The Level 3 Peer Confidante course is taught via a blended approach using a combination of: Classroom based learning; Self-Study; Online Study; Practical role-play in real life peer group settings; case studies; and reflective practice.
Below, you will find the following:
- Module outlines
- Tension Objectives
- Success Criteria
- Learning Agreement
- Information about information and enrolment events
1. Module Outlines
NB Level 2 and Level 3 courses incorporate modules 00 and 0 within both courses. This is taught in a more detailed manner in Level 3, though it is vital to gain a basic understanding in Level 2. Whilst Level 2 is a standalone course, Level 3 is a pre-requisite course for Levels 4 and 5. Therefore, it is not necessary for a learner to have taken Level 2 before progressing to Level 3, provided they have the ability, capacity, and commitment, to study at Level 3 straightaway, and this will be decided during an initial informal interview with the Dean of the College and/or one of our Assessors.
00 Introduction – Lived Experience
In this introductory session, we discuss what makes peering different to other forms of support such as therapy or life coaching.
We introduce the notion of lived experience, and that the most important factor in peer support is how we share our stories with others, appropriately.
0 The Positive Ways Approach to Emotional and Mental Health
Positive Ways (PW) have a pragmatic approach to healing and health, based on everyone getting their needs met and managing the interface of their thoughts, neurobiology and interpersonal relationships. In this module, we can shape a story of our own health that makes good sense for us.
1 Mutuality – Exploring the Importance of Mutuality in the Art of Peering
In this module, we engage with the concept of mutuality. We use the Peer Tree to explain the concept of peering to other peers. We gain an understanding of the difference between the 3 peering roles, focusing on the Confidante role and recognising the skills needed, as well as the limitations of the role. We will practice Integrating and applying SHAPE (the Basic Elements of Peer Support) with our own Lived Experience and will critique a Peer group in action.
2 Mutuality – Distinguishing between the Processes of Confidence, Dialogue, and Conversation, in the Art of Peering
We will apply the roles of peering to confidence, dialogue, and conversation, distinguishing between the three processes and understanding what confidence means and how we can foster and encourage confidence in ourselves and our peers.
We undertake an Essential Human Needs Appraisal, learning how to gather useful information from a peer and using the tool to improve wellbeing. We will analyse the components of a good story and learn to tell our own story in an appropriate and helpful way for our peers.
We also examine our sense & experience of ‘Transference’ in a group or 1:1 setting, critiquing a peer group by reflecting on the aspects of confidence & transference.
3 Purposefulness – Applying key psychological theories, concepts, and ideas, including the DENT© view
We recognise the critical psychological theories relevant to Peer Support, and gain a outline understanding of their basic premises, why they are important to our knowledge of human nature, and highlight areas for further study. We also summarise the DENT© view which underpins all of the peering approaches and techniques.
We learn how to use questionnaires that assess peer emotional health and quality of life, whilst gaining an understanding of why these are useful to the peering process. We practice supporting a peer in goal setting, and critique how the DENT© purposefulness model is relevant to an effective peer support group.
4 Purposefulness – Demonstrating the principles and rules for delivering effective peering and peer support
We apply our personal values and social morals in developing mutuality. We identify and follow the professional ethics and laws that are relevant to the peering role.
We analyse the importance of the DENT© peering values and principles, as well as recognising the importance of contracting in all of the peering relationships and we create a template for contracting in our own work.
5 Action in the outside world – Actively applying effective listening
In this module we describe the steps in the RIGARRIS process and learn how to apply it. We understand the importance of building rapport and how to establish it quickly and effectively with peers.
We learn how to gather information from peers using reflective and effective listening and apply these reflective listening skills in peer interactions. We continue to reflect purposefully on peer interactions, identifying what we can do differently or better after each interaction, in group or one to one settings.
6 Action in the outside world – Turning intention into action: Moving from Confidante to Mentor
This is the mid-way point through the course, and the end of the skills element of the Level 3. Here, we learn how to support peers to clarify their intentions and goals. We understand the importance of, and demonstrate how to appraise peer gifts, strengths, and talents.
We demonstrate how to have an effective peer conversation that encourages a way forward, and explain the importance of rehearsal, implementation support and reviewing results, to attaining our goals.
At the end of this module, we summarise our peering development, and prepare for the second half of the course.
7 Peer Personal Wellbeing – Exploring the importance of self-healing and self-care through the You Know You Lifeseeker model
This is the first of the Peer Personal Wellbeing Modules. In all of the Peering courses (except for the Peer Mentor course which focuses on specific health challenges), we include 50% personal growth and development. We do this, because we know that it is especially important for peers, as it is for anybody in a caring or therapeutic role, to have insight and self-awareness regarding their own lives, challenges, health, and healing. As peers, we will have experienced life challenges, and often significant ones, ourselves. Hence, it is tantamount that we are resilient and know how to recognise and prevent things spiralling for us. We value integrity, and part of that is ensuring that we are fit to practice in our roles, and that we are receiving our own support and guidance from a qualified Peer Coach.
