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National Association of Peer Program Professionals: Peer Helping Program Rubric.

David R. Black

Sue Routson

Judith A. Tindall

(Revised January, 2018)

Acknowledgements: The authors thank Damon Spight and Carolyn Wegner for their contributions to early development and drafts of the rubric.

Author Addresses:

David R. Black, PhD, MPH, HSPP, CHES, FASHA, FSBM, FAAHB, CPPE, NAPPP Certified Trainer/Consultant

Professor Emeritus of Health and Kinesiology; Health Sciences; Nutrition Sciences; Nursing; Purdue Polytechnic Institute--Computer Information and Technology; Professor Emeritus and Associate Director Homeland Security Institute Purdue University, 800 W. Stadium Avenue, West Lafayette, IN 47906-2046 765-743-4001 (Off Campus Office), 765-746-2306 (Off Campus FAX)

randyblackphd@gmail.com

Sue Routson, MS, CPPE, NAPPP Certified Trainer/Consultant, Licensed Teacher--Indiana Secondary, Retired

Founding Director, Peer Information Center for Teens, Inc., Retired 4566 Smyrna Road, Richmond, IN 47374 765-914-7533

Judith A. Tindall, PhD, CPPE, NAPPP Certified Trainer/Consultant

Clinical Psychologist

Psychological Network, Inc., 58 Portwest Ct., St. Charles, MO 63303 636-916-5800 www.psynetinc.com

psynetinc@sbcglobal.net

Project Background:

The Indiana Department of Education, under the direction of Phyllis Lewis, commissioned the National Association of Peer Programs (NAPP), formerly known as the National Peer Helpers Association, now known as the National Association of Peer Program Professionals (NAPPP) and the authors listed above to develop a rubric for peer helping programs. Funding from the Centers for Disease Control and Prevention awarded to the Indiana Department of Education sponsored the project. Additional financial support was received through a multi-project collaboration with the Partners in Active Learning Support (PALS) program of the National Future Farmers of America Organization.

Rubric Development:

Development of the rubric began with a review of the NAPPP Programmatic Standards and Ethics. The Standards were either stated directly in the rubric or the essence summarized. In a few instances, the Standards were modified to reflect recent developments or more informed or preferred practices.

Benchmarks for assessment were developed. Numeric values were assigned to these benchmarks and adjectives to estimate the degree to which a program complies with a component within a standard. A profile can be developed by rating each component.

In July, 2009, NAPP became incorporated as the National Association of Peer Program Professionals (NAPPP) to clarify that it serves the peer program professional adults who train, supervise, and provide programming for peers of all ages who want to help others.

In July, 2014, and January, 2018, the NAPPP Standards, Ethics, and Rubric were modified to reflect current terminology and indicators of effectiveness determined by ongoing meta-analyses of peer programs. An appendix also was added with specific indicators to be included when designing or evaluating training for prevention education or intervention programs in common topical areas.

Intended Uses of the Rubric:

* Guide for designing peer-helping programs.

* Means for ascertaining what constitutes a peer-helping program.

* Tool for evaluating peer-helping programs.

* Instrument for developing individual peer program profiles to assess program strengths and areas for improvement.

* Means to organize and focus professional training based on the NAPPP Standards and Ethics.

* Means of self-evaluation for programs seeking national certification from the NAPPP.

* Means for deciding on program certification by the NAPPP Program Development Committee.

Scoring:

Overview: The Standards are numbered from 1 - 11 in the rubric. Under each Standard are several components. Each component is rated by placing an "X" in the box under the adjective that best describes the particular peer-helping program being evaluated. In other words, each component is rated as either "advanced," "proficient," "basic," or "below basic standards or does not meet standard." In some cases, a component will not apply, and it will be rated as non-applicable ("NA"). No numeric value is assigned in this instance. Notice that numeric values are assigned to the four adjectives mentioned previously and the values assigned are from 3 - 0, respectively.

Criterion Reference Scoring: The acceptable score is 2 ("proficient") and above. A score of 1 or 0 ("basic and below") equates to needs improvement. In actuality, any component rated less than 3 or "advanced" needs improvement. The attached graphic can be used to develop a profile to more easily identify strengths and areas of improvement.

Personal Program Scoring : Another way to assess a program is to sum all the values for all items with a numeric score to derive a total score. Again, "NA" items will not be included in the sum. Divide by the total number of components receiving a numeric value to derive a mean. Then compute the standard deviation (SD). Any value equal to or greater than 1 SD above the mean is a strength, and any value equal to or below 1 SD below the mean is a component that needs improvement.
Standard 1: Program Start-Up Planning
Program planning includes a needs assessment, purpose,
goals/objectives, procedures, and compliance.

COMPONENTS        ADVANCED                     PROFICIENT
                    (3)                           (2)

RATIONALE   Clear and compelling         Clear and compelling
            based on a community,        based on a program needs
            organizational, and          assessment
            program needs
            assessment
PURPOSE     Derived from rationale and   Derived from rationale and
            reflects community,          reflects organizational and
            organizational, and          program vision, mission,
            program vision, mission,     aims, goals, and objectives
            aims, goals, and objectives
GOALS       Corresponds with             Corresponds with
and         program's purpose at the     program's purpose at the
OBJECTIVES  community,                   organizational and
            organizational, and          program levels and are
            program levels and are       clear, realistic, and
            clear, realistic, and        achievable
            achievable
PROCEDURES  All procedures align with    Most procedures are
            community,                   consistent with the program's
            organizational, and          purpose and are
            program vision, mission,     clear, systematic,
            goals, and objectives and    progressive, and organized
            are clear, systematic,
            progressive, and organized
COMPLIANCE  Complies with 100 - 95%      Complies with 94 - 80% of
            of NAPPP Programmatic        the NAPPP Programmatic
            and Ethical Standards        and Ethical Standards

COMPONENTS           BASIC               BELOW BASIC OR DOES
                      (1)                  NOT MEET STANDARD
                                                  (0)

RATIONALE   Stated but not based on a   None
            needs assessment

PURPOSE     Only reflects program       None
            vision, mission, aims,
            goals, and objectives

GOALS       Only corresponds with       Most to all of the goals do
and         program's purpose at the    not correspond with
OBJECTIVES  program level, nonetheless  program's purpose and/or
            are clear, realistic, and   lack clarity, practicality,
            achievable                  and attainability

PROCEDURES  Few procedures are          The procedures are
            consistent with the         inconsistent with the
            program's purpose           program's purpose and
            nonetheless are clear,      several are vague, lack
            systematic, progressive,    progression, and appear
            and organized               unorganized

COMPLIANCE  Complies with 79 - 50% of   Complies with less than
            the NAPPP Programmatic      50% of NAPPP Programmatic
            and Ethical Standards       and Ethical Standards

Standard 2: Program Commitment
Commitment is evidenced by consistent active involvement by program
administrators, community supporters, program staff, and advisory
committee members. It also entails identifying financial and logistical
resources.

COMPONENTS                    ADVANCED                  PROFICIENT
                                (3)                        (2)

ADMINISTRATIVE/     Full                        Strong
COMMUNITY SUPPORT
ADVISORY COMMITTEE  100 - 95% of the advisory   94 - 75% of the advisory
MEMBERS/ COMMUNITY  committee members           committee members
PROGRAM VOLUNTEERS  consistently promote and    consistently promote and
                    support program             support program
                    ownership by staff          ownership by staff
                    Mirrors 100 - 95% of        Mirrors 94 - 75% of
                    school population/service   school population
                    area in such ways as race,  /service area in such
                    gender, age, religion, and  ways as race, gender,
                    occupations e.g.,           age, religion, and
                    business/ industry,         occupation e.g.,
                    academia, social services,  business/industry,
                    religion, government)       academia, social
                                                services, religion,
                                                government)

COMPONENTS                    BASIC               BELOW BASIC OR DOES
                               (1)                 NOT MEET STANDARD
                                                          (0)

ADMINISTRATIVE/     Minimal                     None
COMMUNITY SUPPORT
ADVISORY COMMITTEE  74 - 50% of the advisory    Less than 50% of the
MEMBERS/ COMMUNITY  committee members           advisory committee
PROGRAM VOLUNTEERS  consistently promote and    members consistently
                    support program             promote and support
                    ownership by staff          program ownership by
                    Mirrors 74 - 50% of school  staff Mirrors less than
                    population/service area in  50% of school population
                    such ways as race, gender,  /service area in such
                    age, religion, and          ways as race, gender,
                    occupation e.g.,            age, religion, and
                    business/industry,          occupation e.g.,
                    academia, social            business/ industry,
                    services, religion,         academia, social
                    government)                 services, religion,
                                                government)

Standard 3: Program Staffing
Staff is qualified to implement a peer-helping program based on
training, experience, commitment to the peer program philosophy,
personal and professional characteristics, and teaching as well as
communication skills.

