Georgia Peer Support Project

Executive Summary

Introduction

 

• Real Choices Grant awarded 2002 by CMS to GA DHR


• One goal to develop a Peer Support Training Program


• DHR collaborated with DD Council and disABILITY LINK to accomplish this goal

Peer Support Project Goals

 

Develop a training program to:

 

• Strengthen peer support in the State of Georgia for people with disabilities
  
  
• Make peer support available to more people
  
  
• Help peer support be recognized as a skill that can be paid for by Medicaid

 

Development of the Curriculum

• Curriculum Committee made up of individuals with disabilities who had experience as peer supporters and represented a cross section of the entire disability community.
  
  
• Curriculum Coordinator worked with committee to develop training program from March 2004 through July 2004.
  
  
• Significantly expanded and edited peer support training materials from disABILITY LINK and Disability Connections.
  
  
• Identified and prepared facilitators: Cheryl Laurendeau, Hilary Elliot, Andreena Patton and later, Margo Waters
  
  
• Piloted the training program July 26 - 28, 2004 at the Shepherd Center in Atlanta , Georgia (17 participants) and at disABILITY Connections in Macon , Georgia on August 16 – 18, 2004 (15 participants).
  
  
• Reviewed pilot evaluations and pre and post self assessments with curriculum committee in September, 2004. Made adjustments to the curriculum.
  
  
• Held trainings in Rome (8 participants certified), Augusta (16 participants certified), Bainbridge (21 participants certified), Savannah (9 participants certified) and Athens (11 participants certified) from October 2004 – March 2005
  
  
• Curriculum edits made throughout the time period based on input from facilitators, participants and observers.
  
  
• Following three days of training, participants awarded a certificate of completion.
  
  
• In total, 97 people became certified as Peer Supporters!

 

About the Curriculum

 

• The purpose of the curriculum is to enable people with disabilities to become effective peer supporters to others with disabilities so that they might lead a self-directed and more autonomous, satisfying life.
  
  
• The curriculum begins with background information on “What is Peer Support?” and “Why is Peer Support Important?” These topics are followed by seven primary skill sets including:

1. Listening and Communicating
2. Understanding Self-Directed Care
3. Helping People Find Community Services
4. Helping People with Employment Issues
5. Helping People Developing Relationships
6. Setting Boundaries as a Peer Supporter
7. Knowing How and When to Ask for Help

• A pre and post test, or self-assessment is filled out before and after the seven skills sets to measure progress made as a result of the training received during the sessions.


• The curriculum concludes with a session entitled “Peer Supporters Supporting One Another” and the completion of the Program Evaluation.

Accomplishments

• 97 individuals went through the three-day training program and were awarded certificates in seven different training sites.


• Able to effectively reach a cross disability population


• Three training pieces were developed during the one year period.
  


1. A Facilitators Training Guide , which gives facilitators step-by-step instruction about how to lead the group through the training sessions.
2. A Participants Training Guide , which includes 59 handouts containing all the information from the class
3. Resources and Appendix , a collection of additional readings and contacts for participants to access during and after the class.


• Video tapes and community resource booklets were also collected and have become a permanent part of the Peer Support “package”


• Interest and enthusiasm increased throughout the project and many are asking “What’s next?” “How do we keep this going?”

Program Evaluations and Self-Assessment Results

• Program Evaluations were completed at the end of the three-day training and measured participant satisfaction with the curriculum as well as their sense of readiness to perform as a peer supporter.
  
  
• Of the 97 individuals, 94 program evaluations were completed and returned.
  
  
• Of 94 respondents, 88 individuals or 93 % ranked the effectiveness of program materials “4” or higher on a 1 to 5 scale, with 5 being best.
  
  
• Of 94 respondents, 94 or 100% answered “yes” to “Would you feel comfortable recommending this program to others who might be serious about becoming peer supporter?
  
  
• Of 94 respondents, 87 or 93% of individuals ranked their preparedness to become a Peer Supporter a “4” or higher on a 1 to 5 scale, with 5 being best.
  
  
• The self assessment (or pre and post test) was administered immediately before and after the seven skill sets. Data was collected in 5 of the 7 sites.
  
