BUILDING BRIDGES:JOB CORPS PEER MENTORING STRATEGY

AgendaAgenda

• What are Peer Programs?• Needs for Peer Programs at Job Corps• Team Work for Peer Mentor/Peer Mediation• Rational for Peer Programs• Utilization of Peer Mentors/Peer Mediators• Interactive vs. Non-interactive Training• Resources

OutcomesOutcomes

• Know ONE way that Peer Mentors and/or Peer mediators can expand health services on campus

• Learn ONE model for working as a team with CPP, Academics, Trades, Wellness

• List THREE major components of Programmatic Standards

• Come away with ONE way to utilize P.M.• Site ONE reason to set up peer mentor programs on

JC campuses• Understand the difference between INTERACTIVE

and non-interactive training• Know resources for setting up Peer Mentor programs

What is Peer Helping?What is Peer Helping?

Peer Helping definition Peer Helping definition (cont.)(cont.)

• “Peer helping is defined as a variety of interpersonal helping behaviors assumed by nonprofessionals who undertake a helping role with others. Peer helping includes one-on-one helping relationships, group leadership, discussion leadership, mentoring, advisement, tutoring, and all activities of an interpersonal helping or assisting nature. A peer helper refers to a person who assumes the role of a helping person with contemporary and/or cross-age population”. Peer Programs: An In-depth Look at Peer Programs. J. Tindall, Ph.D., Randy Black, Ph.D.

Why are Peer Programs Effective?Why are Peer Programs Effective?

Young people have tremendous influence over other young people

Young people are natural helpers Young people are their own best resources and can

be used to augment the insufficient adult resources on most school campuses

Trained young people who augment school support services are a cost-effective resource

Young people who have mastered life-skills are

successful at life• Calif. Assoc. of Peer Programs: Comprehensive

Evaluation of Peer Programs, 2001

Why Peer Helping Works Why Peer Helping Works (cont.)(cont.)

• Adding a well-designed peer or cross-age teaching component to an elementary or secondary school helps to promote academic achievement and interpersonal growth

• Tutored students score higher on examination performance than those in conventional classes

• With a trained tutor, 98% of students academically outperformed those who are taught in a conventional classroom

Why Peer Helping Works Why Peer Helping Works (cont.)(cont.)

• Peers may have a better understanding of the concerns and the pressures facing the target group than an adult professional might

• Peer programs are dramatically more effective in decreasing drug use than all other programs, even at the lowest level of intensity

• Youth (grade 6-12) that engaged in projects and programs to help others on a weekly basis are less likely to report at-risk behavior

• Peer programs are twice as effective with community support

Peer Resources=Bridge to Peer Resources=Bridge to PreventionPrevention

• Why are Peers Important?

• Why is a Peer Resource Training Program important?

• Why are Peer-Helping Programs an Effective Prevention Strategy?

Selected Resource LiteratureSelected Resource Literature

• How Do Peer Helpers Help?– Prejudice Reduction– Smoking– Alcohol, Tobacco and other drugs– Violence Prevention through Conflict Mediation– Gang prevention/intervention– Mentoring – Health Education– HIV/AIDS Education– Community and Family – Tutoring– Peer Ministry

40 Developmental Assets40 Developmental Assets

• Support

• Empowerment

• Boundaries and Expectations

• Constructive use of time

• Commitment to learning

• Positive Values

• Social Competencies

• Positive Identity

The Power of Assets to Promote The Power of Assets to Promote Positive Attitudes and BehaviorsPositive Attitudes and Behaviors

• Succeed in School0-10=7%; 11-20=19%; 21-30=35%; 31-40=53%

• Values Diversity0-10=34%; 11-20=53%; 21-30=69%; 31-40=87%

• Maintains Good Health0-10=25%; 11-20=46%; 21-30=69%; 31-40=88%

• Delays Gratification0-10=27%; 11-20=46%; 21-30=56%; 31-40=72%

ConnectednessConnectednessDr. Bloom, M.D., Ph.D. Univ. of MNDr. Bloom, M.D., Ph.D. Univ. of MN

• Students who feel connected to school are …..

