Peer Employment TrainingPeer Employment Training

Fifth Edition

A Peer / Recovery Support SpecialistCerti�cation Course

A Peer / Recovery Support SpecialistCerti�cation Course

Table of Contents

Preface

History ......................................................................................................................................... i

Personal Development – Knowing Yourself

Module One – Recovery ........................................................................................................... 1 Understand the definition of recovery Review concepts of remembered wellness Identify the Five Recovery Pathways

Module Two – The Power of Peer Support .......................................................................... 25 Clearly understand the role of peer support

Learn the importance of mutuality in peer support work Avoiding learned helplessness: The power of people finding their own solutions Become aware of the impact peer support can have on others Learn to use skills important to peer support work

Gain knowledge important to peer support work

Module Three – Developing Self-Esteem and Managing Self Talk .................................... 39 How to recognize our own individual levels of self-is-steam How to understand the dynamic interactions that cause fluctuations in our self-is-steam What causes low self-is-steam and how it might be serving you Using positive self-talk to raise your self-is-steam How to become your own best friend

Module Four – Community, Culture and Environment ..................................................... 52 Developing an understanding of culture by looking at our immediate community Learning more about the history of recovery, and how history impacts culture Appreciating and celebrating diversity in our community Celebrating diversity and applying it in peer support work

Module Five – Meaning and Purpose ................................................................................... 72 Learn the importance of staying centralized to ourselves Identify patterns that interfere with our connection to ourselves Understand and cultivate our own unique gifts Moving our gifts into action

Module Six - Emotional Intelligence ..................................................................................... 90 To explore ways in which we can use emotional intelligence skills to become more

active in our recovery process and more successful in life To discuss how role modeling emotional intelligence can help the people we assist To discuss how using and sharing our emotional intelligence skills can help us make

our best contribution at work

Turning Point – Preparing Yourself for Work

Module Seven – Telling Your Personal Story .................................................................... 114 Turning the corner – looking at yourself differently Becoming the hero in your story Understanding how your story frames your past, present, and future Learning how our story can affect others Appreciating the power our story has to promote recovery

Module Eight – Employment as a Path to Recovery and Ethical Values ........................ 129 Understand the healing power of “giving back” Complete assessment of strengths and goals Understand how to become a great employee Learn the importance of ethics and boundaries

Skill Development

Module Nine – Communication Skills ................................................................................. 149 Remembering the importance of good listening Learning the “Peer Support Approach,” a new way of communicating Using “open-ended” questions Leaning to avoid conversation road-blocks Disagreeing without arguing and dealing with anger

Module Ten – Conflict Resolution ....................................................................................... 169 Recognizing the importance of peers resolving conflicts Understanding the five conflict styles Learning the guidelines for conflict resolution

Module Eleven – Understanding Trauma .......................................................................... 186 Trauma and Abuse

Understanding the nature of trauma and abuse Recognizing the consequences of trauma and abuse Learning how to begin the process of recovery from the consequences of trauma & abuse Appreciating the political aspects of trauma and abuse Understanding how Peer Support can be helpful

Resilience Appreciating the power of resilience Learning how to develop “bounce back” skills

Module Twelve – Substance Use Challenges and Co-Occurring Recovery ..................... 208 Understanding the subtle nature of addictions Learning what to do, and not do, to support the recovery process Gaining a knowledge of helpful resources Understanding the dilemma of co-occurring issues Learning how to work with stages of change Gain an understanding of maintaining recovery Learning how to deal with urges and triggers

Module Thirteen – Integrated Care and the Role of Peer Support ................................. 226 Understand the role of peer support and integrated care Understand the goals of integrated care Develop an understanding of how to support the integrated care team, and the person Develop skills that support documentation that will pass an audit

Module Fourteen – Being with People in Challenging Situations ..................................... 246 Understand the importance of taking a recovery approach to wellness Learn the concepts of recovery coaching Gain skill in dealing with specific psychiatric challenges Gain a true appreciation for the power of listening

Module Fifteen – Peer Support in Action, Partnering with Other Professionals ........... 257 Review the changes and progress that has taken place Understand the importance of partnering with professionals Documentation Appreciate the power of the peer perspective The importance of celebrating our achievements - graduation

Appendices …………………………………………………………………………………. 267 Federal ADA Regulations, Information and Resources …………………………………………. 268 New Freedom Commission on Mental Health – Executive Summary ………………………….. 271

References .............................................................................................................................. 312

Rec

over

y O

ppor

tuni

ty C

ente

r - P

eer

Em

ploy

men

t Tra

inin

g C

ours

e Sy

llabu

s

Day

H

omew

ork

Ass

ignm

ent D

ue

Cla

ss A

ctiv

ity

Hom

ewor

k A

ssig

nmen

t for

Nex

t Cla

ss

One

8:

30 A

M-5

:00

PM

Mon

day

Mod

ule

1: R

ecov

ery

and

Mod

ule

2:

The

Powe

r of P

eer S

uppo

rt h

ave

been

re

ad.

