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Peer Employment TrainingPeer Employment Training
Fifth Edition
A Peer / Recovery Support SpecialistCerti�cation Course
A Peer / Recovery Support SpecialistCerti�cation Course
Table of Contents
Preface
History ......................................................................................................................................... i
Personal Development – Knowing Yourself
Module One – Recovery ........................................................................................................... 1 Understand the definition of recovery Review concepts of remembered wellness Identify the Five Recovery Pathways
Module Two – The Power of Peer Support .......................................................................... 25 Clearly understand the role of peer support
Learn the importance of mutuality in peer support work Avoiding learned helplessness: The power of people finding their own solutions Become aware of the impact peer support can have on others Learn to use skills important to peer support work
Gain knowledge important to peer support work
Module Three – Developing Self-Esteem and Managing Self Talk .................................... 39 How to recognize our own individual levels of self-is-steam How to understand the dynamic interactions that cause fluctuations in our self-is-steam What causes low self-is-steam and how it might be serving you Using positive self-talk to raise your self-is-steam How to become your own best friend
Module Four – Community, Culture and Environment ..................................................... 52 Developing an understanding of culture by looking at our immediate community Learning more about the history of recovery, and how history impacts culture Appreciating and celebrating diversity in our community Celebrating diversity and applying it in peer support work
Module Five – Meaning and Purpose ................................................................................... 72 Learn the importance of staying centralized to ourselves Identify patterns that interfere with our connection to ourselves Understand and cultivate our own unique gifts Moving our gifts into action
Module Six - Emotional Intelligence ..................................................................................... 90 To explore ways in which we can use emotional intelligence skills to become more
active in our recovery process and more successful in life To discuss how role modeling emotional intelligence can help the people we assist To discuss how using and sharing our emotional intelligence skills can help us make
our best contribution at work
Turning Point – Preparing Yourself for Work
Module Seven – Telling Your Personal Story .................................................................... 114 Turning the corner – looking at yourself differently Becoming the hero in your story Understanding how your story frames your past, present, and future Learning how our story can affect others Appreciating the power our story has to promote recovery
Module Eight – Employment as a Path to Recovery and Ethical Values ........................ 129 Understand the healing power of “giving back” Complete assessment of strengths and goals Understand how to become a great employee Learn the importance of ethics and boundaries
Skill Development
Module Nine – Communication Skills ................................................................................. 149 Remembering the importance of good listening Learning the “Peer Support Approach,” a new way of communicating Using “open-ended” questions Leaning to avoid conversation road-blocks Disagreeing without arguing and dealing with anger
Module Ten – Conflict Resolution ....................................................................................... 169 Recognizing the importance of peers resolving conflicts Understanding the five conflict styles Learning the guidelines for conflict resolution
Module Eleven – Understanding Trauma .......................................................................... 186 Trauma and Abuse
Understanding the nature of trauma and abuse Recognizing the consequences of trauma and abuse Learning how to begin the process of recovery from the consequences of trauma & abuse Appreciating the political aspects of trauma and abuse Understanding how Peer Support can be helpful
Resilience Appreciating the power of resilience Learning how to develop “bounce back” skills
Module Twelve – Substance Use Challenges and Co-Occurring Recovery ..................... 208 Understanding the subtle nature of addictions Learning what to do, and not do, to support the recovery process Gaining a knowledge of helpful resources Understanding the dilemma of co-occurring issues Learning how to work with stages of change Gain an understanding of maintaining recovery Learning how to deal with urges and triggers
Module Thirteen – Integrated Care and the Role of Peer Support ................................. 226 Understand the role of peer support and integrated care Understand the goals of integrated care Develop an understanding of how to support the integrated care team, and the person Develop skills that support documentation that will pass an audit
Module Fourteen – Being with People in Challenging Situations ..................................... 246 Understand the importance of taking a recovery approach to wellness Learn the concepts of recovery coaching Gain skill in dealing with specific psychiatric challenges Gain a true appreciation for the power of listening
Module Fifteen – Peer Support in Action, Partnering with Other Professionals ........... 257 Review the changes and progress that has taken place Understand the importance of partnering with professionals Documentation Appreciate the power of the peer perspective The importance of celebrating our achievements - graduation
Appendices …………………………………………………………………………………. 267 Federal ADA Regulations, Information and Resources …………………………………………. 268 New Freedom Commission on Mental Health – Executive Summary ………………………….. 271
References .............................................................................................................................. 312
Rec
over
y O
ppor
tuni
ty C
ente
r - P
eer
Em
ploy
men
t Tra
inin
g C
ours
e Sy
llabu
s
Day
H
omew
ork
Ass
ignm
ent D
ue
Cla
ss A
ctiv
ity
Hom
ewor
k A
ssig
nmen
t for
Nex
t Cla
ss
One
8:
30 A
M-5
:00
PM
Mon
day
Mod
ule
1: R
ecov
ery
and
Mod
ule
2:
The
Powe
r of P
eer S
uppo
rt h
ave
been
re
ad.
