Equity, Inclusion and Diversity Position Statement
NAPPP believes that achieving our Vision of Establishing a Culture of People Helping People is dependent upon and parallel with achieving an equitable, inclusive, diverse, and welcoming culture for everyone.
NAPPP is committed to advancing equity and inclusion through all its associations and dealings and by providing access to resources, opportunities, networks, and support to anyone, including underserved communities.
NAPPP values and welcomes diverse viewpoints and experiences among its members and the communities it serves.
NAPPP facilitates training, relationships, information, and opportunities for people to unite and work to create positive change in order to achieve our Mission:
The National Association of Peer Program Professionals helps adults establish, supervise, maintain, and evaluate peer programs so that trained peers may help each other with maximum effectiveness.
NAPPP is committed to advancing equity and inclusion through all its associations and dealings and by providing access to resources, opportunities, networks, and support to anyone, including underserved communities.
NAPPP values and welcomes diverse viewpoints and experiences among its members and the communities it serves.
NAPPP facilitates training, relationships, information, and opportunities for people to unite and work to create positive change in order to achieve our Mission:
The National Association of Peer Program Professionals helps adults establish, supervise, maintain, and evaluate peer programs so that trained peers may help each other with maximum effectiveness.
Why Peer Helping?
The field of peer helping has been maligned and peer helping interventions disparaged because many programs that have been researched are peer helping programs in name only. These interventions do not adhere to the National Association of Peer Program Professionals Programmatic Standards and Ethics (Bader et all 2018) or the National Association of Peer Program Professionals Rubric (Berger et al 2018). It is, therefore, no surprise that interventions that do not adhere to program development and operational standards jeopardize any possibility of being effective. There should be no expectation that these interventions would meet process, outcome, and impact goals and the objectives, mission, and aims of the intervention.
An intervention that truly qualifies as a peer helping program is designed, implemented, and evaluated according to the NAPPP Programmatic Standards and Ethics. The NAPPP Rubric serves as a checklist to ascertain if a program meets NAPPP Programmatic Standards and Ethics. There should be no excuses anymore about what constitutes a peer program; there are now plenty of examples of programs conducted according to these Standards. The efficacy of peer helping interventions is irrefutable when they exemplify and demonstrate the careful conduct of activities according to NAPPP Standards and Ethics and the Rubric (Berger, Joshua R. M., 2016; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Tindall, J. A., & Black, D. R., 2008).
NAPPP-Standards-based proven peer interventions provide protective factors and increase resistance skills, which lead to avoidance of harmful behaviors. Peer interventions that maintain fidelity to the NAPPP Standards, Ethics, and Rubric for program structure and service delivery are effective in preventing or delaying risk taking behaviors and in encouraging pro-social behaviors as assessed in prevention education programs by teacher/adult supervisor observations, peer helper reports, teacher pre- and post- surveys, student pre- and post-surveys, state survey data in future years (Berger, Joshua R. M., 2016; Black, D. R., Tobler, N., & Sciacca, J. P., 1998; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Tindall, J. A., & Black, D. R., 2008). NAPPP-Standards-based peer helpers help youth avoid harmful behaviors and promote positive behaviors to become contributing members of the community. Peer helpers communicate positively and understand social and emotional skills, which they pass on to the youth they serve.
Prior and new research continues to indicate that positive older role model peers have enormous effectiveness in engaging floundering students in learning, connecting them to school and trustworthy adults who value education, increase attendance and achievement, and decrease violence (Berger, Joshua R. M., 2016; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Black, D. R., Tobler, N., & Sciacca, J. P., 1998; Tindall, J. A., & Black, D. R., 2008). The higher risk, lower achieving, and more disconnected from school students are, the more likely they are to listen and respond to peers than to adults, as documented first by Nan Tobler (Black, D. R., Tobler, N., & Sciacca, J. P.,1998) and now by meta-analysis of hundreds of studies of school-based prevention programs (Berger, Joshua R. M., 2016; Tindall, Judith A. and Black, David R., 2009). NAPPP-Standards-based peer programs also address many protective factors promoted by Communities In Schools (CIS, 2018) and the National Longitudinal Study of Adolescent Health (Resnick et al, 2004), the critical elements for peer programs determined by the American School Counselors Association (ASCA, 2018), 37 of the 40 Developmental Assets determined by the Search Institute (Search Institute, 2006), and the accessibility necessary for effectiveness as determined by Evidence Based Practices (EBP, 2018).
