture.Students have stated to us that inviting quest speakers to talk about their ownexperiences has in part been entertaining and informative but not as meaningfulas having their peers speak with them. Guest speakers are not a part of theschool culture. Their commitment and concern is doubted when they are seen tocome in then leave. With regards to the adults in the schools, some students feelthat they are not as influential or credible as their peers. As a result, we decidedto develop a program that would use School Social Workers/Child Care Workers,Youth Counsellors grade 11/12 students of both genders, who could meet with allthe grade 9 students in an attempt to create a safer culture. The seniors are apart of the school culture on a daily bases. They are visible, tangible andeventually approachable.If we can help students to empower themselves and each other, the results willnot only benefit them but also the communities they reside in. Most interventionmodels work from the top down. The adults make the decision and on a verysubliminal level make young people dependent rather than self-driven andresponsible for themselves and each other.Peers Empowering Peers is a service delivery model that is strength based thatacknowledges the students’ strengths, their personnel resources and their abilityto harness those attributes to benefit each other and their community. It is ourbelief that through the P.E.P. program students can begin to shape their ownculture (re-culturation) to foster positive personal growth, increase capacity andregard for each other.The decision to have senior students in-service grade 9s is in fact anempowering tool that allows grade 9 students to express their fears, anxietiesand concerns in ways they may not have been able to do before. The grade 9shave expressed many positive comments about the program. Some of thesecomments can be found in the section titled Student Comments. 5 L i f e c y c l e C o u n s e l l i n g
  • 6. P.E.P (Peers Empowering Peers) ProgramP.E.P. (Peers Empowering Peers) A Senior Led Peer EducationProgramTarget: Grade 9 students.Objectives:1. To dispel myths held by younger students.2. To give youth information coupled with abstinence and harm reduction messages.3. To encourage discussion around the issues of harassment, discrimination, intimidation, racism, labelling, abuse and violence.4. Start identifying, in a proactive manner, students who are possibly at risk rather than identifying them reactively following a crisis5. Teach students to be aware of various mental health issues such as depression/eating disorders/ so that timely intervention can be offered to their peers.6. Impact in a meaningful way as to reduce the risks of death and harm to our youth whether that is through intentional or accidental actions.7. To help foster a sense of community between senior and junior students.8. Provide an unencumbered opportunity to ask the questions they need to ask.9. Reduce acting out and impulsivity and alienation.10. Welcome the grade 9’s into the school. Make them a positive part of school culture-full members in the ‘club’ rather than the applicants.11. In achieving the above objectives, create a safe student/school and community environment.Strategy: To achieve the above objectives by utilizing senior students to communicate information, share opinions and respond to questions from grade 9 students under the supervision of social workers. We are looking for ‘social leaders’- generally students concerned with other students’ well being and have a social conscience and understanding of stressors inside and outside the school. In addition to the use of senior students the High School Resource Officers play a key role and participate in the in servicing all grade 9 students. 6 L i f e c y c l e C o u n s e l l i n g
  • 7. Peers Empowering Peers Primary Program Target Areas 7 L i f e c y c l e C o u n s e l l i n g
  • 8. Primary Program Target AreasSafe Students/Schools/CommunitiesThe major goal of PEP is to establish a safer school environment. As each first-yearclass receives PEP the overall school culture begins to change. Changes that occur inresponse to PEP result in students taking more responsibility for themselves and eachother. The full process of community change takes 3-4 years depending on the numberof grades in your high schoolHarm Reduction Through Discussion/Example/ EducationThrough the PEP process everyone works together to reduce harm. Senior students playa key role in creating a safe school environment. The credibility of senior studentsencourages younger students to be more receptive to harm reduction messages.Seniors are a respected part of the school culture, able to move freely within it and ableto affect change that is timely and accepted. The senior students’ work during and afterthe delivery of PEP positively influences other students.Threat/Risk AssessmentThe issue of school violence has become a serious concern to educators, lawenforcement and the community. Most violence is preventable when it is identified,evaluated and managed proactively.During the delivery of PEP some of the grade 