(DOH HPB) PA5 Playbook - Peer Support Groups For The Youth

Peer Support Groups for the Youth 1
TABLE OF CONTENTS
Introduction 2
Summary of Evidence 3
Implementation Plan 7
Policy 11
Resource Requirements 12
Capacity-Development 13
Communication Plan 16
Monitoring and Evaluation 19
Frequently Asked Questions 23
Case Study 29
Annexes 36
Annex A. Template Ordinance 37
Annex B. Template Resolution 52
Annex C. Template IEC Materials 54
Annex D. Referral Form For External Services 55
Annex E. Support Group Session Summary 56
Annex F. Monthly Reporting Form 60
Annex G. Peer Support Group Evaluation Form (English) 62
Annex H. Peer Support Group Evaluation Form (Tagalog) 67
Annex I. Peer Support Group Monitoring Form 72
Annex J. Informed Consent/ Parental Consent Form (English) 76
Annex K. Informed Consent/ Parental Consent Form (Tagalog) 77
Annex L. Summary Matrix of Proposed Monitoring and Evaluation Plan 78
Annex M. Reporting Template 82
4 Community Health Promotion Playbook
Introduction
What is this Health Promotion Program all about?

This Health Promotion Program builds social support structures, by organizing Peer
Support Groups for the Youth to serve as an early intervention to mental health problems
among this population.
Why implement this playbook module?
KEY MESSAGES
● Youth (age 15 - 24 years old) covers a crucial life stage in establishing personal
identity and social development. This life stage is largely influenced by
same-age peer relationships. Social support mechanisms and its functional
characteristics play an essential role in maintaining mental health and well-being
among this age group.
● Mental health problems are on the rise. There has been increasing incidence of
suicide attempts among the youth. In general, COVID-19 pandemic has increased
the burden of mental health problems among Filipinos.
● Functional support groups mitigate the end effects of mental health problems
among the youth. Youth support groups managed by a trained peer facilitator
provide an avenue for the youth to share and arrive at solutions together to
frequently encountered issues and concerns in their life stage, and receive the
perceived psychosocial support from their peers.
● Social support is a crucial protective mechanism against depression and

anxiety across many ages, domains, cultures and risk factors. For an individual
to simply know that they have meaningful relationships to call on in times of need
is more than enough to promote individual mental health and wellness than
actually receiving the tangible or material support necessary.

Summary of Evidence
Why implement this Health Promotion Program?

The following summarizes the evidence and proof of effectiveness of the proposed Health Promotion
Program which can assist you in lobbying and advocating to decision makers and other target
audiences for the importance of the program.
YOUTH AND MENTAL HEALTH
Social Support Structures in Promoting Mental Health and Wellness
● The WHO defines mental health as a state of well-being in which an

individual realizes his or her own abilities, can cope with the normal stresses
of life, can work productively and is able to make a contribution to his or her
community.
● Beyond the biological and psychological factors in maintaining one’s mental
health and well-being, the social-ecological model to health acknowledges the
complex interplay between individual, relationship, community, and societal
factors in understanding the range of factors that put people at risk of adverse
health outcomes1. Similarly, numerous studies indicate social support and its
essential role for maintaining physical and psychological health2,3.
● Evidence supports that between the 2 dimensions of theoretical models of social
support, THE QUALITY OF RELATIONSHIPS (FUNCTIONAL DIMENSION) IS A
BETTER PREDICTOR OF GOOD HEALTH than the quantity of relationships
(structural dimension), although both are important2,4.
Youth and Mental Health
● The youth (15 - 24 years old) are at a very unique time in their individual lives.
Multiple physical, emotional and social changes associated with this life stage can
make the youth particularly vulnerable to mental health problems. Promoting
mental and psychosocial well-being early on among this age group is critical
for developing and maintaining social and emotional habits important for mental
well-being as they transition into adulthood. The WHO has espoused
interventions which address the needs of adolescents, avoiding
institutionalization and over-medicalization, while prioritizing
non-pharmacological approaches5.
● According to psychosocial theory, humans experience eight stages of
development through their lifespan, from infancy through childhood. Adolescence
and young adulthood is a crucial time of personal identity and social
development6,7.

Burden of Mental Health Among the Filipino Youth
● The WHO Global School-based Student Health Survey8 establishes the burden of
mental health problems among the youth. The following are the results:
○ 11.6% (VS. 16.3% IN 2011) OF STUDENTS BETWEEN 13 - 17 YEARS
OLD HAVE SERIOUSLY CONSIDERED ATTEMPTING SUICIDE .
○ 16.8% (VS. 12.9% IN 2011) HAVE ACTUALLY ATTEMPTED SUICIDE
ONE OR MORE TIMES DURING THE YEAR .
○ 4.3% OF STUDENTS AGED 13-17 YEARS OLD DO NOT HAVE ANY
CLOSE FRIENDS .
● At the height of the COVID-19 pandemic, the National Center for Mental Health9
reported the following statistics:
○ An AVERAGE OF 900 CALLS PER MONTH TO THE CRISIS HOTLINE,
double the amount of calls recorded within the same period the previous
year, with approximately 6% of these catering to suicide-related concerns.
○ Majority of calls were due to anxiety, and “needing someone to talk to”.
● The United Nations has emphasized the critical role of good mental health in the
functioning of society, calling for its need to be “front and center of every
country’s response to and recovery from the COVID-19 pandemic”10.
Peer Support Programs as a Prevention Strategy
Mental health promotion and prevention interventions for

adolescents aim to strengthen an individual's capacity to
regulate emotions, enhance alternatives to risk-taking
behaviors, build resilience for difficult situations and
adversities, and promote supportive social environments and
social networks11.
Social support is a crucial protective mechanism against depression and anxiety

across ages, domains, cultures and risk factors. Lack of social support often predicts
post-traumatic stress and maladaptive responses to adversity12. Perceived social
support is more strongly associated with functioning than objective support.
What matters is whether a person feels that he or she has a meaningful
relationship to call on in time of need, not whether he or she has received
observable tangible support such as advice or material resources13. In adolescence,
when peer relationships become more developmentally significant, supportive
friendships can also prove to be important mechanisms of resilience12,14,15
Youth peer support programs may also help to reduce youth’s self-stigma16,
provide youth with support, encouragement, hope and belief in themselves to help
overcome personal barriers17, as well as to help a person gain control over their
symptoms, reduce hospitalization, offer social support and improve quality of
life18.

Peer support can moderate the effects of life-challenging events and provide a
sense of empowerment. The British Columbia Emergency Health Services19
outlines the following benefits and outcomes in their overview of peer support
programs:
● Humanize mental health challenges and take them outside the medical realm
● Promote socialization, reducing feelings of isolation and alienation that can be
associated with mental health conditions
● Foster hope and recovery
● Help people learn coping skills and improve resilience
● Promote a better understanding of mental health issues and services for all
within an organization
● Help peers reach life goals and improve quality of life
● Provide rewards and further healing for the peer supporter through the
experience of listening to and helping others
The Department of Health, in order to address the increasing need for

population-based mental health policies and programs thereby recommend the
following:
1. Institutionalization of community peer groups at the city/municipal level to foster

mutually supportive social networks for the youth to engage in. These peer
groups will allow them to develop psychosocial skills and key relationships,
promote socialization, and reduce feelings of isolation and alienation that can be
associated with mental health conditions.
2. Institutionalize and provide continuous support mechanisms for youth-led peer
support groups by professionalizing peer facilitators in the local government
unit.
3. Equip peer support groups and peer facilitators with the following skills and
knowledge:
○ Navigating the range of mental health practices and services from
individual self-care practices, to informal community care services, to
professional mental health services.
○ Caring for oneself and providing psychosocial support to others.
○ Human right-based approaches to mental health and legal supports
4. Active promotion and encouragement of the youth to engage and be part of
youth-led peer support groups in the community.

Implementation Plan
How do we ensure effective implementation of this

Health Promotion Program?
The following checklist provides steps (not necessarily in chronological order) on implementing the
recommended Health Promotion Program with corresponding recommendatory persons/offices
responsible per step. The local government’s Health Promotion Unit must coordinate with various
stakeholders to ensure effective implementation of the Health Promotion Program.
For an editable version of this plan, please visit https://tinyurl.com/PeerSupportImplementationPlan
Office/Person Target
Activity
Responsible Date
1. Preparatory Steps for Logistical and Financial Requirements
☐ Review, revise (if necessary), and sign Memorandum of

Agreement between DOH Center for Health
Development and Provincial Government
☐ Develop and submit approved Work and Financial Plan

(See Resource Requirements Section)
☐ Obligate funds through issuance of signed Notice/s to

Proceed
☐ Convene relevant stakeholders on health promotion, the

HPFS, and the Playbook, specifically but not limited to
the following:
● Local Health Board Health
● Social Welfare and Development Office
Promotion
● Representative/s from Department of Education
Unit
(DepED), Commission on Higher Education
(CHED) and/or academic institution
● Local President of the Liga ng mga Barangay ng
Pilipinas
● Representative/s from licensed and accredited
guidance counselor Non Governmental
Organizations (NGOs) / People’s Organizations
(POs)
● Representative/s from local youth NGOs / POs
implementing community-based health or
health-related programs in the municipality/city;
● Representative from local Persons with Disability
office / NGOs / POs

2. Collect / review morbidity and/or mortality statistics on mental health related
concerns and conduct prevalence survey
☐ Identify prevalence of mental health related concerns

through FHSIS, hospital data, patient census, mental
health registry, school assessment reports, social
welfare reports and Philippine National Police reports
(See Annex M for Reporting Form) Mental Health
Program
☐ Conduct prevalence survey Coordinator
● Adopt WHO School-based Student Health
Survey Questions
● Health Literacy Assessment-Knowledge,
Attitudes and Practices Survey
3. Activate Peer Support Group Oversight Committee
☐ Identify other members of the Oversight Committee Health

whose specific function in the LGU may serve to Promotion
implement the Peer Support Group program Unit
☐ Review roles and responsibilities of each committee Health

member Promotion
Unit
4. Planning for peer support program design
☐ Set peer support program objectives
☐ Choose program design type and structure
☐ Identify and provide safe spaces / appropriate

environments (As provided in Section 21. Environmental
Specifications for Peer Support Group Sessions of
Template Policy seen in Annex A)
☐ Identify sources of initial funding to defray expenses
☐ Determine human resource needs including number of Peer

peer facilitators to be recruited for initial implementation Oversight
Committee
☐ Conduct training needs analysis, review capacity
building outline (See Capacity-Development Section)
and identify sources and schedule of training
☐ Formulate Standard Operating Procedures for referral

within and external to the LGU
☐ Review monitoring and evaluation plan (See Monitoring

and Evaluation Section) and agree on targets and
persons responsible

5. Finalize provisions in Template Ordinance and propose to Sanggunian for
enactment (See Annex A)
☐ Revisit and review provisions on local support group

programs within existing local plans:
● Comprehensive development plan (CDP)
● Executive legislative agenda (ELA)
Local Health
● Local investment plans (LDIP, AIP, LIPH)
Office
● Local Youth Development Plan
● Action Plan for the Protection of Children
● Gender and Development Plan
● Plan for PWDs
6. Community engagement and social mobilization activities (See Communication

Plan Section)
☐ Disseminate copies of ordinance to: Health

● Sangguniang Kabataan Promotion
● All barangays Unit
● Local youth groups
● Youth-focused NGOs/POs
Youth
● All schools
Development
Office
☐ Engage specific population groups affected by ordinance Youth

● Youth in early adolescence (10 - 13 years old) Development
● Youth in middle adolescence (14 - 16 years old) Office
● Youth in late adolescence (17 - 19 years old)
● Young adults (20 - 24 years old)
Sangguniang
Kabataan
☐ Recruitment of volunteer youth peer facilitators School

representative
Sangguniang
Kabataan
☐ Recruitment of peer support group members Youth

Development
Office
7. Peer Facilitator Management
☐ Pooling of Peer Facilitator trainees from local schools Peer

Oversight
Committee
☐ Filing of training application Peer

Facilitator

☐ Evaluation of application / Screening of applicants -
regular frequency of evaluation of applicants to be
determined by Oversight Committee
☐ Posting of committee decision - 30 calendar days from

date of decision
☐ Issuance of Certificate of Accreditation and ID
☐ Facilitate capacity building courses (See

Capacity-Development Section)
Peer
☐ Orientation of peer facilitators: Oversight
● Reportorial requirements Committee
● Standard operating procedure for referral within
the LGU
● Performance review and evaluation documents
☐ Conduct performance review and feedback of peer

facilitators and support group sessions
☐ Re-evaluate complement of registered peer facilitators

with demand for peer support group services
☐ Facilitate annual registration of peer facilitators

Policy
What is the policy support for this Health Promotion Program?

To ensure sustainability and availability of resources to implement Health Promotion programs, it is
recommended that they be institutionalized through local policies such as ordinances. The Playbook
includes a template policy (See Annex A) that local governments may adopt in whole or in part, as
commitment to their efforts to make the healthy choice the easy choice for every Filipino.
AN ORDINANCE INSTITUTIONALIZING “PEER SUPPORT GROUPS” AS AN EARLY

INTERVENTION FOR MENTAL HEALTH PROMOTION
The proposed local ordinance that the Province, City, or Municipality may
adopt and enforce in support of the establishment of peer support
groups for the youth outlines the rationale and objectives of all activities
relevant to the policy, as well as provisions for the terms of
implementation, designation of offices/individuals for enforcement,
accreditation process, and allocation of resources.
● Establishment of Peer Oversight Committee identified by the
Province and/or City/Municipality that functions to ensure the
quality and effectiveness of the peer support group program in
strengthening psychosocial and mental well-being of all
implementing sites.
● Criteria for identifying qualified trainees for peer facilitation, as
well as the registration and accreditation processes of potential
Peer Facilitators.
Key Terms ○ In instances wherein there are no qualified volunteers, qualifications
And may be modified upon approval of the Peer Support Group Oversight
Provisions Of Committee. Adult volunteers may be screened and trained to
The Policy facilitate and conduct peer support group activities, and perform
other functions of a Youth Peer Facilitator specified in Section 15.
● Specifications for the proper conduct of peer support group
sessions and relevant activities to ensure that confidentiality and
ethical standards are observed.
● Referral system for members of the youth needing services not
provided by the peer support group to ensure access to necessary
mental health services in the community.
● Regular monitoring and evaluation of peer facilitators, peer
support group sessions, and other relevant activities for reporting
to the Local Health Board
● Optional: Provision of recommended benefits and incentives for
the accredited and active peer facilitators
● Optional: List of recommended activities during peer support
group sessions

Resource Requirements
What will we need in implementing this Health Promotion Program?