Teacher and NAPPP Standards-based peer helper observations of evidence-based prevention sessions show demonstrated improvement in attitudes or behaviors about substance abuse (including tobacco), conflict management, communication skills, family violence, suicide, gangs, dating, responsible sexuality, teen parenthood, harassment, bullying/teasing, appreciating diversity, and school behavior (Berger, Joshua R. M., 2016; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Berger, Joshua R. M., 2016; Tindall, Judith A. and Black, David R., 2009). Proven age appropriate pre- and post- testing methods provided by SAMSHA and CSAP or others can be used to evaluate learning, besides peer helper and teacher observation. These outcomes have been demonstrated when evidence-based curricula are taught with high design fidelity (EBP, 2018).
In summary:
NAPPP Standards-based peer helpers role model and teach practical life skills, healthy interpersonal relationships, and non-violent social behaviors to people who might not be exposed to positive role models regularly.
NAPPP Standards-based peer program prevention education services add increased emphasis on good problem solving in all aspects of life as challenges facing peers increase. Research shows that peers talk to peers first, whether adults like it or not (Search Institute, 2007). So NAPPP Standards-based peer helpers help others help themselves on a daily basis. Research has indicated that positive older role model peers have enormous effectiveness in engaging floundering students in learning, connecting them to school and trustworthy adults who value education, increasing attendance and achievement, and decreasing violence. The higher risk, lower achieving, and more disconnected from school students are, the more likely they are to listen and respond to peers than to adults, as documented by Nan Tobler as far back as 1986 (Berger, Joshua R. M., 2016; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Tindall, Judith A. and Black, David R., 2009).
Economic challenges magnify the importance of preparing young people with the skills to help others and to know how to access community resources for those in need of both information and services. NAPPP Standards-based peer helpers can serve as the caring, compassionate, competent, and confidential bridge to help for their fellow teens as parents lose jobs, unemployment runs out, employers leave town, peer helpers themselves become homeless due to foreclosure, houses burn down, and families lose everything.
NAPPP Standards-based peer programs work to help youth, teens, and adults choose healthy and safe lifestyles.
An intervention that truly qualifies as a peer helping program is designed, implemented, and evaluated according to the NAPPP Programmatic Standards and Ethics. The NAPPP Rubric serves as a checklist to ascertain if a program meets NAPPP Programmatic Standards and Ethics. There should be no excuses anymore about what constitutes a peer program; there are now plenty of examples of programs conducted according to these Standards. The efficacy of peer helping interventions is irrefutable when they exemplify and demonstrate the careful conduct of activities according to NAPPP Standards and Ethics and the Rubric (Berger, Joshua R. M., 2016; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Tindall, J. A., & Black, D. R., 2008).
NAPPP-Standards-based proven peer interventions provide protective factors and increase resistance skills, which lead to avoidance of harmful behaviors. Peer interventions that maintain fidelity to the NAPPP Standards, Ethics, and Rubric for program structure and service delivery are effective in preventing or delaying risk taking behaviors and in encouraging pro-social behaviors as assessed in prevention education programs by teacher/adult supervisor observations, peer helper reports, teacher pre- and post- surveys, student pre- and post-surveys, state survey data in future years (Berger, Joshua R. M., 2016; Black, D. R., Tobler, N., & Sciacca, J. P., 1998; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Tindall, J. A., & Black, D. R., 2008). NAPPP-Standards-based peer helpers help youth avoid harmful behaviors and promote positive behaviors to become contributing members of the community. Peer helpers communicate positively and understand social and emotional skills, which they pass on to the youth they serve.
