LDAT Program Modules

This section provides policies and procedures to support your LDAT to design, deliver and evaluate high-quality and effective Peer Support Programs.

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Policies and procedures included in the download

Recruitment: Eligibility and Criteria
Recruitment of Peer Leaders/Supporters
Recruiting for the Peer Supervisor/Coordinator
Supervision of Peer Leaders
Working with Peer Leaders in Program Delivery and Planning
Responding to Enquiries
Peer Leaders Screening and Selection
Orientation and Training
Monitoring and Support
Resolution of Issues
Recognition of Peer Leaders and others
How to Refer to Support Services
Program Closure
Early Termination
Privacy and Confidentiality: Privacy, Confidentiality, Record Keeping
OHS Including Risk Assessment
Managing Complaints
Child Safety and Duty of Care, Police Checks Duty of Care
Code of Conduct
Staff Support and Development
Managing Risk Behaviours
Grievance Resolution Procedure
Equal Opportunity
Sexual Harassment
Legal Obligations and Liability
Insurance Guideline
Media Policy
Social Media Use
Dealing with Unacceptable Peer Leader Behaviour
After-hours support
Crisis or Critical Incident
Overnight Visits and Out of Town Travel
Responding to Young People’s Issues and Behaviours
Rights and Responsibilities of Young People
Eligibility Policy – Procedure to be used for Unsuccessful Applicants
Debriefing
Substance or Drug Use Policy
Roles and Responsibilities of Peer Support and LDAT
Parental/ Guardian Consent
Transportation
Referring Peers to Support Services
Managing Risk and Reputation
Establishing A Budget
Informed Peer Leadership Practice
Ethical Guidelines
Romantic relationships

Note

Preparing policies, procedures and guidelines for peer support programs is more contentious than for mentor programs. The purpose, nature and terms of the relationship between an adult mentor and an adolescent mentee is reasonably clear and a body of research exists to guide practice.

By contrast the relationship of participants in peer programs is less stable, peer-based practice has less generic form, research evidence is lacking and the activities that may constitute specific LDAT programs is not known.

A range of activities fit under the rubric of peer interventions and a Curtin University manual states the terminology used to describe them is used interchangeably.¹ The manual identifies six distinct types. ‘Peer support’ programs use peers as supportive agents or ‘friends’ who are trained to provide social and emotional assistance and to create a safe environment, sometimes with a therapeutic mission. ‘Peer education’ programs train members in a particular subject to pass that information to other members of the peer group. In ‘peer mentoring’, a more experienced peer assists and guides a less experienced peer by sharing their knowledge and experience. In ‘peer tutoring’, individuals from similar social networks assist each other to learn, and learn themselves, by teaching, usually in one-on-one sessions. In ‘peer mediation’, peers are trained in problem-solving, conflict resolution, communication and active listening skills to intervene in conflicts between individuals to prevent more serious problems developing. ‘Peer leadership’ initiatives have capable individuals providing guidance for their peer group in various ways: as role model, educator, mentor or counsellor.

It is possible that programs authorised by LDATs will represent many of these variations and some may be hybrids. The demands upon the peer leaders will be more or less onerous, according to the particular aims and tasks undertaken, and this has implications for issues such as training, supervision and ethical matters.

The suggestions for policies, procedures and guidelines that follow draw upon and are extrapolated from those designed for mentoring, peer mentoring and other peer-based initiatives that may not correspond exactly with practices undertaken by the LDAT peer leadership programs.

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Learn: Peer policies and procedures

Peer policies and procedures