COMPONENTS                          ADVANCED
                                      (3)

RELEVANT EDUCATIONAL        Certified Peer Program
AND PRATICAL                Educator CPPE)
EXPERIENCE AND              100 - 95% of trained peers
MASTERY OF PEER             comply with NAPPP
TRAINING AND                Ethical Standards
SUPERVISION CONCEPTS
STAFF HAVE POSITIVE         Advocate for trained peers
RAPPORT WITH                who is well known, liked,
POPULATION FROM             and respected
WHICH PEERS
ARE SELECTED
STAFF IS                    100 - 90% in compliance
KNOWLEDGEABLE ABOUT         with NAPPP Programmatic
AND COMMITTED TO THE        Standards and
PRINCIPLES OF PEER          Ethics and 100 - 90%
HELPING                     committed to the
                            principles presented in
                            that document
PEERS FEEL OWNERSHIP        Expressed by 100 - 90% of
OF AND INVOLVEMENT          trained peers
IN PROGRAM
STAFF IS                    100 - 90% correct on
KNOWLEDGEABLE ABOUT         verbal examination about
THE PROGRAM SETTING         matters relevant to the
                            program setting
STAFF ABLE TO               100 - 90% of trained
ARTICULATE PROGRAM          peers, other staff, the
NEEDS AND GOALS             sponsoring agency, and
                            community respondents
                            report professional staff
                            clearly grasp the program's
                            needs and goals and
                            effectively articulate the
                            program's nature and
                            purpose
LEADER RECOGNIZES           100 - 90% agreement by
IMPORTANCE OF SERVING       peers, staff, sponsoring
AS POSITIVE ROLE            agency, and broader
MODEL PERSONALLY            community about the
AND PROFESSIONALLY          importance of being a
                            positive role model
STAFF IS FAMILIAR WITH      100 - 90 % familiar with
DIFFERENT LEARNING          definitions of various
STYLES TO INCLUDE           learning styles
EXPERIENTIAL AND
DIDACTIC
STAFF IS EFFECTIVE WITH     3+ years experience in
GROUPS                      leading groups
TRAINING AND                100 - 90% mastery of
SUPERVISION                 training and supervision
                            concepts and skills

COMPONENTS                       PROFICIENT
                                    (2)

RELEVANT EDUCATIONAL       Non-certified educator
AND PRATICAL               with 3-5 years experience
EXPERIENCE AND             94 - 90% of trained peers
MASTERY OF PEER            comply with NAPPP
TRAINING AND               Ethical Standards
SUPERVISION CONCEPTS
STAFF HAVE POSITIVE        Advocate for trained peers
RAPPORT WITH               who is well liked
POPULATION FROM
WHICH PEERS
ARE SELECTED
STAFF IS                   89 - 80% in compliance
KNOWLEDGEABLE ABOUT        with NAPPP Programmatic
AND COMMITTED TO THE       Standards and
PRINCIPLES OF PEER         Ethics and 89 -80%
HELPING                    committed to the
                           principles presented in
                           that document
PEERS FEEL OWNERSHIP       Expressed by 89 - 80% of
OF AND INVOLVEMENT         trained peers
IN PROGRAM
STAFF IS                   89 - 80% correct on verbal
KNOWLEDGEABLE ABOUT        examination about
THE PROGRAM SETTING        matters relevant to the
                           program setting
STAFF ABLE TO              89 - 80% of trained peers,
ARTICULATE PROGRAM         other staff, the sponsoring
NEEDS AND GOALS            agency, and community
                           respondents report
                           professional staff clearly
                           grasp the program's needs
                           and goals and effectively
                           articulate the program's
                           nature and purpose

LEADER RECOGNIZES          89 - 80% agreement by
IMPORTANCE OF SERVING      peers, staff, sponsoring
AS POSITIVE ROLE           agency, and broader
MODEL PERSONALLY           community about the
AND PROFESSIONALLY         importance of being a
                           positive role model
STAFF IS FAMILIAR WITH     89 - 80% familiar with
DIFFERENT LEARNING         definitions of various
STYLES TO INCLUDE          learning styles
EXPERIENTIAL AND
DIDACTIC
STAFF IS EFFECTIVE WITH    2 - 3 years experience in
GROUPS                     leading groups
TRAINING AND               89 - 80% mastery of
SUPERVISION                training and supervision
                           concepts and skills

COMPONENTS                          BASIC
                                    (1)

RELEVANT EDUCATIONAL       Non-certified educator
AND PRATICAL               with 1-2 years experience
EXPERIENCE AND             89 - 80% of trained peers
MASTERY OF PEER            comply with NAPPP
TRAINING AND               Ethical Standards
SUPERVISION CONCEPTS
STAFF HAVE POSITIVE        Advocate for trained peers
RAPPORT WITH
POPULATION FROM
WHICH PEERS
ARE SELECTED
STAFF IS                   79 - 50% in compliance
KNOWLEDGEABLE ABOUT        with NAPPP Programmatic
AND COMMITTED TO THE       Standards and
PRINCIPLES OF PEER         Ethics and 79 - 50%
HELPING                    committed to the
                           principles presented in
                           that document
PEERS FEEL OWNERSHIP       Expressed by 79 - 50% of
OF AND INVOLVEMENT         trained peers
IN PROGRAM
STAFF IS                   79 - 50% correct on verbal
KNOWLEDGEABLE ABOUT        examination about
THE PROGRAM SETTING        matters relevant to the
                           program setting
STAFF ABLE TO              79 - 50% of trained peers,
ARTICULATE PROGRAM         other staff, the sponsoring
NEEDS AND GOALS            agency, and community
                           respondents report
                           professional staff clearly
                           grasp the program's needs
                           and goals and effectively
                           articulate the program's
                           nature and purpose

LEADER RECOGNIZES          79 - 50% agreement by
IMPORTANCE OF SERVING      peers, staff, sponsoring
AS POSITIVE ROLE           agency, and broader
MODEL PERSONALLY           community about the
AND PROFESSIONALLY         impor-tance of being a
                           positive role model
STAFF IS FAMILIAR WITH     79 - 50% familiar with
DIFFERENT LEARNING         definitions of various
STYLES TO INCLUDE          learning styles
EXPERIENTIAL AND
DIDACTIC
STAFF IS EFFECTIVE WITH    1 - 2 years experience in
GROUPS                     leading groups
TRAINING AND               79 - 50% mastery of
SUPERVISION                training and supervision
                           concepts and skills

COMPONENTS                 BELOW BASIC OR DOES
                             NOT MEET STANDARD
                                    (0)

RELEVANT EDUCATIONAL       None
AND PRATICAL               Less than 79% of trained
EXPERIENCE AND             peers comply with NAPPP
MASTERY OF PEER            Ethical Standards
TRAINING AND
SUPERVISION CONCEPTS
STAFF HAVE POSITIVE        Little to no rapport with
RAPPORT WITH               trained peers
POPULATION FROM
WHICH PEERS
ARE SELECTED
STAFF IS                   Less than 50% compliance
KNOWLEDGEABLE ABOUT        with NAPPP Programmatic
AND COMMITTED TO THE       Standards and
PRINCIPLES OF PEER         Ethics and less than 50%
HELPING                    committed to the
                           principles presented in
                           that document
PEERS FEEL OWNERSHIP       Expressed by less than 50%
OF AND INVOLVEMENT         of trained peers
IN PROGRAM
STAFF IS                   Less than 50% correct on
KNOWLEDGEABLE ABOUT        verbal examination about
THE PROGRAM SETTING        matters relevant to the
                           program setting
STAFF ABLE TO              Less than 50% of trained
ARTICULATE PROGRAM         peers, other staff, the
NEEDS AND GOALS            sponsoring agency, and
                           community respondents
                           report professional staff
                           clearly grasp the program's
                           needs and goals and effectively
                           articulate program's
                           nature and purpose

LEADER RECOGNIZES          Less than 50% agreement
IMPORTANCE OF SERVING      by peers, staff, sponsoring
AS POSITIVE ROLE           agency, and broader
MODEL PERSONALLY           community about the
AND PROFESSIONALLY         importance of being a
                           positive role model
STAFF IS FAMILIAR WITH     Less than 50% familiar
DIFFERENT LEARNING         with definitions of various
STYLES TO INCLUDE          learning styles
EXPERIENTIAL AND
DIDACTIC
STAFF IS EFFECTIVE WITH    Less than 1 year experience
GROUPS                     in leading groups
TRAINING AND               Less than 50% mastery of
SUPERVISION                training and supervision
                           concepts and skills

Standard 4: Program Organizational Structure
Organizational structure has clear lines of authority, responsibility,
and communication that reflect the nature and purpose of the program.