Plea
se w
rite
out y
our a
nsw
ers t
o al
l qu
estio
ns in
you
r wor
kboo
k to
the
best
of
you
r abi
lity.
Get
ting
Star
ted
on O
ur Jo
urne
y
Intro
duct
ion
Dis
cuss
Mod
ule
1
Rev
iew
Mod
ule
2: T
he P
ower
of P
eer S
uppo
rt
and
read
Mod
ule
3: D
evel
opin
g Se
lf Es
teem
and
M
anag
ing
Self
Talk
. Ple
ase
wri
te y
our
answ
ers
to a
ll qu
estio
ns in
you
r w
orkb
ook
to th
e be
st o
f yo
ur a
bilit
y.
Plea
se c
ompl
ete
Tes
t for
Mod
ule
1
Tw
o 8:
30 A
M-5
:00
PM
Tues
day
Mod
ule
2: T
he P
ower
of P
eer
Supp
ort a
nd M
odul
e 3:
Dev
elop
ing
Self
Este
em h
ave
been
read
. Y
ou h
ave
writ
ten
your
ans
wer
s to
the
ques
tions
in th
e w
orkb
ook
to th
e be
st
of y
our a
bilit
y.
Plea
se tu
rn in
Mod
ule
1 Te
st
Dis
cuss
Mod
ule
2 –
Th
e Po
wer o
f Pee
r Sup
port
Dis
cuss
Mod
ule
3 –
Dev
elop
ing
Self
Este
em a
nd M
anag
ing
Self
Talk
Rea
d M
odul
e 4:
Com
mun
ity, C
ultu
re a
nd
Envi
ronm
ent a
nd M
odul
e 5:
Mea
ning
and
Pu
rpos
e. P
leas
e w
rite
you
r an
swer
s to
all
ques
tions
in y
our
wor
kboo
k to
the
best
of y
our
abili
ty.
Plea
se c
ompl
ete
Tes
ts fo
r M
odul
es 2
& 3
Thr
ee
8:30
AM
-5:0
0 PM
W
edne
sday
Mod
ule
4: C
omm
unity
, Cul
ture
and
E
nvir
onm
ent a
nd M
odul
e 5:
M
eani
ng a
nd P
urpo
se h
ave
been
read
. Y
ou h
ave
writ
ten
your
ans
wer
s to
the
ques
tions
in th
e w
orkb
ook
to th
e be
st
of y
our a
bilit
y.
Plea
se tu
rn in
Mod
ule
2 &
3 T
ests
Dis
cuss
Mod
ule
4 –
C
omm
unity
, Cul
ture
and
Env
iron
men
t
Dis
cuss
Mod
ule
5 –
Mea
ning
and
Pur
pose
Rea
d M
odul
e 6:
Em
otio
nal I
ntel
ligen
ce a
nd
Mod
ule
9: C
omm
unic
atio
n Sk
ills.
Plea
se w
rite
yo
ur a
nsw
ers t
o al
l que
stio
ns in
you
r w
orkb
ook
to th
e be
st o
f you
r ab
ility
. Pl
ease
com
plet
e T
ests
for
Mod
ules
4 &
5
Four
8:
30 A
M-5
:00
PM
Thur
sday
Mod
ule
6: E
mot
iona
l Int
ellig
ence
and
M
odul
e 9:
Com
mun
icat
ion
Skill
s ha
ve b
een
read
.
You
hav
e w
ritte
n yo
ur a
nsw
ers t
o th
e qu
estio
ns in
the
wor
kboo
k to
the
best
of
you
r abi
lity.
