Peer Power

Judith A. Tindall

• Publisher: Routledge
• Year: 2008
• Print ISBN: 9780415962339
• eBook ISBN: 9781135897062
• Topic: Psychology
• Subtopic: Mental Health in Psychology
• Index: Psychology

The Peer Power Program is a peer training program designed for middle, high school, and higher education students, focusing on 8 core skills: Attending, Empathizing, Summarizing, Questioning, Genuineness, Assertiveness, Confrontation, and Problem Solving. Through a series of exercises, games, and self-awareness techniques, youth and adults involved in the program can gain the basic communication and mediation skills necessary to effectively help their peers.

The professional strategies book provides the program leader/facilitator with clear and easy to follow guidelines for implementing the Peer Power Program. Picking up where Book One left off, the leader's guide to Book Two proceeds through the same series of Modules that are found in the Book Two Student Workbook. For each exercise in the student Workbook, this leader's guide provides instructions for introducing and implementing the exercise, time and material requirements, description of its purpose and goal, and application assignments. Equipped with the professional strategies book, the program leader (teacher, school counselor, juvenile center officer, mental health professional, and human resource professional) can quickly and confidently work through the Peer Power curriculum.

MODULE XV

Taking Care of You! Stress Management

Goals

To help trainees become aware of their own stressors

To help trainees learn effective techniques for coping with stress

To help trainees move toward a lifestyle of wellness that will provide them with tools to take care of themselves

Approximate Time

Module Introduction

Application—60 minutes

Exercise 15.1—60 minutes in training session

Application—60 minutes

Exercise 15.2—60 minutes in training session

Application—60 minutes

Exercise 15.3—40 minutes in training session

Application—15 minutes

Exercise 15.4—60 minutes in training session

Application—60 minutes

Exercise 15.5—60 minutes in training session

Application—30 minutes

Exercise 15.6—15 minutes in training session

Application—30 minutes

Exercise 15.7—30 minutes in training session

Application—30 minutes

Exercise 15.8—60 minutes in training session

Application—30 minutes

Exercise 15.9—60 minutes in training session

Application—20 minutes

Exercise 15.10—60 minutes in training session

Application—60 minutes

Exercise 15.11—60 minutes in training session

Application—15 minutes

Exercise 15.12—30 minutes in training session

Application—15 minutes

Exercise 15.13—30 minutes in training session

Application—15 minutes

Materials

• Peer Power, Book Two, Workbook (one copy for each trainee)
• Whiteboard or flip pad and pen
• Optional: Tapes for relaxation

Introduction to the Module

In this module, trainees will have an opportunity to learn about how to take care of themselves and the effective management of stress. The peer program professional may want to use the goal-setting materials described in Peer Power, Book One, Workbook to assist in changing behavior. It is important for leaders to model the kinds of responses they want the trainees to use. The techniques taught in this module naturally follow the drug and alcohol module because it assists trainees in moving toward a healthier lifestyle and managing stress. This module is simply an introduction to stress management and self-care. For changes to be permanent, we would suggest working with a group for a minimum of 12 meetings on changing lifestyles (this could be in weight loss, smoking cessation, exercise, etc.). The most important thing is to help trainees become aware of how they need to make some changes in their lifestyle.

Training Procedures

1. Select exercises for the training sessions. Each selection will make a difference in homework assignments and the time available for each exercise.
2. Follow the sequence of exercises and the training procedures for each.
3. Arrange for DVDs, if desired, for use.
4. Arrange for goal-setting sheets to be available to trainees.
5. Model each exercise with the trainer expressing their own stressors.
6. Use J.10 from the CD in Peer Programs

Evaluation Process

Evaluate the process used in the teaching of the skill by the feedback obtained from trainees, by observations and written work, and from their behavior when they are asked to set goals.

Measuring Outcomes

1. Use Exercises 15.1, 15.2, and 15.3 to identify stressors, stress reaction, and effective techniques for coping with stressors.
2. Use Exercise 15.8 to look at setting goals for a balanced lifestyle. Use Exercise 15.13 for setting long-range goals.

Exercise 15.1
What Happens Under Stress?

Goal

To help trainees understand stress, and to help them identify the events that cause stress in their lives

Introduction to the Exercise

This exercise is designed to help trainees learn about stress and discuss the issue of stress with their trainer. You may decide to show a DVD on stress management. The exercise is most beneficial to trainees, as it helps them identify stressors through the personal appraisal form.

Training Procedures

1. Review goals set from Module XIV and assess progress.
2. Review the introductory material to this module and for Exercise 15.1.
3. Show a DVD on stress and wellness, if available.
4. Discuss the area of stress and wellness and, for those who are interested, suggest some of the related books listed in the trainer’s manual.
5. Ask trainees to fill out the personal appraisal form to help identify stressors.
6. Discuss the responses.

