1. Challenging Questions for Peer Assistants
2. Join the Peer Resources Network and Receive Information Bonus
3. Attend a Peer Conference or Training Event
4. Research and Resources to Strengthen Peer Practice
5. Brochure Lists Peer Program Standards and Boundaries
6. Champions for Peer Assistance
7. Funding Opportunities for Peer Assistance and Peer Mentoring
8. Subscribing, Unsubscribing, Distribution and Copyright

CHALLENGING QUESTIONS FOR PEER ASSISTANTS

In most training programs for peer assistants the curricula focuses on their ability to understand and support the peers with whom they interact. A common element of most peer training manuals, for example, is an emphasis on listening skills and an admonition to stay in the listening role and refraining from giving answers or advice.

But what happens when the peer directly asks, "What would you do if you were in my shoes?" "How would you handle this situation?" or "What do you think I should do about this?" In other words, what happens when the peer assistant is being challenged to supply an answer or some advice?

This is not an uncommon situation. As a long-time trainer, leading peer training sessions and as a trainer of trainers, I've often been asked one of these questions. And I've also been the person to ask such questions when I've sought support from my peers. Whether we are facilitating a training session or acting as a peer coach, we are bound to be asked directly to switch out of our listening and supporting role and move into our expert or advising role.

In a recent series of postings to a discussion group, of which I am a member, this situation was discussed by a variety of experts. Experienced peer mentors, peer coaches, well-known trainers, and peer leaders all contributed their methods for handling these types of questions. What follows is a summary of the techniques and perspectives they offered.

"Where you are within your own career development will often determine how you respond," one trainer pointed out. In his experience, there is a tendency for the novice to move immediately into the "expert" role and supply an answer to such questions without really even understanding (or enquiring about) the intention or motivation of the questioner or even really understanding the meaning of the question itself. "The novice is eager to demonstrate expertise," the trainer stated, "which is typically not the need of a person further along in his or her career development."

But is withholding that expertise the answer? For example, should the peer coach turn the question around and ask the questioner, "What would/should you do?" or "How do you feel/think about that?"

My favorite example of this very situation was portrayed in the cancelled, but very funny TV-series, "Ellen," starring the comedian and talk-show host, Ellen DeGeneres. In one episode Ellen is laying prone on the office couch, talking to her psychiatrist, played by the wonderful comic actor, Harvey Korman. As she is telling him her woes and troubles and getting no response, she lifts her head and sees that 'Dr.' Korman has fallen asleep. She coughs; he wakes up; and she says, "You were sleeping." "No, I wasn't!" he quickly replies. "If you weren't sleeping," she asks, "what did I just say?" In one of the greatest responses to parody our profession, 'Dr.' Korman replies, "What do you think you were saying?"

Some experts believe it is important to understand more fully what the question asker's intention or motivation might be. "Find out where the person is coming from," was one suggestion. "It could be that the person wants to really express his or her own opinion or viewpoint, or the person may be just building some confidence to share something that contrasts with what has been discussed so far."

"Regardless of the questioner's intention," another list member said, "it's important to respond in a respectful way. Turning the question back to the questioner can backfire and create some hostility. I've had peer partners get pretty mad and tell me (when I've asked them to reflect on their own question) 'Hey, you're the expert, you tell me; that's what I'm seeing you for!' or 'I thought you were going to provide me with some real answers; not just psycho-babble!' or 'What difference does it make what I think; management isn't going to change!'"

Maybe the questioner's annoyance or hostility reflects frustration with not getting his or her needs met through the interaction. "Maybe," says one experienced peer group leader, "the annoyed expression of one participant reflects what others in the group are experiencing, but are not yet confident enough to express." At the same time, the peer may be feeling that his or her expectation about the relationship has not been met.

In other words, understanding the purpose of the question, the context within which the person is asking it, and what he or she hopes to achieve through the answer by the peer coach can provide considerable guidance to the practitioner about how to respond in a way that adds rather than detracts from the learning as well as the quality of the relationship.

The skilled peer assistant can use such questions to engage the individual or group, discuss group norms or individual expectations, provide individualized feedback, connect the questions to the peer support group objectives, or use the questions to develop new topics that may have even more relevance for the interaction.

I like responding to the kind of "how would you handle it" or "what would you do" type questions. I've heard them many times, and I've developed a way of responding that demonstrates respect for the questioner, increases the likelihood of meeting needs, and strengthens our relationship.