9 students’ comments and/or behavioursmay suggest the possibly of them being at risk. When this situation occurs, the studentshould at least be brought to the attention of professional staff (i.e. School SocialWorker/School Child Care Worker/School Psychologist) to determine whether thestudent is at risk to themselves or others. Each school should determine its’ professionalstaff team and protocol.This process of informal risk identification happens quickly and continuously throughoutthe school year. Grade 9 students often feel it is more acceptable to express concernsabout their peers to a senior student, rather than an adult, because of the social stigmaof having been perceived as being a ‘rat’ or ‘snitching’.PEP seniors are encouraged, as part of their training agreement, to share any concernsabout grade 9 students with the PEP staff.Integrate Officers Into School Culture/Demystify StereotypeMany communities have well-established relationships with local police officers. Still, weneed to do more work in the school community. Some of our effort needs to go towardsestablishing relationships with our police services that are not solely based onresponding to crisis situations.Law enforcement personnel are key to the prevention of harm. A visible presence ofuniformed School Resource Officers (S.R.O.’s) enhances the proactive nature of notonly the PEP program but also any other violence prevention efforts that schoolsprovide. As a result, officers and students develop relationships based on mutual trust 8 L i f e c y c l e C o u n s e l l i n g
  • 9. and respect while at the same time working to establish a safe environment. The relationships created by the P.E.P. program between students and police help tocreate self-determining partnerships. Self-determining partnerships are defined as thosein which students, school staff and the police, work proactively to establish a safeenvironment.Increase Communication Between Students & Students/AdultsCommon sense and experience tells us that open lines of communication are key toestablishing a safer community. When students, police and administration participate ina community development initiative like PEP, significant progress is made in theprevention of violence, death, alienation and isolation. 9 L i f e c y c l e C o u n s e l l i n g
  • 10. Circles of Safety 10 L i f e c y c l e C o u n s e l l i n g
  • 11. A Partial Overview of High School Culture/Issues 11 L i f e c y c l e C o u n s e l l i n g
  • 12. Past Year Drug Use (%) by Grade Level, 1997 Grade 7 % Grade 9 % Grade 11% Grade 13% Alcohol 31.9 55.3 80.6 78.7 Tobacco 10.2 26 43.4 30.9 Cannabis 3.4 23.9 42 31.9 Glue 3.5 1.5 0 0 Solvents 4.2 2.7 1.6 0.9 First Use of DrugAmong smokers:..………………22% in grades 5/6Among drinkers:………………..21% in grades 5/6Amongst cannabis users………....8% in grades 5/6 Ontario Student Drug Use Survey, 1997 Addiction Research Foundation 12 L i f e c y c l e C o u n s e l l i n g
  • 13. EXECUTIVE SUMMARY X OSDUS 1999 The 1999 cycle of the Centre for Addiction and Mental Health=s Ontario Student Drug Use Survey, is the longest ongoing study of adolescent drug use in Canada. The study, which spans over two decades, is based on 12 surveys conducted every two years since 1977. In the spring of 1999, 4,894 students (77% of selected students) from 38 school boards, 111 schools and 285 classes participated in the survey administered by the Institute for Social Research, York University. This report describes rates and patterns of drug use in 1999 and changes since 1977. Unlike previous surveys, which sampled students in Grade 7, 9, 11 and 13 (OAC) only, the 1999 OSDUS surveyed students in all grades from 7 to 13 inclusive. Consequently, to ensure appropriate trend comparisons. We present two 1999 estimates, one based on all students in Grade 7 to 13 (n4,894) and the other based on students in Grades 7, 9, 11 and 13 only (n2,868). Past Year Drug Use (%) by Gender and Grade Level, 1999Note NM=nonmedical use.M=medical use. H estimate less than 0.5%The 1999 OSDUS Centre for Addiction and Mental Health Drug Total Males/Females 7 8 9 10 11 12 13 Alcohol 67. 5 70.7 64.2 39.7 53.7 63.1 74.9 82.0 84.6 83.0 Cannabis 29.3 33.5 25.1 3.6 14.9 25.5 36.4 48.1 39.4 43.3 Cigarettes 29.2 29.8 28.6 7.4 17.8 27.8 37.4 41.7 38.6 38.0 Hallucinogens 13.8 16.2 11.4 0.9 6.7 10.2 19.3 22.7 18.1 24.7 M Barbiturates 12.3 12.6 12.0 11.1 13.9 11.1 13.7 13.6 12.5 9.4 NM Stimulants 7.8 6.1 9.5 1.8 6.3 6.9 7.8 8.8 10.0 12.8 Solvents 7.1 6.1 8.1 12.1 11.2 8.4 4.6 4.9 3.9 1.4 LSD 6.8 8.0 5.5 1.2 3.9 6.8 10.4 10.7 7.8 6.9 NM Stimulants 6.8 7.4 6.2 4.7 6.3 6.9 7.8 8.8 7.5 4.3 Methaphetamines 5.3 6.6 4.0 1.5 3.1 3.5 6.1 8.2 8.4 8.4 Ecstasy (MDMA) 4.4 4.5 4.2 0.6 1.9 2.3 4.4 9.8 4.8 7.8 NM Barbiturates 4.4 4.1 4.7 2.5 4.4 3.2 5.2 7.0 3.9 4.9 Cocaine 3.7 4.2 3.2 2.5 2.0 3.2 3.8 5.4 3.6 6.4 Glue 3.6 3.7 3.5 6.8 6.3 4.3 1.1 2.1 2.0 1.2 M Tranquillizers 3.3 3.5 3.1 1.9 3.5 3.8 3.1 3.1 4.0 4.2 PCP 3.0 3.2 2.8 0.7 2.7 3.1 3.5 5.4 2.3 3.0 NM Tranquillizers 2.4 2.3 2.5 - 1.9 1.7 1.3 3.1 4.1 5.8 Crack 2.4 2.9 1.8 0.6 1.6 3.0 3.8 3.6 2.4 1.1 Heroin 1.9 2.4 1.3 0.5 2.8 2.5 1.5 1.8 2.2 1.6 Ice (crystal meth.) 1.4 2.0 0.8 - 1.2 1.1 0.9 3.2 1.6 0.9Executive Summary 13 L i f e c y c l e C o u n s e l l i n g
