Seminar on

Peer
counselling on
Indigenous
students
Session 1.1 Understanding Peer Education
Session Objectives:
At the end of this module, the participants will
be able to:
 Understand the meaning of peer education
 Understand the reasons why peer education
and its benefits
 Understand the essential qualities of a youth
peer educator
 Enhance participants critical thinking skills
The Boat is Sinking

4
Session 1.1 Understanding Peer Education

 What comes to your

mind when you hear:
1. “Peer/Kapwa
”
2. “Education”?
 Write your answers
on metacards and
post them on the wall
Definition of Peer and Education
 A PEER is a person who belongs to the same
social group as another person or group.
The social group may be based on:
a) Age (ka-edad)
b) Sex (kapwa babae o lalaki)
c) Sexual orientation (kapwa gay, lesbian,
bisexual o transgender)
d)Occupation (iisa ng uri ng trabaho, ka trabaho)
e) Socio-economic (ka church, kasama sa sports,
ka lugar, kapwa IP, kapwa batang magulang,
status sa buhay
f) Health status (kapwa PWD, living with HIV)
g)Other factors
Definition of Peer and Education
 EDUCATION refers to the
development of a person’s:
1. Knowledge
2. Attitudes
3. Beliefs
4. Behavior

as a result of the learning

process
Definition of Peer Education
 Peer Education is the process whereby
well-trained and motivated adolescents
and youth undertake informal or
organized educational activities with
their peers.

― aimed at developing young people’s:

- knowledge, attitudes, beliefs and skills at
enabling them to be responsible for and to
protect their own health, and
 Small Groups Through individual contact

Peer Educationcan take place

in..
 in a variety of settings: schools, universities,
clubs, churches, workplaces, street settings,
shelters, or wherever young people gather.
9
Examples of youth peer education
activities include
 Organized sessions

 Use of interactive
techniques (like video
showing, structured
learning exercises, etc)

 ….. followed by
group discussions
 Informal conversations
(Usapan /Kwentuhan) where
they might talk about different
types of behaviour that could
put their health at risk.

―In return, peer educators can
provide correct information
and practical help.
Examples of youth peer education
activities include
Examples of youth peer
education activities
include:
 can use other media/
means of
communication that
young people usually
use
– like the social media
(facebook, twitter, youtube,
website, etc.

– e.g. U4U developed by

POPCOM
Why Youth Peer Education
 Peer education makes use of peer
influence in a positive way
― A young person’s peer group has a strong influence on
the way he or she behaves.

 Peers are traditional providers of

information to their peers.
– Young people tend to talk with their peers about most
subjects, including sensitive issues such as reproductive
health concerns
Why Youth Peer Education
 Peer education are flexible.
―can be used in a variety of settings and in combination
with other activities and programmes.

 Peer education provide strong benefits to

peer educators themselves.
―It allows direct participation of young people in
programmes designed to affect them

 Peer education is part of an established

program structure.
― Peer education activities is commonly implemented as
part of a larger program.
Benefits of Youth Peer Education
• It has been proven effective
– Peer educators can easily be followed-up in schools or
communities, and observe the impact of peer education
on their peers.
• It is personal
– Provides peers with a venue to ask questions and express
their concerns about private matters.

– An atmosphere of trust and

openness is created because
peer educators are trained to
handle matters in confidentiality.
Benefits of Youth Peer Education

• It is based on mutual
trust
– An adolescent tend to tell
information to those s/he trust
and respect; knowing that his /
her identity as well as
information shared will be kept in
confidentiality.

• Youth peer educators are less

likely to be seen as authority
figures “preaching” from a
judgemental position about how
others should behave.
Benefits of Youth Peer Education
 Accessibility
– Adolescents and youths can
readily approach and consult with
a Peer Educator since they belong
in the same social group.
Benefits of Experiential Learning methods

― Promote life skills

building.
• Build on participants’ power to
reflect, to study, to think critically
about their own lives and about
the world around them, and to
solve problems.
• Encourages creative thinking

