NPET booklet 2011-2012

NPET ‘11-’12

MMSA National Peer Education Programme www.mmsa.org.mt

F ART

NPET

‘11-’12

NPET ‘11-’12

MMSA

MISSON OF NPET

MMSA is a non-governmental, non-political student organisation that was established in 1951. MMSA has its foundation at the University of Malta where it has been the most active student organisation for the past 10 years. It is a full member of the International Federation of Medical Students’ Associations (IFMSA) and European Medical Students’ Associations (EMSA).

As part of IFMSA, it enjoys international status amongst 97 National Member Organizations encompassing over one million medical students globally. MMSA is supported actively by the Health Promotion Department.

To educate our peers to be able to make well informed decisions.

We aim to patch up the holes in our education through non-formal, fun and interactive education by discussing matters such as drug abuse and sexual responsibilities. We also aim to develop the understanding of illnesses (both mental and physical) and tolerance of our peers.

1

NOPET: Michael Sullivan Design / Layout: Elizabeth Gialanze` Proofreading & Editing: Stephanie Magri Articles: Ann Farrugia Keith Pace Michael Sullivan Stephanie Magri Fabrizia Cassar Caroline Galdes Janine Mifsud Roberta Bugeja Nadia Shamala Gianluca Gonzi Maria Angela Grima Stephanie Debono Tara Giacchino Andrea Vella Baldacchino Trevor Tabone Special Thanks: Ann Farrugia Keith Pace

NPET ‘11-’12

• Sessions can be held during break-time (especially peer-ID) or lesson times.

• t is preferable that teachers are absent from sessions as it allows students to share more and participate more.

• Length of sessions is around 45 minutes each and some programmes require 2 sessions.

• Age groups. The programmes can be adapted to any age group from 10-20 years of age, and can be altered in style accordingly (more like a discussion than talk and vice versa).

• Subject flexibility i.e. tailor made for specific school needs. We have been asked and can perform sessions about:

o General Hygiene – Demonstrations such as washing hands, covering

one’s mouth etc.

o Healthy Eating – Presentation about the importance of eating

healthily and exercise.

o Ergonomics campaign – where we discuss the ever emerging prob-

-lems of spending too much time in front of a TV or PC.

The following is the team of coordinators for each subject: Name Michael Sullivan Stephanie Magri

Position/Coordinating project Email address NOPET npet@mmsa.org.mt NOPET assistant stephiemagri@gmail.com

Andrea Vella Baldacchino Substance abuse awareness Trevor Tabone

avel0056@um.edu.mt trev.tabone@gmail.com

Fabrizia Cassar Human rights fabrizia_cassar@hotmail.com Caroline Galdes Eating disorders & Mental Health carolinegaldes@live.com Roberta Bugeja bobby_bugeja@hotmail.com Janine Mifsud janinemifsud@gmail.com Joanna Grech Gozo jgrech91@gmail.com Nadia Shamala Sexual Health nadia.shamala@gmail.com Gianluca Gonzi Anti-tobacco gianluca.gonz@gmail.com Maria Angela Grima mariaangela.grima@gmail.com Stephanie Debono Peer-id stephaniedebono72@gmail.com Tara Giacchino tara.giacchino@gmail.com

2

NPET ‘11-’12

EDITORIAL

NPET stands for National Peer Education and Training, it is one of the standing committees under the umbrella of MMSA (Malta Medical Students’ Association).

Peer education is a very fun and interesting way for us as medical students to help our ‘peers’ make informed decisions on subjects ranging from substance abuse to stigmatisation, homophobia, bullying and sexual health.

Through experience, I have learnt that students tend to listen and participate more with us, rather than with most of their teachers, especially when it comes to subjects like sex-ed and drugs.

The sessions are designed to encourage students to think and are very flexible, because we know that all groups of peers are different. If you would like to arrange a time for a meeting I would be happy to oblige so as to discuss changing any content, times of sessions and any other problems.

MMSA members that give the peer-ed sessions are trained to do so and are IFMSA (International Federation of Medical Students Association) approved. We go through this training at weekends and seminars throughout the year. Of note is NPET weekend, which is packed full of training sessions like presentation skills, conflict management, facilitation of discussions and more.

