The Evolution of Peer Education: Where do We Go from Here?

Gould, Jeffrey; Lomax, Anne

doi:10.1080/07448481.1993.9936333

Cited by 21 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the early 1990s, PHE programs were described as flourishing 1 and proliferating. 2 More recently, the American College Health Association 3 listed campus peer educators as 1 of the 13 utilized sources of health information for college students. PHE is defined as the teaching or sharing of health information, attitudes, values, and behaviors by members of groups who are similar in age or experiences.…”

mentioning

confidence: 99%

Longitudinal Evaluation of Peer Health Education on a College Campus: Impact on Health Behaviors

White

Park

Israel

et al. 2009

Journal of American College Health

View full text Add to dashboard Cite

show abstract

mentioning

confidence: 99%

Longitudinal Evaluation of Peer Health Education on a College Campus: Impact on Health Behaviors

White

Park

Israel

et al. 2009

Journal of American College Health

View full text Add to dashboard Cite

show abstract

“…[32] The body of literature, along with the research conducted in this study, demonstrated that peer helpers are better equipped to assist their fellow students. [18,33] In the current study, the participants state ways in which they expand their help services not only to their fellow students but also to reach prospective students in different communities. This shows the extent to which students are capable of contributing in shaping their future and that of other students.…”

Section: Discussionmentioning

confidence: 99%

“…At university level, peer helpers are known to play a pivotal role in motivating their fellow students to be open, and to develop and exhibit responsible attitudes and lifestyles. [17] Gould and Lomax [18] have strongly argued that peer helpers are capable of communicating with their fellow students in ways better than faculty and administrators. Being in a position of providing a broad range of helpful services, it cultivates a belief on the part of peer helpers that they are actively shaping their future and contributing significantly to that of other people.…”

Section: • Manage Voluntary Activities and Maintain Records Of All Comentioning

confidence: 99%

Peer helpers’ construction of their role in an open distance-learning institution

Mabizela

2018

AJHPE

View full text Add to dashboard Cite

(UNISA) is an open distance-learning (ODL) institution, and most undergraduate programmes are offered through the distance-learning model. Because of UNISA's elasticity and institutional character, the UNISA Peer Help Volunteer Programme (UPHVP) was developed to expand the range of support to students, to render careerguidance services to schools and the surrounding communities and to create a conducive environment for peer helpers to generate personal and professional growth (Van Schoor and Mill-unpublished information, 1998). UNISA peer helpers are senior students majoring in psychology, who volunteered to join the peer-help programme to assist other students. In brief, peer helpers are trained to expand the network of support for UNISA's student population, to broaden the range of guidance services to the school and the community and to empower peer helpers to acquire valuable personal and employment skills and abilities (Van Schoor and Mill-unpublished information, 1998). The UPHVP was initiated in 1996 at UNISA's Pretoria main campus and the Cape Town regional campus. Its success has led to its expansion to other regional campuses across the country. UNISA's institutional character encapsulates, among other matters, reasonable, lower study fees and flexible tuition methods that offer opportunities for students to study and work simultaneously. As a result, UNISA is a melting pot where diverse students from various socioeconomic statuses, age groups and areas pursue different careers. In the realm of that context, Subotzky and Prinsloo [1] argued that most UNISA students are not orientated to the challenges of higher learning, which is attributable to the lasting legacy of apartheid and substandard schooling systems. Moreover, the majority of UNISA students study in isolation, some study part-time while employed full-time, and some are full-time students who are underprepared for distance education (Van Schoor and Mill-unpublished information, 1998). Background. The University of South Africa (UNISA) offers educational programmes through distance learning. Because of the institution's elasticity and character, the UNISA Peer Help Volunteer Programme was developed to extend support to students, to disseminate educational information to schools and the surrounding communities and to engender personal and professional growth of peer helpers. Objectives. To explore the modalities used by peer helpers to construct their roles as sources of support at the university. Methods. A qualitative approach was used, underpinned by the social constructionist paradigm as an epistemological position. The sample consisted of 6 peer helpers. Data were analysed using thematic analysis. Results. Three themes were identified, i.e. peers as distributors of information, the peer-help role as an opportunity to integrate theory and practice and the peer-help role as a personal eye-opener. Conclusion. The findings showed that peer helpers understand the challenges faced by other students and the institutional character of the universit...

show abstract

“…SHPE programs have been adopted on many campuses (Gould & Lomax, 1993). The benefits of the programs are that students have access to sexual health resources (health information, contraceptives, and STDs testing) and are involved in efforts to offer youth-friendly health education to their peers.…”

Section: Introductionmentioning

confidence: 99%

“…In the United States, there are health peer education organizations on various campuses (Gould & Lomax, 1993). The topics focused on for peer education initiatives are based on the culture of the institution.…”

Section: Introductionmentioning

confidence: 99%

Black College Women Sexual Health Peer Education at Clark Atlanta University

Francis¹,

Bradley²,

Bass³

et al. 2016

JGPHA

View full text Add to dashboard Cite

Background: This research was based on the premise that various factors, such as social determinants, cultural competency, use of statistics and location, contribute to the efficacy of the transmission of sexual health education. In the United States, African American women account for 60% of the cases of human immunodeficiency virus (HIV) of women. Considerable research has noted the high rates of HIV among African-American women. The present research, however, focused exclusively on Black college women at Clark Atlanta University (CAU). Methods:A mixed method approach using surveys and participant observation in an exploratory case study was used to evaluate responses of Black college women at CAU to sexual health peer education.Results: Most of the Black college women who attended an event sponsored by Health Services, the Health Peers Educating and Encouraging Responsible Students (H-PEERS), reported that it effectively impacted their overall sexual health. Conclusions:Although, the female students reported having prior knowledge of sexual health information prior to attending CAU, including risk reduction behaviors, they reported participating in sexual risky behaviors. Many of the female students whom reported attending an event sponsored by the H-PEERS effectively had an impact on their sexual health knowledge, attitudes and beliefs towards sex, sexual behaviors, and sexual health status. Further research is needed on how the overall sexual health of black college women at Historically Black Colleges and Universities (HBCU) and predominantly white schools (PWI), and how strategies, such as peer-led health education, differ in transmission and efficacy.

show abstract

The Evolution of Peer Education: Where do We Go from Here?

Cited by 21 publications

References 0 publications

Longitudinal Evaluation of Peer Health Education on a College Campus: Impact on Health Behaviors

Longitudinal Evaluation of Peer Health Education on a College Campus: Impact on Health Behaviors

Peer helpers’ construction of their role in an open distance-learning institution

Black College Women Sexual Health Peer Education at Clark Atlanta University

Contact Info

Product

Resources

About