NAPPP Statement on the shootings in Dayton, OH and El Paso, TX.
Mission: The National Association of Peer Program Professionals helps adults
establish, supervise, maintain, and evaluate peer programs so that trained peers may help each other with maximum effectiveness.
The Board of Directors of the National Association of Peer Program Professionals are distraught about the shootings in Dayton, OH and El Paso, TX. Our thoughts and prayers are with the victims, families, first responders, and community.
As we honor the memories of the dead, their families, the first responders, and the community, we need to be conscious of the lessons we need to learn as peer program professionals leading peer programs. As observers of the tragedies, we can feel sad and helpless at first and then have a variety of feelings later such as anger and frustration. Now, because of mass media, we viewers can feel as if we are actually experiencing the events.
For some victims, the physical and emotional reactions that accompany crisis may have been put on hold while they mobilized their survival skills, and only days, even years later, will they be overcome with a sense of remembering, panic, and helplessness. Traumatic events can devastate a school, workplace, community, first responders, and potentially create long-term problems in morale, productivity, and general emotional well-being.
Traumatic stress can lead to Post Traumatic Stress Disorder (PTSD). Some signs of PTSD are:
* Excessive excitability and arousal
* Numbing withdrawal and avoidance of others
* Repetitive, intrusive memories or recollections of the trauma and/or events related to the trauma
* Significant distress/dysfunction in those affected
* Symptoms lasting at least one month
Certified Peer Helpers can be a great source of support for those experiencing any traumatic event, including shootings, terrorist attacks, flooding, earthquakes, fires, terrible accidents, and other tragedies.
To be effective, peer helpers need training in Critical Incident Stress Management:
* After completing basic communication skills training, give peer helpers additional training about various kinds of disasters and traumatic events.
* Train peer helpers how to look for and recognize signs of PTSD, distress, dysfunction, withdrawal, etc.
* Practice role plays about different kinds of traumatic events.
* Work with peer helpers to understand the concept of taking care of themselves first before trying to help others . (Often peer helpers try to do too much and need help themselves.)
* Have each peer helper write down what the role is of a peer helper in a crisis situation and thoroughly talk about what is appropriate to do in supporting others.
* Provide feedback to peer helpers and debrief the training.
After an actual disaster, the peer program professional needs to meet with the trained peer helpers as soon as possible. The peer program professional needs to provide as much factual information about the disaster as possible. Then the peer program professional needs to listen for each peer helper's thoughts and feelings and decide whether each peer helper is ready to listen to others and refer, or would be better performing other activities. If any peer helpers or their friends or family were involved in the tragedy; it is particularly important that this takes place early on with great attention to each peer helper's emotional and mental state so they can be prepared to help others or to be helped themselves.
Functions that trained peer helpers can perform after a disaster are: assist professionals to restore order, take control, empathize and reassure, dispel rumors, keep people busy with other things, observe and identify distressed individuals, normalize and validate feelings, reassure others that they are safe, encourage dialogue, be supportive, give positive statements, refer to professionals when appropriate, and listen, listen, listen!
We know that tragedy can strike anywhere at any time. Hopefully the above ideas for refreshing Critical Incident Stress Management training or new Critical Incident Stress Management training will help peer helpers serve their peers more effectively in trying times.
Resources: Kehayan, A., and Napoli, J.C. (2008). Training manual for Peer Helpers for Crisis Management; Acosta, J. & Prager, J.S. (2002). The Worst is Over. What to say when every moment counts; National Organization of Victims Assistance; Everly, G.A. Primer on Critical Incident Stress Management (CISS), (2008); Kehayan, A., Napoli, J.C. (2005). Resiliency in the Face of Disaster and Terrorism: 10 Things to Do to Survive. Fawnskin, CA: Personhood Press.; Tindall, J. A. (2009). Peer Power, Book Two Workbook, Applying Peer Helping Skills, Third Edition. New York: Taylor and Francis
NAPPP offers Training Manual for Membership or Certification
(new or renewal)
"Am I Normal? Adolescent Development Training Manual for Peer Trainers" by Rey A. Carr, Ph.D., 2013; Peer Systems Consulting Group, Inc. Peer Resources, a Division of Peer Systems Consulting Group, Inc. Victoria, British Columbia
In reviewing this training resource, perhaps the best synopsis can be found in its tagline, "Helping peer leaders learn about adolescent development and use their knowledge to assist adolescent peers to reduce unnecessary anxiety, stress and worry." This is exactly what this training manual does: provide a resource for teen peers to peers. Many texts, training guides and resources are designed for adults to provide information to adolescents, yet the background about adolescent development is not directly available to teens. This manual does just that.
Facilitated by skilled adult peer trainers, the manual is meant to help teen peer helpers and young adults gain an understanding about what "normal" adolescent behavior is and for teens to then use that understanding to help peers they are working with manage their stress, anxiety and/or fears during this time age and stage. Divided into two modules, this resource utilizes practical, interesting, interactive exercises to engage peer helpers in helpful and thought-provoking dialogue. Module 1 provides a framework for teens to understand the reasons for learning about adolescent development and learn specific developmental principles. Module 2 further expands these principles so peer helpers can put their knowledge into action.
Ultimately, the hope is that knowledgeable teens will enhance their own development while helping others prevent problems or encourage those experiencing developmental problems to seek appropriate professional help. The manual's experiential learning activities as well as developmental stages handouts provide an excellent resource to teens. Marilyn Bader, NAPPP Trainer/Consultant, CPPE reviewed the material. Dr. Carr has donated the curriculum to NAPPP. In his honor, NAPPP is donating to NAPPP new or renewal memberships or certifications.
NAPPP Board of Directors representatives: Lauri Jo Wallace and Roselind Bogner talk with participants at the ASCA Conference in Boston, MA. Over 3,000 school counselors attended the conference. Board Members talked with over 100 school counselors that are either beginning or have established programs.
A $100 Kohl's gift certificate was given to one ASCA participant. NAPPP gave away four curriculums to: Carolyn Davidson, Ashlee Davis, Cecelia Torres, and Diane Zimmer.
The winners of the NAPPP Curriculum drawing are Carolyn Davidson, Ashlee Davis, Cecilia Torres, and Diane Zimmer CONGRATULATIONS!
Research Corner LAUNCHING LEADERSHIP PROGRAMS
Research demonstrates that when implemented effectively, leadership programs increase school connectedness, foster positive youth development, and galvanize the power of positive peer influence (Berger, 2016). With this potential in mind, many of us return from a packed week of gcLi Leadership Lab training inspired to integrate our lessons learned back home. Personally, I was excited to become Brentwood School's inaugural Director of its K-12 Belldegrun Center for Innovative Leadership (BCIL) whose mission is to "prepare community members to engage with real world challenges and explore solutions within and beyond the classroom." Through the BCIL we help students follow their curiosity beyond the textbook, grapple with questions for which there are no prescribed answers and develop lifelong leadership skills. This position provided me with the unique opportunity to research, visit, and collaborate with dozens of K-12 and university leadership centers across the country in order to help build our BCIL from the ground up. These experiences along with my Doctoral work in Educational Leadership, led to five recommendations that hopefully help those launching similar initiatives in our respective communities.