You may use this as a guide for your budget proposal and work and financial planning.
Item
Description Object Class
No.
1 Training logistics Training Expenses

(venue, meals, training collateral, etc.)
Semi-Expendable - Information and

2 Laptops / Mobile Phones / Tablets Communication Technology Equipment
Semi-Expendable - Office
3 Table, Chairs
Equipment
4 Online Conferencing Subscription Internet Subscription Expenses
5 Printer Ink Office Supplies Expenses
6 Bond Paper Office Supplies Expenses

(Reporting forms, consent forms, etc.; A4, 80gsm)
Logbooks, notebooks, clipboards, file

7 Office Supplies Expenses
organizers
8 Art Materials Office Supplies Expenses

(paints, coloring & writing pens, colored paper, etc.)
9 Identification Card lanyards Office Supplies Expenses
IEC Materials (see Annex C) Printing and Publication

10 (streamers, flyers, posters, leaflets, Peer Facilitators Handbook,
etc.)
Expenses
Identification Cards Printing and Publication

11
(laminated, photo/glossy paper, A4, 80 gsm) Expenses
12 Logistics for regular meetings Representation Expenses

(venue, meals, transportation, etc.)
Remuneration for accredited peer facilitators

13 (To be referenced from Benefits and Incentives of Peer Representation Expenses
Facilitators Section in the Template Ordinance in Annex A)
MOA or MOU processing costs

14 (Only applicable If the LGU is receiving grants from national or Accountable Forms Expenses
regional government, or from other entities)

Capacity Development
What do implementers need to learn to successfully implement this

Health Promotion Program?
Courses related to Playbook module implementation are uploaded on DOH Academy
(learn.doh.gov.ph) for accessible use by the general public.
CAPACITY-BUILDING FOR THE PEER SUPPORT GROUP OVERSIGHT COMMITTEE

DOH Health Promotion Bureau with Youth for Mental Health
Course Author Coalition, Inc., Philippine Guidance Counselors Association, and
Peer Organization of the Philippines
This course was developed to complement the Local Health
System Health Promotion Playbook on Mental Health - Peer
Course
Support Groups for the Youth. It aims to capacitate the Peer
Description
Support Group Oversight Committee in fostering mutually
supportive social networks for the youth to engage in.
By the end of the course, participants should be able to…
1. Understand the benefits of peer support group programs in
strengthening psychosocial and mental wellbeing;
2. Develop a list of competencies for accredited youth peer
Learning
facilitators from recommended list of peer facilitation skills
Outcomes
and modules provided by accredited psychological or
counseling organizations;
3. Map out a service delivery network for referral of youth
needing services outside the peer support group program.
1. Fundamentals of Mental Health
2. Mental Healthcare Services
3. Program Types
Capacity-Building
4. Ethical Practice
Outline
5. Establishing Safe Environments
6. WHO QualityRights E-Training
(https://bit.ly/WHOQualityRightsRegister)
Expected
Peer Support Group Oversight Committee
Audience
Expected Duration 9 hours

CAPACITY-BUILDING FOR PEER FACILITATORS
DOH Health Promotion Bureau with Philippine Guidance
Course Author Counselors Association, Peer Organization of the Philippines, and
Unilab Foundation, Inc.
This course was developed to complement the Local Health
System Health Promotion Playbook on Mental Health - Peer
Course
Support Group for the Youth. It aims to capacitate the Peer
Description
Facilitators in fostering mutually supportive social networks for the
youth to engage in.
By the end of the course, participants should be able to…
1. Acquire knowledge on mental health and peer learning,
develop skills in peer facilitation activities and get advanced
knowledge on the relationships of peer facilitation and the
facilitator;
2. Acquire their own set of competencies as peer facilitators,
and apply the peer facilitators’ competencies in their
programs and organizational plans;
Learning
3. Develop a distinct understanding of the importance of
Outcomes
individual and group processes;
4. Develop ideas and processes on how to handle themselves
during or after sessions and processes of helping;
5. Acquire a clear understanding of the Referral System and/or
pathways including the ethical considerations in making
referrals; and
6. Utilize principles of peer facilitation and psychosocial support
through remote mechanisms and platforms.
1. Mental Health & Peer Facilitation
2. Peer Facilitator Competencies
Capacity-Building
3. Individual & Group Processes
Outline
4. Self-care
5. Referral Systems
Expected
Peer Facilitators
Audience
CAPACITY-BUILDING FOR HEALTH PROFESSIONALS,

PROGRAM MANAGERS, AND SERVICE PLANNERS
Course Author World Health Organization
This course was developed to scale-up care and services using
Course
evidence-based interventions for prevention and management of
Description
priority mental, neurologic, and substance use conditions.
Learning By the end of the course, participants should be able to…

Outcomes 1. Use effective communication skills to deliver good quality
care to adults, adolescents and children with mental,
neurological and substance use (MNS) conditions;
2. Promote respect and dignity among persons with MNS
conditions in a culturally appropriate manner;
3. Assess physical health of persons with MNS disorders as part
of a comprehensive evaluation;
4. Conduct an assessment for MNS conditions including a
physical examination and obtaining basic laboratory tests as
needed; and
5. Effectively manage MNS conditions using the mhGAP
management algorithm.
Mental Health Gap Action Programme (mhGAP)
1. For health professionals
a. Essential Care & Practice
b. Depression
c. Psychoses
d. Epilepsy
e. Child & Adolescent Mental & Behavioral Disorders
f. Dementia
g. Disorders due to Substance Use
h. Self-harm/Suicide
Capacity-Building
i. Other Significant Mental Health Complaints
Outline
2. For program managers or service planners
a. How to talk about mental health
b. How to promote mental health and prevent mental
health conditions
c. How to provide support for people with mental health
conditions
d. How to promote recovery and rehabilitation for people
with mental health conditions
e. Additional considerations when working in the
community
1. mhGAP for health professionals:
https://bit.ly/mhGAPHealthProfessionals
Course Link
2. mhGAP for program managers or service planners:
https://bit.ly/mhGAPProgramManagers
Expected
Health Professionals, Program Managers, and Service Planners
Audience

Communication Plan
How do we communicate this Health Promotion Program

to our community?
This section provides suggested key messages and corresponding template communication
materials to support the social mobilization and community engagement activities of the LGU to
increase demand among target audiences for the health promotion program.
AUDIENCE: PEER SUPPORT GROUP MEMBERS
Communication Objective:
1. Educate the youth on the role they play in promoting psychosocial and mental
well-being as peers, family members, and community members to mitigate the
effects of mental health concerns across all settings or contexts
2. Increase awareness on mental health self care practices.
Behavioral Objective:
1. Actively participate in peer support group activities
2. Seek for help among their peers when experiencing mental health problems
3. Offer psychosocial support for their peers experiencing mental health problems
KEY MESSAGE: WE TAKE CARE OF OURSELVES BY BEING THERE FOR EACH OTHER
Engage in healthy activities It is important to listen, be Support groups exist to

that you enjoy and find emphatic, and respect our reassure you that countless
relaxing. peers as well as everyone in others have faced similar
our community. challenges and understand
It is okay not to feel okay. your concerns.
Talking or venting feelings By caring for others, we
to somebody you trust is also learn how to better
helpful in overcoming recognize and appreciate
negative feelings. our own capabilities and
self-worth.
Shift perspective and notice
the positive.
Materials:
1. Poster series, for posting in public places
2. Video, Social Media Cards, for posting in existing LGU pages
3. FAQs, for posting in existing LGU pages
Suggested Activities:
1. Social Media Campaign

2. Poster campaign, posting in public places
3. School caravans
4. School-wide or Community-wide campaigns or celebrations
5. Peer support group sessions
AUDIENCE: PEER SUPPORT GROUP MEMBERS
Communication Objective:
1. Build capacity of peer facilitators in managing discussions in peer support groups
2. Educate peer facilitators on commonly encountered mental health problems
among the youth, its early manifestations and where to refer
3. Increase awareness on the importance of their role as peer facilitators in
preventing mental health problems among the youth
Behavioral Objective:
1. Foster safe spaces in their community by maintaining and facilitating peer support
group activities
2. Offer psychosocial support for their peers experiencing mental health problems
3. Identify and refer individuals with warning signs of mental health problems
4. Advocate peer support groups as an early intervention for promoting good mental
health among the youth
KEY MESSAGE: YOUR ROLE IS IMPORTANT.

BY LETTING PEOPLE KNOW THAT WE’RE THERE TO LISTEN, WE CONTRIBUTE
TO MAKING OUR COMMUNITY A SAFER SPACE FOR ALL OUR PEERS.
When a facilitator listens It is important for our peers Know the red flags to a
with a non-judgmental to feel safe in the space potential mental health
attitude and allows the where we provide support. problem and when to refer
members to express A safe space equates to a to a professional, especially
feelings openly and type of refuge where: when a peer’s stress
honestly, trust can build and ● They can learn and reactions are severe and
grow. practice new skills and prolonged and interfering
receive constructive with their normal activities.
feedback
● They can be assured of
physical and
psychological safety
● They can access
information and
support without fear
of being judged or
having to face the
consequences of
disclosure

Materials:
1. Memo from LGU
2. Module for training peer facilitators
3. Peer Facilitator Handbook
Suggested Activities:
1. Capacity building sessions for peer facilitators
2. Regular supervision, feedback and evaluation sessions with peer facilitators

Monitoring and Evaluation
How do we keep track of our progress?
Summary of Indicators
● Outputs
○ Policy providing benefits and incentives for accredited peer facilitators
○ Number of youth peer facilitators registered
○ Number of youth peer facilitators accredited
○ Number of support group sessions that meet environmental specifications
for safe spaces
○ Number of peer facilitators completed core capacity development programs
○ Ratio of peer facilitators to support group members
○ Number of partnership / agreements between support group program and
referral institutions
○ Number of support group sessions facilitated
○ Increase in overall rating of support group sessions
○ Increase in performance rating of peer facilitators
○ Number of youth needing services referred
○ Increase positive perception of peer support received in sessions
○ Increase positive perception of safe spaces in sessions
○ Number of new/active members recruited in support group
○ Number of diverse groups within target population accessing program
○ Number of information, education and advocacy activities initiated by youth
peer support groups
○ Percentage of youth with awareness of local peer support group program
● Outcomes
○ Percentage of youth who feel lonely
○ Percentage of youth who feel worried about something that they cannot
sleep at night
○ Percentage of youth who have seriously considered attempting suicide
○ Percentage of youth who have made plans on attempted suicide
○ Percentage of youth who have attempted suicide
○ Percentage of youth with at least 1 close friend
○ Increase awareness and practice of self care behaviors for mental health
promotion
○ Percentage of youth with awareness of local peer support group program

○ Knowledge of health and support services
○ Academic achievement
○ Rate of school graduates / dropouts
○ Measurement of health risk taking behavior
○ Rate of teenage pregnancies
○ Rate of youth testing positive for sexually transmitted diseases
○ Rates of drug abuse
○ Percentage of youth seeking mental health consultation
○ Prevalence of out of school youth
○ Reduction in violent behavior / damage to property among youth
Indicators Monitoring Form Description Intended user
Outputs and Summary Matrix of For collection of ● Any member of the

Outcomes Proposed accomplished targets for Peer Support Group
as listed Playbook each program indicator Oversight
above Monitoring and Committee
Evaluation Plan &
Reporting
Template
(See Annexes L&M)
N/A Referral Form for For referral of youth ● Peer Facilitator

External Services members needing services ● SK Chairman or any
(See Annex D) not provided by the peer member of the Peer
support group Support Group
Oversight
Committee
● Guidance Counselor
Outputs as Support Group For collection of member ● Peer Facilitator

listed above Session Summary demographics and quality ● Any member of the
(See Annex E) of conducted support Peer Support Group
group session. This shall Oversight
be accomplished after Committee
every session. ● Guidance Counselor
Monthly Support Compiled monthly results ● Peer Facilitator

Group Session of Support Group Session ● Any member of the
Reporting Form Summary forms. This shall Peer Support Group
(See Annex F) be accomplished on a Oversight
monthly basis. Committee
● Guidance Counselor

Peer Support For collection of feedback ● Any member of the
Group Monitoring from the Oversight Peer Support Group
Form Committee or Guidance Oversight
(See Annex I) Counselor involved in the Committee
peer support group about ● Guidance Counselor
their perception of the
program’s environment.
Peer Support For collection of feedback ● Peer Support Group

Group Evaluation from the members Members
Form (English & involved in the peer
Tagalog) support group about their
(See Annexes G&H) perception of the
program’s environment.
This shall be
accomplished after every
session.
N/A Informed Consent / A legal document that ● Parent or Legal

Parental Consent serves as a written Guard of the
Forms (English & permission for a youth Member
Tagalog) member to participate in ● Peer Support Group
(See Annexes J&K) the peer support group Member
General Health Literacy The HLA-KAP is an annual ● Health Promotion

knowledge, Assessment and assessment tool which Unit
attitude and Knowledge, measures the health
practice of Attitudes and literacy levels of Filipinos
mental Practice on Health aged 18 and above in the
health Promotion LGU
promoting (HLA-KAP) Survey
behaviors

Frequently Asked Questions
FOR LOCAL IMPLEMENTERS
What is the purpose of having peer support groups in our community?

In accordance with the LGU’s mandate to promote the general welfare within its territorial
jurisdiction, peer support groups serve as a health promotion intervention herein the LGU
can provide a safe space for individuals with common experiences to talk about their
struggles, insights, and day-to-day activities, which in effect may address any potential
mental health concern among at-risk individuals. Establishing a safe space is especially
important for youth because it emphasizes that there are others in their age range who
relate to their experiences on a personal level.
How will peer support groups be established?

A Peer Support Group Oversight Committee, created and approved by the Local Health
Board, will oversee the entire peer support group program of the LGU, including selecting
and training peer facilitators, allocating budget for sessions and activities, determining
venues or locations to hold peer support group sessions, and monitoring conduct of support
group sessions and performance of accredited peer facilitators.
Who will be in-charge of implementing and monitoring the compliance to the provisions
of the ordinance on peer support groups?
By virtue of the ordinance included in this playbook, a Peer Support Group Oversight
Committee shall be created to aid in the implementation, enforcement, and monitoring of
the approved provisions.
Who will fund the implementation of this ordinance on support groups for the youth?
The local government unit is expected to primarily be responsible for developing peer
support groups within their respective cities and municipalities, as part of their mandate on
health. The Peer Support Group Oversight Committee will propose to the LGU their budget
for the fiscal year.
How much will it cost to implement this ordinance on peer support groups?
The total cost will depend mostly on the agreed budget for logistics and remuneration for
peer facilitators to be set by the Peer Support Group Oversight Committee, as well as the
communication materials and activities to be conducted in implementing the intervention.

Who will be in charge of creating and supervising peer support group sessions?
The peer facilitators, under the supervision of a designated guidance counselor or any
member of the Peer Support Group Oversight Committee, will be in charge of determining
the support group structure and type based on the need in their community. They will also
be in charge of creating the necessary modules of each session, which will be approved by
the designated guidance counselor or any member of the Peer Support Group Oversight
Committee, as well as managing their peer support group members.
Why should we pass an ordinance institutionalizing support groups for the youth in our
community?
Trained peer facilitators are a key component to the overall quality of the peer support
group program and ensuring the supportive environment in the LGU for at-risk youth to
access early interventions to support and mitigate their potential mental health concerns.
The allocation of funds for benefits and incentives for accredited peer facilitators will
contribute to the sustainability of the program in terms of the necessary human resource
required for its successful implementation. Institutionalizing their benefits and incentives in
legislation, at the same time detailing the stringent process for peer facilitator accreditation,
may increase motivation of current and potential peer facilitators to perform their duties
and functions with due diligence.
Do the youth really need support groups?

The WHO Global School-based Student Health Survey in 2015 revealed that around 17%
of students between 13 - 17 years old have attempted suicide one or more times during
that year, with 4% of students not having any close friends. Having peer support groups in
the LGU can serve as an additional avenue for at-risk youth to access the support needed
and build frienships to prevent cases of suicide among the youth.
What sections of the template ordinance are we free to modify to our context?
The template ordinance for LGUs may be modified to reflect the representative members of
the community who shall be a member of the Peer Support Group Oversight Committee,
the qualifications and procedures for application for peer facilitators, the benefits and
incentives for peer facilitators and as well as the locations meeting environmental
specifications for “Safe Spaces” where support group sessions may be conducted.
How can our LGU cater to members of our community who need professional mental
health services?
LGUs must ensure the availability of health care workers e.g. physicians, nurses,
psychologists, counselors, etc. trained on mhGAP. Physicians must also be trained on
pharmacotherapy i.e. when and how to prescribe medication, identifying the
contraindications for pharmacotherapy, and monitoring of patients. Pharmacotherapy alone,
without the appropriate behavioral support, is NOT recommended. For urgent concerns, call
the NCMH Crisis Hotlines (09178898787, 09086392672, 09994478479,
09663514518, 1553 for luzon-wide-toll-free landline). They are available 24/7 even on
weekends and holidays.