Plea

se w

rite

out y

our a

nsw

ers t

o al

l qu

estio

ns in

you

r wor

kboo

k to

the

best

of

you

r abi

lity.

Get

ting

Star

ted

on O

ur Jo

urne

y

Intro

duct

ion

Dis

cuss

Mod

ule

1

Rev

iew

Mod

ule

2: T

he P

ower

of P

eer S

uppo

rt

and

read

Mod

ule

3: D

evel

opin

g Se

lf Es

teem

and

M

anag

ing

Self

Talk

. Ple

ase

wri

te y

our

answ

ers

to a

ll qu

estio

ns in

you

r w

orkb

ook

to th

e be

st o

f yo

ur a

bilit

y.

Plea

se c

ompl

ete

Tes

t for

Mod

ule

1

Tw

o 8:

30 A

M-5

:00

PM

Tues

day

Mod

ule

2: T

he P

ower

of P

eer

Supp

ort a

nd M

odul

e 3:

Dev

elop

ing

Self

Este

em h

ave

been

read

. Y

ou h

ave

writ

ten

your

ans

wer

s to

the

ques

tions

in th

e w

orkb

ook

to th

e be

st

of y

our a

bilit

y.

Plea

se tu

rn in

Mod

ule

1 Te

st

Dis

cuss

Mod

ule

2 –

Th

e Po

wer o

f Pee

r Sup

port

Dis

cuss

Mod

ule

3 –

Dev

elop

ing

Self

Este

em a

nd M

anag

ing

Self

Talk

Rea

d M

odul

e 4:

Com

mun

ity, C

ultu

re a

nd

Envi

ronm

ent a

nd M

odul

e 5:

Mea

ning

and

Pu

rpos

e. P

leas

e w

rite

you

r an

swer

s to

all

ques

tions

in y

our

wor

kboo

k to

the

best

of y

our

abili

ty.

Plea

se c

ompl

ete

Tes

ts fo

r M

odul

es 2

& 3

Thr

ee

8:30

AM

-5:0

0 PM

W

edne

sday

Mod

ule

4: C

omm

unity

, Cul

ture

and

E

nvir

onm

ent a

nd M

odul

e 5:

M

eani

ng a

nd P

urpo

se h

ave

been

read

. Y

ou h

ave

writ

ten

your

ans

wer

s to

the

ques

tions

in th

e w

orkb

ook

to th

e be

st

of y

our a

bilit

y.

Plea

se tu

rn in

Mod

ule

2 &

3 T

ests

Dis

cuss

Mod

ule

4 –

C

omm

unity

, Cul

ture

and

Env

iron

men

t

Dis

cuss

Mod

ule

5 –

Mea

ning

and

Pur

pose

Rea

d M

odul

e 6:

Em

otio

nal I

ntel

ligen

ce a

nd

Mod

ule

9: C

omm

unic

atio

n Sk

ills.

Plea

se w

rite

yo

ur a

nsw

ers t

o al

l que

stio

ns in

you

r w

orkb

ook

to th

e be

st o

f you

r ab

ility

. Pl

ease

com

plet

e T

ests

for

Mod

ules

4 &

5

Four

8:

30 A

M-5

:00

PM

Thur

sday

Mod

ule

6: E

mot

iona

l Int

ellig

ence

and

M

odul

e 9:

Com

mun

icat

ion

Skill

s ha

ve b

een

read

.

You

hav

e w

ritte

n yo

ur a

nsw

ers t

o th

e qu

estio

ns in

the

wor

kboo

k to

the

best

of

you

r abi

lity.

