Although popular, peer education is surrounded by considerable ambiguity.
To encourage greater clarity an operational framework for defining and interpreting peer interventions is presented in this article.
The author recommends that consideration should be given to what it is that constitutes « peerness », the aims and methods of an intervention and the way in which peer educators are involved.
Reflecting a gap in the existing literature, particular attention is paid to the nature of peer involvement.
A key distinction is posited between « peer development » and « peer delivery » and it is suggested that there is a « fit » between location, approach and client group.
Mots-clés Pascal : Programme éducatif, Prévention, Toxicomanie, Relation interpair, Interaction sociale, Milieu scolaire, Environnement social, Comportement prosocial, Support social, Santé mentale, Royaume Uni, Europe, Adolescent, Homme
Mots-clés Pascal anglais : Educational schedule, Prevention, Drug addiction, Peer relation, Social interaction, School environment, Social environment, Prosocial behavior, Social support, Mental health, United Kingdom, Europe, Adolescent, Human
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0497102
Code Inist : 002B18H05A. Création : 22/03/2000.