the 2007 national conference for advisors of peer education groups using standards to support peer...

The 2007 National Conference for

Advisors of Peer Education Groups

Using Standards to Support Peer Education

The 2007 National Conference for Advisors of Peer Education Groups

Michael McNeil, Columbia University

Assistant Director, Alice! Health Promotion Program

Downstate NY Coordinator, The Bacchus Network

Chair, Health Promotion Section, ACHA



For Today

At the conclusion of this session, participants will be able to:

1. Describe the application of professional standards to peer education

2. List two sources of information for professional standards

3. Discuss the use of standards with peer education on their respective campuses



Models of Peer Education

• Common Program Structures– Academic Course– Formal Peer Programs– Student Club/Registered Student Organization

• Common Advisor Models– Health Promotion, Health Center, or Counseling

Services– Faculty Advisor– Residence Life– Student Services/Activities– Others?



Introduction

• 1996 ACHA appointed the Task Force on Health Promotion in Higher Education to study the scope and practice of health promotion in colleges and universities.

• 2001 ACHA published the culmination of research as the first edition of the Standards of Practice for Health Promotion in Higher Education.

• 2004 ACHA published a second edition, a revision that provided measurable guidelines for enhancing the quality of campus health promotion programs.



Other Standards

• CAS Standards (2006)– Health Promotion Programs– Alcohol, Tobacco, and Other Drug Programs– Counseling Services– Clinical Health Programs– Student Leadership Programs

• AAAHC chapter on Health Education & Wellness (2000).



Standard 1 – Integration with the learning mission

Effective practice of health promotion in higher education requires professionals to incorporate individual and community health promotion initiatives into the learning mission of higher education.



1.1 Develop health-related programs and policies that support student learning.

1.2 Incorporate health promotion initiatives into academic research, courses, and programs.

1.3 Disseminate research that demonstrates the effect of individual health behaviors and environmental factors on student learning.




With an academic class model the links are the strongest

Draw direct connections between the peer education program and the FALDOs (Frameworks for Assessing Learning and Development Outcomes)

Demonstrate how the mission of the peer education program is in alignment with the institutional mission




Intellectual growth

Effective communication

Enhanced self-esteem

Realistic self-appraisal

Clarified values

Career choices

Leadership development

Healthy behavior

Meaningful interpersonal relationships

Independence

Collaboration

Social responsibility

Satisfying and productive lifestyles

Appreciating diversity

Spiritual awareness

Personal and educational goals


FALDOs(Frameworks for Assessing Learning and Development Outcomes)



• Peer educators will learn specific competencies in health promotion sufficient to be nationally certified peer educators.

• Students exposed to the Washroom Weekly will report increases in health knowledge.




Standard 2 – Collaborative practice

Effective practice of health promotion in higher education requires professionals to support campus and community partnerships to advance health promotion initiatives.




2.1 Advocate for a shared vision that health promotion is the responsibility of all campus and community members.

2.2 Develop and participate in campus and community partnerships that advance health promotion initiatives.

2.3 Utilize campus and community resources to maximize the effectiveness of health promotion initiatives.

2.4 Advocate for campus, local, state, and national policies that address campus and community health issues.

2.5 Advocate for the institutionalization of health promotion initiatives through inclusion in campus strategic planning and resource allocation processes.




• Work with campus partners that actively, consistently and openly support peer education

• Develop networks to train your peers – Campus & Community support

• Invite participation in the programs and services of your peer program




• In order to be an ongoing player on campus and be truly collaborative a peer education program must be:– Institutionalized– Resourced– Part of the strategic plan

• Send representatives from your peer education program to other groups, organizations, task forces, etc.?



Standard 3 – Cultural competence

Effective practice of health promotion in higher education requires professionals to demonstrate cultural competency and inclusiveness in advancing the health of individuals and communities.



3.1 Identify the social, cultural, political, and economic disparities that influence the health of students.

3.2 Design health promotion initiatives that reflect the social, cultural, political, and economic diversity of students.

3.3 Develop health promotion mission statements, program policies, staff recruitment and retention practices, and professional development goals that reflect the social, cultural, political, and economic diversity of the campus.

3.4 Provide leadership for campus-wide understanding of the connection between culture, identity, social justice, and student health status.




• Provide intentional training on cultural competence as a part of peer education training

• Make sure that all efforts are inclusive, supportive, and multi-faceted

• What does your program “look” like?




