National
AgrAbility Project
Peer Support
2007 National AgrAbility Training Workshop
November 15, 2006
Jackson, MS
Douglas B. Carmon
National AgrAbility Project Manager
DEFINITION
• PEER n.
– A person who has equal
standing with another, such as in
age, gender, disability and life
experiences.
DEFINITION
• A peer is someone who may
or may not be like us in
obvious ways, but is someone
with whom we share a basic
humanity, uniqueness, or
experience
DEFINITION
• All people share universal
human experiences
• By virtue of this shared
humanity, we
are all peers
DEFINITION
• SUPPORT
–verb
1. to undergo or endure, esp. with patience or
submission; tolerate
2. to sustain (a person, the mind, spirits,
courage, etc.) under trial or affliction: They
supported him throughout his ordeal
3. to maintain (a person, family, establishment,
institution, etc.) by supplying with things
necessary to existence; provide for: to
support a family
–noun
4. a person or thing that gives aid or assistance
PEER SUPPORT
• System of giving and receiving
help founded on key principles
of respect, shared
responsibility, and mutual
agreement of what is
considered to be helpful
• Provided by people with
disabilities to people with
disabilities
PEER SUPPORT
• Has been recognized as an invaluable and effective
adjunct to professional health services
• Peer support work is based on a recognition that peers
could understand feelings and personal issues concerning
disabilities better than non-disabled professionals, certain
areas of service were pinpointed as pertinent to peer
involvement; these areas included information and referral,
skills training, emotional support, self-exploration, problem
identification, goal setting, action planning, and goal
attainment monitoring. (NIHR 1984)
CHARACTERISTICS
• Mutual respect
• Optimistic outlook
• Empowerment of the client
– Understanding that the client has
the solutions to his/her own problems
and does not need your advice or
direction
• Genuineness
– being oneself
– authenticity
CHARACTERISTICS
• Acceptance of differences
– does not mean agreement, but
acceptance based on respect
• Empathy
– allowing oneself to feel with another
person
• Intention to be of service to
another
PEER SUPPORT PROGRAM
• Designed to bring answers and
support to people with newly
acquired disabilities, as well as
people who have had
disabilities for some time
PEER SUPPORT PROGRAM
• Besio and Mahler (1993) cite a number of
benefits of utilizing consumers/survivors as
service providers, including empathy and
understanding, tolerance of unusual behaviors,
ease of relating to service recipients, knowledge
of available resources, positive role modeling and
a strong sense of responsibility for clients. They
also emphasize that peer support provides a level
of care not available by professionals.
PEER VOLUNTEER
• An individual who has adjusted well
to their disability, and wants to
assist others in similar situations to
do the same.
PEER VOLUNTEER
• Meet with participants with similar
disabilities and share information
about adaptive equipment, family and
marital issues, transportation,
employment and education
• Sharing experiences & information
– Emotionally
– Physically
– Psychologically
PEER VOLUNTEER BENEFITS
• Increases feeling of self-worth and
accomplishment—contributing to
help another & the community
• “Inspiring” others often inspires
the peer volunteer
• Improves interpersonal and
communication skills
PEER RECIPIENT BENEFITS
• Provides opportunity to achieve
a greater level of independence
and self-sufficiency through
role modeling and
encouragement
• Participant is often encouraged
to take sensible risks
– Peer Volunteers can often
accomplish this better than
professionals
PEER RECIPIENT BENEFITS
• Peers can often motivate people to
do things previously thought as
impossible
• Development of better coping skills
–
–
–
–
–
Community
Red tape
Attitudes
Modifications
Adaptations
PEER RECIPIENT BENEFITS
• Often receive emotional
support and new techniques for
managing problems
• Learn self-advocacy skills
• Have a role model to follow to
enhance self-worth, a sense of
identification by reduction of
isolation and separation
PEER BENEFITS
• The benefits to the clients is clearly identified by
whom state that through developing and drawing
on social support, clients can gain knowledge
and skills to assist their integration into the
community. Clients can more easily relate and
communicate with someone with whom they can
identify, and they can gain a sense of hope and
inspiration through interactions with peer support
workers. (Besio and Mahler 1993)
Why
• Identified need
• Other peer support programs
• National initiative
How
• SRAP workgroup
• Compilation of resources
–
–
–
–
CO AANNPST
SRAP workgroup
Public & private organizations
PPT, handouts, role playing
How
•
Workshop program
1.