– Less likely to use substances– Experience less emotional distress– Engage in less violent or deviant

behavior– Less likely to become pregnant

The SampleThe Sample

• National Longitudinal Study of Adolescent Health

– A stratified random sample of 80 high schools and primary feed schools

– N=134 schools (127 participated in school survey)

– N=71,515 students in 7th through 12th grade– 127 school administrators surveys

Life Long Impact Peer Information Life Long Impact Peer Information Center for TeensCenter for Teens

• Graduates from 1986-1993 (34% return)

– Life Skills, Leadership Skills, Employability

• Scale 1 (not at all) to 5 (all the time)

– Attending- 4.4– Listening (Empathy and Summarizing)-4.50– Problem Solving/Decision Making-4.47– Referral to Others-3.80– Group Facilitation-3.48

Life Skills Life Skills (cont.)(cont.)

• Use Helping Skills with others - 4.40

• Use Helping Skills in my personal life - 4.29

• Use Helping Skills at work - 4.42

Follow-up study Follow-up study (cont.)(cont.)

• Values

– Believe in PICT peer helper mission “Helping Others Helps Themselves” - 4.75

– Behaving as a helper to others - 4.60

Follow-up study Follow-up study (cont.)(cont.)

• Healthy Life Style Choices

– Managing Stress effectively - 3.75

– Chose not to drink alcohol or drink in moderation - 4.69

– Chose to be drug free - 4.93

– Chose to eat in a healthy manner - 3.72

– Know about HIV/AIDS/STD information 5.00

– Violence - 4.95

Follow-up study Follow-up study (cont.)(cont.)

– Chose to use protection against pregnancy and disease during sexual relationships - 57%

– Trying to achieve pregnancy - 23%

– Not sexually active - 18%

Peer Facilitator Quarterly, Vol. 19.No. 4, 2003

Risk and Protective FactorsRisk and Protective FactorsHawkins, J.D., Catalano, R.F.Hawkins, J.D., Catalano, R.F.

• RISK FACTORS are those elements in a young person’s environment that increases the likelihood of engaging in negative and antisocial behaviors

Examples

• Community Risk Factors– transitions and mobility– community laws and norms favorable to drug use– firearms and crime– availability of drugs and firearms

Risk Factors Risk Factors (cont.)(cont.)

• Family Risk Factors – family conflict– poor family management

• School Risk Factors– academic failure– lack of commitment to school – school disorganization

• Individual/Peer Group Risk Factors– early initiation of problem behavior– friends who engage in problem behaviors– favorable attitude toward problem behaviors

Protective FactorsProtective Factors

• PROTECTIVE FACTORS are those factors that, when present in a young person’s developmental environment, buffer, protect, and insulate them against the development of health and behavior problems

Examples

• Individual Characteristics– intelligence– resilience– social competence

Protective Factors Protective Factors (cont.)(cont.)

• Bonding to– family– peers – school– neighborhood/community

• Healthy beliefs and clear standards– communicated to young people by their

families, schools, communities, and peer groups

Bonding: The Key to Positive Bonding: The Key to Positive Youth DevelopmentYouth Development

• Opportunities provide a chance to develop skills and gain group recognition

• Mastery of skills leads to recognition and more opportunities for group recognition

• Positive reinforcement cements the bond between young people and the group and encourages further

Wisconsin StudyWisconsin Study

• Wisconsin Study - 244 (94%) peer advisors that receive state AODA responded

• Findings: – Reduced health risks to students– Safer school environments– Enhanced learning climates– Increased opportunities for student

involvement

Indiana StudyIndiana Study

• 294 corporations - 122 school corporations responded (41%)

– 72% of the counties have reported peer programs

– Average length of programs - 5 years– 40% of the schools offer P.H. for credit

St. Louis Job Corps StorySt. Louis Job Corps Story

• CPP drop out– 7 years ago: 75% of CPP students age 16

and 17 did not last after 45 days!!!– Within 6 months after starting a Peer Mentor

program – reduced to 15%!

