PRIOR PRINTER'S NO. 863 PRINTER'S NO. 2698
No. 778 Session of 1995
INTRODUCED BY TULLI, WILLIAMS, STAIRS, THOMAS, E. Z. TAYLOR,
ITKIN, FARGO, BARD, BUXTON, FICHTER, CLARK, BEBKO-JONES,
SATHER, COY, SANTONI, GIGLIOTTI, TRELLO, FAIRCHILD, STISH,
HERMAN, GEIST, LAUGHLIN, ROONEY, FAJT, STABACK, CORRIGAN,
GRUPPO, RUBLEY, RAYMOND, McCALL, HALUSKA, KENNEY, CURRY,
CORNELL, SAYLOR, J. TAYLOR, JOSEPHS, WOZNIAK, YOUNGBLOOD,
MERRY, SEMMEL, RICHARDSON, BOSCOLA AND BELFANTI,
FEBRUARY 14, 1995
AS REPORTED FROM COMMITTEE ON EDUCATION, HOUSE OF
REPRESENTATIVES, AS AMENDED, OCTOBER 24, 1995
AN ACT
1 Providing for the establishment of the Peer Helpers Program; and <--
2 making an appropriation.
3 TABLE OF CONTENTS
4 Chapter 1. General Provisions
5 Section 101. Short title.
6 Section 102. Definitions.
7 Section 103. Powers and duties of department.
8 Chapter 2. Program Initiation
9 Section 201. Planning.
10 Section 202. Commitment.
11 Section 203. Staffing.
12 Section 204. Organizational structure.
13 Chapter 3. Program Implementation
14 Section 301. Screening and selection.
1 Section 302. Training.
2 Section 303. Training models.
3 Section 304. Service delivery.
4 Section 305. Supervision.
5 Chapter 4. Program Maintenance
6 Section 401. General rule.
7 Section 402. Evaluation.
8 Section 403. Public relations.
9 Section 404. Long-range planning.
10 Chapter 5. Miscellaneous Provisions
11 Section 501. Appropriation.
12 Section 502. Effective date.
13 PROVIDING FOR THE ESTABLISHMENT OF THE PEER HELPERS PROGRAM. <--
14 TABLE OF CONTENTS
15 CHAPTER 1. GENERAL PROVISIONS
16 SECTION 101. SHORT TITLE.
17 SECTION 102. PURPOSE.
18 SECTION 103. DEFINITIONS.
19 SECTION 104. POWERS AND DUTIES OF DEPARTMENT.
20 CHAPTER 2. PROGRAM INITIATION
21 SECTION 201. PLANNING.
22 SECTION 202. STAFFING.
23 CHAPTER 3. PROGRAM IMPLEMENTATION
24 SECTION 301. SCREENING AND SELECTION.
25 SECTION 302. TRAINING.
26 SECTION 303. TRAINING MODELS.
27 SECTION 304. SERVICE DELIVERY.
28 SECTION 305. SUPERVISION.
29 CHAPTER 4. PROGRAM MAINTENANCE
30 SECTION 401. GENERAL RULE.
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1 SECTION 402. EVALUATION.
2 SECTION 403. PUBLIC RELATIONS.
3 SECTION 404. LONG-RANGE PLANNING.
4 CHAPTER 5. MISCELLANEOUS PROVISIONS
5 SECTION 501. EFFECTIVE DATE.
6 The General Assembly of the Commonwealth of Pennsylvania
7 hereby enacts as follows:
8 CHAPTER 1 <--
9 GENERAL PROVISIONS
10 Section 101. Short title.
11 This act shall be known and may be cited as the Peer Helpers
12 Program Act.
13 Section 102. Definitions.
14 The following words and phrases when used in this act shall
15 have the meanings given to them in this section unless the
16 context clearly indicates otherwise:
17 "Department." The Department of Education of the
18 Commonwealth.
19 "Program." The Peer Helpers Program.
20 Section 103. Powers and duties of department.
21 The department shall have authority for the establishment,
22 implementation and administration of the program. The department
23 shall be responsible for promulgating rules and regulations and
24 instituting procedures necessary to implement this act.
25 CHAPTER 2
26 PROGRAM INITIATION
27 Section 201. Planning.
28 (a) General rule.--Prior to implementing the program in high
29 schools, the department shall conduct careful planning to
30 address certain issues relevant to the particular high school.