Pl

ease

turn

in M

odul

e 4

& 5

Tes

ts

NA

MIN

G O

UR

CL

ASS

AC

TIV

ITY

Dis

cuss

Mod

ule

6 –

Emot

iona

l Int

ellig

ence

Dis

cuss

Mod

ule

9 C

omm

unic

atio

n Sk

ills

Tria

d R

ole

Play

s

Faci

litat

or sh

ares

per

sona

l sto

ry.

Rea

d M

odul

e 7:

Tel

ling

Your

Per

sona

l Sto

ry.

Plea

se w

rite

you

r an

swer

s to

all q

uest

ions

in

your

wor

kboo

k to

the

best

of y

our

abili

ty.

Plea

se c

ompl

ete

Tes

ts fo

r M

odul

es 6

& 9

Prep

are

to te

ll yo

ur p

erso

nal s

tory

. Te

lling

out

per

sona

l sto

ry is

requ

ired

for

cert

ifica

tion

and

a re

quir

ed a

ttend

ance

day

of

clas

s.

Five

8:

30 A

M-5

:00

PM

Frid

ay

RE

QU

IRE

D

DA

Y

Mod

ule

7: T

ellin

g Yo

ur P

erso

nal

Stor

y ha

s bee

n re

ad.

Plea

se tu

rn in

Mod

ules

6 &

9 T

ests

You

’re

read

y to

tell

your

per

sona

l st

ory.

Pers

onal

Sto

ry D

ay

This

is a

req

uire

d da

y fo

r ce

rtific

atio

n an

d gr

adua

tion

Rea

d M

odul

es 8

: Em

ploy

men

t as a

Pat

h to

R

ecov

ery

and

Exer

cise

43

Ethi

cs a

nd B

ound

arie

s A

s wel

l as p

ages

261

– 2

63 in

Wor

kboo

k ab

out

docu

men

tatio

n.

Plea

se w

rite

you

r an

swer

s to

all q

uest

ions

in

your

wor

kboo

k an

d E

xerc

ise

Boo

k to

the

best

of

you

r ab

ility

.

WE

EK

ON

E

Rec

over

y O

ppor

tuni

ty C

ente

r - P

eer

Em

ploy

men

t Tra

inin

g C

ours

e Sy

llabu

s

Day

H

omew

ork

Ass

ignm

ent D

ue

Cla

ss A

ctiv

ity

Hom

ewor

k A

ssig

nmen

t for

Nex

t Cla

ss

Six

8:30

AM

-5:0

0 PM

M

onda

y

RE

QU

IRE

D

DA

Y

Mod

ule

8: E

mpl

oym

ent a

s a P

ath

to

Rec

over

y an

d E

thic

s Exe

rcis

e #4

3 in

yo

ur E

xerc

ise (R

ed) b

ook

and

pp. 2

61

–26

3 in

Wor

kboo

k ha

ve b

een

read

.Y

ou h

ave

writ

ten

your

ans

wer

s to

the

ques

tions

in th

e w

orkb

ook

to th

e be

st

of y

our a

bilit

y.

Dis

cuss

Mod

ule

8 –

Empl

oym

ent a

s a P

ath

to R

ecov

ery

Dis

cuss

Doc

umen

tatio

n &

D

iscu

ss a

nd a

pply

E

thic

s and

Bou

ndar

ies

This

is a

req

uire

d da

y fo

r ce

rtific

atio

n an

d gr

adua

tion

Rea

d M

odul

e 10

: Con

flict

Res

olut

ion

Pl

ease

wri

te y

our

answ

ers t

o al

l que

stio

ns in

yo

ur w

orkb

ook

to th

e be

st o

f you

r ab

ility

.

Rev

iew

the

Empo

wer

men

t Whe

el E

xerc

ise

Book

M

odul

e 1

(pag

e 27

) for

reco

very

con

vers

atio

ns.

Seve

n 8:

30 A

M-5

:00

PM

Tues

day

Mod

ule

10: C

onfli

ct R

esol

utio

n ha

s be

en re

ad. Y

ou h

ave

writ

ten

your

an

swer

s to

the

ques

tions

in th

e w

orkb

ook

to th

e be

st o

f you

r abi

lity.

Dis

cuss

Mod

ule

10 –

C

onfli

ct R

esol

utio

n

Rol

e Pl

ays f

or E

valu

atio

n

Rea

d M

odul

e 11

: Und

erst

andi

ng T

raum

a an

d M

odul

e 13

Inte

grat

ed C

are

and

the

Role

of P

eer

Supp

ort

Plea

se w

rite

you

r an

swer

s to

all q

uest

ions

in

your

wor

kboo

k to

the

best

of y

our

abili

ty.