Where can we access capacity building programs for peer facilitators in successfully
facilitating support group sessions?
The Philippine Guidance and Counseling Association, along with Unilab Foundation, Inc.
and the Peer Organization of the Philippines, shall launch an online course for Peer
Facilitation that will be made available through the DOH Academy
(https://learn.doh.gov.ph/).
FOR PEER FACILITATORS

NOTE: FAQs in this section shall undergo review by local implementers and adopt the
approved terms and conditions for the institutionalization of peer support groups and
facilitators within the community.
How do I become a peer facilitator?

Peer facilitators should be dedicated, empathetic and committed to helping others. We
want individuals who are able to problem solve without sharing personal information,
experiences, opinions or values. To become a peer facilitator, go to your local SK and tell
them you want to become a peer facilitator. You will then be oriented on the next steps. If
you meet the qualifications of a peer facilitator, you will then undergo training and
orientation.
[To be adopted from legislated Benefits and Incentives of Peer Facilitators (Section 16)]
Will I get paid as a peer facilitator?
Peer facilitators will be given both an honorarium and subsistence allowance as allotted by
the LGU. Other recommended incentives include the following:
● Mobile and internet allowance for online peer facilitation
● Continuing education and training on providing psychosocial support, as deemed by
the Municipal Health Officer
● Scholarship benefits to pursue careers in guidance counseling
[To be adopted from legislated Qualifications of Peer Facilitators (Section 11)] What are
the qualifications of a peer facilitator?
In order to qualify as a peer facilitator, you must meet the following qualifications:
● At least eighteen (18) years old upon application
● Able to read and write
● Willing to voluntarily facilitate peer support group sessions in the community
● Willing to voluntarily perform other tasks assigned by the Peer Support Group
Oversight Committee
● Be physically and mentally fit with good moral character as verified by the Health
Officer
● Must have no criminal record
In no instance shall any physical disability, mental health condition, sexual orientation,
gender identity and expression (SOGIE), economic status, race, color, language, religion or
nationality, ethnic or social origin be made a qualification for peer facilitators.

What can I gain from becoming a peer facilitator?
Peer facilitators gain skills in active listening and problem solving that can be applied to
many real life situations. They also receive the good feeling of helping others, while
interacting with other peer counselors. This service can also be used as a reference for
employers and graduate schools.
[To be adopted from legislated Requirements of Peer Facilitators (Section 13)] What
are the requirements to become a peer facilitator?
After meeting the qualifications and completing the training needed for a peer facilitator,
the next step you need to do is to be accredited. Do prepare the following documents to a
member of the Peer Support Group Oversight Committee:
● A duly accomplished application form;
● Birth certificate or any official document in support of declared age;
● A certificate of completion of the basic training for peer facilitators conducted by
accredited government agency or NGO;
● A certificate from the Peer Support Group Oversight Committee or from a duly
authorized representative of an NGO about the applicant’s voluntary service record
stating that he/she has personal knowledge about the applicant having rendered
voluntary services in his/her barangay for at least [# of month/year] immediately
preceding the date of the filing of the application for accreditation;
● Barangay clearance; and
● A medical certificate duly signed by the Health Officer.
[To be adopted from legislated Requirements of Peer Facilitators (Section 13)] How
long do I have to volunteer in order to become a peer facilitator?
Make sure you have completed at least [# of month/year] equivalent of voluntary services
prior to your application as a peer facilitator.
What are the roles and expectations of a peer facilitator?

A peer facilitator is expected to do the following tasks:
● Maintain a warm and emphatic disposition towards the members throughout peer
support group sessions
● Supervise all activities of the peer support group and effectively communicate these
to the Peer Support Group Oversight Committee
● Recruit peer support group members and organize the structure, composition, and
communication between and among members
● Refer and monitor members that need additional services not provided by the peer
support group (e.g., psychiatric services, social services)
● Continuously engage members to be participative in activities, and
● Apply learnings from training sessions to the peer support groups
How do I ensure the quality and functionality of my support group?

As an accredited peer facilitator of the LGU, you shall be in charge of establishing the
overall peer support group session composition, structure and type. Together with your
support group members, you will co-develop a list of house rules which all members of the
support group shall adhere to and agree on the frequency and time of sessions.

How do I ensure privacy and confidentiality of all information discussed in the support
group?
Ensuring privacy and confidentiality in the support group shall be a responsibility of not
only you as the peer facilitator, but of all members as well, and should be reflected in the
house rules you will co-develop with your members. Prior to any support group session,
members must agree and provide consent to joining the session by signing the provided
consent forms.
Any information discussed in the support group session shall not be disclosed to third
parties without the written consent of the member concerned except in the following
conditions:
● Disclosure is required by law or pursuant to an order issued by a court of competent
jurisdiction;
● The member has expressed consent to the disclosure;
● A life-threatening emergency exists and such disclosure is necessary to prevent
harm or injury to the member or to other persons;
● The member is a minor and the peer facilitator reasonably believes that the member
is a victim of child abuse; or
● Disclosure is required in connection with an administrative, civil, or criminal case
against a mental health professional or worker for negligence or a breach of
professional ethics, to the extent necessary to completely adjudicate, settle, or
resolve any issue or controversy involved therein.
What is the difference between a peer facilitator, a guidance counselor, and a

psychiatrist?
A peer facilitator is the head of a peer support group. They are not licensed to give
medicines or provide therapy sessions, but they are people trained to listen to others,
organize peer support group sessions, and can refer others to professional help if needed.
A guidance counselor is a licensed professional usually found in school settings. However,

they cannot prescribe medicines. They can help by giving career or school guidance, provide
counseling sessions, and potentially train peer facilitators.
A psychiatrist is a doctor that specializes in diagnosing and treating mental illnesses.
What do I do if a minor wants to join my peer support group session?

Minors need to submit signed parental / guardian consent and child assent forms before
proceeding to join peer support groups. Consult the Peer Support Group Oversight
Committee regarding the creation of specialized groups.
What do I do if a member of my support group needs services outside the support

group?
Any identified member of the support group needing services outside the support group
session (psychological first aid, counseling, medical consultation, etc.) shall be referred and
coordinated through the SK Chairperson by accomplishing the standardized referral form.

How do I manage any difficult situations I may encounter in the support group?
The capacity building course for Peer Facilitators will equip you with skills on managing
situations you may encounter in Support Group Sessions, as well as effective tips and
maintaining the boundaries between Peer Facilitators and Support Group Members.
Members of the Peer Support Group Oversight Committee and the designated Guidance
Counselor will also be there to assist you when facing difficult situations.
Can I conduct online support group sessions?

This will depend on the agreement set between you and your support group members.
Other factors that must be taken into consideration when conducting remote support group
sessions are separate designated devices and accounts for peer support group sessions to
maintain work-home boundaries, the availability of camera, microphone and speaker on
your personal device, utilization of headphones during group sessions to maintain
confidentiality, preparation of back-up technology option in case device fails, adequate
amount of credit, minutes and data to be able to complete the remote session, utilization of
secure online conferencing software, configuring settings of video sessions so that
participants have to request for access to join the session, video conference software and
the device running the software are updated, when updates are shown as available, and
remember to clearly distinguish yourself from members by always wearing your ID or
changing your icon / color / name in the online space.
FOR THE YOUTH
What is a peer support group?

A peer support group is a safe space that allows youth to share about their day-to-day
experiences and struggles to one another. This is headed by a peer facilitator, a young
person trained and qualified by the Peer Support Group Oversight Committee.
How do I become a member of a peer group?

To become a member of a peer group, either approach a current peer facilitator of an
existing group or go to your local SK. You will then be connected to a member of the Peer
Support Oversight Committee who will orient you for the next steps.
Who do I talk to if I want to seek professional psychological services?

If you feel like you’ve been experiencing prolonged sadness or are not feeling like your
normal self, then you may do any of the following steps:
● For urgent concerns, call the NCMH Crisis Hotlines (09178898787, 09086392672,
09994478479, 09663514518, 1553 for luzon-wide-toll-free landline). They are
available 24/7 even on weekends and holidays;
● For non-urgent concerns, ask your local barangay if there are available
psychological services within or close to your community and how to reach them.

I want to bring a friend with me to the peer group support session. How do I go about
doing that?
Inform your peer facilitator at least a day before your next session that you want to bring in
someone to join the sessions. Depending on the topic of the succeeding session and if the
peer group is receptive to accepting new people, you’ll be told if bringing in a new person is
okay.
However, if the person you want to bring is a minor, they will be advised to submit a signed
parental / guardian consent and child assent forms before proceeding to join the peer
support group. Your peer facilitator will advise you on the succeeding steps and forms.
Can I just leave or stop attending peer support groups sessions if I don’t want to join
anymore?
If you no longer feel comfortable attending the peer support group sessions for whatever
reasons, inform your peer facilitator about this immediately. If you don’t feel comfortable
telling your peer facilitator, then provide feedback to a member of the Peer Support Group
Oversight Committee regarding your concerns.
Someone I know is currently experiencing panic or anxiety attacks, having suicidal

thoughts or attempts, or is mentally unstable. What should I do?
For urgent concerns, call the NCMH Crisis Hotlines (09178898787, 09086392672,
09994478479, 09663514518, 1553 for luzon-wide-toll-free landline). They are available
24/7 even on weekends and holidays.
For non-urgent concerns, ask your local barangay if there are available psychological
services within or close to your community and how to reach them.
If already part of a peer group, you may contact your peer facilitator and they will connect
you to the nearest psychological or psychiatric facility that can attend to the needs of the
individual.

Case Study

As part of its thrust to continually improve and streamline efforts in developing and
implementing Health Promotion programs in the communities, the Health Promotion
Bureau piloted the Peer Support Groups for the Youth Playbook in Batanes and Misamis
Oriental in the year 2021.
Demographics
Region Cagayan Valley
Province Batanes
Area 21,901 hectares
Total Population 18,831 (2020 census)
Barangays 29
Income Classification 5th class
Problem
Public policy. The province recognizes the lack of public policy on mental health at the local
level, as well as the lack of accessible mechanisms where people can seek help (e.g. mental
health hotline)
Community. Ivatans are inherently shy and tend to hide personal struggles. Because of this,
people are hesitant to report mental health-related problems as they fear being talked
about in the community.
Organizational. Lack of manpower to competently provide mental health services.
Interpersonal. Lack of education or understanding of mental health issues with self and
among peers. Mental health concerns are sometimes minimized or not listened to by their
co-peers
Assistance Provided
The Health Promotion Bureau provided financial support amounting to Php 589, 800 and
technical assistance (e.g. workshops, training, etc.) to the province, with regular monthly
implementation monitoring.

In April 2022, the Bureau visited Batanes for
evaluation of piloting via observation, document
review, focus group discussions and interviews
with local implementers and other stakeholders.
Challenges
The COVID-19 pandemic. The pilot was
conducted the year of the COVID-19 pandemic.
The Provincial Health Office, who led the roll-out
of playbook-related activities, had to contend
with multiple additional roles, such as assisting with the COVID-19 vaccination campaign.
In September 2021, Batanes recorded its first COVID-19 case. Movement within the
community was also limited due to imposed community restriction protocols that
contributed to the delays in processing of documentary requirements and conduct of
coordination meetings.
Typhoon Kiko. In September 2021, the province of Batanes declared a state of calamity as
they were severely affected by Typhoon Kiko. This led to further delays in the
implementation of the playbook program
Summary of Best Practices

Governance & Policy
● Creation of Provincial Peer Support Group
Oversight Committee. The committee is
composed of representatives from the health,
youth, social welfare, and education sectors.
● LGU to provide benefits & incentives to the
trained Peer Facilitators. These include
representation allowances to support the
conduct of regular meetings and activities of
the peer facilitators.
Capacity-Building
● Capacitated 18 Peer Support Group
Oversight Committee Members. The
committee was trained via blended learning.
The HEPO-designate conducted a
face-to-face training with the Provincial Oversight Committee, and arranged for an
online synthesis with representatives from the DOH Health Promotion Bureau and
Youth for Mental Health Coalition, Inc..
● Capacitated a total of 14 Peer Facilitators. The representatives from the Provincial
Peer Support Group Oversight Committee conducted face-to-face training sessions
with the Peer Facilitators in Basco. The youth volunteers are composed of Parish
Youth Ministry members and students from the local schools.

Implementation
● Conduct of community-based peer support group sessions through the Parish
Youth Ministry. The youth are actively involved in church-related activities which
the province saw as a leverage to strengthen and increase the reach of the program
by incorporating principles of the peer support group program into the usual
activities of the Parish Youth Ministry.

Demographics
Region Northern Mindanao
Province Misamis Oriental
Area 354,432 hectares (3rd

largest in the region)
Total Population 960, 945 (2nd largest in

the region)
Barangays 424
Income Classification 1st class
Problem
Increasing number of deaths related to suicide. A
110% increase in the number of deaths related to
suicide was seen from 2018 (6 deaths) to 2020 (13
deaths) among the youth aged 10-24.
Public policy. There are no existing mental health policies at the local level. The national and
regional policies are not localized.
Community. There are not enough mental health advocates in the community as mental health is
perceived to be a sensitive topic. There are also no mental health facilities to address mental health
concerns.
Organizational. There is lack of awareness and understanding of how mental health can affect one’s
well-being and its impact on other priority areas such as sexual and reproductive health and
substance use.
Interpersonal. Low awareness and understanding among friends and family which lead to poor
psychosocial support.
Intrapersonal. There is self-stigma against mental health. People are afraid of being talked about in
the community, which results to hesitation in reporting problems related to mental health

Assistance Provided
The Health Promotion Bureau provided financial
support amounting to Php 835, 460 and
technical assistance (e.g. workshops, training,
etc.) to the province, with regular monthly
implementation monitoring.
In March 2022, the Bureau visited Batanes for

evaluation of piloting via observation, document
review, focus group discussions and interviews
with local implementers and other stakeholders.
Challenges
The COVID-19 pandemic. The pilot was conducted the year of the COVID-19 pandemic.
The Provincial Health Office, who led the roll-out of playbook-related activities, had to
contend with multiple additional roles, such as contact tracing and assisting with the
COVID-19 vaccination campaign. Movement within the community was also limited due to
imposed community restriction protocols that contributed to the delays in processing of
documentary requirements and conduct of coordination meetings with the pilot
municipalities.
Best Practices
Governance & Policy
● Creation of Provincial Peer Support
Group Oversight Committee. The
committee is composed of representatives
from the health, legislative, youth, social
welfare, and education sectors.
● Creation of Municipal Peer Support Group
Oversight Committees in Tagoloan,
Villanueva and Claveria.
● LGUs to provide benefits & incentives to
the trained Peer Facilitators. These include scholarship grants, representation
allowance for the conduct of regular meetings and activities of the peer facilitators,
and continuous capacity-development of peer facilitators
Capacity-Building
● Capacitated a total of 67 Provincial and Municipal Peer Support Group Oversight
Committee Members. A virtual training of trainers was conducted for the Provincial
Oversight Committee, who then conducted a face-to-face training to the Municipal
Peer Support Group Oversight Committee.
● Capacitated a total of 33 Peer Facilitators from Tagoloan, Villanueva, and
Claveria. A virtual training of trainers was conducted to the Provincial Peer Support
Group Oversight Committee, who then conducted a face-to-face training to the Peer
Facilitators.

Implementation
● Recruitment of Peer Facilitators done in partnership with the Department of
Education. The local units of
DepEd facilitated the pooling
and screening of qualified
students who will be trained to
become Peer Facilitators.
● Established Teen Hubs in each
pilot municipality. The Teen
Hubs will serve as their
designated safe space for the
conduct of peer support group
sessions and other related
activities.
● Active participation of local
leaders in the program. Activities that aim to raise community awareness on mental
health and peer support groups for youth were conducted in each pilot municipality.
Peer Support Group Motorcades were conducted in Tagoloan and Claveria and were
led by their respective Municipal Mayors. In Villanueva, a grand launch for the Peer
Support Group Program was led by their Rural Health Unit and the Sangguinang
Kabataan.