1. Clarify the Mission and Core Leadership Skills
Leadership programming can target everyone from kindergartners to adults and revolve around a variety of focus areas including civic leadership, education, entrepreneurship, equity and inclusion, STEAM, athletics, arts, etc. Given this array of options, the process of crafting a mission statement can clarify the aspirational work of any leadership initiative and drive initial programming. Taking the advice from various leadership center directors, we had K-12 students, faculty, staff, and alumni work in small groups to outline priorities for the BCIL and boost initial buy-in.
Delineating core leadership skills such as active listening, design thinking, or conflict resolution is also valuable to help students acquire aptitudes that will benefit them regardless of their future leadership experiences. Our BCIL eventually agreed upon a full set of core leadership skills (twelve drafts later) but the specific competencies seem less important than the process of grappling with priorities and developing a common language teachers and students can use for training and assessments.
One of our BCIL committee co-chairs summed up the value of this intentionally inclusive launch noting, "I was in awe of the process and outcomes when I saw the committees together presenting at the K-12 meeting and fully realized the groundswell of enthusiasm for our new Center."
2. Build a Team
As an undergraduate, I was a student manager for the Duke men's basketball team, and more than remembering any specific win or loss. I remember Head Coach Mike Krzyzewski constantly reminding us how special it was to "be part of something bigger than ourselves." This rang true for our BCIL team as collaborating together was a highlight of our year. Through the contributions of talented team members across all three divisions, we gained perspectives and connections one person alone could not possibly maintain.
Research supports the benefits of having diverse perspectives involved with the development of any school-wide program. Not surprisingly, leadership center directors that work predominantly in isolation describe feeling burned out and unable to build momentum for their initiatives. Additionally, programs coordinated by single individuals run the risk of fading quickly once those coordinators leave their current communities. Schools without dedicated leadership staffing may find it beneficial to form voluntary committees or provide stipends for those taking on additional responsibilities.
I also strongly recommend including students as an integral part of whatever team you build. Our student leaders continue to be extraordinarily insightful in every major decision we make, and they are by far our best promoters with their peers. As one of our seniors described, "I have loved working on my BCIL committee. I enjoy how I feel equal to the faculty in our meetings, and I feel comfortable brainstorming with them and innovating together."
One other aspect of team building that was helpful for us involved consciously nurturing relationships outside of our own community with local K-12 schools, universities, non-profits, and professionals. As an example, this year we joined a consortium of six other schools to sponsor the LA Teen Hackathon. This experience allowed our team to learn from colleagues at a variety of schools and resulted in an event that went beyond what we would have offered had we planned it alone.
Said one of our BCIL Curriculum Innovators and Collaborators about the value of forming these cross-disciplinary ties, "There is no other forum where I get to collaborate across divisions and departments in this way, and it is so fun to see all the pieces coming together."
3. Consider Curricular and Extracurricular Leadership Programming
Leadership centers nationwide vary significantly in focusing on curricular versus extracurricular programming. During our planning phase, we heard a lot from students about their feeling stretched thin by so many competing commitments, and therefore requesting the integration of leadership development into our curriculum so they could experience it as part of their regular school day. We tried to honor this request by helping create K-12 BCIL projects that revolved around our mission and core leadership skills. We also designed new course offerings next year with BCIL designations such as Global Health, Sustainable Earth Engineering, Advanced Entrepreneurship, Documentary Filmmaking for Social Change, The Science of Well-Being, Design with Purpose, and Refugees and Resettlement. In addition to curricular programming, we also wanted to provide extracurricular opportunities such as leadership workshops, entrepreneurial and STEAM competitions, mentoring programs, and conferences that could not realistically be integrated into the school day. As an example, our Young Women's Conference is an event planned largely by student leaders and includes approximately 1000 attendees from 100 local schools and organizations. It takes place on one inspiring Saturday and gives our students a unique opportunity to connect with the broader Los Angeles community in a format that could not be replicated during class time.
While evaluating whether our leadership programming would focus more on curricular or extracurricular offerings, we also found multiple opportunities to seamlessly join the two together. To illustrate this union, our BCIL launched an interactive speaker series through which professionals present major issues facing their organizations and provide related "challenge of the month" contests. Students have the opportunity to work individually and collaboratively on "challenge of the month" proposals for the professionals to review, and the organizations select the winners and provide them with a special experience. The most recent challenge revolved around building inclusive cities of the future, and the winners received tours of San Francisco's City Hall and surrounding neighborhoods, as well as an opportunity to present their ideas to the Mayor of San Francisco's staff.
Though our voluntary speaker series takes place at lunch, numerous Middle and Upper School Science, English, and History teachers agreed to give class time for students to work on "challenge of the month" proposals given the direct connections to their curriculum. We have been thrilled by the level of student engagement and the linking of our curricular with our co-curricular.
4. Prioritize School Support
For my doctoral dissertation, I researched successes, challenges, and solutions related to implementing school-based peer leadership programs. Through this process I heard from over 600 peer program coordinators nationwide, and one of the most important factors consistently correlated with program success was school support.
Funding is an obvious initial category of school support, and the BCIL is extremely fortunate to have the generous championing of the Belldegrun family who made our staffing, programming, and facilities possible. No doubt a lack of financial support can make it very challenging to successfully launch this kind of new initiative.
Beyond finances, scheduling is another significant type of assistance.
Our schools are extremely busy places, and as one of the coordinators from my thesis noted, "if you don't have the support of those people who are responsible for running schedules, you can hang it up. It's not that it's going to end... but it's always an uphill battle." For us, the importance of scheduling can be seen through our peer leadership program in which 20 senior leaders mentor the entire ninth grade class once per week for 50 minutes. The school has supported this program by allowing release time for all ninth graders to bond with their seniors during a weekly elective slot and by scheduling a training class for the selected seniors. This popular peer leadership program would not reach nearly as many students if it was forced into an after-school time slot as opposed to meeting during regularly scheduled classes.
One other critical area for school support is professional development. Our university and K-12 site visits, conferences, and consultants consistently increased our collective enthusiasm and capacity for teaching leadership. We know how consequential this form of school support was for our opening year and have created a faculty committee dedicated to incorporating teachings from these on and off campus trainings.
While program leaders should certainly strategize how to earn school support, an initial commitment from administration, key faculty members, and student leaders is a critical starting point for this type of school-wide leadership project.
5. Fail Quickly While Balancing Planning and Action
At gcLi I remember participating in the "Traffic Jam" activity, an introductory team challenge that required our group to figure out how to get from one side of a designated center point to the other within a series of pre-defined guidelines. A partner and I took a long time unsuccessfully attempting to model out the entire series of required moves with nearby twigs and pebbles. During the group reflection we realized how much more effective it would have been to fail quickly trying out some different possible solutions in real time and iterating based on the outcomes.
Reflecting on my BCIL experiences this year, this lesson continues to stick with me. In our often overly anxious and perfectionistic schools, we at times lament when students develop a fixed mindset and seem unable to embrace failure as an opportunity to learn. We wish they would take more courageous risks related to their academic or extracurricular passions rather than being driven by their future resumes or college prospects. As adults, we have the opportunity to mindfully model this courageous risk-taking for our kids, and a new leadership initiative is an ideal place to do so.
Preliminary planning for any new program is of course essential to help shape a community's first impression; however, it takes multiple years for new programs to become fully enmeshed in a school's culture, and if we over analyze every possible outcome without adapting to early results, we lose the opportunity to significantly improve an evolving program. Action research is messy and so is the launching of any new school-wide initiative.
