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HEALTH
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REPORT
Report of a peer-led Pilot Programme in Dundee - 2010
Report
2010
Contents
Introduction and Key Partners
Background
Aims and Objectives
Project Development – A Brief History
Engagement and Recruitment of Young People
Health Buddies Training
Sessions
2-3
4
5-6
7-8
9-11
Reflection and Lessons Learned
12
PrePre-S1 Delivery Evaluation from Health Buddies
14
Developing the Workbooks
Delivery to S1
Sessions
13
1515-17
Reflection and Lessons Learned
18
Health Buddies and Young People
1919-21
Evaluation of Pilot
First Year Pupils
Health Buddies Staff
Teachers
Parents
Partners
Accreditation
Health buddies Celebration Evening
Curriculum for Excellence
Summary
1
Acknowledgements
22
23
23
24
2424-25
26
26
27
28
2929-31
Report
2010
Introduction
This report is intended to give a succinct overview of the Health Buddies in Schools
(Peer Led Sexual Health and Relationships Education) Pilot Partnership which
commenced in two Dundee secondary schools in August 2009, following consultation
with young people, school staff and partner agencies..
This exciting initiative is a first in Scotland, therefore the learning should be of benefit
to anyone who is involved in the challenge of improving the sexual health and
wellbeing of young people.
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Key Partners
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Leisure &
Communit
ies
and Educa
tion Depa
rtments
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Responsible Citizen
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High
The re
cipient
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Effective Contributor
Report
2010
Background
The central aim of the pilot partnership was to develop and deliver agreed timelimited programmes of peer-led approaches to sexual health, relationships and well
being within Morgan Academy and Menzieshill High School.
The pilot took place between August 2009 and March 2010 however initial
preparatory and development work commenced in November 2008.
The pilot programme developed from consultation with young people who, over a
number of years, (and when consulted about the local and national sexual health
strategy) advocated that one clear improvement that could be made to the delivery
of Sexual Health and Relationship Education (SHRE) would be to develop peer-led
approaches.
Twenty five S3 pupils from both secondary schools were recruited and trained as
Health Buddies. They received twelve weeks of training and then developed and
delivered the programme content over three sessions to first year pupils. These
lessons were incorporated into the schools' PHSE (Personal Social & Health
Education) programme and were aligned with the health and wellbeing outcomes
and experiences of the Curriculum for Excellence.
Health Buddies involvement has been crucial to taking the work forward and
building on the successful model of peer education which has been operating
across Dundee in other areas of health and wellbeing.
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2010
Background
over
ver
The programme also dovetailed a number of citywide initiatives o
this period aimed at improving sexual health behaviour through:
•Training for teachers in delivering sexual health and relationships education.
•Signposting young people to further information, providing support and information
on how to access services, including access to school based generic health dropins and sexual health services within walking distance of the school.
•Introduction of the Home Resource Pack for parents.
•Engagement and support for parents through the ‘Speakeasy’ training programme
for parents and carers.
•Incorporating the development of aspects of Curriculum For Excellence, Health &
Wellbeing.
•City wide health outreach programme and schools based sessions delivered by
guidance teams and The Corner Health & Information Service.
•Building on the successful model of The Peer Education Project which has been
operating across Dundee schools for over ten years focusing on drugs, alcohol,
smoking and personal development.
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Aims and Objectives
Aim of Pilot Project: -
Develop & deliver agreed time limited programmes of peer education for Sexual
Health, Relationships and Wellbeing with two Dundee Secondary Schools.
Project Outcomes: -
Recipients
•Positive educational experience of programme
•Self-esteem & confidence increased
•More positive choices made around sexual health & relationships
•Greater understanding of a comprehensive range of sexual health and
relationships information
•Greater awareness of services available locally & nationally and how to access
them
Health Buddies
•Self-esteem & confidence increased
•Development of new skills & attainment of appropriate accreditation
•Positive educational experience of programme
•Greater understanding of a comprehensive range of sexual health and
relationships information
•Greater awareness of services available locally & nationally and how to access
them
Professionals and Partner Agencies
•Education professionals supported in delivery of SHRE in line with Curriculum
for Excellence, Health and Wellbeing
•Provision of SHRE improved and gaps identified from current SHRE
programme
•Clear, relevant and appropriate SHRE programme
•Consistency and continuity of information
•Increased partnership working
•More confident individuals delivering SHRE programmes
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2010
Project Development
A Brief History
October 2008 –
January 2009
Jan 2009 –
April 2009
Feasibility
Work
Development
Proposal
April 2010 –
June 2010
May 2009 –
Sept 2009
Evaluation & Follow-on
Project Development
Sept 2009 –
Jan 2010
Feb 2010 –
March 2010
S1 Delivery
OCTOBER 2008 to JANUARY 2009
•
Health Buddies
Training
Early Stages
A study of available empirical evidence was undertaken between November 2008 and January
2009.
•
Management undertook a field trip to Sheffield in January 2009 to a conference ‘Developing
Peer led Sexual Health Programmes’ which provided key learning and experiences from
England.
•
Development proposal drafted, including process model.
•
Two schools already using peer led model identified and agree to participate in pilot.
•
Partners agree to driving forward the concept of peer-led SHRE.