Annexes

Annex A. Template Ordinance
For an editable version of this template, please visit
https://bit.ly/PeerSupportTemplateOrdinance
[Number] Session
EXCERPT FROM THE MINUTES OF THE REGULAR SESSION OF THE [NUMBER] SANGGUNIANG
[UNIT] OF THE [LGU] HELD AT [LOCATION] ON [DATE]
Present:
[Name] [Position]
[Name] [Position]
[Name] [Position]
On official business:
[Name] [Position]
[Name] [Position]
[Name] [Position]
Absent:
[Name] [Position]
[Name] [Position]
[Name] [Position]
WHEREAS, the 1987 Constitution of the Republic of the Philippines declares that the State
shall protect and promote the right to health of the people and instill health consciousness among
them;
WHEREAS, the Local Government Code of 1991 (Republic Act No. 7160) accords every
local government unit power and authority to promote general welfare within its territorial
jurisdiction, including the promotion of health and safety of its constituents;
WHEREAS, the global burden of mental health conditions have been increasing over the
years, with the World Health Organization noting the rise in suicide mortality rate to 5.4 deaths per
100,000 population in the Philippines in 2017;
WHEREAS, the Mental Health Act of 2018 (Republic Act No. 11036) utilizes a rights-based
approach to the provision of mental health services, mandating for basic mental health services in
community settings that encompass wellness promotion, prevention, treatment and rehabilitation;
WHEREAS, the Universal Health Care Act of 2018 (Republic Act No. 11223) embodies the
principle of an integrated and comprehensive approach to ensure that all Filipinos are health literate,
provided with healthy living conditions, and protected from hazards and risks that could affect their
health, whereby directing local government units to issue and implement effective health promotion
policies and programs that promote health literacy and healthy lifestyle among their constituents,
prioritizing programs that address key risk factors to prevent and control disease as well as to
advance population health and individual wellbeing, inclusive of interventions addressing mental
health problems;

WHEREAS, the DOH Health Promotion strategy is anchored on the socio-ecological model
of health, taking into account social and community networks, living and working conditions, and
other societal, cultural, economic, political, and environmental conditions are social determinants
that affect individual and community health, emphasizing that individual lifestyle and constitutional
factors are not the only factors affecting health;
WHEREAS, the life course approach takes into account how chronological age, relationships,
common life transitions, and social change shape people’s lives from birth to death and that the
promotion of well-being taken early at each stage can improve the overall quality of life;
WHEREAS, the institutionalization of peer support systems shall undeniably strengthen

psychosocial and mental well-being among adolescents as it is an effective holistic strategy to build
resilience and facilitate post-traumatic growth among this group;
WHEREAS, the [name of LGU] cognizant of the role of peer support groups in
strengthening psychosocial and mental wellbeing among the youth, shall recognize the rights of
peer support groups to organize themselves, to have access to mechanisms and resources in support
of efforts to improve their service for the communities and shall provide access to opportunities for
their professional development;
WHEREAS, in the implementation of the peer support program the principle of voluntarism
shall be consistently promoted and observed by all parties concerned while recognizing the need for
developing and institutionalizing a support system for peer facilitators;
WHEREAS, this ordinance shall provide guidance and measures in professionalizing peer
facilitators to enable them to effectively participate in peer support programs and development of
the [city/municipality].
NOW, THEREFORE, be it ORDAINED by the Sangguniang [UNIT] of the [LGU]:

Ordinance No. [___]
Series of [___]
AN ORDINANCE INSTITUTIONALIZING “PEER SUPPORT GROUPS” AS AN EARLY

INTERVENTION FOR MENTAL HEALTH PROMOTION OF THE [CITY/MUNICIPALITY],
ESPECIALLY AMONG KEY AFFECTED POPULATION, AND PROVIDING FUNDS THEREFOR
CHAPTER I. GENERAL PROVISIONS
Section 1. Title. — This Ordinance shall be known as the “The Ordinance Institutionalizing Peer
Support Groups of [name of LGU] and for Other Purposes.”
Section 2. Declaration of Principles and Policies. — It is the policy of the [City/Municipality] to

uphold the right of the people to mental health and encourage mental health consciousness among
the youth. Towards this end, the [City/Municipality] shall provide a supportive and conducive
environment for key affected populations to promote socialization, reduce feelings of isolation and
alienation that can be associated with mental health conditions as an intervention in its integrated
and comprehensive approach of developing the [City/Municipality] Mental Health Care Delivery
System.
Section 3. General Objectives. This Ordinance seeks to:
a.Increase capacity of local Sangguniang Kabataan officials to implement interventions to

address mental health concerns among peers at the community level;
b. Establish peer support groups managed by a trained peer facilitator from the community as
an early intervention for mental health promotion among the youth.
c. Foster positive youth development in the community by strengthening skills of the youth in
providing basic psychosocial support to their peers; and
d. Increase youth and youth organizations’ participation in mental health advocacy.
Section 4. Definition of Terms. — As used in this Ordinance, the terms below shall have the
meanings ascribed to them in this section. Any words or terms not defined shall be given their plain
and customary meanings, unless the context requires otherwise, and shall be interpreted in a
manner consistent with the purpose and spirit of this Ordinance.
a. Close supervision - supervision with a sufficiently close proximity between the supervisor
(the designated Guidance Counselor, or any member of the Peer Support Group Oversight
Committee) and the supervisee (Peer Facilitator) that the former may attend in person at the
request of either party;
b. Closed Support Group - refers to a more formal and purposive support group structure
wherein only people accepted into the group may attend meetings.
c. Confidentiality - refers to ensuring that all relevant information related to persons with
psychiatric, neurologic, and psychological health needs is kept safe from access or use by, or
disclosure to, persons or entities who are not authorized to access, use, or possess such
information;
d. Guidance Counselor - a natural person who has been registered and issued a valid
Certificate of Registration and a valid Professional Identification Card by the Professional
Regulatory Board of Guidance and Counseling and the Professional Regulatory Commission
(PRC) in accordance with the Guidance and Counseling Act of 2004;
e. Member - refers to a member of the youth in the community who is also a member of a
support group moderated by a qualified and accredited peer facilitator in the locality;

f. Mental health - refers to a state of well-being in which an individual realizes his or her own
abilities, can cope with the normal stresses of life, can work productively and is able to make
a contribution to his or her community.
g. Open Support Group - refers to a more informal support group structure wherein members
can join and participate in any of the sessions based on their preference. Members may also
bring in other interested individuals or leave the peer support group on their accord with the
knowledge of the peer facilitator.
h. Peer Facilitator - refers to trained individuals equipped with facilitation skills providing
voluntary service as moderators of support group sessions among peers.
i. Peer support group - refers to an organized group of individuals that brings together peers
so they may explore solutions to shared challenges and feel supported by others with
similar experiences. They may be considered as alternatives or complementary to traditional
mental health services, and allow members to benefit from social support and networks in
community in order.
j. Voluntary service - refers to activities rendered by peer facilitators on his/her own free will,
responsive to the needs of the community, and for which he/she has no certificate of
appointment and is not given any remuneration or salary
k. Well being - refers to a positive outcome that is meaningful for people and for many sectors
of society. It integrates mental health (mind) and physical health (body) resulting in more
holistic approaches to disease prevention and health promotion.
l. Youth - refers to persons aged 15-30 as defined in RA 8044 or the Youth in Nation-Building
Act.
m. Youth students - refers to persons aged 15-30 that are still studying in academic institutions;
n. Youth professionals - refers to persons aged 15-30 that are employed.
CHAPTER II. THE PEER SUPPORT GROUP COMMITTEE
Section 5. Function of the Committee. — A Committee shall be created by the Local Health Board
to ensure the quality and effectiveness of the peer support group program in strengthening
psychosocial and mental well-being of the [city/municipality], with the following specific duties and
responsibilities, but not limited to:
a. Aiding in the implementation, enforcement, and monitoring of this Ordinance;

b. Facilitating registration and accreditation of peer facilitators;
c. Ensuring access to capacity building programs in training qualified and accredited peer
facilitators;
d. Conducting educational awareness campaigns and information dissemination programs that
will inform the constituents.
e. Coordinating with all concerned government agencies and private sector for the
implementation of the program
Section 6. Composition of the Committee. — The Committee shall be created and composed of the
following members:
a. Chairperson: Health Officer;

b. Vice-Chairperson: SK Chairperson;
c. Members:
i. Health Education and Promotion Officer/or equivalent designate;
ii. Social Welfare and Development Officer;
iii. Representative/s from Department of Education (DepED), Commission on Higher
Education (CHED) and/or academic institution;

iv. SB Committee on Health Chairperson;
v. Local President of the Liga ng mga Barangay ng Pilipinas;
vi. Representative/s from licensed and accredited guidance counselor Non
Governmental Organizations (NGOs) / People’s Organizations (POs);
vii. Representative/s from local youth NGOs / POs implementing community-based
health or health-related programs in the municipality/city;
viii. Representative from local community-based parent NGOs / POs;
ix. Representative from peer support group facilitators;
x. Representative from local Persons with Disability office / NGOs / POs;
xi. [Other members identified by the chair (whose specific function in the local
government unit and role may serve to effectively implement this Ordinance)];
Section 7. Quorum of the Committee. — A quorum of the Committee shall be composed of a simple
majority of all voting members. The Chairperson shall vote only in case of a tie.
Section 8. Meetings of the Committee. — The Committee shall agree to meet on a [quarterly] basis
to discuss matters with regards to the implementation, enforcement, and monitoring of this
Ordinance, on a per needed basis as called by the Chairperson, and on a written request of simple
majority among the committee members.
Section 9. Duties and Responsibilities of the Members of the Committee. — Other than enforcing
the provisions of this Ordinance, the Committee, headed by the Health Officer, shall have the
following respective duties and responsibilities:
a. The Health Officer shall:

1) Establish baseline annual data on the burden of mental health conditions among the
youth and other related studies, and recommend further action on the findings of such
data;
2) Monitor and evaluate health outcomes in relation to the institutionalization of support
groups;
3) Monitor capacity development program of SK and accredited peer facilitators;
4) Provide health clearance certification, including mental health assessment, for peer
facilitator applicants and accredited peer facilitators;
5) Develop, promote, and implement essential health services inclusive of basic community
mental health services; and
6) Include the data as provided under Section 17 of RA No. 11036 which may be gathered
through the program herein in its quarterly report to the Philippine Council for Mental
Health through DOH.
b. The SK Chairman shall:

1) Monitor, together with the Committee members, the compliance of this Ordinance and
quality and functionality of peer support groups in the [city/municipality];
2) Facilitate the formation of a community-based organization of peer support facilitators
who shall elect among themselves a point person who will coordinate with concerned
offices
3) Ensure continuous capacity development of accredited peer facilitators;
4) Recruit youth constituents to become members of the support group and provide
linkages to an accredited peer facilitators;
5) Supervise members’ access to services not provided by the support group, in
coordination with the accredited peer facilitators;

6) Establish a hotline or other mechanism through which youth seeking psychosocial
support may reach out, and designate a person-in-charge to operate the line, record
requests and provide linkage to a functional peer support group;
7) Facilitate regular planning, feedback and monitoring sessions with accredited peer
facilitators on functionality of support group;
8) Provide support for advocacies and raised concerns among peer support groups through
ensuring the implementation of policies, programs and projects addressing such;
9) Review peer support group feedback and oversee necessary adjustments and
improvement to the local peer support group program, with approval from the Peer
Support Group Oversight Committee; and
10) Consolidate and report on the progress of the peer facilitators to the Peer Support Group
Oversight Committee.
c. The Health Education and Promotion Officer shall:

1) Develop and produce information, education, and communication materials and conduct
activities on Mental Health, such as ways to promote mental health and wellbeing,
when to seek professional mental health advice, and where to access professional
mental health services, as well as on the provisions of this Ordinance;
2) Implement education and promotion activities in various settings and sub-sectors in the
community especially parents and teachers among others;
3) Assist the Health Officer in developing, promoting, and implementing essential health
services inclusive of basic community mental health services; and
4) Recruit members of the youth to become members of the support group and provide
linkages to accredited peer facilitators.
d. The Social Welfare and Development Officer shall:

1) Assist identified youth on financial/social/legal support identified or referred through
peer support programs;
2) Provide the necessary interventions for the youth referred from community peer support
programs; and
3) Assist in the recruitment of the youth to become members of the support group and
provide linkages to accredited peer facilitators;
e. The Representative/s from DepED, CHED and/or academic institution:

1) Facilitate pooling and initial screening of qualified students from high schools and
universities who will be trained to become Peer Facilitators;
2) Facilitate the formation of school peer support groups and its linkage to community peer
support groups;
3) Ensure seamless complementation of school and community-based supports and
services;
4) Develop a school-based mental health program and policy with specific provisions
regarding interventions to address the whole spectrum of mental health, rights of
students with mental health concerns, and managing suicide/self-harm;
5) Ensure adequate staffing for guidance and counseling services following the
recommended registered guidance counselor to student ratio;
6) Implement the Department/Commission Orders on the integration of mental health
education into the school curricula;
7) Ensure strict compliance of schools in enforcing 100% bully-free campuses and school
facilities including the schools’ vehicles;
8) Provide continuous supervision and support for school peer support organizations;

9) Integrate age-appropriate content pertaining to mental health into curriculum at all
educational levels both in public and private institutions;
10) Develop guidelines and standards on age-appropriate and evidence-based mental
health programs both in public and private institutions;
11) Pursue strategies that promote the realization of mental health and well-being in
educational institutions; and
12) Ensure that mental health promotions in public and private educational institutions shall
be adequately complemented with qualified mental health professionals.
f. The SB Committee on Health Chairperson shall:

1) Enact legislation in support of psychosocial and mental well-being advocacies and
activities of peer support groups; and
2) Oversee appropriation of benefits and remuneration for accredited peer facilitators.
g. The Local President of the Liga ng mga Barangay:

