Peer Education Training Site Level II Training

1. Peer Education Training Site Level II Training

2. Your Trainers Today: Kansas City Free Health Clinic Alicia Downes, LaTrischa Miles American Red Cross, St. Louis Simone Phillips, Kate Johnston, Marilyn Ricker Kases, Salim Phillips American Red Cross, Kansas City/St. Louis Bryan Morgan American Red Cross, Springfield Theresa Parrish MATEC - MO Carolyn Prim

3. Level II Training Agenda Day 1 • Welcome / Overview of Agenda • Parking Lot / Ground Rules / Housekeeping • Ice Breaker • Program Overview • Initial Evaluation / Consent Paperwork Break 15 minutes • Peer Educators in the Multi-Disciplinary Team • Peer Educator Job Description • Confidentiality and Boundaries Lunch45 minutes • Verbal and Non-Verbal Communication Skills Break15 minutes • Communication Wrap-Up • Cultural Competency • Wrap-Up/Summary of the Day

4. Parking Lot • Ground Rules • Housekeeping

5. Ice Breaker and Introductions • People Hunt Bingo • Introduce yourself by sharing: • Your name • One thing that someone wouldn’t know about you just by looking at you • Each person then introduces his or her new acquaintance to the group

6. Project Overview • Goal: Learn how to build the capacity of organizations and peers to develop and replicate HIV Peer Education Programs. • Federally Funded by Health Resource Service Administration (HRSA) • Research Based • Level I Training • Level II Training • Level III Training • Building capacity of organizations that provide HIV Primary Care in Missouri • Incorporate peer programs in organizations throughout Missouri

7. Evaluation

8. Peer Educators in the Multi-Disciplinary Team

9. Peer Educators in the Multi-Disciplinary Team • What are the qualities of an effective Peer Educator? • What are not the qualities of an effective Peer Educator?

10. Peer Educators in the Multi-Disciplinary Team What is a Multi-Disciplinary Team? • Groups of professionals from diverse disciplines who come together to provide comprehensive assessments and consultation for a common goal. • Team members at agencies where clients receive care • Valued at hospitals, clinics, agencies • Other disciplines: businesses, schools Multi-Disciplinary Teams at hospitals/clinics • Meet weekly • Diverse disciplines • Why complete a client case conferences • Frequency of case conferences

11. Peer Educators in the Multi-Disciplinary Team • Common Goal-assess client needs, develop plan between client and team • Holistic approach

12. Traditional Approach Doctor Nurses Social Worker Mental Health Peer

13. Multi-Disciplinary Approach

14. Traditional vs. the Multi-Disciplinary Approach • Traditional Approach-Providers only, communication style, directive approach to service delivery • Multi-Disciplinary Approach-Peer is center of team, communication style, holistic approach • Peer is vital to connection between the client and providers

15. Peer Educator Job Description

16. Confidentialityand Creating Boundariesin the Workplace

17. Confidentiality & Boundaries What is Confidentiality? • Information protected from unauthorized viewers • Information accessible only to those authorized to have access • Ethical principle associated with several professions - “privileged” • Trusting another person with information that will not be shared with others Health Insurance Portability and Accountability Act of 1996 (HIPAA) • A federal government act established to maintain and protect the rights and interest of the customer.

18. Confidentiality & Boundaries HIPAA • Defines the standard for electronic data exchange • Protects confidentiality • Provides security of healthcare records • Privacy or confidential rules regulate how information is shared • Prior to receiving health services at pharmacy, medical visit, social services etc… • Client is informed of his rights to confidentiality, the policy and procedures regarding the release of his personal health information • Client signs a form stating they received and reviewed HIPAA

19. Confidentiality & Boundaries Situations when HIPAA data can be released without client’s permission or consent: • Reporting abuse, neglect or domestic violence • Prevent serious threat to health and public safety • Reporting to Department of Public Health for health purposes • Inform appropriate bureau during disaster relief • Workers Compensation • Food and Drug Administration for expected side effect to drugs or food product defects to enable product recall. • Correctional institution • Funeral directors, medical examiners, coroners, procurement of organ, or certain research purposes • Notify family members, legal guardian involved in the client’s care for notifying them of a person’s location

20. Confidentiality & Boundaries Consequences of breaking confidentiality include: • Employee reprimand, warning or dismissed • Client/patient may be embarrassed • Client will loose trust in Peer Educator and agency • Client may file charges against Peer Educator and agency • Agency could be fined criminal penalties for disregarding HIPAA

21. Confidentiality & Boundaries What is a boundary and what does it mean to set boundaries? • A boundary is a dividing line between you and anyone else, even a loved one. The line represents both physical and emotional limits others may violate. • When boundaries are crossed it creates intense feelings or anger, hurt, outrage etc. • Boundaries ensure that others do not cross the line • Boundaries make you feel safe, healthy, good • Boundaries make others feel safe around you • Boundaries let others know your limits • Boundaries set relationship guidelines so people know how to behave around you

