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Teaching and Learning for Social Transformation
Published in Diane C. Hatton, Anastasia A. Fisher, Andrew Coyle, Women Prisoners and Health Justice, 2018
Judy Parker, Lisa Reynolds, Donna Willmott
Nevertheless, it is also important for participants to recognize the strengths of women in prison who work within their circumstances to survive, support and teach each other. Course participants need to learn about the models of peer education (e.g. in HIV, drug and childcare education) that have been extremely effective. This is a very important understanding for participants to gain so that they may be disabused of any ideas they have about adopting a “banking” model of education when in teaching and learning relationships with prisoners. Peer education is the optimal tool for promoting health in the unhealthy prison environment and participants need to consider means of encouraging such programs.
Providing Services to Gay Men
Published in David M. Aronstein, Bruce J. Thompson, HIV and Social Work, 2014
How can social workers help? Social workers in smaller urban, suburban, or rural areas should get information about programs that work in other cities. They should meet with youth leaders to develop programs. Peer education groups are helpful. HIV speakers in high schools are helpful. Providing opportunities for teenagers to discuss worries about HIV exposure with other adolescents is a vital service that workers in a variety of settings can facilitate.
A Creative Approach to HIV/AIDS Programs for Adolescents
Published in Gail K. Auslander, International Perspectives on Social Work in Health Care: Past, Present and Future, 2014
A peer education program which addresses the issues of HIV/AIDS and STDs needs to include a peer resource health team, which addresses the following areas: prevention, safe sex, and peer pressure, skill building, self-esteem enhancement, and encourages youth to think about their behaviors and values. Services offered through such a program are appropriate to their needs and make youth feel comfortable.
Reaching young people living with HIV & AIDS and young people in detention with comprehensive sexuality education (CSE): a preparatory formative study in Ghana
Published in Sexual and Reproductive Health Matters, 2023
Joshua Amo-Adjei, Adwoa Yenyi, Brian Ahanotu, Joshua Okyere
The findings also bring to bear the question of relevance of peer education/facilitation in sexuality education programmes. Two contrasting views about peer education emerge in this study. On the one hand, YPiD have major reservations about peers being capable and appropriate for the delivery of sexuality education, including answering questions on sensitive SRHR matters that may require further clarification. The topmost concern was on same-sex sexual relationships, which are currently viewed as unnatural and as a “criminal” act in Ghana.57 On the other hand, YPLHIV expressed confidence in peer facilitation, in their case peers who are also living with HIV and AIDS. The general feeling was that peer YPLHIV could relate and share more personal experiences on dealing with reproductive and sexual health and education concerns. Generally, the evidence on peer education on SRHR outcomes is mixed.58 Whereas some studies conclude that the benefits are often exclusive to peer educators,59,60 others find evidence to the contrary.61,62 It is apparent that for out-of-school programmes that have flexibility, learners should play a critical role in defining their preferred facilitators to stimulate the necessary outcomes. This is important in the sense that different groups of learners have diverse needs and without their preferences being duly considered, programmes may not achieve the intended objectives. As Siddiqui et al assert,58 peer education still has a place in SRHR interventions when properly suited to its audience.
Peer education interventions for HIV prevention and sexual health with young people in Mekong Region countries: a scoping review and conceptual framework
Published in Sexual and Reproductive Health Matters, 2022
Peter A. Newman, Pakorn Akkakanjanasupar, Suchon Tepjan, Sharafdzhon Boborakhimov, Jan Willem de Lind van Wijngaarden, Nuttapon Chonwanarat
Peer education involves interactions between people with shared social or demographic characteristics, such as sexual or gender identity, age, or education, and behaviours such as drug use or sex work.15,16 While PE can be applicable in any age group, it is often applied with young people based on the principle that they can more easily reach their peers, discuss sensitive topics with them, and influence their behaviours than can older adults.13,15 Peer education is often seen as a low-cost approach15 and particularly apropos in resource-constrained settings, which are less likely to provide accessible and youth-friendly services than high-income countries.17,13 The potential benefits of PE are magnified for sexual and gender minority young people, and other young people living with and at risk of HIV; this is particularly the case in political and sociocultural environments in which these populations are disenfranchised and stigmatised.6,18,19
The Need for Marijuana Perceived Risk Interventions Targeting College Students at a Historically Black College and University
Published in Journal of Psychoactive Drugs, 2021
Sylvia L. Quinton, Meleah Boyle, Kutresa Lankford-Purnell, Gail Lankford, Bradley Boekeloo
We conducted a pilot study of a young adult HHD approach to creating public health public service announcements (PSAs) to increase the perceived risk of harm from marijuana and other drug use. The program was called the Peer-to-Peer Prevention Messaging Design Lab (Design Lab). The Design Lab used a group format with peers to create marijuana and other drug prevention messaging, with a particular focus on the adverse health effects of marijuana use, aimed at increasing perception of harm. The approach capitalized on the power of peer influences and used learner-centered, participatory group activities as an approach to develop normative perceptions and actions (De Vreede, Warner, and Pitter 2014). The aim was to influence HBCU student peer-to-peer norms by using a group of HBCU students with similar traits, experiences, and social groupings to other HBCU students for creating prevention messages aimed at other HBCU peers (De Vreede, Warner, and Pitter 2014). Youth-led messaging to peers is increasingly recommended for use in prevention programming (Pinchevsky et al. 2012; Skinner et al. 2017). The premise for the present study was that if peer education programs have positive impacts on the peer educators, they will, in turn, have positive impacts on the peer educated (Winter 2013).