FEBRUARY 2009 – APRIL 2009
•
•
February 2009 – A draft development proposal was tabled.
March 2009- Two part-time workers could be funded by the financial resource available.
Proposed that all first year pupils could receive four interventions of SHRE. (This was later reviewed
and three were delivered).
•
Plans for staffing - one member of staff to be employed by Peer Education Project and The
Corner respectively supported by the Staff Tutor representing Education Development Service.
•
5
April 2009 – Further consultation with active peer educators.
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2010
Project Development
MAY 2009 – SEPTEMBER 2009
•
A Brief History
May 2009 Partnership members including Corner Manager, NHS Strategic Lead Officer, Head of Community
Learning and Development and EDS Quality Improvement Officer agree funding and
provided direction, leadership and creativity to the development of pilot
•
June 2009 Partnership Agreement formulated and circulated to all partners and first
meetings with schools take place
•
•
July 2009 Two afternoon focus groups with interested young people
August 2009 Development proposal agreed by all participating partners and pilot programme
starts at both schools
•
•
Logo and name for programme created by young people
September 2009 Recruitment and selection of Health Buddies successful and 35 young people
recruited
•
Health Buddies training commenced
OCTOBER 2009 – JANUARY 2010
•
•
•
•
•
October 2009 Two part-time posts created in both NHS and Dundee City Council
Briefing document created to increase information sharing and awareness of pilot.
Two new workers successfully recruited and begin November 2009
Communication flow chart devised, clarifying channels of communication
January 2010 Health Buddies create and complete workbooks and prepare to deliver to S1 classes
FEBRUARY – MARCH 2010
•
•
•
February 2010 Six classes receive three sessions delivered by Health Buddies in each school
Positive feedback received and full evaluation from all stakeholders agreed and undertaken
National press coverage of pilot attracts further national and local attention
APRIL – JUNE 2010
•
April 2010 Health Buddies recognised and awarded at Celebration Evening with families,
school staff and partner agencies
•
•
April 2010 workbooks piloted by NHS Tayside in Perth Grammar taught by teachers
May 2010 Young people and staff enjoy a residential completing evaluation process
and planning for the
further
development of programme in schools post pilot
•
June 2010 Post pilot action plan developed
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Engagement & Recruitment
of Young People
The development of the pilot had only been possible thanks to key staff already
They worked with management
working within the two partner agencies.
pragmatically to formulate a draft training programme and create a recruitment
process which would provide clear expectations and benefits to potentially
interested young people.
There was an acknowledgement that the sensitive subject matter of sexual health
education may deter young people who may have something to offer. It was
agreed that a strategy for recruitment would be required and would include:
Marketing:
Subtle / subliminal
message posters displayed around
the schools for the duration of the
recruitment process.
3rd year assembly:
assembly Peer educators
from another school spoke about the
benefits of the peer education
experience and emphasised the
ground breaking nature of the pilot
programme. The opportunity to get
special recognition associated with
this and other benefits included
accreditation options and a weekend
residential.
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2010
Application forms with Job description:
description created to give clear
understanding of commitment and expectations.
Social Education classes:
classes A nurse and project worker spoke
for 10 minutes about the opportunity being offered. Answered
any questions that arose at this point and spoke about the
selection process.
Nomination Forms:
Forms S3 pupils were encouraged to
nominate peers who they would recommend (based
on job description.) Project staffs cross referenced
application forms with nomination forms and worked
closely with guidance link person to shortlist the most
suitable candidates.
Notification:
Notification congratulations letters
sent to those candidates chosen for
the pilot and letters to those
unsuccessful.
Parents’’ Night: A date and time for the parents’ night
Parents
confirmed before first training session.
A high level of engagement was achieved in
both schools and the strategy described was
successful in attracting high numbers of young people –
recruiting thirty five potential Health Buddies.
Using a range of opportunities to discuss expectations and
allowing young people to nominate their peers played a
significant part in this achievement and counter balanced
the presumptions and valid concern that both young people
had at this stage.
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Health Buddy Training Sessions
Getting to Know You and Setting Ground Rules
Session 1
This was an opportunity for all the third year pupils recruited as Health Buddies to meet each other
and the staff and find out more about the project. Pupils were able to ask questions and discuss
any concerns they may have about the training and delivery. This session was crucial to group
dynamics and individuals began to build trust and respect with each other to become a cohesive
group. The group came up with suggestions for ground rules which were agreed upon by all
participants
Teambuilding and Confidentiality
Session 2
This session followed on from the first and continued
to build trust, open communication and highlight the
importance of working together. Activities included an
ice breaking desert island game, circle of trust,
individual hopes and fears and a discussion about
confidentiality allowing all Health Buddies to take part
and give opinions. It aimed to get the message
across about confidentiality and how if broken can
have a significant impact on groups, organisations
and individuals.
Puberty, Menstrual Cycle, Conception and Contraception
Session 3
9
The beginning of the core Health Buddy training. The group
discussed what boys & girls find embarrassing to talk about.
Then covered the basics about the male and female
reproductive systems, the menstrual cycle and conception.
Once pregnancy was understood, methods of preventing
pregnancy were introduced. The FPA (formerly the Family
Planning Association) contraceptive case was produced, all
methods were discussed in a large group and contraceptive
samples were passed around, followed by a condom
demonstration.
