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TOPICS
1. The Roots of Empathy are Displayed in Olympic Proportions
2. Join the Peer Resources Network and Receive Information Bonus
3. Attend any of Eleven Peer Conferences or Training Events
4. Use Research and Resources to Strengthen Peer Practice
5. Prevent Peer Helpers from Becoming Peer Enablers
6. Celebrate Champions for Peer Assistance
7. Funding Opportunities for Peer Assistance and Peer Mentoring
8. Subscribing, Unsubscribing, Distribution and Copyright
THE ROOTS OF EMPATHY ARE DISPLAYED IN OLYMPIC PROPORTIONS
According to the TV-ratings in North America, the XX Winter Olympics in Torino failed to achieve the mass popularity hoped for by network executives, advertisers and sponsors. But with the opportunity in my area to watch Olympic events on four different networks and most of my favorite programs postponed, I was pretty much watching Olympics full-time. And while my performance in any of the winter sports would be dismal compared to the superior athletes at the Olympics, I did notice something during the competitions that made me reflect on top-level peer assistance, mentorship and coaching interactions.
One of the elements that distinguishes the Winter Olympics from the Summer Olympics is the speed and height at which the Winter athletes skate, soar, sled, and ski. No Summer Olympic competitor races at over 100mph, flies into the air 60 feet above a landing spot, or spins backwards at 35mph held in the air by the palm of a partner.
Although the American Center for Catastrophic Sport Injury Research calls cheerleading the most dangerous women's sport, I think it would make a great addition to the next Olympics. This year's Winter Olympic's seemed filled with gravity- and death-defying performances at such extreme speeds and spectacular heights, I can't really imagine any competitive sports more dangerous.
The XX Olympic games were accompanied by a number of injuries, crashes, accidents, and emotional highs and lows. These outcomes led me to some insights about our work as mentors, coaches, and peer leaders. Surprisingly, it was my physical reactions while watching these outcome that started my reflections and led me to gain a better understanding of our work. I noticed, for example, that some of things I saw during the televised games made me wince, twitch or turn away from the screen. Here are a few of the outcomes I observed:
Czech Republic hockey player, Jaromir Jagr, the National Hockey League's leading scorer, was rammed into the boards during his team's loss to Finland. He fell to the ice face down and was still for several minutes. A pool of blood flowed onto the ice from a gash above his eye.
At the Fraiteve Olympique downhill ski course, US skier Lindsey Kildow lost control as her right knee buckled. At 70 kph she flew into the air and landed 5 meters away, slamming her head, back and hip into the icy surface. She was clearly in great pain as medical personnel rushed to her aid. Spectators and other skiers who saw the crash on a large TV at the bottom of the ski hill gasped and turned away from the screen.
Carole Montillet-Charles of France smacked into the protective fencing on the ski hill at 60 mph and suffered face, back and rib injuries and was also carried off on a sled.
Lindsey Jacobellis, a world-class snowboarder, while in the lead for a gold medal in the snowboard cross event (a high-speed dash of four competitors down a hilly, twisty course) at Bardonecchia, made a stylish move (a "backside method" grab of her board while flying high in the air), lost her balance and crashed to the snowy surface.
Lydia Ierodiaconou, considered Australia's best chance of winning a medal in the freestyle aerials, upon landing her second jump in the qualifying competition, grasped her left knee and screamed in pain in the frigid night air.
While performing a rotational lift with her partner, Canadian ice dancer Marie-France Dubreuil lost her grip and fell to the ice, bouncing twice on her hip and barely managing to keep her head from pounding onto the ice.
China's Zhang Dan's skate caught on the ice and as she fell her high-speed momentum resulted in her crashing into the sideboards.
Allison Forsyth, competing in her second Winter Olympics for Canada, crashed during a training run in the women's downhill, tore a ligament in her knee, and had to be airlifted to a hospital.
The bobsleigh of Brazil's four-man competition at Cesana Pariol crashed at 100 km/h and slid through several curves of the 19-curve course upside down.
Other outcomes also evoked a response, but these outcomes were not related to injuries. Here are a few examples:
Sixteen-year-old Kimmie Meissner from the United States pumped her fist into the air and clapped her hands with such glee after completing her figure skating event where she performed one of the most difficult skating moves: the triple lutz, triple toe combination.
