What are the benefits?
The benefits of peer-based approaches
There are many benefits to implementing programs using a peer-based approach both for those delivering programs and those accessing programs.
The following justifications for using a peer-based approach have been offered. Peer-based programs can:
- be perceived as a credible source of help;
- empower participants to help themselves;
- provide a means of transferring knowledge;
- be a decreased level of threat since they are strengths-based and non-judgmental;
- provide learning opportunities through role-modelling;
- be beneficial to trained peers;
- be more acceptable than mainstream support services to marginalised groups;
- help hard to reach target groups access help;
- provide ongoing contact for isolated groups;
- reframe negative perceptions;
- provide ongoing personal development opportunities; and
- be cost-effective.
Peers have credibility
A trained peer is seen to be more credible than a non-peer and is considered a more immediate source of help.1,2
Peer-based approaches can be empowering
Peer-based programs are empowering to those who take part. Many young people who undertake the role of a trained peer experience a sense of empowerment that results from their ability to take responsibility for the diffusion of knowledge and skills within their peer group.3 In addition, it has been suggested that young people who are part of a peer support system can be empowered to take ownership of their own wellbeing and to take initiative to address the issues they are encountering, which may contribute to a sense of increased self-efficacy amongst young people.4
It has also been proposed that the strength of a peer-based program is in its ability to provide empowerment to groups who tend to have low levels of social capital and are often disenfranchised.5
Peer-based approaches can be a means of transferring knowledge
Peers are an effective means of transfer of knowledge, skills and awareness.
Because they are seen to be credible they are able to model desired behaviours, encourage their peers to participate in activities designed to build knowledge and skills and are part of a naturally occurring structure of information exchange; that being their peer social group. Peers are able to use accessible systems of sharing information and communication amongst young people.5,6
Peers can represent a decreased level of threat
Compared with adults, peers are more often perceived as posing a decreased level of threat (of being judgmental or of ‘dobbing’ them in).
Peers can be positive role models
The role modelling of desired behaviours is a highly developed method of education and social learning.7 Peers are able to act as conduits of information as well as of desired behaviours.8-10
Peer-based programs can be beneficial to those involved in providing them
The available evidence points to significant benefits for trained peers as a result of participating in peer-based programs.5,11,12
Peer-based approaches may be more acceptable to young people
This aspect is particularly important for at risk youth who may feel less intimidated in groups where people are facing similar issues than in programs which attract a more diverse target group.
Peer-based approaches can reach the hard toreach
Trained peers can strengthen the process of learning through sustained involvement with their peers and are often better equipped to contact hard-to-reach populations.5
Peer-based programs may provide ongoing contact for isolated groups
Peers are significant in the lives of young people and play an important reinforcing role in influencing normative behaviours and attitudes. Young people who do not have access to peers may be disadvantages in their psycho-social development.13
Continuing contact between young people can support the process of learning, aid further prospects of information sharing, and model preferred actions, behaviours and beliefs.1,14-17
Peer-based approaches can reframe negative perceptions and experiences
Peer-based programs also serve a corrective role for at risk youth who may have a distorted perception of what is ‘normal’ as a result of unsupportive relationships, negative peer influences, years of negative conditioning, as victims of violence and/or abuse.
Peer-based approaches can provide opportunities for ongoing personal development
Peer programs can provide further opportunities for personal development.
This may occur as young people ‘age out’ of programs or attain desired outcomes, e.g. providing opportunities to act as a mentor of buddy for younger participants or involving young people in program, design, delivery or evaluation, or taking on roles as program peer leaders.
Peer-based approaches can be cost-effective
It has been shown that programs designed around peers are cost effective in comparison to other interventions requiring the use of health professionals and complex resourcing.17,18
References
- Topping, KJ 2005, ‘Trends in Peer Learning’, Educational Psychology, vol. 25, no. 6, pp. 631-645.
- Green, J 2001, ‘Peer education’, International Union Health Promotion and Education: Promotion and Education, vol. 8, no.2, pp. 65-68.
- Parkin, S & McKeganey, N 2000, ‘The rise and rise of peer education approaches’, Drugs; Education, Prevention and Policy, vol. 7, no. 3, p. 293.
- Visser, MJ 2004, Implementing Peer Support in Schools: Using a Theoretical Framework in Action Research. Journal of Community & Applied Social Psychology, 14(6): 436-454.
- McDonald, J, Ashenden, R, Grove, J, Bodein, H, Cormack, S, Allsop, S 2000. Youth for Youth: A Project to Develop Skills and Resources for Peer Education: Final Report, National Centre for Education and Training on Addiction (NCETA), Adelaide.
- McDonald, J, Roche, A, Durbridge, M & Skinner, N 2003, Peer Education: From Evidence to Practice: An alcohol and other drugs primer, National Centre for Education and Training on Addiction, Adelaide.
- Bandura, A 1977, Social Learning Theory, Cliffs, New Jearsey.
- Backett-Milburn, K & Wilson, S 2000, ‘Understanding peer education: insights from a process evaluation’, Health Education Research, Theory & Practice, vol. 15, no. 1, pp. 85-96.
- Burmaster, E 2002, Youth to Youth: A review of peer program theoretical underpinnings, forms, functions, and process- and outcome-related findings 2001-02. A literature review, Wisconsin Department of Public Instruction.
- Svenson, G & Burke, H 2005, Formative Research on Youth Peer Education Program Productivity and Sustainability, Youth Research Working Paper No.3, Family Health International.
- Bandura et al. 2000
- Bangert-Drowns 1988
- Goren, N 2006, Prevention Research Quarterly: current evidence evaluated-peer education summaries, DrugInfo Clearinghouse, Melbourne.
- Goren, N & Wright, K 2006, Peer Education as a drug prevention strategy, in Prevention Research Quarterly: current evidence evaluated, DrugInfo Clearinghouse: West Melbourne, Victoria.
- Green, J 2000, ‘The role of theory in evidence-based health promotion practice’, Health Education Research, vol. 15, no. 2, pp. 125-129.
- Stanton-Salazar, R & Spina, S 2005, ‘Adolescent Peer Networks as a Context for Social and Emotional Support’, Youth and Society, vol. 36, no. 4, p. 379.
- Turner, G & Shepherd, J 1999, ‘A method in search of a theory: peer education and health promotion’, Health Education Research, vol. 14, no. 2, p. 235.
- Turner, G 1999, ‘Peer support and young people’s health’, Journal of Adolescence, vol. 22, no. 4, pp. 567-72.