Peer drug education: the way forward?

Orme, Judy; Starkey, F

doi:10.1108/09654289910248472

Cited by 25 publications

(14 citation statements)

References 4 publications

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“…Most of the peer educators in the RIPPLE study had positive views about school-based peer-led sex education, confirming the findings of previous research (Guy and Banim, 1991;Fox et al, 1993;Frankham, 1993;Orme and Starkey, 1999). Much of this previous research has focused on two categories of factors which may influence the implementation of a programme: broad contextual factors, e.g.…”

Section: Discussionsupporting

confidence: 83%

What influences peer-led sex education in the classroom? A view from the peer educators

Strange¹

2002

Health Education Research

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This paper is the second of two presenting data gathered from peer educators in the RIPPLE study-a randomized controlled trial of peer-led sex education in English secondary schools. Peer educators were recruited from Year 12 students (aged 16/17 years) in 13 schools in two successive cohorts in 1997 and 1998. Following a standardized training programme they delivered sex education sessions to Year 9 students (aged 13/14 years). Through analysis of 18 focus group discussions and of post-programme questionnaire data (n = 301), this paper aims to identify the issues and processes considered by peer educators to be important in implementing a peer education programme, and to examine peer educators' views on the relationship between themselves and the Year 9 students. Methodological issues arising when collecting, analysing and presenting such data are discussed, and some recommendations are outlined for carrying out school-based peer education.

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Section: Discussionsupporting

confidence: 83%

What influences peer-led sex education in the classroom? A view from the peer educators

Strange¹

2002

Health Education Research

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“…The core categories were initially: communication skills, personal qualities, teamwork and knowledge and understanding ( Figure 1). These overlap with self-reported 'gains' in APAUSE (Tripp et al, 2002) and in other peer programmes where gains have been reported in 'interpersonal and group work skills' and 'knowledge acquisition' (Orme & Starkey, 1999). These categories have since been refined on the basis of feedback from peers, teachers, our own subsequent classroom observations and resulting from the constant check of the categories for 'fit, understanding, generality and control' (Strauss & Corbin, 1990) ( Figure 2).…”

Section: Development Of the Assessment Toolsupporting

confidence: 47%

“…Whilst, various studies have highlighted the potential benefits of participation to peer educators (Phelps et al, 1994;Milburn, 1995;Orme & Starkey, 1999;Shiner, 1999;Mellanby et al, 2001;Pearlman et al, 2002;Strange et al, 2002a) peer education methodologies remain poorly understood. On the APAUSE programme peer educators participate in around 40% of the programme.…”

Section: Introductionmentioning

confidence: 98%

Celebrating the achievements of sex and relationship peer educators: the development of an assessment process

2004

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Young people engaged as peer educators are increasingly important in sex and relationship education (SRE) programmes in a variety of settings and are particularly valued in the APAUSE programme (Rees et al., 1997). The increase in popularity of peer education raises a need to value the inputs of young people and to give formal recognition to peers. An assessment process focusing on aspects of performance including communication, teamwork and relationships skills has been developed to assess volunteer peer educators on the APAUSE programme that aims to reconcile the typical tension in assessment of showing public recognition of competence and the ability to motivate learners. This paper reports initial findings from a pilot of this assessment process in 28 schools, involving 484 peer educators across England. Initial data suggest this has been extremely well received by teachers and peers. Experience of the process provides teachers with a method of feedback, which, by sharing the language of assessment with peers, enables the young people to be clearer about their tasks, making them more effective as peers and better able to articulate their experiences. These data are used to describe the contributions that an assessment process, focused on assessing performance in authentic situations, can make to SRE.

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“…Since one of the rationales for peer education is that it harnesses naturally occurring interaction and information sharing (Finn, 1981 ; Frankham, 1998 ), this approach is without doubt contradictory. This can be overcome by adopting informal approaches that emphasize everyday social interaction (Backett-Milburn & Wilson, 2000 ) and capitalize on the notion that informal contacts between peer educators and their peers may be as effective as the formal work that they undertake (Orme & Starkey, 1999 ).…”

Section: The Promise Of Adolescent Smoking Preventionmentioning

confidence: 99%

Identifying Well-Connected Opinion Leaders for Informal Health Promotion: The Example of the ASSIST Smoking Prevention Program

Holliday

Audrey

Campbell

et al. 2015

Health Communication

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Methods used to select opinion leaders for informal behavior change interventions vary, affecting the role they adopt and the outcomes of interventions. The development of successful identification methods requires evidence that these methods achieve their aims. This study explored whether the “whole community” nomination process used in the ASSIST smoking prevention program successfully identified “peer supporters” who were well placed within their school social networks to diffuse an antismoking message to their peers. Data were collected in the United Kingdom during A Stop Smoking in Schools Trial. Behavioral data were provided at baseline and post intervention by all students. Social network data were provided post intervention by students in four control and six intervention schools. Centrality measures calculated using UCINET demonstrate that the ASSIST nomination process successfully identified peer supporters who were more socially connected than others in their year and who had social connections across the entire year group including the program’s target group. The results indicate that three simple questions can identify individuals who are held in high esteem by their year group and who also have the interpersonal networks required of opinion leaders to successfully disseminate smoke-free messages through their social networks. This approach could be used in other informal health promotion initiatives.

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Peer drug education: the way forward?

Cited by 25 publications

References 4 publications

What influences peer-led sex education in the classroom? A view from the peer educators

What influences peer-led sex education in the classroom? A view from the peer educators

Celebrating the achievements of sex and relationship peer educators: the development of an assessment process

Identifying Well-Connected Opinion Leaders for Informal Health Promotion: The Example of the ASSIST Smoking Prevention Program

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