The Personal Empowerment Program is a Level 3 – SUPPORTED PROGRAM - on the Utah Registry of Approved Prevention Programs
What is PEP? |
How Does PEP Work? |
How Does PEP Help? |
The purpose of the Personal Empowerment Program (PEP)
is to provide assistance to students who may be experiencing difficulties with daily adolescent living. This program targets selective populations but is available to every student in their respective schools. Support is provided by prevention specialists through activities that enhance coping strategies, problem-solving, and relationship and anger management skills. |
Brief Program Description
The Student Assistance Program (PEP) serves as a link to the school and a network of community agencies. We provide assistance to those students’ grades 7 through 12 who are experiencing problems, which interfere with their academic or social performance. Students who are having more high-risk issues are referred to someone who can help them.
Personal Empowerment Program Overview
Purpose
The purpose of the Personal Empowerment Program (PEP) is to provide assistance to Middle and High school students who may be experiencing difficulties with daily adolescent living. This program targets selective populations but is available to every student in their respective schools. Support is provided by prevention specialists through activities that enhance coping strategies, problem-solving, and anger management skills.
This assistance is provided through Individual and Peer Support. The type of assistance is determined by the students need.
Process
Step 1
Approval and support for program implementation is received from Superintendent, Principals, and Faculty through program presentations. The program is presented to the Superintendent first. If he/she approves then it is presented to the principals of targeted schools. If the principal approves and supports the program it is then presented to the faculty.
Step 2
Program is then presented to students in classroom settings,(we have tried to present the program to the students in an auditorium type setting, but the students are less likely to self-refer.) A presentation on problem solving is given to the students. Then a self referral form check list is handed out to each student in the classroom. The students are instructed to check any problem on the list for which they would like assistance. After the list is completed they turn them back in to the prevention specialist.
Step 3
The Self referral forms are then collected and prioritized. Students who have checked critical problems, “Abuse” for example, are seen first. Students who check less critical issues, “Dating” for example, are seen last.
Step 4
Permission forms are sent home with students. No student can be seen without parental permission. These are handed out in class at the time of the program presentation. Incentives may be offered to teachers and students for returning the permission forms in a timely manner.
Step 5
After permission slips have been obtained students are seen by the Prevention Specialist individually. This is done to best determine needs of the student. Some students may resolve their problems on the initial visit while others may need to participate in the student assistance groups.
Step 6
Students are divided into groups of at least 5 and no more than 10. The group meets one time per week for one hour. Groups are rotated weekly so students don’t miss the same class more than once every seven weeks.
Each week the prevention specialist prepares a lesson on a variety of topics. Topics may include but are not limited to: Problem solving, stress reduction, anger management and coping strategies, and life skills.
The prevention specialists determine what the group needs and then provides the appropriate activity. The prevention specialist may draw these activities from a variety of sources. But we have developed a core curriculum.
Step 7
Students are assessed weekly to determine their need for continued involvement. There are no specific criteria for continued involvement; it is an open ended group. Some students begin the program in 7th grade and continue through the 12th. Some students may be involved for just 1 day.
Step 8
Evaluation of student progress focuses on grades and attendance. Student’s grades and attendance are collected the year before they were involved in the program and are compared to their grades and attendance after they have participated for one year in the program. Students who are not involved for 1 year are not evaluated.
We also have a Pre/Post test that we administer to each participant upon entering the program and again after being involved after 1 school year.
Referral
Students are self referred as indicated above. They may also be referred by school counselors, teachers, friends, parents, and community agencies. It must be noted, however, that this program is voluntary. No student is to be forced to participate in this program.
The purpose of the Personal Empowerment Program (PEP) is to provide assistance to Middle and High school students who may be experiencing difficulties with daily adolescent living. This program targets selective populations but is available to every student in their respective schools. Support is provided by prevention specialists through activities that enhance coping strategies, problem-solving, and anger management skills.
This assistance is provided through Individual and Peer Support. The type of assistance is determined by the students need.
Process
Step 1
Approval and support for program implementation is received from Superintendent, Principals, and Faculty through program presentations. The program is presented to the Superintendent first. If he/she approves then it is presented to the principals of targeted schools. If the principal approves and supports the program it is then presented to the faculty.
Step 2
Program is then presented to students in classroom settings,(we have tried to present the program to the students in an auditorium type setting, but the students are less likely to self-refer.) A presentation on problem solving is given to the students. Then a self referral form check list is handed out to each student in the classroom. The students are instructed to check any problem on the list for which they would like assistance. After the list is completed they turn them back in to the prevention specialist.
Step 3
The Self referral forms are then collected and prioritized. Students who have checked critical problems, “Abuse” for example, are seen first. Students who check less critical issues, “Dating” for example, are seen last.
Step 4
Permission forms are sent home with students. No student can be seen without parental permission. These are handed out in class at the time of the program presentation. Incentives may be offered to teachers and students for returning the permission forms in a timely manner.
Step 5
After permission slips have been obtained students are seen by the Prevention Specialist individually. This is done to best determine needs of the student. Some students may resolve their problems on the initial visit while others may need to participate in the student assistance groups.
Step 6
Students are divided into groups of at least 5 and no more than 10. The group meets one time per week for one hour. Groups are rotated weekly so students don’t miss the same class more than once every seven weeks.
Each week the prevention specialist prepares a lesson on a variety of topics. Topics may include but are not limited to: Problem solving, stress reduction, anger management and coping strategies, and life skills.
The prevention specialists determine what the group needs and then provides the appropriate activity. The prevention specialist may draw these activities from a variety of sources. But we have developed a core curriculum.
Step 7
Students are assessed weekly to determine their need for continued involvement. There are no specific criteria for continued involvement; it is an open ended group. Some students begin the program in 7th grade and continue through the 12th. Some students may be involved for just 1 day.
Step 8
Evaluation of student progress focuses on grades and attendance. Student’s grades and attendance are collected the year before they were involved in the program and are compared to their grades and attendance after they have participated for one year in the program. Students who are not involved for 1 year are not evaluated.
We also have a Pre/Post test that we administer to each participant upon entering the program and again after being involved after 1 school year.
Referral
Students are self referred as indicated above. They may also be referred by school counselors, teachers, friends, parents, and community agencies. It must be noted, however, that this program is voluntary. No student is to be forced to participate in this program.
Outcomes
More than 50% of the students presented to will refer themselves for one problem or another. They will check anything from, “thoughts of suicide” to, “problems with grades”. The most commonly checked item—without exception—is “Stress and Pressure”.
Students who participate in PEP show an over all reduction in suspensions, expulsions, and dropouts; they also show an overall improvement in their grades (see attachments).
PEP facilitates improved self esteem, improved social skills and improved ability to cope.
Students who participate in PEP show an over all reduction in suspensions, expulsions, and dropouts; they also show an overall improvement in their grades (see attachments).
PEP facilitates improved self esteem, improved social skills and improved ability to cope.
Staff Training
Prevention Specialists are trained periodically by clinical staff to identify students who may need to be referred for more care than the prevention specialists are qualified to provide. They attend in-house workshops and trainings provided by the SWC Behavioral Health and trainings outside the agency. They are required to be certified by WesternCAPT (Center for the Application of Prevention Technologies). They also have access to multiple manuals that focus on helping students with daily adolescent living.