Violence Prevention Peer Educator Program

Violence Prevention Peer Educator Program

Description:  

The WoMen’s and Adult Reentry Center at CSUF offers programming relating to gender identity, victim advocacy, adult reentry and Cal-Works services. Although violence prevention programming, including Step Up! Bystander Intervention training, has been part of the WoMen’s Center for several years, this is the first year in which there are two dedicated staff members working on violence prevention programming. As a result of this dedicated staffing and the availability of funds, a new Violence Prevention Peer Educator Program was created to train and employ a team of students to further our violence prevention education efforts. As one of the two dedicated staff members working on violence prevention, I worked closely with our Violence Prevention Educator and Victim advocate to design and implement this program including hiring, training, and supervising the inaugural peer educator team.

Date/Semester: Fall 2015

Learning Domains Addressed: Leadership, Education, Personal Development, Social Justice, and Assessment & Evaluation

Learning Outcomes:

SLO #1: Student will be able to develop training for Peer Educators that utilizes content from SAVS training.

SLO #2: Student will be able to incorporate student development theory into practice in the development and implementation of a peer educator program.

Assessment Rubric:

	Advanced	Competent	Basic	Poor
SLO #1	Student takes the lead on developing training with the Violence Prevention Educator. Training incorporates student development theory and content from SAVS training.	Student works collaboratively and equally with the Violence Prevention Educator to develop training for peer educators that incorporates content from SAVS training.	Student helps Violence Prevention Educator (VPE) develop training with content from SAVS training. Student relies on VPE to develop and conduct training.	Student does not develop training or training does not incorporate learning from SAVS training.
SLO #2	Student integrates student development theory appropriately in the development and implementation of the peer educator program. Student creates learning outcomes for participants with theory informed rubrics.	Student integrates student development theory appropriately in the development and implementation of the peer educator program. Student creates learning outcomes for participants.	Student integrates student development theory appropriately in the development and/or implementation of the peer educator program.	Student does not incorporate student development theory into practice.

Evidence:

 

Peer Educators completing a scavenger hunt to familiarize them with the WoMen's & Adult Reentry Center office, programs, and staff.

Ground Rules developed by Peer Educators.

Act Like a Lady-Act Like a Man Activity: explores rigid gender roles

Primary Prevention

Closing "String Activity"

Reflection:

For SLO #1 I rated myself as “Competent.” While I was able to work very closely with Alyssa Avila, the Violence Prevention Educator and Victim Advocate, my involvement was more heavily related to team building and public speaking rather than developing the content for sexual assault, dating & domestic violence, and stalking.  I did, however, take on an equal amount of the presentation, which included the violence prevention, related topics. Because the peer educator training was developed in a short time frame and early on in my service at the WoMen’s Center I relied heavily on Alyssa Avila’s expertise in the curriculum development process. Since this training was developed I have had many more opportunities to incorporate content from my SAVS training into my work, including advising the peer educators.

For SLO #2 I rated myself as “Competent” largely because I did not prepare rubrics to assess the SLO’s developed for the training.  I am currently in the process of defining SLO’s for the program in its entirety and developing corresponding theory informed rubrics.  Although my application of theory was not as clear or intentional as I would have liked during the development of our peer educator training, I have been able to use the downtime since ending Domestic Violence Awareness Month to explore ways to strengthen our integration of relevant theories.  I have also recognized myself utilizing student development theories to inform my approach to students with concerns and this has proved to be beneficial to my practice.