I hope you are interested in any of the peer-ed programmes that we can provide, if so, or if you have any questions, just email me on npet@mmsa.org.mt.

Thank you, Michael Sullivan NOPET (National Officer on Peer-Education and Training)

3

NPET ‘11-’12

MESSAGE FROM THE PRESIDENT Dear readers, One of the many concerns that young students face is tackling sensitive topics and discussing these with their teachers and counsellors, who are usually in a different age group to them. This might lead to a lack of confrontation of problems and, therefore, such problems and questions may grow to such an extent that they may trouble the students. It is here that the intervention of peer education helps these students in facing and finding answers to many of their questions. Peer education also serves to help prevent the emergence of certain problems and as a means to educate youths to make their own informed decisions.

The concept of peer education implies that the education is non-formal and transmitted from one to the other not by professionals, but by lay people who form part of a specific community. One of the projects devised by the Malta Medical Students’ Association (MMSA) in this regard is the National Peer Education Programme.

The aim of MMSA’s peer education programme is to develop young people’s knowledge, attitudes, beliefs and skills and to enable them to be responsible for their own health, rights and social development. It serves to complement academic education by giving students the space to discuss topics that otherwise might not be tackled in the manner which is most effective for young minds. MMSA’s peer education programme aims to tackle several important issues in the public health and human rights realms. Sessions are planned to be as interactive as possible, involving the students and engaging them to take initiative in their own decisions by delivering objective facts and discussing topics using visual aids such as models, charts, videos and presentations. This is a project that runs all year long and is offered at all institutions in which young people gather, such as schools and youth groups.

In a bid to keep our project updated using reliable resources, and to make it as effective as possible, we work with national and internationally recognised bodies such as European Action on Drugs (EAD) and the Y-Peer (a United Nations Population Fund platform) platforms, the European Centre for Educational Resilience and Socioemotional Health at the University of Malta and the International Federation of Medical Students’ Associations (IFMSA).

I encourage you to read up about the programme and the various peer education initiatives being offered by MMSA’s peer education team in the articles that follow. You can also consult our website – www.mmsa.org.mt/peer-education/ – for more information regarding the programme. Since this is a growing and ever-changing project we would appreciate any comments, suggestions and ideas that serve to improve the efficacy of both the programme and the trainers.

Yours, Ann

4

NPET ‘11-’12

PEER EDUCATION The Standing Committee on Peer Education and Training not only ensures that medical students reach as many teens as possible through the peer education programme, but also provides a platform for training these same medical students to deliver such sessions.

The task of educating peers in rather controversial subjects is a rather delicate one and, hence, one may appreciate the importance of such training.

The training aspect of this Standing Committee provides students with personal skills such as time management, presentation and confidence practice, project management and working in a team, so that we ensure that all students giving sessions are capable of doing so.

The National Peer-Education Training workshop has been held 4 times so far by MMSA. Initially starting off solely aimed for Sex-Ed, it was later expanded to involve other MMSA projects – Anti-Tobacco, Eating Disorders, Peacetest and most recently Substance Abuse. It is organised and run using a mix of Y-Peer methodologies and other training methodologies used by the IFMSA – an international organisation of which the MMSA is part, and from which we get many resources.

The workshop is usually held over three days and includes both general skills training and also more specific training sessions aimed at the five NPET programmes. It focuses greatly on team work - this is important as the peer education team must be able to work together and with many other people in the process of educating their peers. The workshop also takes place on an international level (IPET) during the IFMSA General Assemblies that take place twice a year as well as on a European level (EuroPET) on an annual basis.

Another seminar organised annually by NPET is the Training New Trainers (TNT) Weekend. The aim of TNT is to provide participants with the basic training skills and knowledge that a trainer should have to be able to plan and deliver training sessions. Such skills will ensure that the new trainer can reach the needs of MMSA and IFMSA members who attend their training sessions.

TNT provides participants with the chance to learn more about giving good feedback, facilitating or co-facilitating discussions, conflict management, learning styles and group dynamics.

Once again the workshop also emphasises the team building aspect of being a trainer.

Trainers often have to work together and with their participants in delivering their sessions.

Friendship, trust and mutual support are therefore essential for the new trainers!