2.
3.
4.
5.
6.
7.
•
Welcome & Intro
AgrAbility Overview and PS Training Goals
Peer Support, Supporters, and Supported
Coping with Disability
Effective PS Volunteer Methods
Volunteer Standards of Conduct
Pulling it All Together
PPT, handouts, Peer Helper’s
Pocketbook, & role playing
How
Pilot tested with KS AgrAbility
Next Steps
• Resource release
• Assist SRAPS in launching their own
peer support program
• Quarterly PS teleconferences
• Establish the National Peer Support
Network (NoPerSoNalone)
BOTTOM LINE
• Help where help will be
accepted
• Enable self directed
solutions
• Referrals
• Do no harm
– Be safe to self
and others
National
AgrAbility Project
Promoting Independence in Agriculture
AANNPST11.1506 (Rev. 11.0306b)
Colorado AgrAbility Project—
Peer Support Train-the-Trainer
Training
Jackson, MS
By Robert J. Fetsch, Extension Specialist
& Director, Colorado AgrAbility Project,
Human Development & Family Studies
Colorado State University
Promoting Independence in Agriculture
History—
AgrAbility Neighbor-to-Neighbor Peer
Support Train the Trainer Training
•1998-2002—We visited with
AgrAbility Staff: Bill Field, Paul
Jones, Paul Leverenz, Mary
Yearns, Dan Robbins, Cheryl
Skjolaas, and others.
Promoting Independence in Agriculture
History—
AgrAbility Neighbor-to-Neighbor Peer
Support Train the Trainer Training
•2000-2003—We found in the
research literature 10 stages from
denial to joy of life.
Promoting Independence in Agriculture
We found in the research literature
10 stages from denial to joy of life.
•Denial & Shock
•Mourning & Withdrawal
•Anger & Blame
•Bargaining
•Depression
Promoting Independence in Agriculture
We found in the research literature
10 stages from denial to joy of life.
•Reassessment & Reaffirmation
•Coping & Mobilization
•Dialogue
•Self-Acceptance & Self-Esteem
•Joy of Life
Promoting Independence in Agriculture
History—
•10 stages
–It’s not a linear process.
–It’s a dynamic process.
–Family members too.
–Let’s be vigilant and refer.
Promoting Independence in Agriculture
History—
•2000-2003—We asked
questions:
–How long is realistic to expect
farmers/ranchers to take off from
work to learn about peer support?
–What are the core skills that peer
support advocates need to learn to
provide effective peer support?
Promoting Independence in Agriculture
What Are the Core Skills?
1.
2.
3.
4.
Connect well.
Listen actively.
Problem-solve.
Spot signs of high stress, anger,
depression, and suicidal thinking.
5. Make effective referrals to appropriate
professionals.
33
Promoting Independence in Agriculture
3 Keys to Effective AANNPST Training:
1) Screen Well!
2) Teach Well!
3) Assess Well!
34
2003 U. S. Suicides - by State
Deaths Per
100,000 Population
Suicide rates per 100,000 population by state and US
25
20
WY
CO
US
NM
UT
15
10
5
03
20
01
20
99
19
97
19
95
19
93
19
91
19
89
19
87
19
85
19
83
19
81
19
19
79
0
Source: Retrieved October 24, 2006 from http://webapp.cdc.gov/sasweb/ncipc/mortrate.html
Suicide rates per 100,000 population by state and US
18
16
14
NE
MS
US
OK
KS
12
10
8
6
4
2
03
20
01
20
99
19
97
19
95
19
93
19
91
19
89
19
87
19
85
19
83
19
81
19
19
79
0
Source: Retrieved October 24, 2006 from http://webapp.cdc.gov/sasweb/ncipc/mortrate.html
National Institute of Mental Health
Current Suicide Rates in U. S.
Promoting Independence in Agriculture
We use practical handouts and
resources.
We provide science-based
information.
