Section 6
Step by Step
How to start a
peer group education programme
This section is meant to be a tool
for people to use as a pointer in implementing a programme
of peer group education. As part of any programme
initial training should be provided to deepen the
awareness about issues like stereotypes, prejudice,
human rights and interdependence. In Sections 8 and
9 you will find methods for training including a number
of case studies on how to implement a peer group education
programme according to the specific needs of your
field of work.
The following steps are put in the
form of questions that should be raised during the
preparation and implementation process of the programme.
We have included a summary of the main parts in a
checklist in page 53.
6.1. Preparation and designing
the programme
• What are the aims and
objectives of the programme?
• What would you like to
achieve with it?
• What are the issues you
wish to tackle?
• Have you clearly limited
the area of issues to a realistic work load?
• Who is the target group
of your programme? (see also 2. Recruitment)
• Where will the project
take place? How will the peer educators get access?
This should include physical access,
via public transport or through car sharing or minibus
services to ensure that programmes are open to young
people from all geographical areas whether that be
in a rural or urban community. Often the expenses
of travel can be a barrier to some young people who
can't rely on parents who own cars or are able to
transport young people.
• What is the methodology
of your programme and which working methods are suitable
to reach the aims and the target group?
• What is demanded of the
trainers and peer educators?
• How much time and energy
will they have to invest in the programme?
• What training materials
will you need for the programme?
Efforts should be made to eliminate
training materials and teaching strategies that rely
solely on the written word or didactic teaching methods.
You may have to develop training materials for specific
groups. Also in the contact with parents communication
should go beyond written leaflets.
What financial resources will you
require to implement your programme?
An important consideration
for any programme should be the resources required,
whether they be for training activities, for transport
or expenses, publicity materials, meeting places etc..
Funding can bring with it the potential for developing
exciting and innovative work. Financial limitations
shouldn't limit the creativity to develop low-cost
by highly effective activities and de-centralised
structures. Additional funding might be easier to
find once the programme is known and accepted. It
is important to look for support from different sources.
For example established private funding, using free
materials and services, public funding, etc. Sponsorship
should only be accepted if the interests of the sponsor
will not interfere with the aims of the project.)
It is not always easy to get people
to feel comfortable discussing matters relating to
sexuality. You may find that the activity, "Let's
talk about sex" in Compass helpful in this
matter.
6.2. Recruitment
What should be the profile of the
peer educators?
The profile of the peer educators
should not be adult defined. It is suggested that
any selection process be guided by a 'person specification'
even if very general (e.g. the young person should
be aged 16-18, and have good communication skills
and a broad understanding of the issues). Academic
achievement and adult defined status may omit those
who's status is based on personal popularity or athletic
achievement. By incorporating disenfranchised youth
particular target groups of young people and issues,
can be more effectively reached and addressed. Define
the age group based on target group, decisions about
age group will have to be balanced with the topics
or issues being discussed. For some issues the target
age group may need to be very precise for example
work with students (18 to 20 years) or work with younger
teenagers (14 to 16 years). The basic rule is, however,
that peer educators should be close in age to the
target group.
How should the team of peer educators
be composed?
The composition of the group
should respect male/female balance, ethnic mix, disability,
religion, sexual orientation. Young people may be
recruited from a variety of settings to represent
a particular target group. It is vital that the young
people in the team can relate to the young people
of the target group. Personal experiences and knowledge
in questions like tolerance and intolerance build
the basis for the communication with the target group.
What do the 'peer educators' get
out of it?
In the phase of setting up
a peer educators team, interested young people should
have information about what they will gain from being
involved in the programme. This could be done by distributing
leaflets with positive statements of young people
formerly involved in peer group projects or by inviting
those young people for a discussion.
Potential arguments that might
motivate young people to get involved in a project:
• you can have a voice in
creating a society that is more tolerant
• you can help to solve problems
that affect you
• you will become more confident
and assertive
• you will learn how to speak
to a public
• you can improve your communication
skills
• you'll become a positive
community role model for other young people
• you will develop your leadership
potential
• you get to relate to young
people on your own level
• you get to make new friends.
• you can let people in power
know your point of view.
• you can have fun!
Having an agreement?
You might consider having
a contract or agreement with the peer educators, where
they sign to commit themselves for the duration of
the project. It may be that a peer group education
project takes place within a school term or 'education
years' so that young people can commit themselves
for particular periods. A Support Agreement
can also include the name, address, telephone number
of a supportive contact person and times when he or
she can be contacted.
Incentives - To pay or not to pay?
To pay or not to pay? When
building a team of group peer educators, incentives
may be important-from free food, seminars, residential
weekends, media exposure, academic credits or money.