5

NPET ‘11-’12

PEER-ID

Growing up involves all sorts of things.

One wonders and experiments, questions and tries to find answers. Growing up is not just physical, but involves a lot of personal development. The quest for our identity is important and starts at a young age. A great dealof thinking and decision-making is required on this quest, and with peer pressure, opinions of others, misinformation and misconception, the process is not easy. That’s exactly where we come in to help!

Peer-ID is all about having an identity. It tries to show youngsters different aspects of subjects dealt with while growing up, such as smoking, drugs, alcoholand sexual issues. We believe thatfuture generations should be healthily opinionated, with these opinions being the product of education and knowledge, not hearsay and gossip.

The team is trained specifically to communicate with students, and we cater for all ages. Being students ourselves makes the children and teens feel more at ease discussing certain things.

The sessions involve discussion, and multiple interactive resources are made use of - charts, stickers, opinion sheets, information leaflets, slideshows, videos, props and much more. The hit always seems tobe the famous Tar Jar, which is a glass jar filled with the amount of tar that would accumulate in an individual’s lungs if he were to smoke a packet of cigarettes a day for a year. Obviously any pictures or slideshows which are too graphic (eg. picture of a mouth cancer due to smoking) or topics that require a particular level of maturity (eg. substance abuse) will be kept away from the students who are still too young, and the sessions will be tailor made to suit the requirements of the school or group.

Having worked on this project in the past, we can say that the students enjoy the sessions and the feedback we receive is always rather outstanding. We have so far given sessions to youngsters aged between 7-18.

We do what we do because knowing that we might have made a difference in someone’s life gives us great satisfaction. It is our pleasure to teach and help.

Session description: This programme takes the form of a mini health fest. During this “fair”, our peers are invited to different stands, each relating to a different topic. At the stands, we can talk to and discuss with the students. The topics covered are anti-tobacco, substance abuse, healthy eating, eating disorders, bullying and stigma and sexual health. The topics covered may be adjusted according to the school’s requirements.

Peer-ID is especially effective if held during break-time, though it may be held in a common area or foyer, in the form of stands that will be open for a few hours.

6

NPET ‘11-’12

SUBSTANCE ABUSE By watching the news on television, or reading a newspaper, it will be immediately clear that we live in a world where drugs are a reality, and Malta is certainly not an exception! According to the European Monitoring Centre for Drugs and Drug Addiction (EMCDDA), the lifetime prevalence rate for the use of illicit drugs in Malta, among 18-24 year-olds stands at 24.4% and coupled with the gradually increasing trend (up from 2% in 1995)1, it is clear that the drug problem in Malta is not being properly controlled and therefore needs to be addressed urgently in an effective manner.

While the statistics speak for themselves regarding the magnitude of the problem, the question that needs answering is “Why is drug abuse on the rise, and what can we do to reverse this trend?”. The ECDDMA identifies greater availability of drugs as one of the reasons. Moreover, curiosity pushes many young people to experiment with new things. However, a major factor driving this increase in drug abuse is the perception among youths that drugs are ‘cool’, harmless and fun to try. It is this mistaken perception – stemming from misleading information from the media and peers – which we can, and should, work on. Crushing false ideas among youths and replacing them with factual truths regarding drug abuse is a significant step in tackling the problem of drugs. This is the scope of our sessions.

Sessions Plan:

As part of the European Action on Drugs project, we aim to deliver the right amount of factual, well-researched information in an effective manner to students, by actively engaging them in our topic through highly interactive sess-ions (filling out simple questionnaires, asking questions, using props and allowing for discussion etc.). This promotes understanding of the most important issues related to drug abuse: how to distinguish one drug from another, the effects of particular drugs, the health risks and where one can find help here in Malta.

SESSION 1 (40mins + 5mins) 1. Ice Breaker 2. What comes to mind when you hear the word ‘Drugs’?

3. Is there a difference between a drug and a medicine?

4. Addiction - different scenarios 5. Warning signs 6. Types of drugs (part 1) – Stimulants, Depressants (including Alcohol) SESSION 2 (40mins + 5mins) 1. Ice Breaker 2. Types of drugs (part 2) – Hallucinogens, Marijuana (a mixture of the 3 types) 3. Steroids – are they drugs?