Eig

ht

8:30

AM

-5:0

0 PM

W

edne

sday

Mod

ule

11: U

nder

stan

ding

Tra

uma

and

Mod

ule

13: I

nteg

rate

d C

are

and

the

Rol

e of

Pee

r Sup

port

hav

e be

en

read

. You

hav

e w

ritte

n yo

ur a

nsw

ers t

o th

e qu

estio

ns in

the

wor

kboo

k to

the

best

of y

our a

bilit

y.

Dis

cuss

Mod

ule

11 –

U

nder

stand

ing

Trau

ma

Dis

cuss

Mod

ule

13 –

In

tegr

ated

Car

e

Dis

tribu

te a

nd re

view

Stu

dy G

uide

for

Fina

l Exa

m.

Rea

d M

odul

e 12

: Sub

stanc

e Ab

use

Cha

lleng

es

and

Mod

ule

14: B

eing

with

Peo

ple

in C

halle

ngin

g Si

tuat

ions

Pl

ease

wri

te y

our

answ

ers t

o al

l que

stio

ns in

yo

ur w

orkb

ook

to th

e be

st o

f you

r ab

ility

.

Nin

e 8:

30 A

M-5

:00

PM

Thur

sday

Mod

ule

12: S

ubsta

nce

Use

Cha

lleng

es

and

Mod

ule

14: B

eing

with

Peo

ple

in

Cha

lleng

ing

Situ

atio

ns h

ave

been

re

ad. Y

ou h

ave

writ

ten

your

ans

wer

s to

the

ques

tions

in th

e w

orkb

ook

to th

e be

st o

f you

r abi

lity.

Dis

cuss

Mod

ule

12 –

Su

bsta

nce

Use

Cha

lleng

es

Dis

cuss

Mod

ule

14 –

…

Cha

lleng

ing

Situ

atio

ns

Rev

iew

for F

inal

Exa

m

Rea

d M

odul

e 15

: Pee

r Sup

port

in A

ctio

n,

Part

neri

ng w

ith P

rofe

ssio

nals

. Pl

ease

wri

te y

our

answ

ers t

o al

l que

stio

ns in

yo

ur w

orkb

ook

to th

e be

st o

f you

r ab

ility

.

Ten

8:

30 A

M-5

:00

PM

Frid

ay

Mod

ule

15: P

eer S

uppo

rt in

Act

ion,

Pa

rtne

ring

with

Pro

fess

iona

ls h

as

been

read

and

you

hav

e w

ritte

n yo

ur

answ

ers t

o th

e qu

estio

ns in

the

wor

kboo

k to

the

best

of y

our a

bilit

y.

Com

plet

e Fi

nal E

xam

Gro

up d

iscu

ssio

n of

Mod

ule

15

The

n an

d N

ow

Gra

duat

ion

Day

!

A ne

w jo

urne

y be

gins

…

WE

EK

TW

O

All

clas

ses b

egin

at 8

:30

AM

and

con

clud

e on

or

befo

re 5

:00

PM, w

ith o

ne h

our

for

lunc

h. T

here

will

be

a 15

-min

ute

brea

k in

the

mor

ning

an

d 15

min

utes

in th

e af

tern

oon.

***

Plea

se b

e su

re y

ou c

lear

you

r ca

lend

ar fo

r th

e fu

ll 2

wee

ks o

f cla

ss! *

**

RI International Peer Employment Training; June 2016 Page 1

Thoughts from graduates “I learned more about how to strengthen my own recovery so that I could be there for

another. I learned the necessary skills – listening,

validating, reflecting, conflict resolution and sharing these

tools with other.” Ted

“This learning experience was exciting, challenging, uplifting, encouraging, motivating and

positive.” Sally

“It was a very positive experience in every way. It

gave me “real world” knowledge and skills that I’ll be using in my job, and that I’ve already started to use in my peer relationships.” Tom

RI International Peer Employment Training

In Peer Support, mind and heart matter. Since 2000, we have successfully recruited and trained Peer

Support Specialists at RI International - and all of what we’ve learned over the years is reflected in our Peer

Employment Training Program. Our program is successful because it engages both the mind and the heart

– and that is how we would like to share our story with you.

