Stepping into Peer-led Intervention Programs

1. Stepping into Peer-led Intervention Programs Nari Darst, Interim Director, Health Education & PromotionJanelle See, Graduate Assistant, Health Education & Promotion

2. Peer-led Intervention Programs • What peer-led intervention programs exist at your institution? • What roles do you entrust to your peer educators? What roles do you reserve for full time staff?

3. Why is Peer Education meaningful? • Youth often find Peer Educators more credible than adult educators • Peer Educators feel more connected to the campus community and are more engaged in campus programming • Peer Educators engage in risk-reducing behaviors more often than their peers • Peer Educators are a source of information for staff about current trends and opinions of the college population • Peer Educators master extensive health information relevant to their own lives • “Tell me and I forget, teach me and I may remember, involve me and I learn.” ― Benjamin Franklin

4. Research-Proven Benefits to Peer Health Educators (PHEs): PHEs score higher* in the following areas after participation: • intrapersonal development: self-awareness, goal setting, navigating personal values and beliefs, self- confidence, and integrity. • cognitive complexity: examining assumptions, thinking critically, and applying learned concepts to practical problems. • interpersonal communication: active listening, establishing comfort discussing risky behaviors, presenting, role modeling healthy choices for others, and creating meaningful relationships. • knowledge acquisition and application: awareness/ knowledge of campus and community resources, interpreting ideas, evaluating arguments effectively, and developing problem solving skills. *According to the National Peer Education Survey, BACCHUS University

5. CHOICES • What is CHOICES? • Three-hour intervention workshop for sanctioned students, facilitated exclusively by PHEs • Objective: to reduce the risk of alcohol-related health and impairment problems by providing accurate, unbiased information on personal health risks • Confidential and non-judgmental environment • Encourages self-reflection and motivate students to change • Students are required to complete e-Chug prior to workshop • CSUF Participation: • Fall 2011-Spring 2012: 150 participants • Fall 2012: 47 participants

6. Activity Effects of Blood Alcohol Concentration (BAC)

7. Curriculum Development • Modeled on curriculum from Sacramento State • The Change Companies CHOICES Interactive Journal • Script for student facilitators

8. CHOICES Facilitators • How do we recruit students? • Student Club: Peer Health University Network • Word of mouth/Social Media • Health Sciences practicum experience • Selection Process • Ready: Informal Interview • Previous negative alcohol-related experiences • Set: Training by professionals • Go: Facilitate!

9. CHOICES Facilitator Training Why is training important? • Provide accurate knowledge • Lay out expectations • Building trust and rapport Training Agenda Day 1: • What is CHOICES? • Leadership Style • Facilitator Role and Expectation • Professional Boundary • Presentation Overview • Curriculum Content • Facilitator Homework Day 2: • Follow up discussion • Mock Presentation

10. CHOICES Facilitators

11. Assessment • Participant Assessment- pre- and post testsdata (2011-2012) • Questions 1-11 on the pre/post-tests are knowledge base where questions 12-19 are self-assessment of student’s views on alcohol consumption. • 150 Students completed assessment during 2011- 2012 academic year. • Over 70% (105) of the students answered 100% of post-test questions correctly. • Most students showed a significant increase of knowledge on the post-tests for questions 1 to 11, but only a small increase (50%) for two questions: • “Alcohol is quickly absorbed into the bloodstream from which of the following organs?” • “For non-tolerant drinkers, at what BAC is the point of diminishing returns?”

12. Assessment • Participant AssessmentContinued • Positive change in student perceptions of risk-reducing behaviors • “I don’t need to drink alcohol in order to have fun when I socialize.” • “If a friend passes out from drinking, I would know what action to take and do it.” • “I think it’s important to have a plan in mind to limit my drinking before I go out.” • No PHE Facilitator Assessment to date

13. Assessment Peer Health University Network Leaders Assessment Result • August 2011-May 2012, 11 Leaders • The area of highest increase was in facilitating large groups, where all respondents reported an increase in their ability to create a meeting agenda and speak confidently in front of large groups. • 75% of respondents reported increased in their ability to set personal goals and work towards achieving them.

14. Implementation Challenges • Funding requirements • Staff – Graduate Assistant • Materials- • CHOICES interactive journals ($2.95 each) • Facilitator Guides • Educational pamphlets • E-CHUG ($975 annually) • “Tell me Something I Don’t Know” video purchased • Workshop supplies • Student facilitator recruitment • Student turnover • Campus partnerships for participant referrals • Annual data analysis & program recommendations • Letting go of control?

15. Questions and Answers

16. Contact Us! NariDarst, Interim Director of Health Education (657) 278-7460ndarst@fullerton.edu Janelle See, G.A. (657) 278-7915janellesee@csu.fullerton.edu