Pl
ease
turn
in M
odul
e 4
& 5
Tes
ts
NA
MIN
G O
UR
CL
ASS
AC
TIV
ITY
Dis
cuss
Mod
ule
6 –
Emot
iona
l Int
ellig
ence
Dis
cuss
Mod
ule
9 C
omm
unic
atio
n Sk
ills
Tria
d R
ole
Play
s
Faci
litat
or sh
ares
per
sona
l sto
ry.
Rea
d M
odul
e 7:
Tel
ling
Your
Per
sona
l Sto
ry.
Plea
se w
rite
you
r an
swer
s to
all q
uest
ions
in
your
wor
kboo
k to
the
best
of y
our
abili
ty.
Plea
se c
ompl
ete
Tes
ts fo
r M
odul
es 6
& 9
Prep
are
to te
ll yo
ur p
erso
nal s
tory
. Te
lling
out
per
sona
l sto
ry is
requ
ired
for
cert
ifica
tion
and
a re
quir
ed a
ttend
ance
day
of
clas
s.
Five
8:
30 A
M-5
:00
PM
Frid
ay
RE
QU
IRE
D
DA
Y
Mod
ule
7: T
ellin
g Yo
ur P
erso
nal
Stor
y ha
s bee
n re
ad.
Plea
se tu
rn in
Mod
ules
6 &
9 T
ests
You
’re
read
y to
tell
your
per
sona
l st
ory.
Pers
onal
Sto
ry D
ay
This
is a
req
uire
d da
y fo
r ce
rtific
atio
n an
d gr
adua
tion
Rea
d M
odul
es 8
: Em
ploy
men
t as a
Pat
h to
R
ecov
ery
and
Exer
cise
43
Ethi
cs a
nd B
ound
arie
s A
s wel
l as p
ages
261
– 2
63 in
Wor
kboo
k ab
out
docu
men
tatio
n.
Plea
se w
rite
you
r an
swer
s to
all q
uest
ions
in
your
wor
kboo
k an
d E
xerc
ise
Boo
k to
the
best
of
you
r ab
ility
.
WE
EK
ON
E
Rec
over
y O
ppor
tuni
ty C
ente
r - P
eer
Em
ploy
men
t Tra
inin
g C
ours
e Sy
llabu
s
Day
H
omew
ork
Ass
ignm
ent D
ue
Cla
ss A
ctiv
ity
Hom
ewor
k A
ssig
nmen
t for
Nex
t Cla
ss
Six
8:30
AM
-5:0
0 PM
M
onda
y
RE
QU
IRE
D
DA
Y
Mod
ule
8: E
mpl
oym
ent a
s a P
ath
to
Rec
over
y an
d E
thic
s Exe
rcis
e #4
3 in
yo
ur E
xerc
ise (R
ed) b
ook
and
pp. 2
61
–26
3 in
Wor
kboo
k ha
ve b
een
read
.Y
ou h
ave
writ
ten
your
ans
wer
s to
the
ques
tions
in th
e w
orkb
ook
to th
e be
st
of y
our a
bilit
y.
Dis
cuss
Mod
ule
8 –
Empl
oym
ent a
s a P
ath
to R
ecov
ery
Dis
cuss
Doc
umen
tatio
n &
D
iscu
ss a
nd a
pply
E
thic
s and
Bou
ndar
ies
This
is a
req
uire
d da
y fo
r ce
rtific
atio
n an
d gr
adua
tion
Rea
d M
odul
e 10
: Con
flict
Res
olut
ion
Pl
ease
wri
te y
our
answ
ers t
o al
l que
stio
ns in
yo
ur w
orkb
ook
to th
e be
st o
f you
r ab
ility
.
Rev
iew
the
Empo
wer
men
t Whe
el E
xerc
ise
Book
M
odul
e 1
(pag
e 27
) for
reco
very
con
vers
atio
ns.
Seve
n 8:
30 A
M-5
:00
PM
Tues
day
Mod
ule
10: C
onfli
ct R
esol
utio
n ha
s be
en re
ad. Y
ou h
ave
writ
ten
your
an
swer
s to
the
ques
tions
in th
e w
orkb
ook
to th
e be
st o
f you
r abi
lity.
Dis
cuss
Mod
ule
10 –
C
onfli
ct R
esol
utio
n
Rol
e Pl
ays f
or E
valu
atio
n
Rea
d M
odul
e 11
: Und
erst
andi
ng T
raum
a an
d M
odul
e 13
Inte
grat
ed C
are
and
the
Role
of P
eer
Supp
ort
Plea
se w
rite
you
r an
swer
s to
all q
uest
ions
in
your
wor
kboo
k to
the
best
of y
our
abili
ty.