Example:

• When do you feel most stressed?
• Who do you feel most stressed around?
• What did you learn about yourself concerning your stressors?

Application for Trainees after the Group Meeting

1. Ask trainees to continue working on goals from Module XIV and setting new goals.
2. Have trainees identify stressors in your life during the next day (or week).
3. Assign Exercise 15.2, “Effects of Stress on Me.”

Exercise 15.2
Effects of Stress on me

Goal

To enable trainees to understand the effects of their own stress, both in a positive and negative manner

Introduction to the Exercise

This exercise is designed to convey to the trainees that stress can be both positive and negative and to assist the trainees in identifying how stress affects them.

Training Procedures

1. Review goals from Module XIV and assess progress.
2. Review stressors and discuss additional stressors identified by trainees.
3. Ask trainees to review positive and negative effects of stress.
4. Have trainees work with a partner to help identify effects of stress on them.
5. Discuss results.
6. Have trainees turn in Exercise 15.2 for trainer feedback.

Application for Trainees after the Group Meeting

1. Ask trainees to continue to work on goals from Module XIV.
2. Encourage trainees to begin identifying positive and negative effects of stress on trainee.

Exercise 15.3
How Vulnerable are you to Stress?

Goal

To assist trainees in examining how vulnerable they are to stress

Introduction to the Exercise

It is important to understand the concept of vulnerability to stress and how to assess one’s vulnerability.

Training Procedures

1. Review the background on vulnerability to stress. The peer program professional will need to explain areas that are not clear.
2. Have trainees complete the questionnaire.
3. Have trainees discuss how to take care of themselves to protect against stress.

Application for Trainees after the Group Meeting

Ask the trainees to work on one area of their lives to protect against stress.

Exercise 15.4
Coping with Stressors

Goal

To assist trainees in examining effective and ineffective techniques for coping with stressors

Introduction to the Exercise

Review Exercises 15.1 and 15.2 and return material handed in. This is a very important exercise and begins to help trainees learn new ways of coping with stress.

Training Procedures

1. List stressors and how they affect the trainee (reaction). The trainer models what is wanted by using the chalkboard.
2. Have trainees discuss stressors and their effects.
3. Ask trainees to work with a partner to develop how they can handle stress (both ineffectively and effectively).
4. The trainer asks the group to list effective and ineffective techniques for coping with stress. List methods on a chalkboard and have someone duplicate them for the group. This may assist group members in coming up with effective techniques.
5. Refer to goal-setting techniques from Peer Power, Book One, Workbook.
6. Ask trainees to try a new effective coping technique.

Application for Trainees after the Group Meeting

Ask trainees to work on a goal to effectively lower stress by handling the stressor differently.

Exercise 15.5
Understanding the Difference Between Tension and Relaxation Through Imagery

Goal

To enable the trainees to know the difference between tension and relaxation

Introduction to the Exercise

This exercise uses imagery to help the trainees visualize tension and relaxation. Have the room as quiet as possible, with low lighting. The use of some quiet music in the background is also effective.

Training Procedures

1. Read the following script in a calm and even voice:

Please get as comfortable as possible and close your eyes to better feel the contrast between tension and relaxation. If you are worried about other things, please put those aside for a while. Today, we are going to practice paying attention to how we feel. Sometimes our bodies let us know how we feel before our minds do. Please do not talk. I will be asking you questions, but think about the answers and keep your answers to yourself.

We are now ready to begin. Please follow my directions exactly and concentrate on what you are feeling. First, close your eyes. Keeping your eyes closed, sit in your chair so that you feel comfortable. Think t...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright
• Dedication
• Table of Contents
• Introduction
• Module XIV: Drug and Alcohol Abuse: Prevention and Intervention
• Module XV: Taking Care of You! Stress Management
• Module XVI: Mental Health Awareness and Referral
• Module XVII: Leadership Training
• Module XVIII: Peer Helping Through Tutoring
• Module XIX: Peer Helping Through Group Work: Peer Education and Support
• Module XX: Enhancing Sexual Health Through Peer Helping
• Module XXI: Recognizing Disordered Eating Problems
• Module XXII: Suicide Prevention
• Module XXIII: Coping with Loss
• Module XXIV: Highway Traffic Safety
• Module XXV: Bullying Reduction
• Module XXVI: Peer Helping Through Mentoring
• Module XXVII: A Peer Helper’s Role in Crisis Management
• Module XXVIII: Peer Helping Through Character Education Development
• Module XXIX: Problem Gambling: Prevention and Intervention
• Module XXX: Youth Tobacco Prevention Through Community Impact
• Additional Resources
• Author