  • 14. EXECUTIVE SUMMARY – OSDUS 2001The 2001 cycle of the Centre for Addiction and Mental Health‟s Ontario Student Drug UseSurvey (OSDUS), is the longest ongoing study of adolescent drug use in Canada. The study,which spans over two decades, is based on 13 surveys conducted every two years since 1977. Inthe spring of 2001, 4,211 students (71% of selected students) from 41 school boards, 106 schoolsand 272 classes participated in the survey administered by the Institute for Social Research, YorkUniversity. This report describes rates and patterns of drug use in 2001 and changes since 1977.Data are provided for two groups of students: those in grade 7, 9, 11 and 13 (OAC) (gradelevels surveyed between 1977 and 1997) and those in grades 7 through 13 (grade levels surveyedin 1999 and 2001). The first group is used to assess long-term trends between 1977 to 2001, whilethe secondgroup is used to assess drug use in 2001 and 1999.Past Year Drug Use (%) by Total, Sex and Grade, OSDUS 2001Drug Total Males/Females 7 8 9 10 11 12 13Alcohol 65.6 66.3 65.0 36.1 52.0 60.9 76.8 81.0 80.0 86.2Cannabis 29.8 33.7 26.0 5.1 12.0 28.8 39.0 45.7 43.5 43.9Cigarettes 23.6 23.3 23.8 5.0 10.7 23.4 29.9 35.8 36.3 29.3Hallucinogens 11.4 13.2 9.6 0.9 3.8 9.7 15.2 19.2 20.5 14.4M Barbiturates 11.8 12.5 11.1 7.6 10.9 12.8 16.1 9.8 12.5 11.2NM Stimulants 3.9 3.5 4.3 2.3 3.0 2.9 8.1 2.9 4.0 2.0Solvents 5.7 5.5 6.0 9.7 9.3 7.6 3.8 2.3 3.9 SLSD 4.9 6.0 3.1 0.9 2.5 4.6 8.0 5.0 7.8 1.4NM Stimulants 3.9 3.5 4.3 2.3 3.0 2.9 8.1 2.9 4.0 2.0Methaphetamines 3.8 5.0 2.7 1.2 1.4 3.7 6.8 4.9 5.0 2.5Ecstasy (MDMA) 6.0 6.7 5.4 0.9 3.0 7.2 6.8 9.5 9.2 6.8NM Barbiturates 3.9 3.5 4.3 2.3 3.0 2.9 8.1 2.9 4.0 2.0Cocaine 4.3 4.6 3.9 2.4 3.2 3.2 6.5 7.0 3.5 2.6Glue 3.0 3.7 2.3 3.9 5.7 3.8 2.7 1.2 1.8 SM Tranquillizers 3.2 4.0 2.4 1.2 3.7 2.3 2.6 5.4 5.9 2.1PCP 2.7 3.2 2.2 0.8 1.2 3.8 3.7 2.9 4.4 1.3NM Tranquillizers 2.2 2.8 1.7 0.6 2.1 1.4 2.7 3.3 4.2 1.9Crack 2.0 2.4 1.6 0.5 1.7 3.7 1.4 2.6 2.9 0.5Heroin 1.0 1.4 0.7 0.9 0.9 2.2 1.2 0.5 S SIce (crystal meth.) 0.6 0.7 S 0.6 1.0 S 0.6 1.2 S 0.5GHB 1.2 1.7 0.8 0.6 S 1.2 3.6 S 1.2 0.9Ritalin 2.8 3.8 1.7 4.2 4.2 2.4 2.7 1.8 2.0 0.9 14 L i f e c y c l e C o u n s e l l i n g
  • 15. The Mental Health of Ontario’s Children  Almost one in five Ontario children and youth have at least one mental health disorder, meaning close to 500,000 Ontario children need mental health treatment. Children‟s mental health disorders include depression, anxiety disorders, attention deficit (hyperactivity) disorder, conduct and antisocial disorders, eating disorders, substance abuse, psychosomatic disorders and others.  Only one in six of these children in need receive any therapeutic intervention. Another report estimated that less than 25% of children in need are receiving treatment in formal care systems.  Forty-one percent of children in mother-led single parent families show at least one developmental problem.  Canada‟s youth suicide rate has increased 300% in the last three decades, and has doubled for boys aged 10-14. Canada‟s youth suicide rate is the third highest in the industrial world. Suicide is the second leading cause of death in 15-24 year old Canadians, after accidents.  Poor children are more than twice as likely to have a problem in health, emotional development, academics, and hyperactivity and are three and a half times more likely to show aggressive and antisocial behaviour.  It costs an average $2,500 annually to treat one child for a year at a children‟s mental health centre; it costs between $45,000 and $100,000 to keep a person in prison for a year.  In 1995-96, youth courts in Canada heard 111,027 cases; half of these involving teens 16 or 17 years old.  The incidence of violent crime committed by young offenders increased 6.6% between 1992 and 1996.  Eighty percent of young offenders show evidence of mental health problems.  Fifty-seven percent of youth in the young offender system had prior contact with the children‟s service system; 25% had five or more contacts; 13.4% had one or more admissions a psychiatric hospital.  This Government‟s own Task Force on Strict Discipline found that mental health problems are the prime cause of deviant behaviours among young people. CMHA Ontario Division DIVISION DE L’ONTARIO180 Dundas Street West, Suite 2301, Toronto, Ontario M5G 1Z8 Phone: (416) 977-5580 Fax: (416) 977-2264 November 1998  1999, Lifecycle Counselling 15 L i f e c y c l e C o u n s e l l i n g
