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Section 1

From Theory to Practice

From Theory to Practice in Peer Education
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 1 From Theory to Practice in Peer Education

What is peer education?

In the context of this manual, peer education is the process whereby well-trained
and motivated young people undertake informal or organized educational activi-
ties with their peers (those similar to themselves in age, background, or interests).
These activities, occurring over an extended period of time, are aimed at develop-
ing young people’s knowledge, attitudes, beliefs, and skills and at enabling them
to be responsible for and to protect their own health.

Peer education can take place in small groups or through individual contact and
in a variety of settings: schools, universities, clubs, churches, workplaces, street
settings, shelters, or wherever young people gather.

Examples of youth peer education activities include:

■ Organized sessions with students in a secondary school, where peer
educators might use interactive techniques such as game show quizzes, role
plays, or stories
■ A theatre play in a youth club, followed by group discussions
■ Informal conversations with young people at a discotheque, where they might
talk about different types of behaviour that could put their health at risk and
where they can find more information and practical help

Peer education can be used with Word sense

many populations and age groups for
various goals. Recently, peer educa- A peer is a person who belongs to the same social group as
tion has been used extensively in another person or group. The social group may be based on
HIV/AIDS prevention and reproduc- age, sex, sexual orientation, occupation, socio-economic
tive health programmes around the or health status, and other factors.
world.
Education refers to the development of a person’s knowl-
edge, attitudes, beliefs, or behaviour as a result of the
learning process.

Section 1. From Theory to Practice 13

Why peer education?

A young person’s peer group has a strong influence on the way he or she
behaves. This is true of both risky and safe behaviours. Not surprisingly, young
people get a great deal of information from their peers on issues that are espe-
cially sensitive or culturally taboo. Peer education makes use of peer influence
in a positive way.

The credibility of peer educators within their target group is an important base
upon which successful peer education can be built. Young people who have
taken part in peer education initiatives often praise the fact that information is
transmitted more easily because of the educator’s and the audience’s shared
background and interests in areas such as music and popular celebrities, use of
the language, family themes (e.g., sibling issues, the struggle for independence),
and role demands (e.g., student, team member). Youth peer educators are less
likely to be seen as authority figures ‘preaching’ from a judgemental position
about how others should behave. Rather, the process of peer education is per-
ceived as receiving advice from a friend ‘in the know’ who has similar concerns
and an understanding of what it is like to be a young person.

Peer education is also a way to empower young people; it offers them the
opportunity to participate in activities that affect them and to access the
information and services they need to protect their health.

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The theoretical base for peer education

When undertaking a peer education programme, the objectives are often to

reinforce positive behaviours, to develop new recommended behaviours, or to
change risky behaviours in a target group.

Why and how do people adopt new behaviours? The fields of health psychology,
health education, and public health provide relevant behavioural theories that
explain this process. It is important to be aware of these theories, because they
provide a theoretical base that explains why peer education is beneficial. More-
over, these theories can help guide the planning and design of peer education
interventions.

The following theories and models of behaviour change are of particular

relevance for peer education.

Theory of reasoned action

This theory states that the intention of a person to adopt a recommended
behaviour is determined by:
■ A person’s subjective beliefs, that is, his or her own attitudes towards this
behaviour and his or her beliefs about the consequences of the behaviour.
For example, a young woman who thinks that using contraception will have
positive results for her will have a positive attitude towards contraceptive use.
■ A person’s normative beliefs, that is, how a person’s view is shaped by the
norms and standards of his or her society and by whether people important
to him or her approve or disapprove of the behaviour.

In the context of peer education, this concept is relevant because young people’s attitudes are
highly influenced by their perception of what their peers do and think. Also, young people may
be motivated by the expectations of respected peer educators.

Section 1. From Theory to Practice 15

 Social learning theory
This theory is largely based upon the work of psychologist Albert Bandura. He
states that people learn:
■ Through direct experience.
■ Indirectly, by observing and modelling the behaviour of others with whom the
person identifies (for example, how young people see their peers behaving).
■ Through training that leads to confidence in being able to carry out behav-
iour. This specific condition is called
self-efficacy, which includes the ability
In the context of peer education, this means that to overcome any barriers to perform-
the inclusion of interactive experimental learning ing the behaviour. For example, using
activities are extremely important, and peer educa- role plays to practise how and when to
tors can be influential teachers and role models. introduce a condom can be important
in developing the self-confidence to talk
about safer sex methods with a partner.

Diffusion of innovations theory

This theory argues that social influence plays an important role in behaviour
change. The role of opinion leaders in a community, acting as agents for behav-
iour change, is a key element of this theory. Their influence on group norms or
customs is predominantly seen as a result of person-to-person exchanges and
discussions.