Eig
ht
8:30
AM
-5:0
0 PM
W
edne
sday
Mod
ule
11: U
nder
stan
ding
Tra
uma
and
Mod
ule
13: I
nteg
rate
d C
are
and
the
Rol
e of
Pee
r Sup
port
hav
e be
en
read
. You
hav
e w
ritte
n yo
ur a
nsw
ers t
o th
e qu
estio
ns in
the
wor
kboo
k to
the
best
of y
our a
bilit
y.
Dis
cuss
Mod
ule
11 –
U
nder
stand
ing
Trau
ma
Dis
cuss
Mod
ule
13 –
In
tegr
ated
Car
e
Dis
tribu
te a
nd re
view
Stu
dy G
uide
for
Fina
l Exa
m.
Rea
d M
odul
e 12
: Sub
stanc
e Ab
use
Cha
lleng
es
and
Mod
ule
14: B
eing
with
Peo
ple
in C
halle
ngin
g Si
tuat
ions
Pl
ease
wri
te y
our
answ
ers t
o al
l que
stio
ns in
yo
ur w
orkb
ook
to th
e be
st o
f you
r ab
ility
.
Nin
e 8:
30 A
M-5
:00
PM
Thur
sday
Mod
ule
12: S
ubsta
nce
Use
Cha
lleng
es
and
Mod
ule
14: B
eing
with
Peo
ple
in
Cha
lleng
ing
Situ
atio
ns h
ave
been
re
ad. Y
ou h
ave
writ
ten
your
ans
wer
s to
the
ques
tions
in th
e w
orkb
ook
to th
e be
st o
f you
r abi
lity.
Dis
cuss
Mod
ule
12 –
Su
bsta
nce
Use
Cha
lleng
es
Dis
cuss
Mod
ule
14 –
…
Cha
lleng
ing
Situ
atio
ns
Rev
iew
for F
inal
Exa
m
Rea
d M
odul
e 15
: Pee
r Sup
port
in A
ctio
n,
Part
neri
ng w
ith P
rofe
ssio
nals
. Pl
ease
wri
te y
our
answ
ers t
o al
l que
stio
ns in
yo
ur w
orkb
ook
to th
e be
st o
f you
r ab
ility
.
Ten
8:
30 A
M-5
:00
PM
Frid
ay
Mod
ule
15: P
eer S
uppo
rt in
Act
ion,
Pa
rtne
ring
with
Pro
fess
iona
ls h
as
been
read
and
you
hav
e w
ritte
n yo
ur
answ
ers t
o th
e qu
estio
ns in
the
wor
kboo
k to
the
best
of y
our a
bilit
y.
Com
plet
e Fi
nal E
xam
Gro
up d
iscu
ssio
n of
Mod
ule
15
The
n an
d N
ow
Gra
duat
ion
Day
!
A ne
w jo
urne
y be
gins
…
WE
EK
TW
O
All
clas
ses b
egin
at 8
:30
AM
and
con
clud
e on
or
befo
re 5
:00
PM, w
ith o
ne h
our
for
lunc
h. T
here
will
be
a 15
-min
ute
brea
k in
the
mor
ning
an
d 15
min
utes
in th
e af
tern
oon.
***
Plea
se b
e su
re y
ou c
lear
you
r ca
lend
ar fo
r th
e fu
ll 2
wee
ks o
f cla
ss! *
**
RI International Peer Employment Training; June 2016 Page 1
Thoughts from graduates “I learned more about how to strengthen my own recovery so that I could be there for
another. I learned the necessary skills – listening,
validating, reflecting, conflict resolution and sharing these
tools with other.” Ted
“This learning experience was exciting, challenging, uplifting, encouraging, motivating and
positive.” Sally
“It was a very positive experience in every way. It
gave me “real world” knowledge and skills that I’ll be using in my job, and that I’ve already started to use in my peer relationships.” Tom
RI International Peer Employment Training
In Peer Support, mind and heart matter. Since 2000, we have successfully recruited and trained Peer
Support Specialists at RI International - and all of what we’ve learned over the years is reflected in our Peer
Employment Training Program. Our program is successful because it engages both the mind and the heart
– and that is how we would like to share our story with you.