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1 (b) Rationale.--The department shall establish that there is
2 a clear and compelling rationale for the development of the
3 program in the high school. Development shall be accomplished
4 through conducting a formal or informal needs assessment in the
5 high school in which the program is to be implemented.
6 (c) Purpose.--The purpose of the program derives logically
7 from its rationale and shall be summarized in a formal mission
8 statement by the department.
9 (d) Goals and objectives.--The department shall develop
10 programmatic goals and objectives that are reflective of the
11 rationale and purpose of the program and that are clear,
12 realistic and achievable.
13 (e) Procedures.--The procedures and activities through which
14 programmatic goals are to be accomplished shall be laid out in a
15 clear, systematic fashion by the department.
16 (f) Compliance.--The program shall be planned and
17 implemented in a manner consistent with national, State and
18 local guidelines for programmatic standards and ethics.
19 Section 202. Commitment.
20 The program shall enjoy not simply the permission but the
21 active commitment and involvement of those who solicit and
22 maintain its services. The commitment is reflected particularly
23 in the following areas:
24 (1) Tangible evidence of a high level of administrative,
25 staff and community support and includes the formation of a
26 program advisory committee. Committee members may or may not
27 be directly involved in program implementation, but they
28 provide valuable input to program staff and help to maximize
29 a sense of program ownership.
30 (2) Sufficient financial and logistical support for
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1 effective program implementation, including the provision of
2 necessary curricular and training resources.
3 Section 203. Staffing.
4 Program staff shall possess appropriate background, training
5 and characteristics to enable them to carry out their
6 responsibilities in an effective manner. Among professional
7 staff who work directly with peer helpers, the following skills
8 are required:
9 (1) Strong positive rapport with the population from
10 which the peer helpers are selected.
11 (2) Educational and practical experience that is
12 relevant to the nature and goals of the program.
13 (3) Understanding of and commitment to fundamental
14 principles of peer helping which include a readiness to
15 maximize the level of programmatic ownership and involvement
16 on the part of the peer helpers themselves.
17 (4) Close familiarity with the setting in which the
18 program is to be implemented.
19 (5) Clear grasp of program needs and goals and the
20 ability to articulate effectively the nature and purpose of
21 the program to peer helpers, other staff, the sponsoring
22 agency and the broader community.
23 (6) Recognition of the importance of serving as a
24 positive role model, both personally and professionally.
25 (7) Familiarity with different learning styles and
26 teaching strategies, including both experiential and didactic
27 approaches.
28 (8) Ability to work effectively with groups.
29 (9) Mastery of concepts and skills necessary for
30 effective training and supervision of peer helpers.
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1 (10) Sufficient time and energy in order to be able to
2 carry out programmatic responsibilities.
3 Section 204. Organizational structure.
4 The department shall organize and structure the program in a
5 logical and consistent manner that provides clear lines of
6 authority, responsibility and communication and is reflective of
7 the nature and purpose of the program.
8 CHAPTER 3
9 PROGRAM IMPLEMENTATION
10 Section 301. Screening and selection.
11 (a) Procedure.--The program shall employ a clear, systematic
12 and careful procedure for the screening and selection of peer
13 helpers. This procedure shall include the following:
14 (1) Establishing appropriate criteria as to the
15 characteristics being sought among prospective peer helpers.
16 Among those characteristics are helpfulness, trustworthiness,
17 concern for others, ability to listen and potential to serve
18 as a positive role model.
19 (2) Conducting a formal or informal survey in the
20 program setting in order to determine which individuals are
21 felt to possess the desired characteristics.
22 (3) Making application to the program, soliciting
23 recommendations from others in the program setting and
24 structuring an interview with program staff.
25 (b) Final selection.--The programs in the various high
26 schools may differ as to whether final selection of peer helpers
27 shall occur prior to or after peer helping training. But in
28 either case, the selection process shall be guided by the
29 following criteria:
30 (1) Demonstration of appropriate helping characteristics
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1 and skills.
2 (2) Evidence of emotional security.
3 (3) Understanding of the type of services to be
4 provided.
5 (4) Commitment to and availability for the provision of
6 those services.
7 (5) Ability to be reflective of and sensitive to the
8 characteristics of the population to be served.
9 (6) Manageability of the size of the group selected, in
10 order to ensure quality training and supervision.
