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      A peer-led approach to promoting health education in schools: The views of peers

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          Abstract

          Peer-led health promotion strategies in schools have been found to be effective in promoting healthy behaviours amongst youth. This study aimed to evaluate the views of the peer educators in implementing a health education programme using a qualitative approach. Informal discussions and eight in-depth interviews were used to explore the views of the 10 peer educators. Information from the interviews was transcribed verbatim, analysed, and coded thematically. The themes that emerged from the analysis of the informal discussion and in-depth interviews were grouped into categories, which included peer educators' experience of implementing the intervention, personal growth and experience with interacting with young people, and personal reflection on the presentation of the intervention. The role of peer educators was shown to be crucial to the success of peer-led programmes, but it is clear that equipping and supporting them through the process of implementation is essential.

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          Peer education, gender and the development of critical consciousness: participatory HIV prevention by South African youth.

          Catherine Campbell, Catherine MacPhail (2002)
          Despite the growing popularity of participatory peer education as an HIV-prevention strategy worldwide, our understandings of the processes underlying its impact on sexual norms are still in their infancy. Starting from the assumption that gender inequalities play a key role in driving the epidemic amongst young people, we outline a framework for conceptualizing the processes underlying successful peer education. We draw on the inter-locking concepts of social identity, empowerment (with particular emphasis on Freire's account of critical consciousness) and social capital. Thereafter we provide a critical case study of a school-based peer education programme in a South African township school, drawing on a longitudinal case study of the programme, and interviews and focus groups with young people in the township. Our research highlights a number of features of the programme itself, as well as the broader context within which it was implemented, which are likely to undermine'the development of the critical thinking and empowerment which we argue are key preconditions for programme success. In relation to the programme itself, these include peer educators' preference for didactic methods and biomedical frameworks, unequal gender dynamics amongst the peer educators, the highly regulated and teacher-driven nature of the school environment and negative learner attitudes to the programme. In relation to the broader context of the programme, we point to factors such as limited opportunities for communication about sex outside of the peer educational setting, poor adult role models of sexual relationships, poverty and unemployment, low levels of social capital and poor community facilities. We discuss the implications of our findings for the design of peer educational activities, and point to a number of broader social and community development initiatives that would maximize the likelihood of programme success.
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            Effectiveness of peer education interventions for HIV prevention, adolescent pregnancy prevention and sexual health promotion for young people: a systematic review of European studies.

            M V Tolli (2012)
            Peer education remains a popular strategy for health promotion and prevention, but evidence of its effectiveness is still limited. This article presents a systematic review of peer education interventions in the European Union that were published between January 1999 and May 2010. The objective of the review is to determine the effectiveness of peer education programs for human immunodeficiency virus (HIV) prevention, adolescent pregnancy prevention and promotion of sexual health among young people. Standardized methods of searching and data extraction were utilized and five studies were identified. Although a few statistically significant and non-significant changes were observed in the studies, it is concluded that, overall, when compared to standard practice or no intervention, there is no clear evidence of the effectiveness of peer education concerning HIV prevention, adolescent pregnancy prevention and sexual health promotion for young people in the member countries of the European Union. Further research is needed to determine factors that contribute to program effectiveness.
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              Recent evaluations of the peer-led approach in adolescent sexual health education: a systematic review.

              Nora Kim, Caroline Free (2008)
              Peer-led interventions have become a popular method of providing sexual health education to adolescents, but the efficacy of this approach and the methodological quality of recent trials have not been systematically reviewed. Electronic and hand searches were conducted to identify quasi-randomized and randomized controlled trials of peer-led adolescent sexual health education published from 1998 to 2005. Studies were eligible if they had an appropriate comparison group, provided preintervention and postintervention data, and reported all outcomes. Study results were summarized and, where appropriate, pooled; in addition, 10 aspects of studies' methodological quality were assessed. Thirteen articles met the inclusion criteria. Pooled, adjusted results from seven trials that examined the effects of peer-led interventions on condom use at last sex found no overall benefit (odds ratio, 1.0). None of the three trials that assessed consistent condom use found a benefit. One study reported a reduced risk of chlamydia (0.2), but another found no impact on STD incidence. One study found that young women (but not young men) who received peer-led education were more likely than nonrecipients to have never had sex. Most interventions produced improvements in knowledge, attitudes and intentions. Only three studies fulfilled all 10 of the assessed quality criteria; two others met nine criteria. Despite promising results in some trials, overall findings do not provide convincing evidence that peer-led education improves sexual outcomes among adolescents. Future trials should build on the successful trials conducted to date and should strive to fulfill existing quality criteria.
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                Author and article information

                Contributors
                JM Frantz: Role: ND
                Journal
                Journal ID (publisher): saje
                Title: South African Journal of Education
                Abbreviated Title: S. Afr. j. educ.
                Publisher: Education Association of South Africa (EASA) (Pretoria )
                ISSN: 2076-3433
                Publication date (Print): February 2015
                Volume: 35
                Issue: 1
                Pages: 01-07
                Affiliations
                [1 ] University of the Western Cape
                Article
                Publisher ID: S0256-01002015000100009
                DOI: 10.15700/201503070006
                SO-VID: 0bddf97d-f13e-4bd7-9802-91488e692548
                License:

                http://creativecommons.org/licenses/by/4.0/

                History
                Product

                SciELO South Africa

                Self URI (journal page): http://www.scielo.org.za/scielo.php?script=sci_serial&pid=0256-0100&lng=en
                Categories
                Subject: Education & Educational Research
                Subject: Education, Scientific Disciplines

                ScienceOpen disciplines: Educational research & Statistics,General education
                Keywords: constructivism,experience,health education,interventions,life orientation,mixed methods design,peer educators,peers,schools,youth
                Data availability:
                ScienceOpen disciplines: Educational research & Statistics, General education
                Keywords: constructivism, experience, health education, interventions, life orientation, mixed methods design, peer educators, peers, schools, youth

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