COMPONENTS                  ADVANCED                 PROFICIENT
                              (3)                       (2)

LINES OF AUTHORITY  Has flow chart            No flow chart; lines of
                    designating positions     authority, responsibility,
                    of authority,             and communication are
                    responsibility, and       implied based upon
                    communication             program culture
NATURE AND PURPOSE  Structure congruent with  Program structure
OF THE PROGRAM      purpose of program        generally evident, clear,
                                              and consistent with
                                              program purpose

COMPONENTS                     BASIC                BELOW BASIC OR DOES
                                (1)                  NOT MEET STANDARD
                                                           (0)

LINES OF AUTHORITY    No flow chart; lines of       None
                      authority, responsibility,
                      and communication are
                      ambiguous

NATURE AND PURPOSE    Program structure is          None
OF THE PROGRAM        ambiguous relative to the
                      structure of the program

Standard 5: Program Screening and Selection
Screening and selection of peers are prudent and systematic.(*)

COMPONENTS           ADVANCED                      PROFICIENT
                       (3)                            (2)

SCREENING     Includes ascertaining the     Includes ascertaining most
              following about the           of the following about the
              applicant:                    applicant:
              Concern for others            Concern for others
              Trustworthiness               Trustworthiness
              Helping attitude              Helping attitude
              Emotional stability           Emotional stability
              Effectiveness as a role       Effectiveness as a role
              model                         model
              Understanding of the          Understanding of the
              types of services to be       types of services to be
              provided                      provided
              Commitment to the             Commitment to the
              program services offered      program services offered
              Ability to converse and be
              sensitive to the population   Ability to converse and be
              served                        sensitive to the population
                                            served

SELECTION(a)  Established selection         Established selection
              criteria are distributed      criteria are selectively
                                            distributed
              A formal application is       A formal application is
              required that clearly         required that partially
              explains the purpose of       explains the purpose of
              the program, requests         the program, requests
              infor-mation based on         information based on
              specific selection criteria,  specific selection criteria,
              and requires written          and written supervisor
              supervisor                    recommendations
              recommendations
              Structured interviews are     Structured interviews are
              conducted to ascertain        conducted to ascertain
              whether the applicant         some of whether the
              possesses helping             applicant possesses
              characteristics and skills;   helping characteristics and
              is emotionally stable;        skills; is emotionally
              understands, is committed     stable; under-stands, is
              to and available to           committed to and
              provide services; is          available to provide
              reflective of and sensitive   services; is reflective of
              to the service population;    and sensitive to the service
              can effectively manage        population; can effectively
              groups                        manage groups
              Peers required to             Peers demonstrate a few
              demonstrate helping           helping characteristics and
              characteristics and skills    skills

COMPONENTS             BASIC                   BELOW BASIC OR DOES
                        (1)                     NOT MEET STANDARD
                                                       (0)

SCREENING     Includes ascertaining some    Fails to include
              of the following about the    ascertaining most of the
              applicant:                    following about the
              Concern for others            applicant: Concern for
              Trustworthiness               others Trustworthiness
              Helping attitude              Helping attitude
              Emotional stability           Emotional stability
              Effectiveness as a role       Effectiveness as a role
              model                         model
              Understanding of the          Understanding of the
              types of services to be       types of services to be
              provided                      provided
              Commitment to the             Commitment to the
              program services offered      program services offered

              Ability to converse and be    Ability to converse and be
              sensitive to the population   sensitive to the population
              served                        served

SELECTION(a)  Established selection          Accept all who want to be
              criteria are not distributed   trained peers

              A formal application is        No formal application
              required that requests         required
              information based on
              specific selection criteria,
              and written supervisor
              recommendations

              Structured interviews are      No interviews conducted
              conducted to ascertain
              whether the applicant
              possesses helping
              characteristics and skills

              Helping characteristics        No requirement to
              and skills are unrelated to    demonstrate helping
              program focus                  characteristics and skills

(*) A thorough and prudent screening and selection process should occur
whether the screening process is "formal" or "informal."

Standard 6: Program Training Program training will provide trained
peers with the knowledge and skills needed to be effective in a
variety of peer helping roles.(**)

COMPONENTS          ADVANCED                      PROFICIENT
                      (3)                            (2)

ROLE OF     100 - 90% of trained peers     89 - 75% of trained peers
TRAINED     are committed to the           are committed to the
PEERS       orientation of the program     orientation of the program
            100 - 90% of the trained       89 - 75% of the trained
            peers are consistently         peers are consistently
            caring, accepting, genuine,    caring, accepting, genuine,
            understanding, and             understanding, and
            trustworthy                    trustworthy
            100 - 90% of the trained       89 - 75% of the trained
            peers are consistently         peers are consistently
            self-aware                     self-aware
            100 - 90% of the trained       89 - 75% of the trained
            peers always model             peers always model
            healthy behaviors/ lifestyle   healthy behaviors/lifestyle

            100 - 90% of trained peers     89 - 75% of trained peers
            do not offer advice,           do not offer advice,
            propose solutions, or          propose solutions, or
            impose values                  impose values
            100 - 90% of trained peers      89 - 75% of trained peers
            consistently recognize          consistently recognize
            their limitations in peer       their limitations in peer
            helping skills                  helping skills
            100 - 90% of trained peers      89 - 75% of trained peers
            consistently develop            consistently develop
            individual and group trust      individual and group trust
            100 - 90% of trained peers      89 - 75% of trained peers
            are consistently and            are consistently and
            appropriately using other       appropriately using other
            trained peers for support       trained peers for support
            100 - 95% of trained peers      94 - 85% of trained peers
            comply with the personal        comply with the personal
            code of ethics and              code of ethics and
            standards of behavior           standards of behavior
            published by NAPPP              published by NAPPP
            100 - 90% of trained peers      89 - 75% of trained peers
                                            coach helpees
            100 - 90% of trained peers      89 - 75% of trained peers
            facilitate sharing of           facilitate sharing of
            personal feelings/              personal feelings
            concerns                        /concerns
            100 - 90% of trained peers      89 - 75% of trained peers
            teach helpees                   teach helpees
            organizational skills           organizational skills
            100 - 90% of trained peers      89 - 75% of trained peers
            teach leadership skills         teach leadership skills
CONFIDEN-   100% of the trained peers       99 - 80% of the trained
TIALITY/    adhere to all NAPPP Code        peers adhere to all NAPPP
LIABILITY   of Ethics, know how to          Code of Ethics, know how
ISSUES      recognize potential threats     to recognize potential
            to safety and well-being,       threats to safety and
            are aware of limitations        well-being, are aware of
            and responsibilities, and       limitations and
            have access to professional     responsibilities, and have
            staff who can make              access to professional staff
            appropriate referrals           who can make appropriate
                                            referrals
            100% of the trained peers       99 - 80% of trained peers
            promptly and                    promptly and
            appropriately report            appropriately report
            potential threats to            potential threats to
            personal safety or the          personal safety or the
            well-being of trained peers,    well-being of trained peers,
            helpees, or others              helpees, or others
            100 - 90% of trained peers      89 - 75% of trained peers
            consistently demonstrate        consistently demonstrate
            active listening skills to      active listening skills to
            include verbal/nonverbal        include verbal/nonverbal
            and facilitative responding     and facilitative responding
            skills                          skills
            100 - 95% of the trained        94 - 80% of the trained
            peers effectively manage        peers effectively manage
            issues related to cultural      issues related to cultural
            diversity                       diversity
PROBLEM-    100 - 95% of the trained        94 - 80% of the trained
SOLVING/    peers are effective at          peers are effective at
DECISION-   problem solving and             problem solving and
MAKING      decision making                 decision making
SKILLS      100 - 95% of the trained        94 - 80% of the trained
            peers effectively use           peers effectively use
            various mediation               various mediation
            techniques                      techniques
ADDITIONAL  100 - 95% of the trained        94 - 80% of the trained
ISSUES      peers are knowledgeable         peers are knowledgeable
AND TOPICS  about motivational and          about motivational and
            reinforcement principles of     reinforcement principles of
            behavior change and             behavior change and
            individual and group            individual and group
            dynamics and facilitation       dynamics and facilitation
            techniques                      techniques
            100 - 95% of the peers are      94 - 80% of the peers are
            knowledgeable about             knowledgeable about
            social/cultural influences      social/cultural influences
            and differences                 and differences
            100 - 95% of the trained        94 - 80% of the trained
            peers are effective at peer     peers are effective at peer
            tutoring strategies             tutoring strategies
            100 - 95% of the trained        94 - 80% of the trained
            peers are effective at crisis   peers are effective at
            management                      crisis management
            100 - 95% of the trained        94 - 80% of the trained
            peers are effective at          peers are effective at
            conflict resolution             conflict resolution
            100 - 95% of the trained        94 - 80% of the trained
            peers are effective at          peers are effective at
            working with special needs      working with special needs
            populations                     populations
            100 - 95% of the trained        94 - 80% of the trained
            peers are effective as          peers are effective as
            telephone "hotline"             telephone "hotline"
            managers                        managers
            100 - 95% of the trained        94 - 80% of the trained
            peers are highly                peers are highly
            knowledgeable about at          knowledgeable about at
            least one detrimental           least one detrimental
            social, emotional,              social, emotional,
            biological, and/or              biological, and/or
            developmental issue             developmental issue
            impacting peers (e.g.,          impacting peers (e.g.,
            substance abuse, STI's,         substance abuse, STI's,
            gangs, and family               gangs, and family
            relations)                      relations)
            100 - 95% of the trained        94 - 80% of the trained
            peers are knowledgeable         peers are knowledgeable
            about referral resources,       about referral resources,
            services, and programs          services, and programs

COMPONENTS         BASIC                     BELOW BASIC OR DOES
                    (1)                       NOT MEET STANDARD
                                                     (0)