  • 16. Date Rape/Sexual Assault Both men and women can be sexually assaulted however, most perpetrators are men against women Most rape survivors do not disclose their assault as they blame themselves. They feel shame and guilt and a loss of face in having been violated. They fear reprisal; they fear they may not be believed; they fear they may be re-victimized by the justice system; they fear they may experience another assault 51% of Canadian women, aged 16-24 will be sexually assaulted (Canadian Panel on violence against Women in Ottawa-1993) Only 1% of women who have been sexually assaulted reported it to the police (Canadian Panel on violence against Women in Ottawa-1993) 80-90% were assaulted by someone known to them (“Date Rape is no Private Affair” In Voices. D.Meagan-1992) 45.1% of female Canadian university/college students were sexually assaulted by their male dating partner (The Canadian journal of Sociology. Vol.18-1993) 1 in 5 victims of completed rape, attempted suicide- compared with a rate of 1 in 50 for non-assaulted women (The Psychological Aftermath” In Psychology Today, E.Stark. p.48-1985) 83% 0f women with disabilities will be sexually assaulted during their lifetime (Toronto Disabled Women’s Network-1991) 60% of Canadian college aged males indicated that they would commit sexual assault if they were certain that they would not get caught (Ontario Institute for Studies In Education-1992) Males who espouse the ideology of familial patriarchy (i.e. the ideals of male power and control over women in intimate relationships) are more likely to equally abuse their dating partners (The Journal of Human Justice. Vol.4-1993) From: “Date Rape: A Question of Trust” A Resource Guide for Educators  1996 Written by: Pixie Bigelow and Dee Simpson Three points from Rex Rogers report June 1990 (Special Advisor to the Minister of National Health and Welfare on Chid Sexual Abuse in Canada 95% of the abusers are males 1 in 3 males will be sexually assaulted before 16 13-16 age group is high-risk for victimization  1999, Lifecycle Counselling 16 L i f e c y c l e C o u n s e l l i n g
  • 17. Peer Harassment in the Schools 1. The behaviour and its impact In high school harassment consists of following in the halls, repeated threats, constant phone calls and messages sent through third parties, intimidation of siblings, leaving notes or props in lockers and backpacks. Significant invasion of personal space is difficult to monitor because the culture of high school is physically dense packed. Harassment is an issue of power and control and the behaviour itself is violent in addition to being a precursor to further violence. Offenders cause and sustain harassment and victimization However, there are other variables that recreate the conditions established by the offender: Isolation (you become ashamed to admit you„re powerless) Distorted belief system (believe you deserve the treatment) Impact of larger system (believe that there are limited resources and they wouldn‟t work for you any way. No one would believe you. Your situation is common and cannot change — you just have to adapt.) 2. Responses to harassment Complaints by students:- Administrators do not treat harassment seriously enough. Incidents of harassment are not followed up, or they are minimized or the victim is blamed for inciting the harassment.- Administrators worry about unjustly accusing the offender (without proof) but fail to recognize that the rights and freedoms of the victim are curtailed if the harasser is at large.- Often adults frame boy-girl or girl-boy harassment as a natural by product of a failed relationship. It‟s not, it‟s criminal activity by an offender who has given him/herself‟ permission to „go after‟ another person.- What happens is the fear the kids experience begins to consume them and restrict their lives and normal behaviour.- When adults give kids advice kids don‟t trust it, they don‟t believe it will work and often the adults don‟t understand the school culture and the advice is too simplistic. Often the suggestions will only work for adults. When older peers give kids support and advice it creates hope.  1999, Lifecycle Counselling 17 L i f e c y c l e C o u n s e l l i n g
  • 18. Note: the larger culture tells adolescents that to be popular they have to wear the right clothes, be thin, by the right products, have incredible personal freedom and finances and love loud noise and frantic behaviour. Attempting to meet these criteria makes them vigilant and anxious. They can become so overly dependent on other teens‟ opinions that they become vulnerable to prolonged harassment and control behaviour by other kids. They become so controlled that their thinking becomes distorted. This distorted thinking can happen to teachers and administrators who worry excessively about the opinions of parents and community members who feel schools are too punitive or „uptight‟ or that bullying and harassment are just normal teasing.Recommendations of the Criminal harassment roundtable sponsored by CAVEATand the Halton Regional Police Services 1999: Educators must be informed about criminal harassment and that it become a mandatory part of personal health curriculum. The youth he seen as a positive resource in educating other youth about harassment and provide peer mediation. Schools need to recognize the social and resource implications of not dealing with this issue. Currently we know of no treatment protocol for criminal harassment. We only know about inclusion, safety of support and acceptance. Harassment always has the potential for violence. The victim must be informed of any procedures involving the offender  1999, Lifecycle Counselling 18 L i f e c y c l e C o u n s e l l i n g