Prior and new research continues to indicate that positive older role model peers have enormous effectiveness in engaging floundering students in learning, connecting them to school and trustworthy adults who value education, increase attendance and achievement, and decrease violence (Berger, Joshua R. M., 2016; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Black, D. R., Tobler, N., & Sciacca, J. P., 1998; Tindall, J. A., & Black, D. R., 2008). The higher risk, lower achieving, and more disconnected from school students are, the more likely they are to listen and respond to peers than to adults, as documented first by Nan Tobler (Black, D. R., Tobler, N., & Sciacca, J. P.,1998) and now by meta-analysis of hundreds of studies of school-based prevention programs (Berger, Joshua R. M., 2016; Tindall, Judith A. and Black, David R., 2009). NAPPP-Standards-based peer programs also address many protective factors promoted by Communities In Schools (CIS, 2018) and the National Longitudinal Study of Adolescent Health (Resnick et al, 2004), the critical elements for peer programs determined by the American School Counselors Association (ASCA, 2018), 37 of the 40 Developmental Assets determined by the Search Institute (Search Institute, 2006), and the accessibility necessary for effectiveness as determined by Evidence Based Practices (EBP, 2018).
Teacher and NAPPP Standards-based peer helper observations of evidence-based prevention sessions show demonstrated improvement in attitudes or behaviors about substance abuse (including tobacco), conflict management, communication skills, family violence, suicide, gangs, dating, responsible sexuality, teen parenthood, harassment, bullying/teasing, appreciating diversity, and school behavior (Berger, Joshua R. M., 2016; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Berger, Joshua R. M., 2016; Tindall, Judith A. and Black, David R., 2009). Proven age appropriate pre- and post- testing methods provided by SAMSHA and CSAP or others can be used to evaluate learning, besides peer helper and teacher observation. These outcomes have been demonstrated when evidence-based curricula are taught with high design fidelity (EBP, 2018).
In summary:
NAPPP Standards-based peer helpers role model and teach practical life skills, healthy interpersonal relationships, and non-violent social behaviors to people who might not be exposed to positive role models regularly.
NAPPP Standards-based peer program prevention education services add increased emphasis on good problem solving in all aspects of life as challenges facing peers increase. Research shows that peers talk to peers first, whether adults like it or not (Search Institute, 2007). So NAPPP Standards-based peer helpers help others help themselves on a daily basis. Research has indicated that positive older role model peers have enormous effectiveness in engaging floundering students in learning, connecting them to school and trustworthy adults who value education, increasing attendance and achievement, and decreasing violence. The higher risk, lower achieving, and more disconnected from school students are, the more likely they are to listen and respond to peers than to adults, as documented by Nan Tobler as far back as 1986 (Berger, Joshua R. M., 2016; Black, D. R., Foster, E. S., & Tindall, J. A., 2012; Tindall, Judith A. and Black, David R., 2009).
Economic challenges magnify the importance of preparing young people with the skills to help others and to know how to access community resources for those in need of both information and services. NAPPP Standards-based peer helpers can serve as the caring, compassionate, competent, and confidential bridge to help for their fellow teens as parents lose jobs, unemployment runs out, employers leave town, peer helpers themselves become homeless due to foreclosure, houses burn down, and families lose everything.
NAPPP Standards-based peer programs work to help youth, teens, and adults choose healthy and safe lifestyles.
NAPPP Statement on the Shootings in Dayton, Ohio and El Paso, Texas
The Board of Directors of the National Association of Peer Program Professionals are distraught about the shootings in Dayton, Ohio and El Paso, Texas. Our thoughts and prayers are with the victims, families, first responders, and community.
As we honor the memories of the dead, their families, the first responders, and the community, we need to be conscious of the lessons we need to learn as peer program professionals leading peer programs. As observers of the tragedies, we can feel sad and helpless at first and then have a variety of feelings later such as anger and frustration. Now, because of mass media, we viewers can feel as if we are actually experiencing the events.
For some victims, the physical and emotional reactions that accompany crisis may have been put on hold while they mobilized their survival skills, and only days, even years later, will they be overcome with a sense of remembering, panic, and helplessness. Traumatic events can devastate a school, workplace, community, first responders, and potentially create long-term problems in morale, productivity, and general emotional well-being.