In the context of peer education, this means that the selected peer educators should be
trustworthy and credible opinion leaders within the target group. The opinion leader’s role as
educator is especially important in informal peer education, where the target audience is not
reached through formally planned activities but through everyday social contacts.

Theory of participatory education

This theory states that empowerment and full participation of the people affected
by a given problem is a key to behaviour change.

In the context of peer education, this means that many advocates of peer education believe that
the process of peers talking among themselves and determining a course of action is key to the
success of a peer education project.

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Health belief model
The health belief model was developed in the early 1950s by social psycholo-
gists Godfrey Hochbaum, Stephen Kegels, and Irwin Rosenstock. It was used to
explain and predict health behaviour, mainly through perceived susceptibility,
perceived barriers, and perceived
benefits.
In the context of peer education, this means that
This model suggests that if a person the health belief model’s most relevant concept is
has a desire to avoid illness or to that of perceived barriers, or a person’s opinion of
get well (value) and the belief that a the tangible and psychological costs of the advised
specific health action would prevent action. In this regard, a peer educator could reduce
illness (expectancy), then a positive perceived barriers through reassurance, correc-
behavioural action would be taken tion of misinformation, incentives, and assistance.
with regards to that behaviour. For example, if a young person does not seek health
care in the local clinic because he or she feels
Social ecological model for that his or her confidentiality is not respected, the
health promotion peer educator may provide information on a youth-
According to this model, behaviour friendly service, thus helping to overcome the barrier
is viewed as being determined by the to accessing proper health care.
following:
■ Intrapersonal factors − character-
istics of the individual such as knowledge, attitudes, behaviour, self-concept,
and skills
■ Interpersonal processes and primary groups − formal and informal social
networks and social support systems, including the family, work group,
and friendships
■ Institutional factors − social institutions with organizational characteristics
and formal and informal rules and regulations for operation
■ Community factors − relationships among organizations, institutions, and
informal networks within defined boundaries
■ Public policy − local, state, and national laws and policies

This theory acknowledges the im-

portance of the interplay between In the context of peer education, this means that it
the individual and the environment, is important to recognize that peer education is just
and considers multilevel influ- one piece of the puzzle. While peer education can be
ences on unhealthy behaviour. In an important intervention to affect intrapersonal and
this manner, the importance of the interpersonal change, in order to be successful,
individual is de-emphasized in the peer education activities must be coordinated with
process of behavioural change. other efforts designed to influence institutions,
communities, and public policy.

Section 1. From Theory to Practice 17

 IMBR model: information, motivation, behavioural skills, and resources
The IMBR model addresses health-related behaviour in a way that can be applied
to and across different cultures. It focuses largely on the information (the ‘what’),
the motivation (the ‘why’), the behavioural skills (the ‘how’), and the resources
(the ‘where’) that can be used to target at-risk behaviours. For example, if a young
man knows that using condoms properly may prevent the spread of HIV, he may
be motivated to use them and know how to employ them correctly, but he may
not be able to purchase or find them. Thus, the concept of resources is important
to this model.

In the context of peer education, this means that a programme that does not have a comprehen-
sive approach including all four IMBR concepts probably lacks essential components for reduc-
ing risk behaviour and promoting healthier lifestyles. A programme might, for example, explain
to young people the need for contraception and describe contraceptive methods but might omit
demonstrating their proper use. Participants would then be informed about what to do but not how
to do it. Other programmes might inform participants of the what and the how of certain healthy
behaviours but not give them strong emotional or intellectual reasons as to why they would want
to practise such behaviours. Although resources can be considered part of ‘information’, it is
important to provide young people with information about where to access appropriate resources
or services beyond the scope of peer education sessions. Such resources might include, for
example, youth-friendly clinics, counselling services, HIV/STI and pregnancy testing and care
programmes, and other sources of commodities (e.g., condoms and contraceptives).

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Translating theory into practice

Whether you are implementing a training of trainers (TOT) workshop, training of

peer educators, or peer education sessions with the target population, there are
some basic methodological considerations for translating the theory into prac-
tice. Most important are experiential learning (learning based on experience and
observation) and use of interactive methodologies, including drama.

Experiential learning

Tell me … I forget, show me … I remember, involve me … I understand.

Ancient Proverb

‘Involving’ participants in a training workshop in an active way that incorporates

their own experience is essential. Such experiential learning gives the trainees an
opportunity to begin developing their skills and to receive immediate feedback.
It also gives them the opportunity to participate in many of the training exercises
and techniques first-hand, before they engage other peer educator trainees in
such exercises.