We are conducting an evidence-based
program effectiveness study of what
works in peer support programs with
farmers and ranchers with disabilities.
39
Promoting Independence in Agriculture
How do we teach? 3 ways.
• Lecture/cognitive learning.
• Role play/experiential learning in
dyads/triads.
• Self learning on one’s own.
40
Promoting Independence in Agriculture
From previous research,
what do we now know?
• That high-dosage training programs
work well and are effective with nonfarm/ranch groups.
41
Promoting Independence in Agriculture
From previous research,
what do we not know?
• Whether a 1-2 day peer support
trainings are effective with groups of
farmers/ranchers with disabilities and
caregivers.
• CO and OK are poised to find out!
• Won’t you join us?
42
Promoting Independence in Agriculture
How many workshops since
inception?
• 7/15/2004 AgrAbility Neighbor-toNeighbor Peer Support Program
Training, Denver, CO—7 CO farmers &
ranchers with disabilities and
caregivers.
43
Promoting Independence in Agriculture
How many workshops since
inception?
• 5/10-11/2005 AgrAbility Neighbor-toNeighbor Peer Support Program Trainthe-Trainer Training at the request of
Doug Carmon and Cheryl Skjolaas,
Kansas City, KS—19 AgrAbility staff
participants from CA, CO, DC, IA, IL, IN,
44
KS, MI, NE, OK, PA, and SD.
Promoting Independence in Agriculture
How many workshops since
inception?
• 4/18-19/2006 AgrAbility Peer Advocate
Training at the request of Carla Wilhite
and Linda Jaco, Stillwater, OK—7-9 OK
farmers and ranchers.
45
Promoting Independence in Agriculture
What feedback did we
get from participants?
46
Promoting Independence in Agriculture
What are some
challenges and
successes of running
this program?
47
Promoting Independence in Agriculture
What are our future
plans, e.g. helping
other SRAP’s launch
their program?
48
Promoting Independence in Agriculture
Thank you
very much!
49
Promoting Success in Agriculture for People with Disabilities and their Families
Kansas AgrAbility Experience
Jackson, MS
Kerri Ebert
When and why did we decide to
start a Peer Support Program?
When
Why
 2003 discussed by Advisory
Committee
 Need articulated, but
reservations about “getting in
over my head”
 2005 Hosted multi-state
training in Kansas City
 Included in plan of work for
new grant application
submitted in 2005
 Add dimension to services
offered by AgrAbility Project
 Fill a perceived need
51
Initial Peer Support Training
• July 2006
– Two, half days – afternoon through noon – including group
dinner
• 12 invited farmers – 8 RSVPs – 4 showed
• 2 part-time participants
• 3 AT Ag Specialists participated
52
Feedback
• Farmers were enthusiastic
• Desire to give back to the Project and to serve fellow
farmers
• “I had help and I want to give something back.”
• “I would like to help someone if I can, within my
boundaries.”
• “I want to be able to tell and show people that
anything is possible. Where there’s a will there’s a
way.”
53
Resources
Initial training partner = National AgrAbility Project
– We agreed to pilot test training materials
– We were challenged to find in-state experts for presenters
Presenters
– Charlie Griffin, Kansas Rural Family Helpline
• Assistant Professor of Family Studies and Human Services
• Background in rural mental health, chemical dependency
counseling, stress management, crisis intervention, and
biofeedback training; formerly private practice marriage and family
therapist
• An established KAP partner in outreach to rural Kansans
– NAP & KAP Staff
54
Challenges / Opportunities
Challenges
Opportunities
 Identifying peer supporters
 Promote greater awareness of
Project
 Encouraging farmers to access
our trained peer supporters
 Continuing education and
support for trained peer
supporters
 Add depth to services offered
by Project
 Meet a need in the agricultural
community
55
Unintended Outcomes
 Our AT Ag Specialists gained a greater understanding of
the Project and the possibilities of Project participation
 Helped our AT Ag Specialists expand their network of
resources
56
Future
• Next training in Fall 2007
• Explore training for children with a parent who has a
disability
• Continue to develop in-state network and cooperate with
surrounding states and NAP
• Incorporate Colorado survey tool to help populate that
database
57