ROLE OF     74 - 50% trained peers are     Less than 50% of trained
TRAINED     committed to the               peers are committed to
PEERS       orientation of the program     the orientation of the
            74 - 50% of the trained        Less than 50% of trained
            peers are consistently         peers are consistently
            caring, accepting, genuine,    caring, accepting, genuine,
            understanding and              understanding and
            trustworthy                    trustworthy
            74 - 50% of the trained        Less than 50% of the
            peers are consistently         trained peers are
            self-aware                     consistently self-aware
            74 - 50% of the trained        Less than 50% of the
            peers always model             trained peers always
            healthy behaviors/ lifestyle   model healthy behaviors
                                           /lifestyle
            74 - 50% of trained peers      Less than 50% of trained
            do not offer advice,           peers do not offer advice,
            propose solutions, or          propose solutions, or
            impose values                  impose values
            74 - 50% of trained peers      Less than 50% of trained
            consistently recognize         peers consistently
            their limitations in peer      recognize their limitations
            helping skills                 in peer helping skills
            74 - 50% of trained peers      Less than 50% of trained
            consistently develop           peers consistently develop
            individual and group trust     individual and group trust
            74 - 50% of trained peers      Less than 50% of trained
            are consistently and           peers are consistently and
            appropriately using other      appropriately using other
            trained peers for support      trained peers for support
            84 - 75% of trained peers      Less than 74% of trained
            comply with the personal       peers comply with the
            code of ethics and             personal code of ethics
            standards of behavior          and standards of behavior
            published by NAPPP             published by NAPPP
            74 - 50% of trained peers      Less than 50% of trained
            coach helpees                  peers coach helpees
            74 - 50% of trained peers      Less than 50% of trained
            facilitate sharing of          peers facilitate sharing of
            personal feelings/             personal feelings
            concerns                       /concerns
            74 - 50% of trained peers      Less than 50% of trained
            teach helpees                  peers teach helpees
            organizational skills          organizational skills
            74 - 50% of trained peers      Less than 50% of trained
            teach leadership skills        peers teach leadership skill
CONFIDEN-   79% - 50% of the trained       Less than 50% of the
TIALITY/    peers adhere to all NAPPP      trained peers adhere to all
LIABILITY   Code of Ethics, know how       NAPPP Code of Ethics,
ISSUES      to recognize potential         know how to recognize
            threats to safety and          potential threats to safety
            well-being, are aware of       and well-being, are aware
            limitations and                of limitations and
            responsibilities, and have     responsibilities, and have
            access to professional staff   access to professional staff
            who can make appropriate       who can make appropriate
            referrals                      referrals
            79 - 50% of the trained        Less than 50% of the
            peers promptly and             trained peers promptly
            appropriately report           and appropriately report
            potential threats to           potential threats to
            personal safety or the         personal safety or the
            well-being of trained peers,   well-being of trained peers,
            helpees, or others             helpees, or others
            74 - 50% of trained peers      Less than 50% of trained
            consistently demonstrate       peers consistently
            active listening skills to     demonstrate active listening
            include verbal/nonverbal       skills to include verbal
            and facilitative responding    /nonverbal and facilitative
            skills                         responding skills
            79 - 50% of the trained        Less than 50% of the
            peers effectively manage       trained peers effectively
            issues related to cultural     manage issues related to
            diversity                      cultural diversity
PROBLEM-    79 - 50% of the trained        Less than 50% of the
SOLVING/    peers are effective at         trained peers are effective
DECISION-   problem solving and            at problem solving and
MAKING      decision making                decision making
SKILLS      79 - 50% of the trained        Less than 50% of the
            peers effectively use          trained peers effectively
            various mediation              use various mediation
            techniques                     techniques
ADDITIONAL  79 - 50% of the trained        Less than 50% of trained
ISSUES      peers are knowledgeable        peers are knowledgeable
AND TOPICS  about motivational and         about motivational and
            reinforcement principles of    reinforcement principles of
            behavior change and            behavior change and
            individual and group           individual and group
            dynamics and facilitation      dynamics and facilitation
            techniques                     techniques
            79 - 50% of the peers are      Less than 50% of the peers
            knowledgeable about            are knowledgeable about
            social/cultural influences     social/cultural influences
            and differences                and differences
            79 - 50% of the trained        Less than 50% of the
            peers are effective at peer    trained peers are effective
            tutoring strategies            at peer tutoring strategies
            79 - 50% of the trained        Less than 50% of the
            peers are effective at crisis  trained peers are effective
            management                     at crisis management
            79 - 50% of the trained        Less than 50% of the
            peers are effective at         trained peers are effective
            conflict resolution            at conflict resolution
            79 - 50% of the trained        Less than 50% of the
            peers are effective at         trained peers are effective
            working with special needs     at working with special
            populations                    needs populations
            79 - 50% of the trained        Less than 50%of the
            peers are effective as         trained peers are effective
            telephone "hotline"            as telephone "hotline"
            managers                       managers
            79 - 50% of the trained        Less than 50% of the
            peers are highly               trained peers are highly
            knowledgeable about at         knowledgeable about at
            least one detrimental          least one detrimental
            social, emotional,             social, emotional,
            biological, and/or             biological, and/or
            developmental issue            developmental issue
            impacting peers e.g.,          impacting peers e.g.,
            substance abuse, STI's,        substance abuse, STI's,
            gangs, and family              gangs, and family
            relations)                     relations)
            79 - 50% of the trained        Less than 50% of the
            peers are knowledgeable        trained peers are
            about referral resources,      knowledgeable about
            services, and programs         referral resources,
                                           services, and programs

(**)Note: "Below Basic" or "Does Not Meet Standard" also can be scored
as non-applicable (NA). If scored as NA, give a score of 3 so the total
score is not negatively influenced.

Standard 7: Program Service Delivery
Service delivery will include a variety of structured opportunities to
engage in meaningful, productive, helping roles to assist the
population served.

COMPONENTS       ADVANCED                     PROFICIENT
                   (3)                           (2)

SERVICE   100 - 95% of the trained       94 - 80% of the trained
DELIVERY  peers are engaged in a         peers are engaged in a
          variety of meaningful,         variety of meaningful,
          productive helping roles       productive helping roles
          reflective of program goals    reflective of program goals
          100 - 95% of the trained       94 - 80% of the trained
          peers can apply the            peers can apply the
          knowledge and skills           knowledge and skills
          acquired during training       acquired during training
          100 - 95% of trained peers     94 - 80% of trained peers
          and helpees alike              and helpees alike acknowledge
          acknowledge ehancement of      enhancement of
          personal growth and            personal growth and
          positive development           positive development
          100 - 95% of the trained       94 - 80% of the trained
          peers utilize ongoing          peers utilize opportunities
          opportunities for              for continued learning and
          continued learning and         training
          training
GENERAL   100 - 95% of trained peers     94 - 80% of trained peers
PROGRAM   apply appropriate              apply appropriate
CONSIDE-  interventions                  interventions
RATIONS   100 - 95% of the trained       94 - 80% of the trained
          peers consistently identify    peers consistently identify
          crisis intervention            crisis intervention
          possibilities for various      possibilities for various
          situations                     situations
          100 - 95% of the trained       94 - 80% of the trained
          peers consistently             peers consistently
          recognize/report all           recognize/report all
          threatening situations         threatening situations
          100 - 95% of the trained       94 - 80% of the trained
          peers consistently practice    peers consistently practice
          critiquing conflict            critiquing conflict
          resolution in de-briefing      resolution in de-briefing
          sessions following specific    sessions following specific
          events                         events
          100 - 95% of the trained       94 - 80% of the trained
          peers consistently perform     peers consistently perform
          to standard in their           to standard in their
          anticipated roles              anticipated roles
          100 - 95% of the trained       94 - 80% of the trained
          peers participate in           peers participate in
          regularly scheduled teaching   regularly scheduled
          ing/learning sessions          teaching/learning sessions
          100 - 95% of the trained       94 - 80% of the trained
          peers receive training that    peers receive training that
          is consistent and              is consistent and
          progressively sequenced        progressively sequenced
          from basic to advanced         from basic to advanced

          100 - 95% of the trained       94 - 80% of the trained
          peers receive training that    peers receive training that
          utilizes a variety of          utilizes a variety of
          effective, interactive,        effective, interactive,
          experiential teaching          experiential teaching
          techniques                     techniques
          100 - 95% of the trained       94 - 80% of the trained
          peers receive training that    peers receive training that
          provides essential             provides essential
          information about referral     information about referral
          resources and services         resources and services
          100 - 95% of the trained       94 - 80% of the trained
          peers are knowledgeable        peers are knowledgeable
          about what constitutes an      about what constitutes an
          appropriate role model         appropriate role model
          and their responsibilities     and their responsibilities
          are clear and concise          are clear and concise

          100 - 95% of the trained       94 - 80% of the trained
          peers have ready access to     peers have ready access to
          professional staff             professional staff
          100 - 95% of the trained       94 - 80% of the trained
          peers have a support           peers have a support
          system in place for            system in place for
          themselves and each other      themselves and each other
          100 - 95% of the trained       94 - 80% of the trained
          peers are knowledgeable        peers are knowledgeable
          about appropriate referral     about appropriate referral
          resources                      resources

COMPONENTS           BASIC                 BELOW BASIC OR DOES
                      (1)                   NOT MEET STANDARD
                                                   (0)