The TOT approach proposed in this manual is based upon an experiential learn-
ing model with highly interactive techniques. The model includes four elements:
participation, reflection on the experience, generalization (lessons learned), and
application of lessons learned. It can be summarized in a diagram as follows:

Section 1. From Theory to Practice 19

 Direct Experience

Participation
(Trainer introduces the activity/exercise
and explains how to do it)

Trainees participate in:

Brainstorming

➦
➦
Role play and story-telling
Small-group discussion
Case studies
Games and drawing pictures

Application Reflection
Next Steps Thoughts/Feelings
(Trainer gives suggestions) (Trainer guides discussion)

Trainees discuss: Trainees participate in:

How the knowledge/skills Answering questions
can be useful in their lives Sharing reactions to activity
How to overcome difficulties Identifying key results
in using knowledge/skills
Plan follow-up to use
the knowledge/skills ➦
➦

Generalization
Lessons Learned
(Trainer gives information, draws out
similarities and differences, summarizes)

Trainees participate in:

Presenting their results and drawing
general conclusions

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Use of role plays and other theatre-based techniques
Peer education uses a range of interactive techniques, including brainstorm-
ing, small-group discussions, case studies, and game show quizzes. Another
commonly used and highly interactive approach involves using theatre-based
techniques, including role plays. Realistic theatre pieces and role plays can help
achieve several major objectives of a health education programme. They can:
■ Provide information. Role plays and other theatre techniques provide an
attractive way to deliver information through humour and true-to-life drama.
It permits educators to dramatize the myths that people spread and show how
to break them down. In a role play, people can explore problems that they
might feel uncomfortable about discussing in real life.
■ Create motivation. Theatre techniques can effectively dramatize external
situational pressures and difficult psychosocial situations that sometimes
result from poor decision-making and risk behaviour. For example, they can
bring to life the realities of getting an unwanted positive pregnancy test result
or testing positive for a sexually transmitted infection (STI), including HIV.
They can demonstrate the difficulties of having to disclose sensitive and pain-
ful information to a loved one or partner. Strong theatre engages the hearts
and minds of the audience and can motivate them to change their attitudes.
■ Build skills. Role playing and other theatre techniques have the potential
to shape behaviour by demonstrating various skills, such as negotiation,
refusal, decision-making, and practical expertise, such as how to use a
condom correctly.
■ Make a link to resources. Theatre techniques can provide opportunities to
inform the audience about services that exist in the community, whether these
services are accessible to young people, and whether staff will respect their
right to confidentiality.

For all these reasons, mature peer education programs should dedicate sufficient
time to using theatre techniques, including role plays, and to training peer edu-
cators in basic acting skills. For more guidelines on theatre-based techniques,
including role plays, see Section 2, page 48.

Section 1. From Theory to Practice 21

Peer education as a youth-adult partnership

Peer education, when done well, is an excellent example of a youth-adult

partnership. Successful peer education is indeed about young people and adults
working together to achieve the goals of a programme.

Youth-adult partnerships arise from the conviction that young people have a
right to participate in developing the programmes that serve them and a right
to have a voice in shaping the policies that will affect them. In addition, youth
participation can help achieve stronger program outcomes. In the reproductive
health and HIV/AIDS fields, the goal is to show that increased youth participation
can help lead to such outcomes as improved knowledge, attitudes, skills,
and behaviours. While a rights-based approach is the underpinning of youth-
adult partnerships, this effort should also achieve improved program results.

Youth participation can help achieve better program outcomes for the young
people involved with an organization, for the adults in the organization, for
the target audiences of young people and providers, and for the community
as a whole. The target group’s full involvement in the development of the
programme contributes to the programme’s sustainability and effectiveness.
Youth participation ensures that the programme responds to the specific
needs and concerns of the target group and that the approaches used are
interesting and engaging. The core elements of an effective youth-adult
partnership are addressed in the training curriculum in Section 2, page 116.

Peer education as a piece of the puzzle

Peer education is one part of the complex puzzle of improving young people’s
sexual and reproductive health by preventing HIV, STIs, substance use, and other
health concerns. Peer education programmes must be well coordinated within
a much larger context of the policy environment, health-care services, and
other intervention approaches. Peer education, standing alone, will not make
significant impacts on young people’s attitudes and behaviours. Successful peer
education programmes work hard to build linkages with other organizations to
complement each other and refer to each other as necessary. In this way, peer
education should be part of a comprehensive approach and a community-wide
effort. For example, peer education can complement efforts to create more
favourable policies for young people’s access to contraception, skills-based health
education led by teachers, a program that encourages abstinence and partner
reduction for youth, a condom promotion media campaign, the work of staff in
health clinics, or the efforts of social workers to reach vulnerable young people
out of school.

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