One of my BCIL colleagues summarized this perfectly: "Collaborating with students in manifesting their ideas while developing skills of problem solving, communication, and community building challenges us all to be courageous and resilient. I love growing right along with them!"
While all leadership programs are unique, these five recommendations can hopefully serve as a starting point for your community's new leadership initiatives. gcLi prepares each of us to engage with this meaningful work, and the BCIL has further confirmed my belief in the lifelong benefits of effective leadership programs.
Berger, J. R. M. (2016). The Implementation of School-Based Peer Programs: Successes, Challenges, and Solutions. UCLA: Education. Retrieved from: http://escholarship.org/uc/item/7kv3g5w2
Dr. Josh Berger has taught leadership programming in schools for fifteen years and currently serves as the inaugural K-12 Director of the Belldegrun Center for Innovative Leadership at Brentwood School in Los Angeles, California. Josh has a Doctorate in Educational Leadership from UCLA, and his dissertation on the implementation of school-based peer leadership programs received the outstanding dissertation award from the National Association of Peer Program Professionals. In addition to teaching a wide variety of leadership courses, Josh has also facilitated professional development workshops and implemented leadership development programs in local government and college and high school athletics. Josh completed his undergraduate degree at Duke University and is a 2018 graduate of the gcLi Leadership Lab.
Ethics in Peer Programs!
NAPPP Professional Development Committee will be offering consultation for those in the field in reference to ethical situations in the field. Please email email@example.com to request a phone consultation.
Dear Professional Development Committee, We would like to start a peer program in our school but are not sure how to begin. Our superintendent would like to have a program. Where do we begin?
High School Counselor
Dear School Counselor,
NAPPP is glad your superintendent is wanting to start a peer program. What resources does NAPPP have? The programs that follow the NAPPP Programmatic Standards and Ethics will be most effective. After reviewing the NAPPP Programmatic Standards, please look specifically about the kinds of professional staff is needed to manage an effective program. Next try to get one of the NAPPP certified trainer/consultant close to you to provide your selected adult professional team to take the training "Establish a Peer Program".
NAPPP Professional Development Committee
ONLINE PEER MEDIATION/NAPPP USERS FEE
Online Peer Mediation Platform (OPMP) and National Association for Peer Program Professionals (NAPPP) offer peer mediation training and support to educational organizations. The four-service platforms are: Learn, Practice, Mediate Online, and Training College Mediators.
Help your peer mediation students refine their skills or introduce new mediators to peer mediation skills. This includes 10 Conflict
Resolution Modules which will guide students through the following areas:
Understanding Peer Mediation
Understanding Active Listening
Positions and Interests
Setting Up the Peer Mediation Room
Understanding Basic Needs Behind Conflict
Solutions and Ethics of Peer Mediation
Managing the Peer Mediation Process
Online Peer Mediation Platform
Plan 1: Sponsor Trains Students
OPMP will provide an orientation session for the sponsor.
Price: $200- allows access to the 10 modules for students
Plan 2: OPMP team members will teach the 10 modules to a group of student mediators (sponsor must participate).
Price: $700 /Approx. time: 10 hours
Practice online simulation role plays with expert feedback.
5 Simulations- $250 = 1 session = Orientation with Zoom -
Use of OPMP, ZOOM Account, and observation
10 Simulations-$450 = 1 session = Orientation with Zoom -
Use of OPMP, ZOOM Account, and observation.
Schools register students in conflict for an on-line mediation with trained peer mediators and adult observers. Price Levels:
1) 1 mediation- $100
2) 5 mediations- $200
3) 10 mediations-$300
Training College Mediators
Underdevelopment: OPMP staff members will training college mediators as trainers and mentors to work with high and middle school students.
Price: Contact OPMP
JOIN NAPPP on Social Media
NAPPP is excited to announce our presence on social media. Check us out on Twitter, Pinterest, and Facebook for great ideas, resources, information, and links to our partnering organizations. We also have a Blog! Join us and contribute by sharing stories about your peer programs.
* Continue long-range planning meetings on sustainability
* Lindenwood University approved graduate credit for NAPPP "Establish a Peer Program" seminar and online 40 hour course.
* Approved Statement on Shootings ( see lead article).
* Offered Curriculum donated by Rey Carr, Ph.D. to new and renewing members and certifications.
* Approved Awards to professionals in the field.
* Exhibited at ASCA School Counselors Conference in June. Follow-up by BOD members with participants that requested information about NAPPP.
* Online "Establish a Peer Program" is completed, and the platform is being developed.
* Monthly webinars planned for fall.
* Participated in NOYS Conference calls- Governance, Executive Committee
* Expanding Social Media - Blogs, Facebook, Twitter
* Development of monthly newsletter
* MOU's for training and consulting opportunities currently being delivered to organizations.
* Professional Development Committee working on setting up online training for Peer Programs
* Reaching out to former members to encourage membership, CPPE and CPP
* Approved payment options for membership, CPPE, CPP
* Developing Networking Forums for Peer Program Professionals
* and others.
NAPPP Needs You!
SIGN UP FOR NAPPP Volunteer Positions
Volunteers needed for Committees and Task Force
The important work of the National Association or Peer Programs is carried on by volunteers. Please consider joining a committee or a short-term task force. These working groups provide opportunities to contribute to the goals and mission of NAPPP, learn new skills, and meet other great people face to face, by phone or online.
Governance Committee: -The Nominations and Elections shall consist of four members: Vice President and three members of the Association, one member of which may be the immediate past President (if available).
The Vice President shall serve as Chairperson. The Committee shall be responsible for carrying out the nominations and elections procedures in accord with these Bylaws.
The Bylaws Committee shall have responsibilities for drafting proposals for amendments to these Bylaws and for the final wording of amendments passed at the Annual Meeting to ensure the consistency with the style and substance of these Bylaws. The Annual Meeting in reference must be advertised as a special meeting to address changes to the Bylaws. The Bylaws committee shall carryout such other functions as may be assigned to it in these Bylaws or by the Executive Board.
The Social Media Committee shall be responsible for publicity, website management, and other communications activities, including social networking (Twitter, Pinterest, Facebook, etc.), and technology.
The Professional Development Committee shall be responsible for garnering ideas for professional development activities of interest to the membership and planning and organizing relevant events of the Association. They will approve the Certified Peer Program Educators (CPPE), Certified Peer Programs (CPP) and Trainer/Consultant applications and offer recommendations to the Board of Directors (BOD). The committee shall be responsible for obtaining and assessing required documents for peer programs requesting CPP designation. Evaluators will conduct phone interviews and/or letters of recommendation from three individuals knowledgeable about the applicant.
The Finance Committee shall be responsible for evaluating and verifying all financial transactions, accounts and records of NAPPP and reporting monthly/annually on the financial condition of NAPPP.
The Membership Task Force shall promote membership in NAPPP and recommend procedures for processing applications.
Development Task Force will be responsible for securing financial support for the organization such as grants, sub-contracting work, donations and other activities that help support the organization.
Awards Task Force will be responsible for recognizing work in the peer program field.
Product Review Task Force will be responsible for reviewing NAPPP products and making recommendations to the BOD.
Youth Voice Task Force will be responsible for facilitating a monthly call with youth from CPP programs.