SERVICE      79 - 50% of the trained       Less than 50% of the
DELIVERY     peers are engaged in a        trained peers are engaged
             variety of meaningful,        in a variety of meaningful,
             productive helping roles      productive helping roles
             reflective of program goals   reflective of program goals
             79 - 50% of the trained       Less than 50% of trained
             peers can apply the           peers can apply the
             knowledge and skills          knowledge and skills
             acquired during training      acquired during training
             79 - 50% of trained peers     Less than 50% of trained
             and helpees alike             peers and helpees alike
             acknowledge ehancement of     acknowledge ehancement
             personal growth and           of personal growth and
             positive development          positive development
             79 - 50% of the trained       Less than 50% of the
             peers utilize opportunities   trained peers utilize
             for continued learning and    opportunities for
             training                      continued learning and
                                           training
GENERAL      79 - 50% of trained peers     Less than 50% of trained
PROGRAM      apply appropriate             peers apply appropriate
CONSIDE-     intervention                  interventions
RATIONS      79 - 50% of the trained       Less than 50% of the
             peers consistently identify   trained peers consistently
             crisis intervention           identify crisis intevention
             possibilities for various     possibilities for various
             situations                    situations
             79 - 50% of the trained       Less than 50% of the
             peers consistently            trained peers consistently
             recognize/report all          recognize/report all
             threatening situations        threatening situations
             79 - 50% of the trained       Less than 50% of the
             peers consistently practice   trained peers consistently
             critiquing conflict           practice critiquing conflict
             resolution in de-briefing     resolution in debriefing
             sessions following specific   sessions following specific
             events                        events
             79 - 50% of the trained       Less than 50% of the
             peers consistently perform    trained peers consistently
             to standard in their          perform to standard in
             anticipated roles             anticipated roles
             79 - 50% of the trained       Less than 50% of the
             peers participate in          trained peers participate in
             regularly scheduled           regularly scheduled
             teaching/learning sessions    teaching/learning sessions
             79 - 50% of the trained       Less than 50% of the
             peers receive training that   trained peers receive
             is consistent and             training that is consistent
             progressively sequenced       and progressively
             from basic to advanced        sequenced from basic to
                                           advanced
             79 - 50% of the trained       Less than 50% of the
             peers receive training that   trained peers receive
             utilizes a variety of         training that utilizes a
             effective, interactive,       variety of effective,
             experiential teaching         interactive, experiential
             techniques                    teaching techniques
             79 - 50% of the trained       Less than 50% of trained
             peers receive training that   peers receive training that
             provides essential            provides essential
             information about referral    information about referral
             resources and services        resources and services
             79 - 50% of the trained       Less than 50% of the
             peers are knowledgeable       trained peers are
             about what constitutes an     knowledgeable about what
             appropriate role model        constitutes an appropriate
             and their responsibilities    role model and their
             are clear and concise         responsibilities are clear
             79 - 50% of the trained       Less than 50% of the
             peers have ready access to    trained peers have ready
             professional staff            access to professional staff
             79 - 50% of the trained       Less than 50% of the
             peers have a support          trained peers have a
             system in place for           support system in place for
             themselves and each other     themselves and each other
             79 - 50% of the trained       Less than 50% of the
             peers are knowledgeable       trained peers are
             about appropriate referral    knowledgeable about
             resources                     appropriate referral
                                           resources

Rate 1 or more of the following roles (mentor, tutor, mediator,
teacher, leader), but only if applicable to the focus of the
program.(**)

MENTOR     100 - 95% of the mentors       94 - 80% of the mentors
           establish support/helping      establish support/helping
           relationships                  relationships

           100 - 95% of the mentors       94 - 80% of the mentors
           consistently help in areas     consistently help in areas
           of personal concern            of personal concern

           100 - 95% of the mentors       94 - 80% of the mentors
           consistently apply             consistently apply
           knowledge/skills learned       knowledge/skills learned
           100 - 95% of the mentors       94 - 80% of the mentors
           regularly model positive       regularly model positive
           behavior/life choices          behavior/life choices

TUTOR      100 - 95% of the tutors        94 - 80% of the tutors
           assist peers pursuing          assist peers pursuing
           academic achievement           academic achievement
           100 - 95% of the tutors        94 - 80% of the tutors
           "coach" in one-on-one          "coach" in one-on-one
           situations/small groups        situations/small groups
MEDIATOR   100 - 95% of the               94 - 80% of the mediators
           mediators thoroughly           thoroughly explain their
           explain their roles            roles
           100 - 95% of the               94 - 80% of the mediators
           mediators establish            establish ground rules
           ground rules
           100 - 95% of the               94 - 80% of the mediators
           mediators explore all          explore all feasible options
           feasible options
           100 - 95% of the               94 - 80% of the mediators
           mediators expedite             expedite collaboration
           collaboration
           100 - 95% of the               94 - 80% of the mediators
           mediators seek full            seek full agreement
           agreement
TEACHER    100 - 95% of the teachers      94 - 80% of the teachers
           instruct on topics of local    instruct on topics of local
           concern                        concern
           100 - 95% of the teachers      94 - 80% of the teachers
           provide special training       provide special training
           services to groups or for      services to groups or for
           community projects             community projects
LEADER     100 - 95% of the peer          94 - 80% of the peer
           leaders are knowledgeable      leaders are knowledgeable
           about needs and                about needs and
           conditions of the              conditions of the
           people/community               people/community
           100 - 95% of the peer          94 - 80% of the peer
           leaders initiate, promote,     leaders initiate, promote,
           direct, and participate in     direct, and participate in
           services to peers, families,   services to peers, families,
           and the community              and the community

MENTOR    79 - 50% of the mentors        Less than 50% of the
          establish support/helping      mentors establish
          relationships                  support/helping
                                         relationships
          79 - 50% of the mentors        Less than 50% of the
          consistently help in areas     mentors consistently help
          of personal concern            in areas of personal
                                         concern
          79 - 50% of the mentors        Less than 50% of the
          consistently apply             mentors consistently apply
          knowledge/skills learned       knowledge/skills learned
          79 - 50% of the mentors        Less than 50% of the
          regularly model positive       mentors regularly model
          behavior/life choices          positive behavior/life
                                         choices
TUTOR     79 - 50% of the tutors         Less than 50% of the tutors
          assist peers pursuing          assist peers pursuing academic
          academic achievement           achievement
          79 - 50% of the tutors         Less than 50% of the tutors
          "coach" in one-on-one          "coach" in one-on-one
          situations/small groups        situations/small groups
MEDIATOR  79 - 50% of the mediators      Less than 50% of the
          thoroughly explain their       mediators thoroughly
          roles                          explain their roles
          79 - 50% of the mediators      Less than 50% of the
          establish ground rules         mediators establish
                                         ground rules
          79 - 50% of the mediators      Less than 50% of
          explore all feasible options   mediators explore feasible
                                         options
          79 - 50% of the mediators      Less than 50% of
          expedite collaboration         mediators expedite
                                         collaboration
          79 - 50% of the mediators      Less than 50% of mediators
          seek full agreement            seek full agreement

TEACHER   79 - 50% of the teachers       Less than 50% of the
          instruct on topics of local    teachers instruct on topics
          concern                        of local concern
          79 - 50% of the teachers       Less than 50% of the
          provide special training       teachers provide special
          services to groups or for      training services to groups
          community projects             or for community projects
LEADER    79 - 50% of the peer           Less than 50% of the peer
          leaders are knowledgeable      leaders are knowledgeable
          about needs and                about needs and
          conditions of the              conditions of the
          people/community               people/community
          79 - 50% of the peer           Less than 50% of the peer
          leaders initiate, promote,     leaders initiate, promote,
          direct, and participate in     direct, and participate in
          services to peers, families,   services to peers, families,
          and the community              and the community

(**)Note: "Below Basic" or "Does Not Meet Standard" also can be scored
as non-applicable (NA). If scored as NA, give a score of 3 so the total
score is not negatively influenced.

Standard 8: Program Supervision
Programs will provide regularly scheduled, continuous support to and
supervision of trained peers.(**)

COMPONENTS            ADVANCED                  PROFICIENT
                        (3)                        (2)

ACTIVITIES/  100 - 95% of the staff        94-80% of the staff
SERVICES     routinely monitor, guide,     routinely monitor, guide,
             and/or assist trained peers   and/or assist trained peers
             and provide supervision/      and provide supervision
             support as needed             /support as needed
             100 - 95% of the staff        94 - 80% of the staff
             routinely enhance the         routinely enhance the
             effectiveness and personal    effectiveness and personal
             growth of trained peers       growth of trained peers
             100 - 95% of the staff        94 - 80% of the staff
             routinely encourage           routinely encourage
             trained peers to              trained peers to
             collaborate in their          collaborate in their
             helping roles                 helping roles
             Safeguards in place and       Safeguards in place and
             protect 100 - 90% of the      protect 89 - 80% of the
             trained peers from            trained peers from
             burnout, role confusion,      burnout, role confusion,
             innappropriate                innappropriate
             assignments, or helpee        assignments, or helpee
             manipulation                  manipulation

COMPONENTS          BASIC                    BELOW BASIC OR DOES
                     (1)                      NOT MEET STANDARD
                                                     (0)

ACTIVITIES/  79 - 50% of the staff         Less than 50% of the staff
SERVICES     routinely monitor, guide,     routinely monitor, guide,
             and/or assist trained peers   and/or assist trained peers
             and provide supervision/      and provide supervision
             support as needed             /support as needed
             79 - 50% of the staff         Less than 50% of the staff
             routinely enhance the         routinely enhance the
             effectiveness and personal    effectiveness and personal
             growth of trained peers       growth of trained peers
             79 - 50% of the staff         Less than 50% of the staff
             routinely encourage           routinely encourage
             trained peers to              trained peers to
             collaborate in their          collaborate in their
             helping roles                 helping roles
             Safeguards in place and       Safeguards in place and
             protect 79 - 50% of the       protect less than 50% of
             trained peers from            the trained peers from
             burnout, role confusion,      burnout, role confusion,
             innappropriate                inappropriate
             assignments, or helpee        assignments, or helpee
             manipulation                  manipulation

(**) Note: "Below Basic" or "Does Not Meet Standard" also can be scored
as non-applicable (NA). If scored as NA, give a score of 3 so the total
score is not negatively influenced.

