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Auswirkungen eines Peer-Education-Programms auf Multiplikatoren und Adressaten - eine Evaluationsstudie
Appel, Elke

Main titleAuswirkungen eines Peer-Education-Programms auf Multiplikatoren und Adressaten - eine Evaluationsstudie
Title variationsEfficacy of a peer education program in multipliers and addresses - an evaluation study
Author(s)Appel, Elke
Place of birth: Appel, Heidelberg, Deutschland
1. RefereeProf. Dr. Dieter Kleiber
Further Referee(s)Prof. Dr. Hans-Peter Rosemeier
Keywordspeer education, program evaluation, prevention, pregnancy, HIV
Classification (DDC)370 Education
Summary

Peer education programs are regarded as an innovative and promising prevention strategy for adolescents. The adolescents are trained by adult experts in a relevant prevention topic. After the end of the training period, the adolescents become active as peer educators (multipliers) within their peer group (addressees) and hold information sessions or organize other types of projects. The aim of the study was to evaluate the efficacy of a peer education program for the prevention of unwanted pregnancies and sexually transmitted diseases in multipliers and addressees.
Introductory theoretical foundations for peer education programs perspectives are described from four: (1) the meaning of symmetrical peer relations for the cognitive and social development of juveniles is emphasized from a developmental psychological point of view, (2) the role of model learning in explaining the immediate influence of multipliers on addressees, (3) the relevance of health psychology theories in predicting contraceptive behaviour (4), the diffusion of innovations theory to explain the health messages spreading via informal networks.
A comparative study was carried out to evaluate the program efficacy in multipliers . The effects of peer education training were examined under long-term (mean: 3/4 year) and short-term training conditions (mean: 2-4 months). The multipliers (N = 37; mean age: 14.8 years) filled out a questionnaire before and after training and after conducting sessions with addressees. The addressees were submitted to an isolated evaluation by comparing students from intervention schools to a control group without treatment (N = 1411; mean age: 14.3 years).
Results are presented on four questions: (1) multipliers with long-term training show an lasting increase in topic-related knowledge, perceived communication competence, self-esteem and sexual self-confidence. (2) Multipliers with long-term training profit more comprehensively and more persistently than multipliers with short- term training. The latter show only a short-term rise in communication competence and a delayed increase in topic-related knowledge. (3) Regarding addressees: already a single or repeated information sessions by peer educators result in long-lasting program effects. Communication on sexuality and contraception is improved. Consistent program effects were only demonstrated in secondary school students but not in comprehensive school students or vocational school students. (4) Some of the positive program effects on communication are due to the perceived similarity with the multipliers as models.

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FU DepartmentDepartment of Educational Science and Psychology
Year of publication2002
Document typeDoctoral thesis
Media type/FormatText
LanguageGerman
Terms of use/RightsNutzungsbedingungen
Date of defense2001-11-05
Created at2002-01-01 : 12:00:00
Last changed2010-02-19 : 12:42:00
 
Old Darwin URLhttp://www.diss.fu-berlin.de/2002/1/
Static URLhttp://www.diss.fu-berlin.de/diss/receive/FUDISS_thesis_000000000567
NBNurn:nbn:de:kobv:188-2002000015
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