After racing the 30 kilometers of the women's cross-country freestyle event, the top three competitors (Katarina Neumannova of the Czech Republic, Julija Tchepalova of Russia, and Justyna Kowalcyk of Poland) crossed the finish virtually together. All three immediately collapsed in the icy snow in a life-less prone position.
The members of the Canadian women's hockey team had tears streaming down their faces in the Palasport Olympico while they sang along with their national anthem, "Oh Canada," as part of their gold medal victory against Sweden.
These actions, some dashing competitive hopes, others leading to courageous comebacks; and the display of strong emotions all had one thing in common: the reactions they evoked in spectators at the event and TV-viewers around the world. Observers winced, called out, shouted, gasped, turned-away, choked back tears, cheered, jumped up and down, or engaged in some other form of reactive, empathic response. As a viewer I could feel the pain, the joy, or the disappointment; I was part of the team; I had a sense of what it must be like to prepare for four years and see it end in just a few seconds.
But how do we develop this empathy for such strangers; athletes we have probably never met, participating in sports most of us have unlikely experienced, and engaging in competitions few of us will ever know? Why is that when a skater 9,000 kilometers away smashed her hip on the ice, my hip twitched?
The answer, according to recent brain research studies, is "mirror neurons." An Italian scientist, Iaccomo Rizzolati of the University of Parma, discovered that the brain has a system of neurons or nerve cells that appear to be responsible for "walking in another's shoes." That is, when we observe someone else making a movement, we have a tendency to make that same movement ourselves; we imitate or "mirror" another's action. Malfunctions in these neurons may be the reason that some people have difficulty connecting with others. Mirror neuron activity underlies our ability to read others' emotions from a glance at their face or body.
The discovery of mirror neurons lends support to how biology contributes to empathy. The function of the mirror neurons, however, may be beyond what we typically think of as empathy; that is, imagining oneself in another's position. Instead, scientists believe, this brain chemistry creates a deeper level of empathy where a person finds him or herself automatically feeling what another person is feeling. Even more fascinating is the fact that mirror neurons not only respond to the actions of another, but also respond to the intentions of another. In other words, mirror neurons may assist us to gain a glimpse of the heart and spirit of another person; they allow us to move past what we see on the surface and connect at the deepest level of our human needs.
This automatic empathy is probably what happened in the Olympic cross country ski race when Norwegian ski team coach, Bjoernar Haakensmoen, gave his ski pole to Canadian racer, Sara Renner, whose pole had snapped. The borrowed pole resulted in the Canadian and her teammate winning the silver medal while the Norwegian team finished fourth. The Norwegian coach was quoted as saying, "It was a reflex, I didn't have to think."
Another example occurred in the 1998 Olympics in Seoul. Canadian sailor Larry Lemieux was set to win a medal in the Finn class when he spotted two competitors from Singapore struggling in the turbulent water after their sailing dinghy capsized. Lemieux sailed his boat off-course and out of medal contention to help the two competitors. Lemieux said after the rescue, "I saw the head of the second crew member bobbing in the water. He was far away from the boat. I decided that I better do something."
This deeper level of empathy and seemingly automatic way of responding may be what the recipients of peer support describe when they report on the factors that contribute to successful interactions with a peer assistant. "We just clicked," a recent peer partner said; "My buddy really understood where I was coming from and what it was like to be in this position."
Dr. David deRosenroll, the chief of scientific research at Peer Resources, notes that mirror neurons, located in our limbic brain, are capable of noticing and responding to an unlimited number of events. "As we grow," he says, "we have to develop a number of filters or diverters to prevent ourselves from being overwhelmed. Sometimes those things we notice are forwarded to our reptilian brain causing us to tune-out, turn-away, become aggressive, or make it seem that we have not even noticed. In most cases we do this to protect ourselves."
The creation of a "supportive peer culture" in an organization, according to Dr. deRosenroll, occurs when people share similar reactions as their mirror neurons attend to events around them. "The key to creating this culture," he believes, "is the opportunity for people to discuss and reflect on their reactions to what they observe and experience."
"To a biological psychologist," Dr. deRosenroll says, "the expression, 'getting on the same page' really means aligning our mirror neurons with each other. The heroic actions we see at the Olympics or we read about daily (or possibly have even engaged in ourselves), are the result of mirror neurons attending to what is happening around us. When this occurs it seems automatic; we hardly care for our own safety or welfare and instead reach out and attend to what is happening to someone else." It is this action, Dr. deRosenroll believes, that is responsible for the survival of our species, the preservation of our neighourhoods, and the creation of a nurturing workplace.