1) Assist in promoting awareness of this Ordinance in encouraging public support and
participation among the youth in its implementation and enforcement within the
barangay;
2) Assist in the facilitation of and referrals to essential health services and basic community
mental health services at the Barangay Level, if applicable; and
3) Disseminate and inform all barangay officials of qualified and accredited peer facilitators
in their respective barangays.
h. The representative from licensed and accredited guidance counselor NGOs/POs shall:
1) Assist in promoting awareness of this Ordinance and in encouraging public support and
participation among the youth for its implementation and enforcement;
2) Assist in developing and conducting orientation,training seminars, and continuing
development sessions for peer facilitators
3) Assist in evaluating the performance of the Oversight Committee, the peer facilitators,
and the effectiveness of the implementation and enforcement of this Ordinance.
4) Coordinate with the Local Health Office regarding identified members of peer support
groups who meet the criteria for referral to health care services;
5) Function as a consultant for peer facilitators in all peer group activities, peer facilitator
training development programs, module approvals, and all other activities not otherwise
specified;
6) Assist in monitoring capacity development program of SK and accredited peer facilitators
i. The representative from local youth NGOs/POs implementing community-based health or

health-related programs in the [city/municipality] shall:
2) Assist in developing and conducting orientation and training seminars for Peer
Facilitators;
3) Assist in evaluating the performance of the Oversight Committee and the effectiveness
of the implementation and enforcement of this Ordinance.
linkages to accredited Peer Facilitators.
j. The representative from local community-based parent NGOs / POs shall:


k. The representative from peer support group facilitators shall:

l. The representative from the Persons with Disability office / NGOs / POs shall:
1) Assist in promoting awareness of this Ordinance to youth with disabilities and in
encouraging public support and participation among the youth for its implementation
and enforcement;
3) Represent PWDs in meetings of Local Development Council and other special bodies
CHAPTER III. PEER SUPPORT GROUP FACILITATORS
Section 10. Number of Peer Facilitators. The Peer Support Group Oversight Committee shall
determine the ideal number of peer facilitators, provided that the number does not exceed the ideal
ratio of 1 accredited peer facilitator for every 5 members in a support group.
In the transitory period where the number of accredited peer facilitators does not meet the demand
of the number of members in peer support groups, qualified volunteer peer facilitators shall be
guided by the designated Guidance Counselor, any member of the Peer Support Group Oversight
Committee, or by accredited peer facilitators.
Section 11. Qualifications of a Peer Facilitator. The following minimum qualifications shall be
observed in the selection of peer facilitators:
a. Must be of legal age, at least eighteen (18) years of age, and a member of the youth (up to
30 years of age) as of the date of the filing of the application;
b. Able to read and write;
c. Must be willing to voluntarily facilitate peer support group sessions in the community;
d. Must be willing to voluntarily perform other related functions as may be mandated by higher
authorities;
e. Be physically and mentally fit as certified by a licensed physician;
f. Must not have been convicted with any case involving moral turpitude
In no instance shall any physical disability, mental health condition, sexual orientation, gender
identity and expression (SOGIE), economic status, race, color, language, religion or nationality, ethnic
or social origin be made a qualification for peer facilitators.
Section 12. Accreditation of Peer Facilitators - In order for a Peer Facilitator to be entitled to
benefits and incentives, he/she shall register with the Peer Support Group Oversight Committee
which shall furnish a copy of such registry to the Local Youth Development Council and Local Health

Board. Only accredited peer facilitators by the LHB and LYDC as recommended by the Peer Support
Group Oversight Committee shall be recognized by the LGU.
Accreditation of peer facilitators shall be granted if the following minimum requirements are met:
a) Has met all qualifications for selection as a peer facilitator;
b) Has passed the minimum training requirement as established by the local health board;
c) Has provided voluntary service in their community for a minimum of [number of
months/years] certified by any member of the Peer Support Group Oversight Committee or
by a duly authorized representative of an NGO operating in the city/municipality who has
personal knowledge about the peer facilitator’s performance;
d) Has been given satisfactory performance rating in the year preceding application for
accreditation; and
e) Be physically and mentally fit as certified by the Health Officer.
In no instance shall any physical disability, mental health condition, sexual orientation, gender
identity and expression (SOGIE), economic status, race, color, language, religion or nationality, ethnic
or social origin be made a qualification for accreditation of peer facilitators.
Section 13. Procedure for Accreditation. -

a. Filing of Application. The peer facilitator applicant shall submit to the Peer Support Group
Oversight Committee the following documents:
1) A duly accomplished application form;

2) Birth certificate or any official document in support of declared age;
3) A certificate of completion of the basic training for peer facilitators conducted by
accredited government agency or NGO;
4) A certificate from the Peer Support Group Oversight Committee or from a duly
authorized representative of an NGO about the applicant’s voluntary service record
stating that he/she has personal knowledge about the applicant having rendered
voluntary services in his/her barangay for at least [number of months/year]
immediately preceding the date of the filing of the application for accreditation;
5) Barangay clearance; and
6) A medical certificate duly signed by the Health Officer.
b. Evaluation of Application. Upon submission of application to the Peer Support Group

Oversight Committee of all required documents, the Committee on its own shall:
1) Evaluate the application and its supporting documents; and

2) Interview the applicant peer facilitator when deemed necessary.
c. Committee Decision on the Application for Accreditation: The Peer Support Group Oversight
Committee shall deliberate and decide on the application and its supporting documents
within thirty (30) calendar days from receipt thereof. However, the application shall be
deemed approved, should the Board fail to act within the said period.
d. Posting of Committee Decision. The Committee’s action on the application for accreditation
shall be posted and submitted to the local officials, within thirty (30) calendar days from the
date of the decision, in a conspicuous place at the [Municipal/City] and Barangay Hall.
e. Issuance of Certificate of Accreditation. Within ten (10) calendar days after the approval of
the application, the Peer Support Group Oversight Committee shall issue to the peer
facilitator the corresponding certificate of accreditation and identification card, signed by the
Chair of his/her designated representative.

f. Notice of Disapproval. A notice of disapproval stating the reasons for the decision shall be
issued by the Committee to the peer facilitator concerned.
Section 14. Annual Registration. - The peer facilitator must register annually with the Peer Support
Group Oversight Committee. Accreditation for the first year of implementation shall immediately
start after the effectivity thereof. For the renewal of accreditation, the following documents must be
submitted.
a. A duly accomplished form for renewal of accreditation;

b. A certificate of service record for the year prior to the renewal of accreditation as certified by
any member of the Peer Support Group Oversight Committee or NGO Representative;
c. A proof of satisfactory performance rating in the year preceding renewal of Accreditation;
and
d. A medical certificate duly signed by the Health Officer
Section 15. Roles and Responsibilities of Peer Facilitators - The peer facilitator is expected to take
on the following tasks:
a. Ensure overall quality and functionality of peer support group sessions, specifically but not
limited to:
i. Establish overall peer support group session composition and structure (whether the
peer group is an open, closed, or alternatively, initially open then becomes closed,
etc.);
ii. Co-develop a list of house rules with the members of the support groups for all to
adhere to;
iii. Set the frequency of sessions (e.g., weekly, monthly) and the time (morning of
afternoon) according to the agreement of the group members and ensuring
regularity of meetings;
iv. Ensure privacy and confidentiality of all information discussed and notes taken in
support group sessions;
v. Establish communication channel for all members;
vi. [If support group sessions shall be conducted in-person] Prepare the logistics for
the session such as the venue, refreshments, etc;
vii. [If support group sessions shall be conducted remotely] Ensure that the remote
group sessions shall abide by the following standards as specified in Section 22.
b. Recruit members for the peer support groups
c. Develop mechanisms to ensure continuous participation of members in support group
sessions;
d. Provide feedback on common topics and issues discussed and coordinate with SK Chairman
for necessary action points and community interventions following confidentiality and ethical
standards detailed in Section 24;
e. Refer and monitor identified members needing other services not provided by the peer
support Group.
Section 16. Benefits and Incentives for Accredited Peer Facilitators. Subject to the provision of this
Ordinance, accredited peer facilitators who are actively and regularly performing their duties shall be
entitled to the following benefits and incentives:
a. Honorarium - All accredited peer facilitators shall receive a monthly honorarium of [insert
amount here].

b. Subsistence allowance - All accredited peer facilitators shall be entitled to subsistence
allowance equivalent to the meals they take in the performance of the duties and
responsibilities in the amount of [insert amount here]. The amount of allowance may be
increased every [insert frequency: two years / year / etc], subject to the recommendation of
the Peer Support Group Oversight Committee and approval by the Sangguniang Bayan.
c. Mobile and internet allowance - All accredited peer facilitators shall be entitled to receive
regular allowance to shoulder expenses incurred in facilitating online peer support group
sessions.
d. Education and Training - the Municipal Health Officer, in coordination with the Department
of Health and other agencies and institutions, shall provide continuing education for the peer
facilitators, at least on an annual basis, to ensure that they remain current in their knowledge
of providing psychosocial support. The Municipal Health Officer may also initiate special
trainings such as, but not limited to [refer to capacity building outline detailing
prerequisite vs. supplementary skills] that shall enhance the overall performance of
functions of peer facilitators.
e. Scholarship benefits - All accredited peer facilitators shall be entitled to receive continuing
education, study and exposure tours, grants, and scholarship benefits in the form of tuition
fees to state colleges offering courses prerequisite to careers in guidance counseling.
Section 17. Reportorial Requirement. – After each session, the peer facilitator is expected to
accomplish the standard report form detailing the activities, significant discussions, and other
notable events that took place following confidentiality and ethical standards detailed in Section 24.
These reports will then be summarized into the [monthly] report form and submitted [monthly] to
the SK Chairman.
CHAPTER IV. PEER SUPPORT GROUP SESSIONS
Section 18. Mechanics of Peer Support Group Sessions. — Peer support group sessions, with
close supervision of the designated Guidance Counselor or any member of the Peer Support Group
Oversight Committee, shall be overseen and moderated by qualified and accredited Peer Facilitators
who shall clearly distinguish themselves from members by wearing badges/identification cards in
face to face programs, and icons/colors/names in online spaces, and shall abide by the standards and
principles of peer facilitation as prescribed in any DOH or NGO-accredited capacity development
course for peer facilitators.
Peer facilitators who have not met the minimum requirements of accreditation may facilitate support
group sessions upon approval by the Peer Support Group Oversight Committee.
Section 19. Composition of Peer Support Groups. — To promote positive group dynamics and
facilitate ease in sharing of common experiences among members and peer facilitators, each Peer
Support Group may be uniformly composed of members and a peer facilitator within the following
demographic:
a. Youth students; and

b. Youth professionals
c. Out-of-school youth
Peer facilitators may create special support groups composed of diverse youth ages to cater to
specific homogeneous demographic groups, upon approval of the Peer Support Group Oversight
Committee.

Section 20. Activities of Peer Support Group Sessions. — Peer support groups managed by a
trained and qualified peer facilitator may engage in the following group activities, but shall not be
limited to:
a. Planned group sessions or structured series of sessions over a predetermined period of time;
b. Drop-in centers for youth not needing continuous peer support but desiring to talk with a
peer once in a while;
c. Online support session;
d. Opportunistic interactions, such as conversations with friends or acquaintances, avenues of
peer exchange and can be relatively informal or more formal forms of outreach;
e. Team building sessions / camps to implement several activities within a condensed period of
time;
f. Mental health and psychosocial support (MHPSS) activities among the youth during local
health emergencies and disasters;
g. Information, education, and advocacy activities in the community promoting psychosocial
and mental wellbeing among the youth; and
h. One-to-one sessions which shall not serve as counseling sessions, however an
opportunity to access emotional and practical support and be referred to other support
services within the community and externally.
Section 21. Environmental Specifications for Peer Support Group Sessions1 — In order to
facilitate a conducive and supportive physical environment for peer support groups, a Teen/Youth
Hub may be designated within [city/municipality] wherein the following standards shall be
maintained by the peer facilitator and approved by the Peer Support Oversight Committee, or with
every change in venue.
a. Physical and logistical accessibility of the venue

b. Appropriate size of the location to the number of members attending
c. Comfortable and private enough space that maintains confidentiality but also facilitates
engaging conversations among members
d. Available and properly sanitized washrooms or toilets
e. Minimal to no cost for venue use and reservation
Possible locations may be [insert name of local community center, school, places of worship,
coffee shops, libraries or mental health and related services]. Minimum public health standards
must also be considered when selecting a physical venue to hold peer group sessions.
Section 22. Specifications for Conducting Remote Peer Support Group Sessions. — In the event
that peer support group facilitators opt to facilitate remote peer support group sessions, the
following standards shall be maintained in order to facilitate a conducive and safe environment for
peer support groups and facilitators:
a. Separate designated devices and accounts for peer support group sessions to maintain
work-home boundaries;
b. Availability of camera, microphone and speaker;
c. Utilization of headphones during group sessions to maintain confidentiality;
d. Preparation of back-up technology option in case device fails;
e. Adequate amount of credit, minutes and data to be able to complete the remote session;
1
It is encouraged to use the same place so support group members may feel safe and familiar in that particular
space (WHO, 2017).

f. Utilization of secure online conferencing software;
g. Configuring settings of video sessions so that participants have to request for access to join
the session;
h. Video conference software and the device running the software are updated, when updates
are shown as available.
Section 23. Recruitment of Peer Support Group Members. — Members must provide informed
consent in writing prior to engaging in activities of peer support groups. An informed consent shall
respect the following principles:
a. Voluntarism, indicating that consent is given without threat or coercion, undue influence or
manipulation;
b. Competency, indicating that the member can understand information about a decision,
understand the benefits, risks, and alternatives of the decision, and communicate the
decision;
c. Disclosure, indicating that the peer facilitator has adequately disclosed information on the
extent of the support provided by the support group session, the possible benefits and risks
of engaging in activities with the peer support group;
d. Understanding, indicating that the member possesses the capacity to understand
information relevant to the specific circumstances and appreciate the foreseeable
consequences of making (or failing to make) a decision.
In the case of minors aged less than 18 years old, parental consent and child assent must be
provided guided by the same principles.
Section 24. Confidentiality and Ethical Standards. — Confidentiality of all information,

communications, and records, in whatever form or medium stored, regarding the member of the
support group, any aspect of the member’s mental health, or any treatment or care received by the
member, which information, communications, and records shall not be disclosed to third parties
without the written consent of the service user concerned or the service user’s legal representative,
except in the following circumstances:
a. Disclosure is required by law or pursuant to an order issued by a court of competent

jurisdiction;
b. The member has expressed consent to the disclosure;
c. A life-threatening emergency exists and such disclosure is necessary to prevent harm or
injury to the member or to other persons;
d. The member is a minor and the peer facilitator reasonably believes that the member is a
victim of child abuse; or
e. Disclosure is required in connection with an administrative, civil, or criminal case against a
mental health professional or worker for negligence or a breach of professional ethics, to the
extent necessary to completely adjudicate, settle, or resolve any issue or controversy
involved therein.
Section 25. Referral of Members. — Members needing services not provided by the peer support
group shall be coordinated by the peer facilitator with the SK Chairperson for assistance and
supervision. Peer facilitators shall continuously monitor the access of the member to the necessary
services.
Referrals shall immediately be made and coordinated with the designated Guidance Counselor, SK
Chairman, or any member of the Peer Support Group Oversight Committee by accomplishing the

standard referral form to monitor the status of the referral of the identified member and if their
concern has been resolved.
Section 26. Evaluation of Peer Support Sessions. — After each session, peer support group
members shall evaluate both their peer facilitator and the session proper. This will be accomplished
through a standard evaluation form and submitted, compiled and analyzed by the peer facilitator for
the continuous development of the peer support group program.
Section 27. Monitoring of Peer Support Sessions. — The standard monitoring form shall be utilized
by the designated Guidance Counselor and/or any member of the Peer Support Group Oversight
Committee, or its designated committee in the [monthly / quarterly / semi-annual / annual]
assessment of the support program and shall be evaluated based on the program’s capacity to foster
the following parameters:
a. Fostering safe environments;

b. Psychological and emotional safety/refuge;
c. Boundary management;
d. Ethical practice;
e. Behavioral management processes;
f. Participant feedback;
g. Peer facilitator / staff / volunteer skills and capacity; and
h. Program strategy
CHAPTER V. FINANCING
Section 28. Appropriation. — Initial funding to defray the expenses necessary for or incidental to
the implementation of this Ordinance in the amount of [insert amount here] shall be sourced from
the fund of the City/Municipal Government and is hereby allocated. Every year thereafter, at least
[insert amount here] shall automatically be included in the Annual Budget of the city/municipality
for the implementation and enforcement of this Ordinance.
The above expenses may include, but are not limited to:
a. Cost of printing copies of this Ordinance, information, education, and communication
materials on promoting psychosocial and mental wellbeing;
b. Cost of regular or periodic meetings of the Oversight Committee;
c. Cost of inspection and enforcement by the Oversight Committee, including allowances for
meals and transportation which shall be set by the Office of the Mayor;
d. Logistical support for peer facilitators and peer support group sessions;
e. Benefits and incentives of peer facilitators;
f. Other expenses associated with the implementation and enforcement of this Ordinance
CHAPTER VI. MISCELLANEOUS AND FINAL PROVISIONS
Section 29. Penalty Clause. — As specified in the Mental Health Act of 2018 (Republic Act No.
11036), any person who commits any of the following acts shall, upon conviction by final judgment,
be punished by imprisonment of not less than six (6) months, but no more than two (2) years, or a
fine of not less than Ten thousand pesos (P10,000.00), but not more than Two hundred thousand
pesos (P200,000.00), or both, at the discretion of the court:
a. Failure to secure informed consent of the service user, unless it falls under the exceptions
provided under Section 24 of this ordinance;
b. Violation of confidentiality of information, as defined under Section 24 of this Ordinance;

