Peer Health Educators

1. Strategies to Recruit and Train Peer Health Educators on College Campuses via a Peer Health Education Course • Dr. Jane Petrillo, Associate Professor, Department of Health, Physical Education and Sport Science Kennesaw State University, Kennesaw, GAjpetrill@kennesaw.edu (770)423-6416 • Ms. Sabrina Petusevsky, MS, Peer Health Educator Coordinator, Center for Health Promotion and Wellness, Kennesaw State University, Kennesaw, GA spetusev@kennesaw.edu (770)499-3296

2. Peer Health Educators • The strength of peers’ influence on student learning, attitudes, and behaviors is common knowledge. • Peers play a highly important role in undergraduate students’ growth and development during their college experience (Pascarella & Terenzini, 2005). • Peer Health Educators (PHE) are often more cost effective than hiring full time staff. • Gains in personal growth, knowledge, and leadership among PHE have been revealed. (Ender & Newton, 2000). • Students gain much of their health information from their peers – thus training Peer Health Educators with accurate, current health information can result in positive outcomes. (Cohen, GL, 2006; Beal AC, Ausiello J, Perrin JM, 2001)

3. Peer Health Educators Recommendations for Successful Peer Health Educators’ Programs: • Identify the desired outcomes of a peer health education program. • Tailor programming to the specific institution and students needs and behaviors. (A comprehensive health needs assessment will help determine the needs of students and the campus.) • Comprehensive training is necessary for peer educators to acquire the knowledge of health issues and skills for communicating effectively with peers. • Focus on what knowledge and behaviors can be measured and determine the most suitable methods of evaluating program effectiveness. • Measure behavioral change in the student population as a result of the intervention sis difficult but note that the overall goal of such programs are to create an awareness and culture of health on campus (BACCHUS, 2010).

4. Recruitment Strategies for Peer Health Educators 1) New Student Orientation – Held on university campuses each summer – 15 Minute Presentation on Peer Health Educator Program – (Summer of 2011 - 4,375 attended KSU New Student Orientation) 2) Resident Assistant (RA) Orientations – Held on University campuses each summer – Present Peer Health Educator Program Information to All RA’s 3) Residence Hall Presentations – Provide Peer Health Educator information and program requirements to all student residents – (3-4 presentations per semester conducted at KSU) 4) Peer Health Educator Recruitment - Can occur in Selected Courses • HPS 1000 (Fitness for Living Course required for ALL Students) • KSU 1101 (First-Year Experience) PHE Course

5. Recruitment Strategies 5) Letter/Email to Faculty and Staff – Send via email to All department chairs and faculty (undergraduate) about PHE Program 6) Flyers, A-Frame Poster, Wellness Center Website and Facebook - PHE Program information 7) Peer Health Educators - Set up table at ALL campus wellness center events 8) Students Who Actively Serve as PHE on campus – Often randomly will recruit a new student/friend to the program 9) PHE Program Branding – Attracts students to the PHE Program Example: The H.O.O.T.S. -“Healthy Options and Opportunities Team.” Create t-shirts and other promotional items with the H.O.O.T.S logo. 10) *Peer Health Educator Course – Create a PHE course to be offered on campus for course credit. Also Include an assignment in PHE course identifying 10 possible PHE student candidates.

6. Peer Health Educator Course • Course can serve as the prerequisite for students seeking Peer Educator BACCHUS Certification and as a critical PHE recruitment strategy. • Course designed initially as a Special Topics Course (allowed 3-consecutive years as a Special Topics Course via University Curriculum Review Process at KSU– Pilot Test/Program/Course) • Offered once a year in the Fall Semester (20 Student Maximum, Sophomore and Junior Level Students) • Students from ALL Majors are Eligible • Prerequisite = HPS 1000 – Fitness for Living Course