These units all come with a LifeSeeker Workbook related to each strand. These workbooks ask questions that promote reflection and are added to your ongoing reflective journal. Each element is discussed in the Peering Communities, where we encourage and support each other in our own personal development and wellbeing journeys. Anything that arises for you can be discussed in your sessions with you dedicated Peer Mentor Coach. These modules are a requirement and must be completed with an adequate amount of journal entries. However, the content itself is not marked, it is your engagement with the material and commitment to personal growth, that is key to this process. How you choose to do that, is up to you.
In this module, we recognise the importance of self-healing and self-care to the peering role. We learn about the 5 main Lifeseeker elements and the 15 strands that enable us to identify, resolve, and reflect on our needs.
8 Peer Personal Wellbeing – Exploring the LifeSeeker Engage element for taking care of our physical health
In the Engage element for supporting physical health, we recognise our own needs in the three Engage strands. We identify obstacles and find solutions for personal growth in relation to the Engage strands.
9 Peer Personal Wellbeing – Exploring the LifeSeeker Embrace element for taking care of emotional health
This Element is related to the Emotional Domain.
We engage with the Embrace element for supporting emotional health, we recognise our own level of need relation to the Embrace strands. We identify obstacles and find solutions for personal growth in relation to the Embrace strands.
10 Peer Personal Wellbeing – Exploring the LifeSeeker Envisage element for taking care of psychological health
This Element is related to the Psychological Domain.
We engage with the Envisage element for supporting psychological health, we recognise our own level of need relation to the Envisage strands. We identify obstacles and find solutions for personal growth in relation to the Envisage strands.
11 Peer Personal Wellbeing – Exploring the LifeSeeker Empower element for supporting your social interactions with the world
This Element is related to the Social Domain.
We engage with the Empower element for supporting our social interactions with the world, we recognise our own level of need relation to the Empower strands. We identify obstacles and find solutions for personal growth in relation to the Empower strands.
12 Peer Personal Wellbeing – Exploring the LifeSeeker Evolve element for taking care of our spiritual health
This Element is related to the Spiritual Domain.
We engage with the Evolve element for supporting pragmatic spirituality. We recognise our own level of need in relation to the Evolve strands. We identify obstacles & solutions to our personal growth in relation to the Evolve strands.
This marks the end of the course, and so we apply the concepts learned, evaluating the benefits of lifelong learning, to ourselves and our peers, as well as the human need for continuous growth and development.
As a Peer Confidante, we demonstrate the following competences:
- We are an active advocate of Mutuality at peer support groups
- We can contain emotions
- We hold hope
- We build relationships
- We act as a non-judgemental critical friend
- We support the achievement of goals drawing on appropriate lived experience
- Our lived experience is forward focused
- Our personal narrative is coherent and positively framed.
- Constructive conversation
- Reflective listening
- Non-verbal communication
4. Tension Objective
As a Peer Confidante, we support & reassure the dependence to independence tension.
5. Success Critieria
1. Adhere to Learning Agreement
2. Attend days teaching
3. Attend Online Lectures
4. Attending Peer Support Groups
5. Personal Study
7. Complete Learning outcome homework set
8. Practice key skills between sessions
9. Keep a reflective log
10. Case Study
11. Audio recording of one session with transcript
12. Personal Coaching Approach
6 days (36 hours)
Yes – 20 hours minimum
Yes – 50 hours
Yes – 2 hours
7. Learning Agreement
Learning Agreement – Students who participate in training agree that:
This training course consists of a blended approach to learning. If you are unable to make any day of training, you should seek prior approval from Positive Ways at least 2 weeks in advance of the session to be missed. In general, you should expect that a maximum absence of two days be approved. All other absences will be marked as unauthorised. Three or more unauthorised absences will result in an automatic failure.
Students who miss a training day (authorised or unauthorised) will be required to arrange and attend a ‘catch-up’ session for each day of training missed. This session must occur before the next scheduled weekend training begins to ensure the student is up-to-date. These will be charged in addition to course fees at a rate of £250 per day of training missed. Failure to attend a catch-up session for any missed training may result in course failure.
Part of the Training Criteria stipulates that students complete supervision sessions. Supervision sessions must be completed by the coursework submission deadline. Failure to have attended two supervision sessions by the deadline may result in failure of the training. Supervision sessions should happen in person. One session is charged at £60.
NB The tuition fees of £1250 must be paid in full prior to any learner being awarded a certificate. This includes the completion of any discretionary payment plan that may have been agreed with Positive Ways prior to enrolment on the course.
8. Information and Enrolment events
Positive Ways hold regular information and enrolment events throughout the year. These are most often held at a Community Hub event when they are in Hertfordshire and Bedfordshire. For events in your region please contact us at: firstname.lastname@example.org
The next Level 3 course start date, will be week beginning 20th January 2020. This will be held in Hertfordshire (location and venue tbc).
The information and enrolment event for this course, will be Thursday 18th December 2019, in Stevenage.
More details to follow.
Please call Emma on 07791 520388 or email email@example.com if you would like to discuss anything about the accredited courses.
To purchase the course and gain access to the Level 3 Peer Confidante Certificate training suite, please visit : Level 3 Peer Confidante Certificate Training Suite