If the violation is committed by a juridical person, the penalty provided for in this template ordinance
shall be imposed on the directors, officers, employees or other officials or persons therein
responsible for the offense.
These penalties shall be without prejudice to the administrative or civil liability of the offender, or the
facility where such violation occurred.
Section 30. Repealing Clause. — All ordinances, rules and regulations, or parts thereof, found to be
in conflict with or inconsistent with the provisions of this Ordinance are hereby repealed or modified
accordingly.
Section 31. Effectivity Clause. — This Ordinance shall take effect three (3) consecutive weeks after
its publication in a newspaper of local or general circulation or posting in at least two (2)
conspicuous places within the city/municipality.
CARRIED [UNANIMOUSLY OR ON A MAJORITY VOTE].
(If on a majority vote:
In favor:
Abtension:
Against:)
CERTIFIED TRUE AND CORRECT:
[NAME]
Secretary
ATTESTED:
[NAME]
Vice Mayor, Presiding Officer
[NAME]
Mayor
Date of Approval : ________________

Date of Posting : ________________
Date of Publication : ________________
Date of Effectivity : ________________

Annex B. Template Resolution
https://bit.ly/PeerSupportTemplateOrdinance
RESOLUTION NO. 2020-XX
A RESOLUTION STRENGTHENING HEALTH PROMOTION INTERVENTIONS IN BUILDING

INDIVIDUAL PSYCHOSOCIAL AND MENTAL WELL BEING TO DECREASE THE BURDEN OF
MENTAL HEALTH PROBLEMS IN THE COMMUNITY
WHEREAS, the 1987 Constitution of the Republic of the Philippines declares that the State
shall protect and promote the right to health of the people and instill health consciousness among
them;
WHEREAS, the Local Government Code of 1991 (Republic Act No. 7160) accords every
local government unit power and authority to promote the general welfare within its territorial
jurisdiction, including the promotion of health and safety of its constituents;
WHEREAS, the global burden of mental health diseases have been increasing over the
years, with the World Health Organization noting the rise in suicide mortality rate to 5.4 deaths per
100,000 population in the Philippines in 2017;
WHEREAS, the COVID-19 pandemic has brought about an increase in suicide-related calls
to the National Center for Mental Health Crisis Hotline and mental health consultations among
primary care providers in the different cities and municipalities all over the country;
WHEREAS, the majority of mental healthcare is provided in hospital settings based in urban
centers with community mental health services being largely underdeveloped;
WHEREAS, the Mental Health Act of 2017 (Republic Act No. 11036) utilizes a rights-based
approach to the provision of mental health services, mandating for basic mental health services in
community settings that encompass wellness promotion, prevention, treatment and rehabilitation;
WHEREAS, the Implementing Rules and Regulations of the Mental Health Act of 2017
(Republic Act No. 11036 Section 17) emphasizes the establishment of mental health care facilities in
barangays, cities, and municipalities nationwide, wherein each clinic, room, or facility is composed of
trained barangay health workers (BHWs), allied mental health professionals, volunteer family
members, and an adequate supply of resources and medicines suited to the respective local
government unit level;
WHEREAS, the Universal Health Care Act of 2018 (Republic Act No. 11223) embodies the
principle of an integrated and comprehensive approach to ensure that all Filipinos are health literate,
provided with healthy living conditions, and protected from hazards and risks that could affect their
health, whereby directing local government units to issue and implement effective health promotion
policies and programs that promote health literacy and healthy lifestyle among their constituents,
prioritizing programs that address key risk factors to prevent and control disease as well as to
advance population health and individual wellbeing, inclusive of interventions addressing mental
health problems;

WHEREAS, the DOH Health Promotion strategy is anchored on the socio-ecological model
of health, taking into account social and community networks, living and working conditions, and
other societal, cultural, economic, political, and environmental conditions that affect individual and
community health, emphasizing that individual lifestyle and constitutional factors are not the only
factors affecting health;
WHEREAS, the life course approach takes into account how chronological age, relationships,
common life transitions, and social change shape people’s lives from birth to death and that
preventive measures taken early at each stage can reduce health challenges and prolong life.
NOW, THEREFORE, BE IT RESOLVED, that the League of Municipalities of the

Philippines approves the following actions in response:
Municipalities shall work to foster Healthy Individuals, with a focus on early stages of the life
course,ensuring that individuals are literate on health issues, health rights and the health system, as
well to develop individual competency in adopting healthy habits and behaviors in promoting mental
health and well-being.
Municipalities shall work to foster Healthy Governance, wherein enacted local policies shall
address the various determinants of health in addressing mental health concerns, as government
agencies are aware of the health impacts of their policies in ensuring equitable provision of mental
health services to individuals with mental health issues and disabilities, especially those at risk, and
the creation of suicide prevention, intervention, and response strategies, most importantly for the
youth, such as but not limited to:
1. Training of first responders, professionals, and volunteers to identify warning signs;

2. Provision of preventive measures, counseling and appropriate interventions;
3. Extension of support for those bereaved by suicide;
4. Submission of quarterly reports to the Philippine Council for Mental Health through the
DOH, subject to the Data Privacy Act, such as but not limited to the number of individuals
to receive mental health services and which was provided them, up-to-date statistics on
demographics and frequency of each mental disability without breaching confidentiality;
Municipalities shall work to foster Healthy Society, wherein mental health and well-being
shall be seen as a shared responsibility of all constituents, government agencies and civil sectors of
society.
RESOLVED FINALLY, that copies of this resolution be furnished to members of the League
of Municipalities to assist the Local Chief Executives in this delicate matter for their immediate action;
CARRIED UNANIMOUSLY.

Annex C. Template IEC Materials
Topic Type Originator Link
Youth and Mental Health Poster/ DOH Materials with PSD Files:
SMC bit.ly/PeerSupportPosters
Peer Facilitator ID Template DOH Materials with PSD Files:

bit.ly/PeerSupportID
Frequently Asked Poster/ DOH Materials with PSD Files:

Questions SMC bit.ly/PeerSupportFAQs
Peer Facilitator Handbook Booklet DOH Material:

bit.ly/PeerSupportBooklets
Release: June 2022
Toolkit for Developing a Booklet PGCA Material:

Competent and bit.ly/PeerSupportBooklets
Empowering Peer
Facilitator Unilab
Foundation
Inc.
PGCA-POP

Annex D. Referral Form For External Services
https://bit.ly/PeerSupportReferral
PERSON REFERRED
Full Name:
Home Address:
Contact Number & Email
Parent’s / Guardian’s Name:
Parent’s / Guardian’s Contact

Details:
REFERRAL DETAILS
Date:
Time:
Nature of Referral: ○ Legal ○ Psychological / Psychiatric

○ Medical ○ Others (specify): __________________
Reason for Referral:

Describe the events that took place
What actions were taken? ○ Brought to health facility

○ Provided physical first-aid on-site
○ Provided psychological first aid
○ Provided counseling services
○ Provided psychological / psychiatric services
○ Others (specify): _____________________________
REPORTER INFORMATION
Name of Peer Facilitator:
Date completed:
Signature:
FOR OFFICIAL USE ONLY
Report received by:
Date received:

Annex E. Support Group Session Summary
https://bit.ly/PSGSessionSummary
[insert header and logo of LGU]
Name of Peer Facilitator: Date:
SUPPORT GROUP SESSION
Session Structure: Session Type:
Check as applicable
Check as applicable Check as applicable Check as applicable
○ Open
○
(Members can join and Drop - in Session ○ Planned Group ○ Online support
participate in any session)
Session
○ Closed (Only people
accepted into the group ○ Outreach ○ One-to-one session ○ Team building / camp
may attend sessions)
○ Others (specify): ______________________________________________
MEMBER DEMOGRAPHICS
Number of old members Number of members with confirmed

(Attended at least 1 previous session)
attendance
(Pre-registered / confirmed attendance prior to session)
Number of new members Total number of present members

(Physically present / attended session)
Number of members within age ranges:

15 - 22 23 - 30 Others (specify): ______
Youth students: Youth professionals: Out of school youth:
Number of members based on composition:

Record number of support group members based on composition, only if applicable
Youth assuming adult Youth with disabilities

responsibilities
Youth with gender-related Youth with mental health

concern/s concern/s
Others (please specify): ________________________________________________

SESSION DETAILS REFERRALS
Topics/issues discussed (check all applicable):
Number of members needing services
○ Environmental ○ Emotional /
outside support group
○ Financial Mental
○ Number of members with warning signs for
○ Intellectual Occupational
mental health concerns
○ Physical ○ Social
○ Number of members referred to health
○ Spiritual Others:
officer
___________
Number of members referred to social
welfare officer
AVERAGE RATINGS
M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 Average
Peer Support
/4
Sum of Peer Support Ratings
/ # of evaluators
Safe Space
/4
Sum of Safe Space Ratings /
# of evaluators
Overall
/ 10
Sum of Overall Ratings / # of
evaluators
Date of next session:
Notes:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Definition of Terms
Support Group Session Type
Drop-in centres: Young people may visit a One-to-one sessions: Through one-to-one
drop-in centre to speak to someone because sessions, young people can access emotional
they are in distress, need some problem and practical support and be referred to other
solving, want support around symptom support services both within the organisation
management, are seeking social interaction, or and externally. Sessions are designed to
are looking for a referral to another agency. provide an opportunity to share experiences
Drop-in spaces however, can also provide a and information, to enable informed choice and
setting for more structured programs. promote self-help.
Team building / camps: Team building or Online support: Online services have the
camps provide an opportunity to implement ability to access a wide cross section of the
several activities within a condensed period of target group in a safe, confidential and
time. A team building or camp occurs outside potentially anonymous way. It is ideal for
other formal settings such as school which may discussing sensitive or embarrassing issues and
create a more open and engaging atmosphere. appeals to young people’s interest in the
Prevention and early intervention utilizing the Internet. Online support services can also be
team building / camp approach enhances the useful for those young people who are
problem-solving, decision-making and efficacy uncomfortable in more traditional social spaces;
skills of young people so that they are better for rural/remote young people who cannot
able to constructively manage their own issues. access limited session times easily; and those
who rely on others for transport to and from
services.
Planned group sessions: Groups may provide a Opportunistic interactions (outreach):

structured series of workshops or sessions over Opportunistic interactions, such as
a predetermined period of time. The content conversations with friends or acquaintances,
will be tailored to meet the needs of the target are powerful forms of peer exchange and can
group. A group context can enhance peer be relatively informal or more formal forms of
support by providing a supportive, safe outreach. This peer support approach may have
environment to practice new behaviours and the ability to access hidden populations
skills and to receive feedback. The delivery of including at risk and marginalised young
such group sessions may differ in terms of people. This program type can impact both
formality, structure and flexibility. They may be group and individual behaviour through ‘social
didactic, or interactive and practical. Content contagion’ where knowledge, attitudes and
may be set early, during planning, or may be behaviours diffuse throughout social networks
driven by the needs and interests of the group of young people. Peers pass on the information
participants during individual sessions. they learn through training and then model
desired behaviours to their friends and other
peers, who then pass this acquired information
on to others

Demographic Composition
Youth assuming adult responsibilities: Youth with gender-related concern/s: Inclusive

Inclusive of youth who are parentified, young of young women in crisis, youth with diverse
caregivers, children of parents with a mental sexuality and gender concerns, youth with
illness, siblings of children with cancer or SOGIE concern/s, youth experiencing gender
disability, teenage parents, etc. based violence, etc.
Youth with mental health concern/s: Inclusive Youth with disabilities: Inclusive of youth who
of youth at risk of depression, self-harm, or have the following conditions: psychosocial,
suicide, youth involved in substance abuse, etc. chronic illness, learning, mental, visual,
orthopedic, speech and hearing conditions
Session Topics
Emotional / mental: Topics that relate to Financial: topics that involve the process of
understanding feelings and coping effectively learning how to successfully manage financial
with stress. Also including topics related to expenses. This also covers financial stress
self-care, relaxation, stress reduction and the which is a common source of stress, anxiety
development of inner resources so you can and fear for students.
learn and grow from experiences.
Occupational: topics that are about your Social: topics related to performing social and
occupational endeavors. This also includes gender roles effectively and comfortably, and
topics related to personal satisfaction and support networks. This also covers issues with
enrichment in one’s life through work. relationships with peers, intimate relationships
with romantic partners.
Intellectual: topics that involve encountering Spiritual: topics related to values that help an
new ideas and expanding knowledge. It also individual seek meaning and purpose.
includes related topics on scholastic, cultural Spirituality can be represented in many ways,
and community activities. for example, through relaxation or religion.
Environmental: topics that cover living a Physical: refers to topics about maintaining a
lifestyle that is respectful of our surroundings. healthy body and seeking care when needed.
Environmental topics also cover interaction with This also covers topics on exercise, eating well,
nature and your personal environment. sleep and paying attention to the signs of
illness and getting help when needed.

Annex F. Monthly Reporting Form
https://bit.ly/PSGMonthlyReporting
Name of Peer Facilitator:
Report Period:
SUPPORT GROUP SESSION
Number of sessions based on structure: Number of sessions based on type:

Indicate total number of sessions Indicate total number of sessions
Open Drop-in Center
Closed Team building / camp
Planned Group Session
One-to-one session
Online Support
Outreach
Others
MEMBER DEMOGRAPHICS
Number of old members Number of members with

(Attended at least 1 previous session)
confirmed attendance
(Pre-registered / confirmed attendance prior to session)
Number of new members Total Number of present

members (Physically present / attended session)
Number of members within age ranges:

15 - 22 23 - 30 Others (specify): ______
Youth students: Youth professionals: Out of school youth:
Number of members based on composition:

Record number of support group members based on composition, only if applicable
Youth assuming adult Youth with disabilities

responsibilities

Youth with gender-related Youth with mental health
concern/s concern/s
Others (please specify): ________________________________________________
SESSION DETAILS REFERRALS

Rank Top 5 topics / issues discussed:
Number of members needing services
1.
outside support group
2.
Number of members with warning signs for
mental health concerns
3.
Number of members referred to health
4. officer
5. Number of members referred to social

welfare officer
AVERAGE RATINGS
Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Session 7 Session 8 Session 9 Session Average
10
Peer
Support /4
Sum of Peer Support
Ratings / # of sessions
Safe
Space /4
Sum of Safe Space
Ratings / # of sessions
Overall
/ 10
Sum of Overall Ratings
/ # of sessions
REPORTER INFORMATION FOR OFFICIAL USE ONLY
Accomplished Report
by: received
by:
Date: Date:

Annex G. Peer Support Group Evaluation Form (English)
https://bit.ly/PSGEvaluation
Instructions for Peer Facilitator: Each support group member must accomplish the evaluation form
after every session
INSTRUCTIONS
The purpose of this questionnaire is to collect some feedback from participants involved in the peer
support group about their perception of the program’s environment. Your answers are confidential and
anonymous. Please read every item and then select the response that best describes the way you feel
about each statement.
The comment box at the end allows you to make any kind of remarks, for example if you need to give
more detailed information to explain your answer, or if a question is unclear, unfeasible, unrealistic,
inappropriate, annoying or problematic to you in any way and why, so that we can improve the survey.
INFORMATION ABOUT YOU
1. How old are you?
2. What is your sex? ○ M ○ F ○ Prefer to not disclose
3. Is this your first session? ○ Yes