4. Pregnancy and drugs 5. What YOU can do – How can I help or get help?

6. Final Questions and Evaluation

In contrast to typical drug abuse education seminars, these sessions are done by students, for students. The fact that students deliver these sessions is conducive to open and free discussion, and those delivering the sessions can easily empathise with the views of youths, thereby helping to con-vey a more convincing message. By raising the students’ awareness, they are much more likely to make an informed decision in a situation where a drug is available. This will significantly reduce their vulnerability to drugs, especially in the context of peer pressure. In short, ‘If you know them, you avoid them!’

1 http://www.emcdda.europa.eu/publications/country-overviews/mt

7

NPET ‘11-’12

ANTI-TOBACCO The aim of the anti-tobacco campaign is to give students up-to-date, evidence-based information and equip them with the knowledge needed to make informed decisions about tobacco.

We distribute leaflets that describe the effects of smoking and use visual aids such as videos and props to make the sessions more interactive and effective. We aim to be casual and approachable and to provide an environment in which students can freely express their opinions without fear of judgment.

The sessions are designed to be informative and interesting, and not a vast array of facts with the aim of scaring the students. A few of the aspects tackled in the sessions include: the psycho-social effects of tobacco, the meaning of addiction, the financial burden created by tobacco addiction and the various adverse health effects resulting from tobacco smoking.

Questions and discussion are promoted throughout the sessions.

We make sure to promote the notion of free choice, since, at the end of the day, it is the students’ responsibility to say no to smoking. We find that students do respond very positively to this approach as opposed to the typical lecturing approach of “do not smoke because it is bad” (which normally just results in rebellious behaviour).

Above all, the sessions are interesting, fun and useful to the students, and feedback is always positive from students and teachers alike.

Sessions Plan:

SESSION 1 (40mins + 5mins) 1. History – The Spread of the Habit 2. The Cigarette – What does it contain?

3. Addiction - Why is it so difficult to stop smoking?

4. Disease - What does smoking do to the human body?

5. How many people are affected?

Additional Information

SESSION 2 (40mins + 5mins) 1. Second-hand Smoke - Smoke in the environment around you 2. Smoking and Pregnancy – What are the effects?

3. Law - What are my rights?

4. Mirror, Mirror… - How does smoking affect the way I look?

5. Social and Cosmetic Effects 6. Cost - How much money does a smoking addict burn?

7. Environment - Cutting trees, Fires, Toxic Waste and Litter 8. The Tobacco Industry - Who benefits from all this?

9. What YOU can do – How can I help or get help

8

HUMAN RIGHTS

Additional Information

NPET ‘11-’12

The Anti-Bullying and Human Rights peer-education campaign is the new and revamped form of one of MMSA’s longest running campaigns. The aim of this programme is to increase awareness on several, often controversial, issues and, thus, reduce stigma and misconceptions associated with certain groups of people.

Bullying is an aggressive form of behaviour, which can be manifested both at home and also in the school environment. Whatever the cause, be it race, religion, sexuality, ability or appearance we cannot deny that bullying is one of the leading causes of adolescent depression, fear and low selfesteem. Hence, by introducing secondary school students to the concept of bullying, the reasons behind it and how to deal with it, we can help students and schools to deal with this omnipresent issue.

Human Rights, on the other hand, are basic rights and freedoms that all people are entitled to regardless of nationality, age, gender or any other status.

Since this is a more demanding topic, it requires a higher level of maturity and would, thus, be better suited to post-secondary students.

Human rights sessions usually start with the facilitators presenting the students with a picture of a bus or waiting area, and on each seat there is a person representing a marginalised sector of society. The students are then asked to state who they would definitely not sit next to and why. What follows is a controlled debate about diverse issues including prostitution, human trafficking, refugees, stereotypes, people with mental and physical disabilities and also ex-convicts.

To increase topic relevance to Maltese students, articles as well as case studies from the Maltese Islands can be discussed during the sessions. This will also help to impress upon the students that even Malta is faced with certain worrying issues.

9

These peer education sessions are highly flexible in terms of who they apply to; whilst anti-bullying may be more important for youngsters at secondary school level, human rights and related topics may be more useful to post-secondary students.The campaign aims toencourage students to not only reflect on such issues but also to tackle them in the most mature and appropriate way possible.