Standard 9: Program Evaluation
Program evaluation includes documenting program-related activities and
services, assessing program impact, evaluating long-term program
outcomes, and determining cost versus benefits of the program.

COMPONENTS           ADVANCED                      PROFICIENT
                       (3)                            (2)

PROCESS       Needs assessment of           Needs assessment of less
EVALUATION    100 - 87.5% of the            than 87.5% but at least
              following factors: social     50% of the following
              marketing, epidemiologic,     factors: social marketing,
              behavioral, environmental,    epidemiologic, behavioral,
              educational, organizational,  environmental, educational,
              administrative, and           organizational,
              policy                        administrative, and policy
              100 - 95% of goals and        94 - 80% of goals and
              objectives are aligned with   objectives are aligned with
              mission and aims are          mission and aims are
              assessed                      assessed
              100 - 95% of the trained      94 - 80% of the trained
              peers and staff are listed    peers and staff are listed
              100 - 95% of the peer         94 - 80% of the peer
              selection procedures and      selection procedures and
              criteria are documented       criteria are documented
              100 - 95% of the nature       94 - 80% of the nature and
              and extent of training are    extent of training are
              documented                    documented
              100 - 95% of types and         94 - 80% of types and
              numbers of services and        numbers of services and
              contacts are documented        contacts are documented
              100 - 95% of the other         94 - 80% of the other
              program activities are         program activities are
              documented                     documented
IMPACT        100 - 95% of the               94 - 80% of the
EVALUATION    knowledge, attitudes,          knowledge, attitudes,
              beliefs, skills, and/or        beliefs, skills, and/or
              behaviors are                  behaviors are
              quantitatively/qualitatively   quantitatively
              assessed                       /qualitatively assessed
OUTCOME       100 - 95% of the               94 - 80% of the academic,
EVALUATION    academic, social,              social, emotional,
              emotional, occupational,       occupational, and/or
              and/or health progress         health progress indicators
              indicators are                 are quantitatively
              quantitatively/qualitatively   /qualitatively assessed
              assessed
COST BENEFIT  Benefits exceed costs by       Benefits exceed costs by
RATIO         100 - 95%                      94 - 80%
EVALUATION

COMPONENTS             BASIC                BELOW BASIC OR DOES
                        (1)                  NOT MEET STANDARD
                                                    (0)

PROCESS       Needs assessment of less     No needs assessment
EVALUATION    than 50% but at least        conducted
              12.5% of the following
              factors: social marketing,
              epidemiologic, behavioral,
              environmental, educational,
              organizational,
              administrative, and policy
              79 - 50% of goals and        Less than 50% of goals and
              objectives are aligned with  objectives are aligned with
              mission and aims are         mission and aims are
              assessed                     assessed
              79 - 50% of the trained      Less than 50% of trained
              peers and staff are listed   peers and staff are listed
              79 - 50% of the peer         Less than 50% of peer
              selection procedures and     selection procedures and
              criteria are documented      criteria are documented
              79 - 50% of the nature and   Less than 50% of the
              extent of training are       nature and extent of
              documented                   training are documented
              79 - 50% of the types and    Less than 50% of types and
              numbers of services and      numbers of services and
              contacts are documented      contacts are documented
              79 - 50% of the other        Less than 50% of other
              program activities are       program activities are
              documented                   documented
IMPACT        79 - 50% of the              Less than 50% of the
EVALUATION    knowledge, attitudes,        knowledge, attitudes,
              beliefs, skills, and/or      beliefs, skills, and/or
              behaviors are                behaviors are
              quantitatively               quantitatively/qualitatively
              /qualitatively assessed      assessed
OUTCOME       79 - 50% of the academic,    Less than 50% of the
EVALUATION    social, emotional,           academic, social,
              occupational, and/or         emotional, occupational,
              health progress indicators   and/or health progress
              are quantitatively/          indicators are
              qualitatively                quantitatively/qualitatively
              assessed                     assessed
COST BENEFIT  Benefits exceed costs by     Benefits exceed costs by
RATIO         79 - 50%                     50% or less
EVALUATION

Standard 10: Program Public Relations
Public relations include keeping external and internal program
supporters and potential recipients informed.

COMPONENTS          ADVANCED                      PROFICIENT
                      (3)                            (2)

COMMUNICATE   100 - 95% monthly             94 - 80% monthly
WITH PROGRAM  reporting of events and       reporting of events and
SUPPORTERS    successes related to goals    successes related to goals
              to those in the program       to those in the program
              setting as well as those      setting as well as those
              interested individuals and    interested individuals and
              organizations in the          organizations in the
              broader community             broader community
USE OF        100 - 95% of media used       94 - 80% of media used to
MEDIA TO      to promote program            promote program,
COMMUNICATE   successes and community       successes, and community
              involvement and outreach      involvement and outreach
              is by means of newsletters,   by means of newsletters,
              postcards, flyers, posters,   postcards, flyers, posters,
              newspapers articles,          newspaper articles,
              interviews, public service    interviews, public service
              announcements, social         announcements, social
              media, publications,          media, publications,
              reports, and media            reports, and media
              contacts                      contacts

COMPONENTS            BASIC                  BELOW BASIC OR DOES
                       (1)                    NOT MEET STANDARD
                                                     (0)

COMMUNICATE   79 - 50% monthly              Less than 50% monthly
WITH PROGRAM  reporting of events and       reporting of events and
SUPPORTERS    successes related to goals    successes related to goals
              to those in the program       to those in the program
              setting as well as those      setting as well as those
              interested individuals and    interested individuals and
              organizations in the          organizations in the
              broader community             broader community
USE OF        79 - 50% of media used to     Less than 50% of media
MEDIA TO      promote program,              used to promote program,
COMMUNICATE   successes, and community      successes, and community
              involvement and outreach      involvement and outreach
              by means of newsletters,      by means of newsletters,
              postcards, flyers, posters,   postcards, flyers, posters,
              newspaper articles,           newspaper articles,
              interviews, public service    interviews, public service
              announcements, social         announcements, social
              media, publications,          media, publications,
              reports, and media            reports, and media
              contacts                      contacts

Standard 11: Long-Range Planning
Long-range planning includes ways to maintain and sustain the program.

COMPONENTS                 ADVANCED                    PROFICIENT
                             (3)                          (2)

LEADERSHIP/PROGRAM  100 - 95% of a systematic   94 - 80% of a systematic
DIRECTOR            succession plan exists      succession plan exists
FUNDING             100 - 95% annual            94 - 80% annual
                    extramural program          extramural program
                    funding                     funding
PEER OWNERSHIP      100 - 95% of the trained    94 - 80% of the trained
                    peers feel directly         peers feel directly
                    responsible for the         responsible for the
                    program                     program

COMPONENTS               BASIC              BELOW BASIC OR DOES
                          (1)                NOT MEET STANDARD
                                                    (0)

LEADERSHIP/     79 - 50% of a systematic   Less than 50% of a
PROGRAM         succession plan exists     systematic succession plan
DIRECTOR        79 - 50% annual            Less than 50% annual
FUNDING         extramural program         extramural program
                funding                    funding
PEER OWNERSHIP  79 - 50% of the trained    Less than 50% of the
                peers feel directly        trained peers feel directly
                responsible for the        responsible for the
                program                    program

Appendix
Key Components To Be Included in Specific Topical Programming
Bullying Interventions(*)

COMPONENTS            ADVANCED                     PROFICIENT
                        (3)                           (2)

DEFINITIONS   100 - 95% of the trained      94 - 80% of the trained
              peers can define bullying,    peers can define bullying,
              bully, victim, and            bully, victim, and
              bystander                     bystander
ORIGIN        100 - 95% of the trained      94 - 80% the trained peers
              peers can explain factors     can explain factors that
              that create bullies           create bullies
TYPES         100 - 95% of the trained      94 - 80% of the trained
              peers can list categories of  peers can list categories of
              bullying and list examples    bullying and list examples

DIVERSITY     100 - 95% of the trained      94 - 80% of the trained
              peers can list special        peers can list special
              subpopulations who are        subpopulations who are
              more likely to be bullied     more likely to be bullied
EMOTIONAL     100 - 95% of the trained      94 - 80% of the trained
IMPACT        peers can list psycho-        peers can list
              social/behavioral/            psychosocial/behavioral
              emotional/physiological       /emotional/physiological
              consequences of bullying      consequences of bullying
              and the reactions to each     and the reactions to each
              (e.g., depressed, not         e.g., depressed, not
              wanting to go to work,        wanting to go to work,
              suicidal, PTSD symptoms,      suicidal, PTSD symptoms,
              and substance abuse           and substance abuse
ECOLOGICAL    100 - 95% of the trained      94 - 80% of the trained
IMPACT        peers are aware of the        peers are aware of the
              trepidation of the            trepidation of the
              environment e.g., feeling     environment e.g., feeling
              unsafe, fear of bullying,     unsafe, fear of bullying,
              being isolated or             being isolated or
              ostracized)                   ostracized)
INTERVENTION  100 - 95% of the trained      94 - 80% of the trained
              peers know when to            peers know when to
              consult supervisors about     consult supervisors about
              counseling for bullies,       counseling for bullies,
              victims, and bystanders       victims, and bystanders

              100-95% of the trained        94 - 80% of the trained
              peers will take positive      peers will take positive
              actions to mitigate bullying  actions to mitigate bullying
              by such means as speaking     by such means as speaking
              up, diversion, removing       up, diversion, removing
              self and victim from the      self and victim from the
              scene, reporting, solving     scene, reporting, solving
              conflicts early, helping      conflicts early, helping
              change policies, etc.         change policies, etc.