For some young people volunteering may not be an option
because of economic pressure to earn money for themselves
or the family. An hourly wage could make it financially
possible for young people to commit their time to
peer group education programmes. Incentives can take
many forms; either as payment for time and expenses
or for acknowledgement of the learning experience,
some education authorities are able to give credits
for learning. Payment is a very sensitive question
and should be considered carefully in discussion with
every one involved in the project. The basic rule
is, however, that all steps should be taken, that
young people's involvement does not cost them money.
6.3. Peer Group Leaders or Coaches
Who helps with the training?
Working through an appropriate
training co-ordinator may be important for some programmes.
The person responsible for training, supporting and
recruiting the peer group should have an understanding
of young people, i.e. as a youth or community worker
or representative of a youth organisation or agency.
For many peer group education projects this is planned
by an individual who is ultimately responsible for
the programme. He/she should have a clear understanding
of potential peer educators, their training and support
needs. Most important this person needs to have a
sound belief in the potential of young people. This
leader or coach has a role which is to support, to
motivate, to initiate and to assist the young people,
when necessary. Eventually the leader or coach should
withdraw from his/her role and give over the leadership
entirely to the young people. (See also Section 7:
12 points for the supportive and non-authoritarian
coach)
6.4. Support systems for peer group
educators
Which support system will you require?
Peer educators may be dealing
with difficult, sensitive and sometimes controversial
subjects and situations which can put added pressures
on the young person both in practical terms and emotionally
especially with a programme dealing with racism, xenophobia,
anti-Semitism and other forms of intolerance. Dealing
with situations and incidents which may be challenging
and difficult can put pressure on young people. Practical
problems like other commitments and difficulties with
transport can also bring added pressure. Building
support structures before embarking on a peer group
education programme is especially important. Support
can be built into the agreement or contract. Support
can be offered in a number of ways, through consultation
meetings and regular discussion groups, less formal
conversation on the telephone after a difficult session,
constructive feedback after sessions or training courses.
Parents, teachers and other persons of confidence
can be another useful support structure; keeping them
informed will help encourage young people's involvement.
SUPPORT AGREEMENT
Name of peer group
educator.................................................................................................
Address...........................................................................................................................
Meetings are held
at............................................................................................................
on...................................................................................................................................
The co-ordinator
of the programme is......................................................................................
They are based
at...............................................................................................................
Their telephone
number is....................................................................................................
Your named support
person is...............................................................................................
She/He can help
you with practical problems (transport, childcare
etc.)
or emotional advice, support
......................................................................................................................................
Their telephone
number is...................................................................................................
You can contact
them between and........................................................................................
....................................................................................................................................
Their address is...............................................................................................................
...................................................................................................................................
Peer Educator,
Support Person and Parent/Guardian can be given
a copy of this Support Document
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It may be important for some groups
that an adult within the participants setting is identified
as being willing to support or help the individuals
as, when and if required. This person could be a volunteer,
full or part time youth worker.
6.5. Ownership and Management
Who is the boss?
Young people are the bosses
of the project. They will be in control of their activities.
A management structure can be implemented to facilitate
feed-back and communication, this can be a group made
up of people who are offering support, the peer group
educators themselves, funders, etc.
6.6. Review and Evaluation
Do we reflect on and evaluate our
action?
Evaluation and review should
be an on going process. Peer group trainers and peer
educators should be brought together to evaluate
a) their training
b) their fieldwork
c) their personal development.
Evaluation should attempt to monitor
any increase in knowledge. This can be done by using
simple questionnaires before the sessions begin and
again at the end or a short review session where basic
information like numbers attending, issues raised
and problems encountered can be documented. From these
evaluations the peer leader should be able to form
a developmental plan for their group. Evaluation of
young people's own training should also highlight
their own personal training needs.
Evaluation should be useful both
to the educators themselves and to organisations or
individuals involved in the programme they should
help to guide the project. As pressures on resources
are often limited funders will be keen to see how
projects develop. There might be considerable pressure
to measure the effects of programmes in a quantitative
way, by keeping records of numbers attending, contacts
made and resources used some conclusions may be drawn
about value for money and cost effectiveness of peer
group education.
STEP BY STEP CHECKLIST
Some things to think about
- Setting your aims
and objectives
Who do you plan to work with and
what do you plan to do?
- Recruitment
What do they get out of it?
- Do you need an agreement
or a contract?
- What methods will
you use?
Video, Discussion, Role Play, Presentations,
Lessons … etc.
- Do you need funding?
- Training of the
peer group educators
- Leaders and Coaches
What is their role?
- Support Systems
Power, Ownership and Management
... Will the young people be in control?
- How will you review,
document and evaluate your programme?
- Working with the
media
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There are many ways to organise yourselves
against racism and intolerance and for human rights.
Compass
contains a very useful series of hints and reflections
about getting into action in the section Taking
Action. See also the section on Campaigns,
Action, Projects, Publicity [C/4] in Alien
93.
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