CRLA had three purposes in establishing a certification process for peer educator training programs:
Certification sets standards and guidelines for the minimum skills and training peer educators need to be successful.
Certification also inspires peer educator trainers to go beyond minimum standards to create training programs that challenge peer educators to the highest level of expertise they can achieve.
Certified training programs offer campus recognition and rewards for peer educators’ successful work by certifying peer educators trained to the standards of CRLA’s International Peer Educator Training Program Certification.
Certification communicates validity to critics, prestige among colleagues, and credibility to administrators and other institutional stakeholders. The certification criteria provided by CRLA’s IPTPC can be used
to develop a new program of peer educator training, revise an existing program, or expand a program into new areas of perceived need. As with tutor certification, IPTPC is a "living" program: criteria are
reviewed annually in light of professional input and new learning in the field.
CRLA Peer Educator Certification offers numerous benefits for individual peer educators, coordinators, and programs. The following is a partial list of the opportunities/benefits that are possible with CRLA Peer Educator
Certification:
Develop a superior peer educator program from scratch by utilizing certification guidelines.
Utilize allotted time for development of an individual certification plan to carefully rethink an existing peer educator program, an opportunity for a fresh perspective.
Using CRLA guidelines, organize separate training sessions into a coherent curriculum and possibly a credit course.
Create a spirit of teamwork in the department by involving colleagues in peer educator training curriculum design, actual peer educator training, and peer educator evaluation.
Generate interest in the community about your program by giving a press release to local and campus newspapers about a CRLA Certified Program and include CRLA CERTIFIED PEER EDUCATORS on all program advertisements.
Secure greater student and faculty confidence and respect for the staff and program.
Attract attention and interest among other services on campus that may stimulate interaction for the betterment of both programs such as working together on training.
Attract highly motivated peer educators with CRLA Certification credentials and extensive training.
Tie wage rates to CRLA Certification levels in order to provide incentive for additional training and experience, as well as help with retention of peer educators.
Involve upper level peer educators in developing and/or conducting segments of lower level peer educator training and create excitement and motivation for ALL peer educators and staff.
Honor certified peer educators by hosting a ceremony/party in their honor and invite all peer educators, tutors, selected faculty and staff.
Emphasize the transferability of CRLA Peer Educator Certification to other certifying colleges and universities.
A peer educator is a student who is of similar status as the person being mentored. The administrators of the college/university peer educator training program will define "peer" more specifically to ensure a proper fit with the program.
In all campus capacities in which we find peer educators, peer educators should demonstrate a commitment to the following code of ethics developed by IPTPC.
Respect: Peer Educators recognize that they are a role model for their peers. As such, effective peer educator relationships will be built on the foundation of mutual respect for all individuals.
Professionalism: Peer Educators are representatives of their respective campus programs and institutions; therefore, peer educators’ attitudes and behaviors must reflect the highest standard of professionalism.
Peer Educators will act with the understanding that their actions have the ability to influence others.
Dignity: Peer Educators understand that their peer relationships must be formed on the basis of honor and respect. Peer Educators will embrace peers for where they are in their development without judgment
and act in ways that exemplify dignity.
Diversity: Peer Educators requires sensitivity to the uniqueness of each situation and each student involved. Peer Educators will promote an understanding and respect for differences as they relate to race, age,
sex, gender identity, ethnicity, culture, national origin, religion, sexual orientation, disability, language, socioeconomic status, values, and opinions.
Confidentiality: Peer Educators hold the highest regard for trust and privacy in their relationships with their peers. Peer Educators will maintain practices that protect the personal information of their
peers.
Commitment: Peer Educators understand the obligation they have to their peers, to each other, and to themselves. As such, peer educators will fulfill all responsibilities in being helpful and supportive to their
peers in addition to maintaining a commitment to furthering their personal development as peer educators.
Integrity: Peer Educators requires the establishment of honest, truthful, and fair practices. Peer Educators will act with appropriate judgment in their approach to providing accurate resources and information to
their peers. Peer Educators will act with consciousness to their abilities, limitations, and their resources.
IPTPC’s Peer Educator Code of Ethics was developed and adapted from the following resources:
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