Traumatic stress can lead to Post Traumatic Stress Disorder (PTSD). Some signs of PTSD are:
• Excessive excitability and arousal
• Numbing withdrawal and avoidance of others
• Repetitive, intrusive memories or recollections of the trauma and/or events related to the trauma
• Significant distress/dysfunction in those affected
• Symptoms lasting at least one month
Certified Peer Helpers can be a great source of support for those experiencing any traumatic event, including shootings, terrorist attacks, flooding, earthquakes, fires, terrible accidents, and other tragedies.
To be effective, peer helpers need training in Critical Incident Stress Management:
• After completing basic communication skills training, give peer helpers additional training about various kinds of disasters and traumatic events.
• Train peer helpers how to look for and recognize signs of PTSD, distress, dysfunction, withdrawal, etc.
• Practice role plays about different kinds of traumatic events.
• Work with peer helpers to understand the concept of taking care of themselves first before trying to help others . (Often peer helpers try to do too much and need help themselves.)
• Have each peer helper write down what the role is of a peer helper in a crisis situation and thoroughly talk about what is appropriate to do in supporting others.
• Provide feedback to peer helpers and debrief the training.
After an actual disaster, the peer program professional needs to meet with the trained peer helpers as soon as possible. The peer program professional needs to provide as much factual information about the disaster as possible. Then the peer program professional needs to listen for each peer helper's thoughts and feelings and decide whether each peer helper is ready to listen to others and refer, or would be better performing other activities. If any peer helpers or their friends or family were involved in the tragedy, it is particularly important that this takes place early on with great attention to each peer helper's emotional and mental state so they can be prepared to help others or to be helped themselves.
Functions that trained peer helpers can perform after a disaster are: assist professionals to restore order, take control, empathize and reassure, dispel rumors, keep people busy with other things, observe and identify distressed individuals, normalize and validate feelings, reassure others that they are safe, encourage dialogue, be supportive, give positive statements, refer to professionals when appropriate, and listen, listen, listen!
We know that tragedy can strike anywhere at any time. Hopefully the above ideas for refreshing Critical Incident Stress Management training or new Critical Incident Stress Management training will help peer helpers serve their peers more effectively in trying times.
Resources: Kehayan, A., and Napoli, J.C. (2008). Training manual for Peer Helpers for Crisis Management; Acosta, J. & Prager, J.S. (2002). The Worst is Over. What to say when every moment counts; National Organization of Victims Assistance; Everly, G.A. Primer on Critical Incident Stress Management (CISS), (2008); Kehayan, A., Napoli, J.C. (2005). Resiliency in the Face of Disaster and Terrorism: 10 Things to Do to Survive. Fawnskin, CA: Personhood Press.; Tindall, J. A. (2009). Peer Power, Book Two Workbook, Applying Peer Helping Skills, Third Edition. New York: Taylor and Francis.
The Board of Directors of the National Association of Peer Program Professionals are distraught about the shootings in Dayton, Ohio and El Paso, Texas. Our thoughts and prayers are with the victims, families, first responders, and community.
As we honor the memories of the dead, their families, the first responders, and the community, we need to be conscious of the lessons we need to learn as peer program professionals leading peer programs. As observers of the tragedies, we can feel sad and helpless at first and then have a variety of feelings later such as anger and frustration. Now, because of mass media, we viewers can feel as if we are actually experiencing the events.
For some victims, the physical and emotional reactions that accompany crisis may have been put on hold while they mobilized their survival skills, and only days, even years later, will they be overcome with a sense of remembering, panic, and helplessness. Traumatic events can devastate a school, workplace, community, first responders, and potentially create long-term problems in morale, productivity, and general emotional well-being.
Traumatic stress can lead to Post Traumatic Stress Disorder (PTSD). Some signs of PTSD are:
• Excessive excitability and arousal
• Numbing withdrawal and avoidance of others
• Repetitive, intrusive memories or recollections of the trauma and/or events related to the trauma
• Significant distress/dysfunction in those affected
• Symptoms lasting at least one month
Certified Peer Helpers can be a great source of support for those experiencing any traumatic event, including shootings, terrorist attacks, flooding, earthquakes, fires, terrible accidents, and other tragedies.