References:
CBC News (January 30, 2006). Injury rates dampen rah, rah of cheerleading. CBC.ca. (Retrieved February 24, 2006 from http://www.cbc.ca/story/science/national/2006/01/30/cheerleading-060130.html)
DeRosenroll, D. (2004). The brain behind coaching. Compass: A Magazine for Peer Assistance, Mentorship and Coaching, 17, 1, 10-14. (Available at http://www.peer.ca/Projects/compassprn.html)
Field, M. (2005). Body-centered coaching (e-book). Sidney, BC: BodyMindSpirit Coaching (Available at http://bodymindspiritcoaching.com/ebook/order-book.htm)
Ramachandran, V.S. (January 12, 2006). Mirror neurons and the brain in the vat. Edge: The Third Culture. (Retrieved February 24, 2006 from http://www.edge.org/3rd_culture/ramachandran/ramachandran_p1.html)
"I am a brain, my dear Watson, and the rest of me is a mere appendage."
~ Sherlock Holmes ~
(Who is this?)
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 May, 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.
"Before you criticize someone, walk a mile in her moccasins. Then when you do criticize that person, you'll be a mile away and have her moccasins."
~ Grey Owl ~
(Who is this?)
ATTEND A PEER CONFERENCE OR RELATED EVENT
Recovery at Work: A Peer Support Workforce as Agents of Change
May 24, 2006
The Debates Room, Hart House, University of Toronto, Toronto, Ontario
bmckinnon@iprimus.ca
(416) 285-7996 extension 227
Peer Helping/Peer Counseling/Peer Education Workshop
June 21-22, 2006
461 6th Avenue, San Francisco, California
www.peerresourcetraining.com
(415) 282-5298
peersira@aol.com
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
Peer Program Development for Trainers (Level I)
July 10-14, 2006
Resurrection College, University of Waterloo, Waterloo, Ontario
www.peer.ca/trng.html
(800) 567-3700
rcarr@islandnet.com
Peer Helping/Peer Counseling/Peer Education Workshop
August 17-18, 2006
La Quinta Hotel LAX, Los Angeles, California
www.peerresourcetraining.com
(415) 282-5298
peersira@aol.com
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
Peer Mediation/Conflict Resolution Teacher Training In-Service
September 27-29, 2006
St. Andrew's College, Dublin, Ireland
www.peermediation-marisela.com
01-288-2785
peermediation-marisela@hotmail.com
Peer Helping/Peer Counseling/Peer Education Workshop
September 28-29, 2006
Mardi Gras Hotel & Casino, Las Vegas, Nevada
www.peerresourcetraining.com
(415) 282-5298
peersira@aol.com
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.
"Love is not finding someone you can live with, it's finding someone you can't live without."
~ Rafael Ortiz ~
(Who is this?)
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. (April 1, 2006). Improve the quality of youth peer education programs. Peer Bulletin, 139. [Online at (http://www.peer.ca/Projects/Peer_Resources_Network.html)]
A description of a new four-part manual that includes a definition of peer education and its rationale; guidelines for trainers with exercises and practice notes; a sample peer education session on HIV/AIDS; and 20 participant handouts.
Lane-Garon, P.S., Ybarra-Merlo, M., Zajac, J.D., and Vierra, T. (September, 2005). Mediators and mentors: partners in conflict resolution and peace education. Journal of Peace Education, 2, 2, 183-193.
The authors believe that children learn to be peace builders in the context of relationships where they experience guided practice in interpersonal skill development around conflict. "Mediator Mentors," the program described in this article, is a school-university partnership in which teacher education candidates, peace and conflict studies interns, and classroom teachers had as their overall objective improvement of the learning climate through peer mediation program implementation. Variables such as empathy and perspective-taking were considered measurable outcomes, and pre-post change scores revealed that mediators demonstrated significantly higher gains on measures of social-cognitive development when compared to non-mediators. Students serving their school in the mediator role also reported more positive perceptions of school safety than did non-mediators. Being a mediator was also significantly associated with higher language arts scores as measured by standardized testing, and mediators described their home lives as more peaceful than did non-mediators.
Topping, K. (December, 2005). Trends in peer learning. Educational Psychology, 25, 6, 631-645.
