PEER LEADERSHIP PROGRAM IMPLEMENTATION

1 peer LEADERSHIP : HELPING YOUTH BECOME CHANGE AGENTS IN THEIR SCHOOLS AND COMMUNITIESPage 21 peer LEADERSHIP PROGRAMIMPLEMENTATIONWHAT ARE peer LEADERSHIPPROGRAMS?The challenges of the future are unquestionablygreat ones, bringing widespread recognition ofthe need for effective leaders in all sectors ofs o c i e t y. Although all people have someleadership potential, the skills necessary to beleaders do not necessarily emerge in the naturalcourse of one s life. Institutions that provideservices to youth have unique opportunities tofoster LEADERSHIP in young people by creatingp rograms that provide opportunities forleadership development.

2 The rationale for youth LEADERSHIP developmentis threefold:nto provide opportunities for students withleadership potential to develop, refine, andpractice those skillsnto enable students to experience their powerto effect change by exercising LEADERSHIP intheir environment through formal andinformal interventionsnto create future societal leadersThere are a wide variety of programs to developpeer LEADERSHIP in the educational the primary purpose of some programs isto build general LEADERSHIP ability in youth,others exist within a particular context orprogram focus.

3 Such as the prevention of riskbehaviors or the improvement of school some programs stress the development ofleadership in the individual student, othersrecognize the importance of group processes andachievement as primary. Despite thesedifferences, all peer programs generally share theunderlying principle that peers exert a powerfulinfluence on the development of the attitudes andbehaviors of one LEADERSHIP programs empower students tocreate positive change in their environments, arestudent-led, and thrive within communities thatvalue and support the PROGRAM in word andaction.

4 These programs provide potential studentleaders with opportunities to refine and buildupon their LEADERSHIP skills, gain newknowledge, develop new attitudes, and gainexperiential practice in their role as leaders. In order to prepare students to be tomorrow sleaders, peer LEADERSHIP programs re q u i re as t rong focus on the LEADERSHIP developmentprocess the recruitment, education and training,and skill development of student leaders and alesser focus on the results of their eff o r t s .Although peer leaders are powerful catalysts forchange in their schools and communities, LEADERSHIP development has lasting societalbenefits that extend far beyond the immediateprojects peer leaders plan and implement (Boccia,1997).

5 GOALS OF peer LEADERSHIPAt the earliest planning phases, PROGRAM goalsshould be established that reflect the potentialimmediate and long-term benefits that can bederived from peer LEADERSHIP . Immediatebenefits for school communities include utilizingthe powerful and effective re s o u rce of peereducation and LEADERSHIP to effect change intargeted areas of the school community, such asviolence, bullying, name-calling and othernegative behaviors that impede the educationalprocess for many students. LEADERSHIP programsalso have long-term benefits for youth andsociety in general by giving students the skills tobecome future leaders in education, business,government, and community.

6 PROGRAM goalsa ffirm the value of LEADERSHIP by pro v i d i n gopportunities for students to develop andSECTIONT H R E Epractice their skills as leaders. An initial planning process, which includes thedevelopment of overall PROGRAM goals andprocesses for student recruitment, training, andprogram IMPLEMENTATION , is central to the successof peer LEADERSHIP programs . Alack of clear goalsand objectives has been cited as one of the keyreasons why peer education programs fail(Walker and Avis, 1999).Although there are variations in PROGRAM modelsand the contexts within which they exist, thefollowing are general goals that promote successand are characteristic of exemplary peerleadership programs :nto provide students with opportunities todevelop and practice LEADERSHIP and socialaction skills in order to become catalysts forchange;nto provide a forum where young people feelsafe to learn about and discuss importantissues;nto provide students with opportunities todevelop awareness and understanding ofcommunity issues, problems, and resources.

7 Nto use positive peer influence to promote ah e a l t h y, supportive, and re s p e c t f u leducational environment;nto develop social responsibility in youth withopportunities to provide community serviceand model pro-social behavior;nto increase young people s self-esteem, aswell as critical thinking and problem-solvingabilities through opportunities for real-lifeapplication in the school and community;nto provide opportunities for the developmentof student-led programs to educate peersabout relevant issues that impact the LEADERSHIP PROGRAM ImplementationPage 22 COMPONENTS OF SUCCESSFUL defined goals and objectivesThe sustainability of peer LEADERSHIP programs often depends on the ability of students and staff todemonstrate that they have met and/or exceeded PROGRAM goals and objectives.

8 In developingprogram goals, consideration should be given to establishing a process to evaluate progress anddemonstrate accomplishments. peer leaders should have the opportunity to be involved in thedevelopment of programmatic goals ( what they hope to accomplish and how). The ongoingeducational and skill development processes and service activities of peer leaders should be designedin relation to the established goals of the or area of focusPeer LEADERSHIP programs are most successful in accomplishing their goals when the PROGRAM existswithin a particular context or area of focus within which youth can develop and practice leadershipskills.

9 An identified community need that is of concern to youth can provide potential peer leaderswith opportunities to engage in the LEADERSHIP process as social change agents. The context of theprogram provides opportunities for students to experience their abilities to create positive change,while developing skills that will be of benefit to them in the support from the school communityPeer leaders ability to create positive change in their environment is fostered by the presence ofsupport from the many constituencies that comprise the school community. This support shouldinclude administrators, faculty, staff, parents, students, and other community members.

10 Support caninclude resources, such as time, space, and funding, and non-material support, including thedissemination of information about the PROGRAM benefits and accomplishments. Support for theprogram is strengthened and sustained by keeping decision-makers informed of the activities, needs,and benefits of the PROGRAM . , committed adult leadershipAdult peer LEADERSHIP coordinators are key to the success of the PROGRAM . Coordinators shouldvolunteer or be recruited, based on a high level of interest in student development and in theparticular area of focus of the peer LEADERSHIP PROGRAM .