To be effective, peer helpers need training in Critical Incident Stress Management:
• After completing basic communication skills training, give peer helpers additional training about various kinds of disasters and traumatic events.
• Train peer helpers how to look for and recognize signs of PTSD, distress, dysfunction, withdrawal, etc.
• Practice role plays about different kinds of traumatic events.
• Work with peer helpers to understand the concept of taking care of themselves first before trying to help others . (Often peer helpers try to do too much and need help themselves.)
• Have each peer helper write down what the role is of a peer helper in a crisis situation and thoroughly talk about what is appropriate to do in supporting others.
• Provide feedback to peer helpers and debrief the training.
After an actual disaster, the peer program professional needs to meet with the trained peer helpers as soon as possible. The peer program professional needs to provide as much factual information about the disaster as possible. Then the peer program professional needs to listen for each peer helper's thoughts and feelings and decide whether each peer helper is ready to listen to others and refer, or would be better performing other activities. If any peer helpers or their friends or family were involved in the tragedy, it is particularly important that this takes place early on with great attention to each peer helper's emotional and mental state so they can be prepared to help others or to be helped themselves.
Functions that trained peer helpers can perform after a disaster are: assist professionals to restore order, take control, empathize and reassure, dispel rumors, keep people busy with other things, observe and identify distressed individuals, normalize and validate feelings, reassure others that they are safe, encourage dialogue, be supportive, give positive statements, refer to professionals when appropriate, and listen, listen, listen!
We know that tragedy can strike anywhere at any time. Hopefully the above ideas for refreshing Critical Incident Stress Management training or new Critical Incident Stress Management training will help peer helpers serve their peers more effectively in trying times.
Resources: Kehayan, A., and Napoli, J.C. (2008). Training manual for Peer Helpers for Crisis Management; Acosta, J. & Prager, J.S. (2002). The Worst is Over. What to say when every moment counts; National Organization of Victims Assistance; Everly, G.A. Primer on Critical Incident Stress Management (CISS), (2008); Kehayan, A., Napoli, J.C. (2005). Resiliency in the Face of Disaster and Terrorism: 10 Things to Do to Survive. Fawnskin, CA: Personhood Press.; Tindall, J. A. (2009). Peer Power, Book Two Workbook, Applying Peer Helping Skills, Third Edition. New York: Taylor and Francis.
NAPPP Position Statement on Hate Acts
We the National Association of Peer Program Professionals stand
for empathy, tolerance, the embracing of diversity, and the
responsibility to promote peace and justice, freedom and dignity
for all people.
Through our teaching and role modeling, we need to be shining examples of the ideals of responsible and engaged citizenship by demanding fair treatment of all people, and by standing up for
those who are slighted, marginalized, or persecuted in any way.
We must teach and role model and expect our peers to teach and
role model inclusive and welcoming behaviors to all. We need to
make clear that intolerance, hate speech or acts, bullying, violence,
or disrespect toward any persons or groups is unacceptable and
does not live up to our Ethics and Standards.
If hate can be learned, so too can kindness. If intolerance can be absorbed, so too can empathy. We have the responsibility to
teach beyond dates and names. We have the responsibility to
teach humanity.
(The NAPPP Board of Directors felt compelled to make a
statement about “Hate Acts” after the Virginia tragedy and
because of the role of Peer Program Professionals and those we
serve, this position statement was passed at the August 31, 2017, Board of Directors meeting.)
We the National Association of Peer Program Professionals stand
for empathy, tolerance, the embracing of diversity, and the
responsibility to promote peace and justice, freedom and dignity
for all people.
Through our teaching and role modeling, we need to be shining examples of the ideals of responsible and engaged citizenship by demanding fair treatment of all people, and by standing up for
those who are slighted, marginalized, or persecuted in any way.
