Strategies to Develop High School Peer Health Educators

Ottawa County/GVSU Peer Education Program Training

Agenda

• :10 Introductions, purpose, effectiveness

• :10 Why peer education, developmental considerations and ground rules

• :40 Activities to use for Peer Education

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

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.

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]

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).

Do’s and Don’ts

Developmental Considerations

• Grade levels– Peer Educators– Students who serve

Practical Considerations

• Peer Educators– Diverse backgrounds– Interviews– Training– Link to peer mediation/mentors– How will peers view them?

• Their stories?

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.

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

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.

Activities

• Fill in the Blank• Roll the Dice• The Effect of Advertising• Disease Transmission • Myths and Facts

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.

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

Effect of Advertising Cont’d

• Have the students look at magazine ads and explain what they are seeing. Questions to ask:

1. How truthful are the ads that we looked at?2. If the ads were really truthful, what would

they look like?3. Why would companies want younger people?4. What techniques do advertisers use to attract

a younger audience?5. Have you ever bought something or gone to s

ee a movie because of advertising? Describe the situation.

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.

Sample Statements

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

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

Conclusions

• Worthwhile program• Potential to positively impact

students• Questions?