The Publications Task Force will be responsible for providing or securing articles/contributors for the NAPPP newsletter, the Perspectives in Peer Programs Journal, and additional publications in education, community mental health, etc.
TRAINING OPTIONS FOR SCHOOL/ORGANIZATION
ESTABLISH A PEER HELPING PROGRAM (Can be tailored to local needs)
This dynamic training is for all BEGINNERS in peer helping program development. Learn about program start-up, program implementation, and program maintenance. Learn how to apply NAPPP Standards and Ethics. Peer helping programs can include one-on-one helping, mentoring, mediation, tutoring, and leadership. This training is designed to help the adult professional learn the basic steps in putting together any peer-led program. Bring your ideas and creativity. This is a process-based training, and every participant will be involved. It's most effective when training takes place with a team. Focus will be on identifying local needs, plus highway traffic safety and evaluation of peer programs. Each participant will be presented with their Certified Peer Program Educator certificate at the end of the training.
The Adult Peer Resource Team Training will focus on the following: Identifying needs in building/community (Ex. Low academics, conflict)
Logistics of training (credit, club etc.) Time will be spent on evaluation of student learning
Know National Standards and Ethics around peer resource programs
How to coordinate with other peer leadership programs
Selection of the peer leaders, helpers, mediators, tutors etc.
Utilization of peer resources (Short and long term)
Understanding the rational for peer programs
How to organize your program
Roles of team members
Evaluation model of peer programs
Plan of Action
The team training will involve some lecture, small group work, role playing.
Materials will be provided.
Participants will receive:
One year of membership in the National Associations of Peer Program Professionals;
Certified Peer Program Educator (CPPE) designation-Grant will pay for $35.00 initial fee. Renewal fee of $20.00 after one year;
NAPPP Certificate of Attendance with hours
CEU's available for Health Educators (CHES);
CEU's available for Addiction Professionals;
CEUs for Social Work,
Optional Graduate credit available through Lindenwood
University. Must apply directly to Lindenwood University.
If the organization/school has had a program for over a year, can apply for the NAPPP Certified Peer Program designation.__
Programs: Successes, Challenges, and Solutions. UCLA: Education. Retrieved from: http://escholarship.org/uc/item/7kv3g5w2
Dr. Josh Berger has taught leadership programming in schools for fifteen years and currently serves as the inaugural K-12 Director of the Belldegrun Center for Innovative Leadership at Brentwood School in Los Angeles, California. Josh has a Doctorate in Educational Leadership from UCLA, and his dissertation on the implementation of school-based peer leadership programs received the outstanding dissertation award from the National Association of Peer Program Professionals. He is a Certified Trainer/Consultant and CPPE and serves on the Board of Directors. In addition to teaching a wide variety of leadership courses, Josh has also facilitated professional development workshops and implemented leadership development programs in local government and college and high school athletics. Josh completed his undergraduate degree at Duke University and is a 2018 graduate of the gcLi Leadership Lab.
Teaching Mentees to Fail More Often
By: Brian Dobias
With the start of the new school year, it seems like a great time to help students improve their relationship with learning. Most of us have heard of Carol Dweck's work in this area and her book Growth Mindset, which was published in 2006. Studies have shown that students who have a growth mindset and are willing to fail or make mistakes are more successful learners. They are willing to take on new challenges and have the persistence to stay with the problem until they solve it. Last month, I had an opportunity to present this topic at a PFW faculty workshop and professors expressed their desire to help students to feel comfortable with making mistakes so they can learn from those mistakes. They want their students to be willing to take risks and explore new areas of knowledge.
In many cases, simply teaching students about Growth Mindset, brain plasticity and the learning process can have a positive effect. For that reason, I begin each semester of my undergrad classes with a brief discussion and an activity on brain plasticity. Many of you may have done a variation of this activity just for fun. This is an activity that can easily be used by your mentors to explain Growth Mindset to their mentees.
"Learning to Write our Names"
Group size: any size group
Duration: Approximately 30 minutes, depending on group size
Materials: Each mentee needs a pen and piece of paper
Location: Any location, but participants need a surface to write on, such as a desk or table
1. Explain to the group that you're going to have a contest. There are no prizes, but tremendous "bragging rights."
2. Ask each mentee to write their signature 3 times with their dominant hand (the one they always use). The goal is to write the best possible version of their signature.
3. Ask them to circle the one they feel is the best.
4. Next ask each mentee to switch hands and carefully write the signature 10 more times, but with their non-dominant hand. Explain that the contest is to see who is best at writing their signature with their non-dominant hand and that they should try very hard to make each of the 10 attempts better than the one before. The goal is to come as close as possible to matching the signature they already circled.
5. Once they have had enough time for everyone to write their signatures, have each mentee turn to someone close to them and compare signatures to see who did the best. It is not necessary to name a winner from the whole group.
1. Explain that the "contest" part of this activity was simply to get everyone to work at getting better.
2. What did it feel like to write your signature with your dominant hand?
3. What do you think made it so easy?
4. What did it feel like to struggle to write with your non-dominant hand?
5. What did it feel like to finish writing the signature the first time with your non-dominant hand and realized that you failed at coming close to the signature you circled? Did you feel like a failure?
6. Since you wrote the signature with both hand, which hand do you think helped your brain grow stronger?
7. Did you realize that while you were struggling trying to repeatedly write with your non-dominant hand, your brain was rewiring itself and becoming stronger? Doesn't this seem a lot like lifting weights at a gym to make our muscles stronger.
8. If you keep writing your signature multiple times every day with your non-dominant hand, do you think you'd get better at it?
9. How might this compare to academic challenges and struggling?
10. When was a time when you struggled academically? How did it feel?
11. Explain Growth Mindset to the group
a) Explain that we are good at writing with the hand we always use, because our brain has wired itself to tell our hand what to do for that task. That's why it seemed easy. While we struggled to learn to write with the other hand, our brain was rewiring connections to make us better at that task.
b) When we fail at something, we receive information about what NOT to do. This allows our brains to grow to help us approach the challenge differently until we succeed. Failing is temporary and it is the struggle to figure something out grows our brain.
c) If we go to the gym but are afraid to even try to pick up a barbell because we think we might look weak; we would never get physically stronger. So it makes sense that If we are only willing to do easy things so we look good or look smart (like writing with the hand we always use) we can't grow our brain and become mentally stronger.
Our sister company, Developmental Resources offers multi-day conferences, one-day seminars, and live webinars for professional development. Visit dev-resources.com for more information. Visit the NAPPP Store @ www.peerprogramprofessionals.org Discount given to NAPPP members
NAPPP Approved Peer Helping Books available through Youthlight!
