General

To set up visits ask trainers whether they understand how to find/receive referrals and what to do afterwards. Trainers should refer to the peer visitor training manual, in-person and remote, to understand the key concepts. You may choose to teach using PowerPoint, videos, images, or role-playing activities to not only engage the future trainers but to determine whether they understand the basics of a visit well enough to teach it. Trainers should focus on the key concepts of each section in both guides and be able to teach them in a way that promotes adult learning, in both in-person and remote learning environments.

In-person

Setting up the visit

The key concepts to be taught in the section outlined near the bottom of the page.  As in previous sections, ensure that the future visitor trainers are comfortable with the concepts and able to both teach them and answer questions about them.

Ask trainers how to set up a visit and the process it takes from their own personal experience. Ask them to think about how they would teach this to future peer visitors.  Prepare future trainers for the potential challenges that may arise when teaching this section of the Guide. Discuss strategies for providing feedback on sensitive topics, managing resistance, and handling disagreements professionally.

This section includes a role-play about scheduling a visit and if learners are not yet comfortable with how to facilitate a role-play and the subsequent discussion you can discuss this. It is also an opportunity for another learner to practice, leading the role-playing discussion.

During the Visit

There are only a few key concepts to cover during the section, including proper etiquette, procedures for different types of visits, and a discussion of the dos and don’ts. As in previous sections, ensure that the future visitor trainers are comfortable with the concepts and able to both teach them and answer questions about them.  This is followed by a collective, multiple choice exercise, and you can discuss how you would conduct that or brainstorm how the group would run a multiple choice with a class.

After the Visit

Ask future peer visitor trainers what should be done after the visit and the process of deciding on follow-up as a way of determining their Comfort with the content. Encourage trainers to reflect on their own experience and what they think future peer visitors need to know.  The use of role-playing can help emphasize what to evaluate in a visit. Finally, ask trainers how they would instruct future peer visitors to report the visit with their person.

There is also an exercise for the learners to do together deciding on the correct order of steps for a peer visit.  You can talk about how this might be done in the classroom context, and have one of the members of the group practice leading the activity.

Remote

Setting up the Visit

• Trainers should be able to set up break-out rooms or discuss the process of setting up a visit, how to formulate questions to get information, how to manage referrals, etc. Give 15 minutes or a reasonable amount of time for this activity. Suggest giving feedback for what can be done better and where to improve.

During the Visit

• Trainers discuss the ways to teach what to do during a visit. Be comfortable presenting and explaining the scenario-based activity to trainers. Ask the trainers if other ways are better to teach scenario-based activities over a remote setting. Guide their answers and suggest that video, images, open discussion, and being enthusiastic, are ways to increase learner engagement. For discussion questions, trainers can repeat key concepts to their learners to remember the key concepts of the visit.

After the Visit

• Engage the future trainers by using discussion questions and a group exercise. Providing a summary of the entire process is a good resource to give to trainers (word). For the group exercise, trainers should be comfortable and prepared if no learners participate. Explain the exercise again and wait for participation. Promote continuous learning and professional development among trainers. Provide access to additional resources, workshops, or conferences related to post-visit peer support. Encourage trainers to stay updated with the latest research, best practices, and emerging trends in the field