Some Facts and Figures
RI International has one of the largest peer workforces in the
world with 63% of its workforce or 600-700 individuals,
employed as Peer Support Specialists working in dedicated
peer support roles, leadership roles and executive roles in
clinics, respite, hospital transition, community-based,
housing, education, employment and other service programs.
PET graduates have long-term career success.
76% of graduates on average obtain employment as Peer
Support Specialists. In one program in California, peer
supporters trained by RI have obtained work at a rate of 100%.
Additionally, with the support of RI, they have also achieved
longevity of more than 14 months (when the program ended).
Studies of trainees in the State of Arizona are consistently
employed at a rate of 76% or more. In states like
Pennsylvania, the hire rate is over 80%.
Through RI’s contract with the Veteran’s Administration of
the United States, trainees are employed at 100% and also
retain work over 90% of the time.
o 89% job retention across all Peer Employment Trainings for a minimum of 12 months.
o 60% move to full time employment within 12 months.
o 14% have moved into supervisory and leadership positions (AZ and CA).
RI International Peer Employment Training; June 2016 Page 2
Over 8,000 people have graduated from our Peer Employment Training since August 2000.
In 17 states in the US and New Zealand, Scotland and England, over 7,000 individuals have
graduated from our training. Arizona, Pennsylvania, Minnesota, Louisiana, North Carolina,
Delaware and Scotland have adopted the RI International Peer Employment Training as their
certification program for Peer Support Specialists. In England, Peer Employment Training is part of
the Recovery College curriculum. RI’s PET is the most widely recognized peer training in the world.
RI’s Peer Employment Training (PET) is being contracted as required coursework at Alliant
International University for all bachelor, master, and medical doctor training. This should begin
fall, 2016. Currently PET is offered for three units of credit, for certificate learners and bachelor
level learners at Alliant.
Background and History. Truth be told, the heart of all we do at RI International lives in the Peer
Employment Training Program. Within the curriculum – and its delivery - are all the tools needed to
support people on their path to recovery. But as we all know, training can provide tools, but not necessarily
inspire action. This is where PET shines. PET graduates take with them, hope, an intense belief in the
reality of recovery and resilience, and more importantly, the inspiration to do peer support work.
PET inspires students because it communicates the vision that Lisa St George and Marianne Long put into
practice when they developed the peer support programs 16 years ago. At the first stage of writing and
development of Peer Employment Training, Anne Rider and Lisa St George utilized an Advisory Board of
recovery thought leaders including Mary Ellen Copeland, Shery Mead, Pat Deegan, and Bill Anthony. They
provided support and feedback as we built the training. The first class graduated in October 2000, and the
content was revised using the information learned from the first students to enrich and broaden the
information in the program. Since then, each revision and new edition (currently in its 5th
edition) of the
materials has refined the curriculum so it reflects what we understand and have observed that peer support
specialists need know. In essence, the program reflects everything we’ve learned from our own peer support
specialists and their work with others in recovery diverse service programs.
PET: Structure and Content. The PET curriculum is highly interactive; skill based, and
incorporates adult learning principles. It includes a copyrighted text, Peer Employment Training 5th
edition, 2015. In addition to the text, the curriculum includes a Peer Support Skill Competency Manual. This
contains exercises, and role plays designed to ensure that participants take away both knowledge and
hands-on skills. The program consists of 16 modules that are delivered as an 80-hour two-week intensive.
The curriculum includes tests that establish competency in the required knowledge and skills. An 80%
score is required on a comprehensive final exam and participants are further evaluated on acquired skills
through role-plays.
RI International Peer Employment Training; June 2016 Page 3
Curriculum content includes:
Part I: Personal Development: Knowing Yourself
Recovery
The Power of Peer Support
Developing Self-Esteem and Managing Self Talk
Community, Culture, and Environment
Meaning and Purpose in Life
Emotional Intelligence
Part II: Turning Point: Preparing Yourself for Work
Telling Your Personal Story
Employment as a Path to Recovery and Ethics and
Boundaries
Part III: Skill Development
Communication Skills
Conflict resolution
Recovery from Trauma and PTSD and Developing
Resilience
Recovery from Substance Abuse
Being with People in Challenging Situations-Suicide, Self-Harm, Hearing Voices, and Anxiety
Peer Support in Action: Partnering with Professionals and Creating Valid Documentation.