  • 19. Gangs Pre Crisis Indicators1. Sudden self-segregation2. Clustering of rival groups3. Unusual movement of groups from their normal territory4. Students attending school event which they do not normally attend5. Isolated racial fights6. Violent incidents or disorder in the community7. Discovery of weapons on or around school property8. Increased conflict on buses, at bus stops, and along bus routes9. Increased concern between custodial, cafeteria, and transportation personnel10. Parents withdrawing students to protect them11. Older students attempting to protect younger students who are not their siblings12. Increase in gang graffiti on walls, textbooks, and papers.13. “X-ing” out of graffiti on walls, fences, etc. in the neighbourhood14. Sudden and excessive change of the style of manner of wearing clothes.15. Limited colour choices of clothing (usually to one or two colours only)16. The sudden interest and excessive concern about the condition of accessories, such as bandanaThe Three Big LiesProtectionGang members tell themselves they must belong to a gang to remain safe, before, during and afterschool. Truth Membership in a street gang exponentially increases risk of physical danger to the gang member.BelongingThe gang claims to treat you like a family and care about your welfare. They claim not to judgeand to accept you, as you are - good or bad as that may be. Truth Gangs function directly opposite of true families. Where true families sacrifice, for example, for the benefit of the individual member, the gang requires the individual to sacrifice for the whole. Further, the gang does judge you by requiring a certain type of dress and adherence to a rules code, often enforced violently.RespectGang members always mistake fear as respect. They continually worry about who is or is notshowing the proper amount of “respect I fear.” Fear does share many results with respect butthere is a significant difference. Truth One can make another afraid but no one can force another to have regard for another person. The difference between respect and fear is the difference between repulsion and attraction. Gang information provided by Mike Knox gang expert and author of the award-winning book; “Gangsta in the House” at a Hamilton-Wentworth Regional Police Service sponsored presentation October 5, 1999  1999, Lifecycle Counselling 19 L i f e c y c l e C o u n s e l l i n g
  • 20. Student CommentsThe P.E.P. program police contacts are Constable StewartFlameling of the Halton Regional Police Service, ConstableLaureen Ross of the Niagara Regional Police Service.  1999, Lifecycle Counselling 20 L i f e c y c l e C o u n s e l l i n g
  • 21. FEEDBACK - Grade 9 Students Pearson High , Oakville, Ontario CanadaI felt that it was a way of asking things that might be strange to ask a teacher. I felt thatit‟s easier to open up to an older student just because of what they have gone through byexperience. What we should have had is a class with both boys and girls with some ofthe older classes where we could talk with both of us there. We covered a lot of (girls &boys) subjects and I really learned a lot. They were helpful and it would be good for nextyear‟s grade 9‟s.- didn‟t like it being only 2 days.- good idea for the older students to teach us. It allowed us to feel more comfortablearound them.-would have liked to see the guys and the girls together in class.-would enjoy doing this again and I think all grade 9‟s should get this opportunity.I liked the idea that we got the chance to talk to the OAC, 11, 12‟s about problems thatthey might have gone through. I‟m glad because they are from our school as well andknow about the stuff that goes around and it‟s easier because they can give us adviceabout the situation. I‟m also glad because they gave us some helpful advice, because wehave a lot in common with them because some of them might be our friends or becausethey related more to the “students” than the teachers and it‟s more helpful.-more classes with the senior students (more than 2).-having senior students get their own groups of them to talk to the whole class.-special classes on only one subject (like divorce).-I liked it because they were around our age.-It was cool we could talk to them about anything.-I believe we should keep having them come in.-I really liked talking to the senior students especially the girls.-I thought that this was a real cool and neat thing to do.-personal stories good.-everything said I could relate too.-assembly fun.to expand on: Personally I think oral sex is gross but some girls in grade 9 do it and do itwithout a condom. I don‟t think that they realize that they can get the same STD‟s as youcan from having sex without a condom. Please could you say something especially tosome of the girls in this class?  1999, Lifecycle Counselling 21 L i f e c y c l e C o u n s e l l i n g