11 Section 302. Training.
12 (a) General rule.--Once peer helpers have been selected for
13 the high schools by the department, they shall be provided with
14 quality training in the knowledge and skills they will need to
15 be effective in the peer-helping role. The training program that
16 is implemented shall consist of the following:
17 (1) The nature and goals of the program.
18 (2) The age, needs and characteristics of the high
19 school to be served.
20 (3) The utilization of the appropriate curricular
21 resources and training strategies.
22 (4) National, State and local guidelines on ethics and
23 standards.
24 (b) Trainee commitment.--Trainees shall commit to
25 participate in all aspects of training and to maximize
26 opportunities for both skill development and personal growth.
27 Training shall be an ongoing process.
28 Section 303. Training models.
29 (a) General rule.--While specific features of training may
30 vary somewhat from program to program, the following elements
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1 listed are characteristic of effective peer-helping training
2 models.
3 (b) Role of peer helper.--Training in the peer-helping role
4 shall include, but may not be limited to, the following:
5 (1) Program orientation.
6 (2) Characteristics of the peer helper which include
7 caring, acceptance, genuineness, understanding and
8 trustworthiness.
9 (3) Self-awareness.
10 (4) Positive role modeling and maintaining a healthy
11 lifestyle.
12 (5) Avoidance of temptation to offer advice, propose
13 solutions or impose values.
14 (6) Positive listening skills.
15 (7) Recognition of limitations.
16 (8) Development of individual and group trust.
17 (9) Creation of a support system of peer helpers for
18 each other, as well as for persons being helped.
19 (10) Development of code of ethics and standards of
20 behavior.
21 (c) Confidentiality and liability issues.--
22 (1) Communications between peer helpers and persons
23 being helped shall be confidential, however, there are two
24 important exceptions to this general rule:
25 (i) Potential threats to the personal safety or
26 well-being of the peer helper, the person being helped or
27 others.
28 (ii) Situations or problems beyond the personal
29 experience level or expertise of the peer helper.
30 (2) It is essential that peer helpers are trained to
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1 know how to recognize certain situations, are aware of their
2 limitations and responsibilities and have ready access to
3 professional staff and appropriate referral resources.
4 (d) Communication skills.--The following communication
5 skills are required:
6 (1) Basic principles of verbal and nonverbal
7 communication.
8 (2) Active listening skills.
9 (3) Facilitative responding.
10 (e) Problem-solving and decision-making strategies.--The
11 training program shall include steps in principled decision
12 making that include identifying the problem, brainstorming
13 alternatives, predicting consequences, carrying out action plans
14 and evaluating results.
15 (f) Additional issues and topics.--Depending upon the nature
16 and goals of particular programs, additional specialized
17 training may be provided by the department in areas such as the
18 following:
19 (1) Basic concepts of human behavior. While not expected
20 to function as amateur therapists, peer helpers shall have
21 some degree of familiarity with concepts such as the
22 following:
23 (i) The role of motivational and reinforcement
24 factors in behavior.
25 (ii) Sociocultural influences and differences.
26 (iii) Individual and group dynamics.
27 (2) Group facilitation techniques.
28 (3) Peer-tutoring strategies.
29 (4) Crisis management.
30 (5) Conflict resolution.
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1 (6) Special needs populations.
2 (7) Telephone hotline management.
3 (8) Specific problem areas, including substance abuse,
4 dropouts, depression and suicide, teen pregnancy, child
5 abuse, sexually transmitted diseases, gangs and cults, family
6 relations, etc.
7 (9) Knowledge of referral resources, services and
8 programs.
9 Section 304. Service delivery.
10 Subsequent to training, peer helpers shall be provided with
11 structured opportunities to engage in a variety of meaningful,
12 productive helping roles within the program setting. The peer-
13 helping services which are provided shall:
14 (1) Be consistent with and reflective of program goals.
15 (2) Enable peer helpers to apply the knowledge and
16 skills they have acquired during training.
17 (3) Enhance the personal growth and positive development
18 of peer helpers and persons being helped alike.
19 (4) Recognize and accommodate the need for ongoing
20 opportunities for continued learning and training.
21 (5) Establish safeguards to protect peer helpers from
22 burnout, role confusion, inappropriate assignments or
23 manipulation.