Typically I like to know the context, circumstance, or situation that has prompted the question. Sometimes I can determine this from the demeanor, tone of voice, or other non-verbal cues. In other words, I make an "assessment" of our interaction to determine whether the questioner is truly ready to listen to an answer or possibly has some other agenda in mind. I also like to check out whether the question asker has any ideas or feelings of their own on the topic. I refer to this phase of the process as the "invitation" or "story-telling" phase. This may take more than a single question to assist the other person to gain confidence to talk about his or her own views in front of experts, colleagues or peers.

Sometimes in this invitation phase I like to find out how my answers might be valuable and what my answer might help them do or think. "From what you've told me so far about yourself, you've been in the job for three months. You're asking me, who has been doing the job for 32 years, what I would do. I think I could better answer the question, if you supplied me with more context." "Tell me more about your situation, so I can frame my response more accurately."

After I've fully learned about the context (or story), and I truly understand the questioner's deeper level intention, I'm very open to sharing my perspective, idea, feeling, experience or reaction. I call this step the "disclosure phase" of responding. With this step my current practice and what my experience has taught me separate themselves from my early professional training in clinical and coaching practice. For the most part, this type of disclosure by a practitioner is still considered "de rigeur" or taboo. While such a prohibition may be appropriate for some clinical practices, it does not fit the mutuality of peer interaction.

Most importantly, when I do share my ideas, actions, and feelings, I always conclude my disclosure with what can be called the "soliciting" phase. In this step I solicit from the questioner his or her reaction to my disclosure. I ask, for example, how what I said fits, matches, or is different from what they think, feel, believe, or experience, and then I listen closely to the response. In other words, I switch gears from talking to listening.

These five simple steps (assess, invite, disclose, solicit, and switch gears) have been very helpful whenever I experience a challenging question in a peer mentoring or peer coaching relationship. I'm able to respond in a genuine, non-defensive manner, typically meeting both the question asker's needs and my own needs, and, on occasion, the needs of others participating in our interaction. Being able to demonstrate regard and respect for the people I work with and maintain integrity in our relationship are characteristics that have great rewards.

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"When you must shoot an arrow of truth, dip its point in honey."

~ George Mapir ~
(Who is this?)

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JOIN THE PEER RESOURCES NETWORK AND RECEIVE A BONUS

Do you know someone who could benefit from becoming a member of the Peer Resources Network? Although you are receiving this free newsletter every 45-60 days, members of the Peer Resources Network receive a monthly newsletter, the Peer Bulletin, with additional information, practical tips, announcements, mentor program descriptions, funding opportunities and job openings in mentoring and mentoring research summaries every month.

Do the quotes placed in this newsletter intrigue you? Would you like to know more about the people quoted or read more of what they have to say? Members of the Peer Resources Network receive links and more details regarding each quote when they receive the monthly Peer Bulletin.

In addition Peer Resources Network members receive toll-free coaching and consultation for all peer program development issues as an additional benefit of membership. Members also receive print versions of Compass: A Magazine for Peer Assistance, Mentorship and Coaching. This magazine has become the only advertising-free, professional, peer-reviewed publication on peer coaching and peer assistance, and is filled with timely articles and practical suggestions from experienced peer program leaders.

The Peer Resources Network is a non-profit organization and is sustained through memberships. The low fee for a one-year individual membership is $75.00 and the fee for an institutional membership, which allows up to five people to share a full membership, is $140.00 for a year. We even have a student rate of $32.10/year. For more details on the benefits as well as a secure online form to sign-up, go to http://www.peer.ca/PRN.html.

As a bonus for readers of The Peer News who become members of the Peer Resources Network during March, 2006, we will send you at no additional cost a CD that contains the three past issues and the current issue of Compass: A Magazine for Peer Assistance, Mentorship and Coaching as well as the past 12 months of the Peer Bulletin. This CD is free to PRN members and will be sent by postal mail at no cost to any individual category member or the group leader of any institutional membership.

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"Faced with having to change your views or prove that there is no need to do so, most of us immediately get busy on the proof."