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2010
Sex and the Law, Sexually Transmitted Infections
Session 4
Group discussion about sex and the law, the age of consent,
legal implications of sexual relationships / intercourse for under
sixteen’s and what that meant in a practical sense in terms of
access to services and confidentiality. The health buddies were
split into three groups, each provided with an information leaflet
about a method of contraception and an Sexually Transmitted
Infection
(STI).
Each
group
then
made
a
poster
about
a
contraceptive method or wrote a poem / song about a STI. They
then fed back or performed to the larger group. Finally, Health
Buddies participated in a mixing liquids game to demonstrate
how easily STI can be spread.
Pregnancy
Session 5
The group discussed on how you know you are pregnant, signs and symptoms and getting a pregnancy
test. In smaller groups scenarios were used to explore what it is like for a young person to be pregnant or a
parent. On a flip chart Health Buddies were asked to list what was needed for a new baby, and calculated
the financial cost of having a baby. In a large group termination of pregnancy, local services who can give
advice and referral, emotional issues and confidentiality regarding termination was discussed.
Adoption
was also discussed as a option. A individual mid-evaluation interviews were carried out.
Self-Esteem and Peer and Media Pressure
Relationships, SelfSession 6
Discussions about different types of relationships, which Health
Buddies individually and then in groups tried to rank in order of
importance. Discussion about the positive and negative qualities of
relationships, and in smaller groups discussed issues about self
esteem and how it impacts on your life.
This was fed back to the
larger group.
At Menzieshill High School the group commenced with the Altered
Images exercise. Groups of Health Buddies considered photographs
of individuals and answered questions about the person in the picture based on their own perceptions and
assumptions. Morgan Academy Health Buddies had completed this exercise previously and instead
created collages from newspaper and magazines about body image and how the portrayal of celebrities in
the media can impact on young peoples confidence, self esteem and behaviour .
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2010
Relationships and RU Ready?
Session 7
Menzieshill Health Buddies continued the altered images exercise by answering the same
questions about an individual in another photograph. Following feedback it was revealed that both
images were of the same individual.
At both schools FPA materials were used to discuss knowing if you are ready for a sexual
relationship. It was discussed why young people may feel pressurised to be sexually active, other
factors which can influence decisions, such as alcohol and drugs and how to say no to sex. Health
Buddies had access to computers and in pairs researched online sources of help available locally
and websites available to help individuals in a particular situation. They then fed back their
scenario to the larger group. Health Buddies also started to think about ideas for the delivery to
S1.
Sexual Health Quiz and S1 Delivery Planning
Session 8
The Health Buddies compiled a list of suggestions for delivery
to S1 pupils, as we discussed each topic. All Health Buddies
engaged and suggested activities to be included. To conclude
the session Health Buddies individually completed a sexual
health quiz. Due to time restraints one group completed the
sexual health quiz during the session and the other took it
home to return the following week.
Workbook Development and Planning for Delivery
Session 9 & 10
These two sessions were all about preparing the materials ready for the delivery to S1 pupils of the
three main topics which were:
Bodies and Puberty
Relationships
Scenarios and Services
The Health Buddies worked in three groups each working on one of the above topics. This
enabled all three sessions to be discussed and materials selected for use in each S1 session.
Following session 9 this material was collated into a draft workbook. The focus of session 10 was
proof reading the workbook, feeding back any suggestions or recommended changes and
practicing delivery session one. During week ten health buddies were allocated their class for S1
delivery and given details of timetables and lesson plans.
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Reflection and Lessons Learned from
Training
In session 1 and then following deliveries to S1 pupils, Health Buddies completed pre and post delivery
assessment questionnaires. This enabled staff to gauge what level each Health Buddy rated their own
self-esteem, awareness of self, relationships, new experiences and
confidence.
This allowed staff to
identify how the training and delivery of the programme has impacted on key areas of the Health
Buddies personal development.
During session 3 Health Buddies explored slang/everyday terms allowing them to feel more confident
using embarrassing words and this promoted a more mature attitude when discussion topic.
Health Buddies preferred more interactive activities that were fun and promoted learning.
This was
evident by the comments made by them when doing such activities. During session 4 a mixing liquids
game highlighted how a STI can be spread, this worked well and by getting everyone to take on an
alternative identity allowed individuals to fully engage with the group.
The topic In session 5 was pregnancy. Health Buddies explored the topic which led to rich and varied
discussions.
During this week Health Buddies completed individual mid-evaluation interviews which
allowed them to have a say about the programme and how it was developing.
facilitated
by
a
staff
member,
this
promoted
respect
between
staff
and
These interviews were
Health
Buddies
and
demonstrated that the Health Buddies had an impact on the development of the programme. Although
this meant that the Health Buddies missed some of the session it was justified by the feedback
received.
The Altered Images activity proved very insightful and increased awareness of how we perceive each
other in different situations. This activity was spread over two sessions to allow for the full effect of the
activity to be explored. The impact for the Health Buddies was profound. No one had guessed that the
images of young people were the same individual, either in shabby or stereo-typical image and positive
images.
This highlighted the message that perceptions and judgement of people can be wrong at
times.