• Peer educators should be active leaders on issues of diversity and social justice

• Use campus data to determine if there are sub-populations of greater need

• Make sure your confidentiality policy, mission statement, etc. are clear on peer educators and cultural competency?




Standard 4 – Theory-based practice

Effective practice of health promotion in higher education requires professionals to understand and apply professionally recognized and tested theoretical approaches that address individual and community health.



4.1 Review health promotion research from interdisciplinary sources as a guide for the development of health promotion initiatives.

4.2 Apply professionally recognized methods and tested theories to the development of health promotion initiatives.

4.3 Articulate the theoretical frameworks used in health promotion decision-making to the campus community.




• Health Behavior– Diffusion of

Innovation

– Ecological Model

– Social Learning Theory

– Social Marketing

– Social Norm Theory

– Social Support Model

– Stages of Change

• Student Development– Psychosocial– Cognitive-Structural– Person-Environment– Humanistic-Existential– Process Models– Identity Development/

Formation Theories




• Each program, service, etc. within a peer education program should have one or more theory clearly documented

• Program development and practice should be guided by those with appropriate training

• Consider both health behavior theories and student development theories




Standard 5 – Evidence-based practice

Effective practice of health promotion in higher education requires professionals to understand and apply evidence-based approaches to health promotion.



5.1 Review data gathered from published research on campus, local, state, and national health priorities.

5.2 Conduct population-based assessments of health status, needs, and assets of students.

5.3 Conduct environmental assessments of campus community health needs and resources.

5.4 Develop measurable goals and objectives for health promotion initiatives.

5.5 Evaluate health promotion initiatives using valid and reliable quantitative and qualitative approaches.

5.6 Report evaluation data and research results to students, faculty, staff, and campus community.




Utilize data collection tools like the ACHA-NCHA, the CORE Survey, the Tobacco Use and Attitude Survey

Use existing data sources like patient visit data, crime statistics, etc.

Use tools like environmental scans to determine program needs.




• Strategies without evidence– Single session speakers– Health information tables– Awareness campaigns– Strictly knowledge-based efforts– BAC feedback– Residence hall workshops


Unfortunately, the most commonly conducted health promotion efforts on college campuses tend be from this list.



• Strategies with evidence– Brief motivational interventions– Challenging alcohol expectancies– Policy/legal enhancements– Skills-based development– Ecological model approaches– Comprehensive approaches that are

focused, consistent, sustained and adequately resourced




Standard 6 – Professional development and service

Effective practice of health promotion in higher education requires professionals to engage in on-going professional development and service to the field.



6.1 Apply ethical principles to the practice of health promotion.

6.2 Participate regularly in formal professional development.

6.3 Assist others in strengthening their health promotion skills.




Alice! and Health Services at Columbia are committed to supporting the ongoing development of professional and student staff in order to advance the mission of Alice!, Health Services at Columbia and Columbia University. Additionally, professional development supports a commitment to the values of Alice!




• Benefits of this professional development plan include:– Focusing on the opportunities that are based on competencies

required for a specific role;– Containing carefully engineered learning experiences designed

to develop the specified competencies in staff members;– Staff are active in determining the pace, sequence, and strategy

of the learning;– Provide the opportunities for the staff member to practice the

skill or internalize learned knowledge;– Provide the opportunity for the staff member to perform the skill

or use the knowledge under conditions closely resembling their responsibilities;

– Provide the opportunity for staff members to test themselves on the skills and knowledge taught; and

– Provide the opportunity for the staff member to clearly articulate the knowledge, tools and skill s/he has learned during her/his tenure with Alice!




• Professional development and service includes:– Actively seeking new learning and growth

opportunities– Participate in campus provided development

programs (not just from the peer program)– Attending relevant conferences and

trainings– Serve in leadership roles with organizations

(local, regional and/or national)




• Peer Educator Code of Ethics

• Peer educators should have responsibilities to help teach and develop the knowledge and skills of newer students– CPE– Program planning– Evaluation– Presentation skills– How to get things done on campus




Small Group Discussion

• Working with people near you, please select one of the standards and discuss how it can be applied to peer education programs on your campus.

• Be sure to discuss the potential for success, challenges, and ideas for replication on other campuses.



Summary

Copies of the standards are available for free on the ACHA website.

http://www.acha.org/info_resources/SPHPHE_statement.pdf

(Acrobat Reader needed to view)



Contact Me

Michael P. McNeil

[email protected]

212-854-5453

www.health.columbia.edu

the 2007 national conference for advisors of peer education groups using standards to support peer...

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