Developments in forms of peer learning 1981-2005 are reviewed, focusing mainly on peer tutoring, cooperative learning, and peer assessment. Types and definitions of peer learning are explored, together with questions of implementation, integrity and cost effectiveness. Benefits to helpers are now emphasized at least as much as benefits to those helped. Peer learning has been extended in types and forms, in curriculum areas and in contexts of application beyond school. Engagement in helping now often encompasses all community members, including those with special needs. Social and emotional gains now attract as much interest as cognitive gains. Information technology is now often a major component in peer learning, operating in a variety of ways.
Swenson, G., and Burke, H. (2005). Formative research on youth peer education program productivity and sustainability. Youth research working paper no. 3. Research Triangle Park, NC: Family Health International.
Youth peer education (YPE) is a widely used approach to reproductive health promotion and HIV prevention. However, a lack of assessment tools to measure core YPE components in a way that would allow generalizations to be made from one program to another has been lacking. This paper reports on the first part of a research project from Zambia and the Dominican Republic that (1) describes the program dynamics, activities, costs, and outputs in two countries in order to identify the core elements of successful YPE programs, and (2) based on these core elements, identifies frameworks and tools (such as checklists) to assess YPE effectiveness and sustainability. The current study revealed six primary core components of YPE that contribute to a program’s success and sustainability and closely matches the peer program standards developed by Peer Resources: (1) youth involvement is critical for peer educator retention, motivation, and productivity; (2) community participation and support is critical to program sustainability and productivity; (3) YPE programs need sound technical frameworks, especially in regard to adequate training and supervision, that meet the special demands of youth and adolescent volunteers; (4) successful youth-adult partnerships are critical in developing positive youth dynamics; (5) trained youth peer educators contribute to civil society by virtue of their citizenship and their long-term leadership, but this potential resource is often under-realized once they age-out of YPE programs; and (6) there are considerable variations between YPE programs in terms of the number of activities carried out, type of participants, nature of the contacts, locales, topics covered, and costs. Part II of this research project is scheduled to be released in Summer, 2006. (Available to Peer Resources Network members at no cost.)
Warne, A. (December, 2003). Establishing peer mediation in a special school context. Pastoral Care in Education, 21, 4, 27-33.
An evaluation of a peer mediation scheme in a special school for students with moderate learning difficulties focused on two aspects: the effectiveness of the training of the mediators and the effect of the project on the school community. The author concluded that students with moderate learning difficulties have the ability to mediate successfully; that the process can develop their social skills and emotional literacy; and can play a notable part in increasing cooperation between students within the school environment.
"A desk is a dangerous place from which to view the world."
~ John Le Carré ~
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PREVENT PEER HELPERS FROM BECOMING PEER ENABLERS
Many high schools and community-based organizations have initiated alcohol and other drug prevention programs that enlist the assistance of peers. Whether the peers are called peer helpers, peer counsellors, peer advisors, peer mediators, or peer educators, having teenagers help other teenagers is a wonderful concept and can be an effective tool in preventing alcohol and other drug problems. Research shows that teens are more likely to turn to each other when faced with worries, concerns, and frustrations. Engaging teens as peer assistants is an excellent strategy to prevent or identify situations that can lead to alcohol and drug problems.
Perhaps, though, in our efforts to curb the continuing flow of adolescent chemical use, we are overlooking a major component of the disease: the peer enablers. Peer enabling, by its very nature, is unwitting. Though teenagers have a natural propensity to protect each other from the scrutiny of adults in many circumstances, protecting each other from the consequences of drinking and other drug use has serious consequences. They view this protection as "helping," and they readily adapt this pattern of mutual protection with siblings, close friends, or classmates who experiment with alcohol and other drugs. For example:
Bill, a thirteen-year-old athlete, idolizes his sixteen-year-old brother John, who plays varsity football. John routinely steals alcohol from their parents’ liquor cabinet when he goes out with his friends on weekends. When Bill sees John taking liquor one night John says, “Be a buddy and don't say anything to Mom or Dad-they'll never know."
Bill enables his brother's inappropriate behavior to help him avoid trouble and to stay on John's good side, even though he feels that his brother’s behavior is wrong. Even though he has good intentions, Bill has unwittingly become a peer enabler.
