2012 Peer Education Institute

By the end of this session, participants will be able to:Describe differences between individual,

targeted/group, & community prevention approaches

Identify the 5 stages of change of the Trans Theoretical Model

Understand how misperceptions of social norms contributes to general opinions of unhealthy behaviors

Understand evidence-based approaches to reducing high risk behaviors

Write down 3 things/activities in which you engage every day

Why do you enjoy these activities so much?

IndividualTargeted/GroupCommunity/Population

Strategies used with an individual◦Coaching◦Advising◦Feedback◦Counseling◦Goal-setting

A larger group of “like” people◦Classes for first year students◦Programs for athletes◦Substance-free events for a particular residence hall

Focuses on overall population (i.e., college campus)

Media campaignsPolicy changeSeatbelt checkpoints

Using Poll Everywhere Identify the type of approach

http://www.polleverywhere.com/multiple_choice_polls/LTk4ODE4MTk4NA

Model not a theoryPart of the Trans Theoretical model developed by DiClemente & Prochaska

Change is a process, not an event

Circular not linear

Pre-contemplationContemplationPreparationActionMaintenance

Unaware or uninterested in changing behavior

Does not believe the negatives outweigh the positives

Has decided the behavior is causing some stress

Contemplating a changeAmbivalent towards change

Decides to make a changeMakes specific plans for a new lifestyle

May ask a health provider to suggest strategies

Takes steps toward changeLearns from mistakes

Has made the changeContinues to work at sustaining the new behavior

Needs tools to keep living the change

Wake up in the morning feeling like P Diddy

(hey, what up girl)Grab my glasses, I’m out the door,I’m gonna hit this city(let’s go)Before I leave brush my teeth with a

bottle of Jack‘Cause when I leave for the night, I ain’t

coming back

I said you wanna be startin’ somethin’You got to be startin’ somethingI said you wanna be startin’ somethin’You got to be startin’ somethingIt’s too high to get over (yeah, yeah)too low to get under (yeah, yeah)You’re stuck in the middle (yeah, yeah)And the pain is thunder (yeah, yeah)It’s too high to get over (yeah, yeah)too low to get under (yeah, yeah)

Mine is not a heart of stone, I am only skin and bone

And those little pieces are pieces of my ownWhy don’t you give me some love?I’ve taken ship-load of drugsI’m so tired of never fixing the painValium said to meI’ll take you seriouslyAnd we’ll come back as someone elseWho’s better than yourself

Shown to be effective on college campuses

Strategies that have been shown to be effective in preventing or reducing high-risk behavior

Changes to the general environment

Policy change Implementing safety precautionsCampus task forces

Everyone will be thereAll my friends get to…You are the only who doesn’t….

Ways of behaving that are considered typical or standard

Students tend to misperceive the actual behaviors of their peers

People tend to act in ways that are in line with what they perceive to be the norm

Educate peers on the actual data & attitudes of students on campus

Messages conveyed through a variety of marketing channels

Descriptive Norms◦Refers to the most common actions or

behaviors◦“2 out of 3 students stop at 3 drinks or

fewer.” Injunctive Norms

◦Refer to most widely shared beliefs◦“most students believe that alcohol use

should not interfere with academic responsibilities.”

Individual-based Non-judgmental, non-confrontational Allows a “client” to speak freely Interviewer “guides” the person to

conclusions and realizations about behaviors

Interviewer provides information and resources only if asked

Requires extensive training and practice

Attempts to control factors to minimize overall harm done to a person engaging in destructive behavior

Ultimate goal is “abstinence” though realizes there are many steps to getting there

NOT “black & white” Highly controversial