We must teach and role model and expect our peers to teach and
role model inclusive and welcoming behaviors to all. We need to
make clear that intolerance, hate speech or acts, bullying, violence,
or disrespect toward any persons or groups is unacceptable and
does not live up to our Ethics and Standards.
If hate can be learned, so too can kindness. If intolerance can be absorbed, so too can empathy. We have the responsibility to
teach beyond dates and names. We have the responsibility to
teach humanity.
(The NAPPP Board of Directors felt compelled to make a
statement about “Hate Acts” after the Virginia tragedy and
because of the role of Peer Program Professionals and those we
serve, this position statement was passed at the August 31, 2017, Board of Directors meeting.)
NAPPP Position Statement on Violence
National Association of Peer Program Professionals are distraught about episodes of violence in our schools and communities. Our thoughts and prayers are with everyone affected.
As we honor the memories of the dead, their families, the schools, and the communities, we need to be conscious of the lessons we need to learn as peer professionals leading peer programs. As observers of the tragedies, we feel sad and helpless at first and then have a variety of feelings later such as anger and frustration. Often, because of mass media, and tragedies being captured live on all kinds of social media, we viewers feel as if we were actually experiencing the events.
For some victims, the physical and emotional reactions that accompany crisis may have been put on hold while they mobilized their survival skills, and only days, even years later, will they be overcome with a sense of remembering, panic, and helplessness. Traumatic events can devastate a school, workplace, community, and potentially create long-term problems in morale, productivity, and general emotional well-being.
Traumatic events can lead to Post Traumatic Stress Disorder (PTSD). Some signs of PTSD are:
- Excessive excitability and arousal
- Numbing withdrawal and avoidance of others
- Repetitive, intrusive memories or recollections of the trauma and/or events related to the trauma
- Significant distress/dysfunction in those affected
- Symptoms lasting at least one month
Certified Peer Programs can be a great source of support for those experiencing any traumatic event, including shootings, terrorist attacks, flooding, fires, earthquakes, terrible accidents, and other tragedies.
To be effective, peer helpers need training in critical incident stress management:
After basic communication skills training, peer helpers can be trained about various kinds of disasters and traumatic events.
- Train peer helpers how to look for and recognize signs of PTSD, distress, dysfunction, withdrawal, etc.
- Practice role plays about different kinds of traumatic events.
- Work with peer helpers to understand the concept of taking care of themselves first before trying to help others. (Often peer helpers try to do too much and need help themselves)
- Train peer helpers in media awareness.
- Have peer helpers write down what the role of a peer helper is and be prepared to talk about the role and what they can do in supporting others.
- Provide feedback to peer helpers and debrief the training.
Functions that trained peer helpers can perform after a disaster are: assist professionals to restore order, take control, empathize and reassure, dispel rumors, keep people busy with other things, observe and identify distressed individuals, normalize and validate feelings, reassure others that they are safe, listen, listen, listen, encourage dialogue, be supportive, give positive statements, and refer to professionals when appropriate.
We know that tragedy can strike anywhere at any time. Hopefully, the above ideas for refreshing critical incident stress management training or new critical incident stress management training will assist peer helpers to better help their peers in trying times.
Resources:
Acosta, J. & Prager, J.S. (2002). The worst is over. What to say when every moment counts; National Organization of Victims Assistance.
Everly, G.A. (2008). Primer on critical incident stress management (CISS).
Keyhayan, A., and Napoli, J.C. (2005). Resiliency in the face of disaster and terrorism: 10 things to do to
survive. Fawnskin, CA: Personhood Press.
Kehayan, A., and Napoli, J.C. (2008). Training manual for peer helpers for crisis management.
Tindall, J. A. (2009). Peer Power, Book Two Workbook, Applying peer helping skills, Third Edition. New York: Taylor and Francis.