At RI International, we have known for a long time that transformation occurs in each PET class. It is that
transformation that is hardest to describe and communicate. It’s the change that takes place in the students
– and sometimes in the facilitator – as they learn more about their unique gifts and strengths. Through
their interactions, participants experience a deeper awareness of their own and others’ strengths and
resilience. As students explore meaning and purpose, they begin to take hold of the future that stands
before them. Then, as students practice skills to help and support others, the seed of transformation from
patient to employee and supporter is planted.
It’s possible to live a full and meaningful life, in spite of the challenges we face. Employment is one path to recovery!
“I feel more sure of myself
and my ability to work
with others without trying
to fix people but helping
them to figure things out
for themselves.”
“The greatest growth I see
is preparing me for re-
entry to work. And,
learning to talk with others
in a relational way.”
RI International Peer Employment Training; June 2016 Page 4
Program Evaluation
Studies conducted by Boston University continue to guide the development of Peer Employment Training.
The first study, published in 2006, was “one of the only evaluations to test a structured and formal peer
support training program.” The purpose of this study was to determine the personal and vocational impact
of a peer support training intervention on individuals with serious psychiatric disabilities.1
Methods: Sixty-six individuals participated in an evaluation of the program. Participants were
assessed prior to and after the training on measures of recovery, empowerment and self-concept.
Job acquisition and retention data were also examined at posttest.
Results: The standardized peer support training program was successful in increasing participants’
knowledge and attitudes toward recovery and their sense of empowerment. Gains were also
observed in the measure of personal self-worth. These data suggest that peers experience positive
changes on these subjective psychological measures after participating in peer provider training.
Trainees went on to obtain peer provider positions within the agency in which they received
training and 89% of those trained retained employment at 12 months.
Conclusions: Findings suggest that a standardized program designed to provide peer training was
used successfully and participants’ recovery and employability were improved.
In a formal Review of Peer Support Specialist curriculum conducted by Hutchinson and Rogers, senior staff
at the Center for Psychiatric Rehabilitation at Boston University, (Unpublished report, July 2007), the
following impressions and observations were made:
“…extremely comprehensive workbook …achieves its purpose in providing inspiration,
understanding and awareness about recovery and the role that peer support can play in
that process. It presents a wonderful blend of perspectives within the recovery framework:
theoretical, personal/lived experiences and behavioral approaches.”
In Program Evaluation Results Peer Employment Training (Unpublished Report, October 2007), senior staff
at the Center for Psychiatric Rehabilitation at Boston University provided support in the development of a
pre and post training test of peer support competencies. After careful development and review, the test was
administered before and after training to 15 trainees in the summer of 2007. Tests were sent to the Center
for data entry and analysis. Results indicated there was a highly significant gain in correct answers of all
1 From Hutchinson, Anthony, et.al. “The Personal and Vocational Impact of Training and Employing People with Psychiatric Disabilities as Providers,” Psychiatric Rehabilitation Journal, Winter 2006, Volume 29, Number 3.
RI International Peer Employment Training; June 2016 Page 5
items in the test from pre to post test, suggesting that the trainees mastered the material in the training to a
high degree.
What Happens in the Classroom? PET students learn a way of being; as well as a way of
partnering and working with people. This work requires they become increasingly comfortable with
themselves (being authentic), and also cultivate skills in communicating and connecting with others.
The pre and post testing tells us that students master the information. What the paper and pencil tests
can’t capture is the depth of skills participants develop as they practice in the classroom. Rather than
following a routine lecture format, the instructors use a facilitative approach that is based on adult learning
principles. The classroom is learning centered and builds peer support competencies from simple to
complex. For example,
students begin to apply skills in recovery language in Module 1;
In Module 2 they learn what empowering interactions are and use them in role play.
In Module 3, the students are actually performing a basic peer support interaction by using a role
play. First, the instructor models the skills for the class, and then each student uses those modeled
skills with a partner.
By Module 13, the students actually bring the skills together and perform the peer support approach
in a role play before the class. It is this role-play that becomes part of their score on their Final
Exam.
The tools for learning are contained in two companion books, the Peer Employment Training Manual and
the Classroom Exercises book. PET meets or exceeds all SAMHSA identified peer support competencies,
and meets or succeeds all iNAPS peer support competencies, and it prepares graduates to work within a
variety of settings and programs. RI International/RI Consulting training is provided in an environment
that meets or exceeds that SAMHSA identified requirements of a recovery-oriented and culturally
competent service.