24 Section 305. Supervision.
25 Once peer helpers have begun to provide services, they shall
26 receive regular, ongoing supervision from program staff. In
27 addition to regularly scheduled sessions, staff shall be
28 available to provide supplemental supervision and support as
29 needed. Major goals of supervision include the following:
30 (1) To enable program staff to monitor program-related
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1 activities and services.
2 (2) To enhance the effectiveness and personal growth of
3 peer helpers.
4 (3) To encourage peer helpers to share with, learn from
5 and support each other in the performance of their helping
6 roles.
7 CHAPTER 4
8 PROGRAM MAINTENANCE
9 Section 401. General rule.
10 Once the program has been established by the department,
11 program staff shall take steps to ensure its continued survival,
12 improvement and success.
13 Section 402. Evaluation.
14 (a) Evaluation plan.--In order to document program-related
15 activities and services, to assess the impact of the program
16 with references to its goals and to provide grounds for future
17 revision, the department shall develop and implement a formal
18 evaluation plan.
19 (b) Formative evaluation.--A formative evaluation shall be
20 conducted to provide an accurate picture of what happened in
21 connection with the program. The formative data evaluation shall
22 include information in the following areas:
23 (1) Number of peer helpers and persons being helped
24 involved.
25 (2) Program staffing and organization.
26 (3) Selection procedures.
27 (4) Nature and extent of training.
28 (5) Amount and types of services provided.
29 (6) Any other program-related activities.
30 (c) Summative evaluation.--A summative evaluation shall be
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1 conducted to determine the degree to which the program has been
2 successful in achieving its goals and to assess the impact of
3 program participation upon both peer helpers and those who have
4 received program services. This assessment shall be qualitative,
5 including questionnaires and opinion surveys, and employ hard
6 quantitative indices of program impact. The summative evaluation
7 shall assess impact in the following areas:
8 (1) Student attitudes or behavior.
9 (2) Grade point average.
10 (3) Absenteeism and dropout rates.
11 (4) Incidence of disciplinary referrals.
12 (d) Plan revision.--Both formative and summative evaluation
13 data shall be utilized by program staff in a periodic effort to
14 determine whether and how the program needs to be revised for
15 future improvement.
16 Section 403. Public relations.
17 Program staff shall make a concerted, ongoing effort to keep
18 those individuals in the program setting, as well as interested
19 individuals and organizations in the broader community, well
20 informed about the program and supportive of its goals.
21 Techniques for strengthening programmatic public relations may
22 include production of a program brochure or newsletter,
23 maintenance of media contacts, involvement of community
24 representatives in training or program services and community
25 outreach projects.
26 Section 404. Long-range planning.
27 (a) General rule.--Program staff shall engage in long-range
28 planning to ensure that in the future, the program does not die
29 but rather becomes stronger and more firmly integrated within
30 the program setting as time goes by.
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1 (b) Staffing.--It is important that the success of the
2 program not be dependent upon the particular person, or
3 personality, who happens to be coordinating it at any given
4 time. In this regard, a sense of program ownership shall be
5 maximized through such strategies as the formation of a program
6 advisory committee, and there shall always be at least one
7 individual within the program setting who is prepared to assume
8 coordination responsibilities in the event of staffing changes.
9 (c) Peer ownership.--The program shall strive to maximize
10 the level of ownership and involvement on the part of the peer
11 helpers themselves. If peers feel directly responsible for the
12 success and survival of the program, they are unlikely to allow
13 it to perish.
14 CHAPTER 5
15 MISCELLANEOUS PROVISIONS
16 Section 501. Appropriation.
17 The sum of $2,000 per high school, or as much thereof as may
18 be necessary, is hereby appropriated to the Peer Helpers Program
19 for the fiscal year July 1, 1995, to June 30, 1996, to carry out
20 the provisions of this act.
21 Section 502. Effective date.
22 This act shall take effect in 60 days.
23 CHAPTER 1 <--
24 GENERAL PROVISIONS
25 SECTION 101. SHORT TITLE.
26 THIS ACT SHALL BE KNOWN AND MAY BE CITED AS THE PEER HELPERS
27 PROGRAM ACT.
28 SECTION 102. PURPOSE.
29 THE PURPOSE OF THIS ACT IS TO PROVIDE PROGRAMS WHERE STUDENTS
30 PROVIDE DIRECT ASSISTANCE TO OTHER STUDENTS BY SERVING AS PEER
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1 HELPERS.