7. Peer Health Educator Course • PHE Student Eligibility Requirements at KSU: • Strong interest in preventive health • Excellent written and oral communication skills • Good academic standing (2.5 GPA) • Must be at least 18 years of age • Must have completed at least 12-15 semester hours (preferred) • Commitment to serve a minimum of 2 semesters • Ability to function as both a leader and as a supportive team member • Enthusiastic and outgoing personality • Ability to speak openly about health topics in a positive and interactive manner • Ability to work independently (a self-starter) • Must pass BACCHUS PE Certification Exam to pass the course – allowed to retake (must be stipulated in syllabus)

8. Peer Health Educator Course TEXT(S): • The BACCHUS Network Certified Peer Educator (CPE) Student Leader Empowerment Training Student Workbook (2008) CATALOG COURSE DESCRIPTION: • Introduction to health promotion programming specific to planning, implementation, and evaluation of peer-to-peer health education. Emphasis is placed on acquiring specific skills and techniques for practical use, and knowledge of current health topics related to the college student population. Prerequisite(s): HPS 1000 – Fitness for Living

9. Peer Health Educator Course PURPOSE/RATIONALE: • This course is designed to provide classroom and practical training for students who are interested in learning theoretical and evidence-based approaches for education, counseling, and presenting health related information to fellow peers. • Practical skills will be acquired through in-class role plays, group discussions, reading assignments, instructor lectures, guest speaker lectures, and both in-class and out of-class presentations. • Additionally, students will have the opportunity to obtain a national Certification or Peer Education (CPE) through the BACCHUS network.

10. Peer Health Educator Course COURSE GOALS/OBJECTIVES: At the end of this course, the student will: 1. Identify and discuss the various factors that affect the health decisions and behaviors of college students today and in the past. 2. Identify the various health issues that college students face today. 3. Explore personal attitudes and beliefs concerning current health issues and how they relate to the role of a peer health educator. 4. Acquire clear and effective listening, communication, and leadership skills. 5. Develop presentation skills to successfully gain the attention of the student body and help to facilitate their adoption of healthy behaviors. 6. Identify the various resources on campus and within the community and be able to determine when a referral is necessary. 7. Address the diverse student population on campus through a variety of age and culturally relevant peer health education programs. 8. Assist in and contribute to various health outreach activities on the KSU campus.

11. Peer Health Educator Course COURSE REQUIREMENTS/ASSIGNMENTS: 1. Check email on a daily basis in order to stay up to date with all updates pertaining to the course as well as the H.O.O.T.S. Peer Health Education Program. 2. BACCHUS Certified Peer Educator (CPE) Post-Test – Each student will complete the BACCHUS CPE Post-Test upon completion of the nine CPE Training Modules. Students must score an 80% or higher in order to receive their CPE certificate and certification card. The CPE Post-Test will be included in the final grade and a passing score is required to receive course credit. Active participation in CPE training will be reflected in each student’s participation grade. 3. Retreat – All students MUST attend the H.O.O.T.S. retreat scheduled for ONE day during the Fall Semester. The retreat will be a full day event and will be located at the KSU Ropes Course. Lunch will be provided.

12. Peer Health Educator Course 4. Research Paper/Presentation: Health Issues Affecting College Students – Each student will choose one of the following health issues affecting college students today: Alcohol and Other Drug and Tobacco Use, Stress, Mental Health/Depression/Anxiety, Body Image, Eating Disorders/Disordered Eating, Sexual Assault, or STI’s/HIV (may choose another instructor- approved topic if interested.) • Each student will be responsible for gathering current data, statistics, and any other relevant information regarding their chosen topic, writing at least a 5-page (double-spaced)paper on their findings and recommendations on how to effectively reduce the harm associated with the health behavior through peer education. A brief presentation will be conducted by each student on their topic to the class. 5. Quizzes – A total of 6 quizzes (separate from the CPE Test and Final Examination) pertaining to each of the lectures covered in class. The quizzes will be a combination of multiple choice and short answer questions.

