Youth as Leaders in Prevention Fact Sheet

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In an effort to assist prevention practitioners, many CAPT Associates have read and summarized current youth as leaders literature. The following summary provides highlights from the reviewed literature using four categories: theory, programming, peer support groups, and peers as leaders.

Click on the citations to view the article summary

Theory
Programming
Peer Support Groups
Peer as Leaders - Training

Theory

When working with youth as leaders, or any scientific research, a theory (or theories) can be used to assist in methodology and explain results. Theories can often assist practitioners by providing useful information and ideas.

Peer, or youth to youth involvement adds validation and reality to the experiences that youth share in an honest way.
(Hritz and Gabow 1997)

A meta-analysis of 120 studies shows that peer-led prevention programs in the middle school are effective in reducing the use of alcohol and other drugs.
(Black et. al. 1988)

Several research studies examining peer counseling, peer mediation and peer leaders prevention programs found that involving peers in the delivery of services is not a promising practice. In some cases, these approaches actually appeared to "backfire" with the close association of negative peers during the peer group sessions. Therefore, the concept of program evaluation for any prevention program cannot be over stated.
(University of Maryland 1997)

The diversity of peer education practice is so considerable that few theories could be expected to explain the effectiveness.
(Turner and Shepard 1999)

Programming

Various types of programs are used in prevention, but how do practitioners know what types work best for youth? The literature review provides many answers.

Interactive programs proved to be superior in both statistical and clinical significance than Non-Interactive programs.
(Tobler, Stratton 1997) (Van Hasselt 1993)

Programs using several modalities are more successful than those that only use one alone, such as knowledge. Programs that were categorized as knowledge only (such as "scare tactics") did not show a significant impact on the drug-using behavior of participants.
(Tobler, 1986) (Tobler, 1992) (Van Hasselt 1993)

Alternative programs were deemed to be most successful for a high-risk population, such as juvenile delinquents. These are intense programs delivered through tutoring, physical adventure and one-on-one relationships.
(Tobler 1986)

Peer programs provide accurate information on the short and long-term consequences of drug use and promote the development of a positive peer group atmosphere. This atmosphere is crucial in creating support for the non-use of drugs. It challenges the attitude that experimenting/using drugs are a normative behavior.
(Tobler 1992)

The more youth participate in (experiences within an organization) the more they gain needed competencies like critical thinking, planning, and relationship building.
(Kothari 1997)

Many projects do not succeed because the target population is treated as bystanders rather than active participants. When youth become involved in the planning and developing of programs they will have a sense of pride and empowerment.
(Kothari 1997)

Interactive (discussion, role plays, etc.) programs were better by 8.5% than non-interactive (lecture, instructive) programs in preventing drug use behavior in adolescents.
(Black et. al 1988)

A meta-analysis of 33 education prevention programs shows that school based prevention programs are effective in impacting the knowledge of the participants. Programs that utilized peer facilitators were found to have a greater impact on the attitudes of the participants (when compared to programs led by adults).
(Bangert-Drowns 1988)

Peer resource programs are most effective when each youth experiences both helping and being helped.
(Bernard 1990)

The seven common mistakes made in programs are the lack of clear goals; poor program design; lack of financial resources; lack of appreciation for the skills needed by staff; inadequate training and support; lack of clear boundaries for staff; and failure to secure multi-agency support.
(Walker and Avis 1999)

Peer Support Groups

Support groups are formed for adults who are recovering from addition, illness, trauma, death, etc. The literature shows that these groups are useful for youths as well.

Students who participate (receive) in volunteer-led peer support groups at school show improvement in school attendance and performance and attitude toward school. School based support groups are an effective method for assisting students with social and emotional issues. The groups are well accepted by students and the community, which may lead to school and community ownership.
(Wassef et. al. 1996) (Wassef et.al. 1998)

High school age students who may be experiencing mild emotional distress can benefit from school-based volunteer-facilitated peer support groups.
(Wassef et. al. 1998)

Participation in community-based intervention programs may reduce assaultive behavior, improve school performance, and increase the use of social skills to resolve conflict without violence, in children who are exposed to violence.
(Thomas et. al. 1998)

Even modest monetary incentives encouraged peer-support group participation among adolescent mothers. However, participation in the peer-support group may not lead to fewer repeat pregnancies.
(Stevens-Simon et. al. 1997)

Providing the opportunity for hospitalized youth to interact socially with their peers not only makes hospitalization less traumatic, it also facilitates an easier transition when patients return to their communities and schools following hospitalizations.
(Clark et al 1992)

The biggest beneficiaries of mentoring programs are youth who are disadvantaged and have environmental risk factors.
(DuBois et. al. 2002)

Peer as Leaders - Training

Peers are often given, or take on, a leadership role. In either event, proper training is necessary for programming success.

All programs that had a positive impact on drug using behavior used trained facilitators (either mental health professionals or teachers) in implementation.
(Tobler 1992)

The most successful leaders of peer groups were mental health professionals because they were believed to be skilled facilitators who could come into a classroom without being associated with the daily classroom issues. Teachers were effective with peer groups in middle school grades. In order to have positive behavioral outcomes the facilitator must have the skills necessary to create an environment conducive to the development of a positive peer group.
(Tobler 1992)

Programs that use the AA model of treatment allow youth to assume leadership roles and make decisions with the support of an adult advisory group.
(Hritz and Gabow 1997)

Peer leaders were as effective as more educated and experienced adults, but all leaders needed training to understand interactive approach.
(Black et. al. 1988)

For middle school youth, small group instruction was best and 68% of interactive programs produced clinically important changes in only 6 hours.
(Black et. al. 1988)

With careful training the peer education process can be successful and cost effective. Peer educators are accepted as credible and the education can continue beyond the classroom and into social settings.
(Green 2001)

The term "peer education" is quite broad and is used to describe a large range of activity. The peer process focuses on individuals becoming interactive participants instead of traditional educational approaches.
(Shiner 1999)

Peer education programs have not been evaluated thoroughly and lack clear definition of what the term really means. There are peer helpers, peer leaders, peer support counselors, etc. that makes the meaning of the titles and the programs associated with them very broad. Clear expectations of the educator and the organization are necessary to help define any gaps that could cause problems for the program.
(Shiner 1999)

Program managers need to understand that youth workers need to acquire a range of skills to coordinate a youth program. Work cannot be "tacked" on to a staff person's existing responsibilities without encountering problems. Adequate training is particularly important for young people who may not otherwise be prepared to handle personal or professional issues that may arise.
(Walker and Avis 1999)