  • 22. I felt it was really helpful in some ways, it was fun, it wasn‟t really serious like takingnotes and stuff, but yet it was. It was a good idea to have students talk to students becausethey understand more because sometimes-older people don‟t realize that kids our age areactually going through some serious issues. They think we are so innocent when we arenot. It helped us, as grade 9‟s to get to know older students. I think it was a good idea totalk about these issues. It would be a good idea to do this next year for the new grade 9‟s.I thought it was really interesting and I think you should definitely do it again. It wasespecially good that it was students talking to us and they answered honestly. I think nexttime you do it there should be a third day where the guys and girls get together, but otherthan that it was great!It was cool that we could talk about anything with the senior students. It was a lot of fun!We should have a grade 10 program just like it.About the last couple of days I liked how the older students could relate to your questionsand are a lot easier to talk too. It was nice to have the different sides between boys andgirls. It was also cool to here the guys statements. There was nothing I didn‟t like aboutthe last couple of days.I think we should do it more just 2 classes. It should be 4 to 5 classes that way you canask more questions. But it was fun and everyone opened up, that was good. When theguys came in at first I thought they were lying but they were telling the truth and I likethat. Do it some more times.I think we should have the talks go longer than 2 days. I think we should have one classwhere it is co-ed.I liked the idea of the students coming in, but they weren‟t specific! I also feel that it ismuch more comfortable with senior students. This helped a lot and would be really goodif we went (grade 10)-should be a longer period of time.- liked that the older kids came in and talked to us.I thought it was a good unit. It helped us figure some things out. Having the olderstudents talk to us and answer questions was good because they‟ve been through thisstuff. Next time you should make the unit longer than 2-3 days.- very positive and good way to have questions answered- more comfortable without a teacher there.- could it be done for students in grade 8 maybe in May or June before they start highschool? - extend the amount of classes. My suggestion is (5) - two with same gender-two with other gender- one with guy and girl class with senior guys and girls.  1999, Lifecycle Counselling 22 L i f e c y c l e C o u n s e l l i n g
  • 23. - didn‟t find I got into it the first class maybe because the guys weren‟t as calm, but Ididn‟t want it to be the last class like that.-would like a co-ed class.-instead of assembly, have one girl class and one guy class, and put them together.It was good that we had the older students talking with us. We should have had moreclasses not just two. After the two we should have had one with mixed classes. It was alsogood that the teachers weren‟t in the classes because people opened up more when theyweren‟t. Everything is confidential I like the adults too. They were very nice and made iteasy to understand.I thought the section went well. Although I wished the students could of have covered alittle more I wish we the students could have had a little more say. I think that youdefinitely should do this next year. I would like to do this again.- I thought it was really good that we got a chance to ask questions to older peoplewithout being criticized.- I would love to have a chance to do it again.- I think they should do this more.- maybe the boys and girls could have a class to talk together.- I would like to hear more things that happened to the people that shared with us.- I liked hearing Jamie‟s storyI enjoyed last weeks sessions a lot just because I like hearing about other people‟s pointof view, especially since it had to do with social issues in high school. I found some ofthe information quite resourceful but there was some I didn‟t agree with. It was funhaving guys in for class, I felt that we couldn‟t click as well on issues more “girl-related”but other than that it was great. In the near future, I‟d love to see speakers that have beenthrough it. (related issues we‟ve talked about like eating disorders, drug overdose,depression, etc.- have three sessions, the last one with both sexes mixed together (as in the older peoplethat talk to us).- at the end of the year have a follow-up and see how we changed and if our problems arethe same.- I thought it was a really great experience and I look forward to being an older personand help out.-it really helped me out with things I was thinking about.- have more sessions.- it was good to talk without teachers; we felt we could be more open.- didn‟t like when we had an assembly with the teachers, we felt we had to close up.- I think that it was a very good program as to helping us with out problems.- I think that they should do this for all grade 9 over the next few years because it reallyhelps us a lot.  1999, Lifecycle Counselling 23 L i f e c y c l e C o u n s e l l i n g