A Definition of Peer Enabling
Peer enabling is a process whereby teenagers’ misguided beliefs, attitudes, and behaviors contribute to, support, or encourage alcohol and other drug use among their peers by protecting them from the consequences of their use. A rule of thumb that we use to determine whether a teen is in a consequence-denying stage is to ask the teen: "Would your parent or guardian be disturbed if they found out about it?" or "Would people in a position of authority want to do something about it if they found out?" If the answer is "no" to both of these questions, then it's unlikely that the teen is engaging in enabling activity.
If Enabling is Harmful, Why Do Most Teenagers Do It?
Teenagers usually cover up a peer's chemical use because they believe their actions are the best way or only way to handle the situation. They're often afraid of how problems that result from the peer's chemical use will affect the family, friends, even themselves, so they try to shield the peer from the consequences.
Many teenagers don't believe that alcohol is a drug just like cocaine or marijuana. Teenagers often demonstrate their mistaken attitudes in such comments as: "He only drank a few beers; it's not like he was doing drugs or anything." "He's just a kid; he can't be an alcoholic." "She was just experimenting. Everyone does drugs sooner or later. It's just for kicks." Or, "He got that DWI because the stupid cops were just out to get us that night!”
Teenagers’ beliefs, attitudes, and behaviors all actually contribute to a total peer enabling system that encourages alcohol and other drug problems among their peers to develop, continue, or worsen. In fact, these all reinforce one another so effectively that peer enabling is strongly resistant to change. Some common peer enabling behaviors are:
1. Supplying or buying alcohol or other drugs for a peer.
2. Keeping or hiding alcohol or other drugs for a peer.
3. Lending money to peers so they can buy alcohol or other drugs.
4. Lying for a peer who's drunk or high to keep him or her out of trouble.
5. Distracting authorities or covering for a peer who is using alcohol or other drugs.
6. Blaming parents or some other authority for a peer's alcohol or other drug use problem.
Those teenagers who have become entangled in others' use of chemicals feel increasingly responsible for their troubled peers and progressively less adequate to protect them from their escalating problems. At this point, teenaged enablers need help as much as their chemically dependent peers. Breaking the cycle of enabling requires that teenaged enablers learn about these areas:
1. The effects of alcohol and other drugs on teenagers.
2. The progressive development of the disease, chemical dependence.
3. The mechanism of enabling and the way it seduces concerned, loving teenagers who have the best intentions.
4. The means to stop enabling behavior.
Teaching teenagers about peer enabling also shows them that they alone are responsible for their own choices and actions. This also undermines the excuse of "peer pressure" for their own choices. Peer enabling, when understood and accepted by teenagers, actually empowers them to support their peers and take care of themselves in healthier ways. And this understanding is absolutely essential before any attempt is made to train teenagers to be peer helpers, peer mentors, peer educators or peer mediators. Knowing the fine line that exists between "helping" a peer and "enabling" a peer can make all the difference between an effective peer assistance program and an ineffective one.
"You can make more friends in two months by becoming interested in other people than you can in two years by trying to get people interested in you."
~ Dale Carnegie~
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CHAMPIONS FOR PEER ASSISTANCE
The Association for the Tutoring Profession <http://www.jsu.edu/depart/edprof/atp/> provides a communication link between tutors, tutor coordinators, and administrators committed to developing independent learners. Membership is fee-based with categories for regular members and student tutor members. The Association holds an annual conference with pre-conference professional development sessions. They also provide a certification system for tutors and a Code of Ethics.
W.L. Gore, a Delaware-based company that invented Gore-Tex in the mid-1970's and is now the producer of the top-selling Elixir guitar string, owes their success more to a peer-to-peer management structure than to high-tech research and development. The 6800 employees are all called "associates" and typically pair up with colleagues to sponsor a colleague's interest in a particular project. Team leaders are not selected by "upper" management; instead a team leader emerges from an alliance of other associates willing to commit to a specific goal. Worker turnover since implementing the peer-to-peer structure averages five percent annually, which is eight percent lower than the industry average.
Peer 17, a mental health consumer/survivor program of Lennox and Addington Community Mental Health Services in Nepanee, Ontario has been in operation for a number of years. Led by Peer Resources Network member, National Level III Certified Peer Trainer, and Peer Support Program Facilitator, Meredith Hunter, this program provides training and supervision to persons with experience in the mental health system who want to provide peer support to others going through the system. Several individuals have achieved certification as Peer Support Leaders.