~ John Kenneth Galbraith ~
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ATTEND A PEER CONFERENCE OR RELATED EVENT

Integrating Peer Advocates into Multidisciplinary Teams
March 13-16, 2006
Chicago, Illinois
www.cicatelli.org/peerMDHT/
(212) 594-7741
jbrown@cicatelli.org

Peer Helping/Peer Counseling/Peer Education Workshop
March 23-24, 2006
Los Angeles, California
(415) 282-5298 or (888) 238-6048
www.peerresourcetraining.com
peersira@aol.com

European Valorisation Conference on Peer Mentoring and Peer Support
The Role of Mentoring and Peer Support in the Integration of Marginalized
Individuals and Groups
March 29-31, 2006
Colonia Sant Jordi, Mallorca
hollyh@gorseinon.ac.uk
0044(0) 1792 890707

Advanced Peer Training for Peer Program Leaders (Level II)
July 8-9, 2006
Victoria, British Columbia
(800) 567-3700 or (250) 595-3503
www.peer.ca/trng.html
info@peer.ca

Comprehensive Peer Program Leadership for Aboriginal Communities (Level I)
July 10-14, 2006
Victoria, British Columbia
(800) 567-3700 or (250) 595-3503
www.peer.ca/trng.html
info@peer.ca

Comprehensive Peer Program Leadership for Schools, Colleges and Universities (Level I)
July 10-14, 2006
Victoria, British Columbia
(800) 567-3700 or (250) 595-3503
www.peer.ca/trng.html
info@peer.ca

First National Conference on Mentoring for Youth with Disabilities
September 13-15, 2006
Hilton Boston Logan Airport, Boston, Massachusetts
www.pyd.org
(617) 556-4075
mgallagher@pyd.org

National Association of Peer Programs Annual Conference
November 8-10, 2006 (Training Institute)
November 10-12, 2006 (Conference)
Sheraton Hotel, Providence, Rhode Island
www.peerprograms.org
(877) 314-733
LcharleyNAPP@aol.com

For additional peer conferences, training workshops or events as well as to learn about what you missed, go to http://www.peer.ca/peerevents.html.

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"Making a living is not the same as making a life."

~ Grey Owl ~
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RESEARCH and RESOURCES TO STRENGTHEN PEER PRACTICE

Peer Resources continually scans the professional and popular published literature to find articles of interest to people involved in peer assistance. In some cases the complete article is available; however, only Peer Resources Network members have access to the full article. Three of several hundred recent additions to the searchable, annotated bibliography at http://www.peer.ca/SearchB.html are:

Carr, R. and deRosenroll, D. (2005). Out-of-the-mainstream youth peer training manual. Victoria, BC: Peer Resources.

Resources and peer training materials for street-based and alternative lifestyle youth. Based on the Experiential Learning Cycle and Natural Helping model created by the authors, this step-by-step manual takes a traditional or standard peer training curriculum and shapes it for engaging youth who might normally be turned-off by typical training methods. This manual enables peer programs to successfully recruit and train youth from diverse cultures and increase the goals of inclusion, out-reach, and positive peer influence within youth communities. (Available for purchase at a significant discount for members of the Peer Resources Network at http://www.peer.ca/pubs.html).

Cohen, R. (2005). Students resolving conflict: Peer mediation in schools. Watertown, MA: School Mediation Associates.

Recently updated from a previous version to reflect best practices and the latest research, the purpose of this book serves as a comprehensive introduction to conflict resolution and peer mediation; a complete technical assistance manual for those involved in the process of implementing a peer mediation program; and a reference work for those who currently operate peer mediation programs. The book includes many tools such as reproducible program forms, 12 complete conflict resolution lessons, transcripts of peer mediation sessions, and surveys to determine implementation readiness. The author provides guidance on topics and issues such as the value of collaborating when resolving conflict, the benefits of peer mediation, the relationship between peer mediation and discipline, selecting peer mediators, whether a coordinator should be part of a peer mediation session, and other valuable areas. (Peer Resources Network members receive a 10 percent discount when ordering from this source from School Mediation Associates. The book can also be ordered from Amazon.com (U.S.A.), Amazon.ca (Canada) or Amazon.co.uk (Note that ordering from these resources results in a commission to Peer Resources which is in turn wholly donated to a local charity for homeless youth.)

Fitzgerald, S. (December, 2004). Principals coaching principals. Principal, 84, 2.

A school principal details what he learned about engaging in shared observations. A collaborative peer coaching model is presented that relies on creating conversations, providing information, support, resources, modeling and feedback, and a protocol for shared observations. Some of the benefits of this approach included improved trust, improved skill in observation for the participants, developing a common language, improved self-reflection and improved peer coaching skills.

Gullo Bogner, R. and Wagner, M. (Fall/Winter, 2005-06). Western New York State peer helping/empowerment program survey results. Perspectives in Peer Programs, 20, 1, 3-11.