Now-----

• Students leaving Dorms because of conflict:– 2006-2007 vs. 2007-2008: 30% drop in

students leaving due to violence and conflict

Disciplinary Separation for Disciplinary Separation for ViolenceViolence

Nov. 2006-2007Females-33, Males-88 Total 121

Nov. 2007-2008Females-16, Males-70 Total 86

Reduction – 29%Females-51% reduction, Males-26% reduction

Building Bridges Building Bridges

Building Bridges Building Bridges

Changing Center CultureChanging Center Culture

Friday Morning TrainingFriday Morning TrainingSecretary Taking NotesSecretary Taking Notes

Peer Mentor SupervisorPeer Mentor Supervisor

Peer Mentor/Mediation TeamPeer Mentor/Mediation Team

• Student Leadership- Ms. Foster• Residential Life- Mr. Chatman• Wellness– Ms.Smith• R.A.- Helping with Peer Mediation-Ms.

Traywick• CPP Manager- Ms. Williams, Week 1

coordinator• Wellness Manager-Peer Mentors-Wellness• Assist. Director- Mr. Young• CMHC- Judith Tindall, Ph.D.• SPO- Ms. Horton referral• Counselors/Teachers- refer

Vision of Peer MentoringVision of Peer Mentoring

St. Louis Job Corps Trainees (Mentees) will complete St. Louis Job Corps ready for healthy and productive lives.

MissionMission

Peer Mentors will assist trainees to become employable by being a healthy role model to assist trainees persist through Job Corps, resist gangs, drugs and other at-risk behavior.

Tag LineTag Line

“Students

Helping Students”

Goals of St. Louis Job Corps Goals of St. Louis Job Corps Peer Mentor ProgramPeer Mentor Program

• To create an opportunity for trainees to serve as mentors

• Provide training for Mentors

• To provide supervision for the activities the mentors perform

• To provide a structure for mentor/mentee interaction

• To evaluate the program

• To provide incentives to mentors/mentees

Characteristics of Prevention Characteristics of Prevention Programs that Work!Programs that Work!

• Uses a research-based risk and protective factor framework that involves families, peers, schools and communities partners to target multiple outcomes

• Is long term, age specific, and culturally appropriate

• Fosters development of individuals who are healthy and fully engaged through teaching them to apply social-emotional skills and ethical values in daily life

Sample Goals of the Peer ProgramSample Goals of the Peer ProgramYear 1Year 1

• To start a Peer Helper Program that follows NAPP Programmatic Standards

• To Select Peer Helpers (Mentors)

• To Train Peer Helpers in Basic Skills and Mentoring

• Provide ongoing supervision and training 

Guidelines for an Effective ProgramGuidelines for an Effective Program

• Organizational needs than can be partially solved through peer programs

• Needs that leads to rational and mission for program

• Clearly defined goals, objectives and timelines• System support=infrastructure incorporates and

accommodates peer program• Advisory board that includes advocates and

stakeholders for program• Caring, skilled, energetic, organized, trained

adult professional leaders that follow NAPP Programmatic Standards

Guidelines Guidelines (cont.)(cont.)

• Research/developmentally appropriate program design

• Staff included in planning, training, and evaluation

• Appropriate recruitment, screening, and selection

• Training of sufficient quality and quantity that follows NAPP Programmatic Standards

• Placement appropriate

• Ongoing supervision, training, assessment and support

• Evaluation and assessment

• Celebration and recognition

Programmatic Standards Programmatic Standards and Ethicsand Ethics

Start-Up• Section I. A: What are the goals and

objectives of your peer helping program?

CommitmentCommitment

• Administrative support• Committee support• Financial resources, programming

expenses and funding• Curriculum and training resources

StaffingStaffing

• List qualities and characteristics of peer program staff

• BRAG TIME! - Share what YOU bring to your program!

• What needs to work on?