2 SECTION 103. DEFINITIONS.
3 THE FOLLOWING WORDS AND PHRASES WHEN USED IN THIS ACT SHALL
4 HAVE THE MEANINGS GIVEN TO THEM IN THIS SECTION UNLESS THE
5 CONTEXT CLEARLY INDICATES OTHERWISE:
6 "DEPARTMENT." THE DEPARTMENT OF EDUCATION OF THE
7 COMMONWEALTH.
8 "PEER HELPER." A HIGH SCHOOL STUDENT WHO HAS RECEIVED
9 SPECIALIZED TRAINING ENABLING HIM OR HER TO PROVIDE DIRECT
10 ASSISTANCE TO ANOTHER STUDENT IN A VARIETY OF AREAS WHICH MAY
11 INCLUDE:
12 (1) PEER TUTORING;
13 (2) CONFLICT RESOLUTION; OR
14 (3) CRISIS MANAGEMENT.
15 "PROGRAM." THE PEER HELPERS PROGRAM.
16 SECTION 104. POWERS AND DUTIES OF DEPARTMENT.
17 THE DEPARTMENT SHALL HAVE AUTHORITY TO ESTABLISH A GRANT
18 APPLICATION PROCESS AND TO PROVIDE GRANTS FOR THE IMPLEMENTATION
19 OF PROGRAMS BY SCHOOL DISTRICTS. THE DEPARTMENT SHALL BE
20 RESPONSIBLE FOR REVIEWING PROGRAMS APPLYING FOR GRANTS TO INSURE
21 THE APPLICATION MEETS THE PROGRAM REQUIREMENTS PROVIDED FOR IN
22 THIS ACT.
23 CHAPTER 2
24 PROGRAM INITIATION
25 SECTION 201. PLANNING.
26 (A) GOALS AND OBJECTIVES.--THE SCHOOL DISTRICT SHALL DEVELOP
27 PROGRAMMATIC GOALS AND OBJECTIVES AS PART OF ANY GRANT
28 APPLICATION. THESE SHALL REFLECT THE PURPOSE OF THE PROGRAM AND
29 SET FORTH PROCEDURES THROUGH WHICH GOALS ARE TO BE ACCOMPLISHED.
30 (B) COMMITMENT.--THE PROGRAM MUST DEMONSTRATE THE ACTIVE
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1 COMMITMENT AND INVOLVEMENT OF THOSE WHO SOLICIT AND MAINTAIN ITS
2 SERVICES AS DEMONSTRATED BY THE FOLLOWING:
3 (1) EVIDENCE OF A HIGH LEVEL OF ADMINISTRATIVE, STAFF,
4 PARENTAL AND COMMUNITY SUPPORT.
5 (2) SUFFICIENT FINANCIAL AND LOGISTICAL SUPPORT FOR
6 EFFECTIVE PROGRAM IMPLEMENTATION, INCLUDING THE PROVISION OF
7 NECESSARY CURRICULAR AND TRAINING RESOURCES. THE PROGRAM
8 SHALL NOT BE INCORPORATED INTO THE CURRICULUM OF THE SCHOOL
9 DISTRICT AS EITHER A REQUIRED OR AN ELECTIVE COURSE OF STUDY.
10 SECTION 202. STAFFING.
11 PROGRAM STAFF SHALL POSSESS APPROPRIATE BACKGROUND AND
12 TRAINING, INCLUDING THE FOLLOWING CHARACTERISTICS:
13 (1) STRONG POSITIVE RAPPORT WITH THE POPULATION FROM
14 WHICH THE PEER HELPERS ARE SELECTED.
15 (2) EDUCATIONAL AND PRACTICAL EXPERIENCE THAT IS
16 RELEVANT TO THE NATURE AND GOALS OF THE PROGRAM. AT A
17 MINIMUM, THIS SHALL INCLUDE COMPLETION OF THE LEADERSHIP
18 TRAINING COURSE OFFERED BY THE PENNSYLVANIA PEER HELPERS
19 ASSOCIATION OR THE NATIONAL PEER HELPERS ASSOCIATION.
20 (3) UNDERSTANDING OF AND COMMITMENT TO THE PROGRAM,
21 INCLUDING MAXIMIZING THE INVOLVEMENT OF THE PEER HELPERS.
22 (4) FAMILIARITY WITH THE SPECIFIC SCHOOL ENVIRONMENT IN
23 WHICH THE PROGRAM IS TO BE OFFERED AND WITH THE PHYSICAL
