NCJ Number
186041
Date Published
2000
Length
80 pages
Annotation
An analysis of eight juvenile peer education projects conducted as part of drug prevention programs in the United Kingdom sought to determine the nature of peer education in drug prevention, implementation issues, and the effects it can realistically be expected to have.
Abstract
The programs took place in three parts of the country and were part programs guided by the Drugs Prevention Advisory Service. Information came from interviews with 37 professionals, 69 peer educators, and 33 youths who took part in peer education sessions. A school-based survey gathered information from 651 youths who were ages 15-17 years and in year 11 and 12 of school. Results revealed that peer education is an umbrella term that covers a range of approaches. The projects studied highlighted important differences between schools and youth and community settings and indicated the importance of matching the approach, setting, and type of peer group. Results also indicated the need for planning and resources equal to those for other drug prevention programs. Findings also indicated that the informal and semiformal aspects of peer education are important and that peer education offers a useful mechanism for working with minorities. In addition, young people assess the credibility of drug educators on the basis of their personal characteristics, role, knowledge, experience, and approach and that youth regard knowledge and authentic experience as important. Findings also indicated the need to assess outcomes on the basis of realistic measures. The analysis concluded that peer education is not a panacea and needs development within a coordinated drug prevention strategy. Peer education projects also provide opportunities for multidisciplinary and interagency collaboration. Tables, appended methodological information, and 79 references