  • 24. - It made me understand why a lot of the older girls give us dirty looks and how they arekind of intimidated by us.I thought the program you put together was a great idea. It gave us a chance to get theirquestions.I think it was good to have girls and guys in because girls can relate to what we aresaying. The guys we could ask questions about what guys think about certain topics. Ithink you should have a third class before the assembly with the guys and girls togetherso we have a chance to ask more questions on what they had to say. I think it was good tohave the assembly because it gave us a chance to find out a little of what the guys said. Ithink it would be good to have a class about once a month just if we need to ask morequestions. We always have stuff on our mind and we don‟t always have a chance to askquestions.- more than 2 lessons.-talk about actual experiences that happen to us.- grade 10 should get it - good information.- longer assembly.- more information from the guys who were open and honest.- they respect us more now.- more fun than writing.Having the seniors come in to talk to us was a really good idea. I think maybe you shouldhave some of the seniors come and talk to us all throughout the year. It was good to havethe girls talk to the guys and us because we found out how guys (older) look at girls(younger).- should have had more than 2 classes.- it was fun. - the quizzes made it fun.- a very good idea because instead of talking with teachers we could talk to seniors.- it made it easier to open up and ask questions.- the assembly was a good idea.- could have had at least one more class where the senior guys and girls talk to ustogether so we hear both sides at the same time.-more fun than writing.I think there should have been at least one more session. It was good to talk to the olderstudents to see what they thought of us, and to get their point of view on things. Nothaving the teachers in the room was a good idea too because we didn‟t have to worryabout what the teacher thought. I liked having all of the grade 9‟s together at the end, andhaving the senior students tell us what other grade 9‟s talked about.- good idea to make us feel more comfortable with other senior students. - I didn‟t find the sessions extremely helpful or useful to myself. We all need to  1999, Lifecycle Counselling 24 L i f e c y c l e C o u n s e l l i n g
  • 25. - understand that not everybody goes to party‟s hangout and take interest in drugs and so forth.-I‟m sure many people may have found it very interesting overall but I couldn‟t relate tosome of the topics, although I did find the stories on Friday inspiring and interesting.- great idea to have senior students work with juniors.- allowed us to see what it is like to a senior student.- gave us valuable knowledge (cleared up all misunderstandings).- gave us a chance to talk with each other and to tell about how we were feeling.- a great way for the grade nine girls to connect with each other/got to know each other alot better.- the two classes were very valuable.- I‟m more comfortable with the seniors now.- would strongly suggest continuing this program.I thought the program you put together was a great idea. It gave us a chance to get theirquestions answered by other kids. There should have been more talk on maybe theconsequences of what may happen if you drink, do drugs, have sex etc. etc. There alsoshould have been more classes with the older kids.I liked the idea of talking to the seniors; they did a good job of answering the questionswe had. I would have liked to have done it longer!- I really liked the idea of older students coming in to talk to us.- next time you might want to bring in grade 10‟s because they were in grade 9 last yearand they can relate better.- having the social worker in was a big help too because the question we were afraid toask, Ray asked pretty good questions that were the same thing we were trying to ask!- I really enjoyed being open with someone!- I think you should continue on this throughout the years.I thought the seniors coming in to talk to us this year for health was a really good idea. Iwas thinking before class “why do we have to learn about drugs again?” But I found itvery informative, and I think they should do this every year for the gr. 9‟s. One thing Ithink we should have done is mix the girls & boys class and have the senior girls andboys come talk to us together. I really had fun talking to these people and I think the gr.9‟s might have made a few new friends.I think that it was really good how we had that discussion on Friday because some of thestudents like me are really shy and afraid of opening up and talking about sex, peerpressure and a lot of other things. It made me realize that I shouldn‟t be pressured by myfriends to do anything bad. But right now I have a really good group of friends who Itrust and don‟t pressure me into doing things I don‟t want to do. I also think that thesession really helped some people I know who want to have sex and the session madethem realize that they should wait. I think that some of the stories that I heard were verysad and that I know that it must have hurt them a lot to retell the story but some peoplethink that it‟s funny, but I don‟t and I don‟t want it to ever happen to me.  1999, Lifecycle Counselling 25 L i f e c y c l e C o u n s e l l i n g