NAPPP APPROVED PEER HELPING MATERIALS Available at www.youthlight.com
ITEM CODE TITLE NAPPP1 Children Helping Children NAPPP2 Becoming a Friendly Helper NAPPP3 Caring and Sharing NAPPP4 Youth Helping Youth NAPPP5 Conflict Management Training Activities NAPPP6 Friends Helping Friends NAPPP7 Leading a Friends Helping Friends Peer Program NAPPP8 Peer Helpers Pocket Book NAPPP9 Peer Mediation: Student Manual NAPP10 Peer Meditation Program Guide NAPP11 Peer Power Book 1 Workbook NAPP12 Peer Power Book 1 for Leaders NAPP13 Peer Power Book 2 Workbook NAPP14 Peer Power Book 2 for Leaders NAPP15 Peer Programs: An In-Depth Look at Peer Programs NAPP16 PeerVention Student Handbook NAPP17 Power of PeerVention Leader's Manual NAPP19 Tutoring - Learning By Doing NAPP20 201 Icebreakers NAPP21 Activities That Teach NAPP22 More Activities That Teach NAPP23 Building Helping Interactive Bulletin Boards NAPP24 Energizers and Icebreakers NAPP25 More Energizers and Icebreakers NAPP26 Energizers - Calisthenics for the Mind NAPP27 Getting to Know You (Grades 1-3) NAPP28 Getting to Know You (Grades 4-5) NAPP29 Getting to Know You (Grades 6-9) NAPP30 Instant Icebreakers NAPP31 Resiliency in the Face of Disaster NAPP32 Skits, Raps, and Poems for the School Counselor NAPP33 Stop Bullying Now! NAPP34 Teambuilding with Teens NAPP35 Totika Game NAPP36 Warm Ups and Wind Downs NAPP37 Evaluation of Peer and Prevention Programs NAPP38 Empowering Teen Peers to Prevent Bullying--Peer Leader Guide NAPP39 Empowering Teen Peers to Prevent Bullying TEAKID Teaching Elementary Children Empathy BELLAE Bella and the Empathy Adventure HOWDOI How Do I Stand In Your Shoes? MMHAND Meaningful Mentoring Handbook (Grades K-5) HOWGRI How Grinner Became a Winner BECSOM Becoming Someone's Hero TRUSTY Trusty Becomes an Upstander EMPBAL Empathy Thumball[TM] PERBAL Personal Strengths Thumball[TM]
(If you are using materials that you would like the Professional Development Committee to review and include on the approved list, please let us know at firstname.lastname@example.org
GRANTS AND OPPORTUNITIES
Community Service Initiatives proposed by non-profits and faithbased groups in the US are funded by the State Street Foundation to generate and sustain positive change. Each year they distribute about $20 million in grants, and last year funded a youth group program that assists students in the transition from high school to post-secondary education/employment for $500,000. Deadlines are rolling, and applications require a letter of intent.
Viola W. Bernard Foundation Grant provides grant funding to innovative programs that address the interplay between social conditions and the psychological health of children and families. Proposed projects should emphasize individual psychosocial services such as peer assistance, mentoring or coaching as part of larger programs in community psychiatry, with a preference given to projects and programs in New York, New Jersey, Connecticut, Vermont, Massachusetts, and Pennsylvania. More information and guidelines for submission is available online.
Pepsi Refresh Everything Project Grants are available in a monthly competition to individuals and organizations with innovative project ideas, including peer assistance and mentoring, to help develop character and establish service-based perspectives. At the beginning of each month Pepsi assesses the first 1,000 applications received and then creates an online voting system. Grants vary in size and each month approximately $1.3 million (US) will be awarded. Questions can be directed to Young America at (700) 768-2784.
The Coca-Cola Foundation supports projects that provide youth with educational opportunities to become productive citizens, including mentoring, coaching, and peer assistance projects. The Foundation is interested in unique solutions to problems that impede successful programs. Grants are typically made to public and private colleges and universities, elementary and secondary schools, teacher training programs, educational programs for minority students and global educational programs. Projects that focus on staying in school and student retention are supported. All applications must be submitted online.
The Tiger Woods Foundation provides grants that focus on underserved youth ages 5-17 in the US. The grants are in the average range of $2,500-$25,000. Year-round mentoring and peer tutoring are approved program areas they fund.
Deadlines for applications are four-times per year.
Travel Grants for Students to Attend Conferences on topics such as peer assistance, mentoring or coaching are available from the Do Something
Foundation. Applicants must be 25 or under and be either a US or Canadian citizen. Grants are typically, $500.00 (US), and there is no application deadline.
UniHealth Foundation Grants to Hospitals for health education, prevention and treatment programs, including innovative ways to disseminate health information such as peer assistance. Prevention projects can include peer-based injury and violence prevention as well as caregiver support services. Funding is available throughout the year, and details are available online.
The California Wellness Foundation provides grants to residents of and nonprofits in California to improve the health of the people of California through health promotion, wellness education and disease prevention. Grant requests are accepted anytime, and are typically between 20,000US to $300,000US.
Applications are available online.
Aetna Grant Program to Improve Health Care (USA) focuses on obesity and racial and ethnic health care quality. Projects that will test, apply or disseminate new practices such as peer support, mentoring and coaching directed towards informing and involving patients are considered. The amount of funding varies. There are four application deadline dates each year: Feb 15, May 15, Aug 15, and Nov 15. Details are available online.
The National Center for Special Education Research (NCSER) is providing grants to projects that support cognition and student learning, improving educational leadership, and the social and behavioral context for academic learning, all of which can include peer assistance, mentoring and coaching. In addition, NCSER will consider applications that specifically address early career development and mentoring in special education research. Deadline dates depend on the specific grant focus.
KIND Foundation's monthly grant program, KIND Causes, supports individuals and organizations working to make the world kinder with $10,000 grants. Submit your socially impactful cause that helps people in need, and the KIND Causes community determines which to fund by voting on their favorite cause. Find out more.
Apply for grants for mental health programs and services. The Peter and Elizabeth Tower Foundation funds nonprofits working to eliminate stigma associated with mental health and offering meaningful opportunities and appropriate support. Learn more and apply.
Allstate Foundation Invest $45 Million in Social and Emotional Learning
The Allstate Foundation has announced a five-year, $45-million commitment to empower millions of youth to build social and emotional learning skills like resilience, self-awareness, and conflict resolution. "Empowering young people by harnessing their talents and passions will build a better world," said Allstate Chairman, President, and CEO Tom Wilson. "We believe these skills will inspire youth to be leaders and history-makers and achieve their full potential. "The Allstate Foundation is committed to leading efforts to reach 25 percent of the nation's youth with social and emotional learning programs by 2022, at which time it will have invested nearly $70 million. Among the Allstate Foundation's many forms of support for social and emotional learning is a grant to CASEL. Learn more about the foundation's Good Starts Young program.
Cross Charitable Foundation. Nonprofits in Idaho, Montana, Utah, and Wyoming that promote education to enable youth to become productive members of society and more will be eligible to receive funding. The deadline is September 15, 2019.
Department of Housing and Urban Development Grants. The Program supports efforts to help persons fleeing domestic violence while minimizing the trauma and dislocation caused by homelessness. Deadline is September 30, 2019.
BBVA Foundation Grants. This program supports nonprofit organizations that serve communities in Alabama, Arizona, California, Colorado, Florida, New Mexico, and Texas. Organizations must address one of the following focus areas: community development, education, health and human services, arts and culture, environment and natural resources, and diversity and inclusion. Deadline is September 30, 2019.
Events and Conferences
In this issue:
* Thank you to this year's Conference Committee!
* How to get help with Conference Registration
* The Night Sky with an Astronomer
* Community Day
* ACR Swag - Show your support of ACR
The ACR Conference Committee, Board and EPP Section Leaders have been working hard this past year preparing for our much-anticipated Conference. Thank you!! We are excited about the thoughtful and challenging sessions that our members will be presenting, Community Day which will be hosted off-site, special interest Section gatherings, our exhibitors and the Presidential Luncheon, to name a few of the events. Despite best attempts at the use of technology, we understand that some are having difficulties registering. While the special hotel rate for ACR has ended, you can still register for the conference. If you are unable to register through the website or have any questions, please email email@example.com.