COMPONENTS             BASIC                 BELOW BASIC OR DOES
                        (1)                   NOT MEET STANDARD
                                                     (0)

DEFINITIONS   79 - 50% of the trained       Less than 50% of the
              peers can define bullying,    trained peers can define
              bully, victim, and            bullying, bully, victim, and
              bystander                     bystander
ORIGIN        79 - 50% the trained peers    Less than 50% the trained
              can explain factors that      peers can explain factors
              create bullies                that create bullies
TYPES         79 - 50% of the trained       Less than 50% of the
              peers can list categories of  trained peers can list
              bullying and list examples    categories of bullying and
                                            list examples
DIVERSITY     79 - 50% of the trained       Less than 50% the trained
              peers can list special        peers can list special
              subpopulations who are        subpopulations who are
              more likely to be bullied     more likely to be bullied
EMOTIONAL     79 - 50% of the trained       Less than 50% of the
IMPACT        peers can list psycho-        trained peers can list
              social/behavioral/            psychosocial/ behavioral
              emotional/physiological       /emotional/physiological
              consequences of bullying      consequences of bullying
              and the reactions to each     and the reactions to each
              e.g., depressed, not          e.g., depressed, not
              wanting to go to work,        wanting to go to work,
              suicidal, PTSD symptoms,      suicidal, PTSD symptoms,
              and substance abuse           and substance abuse
ECOLOGICAL    79 - 50% of the trained       50% or less of the trained
IMPACT        peers are aware of the        peers are aware of the
              trepidation of the            trepidation of the
              environment e.g., feeling     environment e.g., feeling
              unsafe, fear of bullying,     unsafe, fear of bullying,
              being isolated or             being isolated or
              ostracized)                   ostracized)
INTERVENTION  79 - 50% of trained peers     Less than 50% of the
              know when to consult          trained peers know when
              super-visors about            to consult supervisors
              counseling for bullies,       about counseling for
              victims, and bystanders       bullies, victims, and
                                            bystanders
              79 - 50% of the trained       Less than 50% of the
              peers will take positive      trained peers will take
              actions to mitigate bullying  positive actions to mitigate
              by such means as              bullying by such means as
              speaking up, diversion,       speaking up, diversion,
              removing self and victim      removing self and victim
              from the scene, reporting,    from the scene, reporting,
              solving conflicts early,      solving conflicts early,
              helping change policies,      helping change policies,
              etc.                          etc.

(*)Note. For further information, see the following presentation
available on the NAPPPP website: Tindall, J.A., & Black, D.R. (2014,
July). Bullying preventative intervention through peer power. Paper
presented at the 2014 National Conference on Girl Bullying and Other
Forms of Relational Aggression, Rosemont, IL.

Suicide Prevention/Intervention(*)

COMPONENTS            ADVANCED                   PROFICIENT
                        (3)                         (2)

KNOWLEDGE      100 - 95% of the trained    94 - 80% of the trained
               peers know the prevalence   peers know the prevalence
               of suicides nation-ally,    of suicides nationally,
SIGNS          100 - 95% of the trained    94 - 80% the trained peers
               peers know signs of         know signs of suicide in
               suicide in others           others
TYPES          100 - 95% of the trained    94 - 80% of the trained
               peers can list the top      peers can list the top
               suicide methods             suicide methods
GENDER         100 - 95% of the trained    94 - 80% of the trained
               peers can describe          peers can describe
               differences in suicide      differences in suicide
               between males and           between males and
               females                     females
DIVERSITY      100 - 95% of the trained    94 - 80% of the trained
               peers can list special      peers can list special
               subpopulations who are      subpopulations who are
               more likely to threaten     more likely to threaten
               and commit suicide          and commit suicide
HELP OTHERS    100 - 95% of the trained    94 - 80% of the trained
               peers can describe steps    peers can describe steps to
               to help others with         help others with suicidal
               suicidal ideations          ideations
REFERRAL       100 - 95% of trained        94 - 80% of trained peers
SOURCES        peers know local and        know local and national
               national referral sources   referral sources
IMPACT         100 - 95% of trained        94 - 80% of trained peers
ON OTHERS      peers know psycho-          know psycho-social
               social/behavioral/          /behavioral
               emotional/physiological     /emotional/physiological
               consequences of suicide     consequences of suicide
               on others (family, friends  on others (family, friends
               and co-workers)             and co-workers)
SKILLS TO      100 - 95% of trained peers  94 - 80% of trained peers
TEACH OTHERS   will have the skills to     will have the skills to teach
ABOUT SUICIDE  teach others about suicide  others about suicide
PREVENTION     prevention activities       prevention activities
INTERVENING    100 - 95% of trained peers  94 - 80 of trained peers
               know when to consult        know when to consult
               supervisors about suicidal  supervisors about suicidal
               ideations in others         ideations in others
SUPERVISION    100 - 95% of trained peers  94 - 80% of trained peers
               know when to consult with   know when to consult with
               their supervisors about     their supervisors about
               any matter outside their    any matter outside their
               skill level of helping      skill level of helping others
               others with suicidal        with suicidal ideations
               ideations

COMPONENTS            BASIC                 BELOW BASIC OR DOES
                        (1)                   NOT MEET STANDARD
                                                     (0)

KNOWLEDGE      79 - 50% of the trained     Less than 50% of trained
               peers know the prevalence   peers know the prevalence
               of suicides nation ally,    of suicides nationally,
SIGNS          79 - 50% the trained peers  Less than 50% of trained
               know signs of suicide in    peers know signs of suicide
               others                      in others
TYPES          79 - 50% of the trained     Less than 50% of the
               peers can list the top      trained peers can list the
               suicide methods             top suicide methods
GENDER         79 - 50% of the trained     Less than 50% of the
               peers can describe          trained peers can describe
               differences in suicide      differences in suicide
               between males and           between males and
               females                     females
DIVERSITY      79 - 50% of the trained     Less than 50% of trained
               peers can list special      peers can list special
               subpopulations who are      subpopulations who are
               more likely to threaten     more likely to threaten
               and commit suicide          and commit suicide
HELP OTHERS    79 - 50% of trained peers   Less than 50% of trained
               can describe steps to help  peers can describe steps to
               others with suicidal        help others with suicidal
               ideations                   ideations
REFERRAL       79 - 50% of trained peers   Less than 50% of trained
SOURCES        know local and national     peers know local and
               referral sources            national referral sources
IMPACT         79 - 50% of trained peers   Less than 50% of trained
ON OTHERS      know psycho-social          peers know psycho-social
               /behavioral/                /behavioral/emotional
               emotional/physiological     /physiological consquences
               consequences of suicide     of suicide on others
               on others (family,          family, friends and
               friends and co-workers)     co-workers)
SKILLS TO      79 - 50% of trained peers   50% or less of trained
TEACH OTHERS   will have the skills to     peers will have the skills
ABOUT SUICIDE  teach others about suicide  to teach others about suicide
PREVENTION     prevention activities       prevention activities
INTERVENING    79 - 50% of trained peers   Less than 50% of trained
               know when to consult        peers know when to
               supervisors about suicidal  consult supervisors about
               ideations in others         suicidal ideations in others
SUPERVISION    79 - 50% of trained peers   Less than 50% of trained
               know when to consult with   peers know when to
               their supervisors about     consult with their
               any matter outside their    supervisors about any
               skill level of helping      matter outside their skill
               others with suicidal        level of helping others with
               ideations                   suicidal ideations

(*)Tindall, J. (2013, October). Teen Suicide Peer-to-Peer Prevention
and Intervention Strategies webinar and Tindall, J. (2009). Peer Power
Book Two: Workbook: Applying Peer Helper Skills (3rd ed.). New York:
Routledge/Taylor & Francis Group. Order from www.Youthlightbooks.com

New Student Orientation:

COMPONENTS             ADVANCED                     PROFICIENT
                         (3)                           (2)