Collages were also made, allowing Health Buddies to investigate how the media influences society and
can affect body image, marketing and fashion. This led to discussing other influences in our lives, such
as peer and relationship pressure.
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Developing the Workbooks
For S1 Delivery Sessions
The workbooks used in the delivery to S1 pupils were developed by the Health Buddies at each of
the schools, the drafts were shared with Guidance staff who had the opportunity to suggest
changes and discuss the suitability of the workbooks for use in the classroom setting. At Morgan
Academy Health Buddies delivered to four of the eight S1 classes. At Menzieshill High they
delivered to two of the four S1 classes. The Guidance teachers in both schools used the final
workbooks to deliver to the remaining S1 pupils.
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Pre S1 Delivery Evaluation from Health
Buddies
What have you thought of your training?
“Very fun and enjoyable”
“Thought the training was fun, I’ve learned a lot”
“Good peers! At some times adults got a bit serious, but overall excellent!”
How ready do you feel delivering next week?
“Nervous, but confident”
“I feel confident and ready to deliver next week”
“I feel ready because I did Peer Ed in 2nd year”
What would you do if you get a question you don
don’’t have the answer to or that worries
you?
“Ask a member of staff!”
“Ask them to tell the teacher or Health Buddy staff”
“If it is worrying, say you will have to tell the teacher”
Health Buddies Statistics
Menzieshill High School
•Two boys and seven girls completed the Health Buddies Programme.
•The majority of Health Buddies were fourteen years old with girls being slightly
older than boys.
•Nine Health Buddies delivered three sessions to pupils in two first year classes.
Morgan Academy
•Ten girls and six boys completed the Health Buddies Programme.
•The majority of Health Buddies were fourteen years old with girls being slightly
older than boys.
•Sixteen Health Buddies delivered three sessions to pupils in four first year
classes.
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Boys Bits / Girls Bits
Session 1
Getting to Know You
Ground Rules
Female Reproductive System
Male Reproductive System
Puberty
Menstrual Cycle
Name three things you have learnt in this session
The majority of recipients wrote about learning more about the parts of the male body, the female
body and the changes they go through during puberty. Some commented on particular parts they
had not heard of before, or had not realised the function of before. Many commented that they had
learned more about periods and there was also a good understanding that everyone is different
and develops at different rates.
“Learnt about periods, difference between boys and girls and the same between boys and girls.”
“Not everyone is really confident.”
“Not everyone is the same.”
What difference has this made to your learning?
Most commonly, pupils commented that they had a better understanding of their body and the
correct names for body parts. Many recipients wrote of the benefits of having peer led SHRE and
feeling more confident or comfortable having an S3 pupil lead the session rather than their teacher.
Others commented on having learned to be more mature talking about the subject and laughing
about it less.
“It’s more relaxed because the Health Buddy is in S3 which is more our age.”
“To be mature talking about growing up.”
“More confident about puberty.”
How could you improve this session?
Many of the S1 wrote that it didn’t need improvement, many commented that changing their own
behaviour and that of other S1 pupils would improve the sessions such as participating or cooperating more, not laughing, listening more and answering more questions.
15
“Don’t be embarrassed and laugh, be more confident.”
“By listening and calming down more”
“Answer more questions.”
“Same sex group.”
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2010
Relationships and Feelings
Session 2
Qualities of Relationship
Compatibility
Effect of Relationships on Confidence / Love
Problem Pages Q and A
Different Types of Relationship
Name 3 things you have learnt in this session
The answers most frequently given by S1 pupils included a better understanding of types of
relationships, caring for people, good and bad qualities in a relationship and how relationships can
affect your confidence. Many also said they learned more about what it means to love someone.
The problem page was also good in encouraging the recipients to think about a particular situation
and consider where help and information was available.
“Qualities of relationships, about love. Things that are important.”
“How to deal with relationships, I feel more confident what to do in those types of situations.”
What difference has this made to your learning?
Some S1 pupils felt that they hadn’t learned much in this session, but most felt they had a better
understanding about love and relationships, some commented on how this may affect their
decision making, behaviour and confidence. There was also an increased awareness of places to
seek help.
“It has made me realise that I shouldn’t do things that I don’t want to do.”
“It has made me understand a little more about what can happen around my age.”
Who will you share what you have learned today with?
Some pupils said they were either unsure or would not share information learned from their SHRE
with anyone, the majority said they would talk about what they had learned with various family
members or friends. S1 pupils workbooks were returned after the final session, they were
encouraged to take the workbooks home to show parents / carers what they had been doing in
SHRE.
“My friends, but not my mum’”
“Not sure, it’s difficult to talk about. Today it’s been alright talking about it.”
“I will share with my parents because they would like to know what I have been doing in SHRE.”
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Scenarios and Services
Session 3
Increasing Awareness of Health and Information Services for Young
Young People
Available Locally and Online
Scenarios for Discussion
Self Esteem
Name 3 things you have learnt in this session
The feedback from the S1 pupils following this session has been very interesting. The
overwhelming theme is self esteem; this appears to be a new concept to many of the recipients
and something that they gained a lot from learning about. Many pupils also said they had a greater
knowledge of where to go for help or advice, in particular The Corner and the Cool2Talk website.