Spend Thursday evening gathering with your colleagues as you enjoy the Night Sky with a local Astronomer and a Native Storyteller. The event is included with your registration.
Community Day: Wednesday, September 18th in Tucson, AZ
Following on the theme of the conference, this highly experiential and practical day-long offsite session will focus on "Five Tools that
Bridge the Divide."
Hosted by the Center for Community Dialogue & Training, they will share tools that provide deeper insights to underlying needs, addressing motivation to change, communication skills for at-risk youth, understanding and working with the trans community, and engaging in a process that will bring forward additional tools from the participants of the session.
Link here for more information and to register
2019 Conference AGENDA (subject to change)
Mental Health First Aid Training. Baltimore, MD: September 6, 2019. Participants will learn how to help loved ones, colleagues, neighbors and others cope with mental health or substance use problems.
Simon Technology Center Family Fun Day and Tech Expo. Minneapolis, MN: September 21, 2019. Children, teens, and adults will explore the possibilities of assistive technology and enjoy interacting with a variety of devices.
IAEM 67th Annual Conference. November 15-20, 2019:
Savannah, GA. The International Association of Emergency Managers (IAEM) will host the conference for emergency management decision-makers, healthcare/hospital emergency managers, business continuity planners and more.
World's Most Replicated
Juvenile Justice and Youth Justice Diversion Program
Record 1800+ Diversion Programs on 5-Continents
2019 International Conference
Youth/Teen/Student/Peer Court and Peer Jury
Tuesday, December 3rd to Thursday, December 5th
PAL[R] Initial Adult Training for Secondary Education
Become certified to implement and maintain a PAL[R] peer helping program in secondary schools.
This in-depth, two-day course provides secondary educators an opportunity to gain the knowledge and skills necessary to implement and maintain a PAL[R] peer helping program. The following components are covered:
* Using the PAL[R] Teacher's Manual
* Recruitment and selection
* Student training
* Lesson planning
* Service delivery to peers, schools, and your community
Participation results in certification of participants as required by the Texas Education Agency (TEA) guidelines and by PAL[R] Curriculum fidelity standards. Continuing Education Units (CEUs) are available. 2019 Training Dates for PAL[R] Initial Adult Training for Secondary Education
December 2-3, 2019 from 9AM to 3PM in Round Rock, TX
We will work with you if you have a scheduling conflict with the above dates, please contact Tory via email firstname.lastname@example.org to make arrangements
Who Should Attend
Secondary school representatives who are or will be directly responsible for the supervision of the PAL[R] peer helping program should attend the training. As required by TEA guidelines, anyone who has not been certified through PAL[R] since 2003 should also attend. In addition to program coordinators, training can benefit teachers, administrators, counselors, and advisory Board Members.
How to Register
Please print out the PAL[R] Initial Adult Registration Form and fax to (512) 338-0939 or email email@example.com to register for this event.
PAL Initial Adult Training Registration Form
Note: You need Adobe Reader or Preview to view this .pdfform. To download a free version of Adobe Reader, please click here
Registration for this event is $250 per Texas participant and $500 per out-of-state US participant. The cost of the PAL[R] Teacher's Manual is $150 when purchased with registration. Otherwise the manual is $160. Each school district should have at least one manual per campus where a PAL[R] program is sponsored.
Our Initial Adult Trainings are held in the Austin area, but the exact location is subject to change. We will update this page with the training locations as the training date approaches. You will also receive information in your confirmation email once you have registered.
Call us toll free at 800-522-0550 or contact us below:
New Training Opportunity
ONLINE PEER MEDIATION
Following this intensive 32-hour training, individuals will qualify to teach adults how to establish, maintain, and evaluate a peer mediation program. Upon completion, participants will be eligible to receive a certificate from the Association for Conflict Resolution and the National Association of Peer Program Professionals as meeting the criteria of establishing a standard based program. In addition, participants will be eligible to apply as a trainer/consultant for NAPPP.
16-hour online course $ 895.00 16-hour hands-on facilitation/co-teaching for certification with NAPPP $ 895.00 NAPPP Membership $ 50.00 Total Cost: $ 1840.00
NAPPP STUDENT PEER PROGRAM CURRICULA
NAPPP is offering the following student middle and high school peer program curricula for a User's Fee of $150 for each curriculum.
These following curricula follow the NAPPP Programmatic Standards and Ethics:
* Peer Helping (Peer Helper, Peer Leaders, Peer Mentors, etc.) Core Curriculum
* Peer Mediation (Peer Mediator)
* Peer Transitions (Peer Ambassador and/or Peer Mentors)
* Peer Education (Career Development Mentors)
* Peer Tutoring (Peer Tutor)
Each of the curricula include:
[check] Student workbook which you can download and copy for students in your building. Other programs within the same district must purchase it for their building.
[check] PowerPoint for the Adult Professional
[check] Trainer script and notes are provided below the slides on the PowerPoint.
Who is eligible to utilize the curricula?
A Peer Helper Professional who has the following:
4. Certified Peer Program Educator (CPPE) designation.
5. Certified Peer Program (CPP) designation.
6. Agree to provide results from one training of the pre- and postsurvey in the curriculum to NAPPP for feedback and revisions.
7. Agree to use the materials only for purposes intended (Not for resale or posted on the Internet) and respecting the time of NAPPP Certified Trainers/Consultants who develop them.
Who else can utilize the curricula?
Anyone other than CPPE or CPP certified professional or program needs to complete:
A. One, two or three-day training (depending on Peer Program Experience) on "Establish a Program" and/or "Training Peer Helpers" to purchase the materials.
B. Training Fee is our normal daily training fee.
Please contact NAPPP at firstname.lastname@example.org or call 888-691-1088 to complete a "users fee agreement" and provide payment (or purchase order) for the following Peer Program Curricula. $150 per curriculum
Peer Helping (Peer Helper, Peer Leaders, Peer Mentors, etc.) - Core Curriculum
Peer Mediation (Peer Mediator)
Peer Transitions (Peer Ambassador and/or Peer Mentors)
Peer Education (Career Development Mentors)
Peer Tutoring (Peer Tutor)
Peer Program Curricula Descriptions
Peer Helping (Peer Helper, Peer Leaders, Peer Mentors etc.) Core Curriculum: The role of the peer helper is to help students be successful in their middle or high school lives. The Peer Helper role is to listen to their peers, help them problem solve and refer those students receiving support to professionals, if needed. These students will serve as positive role models and help their peers feel connected to school and community. Peer Helpers will create an ongoing relationship with the students receiving support and will help provide information, skills, and assistance as appropriate and necessary.
Following Core Curriculum training, Peer Helpers can receive additional training to conduct additional service deliveries and roles, such as those listed below.
Peer Mediation (Peer Mediator): After receiving mediation training, peer mediators can help others (disputants) peacefully resolve their differences utilizing a conflict resolution process. They will incorporate their active listening and assertive skills learned in the Peer Helping Core Curriculum training for this specific helping process. They will utilize forms as they mediate others: Agreement to Mediate, Agreement, Follow-up Questionnaire, and later Follow-up Questionnaire.
