Guidelines For Peer-Led Discussion Groups

Research indicates that teacher-trained peer group leaders contribute to the effectiveness of tobacco prevention programs in the schools.

Many students feel more comfortable talking about personal and social issues in the presence of peer leaders. The discussion can be more candid, more probing, and more self-regulating. In turn, peer leaders have the opportunity to take on a leadership role and to act as role models for other students.

1. Before the first lesson, ask students to select group leaders. A group leader must be respected by his or her classmates, and the leader must accept the position. Note that students who smoke can also be selected as group leaders, since they have valuable experience to contribute. Following are two selection methods.

A. Ask the class to nominate six students (three boys and three girls) as discussion group leaders. Each student writes six names on a slip of paper. Collect the nominations and tally them. You should end up with at least one group leader for every four to six students. "Extra" leaders can be used as alternates on days when one of the other leaders is absent.

B. Divide the class into groups first, and let each group choose its own leader. Students can form their own groups by selecting a partner and then joining another pair, to a maximum of 6 students in each group. On days when some students are absent small groups can combine. Everyone in the group must agree on the choice of discussion leader.

2. Schedule a time when the group leaders can meet with you for 20-minute training session. Copy the "Group Leader Guidelines" (below).

3. At the meeting, tell the group leaders that they will be helping you with the Smoke-Free for Life unit. Explain why this unit is important – the decision of whether or not to use tobacco will have a big effect on the rest of their classmates' lives. As group leaders, their job isn't to convince students that they should or shouldn't smoke but to help guide the group discussion and activities, so that everyone has a chance to come to their own conclusions. Express your confidence in the group leaders' ability, and your support for their role.

4. Distribute the "Group Leader Guidelines." Go over each point. If time, do a "dry run" of a lesson activity.

5. Plan a brief follow-up meeting after the lesson, to give the group leaders a chance to talk about their experience and discuss problems.

See, for e.g., Thomas J. Glynn, School Programs to Prevent Smoking: The National Cancer Institute Guide to Strategies that Succeed (National Cancer Institute, 1990) or, Health Canada includes the use of teacher-led peer assistants in its checklist of "Criteria for In-Class Instruction" section C. Delivery, (Improving the Odds: Educator's Resource, A Tobacco Use Prevention Resource for School Aged Youth 10-14, 1995).

Sources:
The PAL Smoking Prevention Program, Health Canada.
Tobacco-Free Teens: The Minnesota Smoking Prevention Program.

Group Leader Guidelines

Wait until everyone is settled and paying attention before you start the group activity or discussion.
Make sure everyone understands the assignment.
Encourage students not to interrupt each other, and to listen to what is being said.
Help everyone in your group to participate. If someone isn't saying anything, ask for their opinion about what is being discussed.
Keep an overview of what the group is trying to accomplish. Try not to let the discussion stray too far off track. Bring it back to the topic with a question directed at someone in the group.
Let the group come to its own conclusions. Your can offer your own opinions and ideas, but don't dominate the discussion or feel that you have to come up with all the answers.
Respect everyone's opinions, and everyone's feelings. Encourage the group to do the same.

Good luck and thanks for your help!