13. Peer Health Educator Course 6. Reflection Papers - Each student will be responsible for submitting three, two page (double-spaced) reaction papers throughout the semester based on the weekly class discussions. It must include a brief summary of what major concepts/content was discussed in class, the student’s personal views on the extent to which the health behavior is a problem on college campuses, whether biases and stereotypes can affect the way the problem is handled, and two recommendations for altering the unhealthy behavior through peer education. 7. Educational Presentations – In groups of two or three, students will be responsible for conducting (or observing) presentations to outside groups (depending on the number of program requests received. Additionally, in groups of two or three, students will be required to create an interactive educational presentation on their topic of interest to be used in a future presentation by the H.O.O.T.S. 8. Awareness Event – Students will be required to plan, implement, and evaluate a “World AIDS Week” event on campus that will run throughout the week of November. The assignment is designed to provide students practical experience in each stage, from planning to evaluation, of developing an on-campus awareness event.

14. Peer Health Educator Course 9. Participation – Active participation in class as well as at out-of-class programs/events (i.e. World AIDS Day, Sexual Responsibility Week, etc.) is essential for every student. A large portion of the course will be in-class discussions, thus each student is expected to arrive to class prepared to contribute. 10. Final Exam – The final exam will be a combination of multiple choice and short-answer questions covering all class discussions and topics covered throughout the semester. 11. Extra Credit – Students will have the opportunity to earn extra credit for engaging in additional out-of class presentations, or another approved out-of-class activity (to be determined throughout the semester). Students can earn up to five (5) extra credit points total for each extra presentation/activity, but can only do so a total of 2 times (for a total extra credit amount of 10 points).

15. Peer Health Educator Course COURSE CONTENT/OUTLINE: • BACCHUS Certified Peer Educator Training • Understanding the Power of Peer Education • Strategies for Change in High-Risk Behavior • Listening Skills • Responding and Referral Skills • Intervention Skills • Developing Inclusive Peer Education Efforts • Programming and Presentation Skills • Taking Care of Yourself • Group Development and Success • Getting To Know the Resources on Campus and in the Community • Introduction to Wellness & Behavior Change • Stress Management • Sexually Transmitted Infections/HIV & Contraception • Alcohol, Tobacco, and Other Drugs • Emotional/Mental Health • Body Image/Self-Esteem and Eating Disorders • Healthy & Unhealthy Relationships • Creating and Implementing Effective Presentations to Peers

16. BACCHUS Peer Educator Certification • The Certified Peer Educator (CPE) Training - Prepares peer educators in leadership skills to successfully develop and implement campus health-related programs. (http://www.bacchusnetwork.org/certified-peer-education-training.html) • The data analysis of 407 CPE students from across the U.S. revealed that CPE training produced: • Increased knowledge, comfort and skills in peer education • Increased activity levels among veteran and new peer educators • Emergence of new, active peer educators

17. BACCHUS Peer Educator Certification CPE Training : • Comprehensive, 12-hour foundation training suitable for any health and safety focused collegiate peer education group. Skills needed by all peer educators to: • Understand the basics of prevention • Become a caring helper to others • Provide awareness on health and safety risks • Make referrals of students at risk to professionals • Conduct educational programs and events increase their leadership abilities • Increase awareness of personal wellness • Teach team building

18. BACCHUS Peer Educator Certification • CPE Training: • Nine topic modules (each approximately 90 minutes long) make up the CPE Training Program • Understanding the Power of Peer Education • Strategies for Change in High-Risk Behaviors Module 2 introduces students to several health promotion approaches • Listening Skills • Responding and Referral Skills • Intervention Skills • Developing Inclusive Peer Education Efforts • Taking Care of Yourself • Group Development and Success

19. Peer Health Educator Resources Hong, L. (2011). Peer Health Education Concepts and Content. San Diego, CA: University Readers Publishing. Melichar, A.; McNeil, M. Assessing & Evaluating Your Peer Education Program. (2011) (http://health.columbia.edu/files/healthservices/pdf/alice_Assess_and_ Evaluate_IHEC.pdf) Peer Health Exchange. (2012). (http://www.peerhealthexchange.org/phe-sites.htm)l The BACCHUS Network. (2011). Certified Peer Education Training. (http://www.bacchusnetwork.org/certified-peer-education-training.htm)