A 41-item telephone interview (provided in the appendix of this article) was used to survey personnel from 137 schools in 44 school districts in the eight counties of Western New York to learn about types of student peer programs being used, which school personnel were facilitating peer programs, the benefits of peer programs to the peer helper and student body, and the type of training used to train the peer helpers. Results showed that the majority of schools at the elementary, middle and high school levels had one or more peer helping/empowerment programs. Ninety-four percent of high schools had at least one peer program. Peer mediation and peer tutoring were the most prevalent type of program, however, peer mediators typically received one-day of training, and peer tutors rarely received training. Other peer programs included peer leadership (35% of schools), peer counseling/listening (21% of schools), peer mentoring (21% of schools), and peer education (19% of schools). In the majority of schools, counselors were identified as program leaders, but in one-third of the schools leadership of the peer programs could not be determined. Using external consultants as leaders was rare. Very few programs had any evaluation data nor conducted needs assessments, but administrative support was described as essential for program longevity. The authors make a number of recommendations most of which focus on increasing knowledge about standards and principles of peer work.

Nielsen, J.S. (2004). The myth of leadership: Creating leaderless organizations. Davies-Black Publishing.

The author, an international consultant, argues that most workplaces become dysfunctional under conventional, rank-based leadership. Individual workers have few opportunities to contribute to and share in the elements of organizational success. He introduces an alternative model that focuses on a peer-based organization for developing an organization into a true society of peers, more in harmony with organizational dynamics and the ever-increasing complexity of the business environment. Mr. Neilsen sees work as a continuation of, not an interruption of, our "own heroic quest for a meaningful life." He proposes the use of rotating peer leadership councils and cross-functional task forces to manage the organization's work. He believes these new entities are better suited to making decisions based on the organization's competencies and customer needs, rather than on static functional groups or other artificial divisions.

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"The voyage of discovery lies not in seeking new horizons, but in seeing with new eyes."

~ Marcel Proust ~
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BROCHURE LISTS PEER PROGRAM STANDARDS AND BOUNDARIES

A newly revised version of the Peer Helping Information for Parents and Professionals print brochure is now available to members of the Peer Resources Network. The brochure includes (1) a description of national peer program standards; (2) the boundaries associated with peer work (what is and isn't peer helping); (3) examples of roles peers can play; (4) contact resources for information about peer work; and (5) a blank space where local peer leaders can enter their own contact information.

Peer Resources Network members may order bulk copies for distribution to parents, students, staff or other interested or relevant groups. To become a member of the Peer Resources Network, go to http://www.peer.ca/PRN.html

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"My tastes are simple. I like only the very best."

~ Winston Churchill~
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CHAMPIONS FOR PEER ASSISTANCE

The Toronto Region Immigrant Employment Council (TRIEC) received $540,000 donation from the TD Bank Financial Group to help fund its peer mentoring service for internationally educated immigrants to Canada. TRIEC has established a peer mentoring partnership with many local community organizations, and as of January, 2006, they have matched 533 partners and mentors. As a result of such pairings, the peer mentorship program has a 70 percent success rate in job placement. The bank that made the donation has seen 32 of its own employees volunteer as mentors. (Source: Canadian HR Reporter, November 21, 2005)

R. Maude Guerrier was selected for the 2005 Professional Award of the National Association of Peer Programs (NAPP) for her creation of the Volunteer Health Advisor Program (VHAP) in Cambridge, Massachusetts. VHAP trains peers as health educators from various ethnic communities to do community health presentations, street and one-on-one outreach, and health screening. More than 200 trained peer health educators from five ethnic groups and speaking 14 different languages have provided peer support to more than 9,000 under-served people in the community. (Source: NAPP News, Fall/Winter, 2005-06)

Teen Line at Cedars-Sinai Medical Center in Los Angeles, California received the 2005 Peer Program of the Year Award from the National Association of Peer Programs (NAPP). Teen Line was created in 1981 by Dr. Elaine Leader and trains Teen Listeners to take calls dealing with drugs, gangs, pregnancy, eating disorders, rape, suicide, child abuse, sexuality, AIDS, loneliness, depression, family problems, self-esteem and other issues. Twenty Teen Listeners (out of a group of 120 trained teens) are available each night to take calls on a toll-free number. The line receives about 8,000 calls per year and also provides a community outreach service that has made presentations to about 20,000 people per year. (Source: NAPP News, Fall/Winter, 2005-06)