24 FEATURES OF THE SCHOOL SETTING.
25 (5) CLEAR GRASP OF PROGRAM NEEDS AND GOALS AND THE
26 ABILITY TO ARTICULATE EFFECTIVELY THE PURPOSE OF THE PROGRAM
27 TO PEER HELPERS, STAFF, PARENTS, THE SPONSORING AGENCY AND
28 THE COMMUNITY.
29 (6) RECOGNITION OF THE IMPORTANCE OF SERVING AS A
30 POSITIVE ROLE MODEL, BOTH PERSONALLY AND PROFESSIONALLY.
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1 (7) FAMILIARITY WITH DIFFERENT LEARNING STYLES AND
2 TEACHING STRATEGIES.
3 (8) ABILITY TO WORK EFFECTIVELY WITH GROUPS.
4 (9) MASTERY OF CONCEPTS AND SKILLS NECESSARY FOR
5 EFFECTIVE TRAINING AND SUPERVISION OF PEER HELPERS.
6 CHAPTER 3
7 PROGRAM IMPLEMENTATION
8 SECTION 301. SCREENING AND SELECTION.
9 (A) PROCEDURE.--THE PROGRAM SHALL CONTAIN PROCEDURES FOR THE
10 SCREENING AND SELECTION OF PEER HELPERS, INCLUDING THE
11 FOLLOWING:
12 (1) ESTABLISHING APPROPRIATE CRITERIA AS TO THE
13 CHARACTERISTICS BEING SOUGHT AMONG PROSPECTIVE PEER HELPERS.
14 (2) CONDUCTING A FORMAL OR INFORMAL SURVEY IN THE
15 PROGRAM SETTING IN ORDER TO DETERMINE WHICH INDIVIDUALS ARE
16 FELT TO POSSESS THE DESIRED CHARACTERISTICS.
17 (3) MAKING APPLICATION TO THE PROGRAM, SOLICITING
18 RECOMMENDATIONS FROM OTHERS IN THE PROGRAM SETTING AND
19 STRUCTURING AN INTERVIEW WITH PROGRAM STAFF.
20 (4) SECURING PARENTAL APPROVAL FOR THE PARTICIPATION OF
21 EACH PROSPECTIVE PEER HELPER IN THE PROGRAM.
22 (B) FINAL SELECTION.--PEER HELPERS SHALL BE SELECTED ON THE
23 FOLLOWING:
24 (1) DEMONSTRATION OF APPROPRIATE HELPING CHARACTERISTICS
25 AND SKILLS.
26 (2) UNDERSTANDING OF THE TYPE OF SERVICES TO BE
27 PROVIDED.
28 (3) COMMITMENT TO AND AVAILABILITY FOR THE PROVISION OF
29 THOSE SERVICES.
30 (4) ABILITY TO BE REFLECTIVE OF AND SENSITIVE TO THE
19950H0778B2698 - 16 -
1 CHARACTERISTICS OF THE POPULATION TO BE SERVED.
2 MANAGEABILITY OF THE SIZE OF THE GROUP SELECTED, IN ORDER TO
3 ENSURE QUALITY TRAINING AND SUPERVISION, SHALL BE CONSIDERED IN
4 PEER HELPER SELECTION.
5 SECTION 302. TRAINING.
6 (A) GENERAL RULE.--PROGRAMS SHALL PROVIDE APPROPRIATE
7 TRAINING WHICH SHALL INCLUDE THE FOLLOWING:
8 (1) THE NATURE AND GOALS OF THE PROGRAM.
9 (2) THE AGE, NEEDS AND CHARACTERISTICS OF THE HIGH
10 SCHOOL POPULATION TO BE SERVED.
11 (3) THE UTILIZATION OF THE APPROPRIATE CURRICULAR
12 RESOURCES AND TRAINING STRATEGIES.
13 (B) ORIENTATION REQUIRED.--PEER HELPERS SHALL PARTICIPATE IN
14 ALL ASPECTS OF TRAINING. ORIENTATION SHALL BE AN ONGOING
15 PROCESS.
16 SECTION 303. TRAINING MODELS.
17 (A) ROLE OF PEER HELPER.--TRAINING IN THE PEER HELPING ROLE
18 SHALL INCLUDE, BUT MAY NOT BE LIMITED TO, THE FOLLOWING:
19 (1) PROGRAM ORIENTATION.