“What self esteem is. How self esteem can affect your decisions.”
“Access services (who to go to), my right to confidentiality, my responsibilities.”
“I learned about self esteem, what you should do if something upsetting happens, who should you
tell or speak to”
What did you think of Health Buddies (pupils) supporting these sessions?
sessions?
The S1 evaluations clearly demonstrate that the majority of S1 pupils taught SHRE by Health
Buddies thought it was a positive experience, they found the Health Buddies easier to talk to,
thought they were supportive and understanding and preferred having their SHRE classes
delivered to someone closer in age and experience.
“I think he was very good and helped me understand a lot. It’s better when someone
just a few years older explains.”
“Pure amazing!”
What difference has this made to your learning?
Some S1 pupils said they had learned a lot from these sessions, others felt they had learned only a
bit. Again there were comments about preferring Health Buddies rather than teachers deliver these
sessions. There were many comments about knowing where to go for help or advice in and out of
school, and more pupils talking about increased confidence, greater knowledge of self esteem and
a better understanding of other peoples feelings and privacy.
17
“A lot – about self esteem. I did not know about self esteem.”
“It shows you that there is always someone you can talk to.”
“Think about feelings, start having more confidence.”
“To respect other peoples privacy.”
“Now I know more stuff.”
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2010
Reflection and Lessons Learned
from S1 delivery
The first session to be delivered was a heavy information giving week. The material that needed
to be covered to lay the foundation of the course was time consuming and none of the Health
Buddies completed the material by the end of session 1 delivery. As the S1 delivery sessions
were staggered over the both schools, this allowed staff to alert the Health Buddies that they
should not expect to finish all of session 1 delivery by the end of the session. This enabled them
to relax and not feel pressured during the delivery.
As session 2 & 3 materials were more discussion based it allowed the Health Buddies time to
catch up with the delivery session plans. In Menzieshill High School a word search was provided
which had been developed by the Morgan Academy Health Buddies, as additional material in
case they finished delivery session 3 early.
Time management was always going to be a factor as this programme had not been delivered
before and method of delivery was new to both S1 and S3 pupils involved. An additional factor
was the different delivery styles of the individual Health Buddies. During the three deliveries we
saw an increase in confidence in the Health Buddies and this promoted trust and respect within
each Health Buddies group. This alleviated any fears of not completing the delivery and the
teacher having to do catch up with the whole class.
The environment of any learning situation is important, but unfortunately for some of the Health
Buddies, the classroom that was picked for one of the Health Buddies delivery classes did not
have desks. This was initially a problem which meant the first session started later than we
expected. The layout of the room also had an impact on group dynamics.
Another issue was Health Buddy attendance. In one school absence during delivery sessions
required changes of Health Buddies and sizes of S1 delivery groups. Whilst this was
unavoidable, as a result, more information was gathered about Health Buddies location and
availability to cover future sessions.
A suggestion by some of the Health Buddies was that they would prefer a same sex group. This
was trialled in the first week only, as the girls and boys only group were more inclined to either
giggle through the session or misbehave and become more disruptive.
Another factor was teacher involvement in the sessions. As this was a peer led project it was felt
that teachers involvement was kept to a minimum but due to communication misunderstanding,
Health Buddy facilitator had to intervene when Health Buddies groups were being led by teacher
or other school staff. Feedback from teaching staff highlights that they too were unsure of their
exact role and would benefit from clearer guidance on this prior to future deliveries.
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Evaluation of Pilot
Feedback
From the outset and throughout every stage of the pilot, monitoring and evaluation has been in
place. The evaluation process was also developed using tried and tested national demonstration
practice models e.g. Healthy Respect. A short overview of all stakeholders’ experiences,
evaluations and learning can be summarised for the following:
•Young
Young People - Health Buddies and S1 Recipients,
•Health
Health Buddies Staff,
•School
School staff - Management and Guidance staff,
•Parents
Parents
•Partnership
Partnership Group Members.
Health Buddies and Young People
Information was collected from the S3 Health Buddies at the following stages of the pilot:
Self assessment questionnaires were completed at the start and end
•Self
end of the process
•Mid
Mid way interviews
•Comments
Comments left on post it walls at end of training sessions
•Questionnaires
Questionnaires pre and post S1 delivery
•Process
Process recording forms completed for each S1 delivery
•Individual
Individual and group evaluations at residential
The Health Buddies were asked to grade how much they had learned about the information
covered during the health buddies training and delivery. In all they were asked about their
knowledge of 38 different topics, including puberty, contraception, STI, pregnancy, relationships,
influences on behaviour / decision making and feelings about self. They were asked to state
whether they had learned nothing at all, not much, a little or a lot about each of the topics.
The topics they had learned most about are:
1.
SelfSelf-esteem
2.
Prevention of STI
4.
Where to get contraception/ contraceptive advice
3.
5.
19
Emergency contraception
People and places you can go for help
Report
2010
Health Buddies Final Evaluation
Feedback from questionnaires completed by Health Buddies
25
20
Not at all
15
Not much
A little
A lot
10
Blank
5
0
I have enjoyed
my Health
Buddy Training
I feel that my
knowledge has
increased by
being involved
with Health
Buddies
I feel that my
confidence has
increased by
being involved
with Health
Buddies
I have shared
what I have
learnt with my
friends / peers.