22. Confidentiality & Boundaries Tips for setting boundaries: • Do it clearly - without anger and with few words • Avoid justifying, rationalizing or apologizing • If needed, offer a brief explanation • Tell what hurts • Don’t simultaneously set a boundary and take care of another’s feelings • Don’t allow guilt or shame to keep you from setting a boundary • Be ready to enforce a boundary once it’s set • Follow through. • What we say must be what we do • Be prepared for people to get angry when you set a boundary

23. Confidentiality & Boundaries What to do when someone crosses your boundaries: • Inform – Let the person know what they are doing while using “I” statements • Request-Let them know what you want • Instruct – Let them know what you want them to do • Take astand - Stop • TimeOut-Step out of the situation briefly for your safety • Extend TimeOut – Stop the relationship until the person changes behavior

24. Confidentiality and Boundaries Activity • Group Activity

25. Communication

26. Communication • What is Communication? • Why is it Important? • Main communication concepts • Sender • Receiver • Message

27. Verbal Communication

28. Verbal Communication • What is verbal communication? Verbal communication requires the use of words, vocabulary, numbers and symbols and is organized in sentences using language.

29. Verbal Communication • What does it mean to be passive in what you say to and do with others? Being passive means repressing the emotions, feelings and thoughts that we have, even if by doing so we feel uncomfortable and unhappy with ourselves. Passive responders tend to act out the role of victim, making those around them feel guilty or frustrated.

30. Verbal Communication • What does it mean to be aggressive in what you say to and do with others? Being aggressive means interacting with others without respect for their rights and feelings. Aggressiveness may be direct, which may involve physical or verbal assaults.

31. Verbal Communication • What does it mean to be passive aggressive in what you say to and do with others? Being passive aggressive means displaying behavior in which feelings of aggression are expressed in passive ways such as stubbornness, pouting, or intentionally putting things off.

32. Verbal Communication • What does it mean to be assertive in what you say to and do with others? Being assertive means expressing what we want or believe in and is an important part of clear communication. If we say what we want or feel and explain why we have chosen a certain decision or action, we can reduce the probabilities of being misunderstood.

33. Verbal Communication • Communication Situation Role Play

34. Verbal Communication • Discussion Questions: • What do you think? • What was effective? • What could be improved? • How is this different from the assertive example?

35. Non-Verbal Communication

36. Communication • What is non-verbal communication? Non-verbal communication is sending and receiving wordless messages. Such messages can be communicated through hand movement, posture, facial expression and eye contact.

37. Non-Verbal Communication What’s the difference? • Verbal communication • Non-verbal communication What is your opinion? Do non-verbal messages always match verbal messages? - How do we know? - What do we look for? Do you tend to depend on verbal messages more than non-verbal messages? Activity

38. Culture and Cultural Competence: How It Affects What We Do

39. Activity

40. Culture

41. Culture • What is Culture? • Aspects of life shared in common by a group of people, which may include: • values, norms & expectations, attitudes, beliefs • age, gender, race / ethnicity, sexual orientation • language, history, geography, customs, rituals • food, clothing, music, literature, art, religion • education and literacy, occupation, income, social class and status, leisure activities

42. What is Culture? communication patterns ways of life roles time hierarchies Tastes in art and manners that are favored by a social group. customs behaviors artifacts Information transmitted from generation to generation. All the knowledge and values shared by a society.

43. Culture What is Cultural Competence? • Having the capacity to work effectively and interact with people from cultures different than our own

44. Culture Cultural Competence Differs from • Cultural Knowledge: • to be familiar with selected cultural characteristics, history, values, belief systems, and behaviors of another group. • Cultural Awareness: • a general understanding of what another group is like and how it functions. • Cultural Sensitivity: • accepting and appreciating the differences that exist between cultures without assigning judgments (good/bad, right/wrong) to those differences. This usually involves internal changes in one’s attitudes and values.

45. Culture Why is cultural competency important? -People come from diverse backgrounds with many different kinds beliefs and practices -We want to connect with others in a genuine way. We want to show authenticity (realness), respect, true understanding and build trust.

46. Wrap-Up (chart) Pluses and Wishes Sheet

47. Peer Education Training Site Level II Training

48. Level II Training Agenda Day 2 Review of Day 1 / Overview of Day 2 M.A.R.S. Model Viral Life Cycle Break 15 minutes (Cont.) - Viral Life Cycle Laboratory Values Lunch 45 minutes Understanding Drug Resistance Adherence-Barriers and Strategies Break 15 minutes Adherence Matters Prevention Education for PLWH/A’s Navigating the System Wrap-Up/Pluses & Wishes/Summary of the day

49. Motivation to Learn

50. Learning • Why does a peer need to understand how people learn?