Some Facts and Figures

RI International has one of the largest peer workforces in the

world with 63% of its workforce or 600-700 individuals,

employed as Peer Support Specialists working in dedicated

peer support roles, leadership roles and executive roles in

clinics, respite, hospital transition, community-based,

housing, education, employment and other service programs.

PET graduates have long-term career success.

76% of graduates on average obtain employment as Peer

Support Specialists. In one program in California, peer

supporters trained by RI have obtained work at a rate of 100%.

Additionally, with the support of RI, they have also achieved

longevity of more than 14 months (when the program ended).

Studies of trainees in the State of Arizona are consistently

employed at a rate of 76% or more. In states like

Pennsylvania, the hire rate is over 80%.

Through RI’s contract with the Veteran’s Administration of

the United States, trainees are employed at 100% and also

retain work over 90% of the time.

o 89% job retention across all Peer Employment Trainings for a minimum of 12 months.

o 60% move to full time employment within 12 months.

o 14% have moved into supervisory and leadership positions (AZ and CA).

RI International Peer Employment Training; June 2016 Page 2

Over 8,000 people have graduated from our Peer Employment Training since August 2000.

In 17 states in the US and New Zealand, Scotland and England, over 7,000 individuals have

graduated from our training. Arizona, Pennsylvania, Minnesota, Louisiana, North Carolina,

Delaware and Scotland have adopted the RI International Peer Employment Training as their

certification program for Peer Support Specialists. In England, Peer Employment Training is part of

the Recovery College curriculum. RI’s PET is the most widely recognized peer training in the world.

RI’s Peer Employment Training (PET) is being contracted as required coursework at Alliant

International University for all bachelor, master, and medical doctor training. This should begin

fall, 2016. Currently PET is offered for three units of credit, for certificate learners and bachelor

level learners at Alliant.

Background and History. Truth be told, the heart of all we do at RI International lives in the Peer

Employment Training Program. Within the curriculum – and its delivery - are all the tools needed to

support people on their path to recovery. But as we all know, training can provide tools, but not necessarily

inspire action. This is where PET shines. PET graduates take with them, hope, an intense belief in the

reality of recovery and resilience, and more importantly, the inspiration to do peer support work.

PET inspires students because it communicates the vision that Lisa St George and Marianne Long put into

practice when they developed the peer support programs 16 years ago. At the first stage of writing and

development of Peer Employment Training, Anne Rider and Lisa St George utilized an Advisory Board of

recovery thought leaders including Mary Ellen Copeland, Shery Mead, Pat Deegan, and Bill Anthony. They

provided support and feedback as we built the training. The first class graduated in October 2000, and the

content was revised using the information learned from the first students to enrich and broaden the

information in the program. Since then, each revision and new edition (currently in its 5th

edition) of the

materials has refined the curriculum so it reflects what we understand and have observed that peer support

specialists need know. In essence, the program reflects everything we’ve learned from our own peer support

specialists and their work with others in recovery diverse service programs.

PET: Structure and Content. The PET curriculum is highly interactive; skill based, and

incorporates adult learning principles. It includes a copyrighted text, Peer Employment Training 5th

edition, 2015. In addition to the text, the curriculum includes a Peer Support Skill Competency Manual. This

contains exercises, and role plays designed to ensure that participants take away both knowledge and

hands-on skills. The program consists of 16 modules that are delivered as an 80-hour two-week intensive.

The curriculum includes tests that establish competency in the required knowledge and skills. An 80%

score is required on a comprehensive final exam and participants are further evaluated on acquired skills

through role-plays.

RI International Peer Employment Training; June 2016 Page 3

Curriculum content includes:

Part I: Personal Development: Knowing Yourself

Recovery

The Power of Peer Support

Developing Self-Esteem and Managing Self Talk

Community, Culture, and Environment

Meaning and Purpose in Life

Emotional Intelligence

Part II: Turning Point: Preparing Yourself for Work

Telling Your Personal Story

Employment as a Path to Recovery and Ethics and

Boundaries

Part III: Skill Development

Communication Skills

Conflict resolution

Recovery from Trauma and PTSD and Developing

Resilience

Recovery from Substance Abuse

Being with People in Challenging Situations-Suicide, Self-Harm, Hearing Voices, and Anxiety

Peer Support in Action: Partnering with Professionals and Creating Valid Documentation.