NAPPP Position Statement on Suicide Prevention
WHEREAS, more than 34,000 suicides occurred in the U.S in 2009, with suicide being the 11th leading cause of death for all Americans, the second leading cause of death among 25-34 year olds, and the third leading cause of death among 15- to 24-year olds, and
WHEREAS, in 2009, 13.8% of students in grades 9-12 seriously considered suicide in the previous 12 months (17.4% of females and 10.5% of males), and
WHEREAS, peers are often the first to know of someone considering suicide and referral skills are vital to such life-threatening issues,
WHEREAS, studies have shown that peer programs have been found to be one of the most proven and effective prevention and intervention strategies for persons exhibiting suicidal ideations, and
WHEREAS, the Mission of the National Association of Peer Program Professionals (NAPPP) is to help adults establish, train, supervise, and evaluate peer programs,
THEREFORE BE IT RESOLVED that NAPPP encourages peer program professionals to establish awareness, preventive, and responsive strategies to suicidal ideations through their peer programs that follow NAPPP Programmatic Standards and Ethics.
WHEREAS, in 2009, 13.8% of students in grades 9-12 seriously considered suicide in the previous 12 months (17.4% of females and 10.5% of males), and
WHEREAS, peers are often the first to know of someone considering suicide and referral skills are vital to such life-threatening issues,
WHEREAS, studies have shown that peer programs have been found to be one of the most proven and effective prevention and intervention strategies for persons exhibiting suicidal ideations, and
WHEREAS, the Mission of the National Association of Peer Program Professionals (NAPPP) is to help adults establish, train, supervise, and evaluate peer programs,
THEREFORE BE IT RESOLVED that NAPPP encourages peer program professionals to establish awareness, preventive, and responsive strategies to suicidal ideations through their peer programs that follow NAPPP Programmatic Standards and Ethics.
NAPPP Position Statement on National Guard
WHEREAS, the numbers of suicides in the Army National Guard in the United States increased by 84% in 2010 (62 in 2009 to 114 in 2010), and
WHEREAS, the peer-to-peer education program on the warning signs of suicide instituted by the Texas Guard in 2010 showed 100% effective prevention and intervention strategies in the same 12 month period, and
WHEREAS, peers and families are often the first to know of someone considering suicide and adequate identification and referral skills are vital to such life-threatening issues, and
WHEREAS, the Mission of the National Association of Peer Program Professionals (NAPPP) is to help adults establish, train, supervise, and evaluate peer programs,
THEREFORE BE IT RESOLVED that NAPPP strongly urges the Army National Guard to establish awareness, preventive, and responsive strategies to suicidal ideations that follow NAPPP Programmatic Standards and Ethics throughout their command and for the families of Guard members.
WHEREAS, the peer-to-peer education program on the warning signs of suicide instituted by the Texas Guard in 2010 showed 100% effective prevention and intervention strategies in the same 12 month period, and
WHEREAS, peers and families are often the first to know of someone considering suicide and adequate identification and referral skills are vital to such life-threatening issues, and
WHEREAS, the Mission of the National Association of Peer Program Professionals (NAPPP) is to help adults establish, train, supervise, and evaluate peer programs,
THEREFORE BE IT RESOLVED that NAPPP strongly urges the Army National Guard to establish awareness, preventive, and responsive strategies to suicidal ideations that follow NAPPP Programmatic Standards and Ethics throughout their command and for the families of Guard members.
NAPPP Position Statement on Bullying
Passed Oct. 11, 2010
WHEREAS, The National Association of Peer Program Professionals (NAPPP) Board recognizes the far reaching implications of bullying, and
WHEREAS, studies have shown that peer programs have been found to be one of the most proven and effective prevention and intervention strategies, and
WHEREAS , NAPPP's mission is to help adults establish, train, supervise and evaluate peer programs,
THEREFORE BE IT RESOLVED that NAPPP encourages peer program professionals to establish preventive and responsive strategies to bullying through their peer programs.
WHEREAS, The National Association of Peer Program Professionals (NAPPP) Board recognizes the far reaching implications of bullying, and
WHEREAS, studies have shown that peer programs have been found to be one of the most proven and effective prevention and intervention strategies, and
WHEREAS , NAPPP's mission is to help adults establish, train, supervise and evaluate peer programs,
THEREFORE BE IT RESOLVED that NAPPP encourages peer program professionals to establish preventive and responsive strategies to bullying through their peer programs.