Peer Transitions (Peer Ambassador and/or Peer Mentors): These Peer Helpers will provide support to peers who are new to the school or organization whether via transfer or grade level transition. They will assist their peers helping them make connections and become familiar with school or organization logistics, facility, and student guidelines. They will support their peers as necessary or defined.
Peer Tutoring (Peer Tutor): Peer Tutors will assist peers by helping them increase academic skills, grades, and attendance and by providing additional support and coaching. Students receive help from tutors with their academic classes, test taking skill, note taking, and study skills. Tutoring enables Peer Helpers to become more personally involved in the learning process of others, to accept responsibility, and to find more meaningfulness in school. Peer Tutors may assist the tutees with attendance, interest in achievement and connecting to school. Peer Tutors will receive feedback from those that they help and the referring teacher.
Peer Education (Career Development Mentors): These mentors will assist and reinforce the skills taught by the school counselors or other professionals responsible for career development. They may serve as Peer Teachers to help facilitate group lessons around success in the workplace and other topics identified by the school. They will need additional training in group work and developing classroom activities around topics that the students identify as important. They may also assist the counselors in small group discussion around topics led by the professional counselor. Program sponsors will need to assist these mentors to prepare the activity, although the curriculum contains multiple sample lessons from the U.S. Department of Labor.
Please send to:
58 Portwest Court
St. Charles, MO 63303
Individual or Organization $50.00
College or Graduate Student $30.00
Donation ( )
Payment Enclosed (please make check payable to NAPPP)
Expiration Date__ Security Code__
Signature of Cardholder/Date__
Professional Development Hours for CPPE can be earned by Reading
The "Members Update" Newsletter
No. of Hours
When material from the NAPPP Members update is reproduced or copied, include this phrase: "Reproduced with permission by NAPPP member (Insert your name).
Reading the newsletter will count for professional development for CPPE renewal.
NAPPP Membership, CPPE, and CPP Dues
Membership Dues $ 50.00 CPPE New $ 35.00 CPPE Renewal $ 20.00 CPP New $ 100.00 CPP Renewal $ 50.00
Dues and Renewals Due October 1
Please consider donating to the National Association of Peer Program Professionals. It is tax deductible as NAPPP is a 501(c)(3) organization.
Much is needed to support the mission of the organization. NAPPP helps adults establish, train, supervise, maintain, and evaluate peer programs.
NAPPP members are the driving force for positive Youth Development.
Peers helping Peers can be more effectively accomplished with adults that follow the NAPPP Programmatic Standards.
To accomplish our mission, NAPPP needs funds to support the operation as well as inform others about NAPPP Programmatic Standards and Ethics. Please send your tax-deductible contribution to 58 Portwest Court, St. Charles, MO 63303
NAPPP Needs Volunteers/Interns/Help
The following needs have been identified by the NAPPP Board of Directors:
-Grant/Foundation opportunities and writing proposals -Review of the current literature and development of "research at a glance" for newsletter -Social media and marketing development, implementation, and
evaluation on the NAPPP website
-Newsletter development -Membership development -Abstract reviews -Interviews for publication with Certified Peer Program leaders -Special Projects
Please contact us if interested in serving in a volunteer role
NAPPP was established after the dissolution of The National Association of Peer Programs, originally founded in 1984 as the National Peer Helpers Association. Our mission is to help adults establish, train, supervise, maintain and evaluate peer programs. Using the NAPPP Standards and Ethics as a guiding principle, NAPPP helps adults through networking, leadership training, certification, and programmatic problem solving. NAPPP is a national organization with recognized Standards and Ethics, effective programs, and an evaluation protocol. We are a member of the National Organizations for Youth Safety (NOYS) agencies and a partner in other national endeavors. NAPPP is a 501(c) (3) organization.
The NAPPP Professional Development Committee invites you to work with NAPPP for your training and consulting needs. NAPPP has Certified Trainer/Consultants who can deliver training to peer professionals and can deliver curricula to peer helpers as well as assist in a variety of other areas. See trainings available at http://www.peerprogramprofessionals.org/Trainings. By completing the Training/Consulting Questionnaire, we can better help meet your needs. Please email
email@example.com to explain your needs, and a member of the Professional Development Committee will return your call and discuss how NAPPP Certified Trainer and Consultants can best assist you. A list of NAPPP Certified
Trainers/Consultants can be found at
Certified Peer Program Educator (CPPE)
To promote professional standards, practices and ethics;
To encourage self-assessment by offering guidelines for achievement;
To improve performance by encouraging participation in a continuing program of professional growth and development;
To acknowledge a level of educational training essential for effective peer program administration and/or operations;
To foster professional contributions in the field;
To maximize the benefits received by the peer program community from the university from the leadership provided by certified peer educators.
Visit the NAPPP website to apply to become a CPPE or to renew your CPPE
As the only organization representing professionals in the peer programs field, the National Association of Peer Program Professionals (NAPPP) would like to clarify what are best practices in peer programming. The NAPPP Professional Development Committee has developed the criteria for peer program best practices, and the criteria have been approved by the NAPPP Board of Directors.
You can read about programs addressing Bullying Prevention/Intervention; DropOut Prevention, Reduction of Drugs and Alcohol Through Peer Programs: Cross Age Teaching; and Peer: Highway Traffic Safety, Peer Mediation, Suicide Prevention at
NAPPP is a member of NOYS
National Organizations for
901 N. Washington Street
Alexandria, VA 22314
Phone - 1-571-3677171
NAPPP has an agreement with YouthLight to manage and facilitate the store. Please visit the website and learn about the many products that are available for NAPPP members. By purchasing books/materials through NAPPP Store, a portion will be given to NAPPP. If you utilize other commercial resources that are not on the list, please let us know and we will add those resources. Members will receive a discount.
National Association of Peer Program Professionals, 58 Portwest Court, St. Charles, MO 63303
Phone/fax: 888-691-1088 Email: firstname.lastname@example.org
National Association of Peer Program Professionals Board of Directors
Judith A. Tindall, Ph.D.President, CPPE, NAPPP Certified Trainer/Consultant, Licensed Psychologist, Licensed LPC, NBCC, President
Psychological Network, Inc. St. Charles, MO
Laurie Jo Wallace - Vice
Trainer, The Medical Foundation
Randy Black, Ph.D., MPH, HSPP, CPPE, NAPPP Certified Trainer/Consultant Professor of Public Health; Health Sciences: Foods and Nutrition: Nursing-Treasurer Purdue University West Lafayette, IN
Roselind Bogner, Ph.D. CPPE, NAPPP Certified Trainer/Consultant - Secretary Professor, Niagara University Hamburg, NY
Sue Routson, M.S., CPPE, CPP, NAPPP Certified Trainer/Consultant - Member-at-Large
PICT, (Peer Information Center for Teens, Inc.) Founding Director, Retired Richmond, IN
Cynthia Morton, Ed.D., CPPE
NAPPP Certified Trainer/Consultant Member at Large Representing Association of Conflict Resolution Lead Counselor Salem High School, Conyers, GA
Josh Berger, Ed.D., CPPE National Certified Trainer/Consultant Brentwood School Los Angeles, CA
Boone Benton, Ph.D., LPC, CPPE
School Counselor & Peer Program Educator Assistant Professor, Liberty University, GA
How to contact NAPPP:
Linda Owens, Executive
58 Portwest Court
St. Charles, MO 63303
The National Association of Peer Program Professionals (NAPPP) was established after the dissolution of The National Association of Peer Programs, originally founded in 1984 as the National Peer Helpers Association. NAPPP's mission is to help adults establish, train, supervise, maintain and evaluate peer programs. Using the NAPPP Standards and Ethics as a guiding principle, NAPPP helps adults through networking, leadership training, certification, and programmatic problem solving. NAPPP is a national organization with recognized Standards and Ethics, effective programs, and an evaluation protocol. We are a member of the National Organization of Youth Safety (NOYS). We also partner in other national endeavors such as National Youth Service Day, National Youth Violence Prevention, Stop Bullying Now! Campaign, National Sleep Awareness, National Alliance to Prevent Underage Drinking, Screening for Mental Health, and the Afterschool Alliance, and Global Youth Justice.
