Stepping into Peer-led Intervention Programs

Nari Darst, Interim Director, Health Education & PromotionJanelle See, Graduate Assistant, Health Education & Promotion

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?

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

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

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

ActivityEffects of Blood Alcohol Concentration (BAC)

BAC Predictable Effects

.02%-.04% Lightheaded – Relaxation, sensation of warmth, “high”, minor impairment of judgment

.05%-.07% Buzzed – Relaxation, euphoria, lower inhibitions, minor impairment of reasoning and memory

.08%-.10% Legally Impaired – Euphoria, fatigue, impairment in balance, speech, vision, reaction time and hearing

.11%-.15% Drunk – “High” reduced and depressive effects (anxiety, depression, or unease) more pronounced, gross motor impairment, judgment and perception severely impaired

.16%-.19% Very Drunk – Strong state of depression, nausea, disorientation, dizzy, blurred vision, judgment further impaired

.20%-.24% Dazed and Confused – Gross disorientation to time and place, increased nausea and vomiting, may need assistance to stand/walk, impervious to pain, blackout likely

.25%-.30% Stupor – All mental, physical, and sensory functions are severely impaired, accidents very likely, little comprehension, may pass out suddenly

.31% and up Coma – Level of surgical amnesia, onset of coma, possibility of acute alcohol poisoning, death due to respiratory arrest is likely in 50% of drinkers

Curriculum Development

• Modeled on curriculum from Sacramento State• The Change Companies CHOICES Interactive

Journal• Script for student facilitators

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!

CHOICES Facilitator Training

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

Why is training important?• Provide accurate knowledge• Lay out expectations • Building trust and rapport

CHOICES Facilitators

Assessment• Participant Assessment- pre- and post tests data (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?”

Assessment• Participant Assessment Continued• 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

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.

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?

Questions and Answers

Contact Us!

Nari Darst, Interim Director of Health Education(657) 278-7460

ndarst@fullerton.edu

Janelle See, G.A.(657) 278-7915

janellesee@csu.fullerton.edu