• Be willing to demonstrate such

behavior themselves.
Qualities of a Peer Educator?
Group exercise

“ My Ideal PeerEducator-
Friend”
Qualities of a Peer Educator
 A good listener and
communicator
 Trustworthy
 Respect others and treats
them with dignity
 Knowledgeable and
skillful in peer education
 Must be skillful in drawing
out information to
determine risks
Qualities of a Peer Educator
 Able to disengage self from
being emotionally and
personally involved with
peer client
 Dedicated, sincere,
committed to being a peer
educator
 Spiritually guided
 Session 1.2
Translating Theoretical Base
for Peer Education into
Practice

22
Session 1.2 Translating Theoretical Base for
Peer Education into Practice

Session Objectives:
At the end of this module, the participants
will be able to:
◦ understand the different theories /models of
behaviour change that are relevant in peer
education
◦ Apply into practice the theories of behavior
change in peer education activities
◦ Strengthen critical and creative thinking skills
Translating Theories into Practice in Peer
Education

Exercise
“Translating Theories into Practice in
Peer Education”
 Divide group into three subgroups
 Give each group a copy of Theory on Behavior
Change
 Each group will be tasked to:
◦ Explain in their own understanding a particular theory on
behaviour change, and
– propose how this theory can be applied in peer education
activities / interventions.
Theories on Behaviour Change

 Social Learning Theory. This theory is

largely based upon the work of
psychologist Albert Bandura. He states
that people learn:
◦ Through direct experience
◦ Indirectly, by observing and modelling
the behaviour of others with whom the
person identify with (for example, how
young people see their peers behaving)
Theories on Behaviour Change

◦ Through training that leads to

confidence or self - efficacy in being
able to carry out behavior.
- example:
Social Learning Theory

 In the context of peer

education, this means
that the inclusion of
interactive experiential
learning activities are
extremely important
 IMBR model: Information,
Motivation, Behavioural Skills,
and Resources
The IMBR model focuses largely on
the following:
◦ information (the ‘what’)
◦ motivation (the ‘why’)
◦ behavioural skills (the ‘how’)
◦ resources (the ‘where’)

Theories
that on by
can be used Behaviour
the targeted Change
audience with at-risk behaviours.
 For example
What : Condom Use
Why: a young man knows that using condoms
properly may prevent the spread of STI/
HIV
and prevent unplanned pregnancy
(motivation)
How : and learn how to use them correctly
(behavioral
skills)
Where: but he may not be able to seek counselling
and
Theories purchase
on Behaviour Change:
or find them IMBR
(resources)
Thus, the concept of resources (where) is important
model
to this model.
  In the context of peer education, this
means that a programme that does not
have a comprehensive approach including
all four IMBR concepts probably lacks
essential components for reducing risk
behaviour and promoting healthier
lifestyles.

A programme might, for example, explain

to young
Theories onpeople the need
Behaviour for
Change: IMBR
contraception and describe contraceptive
model
methods but might omit demonstrating
their proper use.
 Social
ecological model for health
promotion
According to this model, behaviour is
viewed as being determined by the
following:
◦ Intrapersonal factors − characteristics of the
individual such as knowledge, attitudes, behaviour,
self-concept, and skills

Theories on Behaviour
– Interpersonal processes Change
and primary groups − formal and
informal social networks and social support systems,
including the family, work group, and peers and friends
Theories on Behaviour Change: Social
ecological model for health promotion

 Institutional factors − social institutions

with organizational characteristics and
formal and informal rules and
regulations for operation

 Community factors − relationships

among organizations, institutions, and
informal networks within defined
boundaries
Theories on Behaviour Change: Social
ecological model for health promotion

 Public policy − local, state, and national

laws and policies
– acknowledges the importance of the
interplay between the individual, and
considers multilevel influences on
healthy or unhealthy behaviour.

― In this manner, the importance of the

individual is de-emphasized in the
process of behavioural change.
 Intra-personal Factors
(knowledge, attitude, behavior,
values, skills of individual)

Interpersonal processes and

primary groups
(social networks and social support )

Institutional factors
(schools, church, etc)

Community factors
(health facilities, social welfare, police,
etc)

Public Policy
(DOH,POPCOM,DepEd,DSWD,etc)
34
Theories on Behaviour Change: Social
ecological model for health promotion
 In the context of peer education, this
means that it is important to recognize
that peer education is just one piece of the
pie.

 While peer education can be an important

intervention to affect intrapersonal and
interpersonal change, in order to be
successful, peer education activities must
be coordinated with other efforts designed
to influence institutions, communities, and
public policy.
Thank You!