The American School Counselor Association (ASCA) has a position statement on peer helping programs that reinforces how peer programs enhance the effectiveness of school counseling. The position statement identifies the various roles peers can play and emphasizes the responsibility of the school counselor to ensure that any peer program is based on a needs assessment, that students selected reflect the social composition of the population served, that students receive training and supervision, and that evaluation and monitoring are essential components of any peer program. The ASCA position statement parallels the peer program standards described in Peer Resources' Peer Program Standards and Resources Brochure. (Source: Perspectives in Peer Programs, Fall/Winer 2005-06)

Angela Spiers, a Peer Resources Network member and the Coordinator for the Seneca College Student Mentoring in Life and Education (SMILE) Program was recognized by the Association of Colleges of Applied Arts and Technology of Ontario (ACAATO) as a nominee for Innovation Award for her work in launching the SMILE program in 2002. Her program pairs new Seneca College students with peer mentors. The ACAATO award is given to those individuals who have demonstrated excellence in college leadership, innovation, and partnership.

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FUNDING OPPORTUNITIES FOR PEER ASSISTANCE

(1) The Recovery Community Services Program of the US Department of Health and Human Services Substance Abuse and Mental Health Services Administration is funding grants to deliver and evaluate peer-to-peer recovery support services that help prevent relapse and promote sustained recovery from alcohol and drug use disorders. Faith-based and community organizations are eligible to apply, and applications are due by April 4, 2006. There are seven grants available totaling approximately $2.5 million. For more information contact Marsha Baker at (240) 276-1566 or marsha.baker@samhsa.hhs.gov or view the full announcement at <http://www.samhsa.gov/Grants06/RFA/TI_06_004_rcsp.aspx>.

(2) The US Department of Juvenile Justice and Delinquency Prevention has posted a funding announcement for a new mentoring initiative aimed at mentoring for system-involved youth, including youth involved in the juvenile justice system, reentry, or foster care. This initiative will be funding a maximum of four sites. Applications are due April 17, 2006, but potential applicants must register by March 1, 2006. For details on this opportunity go to:
<http://ojjdp.ncjrs.org/funding/FundingDetail.asp?fi=56>. (Thanks to Patti MacRae of the National Mentoring Center for alerting us to this opportunity.)

(3) The Office of Safe and Drug-Free Schools Elementary and Secondary School Counseling Program wants to establish or expand elementary and secondary school counseling programs. Development and expansion can include creating, coordinating or establishing relationships with peer assistance and peer mentoring services for students. The deadline for submission of applications is April 10, 2006. Eligible applicants are US educational agencies only. The estimated available funding is $17,000,000, and the range of awards is expected to the in the range of $250,000-$400,000. Additional information is available online at: <http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022206b.html>.

(4) Partnerships in Character Education provides financial assistance to eligible entities to assist them in designing and implementing character education programs that are able to be integrated into classroom instruction and to be consistent with state academic content standards and are able to be carried out in conjunction with other educational reform efforts. These character education programs must take into consideration the view of parents, students, students with disabilities (including those with mental or physical disabilities) and other members of the community, including members of private and nonprofit organizations. The deadline for applications is: April 10, 2006. Eligible applicants under this competition are: US state educational agency (SEA) in partnership with one or more local educational agencies (LEAs); or a US local education agency in partnership with one or more nonprofit organizations or entities. The estimated available funds: $16,000,000. The estimated average award will be $600,000 for each 12-month budget period. Additional information is available online at:
<http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022306g.html><http://www.ed.gov/legislation/FedRegister/announcements/2006-1/022306g.html>.

(5) Alcohol and Other Drug Prevention Models on College Campuses funding is available to identify models of effective campus-based alcohol and other drug prevention programs (like peer education models) and disseminate information about these programs to other colleges and universities where similar efforts may be adopted. The deadline for applications is March 22, 2006. Institutions of higher education in the US that offer an associate or baccalaureate degree are eligible. The estimated range of awards is $125,000-$175,000. For regulations, priorities, and additional information go to:
<<http://www.ed.gov/legislation/FedRegister/announcements/2006-1/020906b.html>http://www.ed.gov/legislation/FedRegister/announcements/2006-1/020906b.html>.

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The Peer News has been provided by Peer Resources. All items in this publication are copyrighted by Peer Resources. Subscriptions are free and can be obtained by sending an email to info@peer.ca. To become a member of the Peer Resources Network and receive a similar monthly publication as well as a print magazine on peer assistance, mentorship and coaching, visit http://www.peer.ca/PRN.html or call 1.800.567.3700 in North America or 1.250.595.3503 outside of North America. To be removed from this mailing list send an email to info@peer.ca. Please feel free to pass this newsletter on to a colleague.

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