While gaining a better understanding of the realities that afflict human society here in Malta, the students will have the opportunity to express their thoughts and feelings on the issues discussed.

Sessions may be tailor made to suit the needs of the school or group in question by discussing from beforehand exactly what issues are relevant and needed by the students and what issues are to be avoided. This will maximise the relevance and efficacy of the session(s), while also making it more interesting.

NPET ‘11-’12

SEX-ED The sexual health peer education sessions are usually targeted towards students aged 13 and up. Sessions are delicate and great care is taken when addressing the students. Topics tackled include the importance of safe sex, the use of contraceptives, demonstration of putting on a condom, sexually transmitted diseases, AIDS and sexual orientation. However, it is important to stress that the sessions can be adjusted according to the students’ and/or teachers’ needs, so certain topics need not be included and others may be added in.

These peer education sessions are an excellent opportunity for students to ask questions and clarify any grey areas or misconceptions. Sessions have been a great success and the students enjoy every second of them. They ask questions and are attentive throughout (except for the odd giggle!).

I would like to encourage you to choose to hold these sessions because they are an important tool in creating open-minded, educated, responsibleindividuals, who are capable of making rational choices. These sessions are also aimed at decreasing stigma and tab-oo associated with certain issues relating to sexual health.

Additional Information

Take a look also at our Sexual Health syllabus!

The relevant information can be found here:: http://mmsa.org.mt/standing-committees/scora/projects/sex-ed-peer-education-programme/

10

NPET ‘11-’12

EATING DISORDERS & MENTAL HEALTH Society presents us with the ideal thin, athletic body.

While this ideal has got thinner and thinner with time, the actual average body size has increased, thus augmenting the disparity between the ideal and the actual. The obsession of trying to achieve this ideal has augmented the occurrence of eating disorders and other mental illnesses.  What are eating disorders?

Eating disorders are preventable and curable disorders that cause disturbances to the normal healthy diet. People suffering from eating disorders attempt to use their eating habits to gain a sense of control over their lives, and eventually this turns into an obsession and the whole situation spirals out of control. The main eating disorders we will be tackling in our sessions include Anorexia Nervosa, Bulimia Nervosa and Compulsive Overeating.

National Institute of Mental Health: http://www.nimh.nih.gov/health/publications/eating-disorders/citations.shtml  Why would we like to discuss eating disorders with students?

Prevailance of eating disorders is highest amongst girls aged 12-16. An alarmingly high percentage of patients diagnosed were found to have developed symptoms during high school (secondary school), even though the disorder was picked up years later. This is why we choose to make students more aware of these disorders. We aim to expose them to the reality behind such mental illnesses, and show them that its never too late to ask for help if they suspect that they, or their friends, may be the victim of such a condition. 

The sessions: The effective means by which we provide the right take-home-message.

As a chinese proverb

says:

“ Tell me and I forget.

Show me and I

remember. Involve me

and I understand.”

We believe that the heart of education, is making the person aware that he or his loved ones could, like any other person, suffer from these conditions. Involving them, rather than simply overloading them with information, could make them more of help to themselves and others. For this reason, our sessions with the students will be interactive, including the use of videos and power point presentations, role plays and exposure to true stories.

We aim to promote a positive body image in a society that has taught us an outragoeus idea of beauty. We wish to erase the negative stigma associated with eating disorders and other mental illnesses. Last but not least, we aim to support those with eaing disorders, by presenting them with stories of success and a message of hope.

11

NPET ‘11-’12

Sessions plan: SESSION 1 (40mins + 5mins) 1. Ice-breaker 2. What comes to mind when you hear the words ‘ eating disorders’?

3. Game – learning about the different types of eating disorders.

4. Scenario to distinguish between living a healthy life and having an ED. 5. Videos (including outlining of the red flags of an eating disorder) SESSION 2 (40mins + 5mins) 1. Ice Breaker 2. Eating Disorders-Not Otherwise Specified 3. Body image and self-esteem 4. Help - helping a friend, and finding help for yourself 5. Evaluation 6. Energiser / Game

12

NPET ‘11-’12

1