I have shared I now feel more
what I have
comfortable
learnt with my
talking about
parents / carers
personal
matters with my
parents / carers
25
20
Not at all
15
Not much
A little
A lot
10
Blank
5
0
Health Buddies
I would
The knowledge Health buddies Health Buddies I feel that I have I have gained a
training has
recommend
I have gained
has enabled
has enabled
a greater
greater
increased my Health Buddies will affect my me to develop me to obtain understanding awareness of
knowledge of to next years future decision
new skills
appropriate
of sexual
services
available locally
local services
S3’s
making
accreditation
health and
and support
relationships and nationally,
available
information
and how to
access them
Report
2010
Health Buddies Feedback – Post S1 Delivery
What effect will your experience of Health Buddies have on your future decision making?
“I am more knowledgeable about services.”
“It will be more likely that I will make better and sensible decisions”.
“It will make me question my decisions on whether to have underage sex”.
“I will think more carefully about any decision and make sure it is 100% what I want”.
“I know more types of contraception and know where to go for help. I can also help friends
and family with advice”.
What has been good about Health Buddies?
“Everything, enjoyed teaching others.”
“Met really nice people. Increased my confidence.”
“It’s been good learning about relationships with peers rather than teachers.”
“Getting to speak to people you didn’t really know and my confidence to speak to people
about sex.”
What had not been good about Health Buddies?
“Not having two people in a group (for S1 delivery).”
“Too many people right at the start of the training, people talked and carried on too much.”
How can we improve Health Buddies in the future?
“Have two Health Buddies in a group.”
“It was good, but we could do with more time.”
“Could do more of the practical activities, like mixing liquids game.”
Any other comments / suggestions?
“It’s been worth doing and loads of fun.”
“I liked it. It will be good for the future.”
“Teachers less involved. Make the session longer or have an extra one.”
Health
th Buddies?
How did you feel / think about the selection process of the Heal
“It was good because you got in if you were good enough.”
“I thought the applications were very good because the questions were relevant to the
training.”
“It was okay but you could have made it better by asking your questions face to face
instead of on a bit of paper.”
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2010
First Year Pupils Evaluation
First Year Pupils Feedback
Evaluations from the recipients of the Health Buddies delivery were collected in the
form of three questions following each delivery session, and at the end of the delivery.
This information is included in the S1 delivery section of this report. The S1 pupils
taught by Health Buddies and those taught the same material by their teachers also
completed a questionnaire about their experience and their learning, at an interval of
six weeks after the sessions.
Of those pupils who were taught by Health Buddies, 52% felt that they had learned a
little or a lot about self esteem, compared to 37% of those taught by teachers.
The S1 recipients were asked to list people, places or websites they could access for
help and advice. Those taught by Health Buddies demonstrated a greater awareness
of sources of help out with school and family. Of 111 S1 recipients taught by health
buddies, 44% listed The Corner and 17% listed Cool2Talk. In comparison, S1 pupils
taught by their teacher, 20% listed The Corner and there were no mentions of
Cool2Talk. Although they did list Childline and Women’s Aid.
What did you think of Health Buddies (pupils) supporting these sessions?
“It has made me more mature towards Sex Education’’
“I think they are a real help and if you do this next year I would consider working with
Health Buddies”
“Very good. I felt more confident. The Health Buddies were nice and spoke clearly and
explained everything.”
“Really enjoyed the sessions with the Health Buddies. Nice to have a Health Buddy to
explain stuff as they are closer to my age.”
“It was a lot easier rather than the teacher telling us and us speaking to them.”
“They helped more, we are in smaller groups etc.”
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2010
Health Buddies Staff
Can you describe the main learning points of the pilot and any thoughts
thoughts for future
developments?
“Start Youth Achievement awards at beginning”.
“Feedback from the Health buddies about the process and how it could be improved is
definitely a way forward”.
“It would be better to have meetings with Guidance staff earlier in process, so that they
were more familiar with the materials and also of our expectations of their role in the
classroom”.
“The partnership has co-operated and communicated well with each other and built a
solid foundation of trust and respect”.
Teachers
Guidance staff completed a questionnaire post delivery to S1 whe
whether
ther the session
had been delivered by themselves or by Health Buddies.
Content?
“Thought the books and materials were great.”
“Good blend of content and activities.”
Effectiveness of Health Buddies
”Positive, new approach has worked well, kids (S1) showed respect to S3”
“Nice relationships were created”
“Saw both sessions with/without Health Buddies. Thought it was much better , pupils
more involved when Buddies involved”.
Teachers’
Teachers’ Role
”Needs further development”
“Felt a bit like a spare wheel – who was in control”
Learning Points
”Think it is a good idea but would require more time and development”
Role out to all S1s:
The majority of Guidance Teachers agreed that Health Buddy delivery should be available to all
S1 pupils.
” Not sure if it merits so many S3 out of classes ”
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Parents
Parents of Health Buddies attending Celebration Evening, and S1 parents involved in
Speakeasy training have been extremely positive about the pilot and the future
potential for Health Buddies in Schools.