20 (2) CHARACTERISTICS OF THE PEER HELPER.
21 (3) SELF-AWARENESS.
22 (4) POSITIVE ROLE MODELING AND MAINTAINING A HEALTHY
23 LIFESTYLE.
24 (5) AVOIDANCE OF TEMPTATION TO OFFER ADVICE, PROPOSE
25 SOLUTIONS OR IMPOSE VALUES.
26 (6) COMMUNICATIONS SKILLS, INCLUDING VERBAL AND
27 NONVERBAL TECHNIQUES AND ACTIVE LISTENING.
28 (7) RECOGNITION OF LIMITATIONS.
29 (8) DEVELOPMENT OF INDIVIDUAL AND GROUP TRUST.
30 (9) CREATION OF A SUPPORT SYSTEM OF PEER HELPERS FOR
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1 EACH OTHER, AS WELL AS FOR PERSONS BEING HELPED.
2 (10) DEVELOPMENT OF GUIDELINES GOVERNING THE CONDUCT OF
3 PEER HELPERS.
4 (11) PROBLEM-SOLVING AND DECISION-MAKING STRATEGIES.
5 (12) CONFLICT RESOLUTION.
6 (13) CRISIS MANAGEMENT.
7 (14) PEER TUTORING.
8 (B) CONFIDENTIALITY.--COMMUNICATIONS BETWEEN PEER HELPERS
9 AND PERSONS BEING HELPED SHALL BE CONFIDENTIAL, EXCEPT IN CASES
10 INVOLVING POTENTIAL THREATS TO THE PERSONAL SAFETY OR WELL-BEING
11 OF THE PEER HELPER, THE PERSON BEING HELPED OR OTHERS,
12 SITUATIONS OR PROBLEMS BEYOND THE PERSONAL EXPERIENCE LEVEL OR
13 EXPERTISE OF THE PEER HELPER OR WHEN THE PERSON BEING HELPED HAS
14 PROVIDED THE PEER HELPER WITH WRITTEN PERMISSION TO DISCUSS HIS
15 CASE WITH ANOTHER SPECIFIED INDIVIDUAL OR INDIVIDUALS.
16 (C) LIMITATION OF PEER HELPER ASSISTANCE.--DIRECT ASSISTANCE
17 PROVIDED BY PEER HELPERS SHALL BE LIMITED TO THE FOLLOWING
18 PROBLEMS:
19 (1) INTERPERSONAL DISPUTES.
20 (2) PHYSICAL DISPUTES.
21 (3) PROPERTY/THEFT DISPUTES.
22 (4) INTERRACIAL INCIDENTS.
23 (5) INCIDENTS INVOLVING TAUNTS, THREATS, HARASSMENTS OR
24 RUMORS.
25 (6) ACADEMICS.
26 (7) ATTENDANCE/TARDINESS.
27 (8) KNOWLEDGE OF AVAILABLE REFERRAL RESOURCES, SERVICES
28 AND PROGRAMS, BOTH WITHIN THE SCHOOL AND IN THE SURROUNDING
29 COMMUNITY.
30 SECTION 304. SERVICE DELIVERY.
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1 THE PEER HELPING SERVICES WHICH ARE PROVIDED SHALL:
2 (1) BE CONSISTENT WITH AND REFLECTIVE OF PROGRAM GOALS.