○ No, this is my second session
○ No, this is my third session
○ No, this is my fourth (or more) session
GOALS
1. To what extent did you reach the goals you set for yourself in this session?
(3) (2) (1) N/A

Completely Partially Not at all
Self esteem
Make friends
Learn coping strategies
Practice coping strategies
To get support from others
Learn about me

Learn about others
Others (specify):
__________________________
2. If you did not reach your goals, what was ○ Not enough support from peer facilitators
the reason? ○ I forgot them
○ I didn’t have a chance to try them
○ I didn’t want to try them
○ Others (please specify):
________________________________
3. Comments on goals for the session
PEER SUPPORT
1. For each statement, please select the response which best describes your experience during
the session
(4) (3) (2) (1)

Strongly Agree Disagree Strongly
agree disagree
a. It was easy to make friends
b. Young people were supportive and friendly
c. I will maintain friendships with people I met

in the session
d. I feel more confident after the session
e. I developed social skills in the session
f. I felt that I could trust others
g. Staff were supportive
h. Group sessions were relevant to me
i. I felt respected by support group staff and

volunteers
SUB-TOTAL a b c d
TOTAL (a + b + c + d) e

AVERAGE RATING (e / 9)
2. How many friends did you make while in the session? ○ None
○ 1-2
○ 3-4
○ 5+
3. Comments about peer support
KNOWLEDGE OF SELF
1. How has the session changed the ○ I understand myself better

way you feel about yourself and ○ I feel more positive
your future goals?
Please select all statements that apply
○ I feel more able to cope with my issues
○ I can see I am not the only one with issues
○ I don’t feel any different about myself and
my goals
○ I’m not sure
Please comment or explain your answer above:
HANDLING PROBLEMS
A problem is something important to you that bothers you a lot and that is difficult to resolve. The
following questions will ask you how you typically handle problems.
1. Since attending the session, do you feel ○ More confident

more or less confident about handling ○ Less confident
problems you may face?
○ It would depend on the problem
○ I’m not sure
Please comment or explain your answer above:

SAFE SPACE
1. For each statement, please select the response which best describes your experience
during the session
(4) (3) (2) (1)

Always Usually Seldom Never
The support group space has a positive vibe that makes me

feel welcomed.
I feel included in support group activities by other

participants.
I feel respected by the other participants in the group
I feel that I can express my opinions and be who I am

without being judged by others.
I feel that I am able to disclose personal information to other

peers and to the peer facilitators
I feel that I am able to provide feedback on support group

services freely.
I feel that I am able to ask the peer facilitators for help and
support.
I feel that all peer facilitators are non-judgmental and make

me feel welcomed and respected.
I am aware of the support group guidelines/rules and norms.
I actively contribute to promote group norms.
My relationship to the peer facilitators stays within the

program boundaries.
I feel that the support group setting is physically safe.
I feel that I am able to access and leave the support group

facilities without fear of being harassed.
SUB-TOTAL a b c d
Please comment:

OVERALL
1. On a scale of 1 to 10, 1 being very low and 10 being very high, how would you rate your
overall experience of the session?
1 2 3 4 5 6 7 8 9 10
2. What are your overall comments?
3. What was the best thing about the

session?
4. What did you least enjoy about the

session?
5. Is there anything you would change

about the session?
6. Please state one way in which you

think your experience will influence you
going forward? (eg. your attitudes,
feelings, confidence, coping skills, etc.)

Annex H. Peer Support Group Evaluation Form (Tagalog)
https://bit.ly/PSGEvaluation
Instructions for Peer Facilitator: Kailangan sagutin ng bawat miyembro ng support group ang
evaluation form pagkatapos ng bawat sesyon.
PANUTO
Gagamitin itong questionnaire para makakuha ng puna mula sa mga miyembro ng peer support grupo
tungkol sa pananaw ng programa. Mananatiling kumpidensyal ang iyong mga kasagutan. Basahin ang
bawat pahayag at piliin ang sagot na angkop sayo.
Sa dulo, may comment box kung saan pwedeng maglagay ng kahit anong puna kung kailangan ng
mas detalyadong impormasyon para sa iyong sagot, o kung may malabo, nakakalito o problemadong
tanong para pabutihin itong survey.
IMPORMASYON TUNGKOL SAYO
1. Ilang taon ka na?
2. Ano ang iyong kasarian? ○ B ○ L ○ Mas gustong hindi

ibahagi
3. Unang sesyon mo ba ito? ○ Oo

○ Hindi, pangalawang sesyon ko ito
○ Hindi, pangatlong sesyon ko ito
○ Hindi, pang apat (o higit pa) na sesyon
ko ito
LAYUNIN
1. Hanggang saan mo masasabi na nakamit ang mga layunin na inilahad mo sa sarili sa

sesyon na ito?
(3) (2) (1) N/A

Lubos Bahagyang Hindi nakamit
Sariling Pagpapahalga o Self

esteem
Makipagkaibigan
Matuto ng coping strategies
Magsagawa ng coping
strategies

Magtanggap ng suporta mula sa
iba
Karagdagang kaalaman tungkol

sa sarili
Karagdagang kaalaman tungkol

sa iba
Iba pa (tukuyin):
__________________________
2. Kung hindi mo nakamit ang iyong mga ○ Di sapat ang suporta mula sa mga peer
layunin, ano ang dahilan? facilitator
○ Nakalimutan ko
○ Wala akong pagkakataon na subukan sila
○ Ayaw kong gawin
○ Iba pa (tukuyin):
________________________________
3. Mga komento sa layunin nitong sesyon
PEER SUPPORT
1. Piliin ang sagot para sa bawat pahayag na angkop sa iyong karanasan para sa sesyon.
(4) (3) (2) (1)

Lubos na Sumasang- Hindi Lubos na hindi
sumasang- ayon sumasang- sumasang-ayon
ayon ayon
j. Madali makipagkaibigan
k. Mababait at sinusuportahan ako ng mga

kasama kong kabataan
l. Makikipagkaibigan ako sa mga tao ng

sesyon na ito
m. Mas may kumpiyansya ako sa sarili

pagkatapos nitong sesyon
n. Mas marunong na ako makitungo sa iba

pagkatapos nitong sesyon
o. Naramdaman ko na kayang magtiwala sa

iba
p. Sinisuporta ako ng mga support group staff

q. Mahalaga at may kaugnayan ang mga
sesyon
r. Nirerespeto ako ng mga support group staff

at boluntaryo
SUB-TOTAL a b c d
2. Ilang tao nakipagkaibigan sayo sa sesyon na ito? ○ Wala

○ 1-2
○ 3-4
○ 5+
3. Komento sa peer support
KAALAMAN SA SARILI
1. Paano tumulong itong sesyon ○ Mas naiintindihan ko ang sarili ko

baguhin ang nararamdaman mo ○ Mas positibo ang nararamdaman ko
para sa sarili at sa iyong mga
○ Mas kaya kong agapan ang stress
layunin?
○ Nakikita ko na may pinagdadaanan din ang
Piliin ang mga sagot na angkop. iba
○ Wala akong ibang nararamdaman sa sarili o
mga layunin ko
○ Hindi ako sigurado
Ipaliwanag ang sagot:
PAHARAP SA MGA PROBLEMA

Ang problema ay bagay na mahalaga sa iyo na abala dahil mahirap lutasin. Ang mga susunod na
tanong ay tungkol sa ginagawang paraan na harapin ang mga problema.
1. Dahil sa pagpunta sa sesyon, ○ Mas kayang harapin

naramdaman mo ba na mas kayang ○ Mas nahihirapan harapin
harapin ang mga problema?
○ Depende sa problema
○ Hindi ako sigurado

Ipaliwanag ang sagot:
SAFE SPACE
1. Piliin ang sagot para sa bawat pahayag na angkop sa iyong karanasan para sa sesyon.
(4) (3) (2) (1)

Always Usually Seldom Never
Nararamdaman ko na tanggap ako sa support group
Nararamdaman ko na kasama ako sa mga pangkatang

gawain
Nararamdaman ko na nirerespeto ako ng mga kasama ko
Nararamdaman ko na pwedeng mag bahagi ng aking mga

opinyon na hindi hinuhusga ng iba
Nararamdaman ko na pwedeng maglahad ng personal na

impormasyon sa mga kasama ko at sa peer facilitator
Nararamdaman ko na kayang magbigay ng komento
Nararamdaman ko na makakhingi ako ng tulong at suporta

sa mga peer facilitator
Nararamdaman ko na nirerespeto at tinatanggap ako ng

mga peer facilitator
Alam ko ang mga patakaran sa pagsasali ng support group
Tulumutulong ako sa pagtaguyod ng mga patakaran ng

support group
Ang pakikipagugnayan ko sa mga peer facilitator ay

nananatili sa hanganan ng programa
Nararamdaman ko na ligtas ako sa lugar kung saan

nagaganap ang support group sesyon
Nararamdaman ko na pwedeng pumasok at umalis sa bawat

support group sesyon na hindi ako nalalagay sa panganib
SUB-TOTAL a b c d

Mga komento:
OVERALL
1. Mula 1 hanggang 10, 1 na pinakamababa at 10 bilang pinakamataas, kamusta ang

karanasan mo sa sesyon na ito?
1 2 3 4 5 6 7 8 9 10
2. Ano ang iyong mga komento?
3. Ano ang pinaka nagustuhan mo sa

sesyon na ito?
4. Ano naman ang pinaka ayaw mo sa

sesyon na ito?
5. May gusto ka bang baguhin sa sesyon

na ito?
6. Magbahagi ng isang paraan kung

paano maiipluwensiya ka nitong
karanasan sa hinaharap?

Annex I. Peer Support Group Monitoring Form
https://bit.ly/PSGMonitoringForm
Monitoring Period: _________________________________
1. Physically Safe Environment (N/A for Online Programs) YES NO
The neighborhood of the session is safe for participants to access and leave
the facilities at any time of the day without risk
The support group / session develops and manages effective arrival and
departure procedures and plans for safe travel to and from the support group /
session
The support group / session provides adequate security and surveillance to

ensure building remains secure during and outside support group / session
hours
Appropriate measures are taken to protect the individual’s privacy. For

example, the support group / session is sensitive to potential stigma
associated with the participants and ensures that participants are not exposed
to any discrimination or harassment eg. from other groups using the same
space.
The support group / session implements policies on maintaining physical

safety within the program limits for all participants
The support group / session implements policies on the minimum public

health standards
2. Physically Safe Environment (for Online Programs) YES NO
The peer facilitator / staff / volunteer has separate designated devices

and accounts while managing peer support group sessions to maintain
work-home boundaries
The peer facilitator’s device has a functional camera, microphone and

speaker
The peer facilitator / staff / volunteer utilizes headphones during group

sessions to maintain confidentiality
The peer facilitator / staff / volunteer has prepared a back-up

technology option in case device fails
The peer facilitator / staff / volunteer has adequate amount of credit,

minutes and data to be able to complete the remote session
The peer facilitator / staff / volunteer utilizes a secure online

conferencing software

The support group / session settings are configured so that participants
have to request for access to join the session
Video conference software of peer facilitator / staff / volunteer and the

device running the software are updated, when updates are shown as
available.
3. Psychological and Emotional Safety/Refuge YES NO
The support group / session implements policies on maintaining psychological

safety within the program limits for all participants, eg. zero tolerance of
harassment/bullying
The support group / session ensures safe peer group interaction and prevents
unsafe or confrontational peer interactions (eg. harassment, bullying, violence)
in order to maintain safety for other service users (eg. moderation/monitoring
of group discussions/online chat on the appropriateness of their content)
4. Boundary Management YES NO
Roles, responsibilities and expectations of staff/volunteers inside and outside

the support group / session are clearly communicated to all participants
Guidelines are in place on the management of emotional, physical and

professional boundaries:
● Between peers
● Between staff/volunteers
● Between peers and staff/volunteers
Volunteers/peer facilitators are clearly distinguished from their peers eg.

wearing shirt/badges in face to face programs, icons/colors/names in online
spaces
Support is available to provide staff/volunteers with advice and assist them in

difficult boundary management situations
The support group / session provides training for staff/volunteers to assist in

boundary management (eg. recognizing signs of boundary conflicts).
5. Ethical Practice YES NO
Duty of care policies exist and are enforced
The support group / session establishes, maintains and communicates code of

conduct to participants, staff, and their families
The peer facilitator is aware of, records, and informs staff of special health
needs and ensures participants are aware of support services if needed
Confidentiality of personal data is assured

The support group / session has guidelines and specified procedures in place
that outline the management and secure storage of confidential information
The support group / session provides clear instructions on managing

confidential information for staff/volunteers
The support group / session has standard procedures in place of how

members are informed about the program’s confidentiality commitments (eg.
through signage, handouts, discussion).
6. Behavioral Management Processes YES NO
Expectations of behavior are communicated and reinforced eg. through

signage, handouts, discussion
Group rules/norms for behavior are established and communicated. They

include respect for others, being non-judgmental and inclusive, constructive
feedback, etc.
Program applies rewards and consequences for participant behavior

appropriately and consistently
At least one facilitator exists who represents an authoritative figure and

participants respect
The support group / session encourages participants to interact with one

another in positive ways
7. Participants YES NO
The support group / session /virtual space is continuously

monitored/moderated to ensure the space remains positive and safe
Participants comment they feel safe in the space
Participants report to feel comfortable talking about sensitive or embarrassing

topics, experimenting with their image to elicit feedback from peers, etc.
The support group / session culture allows participants to take initiative and
explore their interests without judgment
The support group / session encourages a youth participation approach that

supports youth autonomy and increases youth empowerment
Constructive feedback from participants is actively sought
8. Peer Facilitator/Staff/Volunteers YES NO
The peer facilitator / staff / volunteer ensures overall quality and functionality
of the peer support group session
The peer facilitator / staff / volunteer actively recruits and encourages

members to attend support group sessions

The peer facilitator / staff / volunteer develops mechanisms to ensure
continuous participation of members in support sessions
The program provides appropriate training for all staff, facilitators, moderators,
and/or volunteers
Opportunities for supervision and feedback are available at all levels
All peer facilitator/staff/volunteers are selected based on stringent screening

procedures
The peer facilitator / staff / volunteer are non-judgmental and make

participants feel welcome and respected
The peer facilitator / staff / volunteer submits timely reports
9. Program Strategy YES NO
The support group / session has staff/volunteers that respect one another and
represent role models of positive youth relationships
The support group / session treats participants with respect and takes action
to address participant issues/concerns
The support group / session teaches participants to make responsible choices

and encourages positive outcomes
The support group / session is sensitive to the culture and language of

participants and is modified as necessary
The support group / session encourages former participants to contribute as

volunteers or staff
REPORTER INFORMATION FOR OFFICIAL USE ONLY
Accomplished Report received

by: by:
Date: Date:

Annex J. Informed Consent / Parental Consent Form (English)
https://bit.ly/PSGConsentForms
PEER SUPPORT GROUP PARTICIPATION CONSENT FORM
I, _____________________________________________, [a support group member /

parent/guardian of minor child(ren) ____________________________________], hereby
consent [for my child(ren)] to participate in the Peer Support Group Sessions for youth.
Description of Services: The purpose of the program is to build personal skills (goal
setting, knowledge of self, handling problems) and offer support to help youth address
potential mental health concerns. I understand that this program does not provide
counseling, but is an educational and support program designed to teach skills, facilitate
self-awareness and confidence, promote new behaviors, and demonstrate how to
effectively deal with some of the issues life presents. The group facilitators have found that
when working in groups, youth gain support from others who are experiencing similar
situations or who have adjusted well after experiencing a similar situation in the past. I am
also aware that despite the fact that the group facilitators may be trained, this group will
not provide group counseling.
Confidentiality: I understand that in order to encourage children to participate actively,

parents and outside observers will not be allowed to attend. I understand that participation
in the group is completely voluntary and confidentiality is addressed and respected. I
understand the exception to this is the group facilitator’s legal and ethical responsibility to
take appropriate action in the case of an individual intending to do harm to self or others, if
abuse or neglect is suspected, or if illegal activity is reported. I understand that the program
may be described in written publications but that no information will be provided that could
identify any individual participants in the program. I give my consent for the Peer Support
Group Oversight Committee to use artwork, images or quotations made by [myself / my
child] in support group brochures, literature, or other public relations activities. [I / My child]
will not be identified by [my / his or her] real name.
I have signed below that I have read, understand, and agree to the above:
_________________________ _________________________ __________