Parents present at a recent Celebration Evening were encouraged to leave comments on
the graffiti wall. Below are some examples:
“I covered my daughters paper round (which I hated) to let her attend Health Buddies. She
loved HB from the teaching from you to the delivering to the first years. She hopes it will
carry on for more years.”
“I think they are all so brave. Good to see that Dundee is “opening up” to the taboo.”
“Proud to know our son can now help others.”
“Great project – will be good to see rolled out to all schools in future.”
“You would all make excellent teachers. Well done!!”
“What a fantastic project. Well done everyone.”
Partners
examples
xamples of responses
These four questions were put to partnership group members and e
returned included:
What initially motivated you to become involved with the Health Buddies Pilot as a partner
or supporter?
“Our commitment to support schools to improve SHRE programmes and experience of the
benefits of peer education”
“The issue of sexual health education is important in secondary schools and we could see
the benefits of trialling a peer-led approach. “
“The innovative and different approach to SHRE and young people’s needs and interests
and the fact that this is the first of its kind in Scotland. “
“The Health and Wellbeing is an integral part of Curriculum for Excellence and we are keen
to explore innovative approaches to learning and teaching.
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Report
2010
Partners continued…
continued…
What were your expectations of the Pilot programme and its outcomes
outcomes and to what extent have
these been met?
“I think the pilot has shown how well this approach can work and how peer leaders and peer
educated both benefit. I think there has been less of a focus on how it could be mainstreamed
and rolled out.”
“The materials produced were fantastic, project staff worked with Guidance staff, and the pupils
reacted positively to their lessons. An added outcome was the knowledge gained by the Health
Buddies and their personal skills being further developed.”
Health
lth Buddies Pilot?
What do you consider to be the main learning outcomes of the Hea
“The value of young people being involved in developing a programme of study. That SHRE can
be successfully delivered by peers.”
“The main learning outcome was for the Health Buddies to provide S1 pupils with relevant
information but to emphasis the importance of building friendships based on trust and to learn
about themselves and the emotional changes they were likely to experience as young
teenagers.”
“It is clear that Health Buddies has managed to grasp the attention of everyone in involved by its
creative partnership approach and the strong focus of young people as peer educators.”
should
ould be progressed by the
What do you feel are the next priorities or developments that sh
Partnership?
“Rolling out the programme to other schools. Where possible delivered by peers and where this
is not possible delivered by teachers.”
“In the long term I would love to see this model rolled out across all year groups. A real
collaboration between young people and teachers. S5 and Guidance staff delivering to S3, S3/4
continuing to deliver to S1 long-term/2 etc”
“That sustainability is achieved to extent the pilot to a 2-3 year programme that builds on its
strengths and learns from the positive experiences to date.”
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Report
2010
Accreditation
From the outset the aim of the Health Buddies Programme was to offer Youth Achievement
Awards (YAA) to all Health Buddies. The key factors that inhibited Health Buddies Staff included:
•Planning support material for portfolios by Health Buddies
•Staff Training; as YAA training postponed and had to be completed at a later date
•Health Buddies Staff did not begin their post until November 2009 and by this time the Health
Buddies Programme was well underway in both schools.
As the Health Buddies had committed their time it was felt that this commitment had to be
rewarded. This was why we chose to put them forward for the Millennium Awards which is a
volunteer programme that allows young people to volunteer and get their skills and time
acknowledged. This was made available to all Health Buddies.
Although we had initial issues we have now offered to Health Buddies the Silver YAA post
programme which they are currently undertaking.
Health Buddies Celebration Evening
In April the Health Buddies and their parents or carers were invited to an evening to
celebrate the accomplishments of the young people involved in the pilot. Other guests
included representatives from Menzieshill High School and Morgan Academy, and
other key partners in the pilot programme.
The evening began with an introduction to the pilot by the project staff, the Health
Buddies then participated in a prepared question and answer style presentation to
highlight their experiences, their involvement and what they had gained from the
process. They chose to use this opportunity to have their say about some of the
sensational comments that had been voiced in the press. Dr Elizabeth Wilson, Director
of Nursing for NHS Tayside, presented each of the Health Buddies with a certificate to
commemorate their involvement in the project and also a mock Millennium Volunteer
Awards certificate (actual certificates available at age 16). The evening concluded with
closing remarks from Mr Jim Collins, Director of Education, DCC.
The event was a celebration for everyone involved and provided the Health Buddies an
excellent opportunity to showcase their achievements. A ‘graffiti wall’ was available for
parents, carers and other interested parties to provide their feedback and comments on
the Health Buddies in Schools programme.
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Report
2010
Curriculum for Excellence
The following outcomes and experiences for Health and Wellbeing were developed
during the programme.
S3 Pupils
•
•
•
•
•
•
•
•
•
•
I know that friendship, caring, sharing, fairness, equality and love are important in building positive
relationships. As I develop and value relationships, I care and show respect for myself and others.
HWB 3-05a
I recognise that each individual has a unique blend of abilities and needs. I contribute to making my
school community one which values individuals equally and is a welcoming place for all.
HWB 3-10a
I make full use of and value the opportunities I am given to improve and manage my learning and, in
turn, I can help to encourage learning and confidence in others.
HWB 3-11a
Representing my class, school and/or wider community encourages my self-worth and confidence
and allows me to contribute to and participate in society.
