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Peer education — where people are equipped to educate their contemporaries — is an increasingly popular strategy amongst providers of personal and health education in the UK, especially amongst those who work with teenagers and young adults. This article takes an irreverent look at the premises on which peer education has been founded and considers whether the approach is the panacea that so many claim.
In 1997 Salford Community Healthcare Trust embarked on a research project (funded by NHS Executive North West Region) to investigate how viable the Hanen Parent Programme (HPP) (Manolson 1992) was in terms of its effectiveness and suitability for an inner-city UK population in comparison with clinic-based, direct intervention. An important component of that research project involved exploring the parents' perceptions of the therapy they had undertaken. In this paper are summarised the areas in which there were marked differences between parents' experiences and perceptions of therapy as a result of the type of intervention they received. Clinical implications are discussed.
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