Organizational StructureOrganizational Structure

• Rate• Share• Diverse structure• Compare goals to structure: congruent?

Program Implementation ModelProgram Implementation Model

Key Program ComponentsKey Program Components

• Selection

• Training

• Service Delivery

• Supervision

• Evaluation

SelectionSelection

• Train everyone

• Select through applications, interviews, recommendations

• Survey and select top candidates

• Clear criteria that will achieve goals

TrainingTraining

• Who trains?• Training components – see Checklist

Role of Peer Helper, Communication Skills, Ethics and Referral, Problem Solving

• Additional topics and issues• Consistent with goals and objectives• Rate training process• Record strengths and growth areas

Service DeliveryService Delivery

• Decide prior to selection and training

• Wide variety of ways to use peers

• Rate strengths and growth areas

• Share with partner

SupervisionSupervision

• Supervise throughout entire program

• Who supervises?

• Rate strengths and growth areas

EvaluationEvaluation

• Key for continuation and improvement

• How do evaluation?

• Rate strengths and growth areas

Program MaintenanceProgram Maintenance

• Evaluation

• Public Relations

• Long Range Planning

• Rate strengths and growth areas

Code of EthicsCode of Ethics

• Definition

• Importance– Misuse of participants– Emotional vulnerability– Legal ramifications– Behavior guide

Why Peer Programs Successful!Why Peer Programs Successful!

• Strong Coordinator• Part of Organizational Culture• Integrated and approved curriculum • Strong Selection Process • TRAINING, TRAINING, TRAINING• Utilization of Peer Helpers• Follows Programmatic Standards and

Ethics

Training ModelTraining Model

• Explain rational for learning the skill• Demonstrate the skill• Trainees practice the skill• Trainees get feedback on the skill• Application of the skill• Prepare for next skill

Interactive vs. Non-InteractiveInteractive vs. Non-Interactive

• Interactive–represent interaction and exchange of ideas among peers and active participation

• Non-Interactive–taught be teacher in a didactic manner

From Nancy Tobler- meta-analysis (1998)

Interactive model was socratic discussion, peer leaders modeling, role-

play and active participation

Interactive vs. Non-InteractiveInteractive vs. Non-Interactive

Skill Building ModelSkill Building ModelRate of RetentionRate of Retention

Lecture-5%

Reading-10%

Audiovisual-20%

Demonstration-30%

Discussion Group-50%

Practice by Doing-75%

Teach Others-90%

Nancy Tobler–meta-analysis Nancy Tobler–meta-analysis (1998)(1998)

Interactive Non interactive

Knowledge 53% 15%

Attitudes 33% 5%

Social Skills 76% 8%

Reducing Drug Use 18% 8%

Effective Prevention Programs Effective Prevention Programs must:must:

1. Comprehensive-multiple interventions2. Varied Teaching Methods3. Sufficient Dosage4. Theory Driven5. Positive Relationships6. Appropriately Timed7. Socio-culturally Relevant8. Outcome Evaluation9. Well Trained Staff

ResourcesResources

• Psychological Network, Inc.58 Portwest Court, St. Charles, MO 63303636-916-5800, www.psynetinc.comE-mail: psynetinc@sbcglobal.net

• Rutledge Mental Health, Taylor and Francis Groupwww.routledgementalhealth.com.1-800-634-7064

– Peer Programs: An In-depth Look at Peer Programs, Second Edition– Tindall and Black

– Peer Power, Book One Workbook, 4th Edition-Tindall– Peer Power, Book One, Strategies for the Professional

Leader– Peer Power, Book Two, Workbook-3rd Edition-Tindall– Peer Power, Book, Strategies for the Professional Leader

Resources Resources (cont.)(cont.)

National Association of Peer ProgramsP. O. Box 32272, Kansas City, MO 64171877-314-5272www.peerprograms.orgCertified Professional, Certified Program

BACCHUS Peer Education Networkwww.bacchusnetwork.orgHigher Education and annual conference

National Organizations for Youth Safetywww.noys.org