3 (2) ENABLE PEER HELPERS TO APPLY THE KNOWLEDGE AND
4 SKILLS THEY HAVE ACQUIRED DURING TRAINING.
5 (3) ENHANCE THE PERSONAL GROWTH AND POSITIVE DEVELOPMENT
6 OF PEER HELPERS AND PERSONS BEING HELPED ALIKE.
7 (4) RECOGNIZE AND ACCOMMODATE THE NEED FOR ONGOING
8 OPPORTUNITIES FOR CONTINUED LEARNING AND TRAINING.
9 (5) ESTABLISH SAFEGUARDS TO PROTECT PEER HELPERS FROM
10 BURNOUT, ROLE CONFUSION, INAPPROPRIATE ASSIGNMENTS OR
11 MANIPULATION.
12 SECTION 305. SUPERVISION.
13 PEER HELPERS SHALL RECEIVE REGULAR, ONGOING SUPERVISION FROM
14 PROGRAM STAFF. IN ADDITION TO REGULARLY SCHEDULED SESSIONS,
15 STAFF SHALL BE AVAILABLE TO PROVIDE SUPPLEMENTAL SUPERVISION AND
16 SUPPORT AS NEEDED. MAJOR GOALS OF SUPERVISION INCLUDE THE
17 FOLLOWING:
18 (1) TO ENABLE PROGRAM STAFF TO MONITOR PROGRAM-RELATED
19 ACTIVITIES AND SERVICES.
20 (2) TO ENHANCE THE EFFECTIVENESS AND PERSONAL GROWTH OF
21 PEER HELPERS.
22 (3) TO ENCOURAGE PEER HELPERS TO SHARE WITH, LEARN FROM
23 AND SUPPORT EACH OTHER IN THE PERFORMANCE OF THEIR HELPING
24 ROLES.
25 CHAPTER 4
26 PROGRAM MAINTENANCE
27 SECTION 401. GENERAL RULE.
28 ONCE THE PROGRAM HAS BEEN ESTABLISHED BY THE DEPARTMENT,
29 PROGRAM STAFF SHALL TAKE STEPS TO IMPROVE AND SUCCESSFULLY
30 IMPLEMENT THE PROGRAM.
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1 SECTION 402. EVALUATION.
2 (A) EVALUATION PLAN.--IN ORDER TO DOCUMENT PROGRAM-RELATED
3 ACTIVITIES AND SERVICES, TO ASSESS THE IMPACT OF THE PROGRAM
4 WITH REFERENCE TO ITS GOALS AND TO PROVIDE GROUNDS FOR FUTURE
5 REVISION, THE PROGRAM SHALL DEVELOP AND IMPLEMENT A FORMAL
6 EVALUATION PLAN. A DESCRIPTION OF THE EVALUATION PLAN SHALL BE
7 INCLUDED IN THE GRANT APPLICATION. THE DISTRICT SHALL PROVIDE
8 THE EVALUATION TO THE DEPARTMENT.
9 (B) EVALUATION.--AN EVALUATION SHALL BE CONDUCTED AT LEAST
10 ANNUALLY AND SHALL INCLUDE INFORMATION IN THE FOLLOWING AREAS:
11 (1) NUMBER OF PEER HELPERS AND PERSONS BEING HELPED.
12 (2) PROGRAM STAFFING AND ORGANIZATION.
13 (3) SELECTION PROCEDURES.
14 (4) NATURE AND EXTENT OF TRAINING.
15 (5) AMOUNT AND TYPES OF SERVICES PROVIDED.
16 (6) GRADE POINT AVERAGE.
17 (7) ABSENTEEISM AND DROPOUT RATES.
18 (8) INCIDENCE OF DISCIPLINARY REFERRALS.
19 (9) ANY OTHER PROGRAM-RELATED ACTIVITIES.
20 SECTION 403. PUBLIC RELATIONS.
21 PROGRAM STAFF SHALL KEEP THOSE INDIVIDUALS IN THE PROGRAM, AS
22 WELL AS INTERESTED INDIVIDUALS AND ORGANIZATIONS, WELL INFORMED
23 ABOUT THE PROGRAM THROUGH THE USE OF A PROGRAM BROCHURE OR
24 NEWSLETTER, MAINTENANCE OF MEDIA CONTACTS, INVOLVEMENT OF
25 COMMUNITY REPRESENTATIVES IN TRAINING OR PROGRAM SERVICES AND
26 COMMUNITY OUTREACH PROJECTS.
27 SECTION 404. LONG-RANGE PLANNING.
28 (A) GENERAL RULE.--PROGRAM STAFF SHALL ENGAGE IN LONG-RANGE
29 PLANNING.
30 (B) PEER OWNERSHIP.--THE PROGRAM SHALL STRIVE TO MAXIMIZE
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1 INVOLVEMENT ON THE PART OF THE PEER HELPERS THEMSELVES. IF PEERS
2 FEEL DIRECTLY RESPONSIBLE FOR THE SUCCESS AND SURVIVAL OF THE
3 PROGRAM, THEY ARE UNLIKELY TO ALLOW IT TO PERISH.
4 CHAPTER 5
5 MISCELLANEOUS PROVISIONS
6 SECTION 501. EFFECTIVE DATE.
7 THIS ACT SHALL TAKE EFFECT IN 60 DAYS.
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