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Strategies to Develop High School Peer  Health Educators Ottawa County/GVSU Peer Education Program Training
Agenda <ul><li>:10  Introductions, purpose, effectiveness </li></ul><ul><li>:10 Why peer education, developmental  conside...
Why Peer Education? <ul><li>Peer education for students/class — through support groups and peer-led groups  </li></ul><ul>...
Why Peer Education? <ul><li>Peer education helps the peer leaders. </li></ul><ul><ul><li>Learn new leadership and preventi...
Typical Peer Education Days <ul><li>Introduction </li></ul><ul><li>Activity one – Roll the Dice </li></ul><ul><li>Activity...
Expectations of Peer Educators <ul><li>Be on time . </li></ul><ul><li>Follow through with commitments. </li></ul><ul><li>P...
Do’s and Don’ts
Developmental Considerations <ul><li>Grade levels </li></ul><ul><ul><li>Peer Educators </li></ul></ul><ul><ul><li>Students...
Practical Considerations <ul><li>Peer Educators </li></ul><ul><ul><li>Diverse backgrounds </li></ul></ul><ul><ul><li>Inter...
Introduction to Storytelling <ul><li>Each peer educator shares a personal story, regarding alcohol, drugs, tobacco, and/or...
Storytelling <ul><li>Use generic names </li></ul><ul><li>Story must have a focus and purpose </li></ul><ul><li>Use descrip...
 
Answering Tough Questions <ul><li>Be honest.   </li></ul><ul><li>Turn &quot;feeling&quot; questions back to the group.   <...
Activities <ul><li>Fill in the Blank </li></ul><ul><li>Roll the Dice </li></ul><ul><li>The Effect of Advertising </li></ul...
The Effect of Advertising <ul><li>Pass around the branding alphabet. Go through each letter, having students volunteer wha...
 
 
Effects of Advertising Cont’d <ul><li>What are some reasons that it was harder to name the US and world leaders than the p...
 
 
 
Effect of Advertising Cont’d <ul><li>Have the students look at magazine ads and explain what they are seeing. Questions to...
Myths or Facts <ul><li>Go through each of the questions and have the students say whether they think the statement is a my...
Sample Statements
 
Disease Transmission <ul><li>Purpose: discuss issues related to prevention of STIs </li></ul><ul><li>Hand out index cards ...
Disease Transmission <ul><li>Ask everyone to check their cards </li></ul><ul><ul><li>Stand up if there is a  red  dot on t...
Conclusions <ul><li>Worthwhile program </li></ul><ul><li>Potential to positively impact students </li></ul><ul><li>Questio...
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Peer Ed Training

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Peer Ed Training

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

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