At RI International, we have known for a long time that transformation occurs in each PET class. It is that

transformation that is hardest to describe and communicate. It’s the change that takes place in the students

– and sometimes in the facilitator – as they learn more about their unique gifts and strengths. Through

their interactions, participants experience a deeper awareness of their own and others’ strengths and

resilience. As students explore meaning and purpose, they begin to take hold of the future that stands

before them. Then, as students practice skills to help and support others, the seed of transformation from

patient to employee and supporter is planted.

It’s possible to live a full and meaningful life, in spite of the challenges we face. Employment is one path to recovery!

“I feel more sure of myself

and my ability to work

with others without trying

to fix people but helping

them to figure things out

for themselves.”

“The greatest growth I see

is preparing me for re-

entry to work. And,

learning to talk with others

in a relational way.”

RI International Peer Employment Training; June 2016 Page 4

Program Evaluation

Studies conducted by Boston University continue to guide the development of Peer Employment Training.

The first study, published in 2006, was “one of the only evaluations to test a structured and formal peer

support training program.” The purpose of this study was to determine the personal and vocational impact

of a peer support training intervention on individuals with serious psychiatric disabilities.1

Methods: Sixty-six individuals participated in an evaluation of the program. Participants were

assessed prior to and after the training on measures of recovery, empowerment and self-concept.

Job acquisition and retention data were also examined at posttest.

Results: The standardized peer support training program was successful in increasing participants’

knowledge and attitudes toward recovery and their sense of empowerment. Gains were also

observed in the measure of personal self-worth. These data suggest that peers experience positive

changes on these subjective psychological measures after participating in peer provider training.

Trainees went on to obtain peer provider positions within the agency in which they received

training and 89% of those trained retained employment at 12 months.

Conclusions: Findings suggest that a standardized program designed to provide peer training was

used successfully and participants’ recovery and employability were improved.

In a formal Review of Peer Support Specialist curriculum conducted by Hutchinson and Rogers, senior staff

at the Center for Psychiatric Rehabilitation at Boston University, (Unpublished report, July 2007), the

following impressions and observations were made:

“…extremely comprehensive workbook …achieves its purpose in providing inspiration,

understanding and awareness about recovery and the role that peer support can play in

that process. It presents a wonderful blend of perspectives within the recovery framework:

theoretical, personal/lived experiences and behavioral approaches.”

In Program Evaluation Results Peer Employment Training (Unpublished Report, October 2007), senior staff

at the Center for Psychiatric Rehabilitation at Boston University provided support in the development of a

pre and post training test of peer support competencies. After careful development and review, the test was

administered before and after training to 15 trainees in the summer of 2007. Tests were sent to the Center

for data entry and analysis. Results indicated there was a highly significant gain in correct answers of all

1 From Hutchinson, Anthony, et.al. “The Personal and Vocational Impact of Training and Employing People with Psychiatric Disabilities as Providers,” Psychiatric Rehabilitation Journal, Winter 2006, Volume 29, Number 3.

RI International Peer Employment Training; June 2016 Page 5

items in the test from pre to post test, suggesting that the trainees mastered the material in the training to a

high degree.

What Happens in the Classroom? PET students learn a way of being; as well as a way of

partnering and working with people. This work requires they become increasingly comfortable with

themselves (being authentic), and also cultivate skills in communicating and connecting with others.

The pre and post testing tells us that students master the information. What the paper and pencil tests

can’t capture is the depth of skills participants develop as they practice in the classroom. Rather than

following a routine lecture format, the instructors use a facilitative approach that is based on adult learning

principles. The classroom is learning centered and builds peer support competencies from simple to

complex. For example,

students begin to apply skills in recovery language in Module 1;

In Module 2 they learn what empowering interactions are and use them in role play.

In Module 3, the students are actually performing a basic peer support interaction by using a role

play. First, the instructor models the skills for the class, and then each student uses those modeled

skills with a partner.

By Module 13, the students actually bring the skills together and perform the peer support approach

in a role play before the class. It is this role-play that becomes part of their score on their Final

Exam.

The tools for learning are contained in two companion books, the Peer Employment Training Manual and

the Classroom Exercises book. PET meets or exceeds all SAMHSA identified peer support competencies,

and meets or succeeds all iNAPS peer support competencies, and it prepares graduates to work within a

variety of settings and programs. RI International/RI Consulting training is provided in an environment

that meets or exceeds that SAMHSA identified requirements of a recovery-oriented and culturally

competent service.