  • 26. - I think that we should have a class with the grade nine guys.- it would be good if we could get together once a week to talk about what‟s happening.- it was great talking to the seniors.- it was good because we got to say what was on our minds.- I liked having the senior students come, I wish we could have had more time.- I don‟t think it would be the same having teachers do it because teachers are not thekind of people you like to talk to.- I wish we could have a class mixed boys/girls because then we would see what theirpoints of views are.- teachers also can‟t do it because they are not up to date with what‟s happening theythink everything is the same as when they were young.-I would have liked to have known what the guys answers were to the questions we wereasked.I though that the assembly was a good idea and that the older students did a good job. Iwould like to see more of group discussions.- I thought the way it was organized was great but they should have had a small sessionwith girls and guys.- I think they should carry on with it for the other grade 9‟s next year.- It might be good if some senior students go in and talk to the grade 8‟s before they cometo high school.- It really made me more comfortable with older kids.- over all I think it was very good and beneficial.These sessions were helpful to us grade 9‟s. They answered questions from theirexperiences which had the consequences involved. They were open and serious anddidn‟t laugh at the stupid questions. They helped me to see situations in different pointsof view and understanding the opposite sex a little more. It helped me with relationshipsand how to handle them with more care.  1999, Lifecycle Counselling 26 L i f e c y c l e C o u n s e l l i n g
  • 27. Feedback: Grade 9 Students Blessed Trinity High School, Grimsby, Ontario Canada•I thought this program was very interesting and it was a time when we could openup and ask questions and I found it was fun and interesting, I would love to do itagain, and it was worth it.•The most positive aspects of this program were that you could talk to the olderstudents that have been through the things we go through now.• It was a good program and most of the questions were answered well with honestanswers.•The older students were very up front and honest. They told us to watch out fordangerous things. They didn‟t say, “don‟t do this and don‟t do that” it was great thatthey told the truth it was a great experience, I learned a lot.•We learned about things that we never knew about and to act more wisely. Youcould talk about everything without feeling embarrassed. You might next year nothave boy/girl mix classes, they don‟t go well together•I learned a lot without being embarrassed to ask and that everyone had questions justlike I had. It was worthwhile because it gives me the chance to ask questions Iwouldn‟t normally ask.•This helped us to make better decisions. You learned a lot about social problems andweren‟t embarrassed.•I liked the openness, the confidentiality, and the acceptance of allcomments/questions. I would have liked to talk more about violence and eatingdisorders but I really thought this program was fun and educational Please do it nextyear!•This is a great program because we get to know everything that is bothering us, weget to ask questions that we have been wondering about and the seniors answered ourquestions seriously. You should make it longer next year, we need more time.•I liked being able to hear other people who have been through these things and giveopinions on our problems. I didn‟t like how some questions were screened but Ienjoyed the program.•I liked being able to ask things freely. — Everyone was honest and open-minded, Ithink the leaders also had fun and that is important.•It was good being able to have seniors answer questions you could never ask your  1999, Lifecycle Counselling 27 L i f e c y c l e C o u n s e l l i n g
  • 28. parents but want to know about. I think it was a great experience, I learned a lot aboutthings I didn‟t know much about before. You could talk about even more issues nexttime though.•I liked being able to talk to our peers; it was much easier than adults.•We got to know the gr. 12‟s and OAC‟s better, we learned a lot of important stuff tohelp us and they gave good advice. This program was a worthwhile experience for usand you should do it again next year.•The one to one talks with the older kids and younger kids, I really liked it and weshould do it again next year.•We got to talk openly about anything we wanted to learn more about but sometimes.We should have more days for the program.•I would have liked to learn more about homework, school stuff, tests and study tips.•I think that this was good for us. It helped us to cope better. We know that grade 9isn‟t so bad and we can deal with our problems.•I really liked this program because it was fun and interesting. I think that everyonegot their questions answered and everyone feels a little more self-confident  1999, Lifecycle Counselling 28 L i f e c y c l e C o u n s e l l i n g