NAPPP certification programs intend to promote professional standards, practices and ethics; to encourage self-assessment by offering guidelines for achievement; to improve performance by encouraging participation in a continuing program of professional growth and development; to acknowledge a level of educational training essential for effective peer program administration and/or operations; to foster professional contributions to the field; to maximize the benefits received by the peer program community. NAPPP offers Certification for Professionals in Peer Programs (CPPE), Certification for Peer Programs (CPP), Certification for Organizations with Peer Programs (COPP), Certification for Peer Curriculum (CPC) and Certification for
Trainers/Consultants (CPT). See http://www.peerprogramprofessionals.org/certification programs/
Please join with other professionals and enjoy these benefits:
* Qualify for individual, program, and curriculum certifications such as: Certified Peer Program Educator (CPPE), Certified Peer Program (CPP), Certified Organization with Peer Programs (COPP), Certified Peer Curriculum (CPC), and Certified Trainer/Consultant (CTC).
* Adhere to nationally recognized NAPPP Programmatic Standards, Ethics, and the Program Evaluation Rubric.
* Have a voice in the national professional peer program movement.
* Participate in peer program advocacy.
* Enjoy opportunities for leadership, scholarship, and professional volunteer service.
* Nurture professional development at national conferences and training institutes.
* Learn new or revitalize current training strategies at national conferences and training institutes.
* Enjoy virtual and community-based networking opportunities with peer program advocates and professionals throughout the world.
* Keep connected through NAPPP social media: website, Facebook, Pinterest, Twitter, discussion groups, Google Hangout.
* Receive Perspectives in Peer Programs, the peer reviewed journal emailed directly to all members.
* Receive and contribute to the NAPPP Newsletter, emailed 9 months of the year.
* Receive access to the members-only section of the NAPPP website.
* Receive material and book discounts at the NAPPP official Resource Center, YouthLight.org
WHAT ARE PEER PROGRAMS?
Peer programs are a variety of supportive services initiated by peers in diverse settings. Often, peer helpers are young people, trained and supervised by professionals, who adhere to ethics and standards endorsed by helping professionals and NAPPP. Peer helpers often become preventive agents who identify problems and encourage others to seek the necessary help from appropriate professionals. Peer helpers provide people with opportunities for learning, guidance, emotional support, and growth which translates to reduced drug and alcohol involvement, higher academic skills, reduced HIV/AIDS transmission, reduced unintended pregnancy, reduced conflict, increased understanding of differences, and increased service to others. By helping others, peer helpers often increase their own self-esteem and personal functioning.
Peer programs are simply people helping other people. When people experience frustration, worries, concerns, and other life events, they typically turn to their friends, not professionals for help, advice, practical assistance or support.
The peer programs that NAPPP support has various names such as peer helping, peer counseling, peer ministry, peer education, peer leadership, peer health education, peer mediators, peer tutoring, and peer mentoring. Peers do not replace licensed or certified professionals or practitioners, but often serve as an extension of the services these professionals provide. Through much research and evaluation, peer programs have been found to be one of the most proven and effective prevention strategies.
Peer Helping Professionals
Why are Peer Program Educators Professionals?
Peer Program Educators are professionals because like other professions (e.g., those in the teaching or psychology field) we ascribe to professional standards and ethics*.
Our standards or code of conduct for Peer Program Educators are called the National Association of Peer Program Professionals (NAPPP) Code of Ethics for Peer Helpers Professionals and can be found on the NAPPP website http ://www.peerprogramprofessionals.org/about/.
NAPPP also has a rubric for program evaluation called the Programmatic standards rubric and can be found at http ://www.peerprogramprofessionals.org/publication/publications/standards. NAPPP is the only organization that I know of that is on the forefront of having a program rubric for program evaluation. Professionals that are either licensed or certified usually use letters behind their names to indicate a minimum level of competence and they follow a certain professional code of conduct or ethics. You are entitled to use CPPE after your name if you have completed the NAPPP Certified Peer Program Educator program (see http ://peerprogramprofessionals.org/certification program s). Using CPPE after your name lets others know that you are trained and continue to learn more in the field to provide quality programs that demonstrates "Best Practices" in operating a peer program.
What is NAPPP?
National Association of Peer Program Professionals is an organization that promotes professionalism in the field of peer programs. Its members are adult professionals who work in the field, primarily with youth, and who have joined together to encourage, promote, improve and evaluate peer programs. NAPPP believes that youth are resources who are trained, supervised and supported to help others. The organization is a 501(c)(3), nonprofit organization.
What is the history of NAPPP?
NAPPP, formally NAPP and NPHA have been in existence for more than 35 years as a non-profit organization. It has provided conferences, training institutes, technical assistance, and professional publications, NAPPP Programmatic Standards and Ethics, Rubric to evaluate Programmatic Standards, certifications for the professional program, organization and curriculum, networking opportunities, website, cadre of professional trainers and professional standards, and presented relevant webinars.
Why participate in the Certification of Programs and People?
NAPPP Certified Peer Program and Certified Peer Program Educators intend:
* to promote professional standards, practices and ethics;
* to encourage self-assessment by offering guidelines for achievement;
* to improve performance by encouraging participation in a continuing program of professional growth and development;
* to acknowledge a level of educational training essential for effective peer program administration and/or operations;
* to foster professional contributions to the field;
* to maximize the benefits received by the peer program community.
* NAPPP offers Certification for Professionals in Peer Programs (CPPE), Certification for Peer Programs (CPP), Certification for Organizations with Peer Programs (COPP), Certification for Peer Curriculum (CPC) and Certification for Trainers/Consultants (CPT).
What are the fees?
NAPPP Membership: $50.00 yearly. Complimentary for first year if you participate in a Training Institute or Conference. Annual renewal October 1.
Certified Peer Program:
$100.00 for initial review. Certificate and letter are received. Annual Renewal in October: $50.00 including update on what is new with your program to update on our website
Certified Peer Program Educator: $35.00 for initial review/$20.00 yearly thereafter. Annual Renewal in October
Join others to be a part of professionalism in the field of peer programs.
* [To be informed of your professional status and about ethics it is recommended that you read Chapter 2 of Black, D.R, Foster, E.S., and Tindall, J.A. (2012). Evaluation of peer and prevention programs: A blueprint for successful design and implementation. New York: Taylor & Francis Group ISBN: 978-0-415-88478