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Strength Training: Making our Peer Educators Stronger…

Strength Training: Making our Peer Educators Stronger…. David Hellstrom Materials Center Manager The BACCHUS Network. Why Training is Important. Needs to be set as an expectation for involvement. Solidifies retention.

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Strength Training: Making our Peer Educators Stronger…

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  1. Strength Training:Making our Peer Educators Stronger… David Hellstrom Materials Center Manager The BACCHUS Network

  2. Why Training is Important • Needs to be set as an expectation for involvement. Solidifies retention. • Peer educators are ambassadors to our programs - both formally and informally. • They will be more confident, more able and willing to use their skills for good • Good life skill, most of what we train on has a worth outside of peer education

  3. The What, When and How • WHAT What are the various aspects we hope to conduct training on? • WHEN and HOW When and in what ways do we try to make this happen? What types of training do we do? How do we do it? What are some techniques and strategies to do this effectively?

  4. Five Aspects of Training (or maybe six, or seven…)

  5. Five Aspects of Training • Core Skills

  6. Five Aspects of Training • Core Skills • Personal/Leadership Development

  7. Five Aspects of Training • Core Skills • Personal/Leadership Development • Issue Education

  8. Five Aspects of Training • Core Skills • Personal/Leadership Development • Issue Education • Programming/Presentation Skills

  9. Five Aspects of Training • Core Skills • Personal/Leadership Development • Issue Education • Programming/Presentation Skills • Group Transition

  10. Core Skills

  11. Core Skills • Referral Skills/Resources • Listening Skills • Limits/Boundaries • Cultural Competency • Role Modeling • Strategies for Creating Change

  12. Referral Skills • Create a resource list (person, place, web, phone, etc.) • Scavenger Hunt (make sure the place is ready to greet them) • Train so that ANY interaction always includes a chance to access more…

  13. Listening Skills • Body language • “Art” of listening, not talking. Reflection. • Triads (talker, listener, observer) • Back-to-back exercises (draw, Legos) • Get to know exercises -(introduce or change)

  14. Limits/Boundaries • Enabling • Taking on too much/too enmeshed • Objectivity/non-judgmental • Confidentiality Use role plays/case studies and have people observe when “helping” doesn’t actually do that.

  15. Cultural Competency • Understand the bigger picture of identity/development stages of various cultures • Lessen the anxiety of “needing to know” everything about everything - non-defensiveness around differences. • Language/image inclusiveness - whenever possible, don’t make people “translate” • Life skill - foster a desire to keep learning

  16. Role Modeling • The responsibility of being a peer educator. What that means (case study: Face Book) • Understanding the power of influence - and the fact that they have that power. • Explore/share their own role models and why • Make sure that people are hoping to connect with their “process” not their “perfection • Role modeling means continuing to grow.

  17. Strategies for Change • Stages of Change model • Skill Building/Assertiveness/Empowerment • Social Norming Theory • Harm Reduction • Motivational Interviewing • Environmental Approaches

  18. Personal/Leadership Development

  19. Personal/Leadership Development • Leadership Styles • Time Management • Stress Management/Self Care • Goal Setting (group and personal) • Group Dynamics • Social Change/Legacy Building • What’s Your Thing…?

  20. Issue Education

  21. Issue Education • Everyone should learn about alcohol issue. • Obviously, peers should be proficient in programming area. • Create binders full of fact sheets on a variety of topics. • Give opportunities to learn more throughout the year. • Technology

  22. Program/Presentation Skills

  23. Program/Presentation Skills • Creating the program and presenting the program are two different things - require two sets of skills. • Have group create “menu” of programs. • Presenters need to practice (which also provides training) • Always work in teams • Peers should be “Oked” to present.

  24. Expanding Our Definition • Peer Theatre • Social Branding • Film Making • Education on the Move • Poster Campaigns • Web Development (ask a peer)

  25. Group Transition

  26. Group Transition • Officer Training the year before if appropriate. • Do you have a Group Manual? Pass it on and build on it. • Different years, different groups…allow for new group goals and priorities. • Mentor or buddy system for new members • Eric Davidson handout

  27. Let’s Talk About When/How • Group Retreats

  28. Let’s Talk About When/How • Group Retreats • On-Going Inservices

  29. Let’s Talk About When/How • Group Retreats • On-Going Inservices • Meetings

  30. Let’s Talk About When/How • Group Retreats • On-Going Inservices • Meetings • Peer Education Classes

  31. Let’s Talk About When/How • Group Retreats • On-Going Inservices • Meetings • Peer Education Classes • One on One with your Peers

  32. Let’s Talk About When/How • Group Retreats • On-Going Inservices • Meetings • Peer Education Classes • One on One with your Peers • Conferences

  33. Let’s Talk About When/How • Group Retreats • On-Going Inservices • Meetings • Peer Education Classes • One on One with your Peers • Conferences • Technology

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