The National Association of Peer Programs (NAPP) was formerly known as the National Peer Helpers Association (NPHA). Their former website: http://www.peerhelping.org has been taken over by Peer Resources. The new website for the NAPP is http://www.peerprograms.org All the services and resources of the US-based NAPP are still in place; only the website address and name has changed. The NAPP primarily serves peer trainers and peer programs that work with adolescents and children; whereas Peer Resources works with all ages and is the only international organization that has expertise in developing and maintaining peer programs for adults in a variety of settings.
"Don't let what you cannot do interfere with what you can do."
~ John Wooden~
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FUNDING OPPORTUNITIES FOR PEER ASSISTANCE
(1) The National Crime Prevention Council in the US will award 100 grants of up to $500.00 through its Teens, Crime, and the Community initiative. The grants will support service-learning projects such as peer mentoring, peer mediation and other peer-led projects, planned and implemented by youth who identify needs and create projects to address or prevent crime, violence, and drug abuse in their schools and communities. Projects must be youth-led and applications must be submitted by June 1, 2006. For more information, go to <http://nationaltcc.org/old/files/cp_grant_2006_ap.pdf>
(2) Do Something provides grants of $500 each to 30 young people in North America, including 10 Canadians, who submit creative proposals for solving local problems. Members of Do Something's Youth Advisory Council evaluate the proposals and award grants to the most deserving projects in three areas: community building, health, and the environment. Applicants must be 25 years old or younger on May 1, 2006 to receive a 2006 Youth Grants. A unique eligibility requirement is that each applicant must have a mentor. The application deadline for a 2006 grant is May 15, 2006 and the deadline for recommendation letters is May 22, 2006. For more information, go to: <http://www.dosomething.org/awards/grants/apply/>
(3) The Family and Youth Services Bureau (FYSB) in the U.S. is accepting applications for the Mentoring Children of Prisoners (MCP) program. This program supports the creation and maintenance of one-on-one mentoring relationships between children of incarcerated parents and caring, supportive adult mentors. The intent of this program is to support the establishment or expansion of mentoring programs in communities with substantial numbers of unserved children of incarcerated parents. The Mentoring Children of Prisoners (MCP) program is designed to be a community-based mentoring program in which children and youth, ages four up to age 18, are appropriately matched with an adult mentor, who has been screened and trained, for a one-on-one (one mentor/one youth), friendship-oriented mentoring relationship. Applications are due by June 12, 2006, and the agency expects to make 55 awards totaling $US9,749,788. For more information contact: Victoria Marquez at (866) 796-1591 or fysb@dixongroup.com. The complete announcement is located on the web at:
http://www.acf.hhs.gov/grants/open/HHS-2006-ACF-ACYF-CV-0029.html
(4) Funding has been established in the U.S. for the prevention of methamphetamine abuse and addiction by assisting localities to expand prevention interventions that are effective and evidence-based and/or to increase capacity through infrastructure development such as the establishment of peer support and mentoring services. The goal is to intervene effectively to prevent, reduce or delay the use and/or spread of methamphetamine abuse. Domestic public and private nonprofit entities, including faith-based and community organizations are eligible to apply. Applications are due by May 16, 2006, and 9-11 awards are expected totalling $US3.3 million. Contact: Wilma Pinnock at (240) 276-2421 or wilma.pinnock@samhsa.hhs.gov. The complete announcement is located on the web at:
http://www.samhsa.gov/Grants06/RFA/SP_06_005_prevmeth.aspx
(5) Grants are available to U.S.-based organizations that provide outreach services for runaway and homeless youth. The purpose is to conduct outreach services designed to build relationships between grantee staff and street youth. A range of education, intervention, and prevention services are offered to youth who are at risk of being subjected to sexual abuse or exploitation. The goal of these efforts is to help young people leave the streets and assist in moving and adjusting to a safe and appropriate living arrangement. Non-profit organizations, including faith-based and community organizations are eligible. Applications are due by May 18, 2006, and it is anticipated that 25 to 50 awards totaling $5,000,000 will be provided. Contact: Kelli Matson-Geist at (866) 796-1591 or FYSB@dixongroup.com. The full announcement is located on the web at: http://www.acf.hhs.gov/grants/open/HHS-2006-ACF-ACYF-YO-0105.html
SUBSCRIBING, UNSUBSCRIBING, COPYRIGHT AND DISTRIBUTION
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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