Peer policies and procedures

Peer policies and procedures

Peer policies and procedures

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

Policies and procedures included in the download

  1. Recruitment: Eligibility and Criteria
  2. Recruitment of Peer Leaders/Supporters
  3. Recruiting for the Peer Supervisor/Coordinator
  4. Supervision of Peer Leaders
  5. Working with Peer Leaders in Program Delivery and Planning
  6. Responding to Enquiries
  7. Peer Leaders Screening and Selection
  8. Orientation and Training
  9. Monitoring and Support
  10. Resolution of Issues
  11. Recognition of Peer Leaders and others
  12. How to Refer to Support Services
  13. Program Closure
  14. Early Termination
  15. Privacy and Confidentiality: Privacy, Confidentiality, Record Keeping
  16. OHS Including Risk Assessment
  17. Managing Complaints
  18. Child Safety and Duty of Care, Police Checks Duty of Care
  19. Code of Conduct
  20. Staff Support and Development
  21. Managing Risk Behaviours
  22. Grievance Resolution Procedure
  23. Equal Opportunity
  24. Sexual Harassment
  25. Legal Obligations and Liability
  26. Insurance Guideline
  27. Media Policy
  28. Social Media Use
  29. Dealing with Unacceptable Peer Leader Behaviour
  30. After-hours support
  31. Crisis or Critical Incident
  32. Overnight Visits and Out of Town Travel
  33. Responding to Young People’s Issues and Behaviours
  34. Rights and Responsibilities of Young People
  35. Eligibility Policy – Procedure to be used for Unsuccessful Applicants
  36. Debriefing
  37. Substance or Drug Use Policy
  38. Roles and Responsibilities of Peer Support and LDAT
  39. Parental/ Guardian Consent
  40. Transportation
  41. Referring Peers to Support Services
  42. Managing Risk and Reputation
  43. Establishing A Budget
  44. Informed Peer Leadership Practice
  45. Ethical Guidelines
  46. Romantic relationships


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.

Learn: Peer policies and procedures

Peer policies and procedures

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