KNOWLEDGE       100 - 95% of the trained     94 - 80% of the trained
                peers know the specific      peers know the specific
                topics to be covered for     topics to be covered for
                new students                 new students
INTRODUCTIONS   100 - 95% of the trained     94 - 80% of the trained
                peers know how to            peers know how to
                introduce themselves to      introduce themselves to
                make new students feel       make new students feel
                comfortable                  comfortable
IMPORTANCE      100 - 95% of the trained     94 - 80% the trained peers
                peers know the psycho-       know the psycho-social
                social/behavioral/           /behavioral
                emotional/physiological      /emotional/physiological
                importance of connecting     importance of connecting
                new students to school       new students to school
SUBPOPULATIONS  100 - 95% of the trained     94 - 80% of the trained
NEEDING EXTRA   peers can identify special   peers can identify special
SUPPORT         subpopulations who need      subpopulations who need
                extra support when           extra support when
                entering a new school;       entering a new school;
                e.g., special needs, from    e.g., special needs, from
                much smaller or larger       much smaller or larger
                schools, from much           schools, from much
                smaller or larger cities,    smaller or larger cities,
                entering because of a        entering because of a
                stressful circumstance       stressful circumstance
FOSTERING       100 - 95% of the trained     94 - 80% of the trained
SCHOOL          peers can describe steps to  peers can describe steps to
CONNECTEDNESS   help new students become     help new students become
                connected to the school      connected to the school
SUPPORTIVE      100 - 95% of trained         94 - 80% of trained peers
GROUPS          peers know school groups,    know school groups, clubs,
                clubs, teams, etc., to       teams, etc., to offer to
                offer to new students        new students
INTERVENING     100 - 95% of trained peers   94 - 80 of trained peers
                can identify when to         can identify when to
                consult supervisors if a     consult supervisors if a
                new student is in distress   new student is in distress
OUTLINE OF      100 - 90% of the trained     89 - 75% of trained peers
COMMON          peers make new students      make new students feel
ORIENTATION     feel welcome                 welcome
TOPICS          100 - 90% of the trained     89 - 75% of the trained
                peers introduce              peers introduce
                themselves warmly and        themselves warmly and
                effectively                  effectively
                100 - 90% of the trained     89 - 75% of the trained
                peers explain/help get       peers explain/help get
                locks/lockers, ID pictures,  locks/lockers, ID pictures,
                lunchroom/ library passes    lunchroom/ library passes

                100 - 90% of the trained     89 - 75% of the trained
                peers always model           peers always model
                healthy behaviors/           healthy behaviors
                lifestyle                    /lifestyle
                100 - 90% of trained peers   89 - 75% of trained peers
                connect new students to      connect new students to
                their homeroom teacher       their homeroom teacher

                100 - 90% of trained peers   89 - 75% of trained peers
                connect new students to      connect new students to
                their counselor and help     their counselor and help
                get their class schedules    get their class schedules

                100 - 90% of trained peers   89 - 75% of trained peers
                walk the new student         walk the new student
                through their schedule and   through their schedule and
                point out all the areas of   point out all the areas of
                the campus                   the campus
                100 - 90% of trained peers   89 - 75% of trained peers
                show new students where      show new students where
                to get daily information;    to get daily information;
                e.g., student newspaper,     e.g., student newspaper, tv
                tv announcements, etc.          announcements, etc.

                100 - 95% of trained peers   94 - 85% of trained peers
                explain the school rules     explain the school rules
                and dress code and           and dress code and
                provide the new student      provide the new student
                with a copy                  with a copy
                100 - 90% of trained peers   89 - 75% of trained peers
                explain all the aspects of   explain all the aspects of
                their peer program           their peer program
                100 - 90% of trained peers   89 - 75% of trained peers
                invite the new student to    invite the new student to
                take the peer program        take the peer program
                training                     training
                100 - 90% of trained peers   89 - 75% of trained peers
                escort new students to       escort new students to
                lunch                        lunch
                100 - 90% of trained peers   89 - 75% of trained peers
                make sure the new            make sure the new
                student knows how to         student knows how to
                contact them any time        contact them any time
                100 - 90% of trained peers   89 - 75% of trained peers
                make a plan with the new     make a plan with the new
                student to walk them to      student to walk them to
                classes, support them in     classes, support them in
                any way as long as they      any way as long as they
                want                         want
SUPERVISION     100 - 95% of trained peers   94 - 80% of trained peers
                know when to consult with    know when to consult with
                their supervisors about      their supervisors about
                any matter outside their     any matter outside their
                skill level of helping new   skill level of helping new
                students                     students

COMPONENTS               BASIC               BELOW BASIC OR DOES
                          (1)                 NOT MEET STANDARD
                                                     (0)

KNOWLEDGE       79 - 50% of the trained     Less than 50% of trained
                peers know the specific     peers know the specific
                topics to be covered for    topics to be covered for
                new students                new students
INTRODUCTIONS   79 - 50% of the trained     Less than 50% of the
                peers know how to           trained peers know how to
                introduce themselves to     introduce themselves to
                make new students feel      make new students feel
                comfortable                 comfortable
IMPORTANCE      79 - 50% the trained peers  Less than 50% of trained
                know the psycho-            peers know the
                social/behavioral/          psycho-social/behavioral
                emotional/physiological     /emotional/physiological
                importance of connecting    importance of connecting
                new students to school      new students to school
SUBPOPULATIONS  79 - 50% of the trained     Less than 50% of trained
NEEDING EXTRA   peers can identify special  peers can identify special
SUPPORT         subpopulations who need     subpopulations who need
                extra support when          extra support when
                entering a new school;      entering a new school;
                e.g., special needs, from   e.g., special needs, from
                much smaller or larger      much smaller or larger
                schools, from much          schools, from much
                smaller or larger cities,   smaller or larger cities,
                entering because of a       entering because of a
                stressful circumstance      stressful circumstance
FOSTERING       79 - 50% of trained peers   Less than 50% of trained
SCHOOL          can describe steps to help  peers can describe steps to
CONNECTEDNESS   new students become         help new students become
                connected to the school     connected to the school
SUPPORTIVE      79 - 50% of trained peers   Less than 50% of trained
GROUPS          know school groups, clubs,  peers know school groups,
                teams, etc., to offer to    clubs, teams, etc., to offer
                new students                to new students
INTERVENING     79 - 50% of trained peers   Less than 50% of trained
                can identify when to        peers can identify when to
                consult supervisors if a    consult supervisors if a
                new student is in distress  new student is in distress
OUTLINE OF      74 - 50% trained peers      Less than 50% of the
COMMON          make new students feel      trained peers make new
ORIENTATION     welcome                     students feel welcome
TOPICS          74 - 50% of the trained     Less than 50% of trained
                peers introduce             peers introduce
                themselves warmly and       themselves warmly and
                effectively                 effectively
                74 - 50% of the trained     Less than 50% of the
                peers explain/help get      trained peers explain/help
                locks/lockers, ID pictures, get locks/lockers, ID
                lunchroom/ library passes   pictures, lunchroom
                                            /library passes
                74 - 50% of the trained     Less than 50% of the
                peers always model          trained peers always
                healthy behaviors/          model healthy behaviors
                lifestyle                   /lifestyle
                74 - 50% of trained peers   Less than 50% of trained
                connect new students to     peers connect new
                their homeroom teacher      students to their
                                            homeroom teacher
                74 - 50% of trained peers   Less than 50% of trained
                connect new students to     peers connect new
                their counselor and help    students to their counselor
                get their class schedules   and help get their class
                                            schedules
                74 - 50% of trained peers   Less than 50% of trained
                walk the new student        peers walk the new
                through their schedule and  student through their
                point out all the areas of  schedule and point out all
                the campus                  the areas of the campus
                74 - 50% of trained peers   Less than 50% of trained
                show new students where     peers show new students
                to get daily information;   where to get daily
                e.g., student newspaper,    information; e.g., student
                tv announcements, etc.      newspaper, tv
                                            announcements, etc.
                84 - 75% of trained peers   Less than 74% of trained
                explain the school rules    peers explain the school
                and dress code and          rules and dress code and
                provide the new student     provide the new student
                with a copy                 with a copy
                74 - 50% of trained peers   Less than 50% of trained
                explain all the aspects of  peers explain all aspects of
                their peer program          their peer program
                74 - 50% of trained peers   Less than 50% of trained
                invite the new student to   peers invite the new
                take the peer program       student to take the peer
                training                    program training
                74 - 50% of trained peers   Less than 50% of trained
                escort new students to      escort new students to
                lunch                       lunch
                74 - 50% of trained peers   Less than 50% of trained
                make sure the new           peers make sure the new
                student knows how to        student knows how to
                contact them any time       contact them any time
                74 - 50% of trained peers   Less than 50% of trained
                make a plan with the new    peers make a plan with the
                student to walk them to     new student to walk them
                classes, support them in    to classes, support them in
                any way as long as they     any way as long as they
                want                        want
SUPERVISION     79 - 50% of trained peers   Less than 50% of trained
                know when to consult with   peers know when to
                their supervisors about     consult with their
                any matter outside their    supervisors about any
                skill level of helping new  matter outside their skill
                students                    level of helping new
                                            students

(*) This protocol is based on 27 years of evidence-based experience
with Peer Information Center for Teens, Inc., the first NAPPP Certifed
Peer Program CPP, 2002).
COPYRIGHT 2018 National Association of Peer Program Professionals
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2018 Gale, Cengage Learning. All rights reserved.

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Author:Black, David R.; Routson, Sue; Tindall, Judith A.
Publication:Perspectives in Peer Programs
Date:Jan 1, 2018
Words:11069
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