HWB 3-12a
I understand and can demonstrate the qualities and skills required to sustain different types of
relationships.
HWB 3-44b
I understand my own body’s uniqueness, my developing sexuality, and that of others.
HWB 3-47a
I know how to access services, information and support if my sexual health and wellbeing is at risk. I
am aware of my rights in relation to sexual health including my right to confidentiality, and my
responsibilities, including those under the law.
HWB 3-48a
Through contributing my views, time and talents, I play a part in bringing about positive change in
my school and wider community.
HWB 3-13a
I value the opportunities I am given to make friends and be part of a group in a range of situations.
HWB 3-14a
I am developing my understanding of the human body human body and can use this knowledge to
maintain and improve my wellbeing and health.
HWB 3-15a
S1 Pupils
•
•
•
•
27
I understand and can demonstrate the qualities and skills required to sustain different types of
relationships.
HWB 3-44b
I understand my own body’s uniqueness, my developing sexuality, and that of others.
HWB 3-47a
I am developing my understanding of the human body human body and can use this knowledge to
maintain and improve my wellbeing and health.
HWB 3-15a
I know how to access services, information and support if my sexual health and wellbeing is at risk. I
am aware of my rights in relation to sexual health including my right to confidentiality, and my
responsibilities, including those under the law.
HWB 3-48a
Report
2010
Summary
The Health Buddies pilot programme has provided a welcome and pioneering
pioneering approach
to a well recognised need for relevant, accessible and engaging SHRE programmes for
young people in schools.
The areas of positive relationships, developing confidence and making
making healthy
connection between school, families and the communities have all been central to the
development of this programme.
Key learning from the evaluations of all stakeholders highlight the following:
• Incorporating SHRE into the peer education programme makes good sense and
is complimentary to the experience and learning of pupils (both delivering and
receiving) within schools already familiar with the process and benefits.
• Young people (S3 pupils) will volunteer to become Health Buddies if expectations
and benefits are made clear from the outset. The strategy for recruitment can be
developed further as the numbers of Health Buddies grows.
• The opportunity for partnership working is increased by the introduction of
Curriculum for Excellence. Health and Wellbeing is a core part of the curriculum
and partnership working plays a key role.
• Strong evidence that training S3 pupils to deliver to S1 pupils worked extremely
well.
• Partnership working is crucial for good communication between frontline Health
Buddies staff, school staff, pupils and parents/carers. Roles and responsibilities
should be reviewed regularly to maintain this.
• Greater confidence and understanding of specific sexual health matters has been
achieved through the pilot. Dialogue has increased between pupils, teaching staff
and families during this process.
• A high level of young people involved in Health Buddies reported greater
knowledge and learning as well as increased awareness of where to get further
support for sexual health services or relevant agencies and websites.
Partnership members are now committed to taking the overwhelming positive outcomes
of the Health Buddies pilot forward and look forward to strengthening the programme and
using the learning from the work to date.
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Report
2010
Acknowledgements
The pilot would not have been possible without the energy,
commitment and courage of all the following people:
Menzieshill
Menzieshill High School Health Buddies
High School
Jason Davies
a
E li s h
Shannon Dunn
Lau
r en
n
W i ls o
Danielle McLaren
D a n
ie l N
e a v
e
lle R a e
D a n ie
Meghan Lynch
29
Rachel Fenwick
D w
yer
Report
2010
Morgan Academy Health Buddies
Lewis MacLaughan
Annsa Ali
Dean Imlay
Kim Roach
Kristofer Burke
Barry Loughran
Rosie Madden
Sarah Green
Maria MacKay
Penny Wheeler
Abbie Galloway
Ben Culley
Natalie Healy
Steven Strachan
Lynsey Henderson
Allie Davidson
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Report
2010
Acknowledgements
STAFF
Early Development:
Craig Morris, Team Leader Peer Education Project
Christine Greig, Community Learning & Development Worker
Louise McKay, Sexual Health Nurse
Current Staff:
Sara Beveridge, Health Improvement Officer
Celeste Thomson, Community Learning & Development Worker
Parveen Afzal, Health and Wellbeing Staff Tutor
Nick Toner, Clerical Assistant
SCHOOL BASED PARTNERS
Menzieshill High School
George Laidlaw, Head Teacher
Val Dillon, Principal Teacher Guidance
Morgan Academy
Fiona Low, Deputy Head Teacher
Ross Clark, Principal Teacher Guidance
PARTNERSHIP BOARD
Ann Eriksen, Commissioner for Sexual Health, NHS Tayside
Neil Gunn, Head of Community Learning & Development, Leisure & Communities Dept., DCC
Tracey Stewart, Quality Improvement Officer, DCC
Pete Glen, Manager, The Corner
STAKEHOLDERS GROUP
Parents & Carers
Speakeasy – Linda McKerecher, FPA, NHS, Tayside
Kenny Lindsay, Manager, Youth Work Services, Leisure & Communities Department, DCC
Julie Redman, NHS, Tayside
Corner & Peer Education Staff Members
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Report
2010
Health Buddies and Staff
Health Buddies Residential 2010
Health Buddies in Schools
The Corner Offices
18 Dock Street
Dundee
DD1 3DP
01382 206060
office.corner@nhs.net