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 |
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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