Parent/Guardian’s Signature Parent/Guardian’s Name (Print) Date
_________________________ _________________________ __________

Participant’s Signature Participant’s Name (Print) Date
*This form must be received prior to the date of the session*
[insert contact information of Peer Support Group Oversight Committee and Peer Facilitator]

Annex K. Informed Consent / Parental Consent Form (Filipino)
https://bit.ly/PSGConsentForms
PEER SUPPORT GROUP PARTICIPATION CONSENT FORM
Ako, _____________________________________________, [isang support group miyembro /

magulang/guardian ng mga menor de edad na bata na si(na) __________________________________],
ay nagbibigay pahintulot [para sa aking mga anak] na sumali sa Peer Support Group Session para
sa mga kabataan.
Paglalarawan ng Mga Serbisyo: Ang layunin ng programang ito ay palakasin ang mga personal na
kasanayan (goal setting, kaalaman sa sarili, pagtugon sa mga problema) at magbigay ng suporta
upang matulungan ang mga kabataan sa pagtugon ng mga potensyal na alalahanin sa mental
health. Naiintindihan ko na ang programang ito ay hindi nagbibigay ng pagpapayo o counseling,
ngunit isang pang-edukasyon at suporta na programa na idinisenyo upang magturo ng mga
kasanayan, mapadali ang kamalayan sa sarili at kumpiyansa, magsulong ng mga bagong pag-uugali,
at ipakita kung paano mabisa ang pakikitungo sa ilang mga isyu na napagdadaanan sa buhay.
Natuklasan ng mga tagapamahala ng mga grupo na kapag nagtatrabaho kasama ang iba,
nakakakuha ng suporta ang kabataan mula sa iba nang nakakaranas ng mga katulad na sitwasyon.
May kamalayan din ako na sa kabila ng katotohanang ang mga tagapamahala ng grupo ay maaaring
sanayin, ang grupong ito ay hindi magbibigay ng pagpapayo o counseling.
Confidentiality: Nauunawaan ko na upang hikayatin ang mga kabataan na lumahok nang aktibo,
hindi papayagang dumalo ang mga magulang at mga tagamasid sa labas. Naiintindihan ko na ang
pakikilahok sa pangkat ay ganap na kusang-loob at ang pagiging kompidensiyal ay bibigyan at
igalang. Naiintindihan ko na ang pagbubukod dito ay ang ligal at etikal na responsibilidad ng peer
facilitator na gumawa ng naaangkop na aksyon sa kaso ng isang indibidwal na posibleng may balak
saktan ang sarili o iba, kung pinaghihinalaan ang pang-aabuso o kapabayaan, o kung naiulat ang
iligal na aktibidad. Naiintindihan ko na ang programa ay maaaring inilarawan sa mga nakasulat na
publikasyon ngunit walang impormasyon na ibibigay na maaaring makilala ang anumang mga
indibidwal na kalahok sa programa. Nagbibigay ako ng pahintulot sa Peer Support Group Oversight
Committee na gumamit ng likhang sining, mga imahe o sipi na [aking ginawa / ginawa ng aking anak]
sa mga brochure ng support group, o iba pang mga aktibidad sa pakikipag-ugnay sa publiko. [Ako /
Ang aking anak] ay hindi makikilala sa [aking / kanyang] tunay na pangalan.
Nag-sign ako sa ibaba na nabasa ko, naintindihan, at sumasang-ayon sa nabanggit:
_________________________ _________________________ __________

Lagda ng Magulang/Guardian Pangalan ng Magulang/Guardian (Print) Petsa
_________________________ _________________________ __________

Lagda ng Kalahok Pangalan ng Magulang/Guardian (Print) Petsa
*Ang form na ito ay dapat matanggap bago ang petsa ng session*
[insert contact information of Peer Support Group Oversight Committee and Peer Facilitator]

Annex L. Summary Matrix of Proposed Monitoring and Evaluation Plan
https://bit.ly/PSGReportingTemplate
OVERALL FREQUENCY OF
SUGGESTED FREQUENCY PERSON
ORDINANCE TARGET / COLLECTION
INDICATOR METHODO- DATA SOURCE OF RESPONSIBLE
GOAL First year of
OBJECTIVE To be filled up by
To be filled up LOGY implementation for REPORTING the LGU
by the LGU collection of baseline data
PRIORITY INDICATORS FOR IMPLEMENTATION
Establish peer Policy providing benefits Document / SB Secretary Once Once

support groups and incentives for Report Review
managed by a accredited peer facilitators
trained peer
facilitator from Number of youth peer Document / Peer Support Group Semi - annual / Semi - annual /
the community facilitators registered Report Review Oversight Quarterly Quarterly
as an early Committee
intervention for Number of youth peer Document / Peer Support Group Annual Once a year
mental health facilitators accredited Report Review Oversight
promotion Committee
among the
youth. Number of support group Survey / Ocular Peer Support Group Annual Once
sessions that meet Visit / Report Oversight
environmental Review Committee
specifications for safe
spaces
Number of peer facilitators Document / Peer Support Group Annual Once a year
completed core capacity Report Review Oversight
development programs Committee
Ratio of peer facilitators to Document / Peer Support Group Semi - annual / Semi - annual /
support group members Report Review Oversight Quarterly Quarterly
Committee

Number of partnership / Document / Peer Support Group Annual Once a year
agreements between Report Review Oversight
support group program and Committee
referral institutions
Foster positive Number of support group Document / Peer Facilitator Once a month Monthly
youth sessions facilitated Report Review Summary Form
development in
the community Increase in overall rating of Document / Peer Facilitator Once a month Monthly
by support group sessions Report Review Summary Form
strengthening Increase in performance Document / Peer Support Group Semi - annual / Semi - annual /
skills of the rating of peer facilitators Report Review Oversight Quarterly Quarterly
youth in Committee
providing basic
psychosocial Number of youth needing Document / Peer Facilitator Once a month Monthly
support to their services referred Report Review Summary Form
peers
Increase positive Document / Peer Facilitator Once a month Monthly
perception of peer support Report Review Summary Form
received in sessions
Increase positive Document / Peer Facilitator Once a month Monthly

perception of safe spaces in Report Review Summary Form
sessions
Increase youth Number of new/active Document / Peer Facilitator Once a month Monthly
and youth members recruited in Report Review Summary Form
organizations’ support group
participation in
mental health Number of diverse groups Document / Peer Facilitator Once a month Monthly
advocacy. within target population Report Review Summary Form
accessing program
Number of information, Document / Peer Support Group Semi - annual / Semi - annual /
education and advocacy Report Review Oversight Quarterly Quarterly
activities initiated by youth Committee
peer support groups

Percentage of youth with Survey Prevalence Survey Once a year Once a year
awareness of local peer
support group program
LONG TERM OUTCOME INDICATORS
Percentage of youth who Survey Prevalence Survey Start of pilot, then once Once a year
feel lonely a year
Percentage of youth who

feel worried about
something that they cannot
sleep at night

have seriously considered
attempting suicide

have made plans on
attempted suicide

have attempted suicide
Percentage of youth with at

least 1 close friend
Increase awareness and Survey KAP Survey Once a year Once a year
practice of self care
behaviors for mental health
promotion
Percentage of youth with

awareness of local peer
support group program
Knowledge of health and

support services

Academic achievement Document / School Assessment Start of pilot, then once Once a year
Report Review Report a year
Rate of school graduates /
dropouts
Measurement of health risk Document / Health Office Report Start of pilot, then once Once a year
taking behavior Report Review a year
● Rate of teenage
pregnancies
● Rate of youth testing
positive for sexually
transmitted diseases
● Rates of drug abuse
Percentage of youth Document / Health Office Report Start of pilot, then once Once a year
seeking mental health Report Review a year
consultation
Prevalence of out of school Document / Social Welfare Start of pilot, then once Once a year
youth Report Review Report a year
Reduction in violent Document / PNP Report Start of pilot, then once Once a year
behavior / damage to Report Review a year
property among youth

Annex M. Reporting Template
https://bit.ly/PSGReportingTemplate
REPORTING TEMPLATE
Table X. Summary of Implementation Monitoring for Period ________________ (e.g. January 2020 to December 2020)
BASELINE INTERMEDIATE PERCENTAGE OF TARGET

INTERMEDIATE
ORDINANCE Data from TARGET / GOAL ACHIEVED
INDICATOR Target milestone for
ACHIEVEMENT
OBJECTIVE previous REMARKS
Actual data for
monitoring current period
current period INTERMEDIATE OVERALL
period
(Insert items from

monitoring and
evaluation plan as
indicated)

References
1. Center for Disease Control and Prevention. 2020. 11. World Health Organization. 3 December 2020.
The Social-Ecological Model. Retrieved from Peer support groups. Retrieved from
https://www.cdc.gov/violenceprevention/publicheal https://www.who.int/publications/i/item/who-quali
thissue/social-ecologicalmodel.html tyrights-guidance-and-training-tools
2. Ozbay, F., Johnson, D. C., Dimoulas, E., Morgan, C. 12. Graber, R., Pichon, F., & Carabine, E. (2015)
A., Charney, D., & Southwick, S. (2007). Social Psychological resilience: state of knowledge and
support and resilience to stress: from neurobiology future research agendas. London: Overseas
to clinical practice. Psychiatry (Edgmont (Pa. : Development Institute.
Township)), 4(5), 35–40.
13. Frydenberg, E. (1997) Adolescent coping:
3. Southwick SM, Vythilingam M, Charney DS. The Theoretical and research perspectives. London:
psychobiology of depression and resilience to Routledge.
stress: Implications for prevention and treatment.
Annu Rev Clin Psychol. 2005;1:255–91. 14. Collishaw, S., Pickles, A., Messer, J., Rutter, M.,
Shearer, C. and Shaughan, B. (2007) ‘Resilience to
4. Charney DS. Psychobiological mechanism of adult psychopathologyfollowing childhood
resilience and vulnerability: Implications for maltreatment: Evidence from a community
successful adaptation to extreme stress. Am J sample’, Child Abuse & Neglect, 31(3) : 211-229
Psychiatr. 2004;161:195–216. (DOI:10.1016/j.chiabu.2007.02.004).
5. World Health Organization. 28 September 2020. 15. Drapeau, S., Saint-Jacques, M-C., Lépine, R., Bégin,
Adolescent mental health. Retrieved from G. and Bernard, M. (2007) ‘Processes that
https://www.who.int/news-room/fact-sheets/detail contribute to resilience among youth in foster care’,
/adolescent-mental-health Journal of Adolescence 30(6) :977-999.
6. Branje, S., Laninga-Wijnen, L., Yu, R., & Meeus, W. 16. Alvarez-Jimenez, M., Gleeson, J.F., Bendall, S.,
(2014). Associations among school and friendship Lederman, R., Killackey, E., & McGorry, P.D. (2012).
identity in adolescence and romantic relationships Internet-based interventinos for psychosis: A
and work in emerging adulthood. Emerging sneak-peek into the future. Psychiatric Clinics of
Adulthood, 2(1), 6–16. North America, 35, 735-747.
https://doi.org/10.1177/2167696813515851
17. Christiani, A., Hudson, A. L., Nyamathi, A., Mutere,
7. Montgomery, Marilyn. (2005). Psychosocial M., & Sweat, J. (2008). Attitudes of homeless and
Intimacy and IdentityFrom Early Adolescence to drug-using youth regarding barriers and
Emerging Adulthood. Journal of Adolescent facilitators in delivery of quality and culturally
Research - J ADOLESCENT RES. 20. 346-374. sensitive health care. Journal of Child and
10.1177/0743558404273118. Adolescent Psychiatric Nursing, 21(3), 154–163
8. World Health Organization. 2015. Global 18. Sunderland, K, Mishkin, W (2013) Guidelines for
School-based Student Health Survey. Retrieved the Practice and Training of Peer Support Mental
from Health Commission of Canada. Calgary: AB:
https://extranet.who.int/ncdsmicrodata/index.php/c Mental Health Commission of Canada.
atalog/660/related-materials
19. BC First Responders' Mental Health. Supporting
9. National Center for Mental Health. 31 May 2020. Mental Health in First Responders: Overview of
24/7 NCMH Crisis Hotline Statistics. Peer Support Programs. 2017. Available from
https://bcfirstrespondersmentalhealth.com/wpcont
10. United Nations. 13 May 2020. Policy Brief: ent/uploads/2017/06/Overview-of-Peer-Support-
COVID-19 and the Need for Action on Mental Progams-170619.pdf
Health. Retrieved from
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Peer Support Groups for the Youth 1

What is this Health Promotion Program all about?

Why implement this playbook module?

● Social support is a crucial protective mechanism against depression and

2 Community Health Promotion Playbook

Why implement this Health Promotion Program?

YOUTH AND MENTAL HEALTH

Social Support Structures in Promoting Mental Health and Wellness

● The WHO deﬁnes mental health as a state of well-being in which an

Youth and Mental Health

Peer Support Groups for the Youth 3

Peer Support Programs as a Prevention Strategy

Mental health promotion and prevention interventions for

Social support is a crucial protective mechanism against depression and anxiety

4 Community Health Promotion Playbook

The Department of Health, in order to address the increasing need for

1. Institutionalization of community peer groups at the city/municipal level to foster

Peer Support Groups for the Youth 5

How do we ensure effective implementation of this

For an editable version of this plan, please visit https://tinyurl.com/PeerSupportImplementationPlan

1. Preparatory Steps for Logistical and Financial Requirements

☐ Review, revise (if necessary), and sign Memorandum of

☐ Develop and submit approved Work and Financial Plan

☐ Obligate funds through issuance of signed Notice/s to

☐ Convene relevant stakeholders on health promotion, the

Peer Support Groups for the Youth 7

☐ Identify prevalence of mental health related concerns

3. Activate Peer Support Group Oversight Committee

☐ Identify other members of the Oversight Committee Health

☐ Review roles and responsibilities of each committee Health

4. Planning for peer support program design

☐ Set peer support program objectives

☐ Choose program design type and structure

☐ Identify and provide safe spaces / appropriate

☐ Identify sources of initial funding to defray expenses

☐ Determine human resource needs including number of Peer

☐ Formulate Standard Operating Procedures for referral

☐ Review monitoring and evaluation plan (See Monitoring

8 Community Health Promotion Playbook

☐ Revisit and review provisions on local support group

6. Community engagement and social mobilization activities (See Communication

☐ Disseminate copies of ordinance to: Health

☐ Engage speciﬁc population groups affected by ordinance Youth

☐ Recruitment of volunteer youth peer facilitators School

☐ Recruitment of peer support group members Youth

7. Peer Facilitator Management

☐ Pooling of Peer Facilitator trainees from local schools Peer

☐ Filing of training application Peer

Peer Support Groups for the Youth 9

☐ Posting of committee decision - 30 calendar days from

☐ Issuance of Certiﬁcate of Accreditation and ID

☐ Facilitate capacity building courses (See

☐ Conduct performance review and feedback of peer

☐ Re-evaluate complement of registered peer facilitators

☐ Facilitate annual registration of peer facilitators

10 Community Health Promotion Playbook

What is the policy support for this Health Promotion Program?

AN ORDINANCE INSTITUTIONALIZING “PEER SUPPORT GROUPS” AS AN EARLY

Peer Support Groups for the Youth 11