  
• In virtually all 16 categories listed on the self-assessment, participants rated their ability to perform aspects of the 7 skill sets with greater knowledge and confidence after receiving the training. For example, in response to the question, “How well do you understand and demonstrate excellent listening skills?” 53.2% of the respondents rated their skills a “5” (best) before the skills training and 80.28% rated their skills “5” after the skills training. The complete self assessment analysis is attached to this report.
  
  
• Many participants expressed enthusiasm for this training and the potential for expanding possibilities for people with disabilities:
  
  One participant writes, “I’m thankful that this training made me aware of the position of peer supporters, its necessity in disability help/network and its vitalness in my life. I now have hope that there is a place in this world for me to be a contributor to society. I am viable. This training has given me insight on just how far we’ve come in embracing all people regardless of ability. We are all worthy members of society.”
  
  
• Need for alternative formats. One of the primary concerns participants raised was the unavailability of the curriculum in the format of their choice. To address this concern, the final version of the curriculum is currently being made available on tape and by Braille and will be distributed to all certified peer supporters.

Recommendations for Continued Development of Peer Support

Recommendations were garnered through several discussions with Curriculum Committee members, facilitators, curriculum coordinator, state agency representatives, DD council and disABILITY LINK representatives.

• Incorporation of Peer Support into the existing Medicaid structure
  
  
• The primary recommendation is to make peer support available permanently as a billable service under Medicaid. There are different possibilities of how peer support fits in a self-directed system. Explore all possibilities in partnership with DHR and DCH staff.
  
  
• Demonstrate the viability of Peer Support
  
  
  • Design and implement a pilot program to demonstrate the impact of peer support on consumer health and quality of life outcomes and cost to the Medicaid system. There are several ways to approach this:
    
    1. Identify components of peer support that meet the definition of services available for purchase under the consumer-directed Natural Support Enhancement in the newly amended MRWP.
    2. Include both certified peer supporters as well as information about peer support services in support broker training program in 2005 as a part of the planning and training for the self-directed MRWP.
    3. Consider peer support services in planning the Independence Plus initiative.
    4. Strategize methods of funding peer support for people transitioning from institution to community
       
       
  • Possible pilot features include:
    
    1. Seek funding for pilot from no-cost extension of CMS Real Choices Grant and proposal to Health Care Georgia Foundation.
    2. Hiring researcher (team) to set up study along with representatives from the Peer Support Project.
    3. Locate site(s) – perhaps Macon
    4. Tie in with self-determination model through the Independence Plus Initiative. Use possible Real Choice grant extension to determine how PS will be included in final self-directed service delivery system design.
    5. Solicit input from Mark Trail and Norma Jean Morgan early on to get outcome measure of importance to Medicaid as well as ideas on designing the pilot and study.
       
       
• Creation of a Peer Support Communication Network
  
  
  • With savings captured by frugal management of the grant, disABILITY LINK will continue to support recently trained peer supporters. This includes the development of a listserve, newsletter and website to keep people connected. The web-based components can be sustained by disABILITY LINK, provided there are not substantial costs associated with managing these communication vehicles.
    
    
  • Through these communication vehicles, follow-up on how PS training has impacted PS now and what problems they’re still encountering/topics they’d like to explore more. Create peer supporter code of ethics and job description.
    
    
  • Explore curriculum marketing options in order to support the present Georgia Peer Support Project. Curriculum would have to be modified for use in other states.
    
    
• Continuing Education
  
  
  • Ongoing continuing education: develop additional training modules to increase, refine and refresh skills and determine best practice.
    
    
  • Develop Train the Trainer to increase skill set and number of peer support facilitators available across the state.
    
    
  • While the manual is complete in its present form, it is acknowledged that it may be modified over time. For example:
    • The information about the Self-Determination in Georgia will need to modified and updated over time as the program progresses
    • The pre- and post-test self-assessment can be refined further to enhance the evaluation of the training outcomes and truly give a measure of certified peer supports’ skill facility.

Summary

• Successful, positive project – empowerment of 97 people plus facilitators and committee members involved.
  
  
• Where we go from here to continue support and work towards compensation for peer support critical to the vitality and long term success of peer support in Georgia.
  
  
• All stakeholders need to buy in to the essential role of the peer supporter within the emerging model of self-direction. Not only the right thing to do to support independent living in the community for people with disabilities, but the smart thing to do from a cost perspective.