Skills Program in Peer Education

NQF LEVEL 4 10 CREDITS

264260

Facilitate a peer education intervention

AC 1: Explain peer education in terms of its concept in different contexts.
AC 2: Describe group processes in terms of how learning happens.
AC 3: Identify and describe the benefits of peer education for the peer group and the peer educators in a given context

AC 1: Identify and explain the roles and responsibilities of a peer educator in various contexts in terms of their application.
AC 2: Explain qualities of an effective peer educator in terms of the effectiveness of the intervention.
AC 3: Explain the importance of maintaining ethical behaviour with respect to peer education activities.
AC 4: Identify and discuss overstepping boundaries in own area of responsibility in terms of the consequences within various contexts.
AC 5: Identify and describe influences on the effectiveness on the role of a peer educator in terms of internal and external aspects.
AC 6: Identify and explain goals and objectives of the peer education intervention in terms of the bigger picture within the community and society.

AC 1: Conduct a situational analysis to determine the relevant strategies for a peer education intervention.
AC 2: Negotiate and agree allocation of individual roles and responsibilities to enhance effectiveness of the intervention.
AC 3: Plan an intervention plan in a logical, well-structured, flexible manner which encourages an inter-active approach.
AC 4: Define various linked peer education intervention strategies that enhance the achievement of desired outcomes of a peer education program.
AC 5: Identify and describe a support network with well-established resources for referral purposes

AC 1: Identify and apply facilitation methodologies and techniques to implement a peer education intervention in different contexts.
AC 2: Apply effective communication skills in order to promote interaction between peers.
AC 3: Apply management skills to implement a peer education intervention effectively.
AC 4: Demonstrate teamwork and leadership skills to enhance the quality of peer education intervention using at least two methodologies and/or techniques.
AC 5: Explore own values and attitudes with reference to the implications for the role of a peer educator.

AC 1: Develop the criteria to review a peer education intervention to determine the desired outcomes realized.
AC 2: Conduct self-assessment to reflect on own activities in relation to a peer education intervention with respect to improvement and/or refinements for future practices.
AC 3: Carry a review of peer group responses to the intervention out in order to improve and/or refine on possible future peer education sessions.
AC 4: Report the results of the review of a peer educator intervention to the supervisor for action in accordance with organizational procedures.

Explain the concept of risk behaviour with examples.
Identify causal factors that underlie risk behaviour and give an indication of their potential effects or consequences in selected contexts.
Explain the role of self-awareness in personal well-being with examples.
Explain the components that are important in promoting well-being with examples.
Explain factors that motivate behavioural change with reference to an individual’s personal insight, social factors and readiness to change.
Explain genetic predispositions that mitigate against change with reference to own scope of practice.
Outline steps in a process of behavioural change with reference to a particular form of risk behaviour.
A behavioural model is contextualised with due regard for gender, sexual orientation, cultural diversity, stigma, faith, age and class.
Solution-focused strategies and techniques for dealing with risk behaviour are used to facilitate change.

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