Testimonials

We are looking to add testimonials to the website. They can be from adult supervisors, peer helpers or those receiving services. Ideally, a graphic would also be included--it can be a photo of the person, the logo for the specific program or other representation to include with the words. Send an email with the text and a pic file to NAPPP@peerprogramprofessionals.org or send by mail to NAPPP, PO Box 28564, Gladstone, MO 64188. Thanks for considering being part of this area on our website.

PLEASE NOTE: A photo consent form needs to be completed and received before a person's photo is used. It can be scanned and sent as an email attachment or mailed to the NAPPP Office.
Download a photo consent form.


NAPPP Certified Trainer/Consultant Cindy Wynn, a Licensed Professional Counselor in the State of Missouri, who currently teaches in the graduate counselor education program at Lindenwood University, recently heard from a former student about the benefits of peer helping. Cindy was with the City of St. Charles School District for 31 years as a teacher, middle and high school counselor and the district-wide Safe and Drug-Free Schools and Communities Grant Coordinator. In this role, Cindy oversaw the development of the district wide peer helping program. The following are remarks from a former student as to how lessons she learned as a Peer Helper are still with her.

I participated in the Peer Helper program at Jefferson when you were one of the Peer Leaders/Counselors. Well, in a nutshell, I graduated with a BS in Public Relations in 1998 from what is now Missouri State University and moved to a town just north of Dallas, TX. While I have been successful in my career path and family, my true passion and personal success lies in helping people and kids to be leaders and caring individuals in our community. I am involved in the community in many ways and am sort of known as the 'one to come to' – I don't advise, I use what you taught us in middle school. I have carried all of that with me to this day, and feel that I can, and should, pass that on to others. I feel that our community, our schools, where I live so desperately need a program like Peer Helpers - we can have such an impact, especially in this time of economic change. , I was greatly impacted by the Peer Program, along with additional training and seminars throughout the years, and carry those concepts and principles with me each day. Whether it be communicating with my children, dealing with personal or professional challenges, helping family or friends with life challenges, etc., I always feel safe and have faith because of those basic ideals I learned long ago ... 22 years ago.”

Kathleen Graham, CPPE, St. Charles, Missouri, shared the following update from a former student.

Dear Mrs. Graham,
I graduated in 2003 and I believe I was in Peer then too. I just thought I would send you an email to let you know that your Peer class impacted my life long after I left St. Charles High School. I know you may not remember me, you have probably had a LOT of students since then, but I have never forgotten this class. I have let a lot of stuff slip my mind in the last 7 or 8 years, like I don't remember most of my math class information and I don't remember a lot of important dates in history. But I remember nearly every day of Peer. Fate worked to put me in that class and it impacted my life. Every single day, I am reminded of the mission of young people to reach their peers. Whether the issue is drugs, alcohol or social problems, young people have a unique ability to relate to those young people around them in a way that adults can never really do. Peer class kept me safe and on the right track in college and afterward. In college, all my friends were experimenting with drugs and drinking every night, but I never did any of it. Whenever they would invite me (and they always did) I just remembered what we learned in Peer and I was able to say no, every time. There was one night (over 6 years ago) I didn't personally do any drugs but I was in the room and I ended up feeling some effects. I got so sick and then vowed to find new friends. So, I did. Today, I keep fighting the drug and alcohol fight. I train drug detecting, bomb detecting, service, therapy and police dogs. The things I learned in Peer help me to train these animals better and faster. I have spoken at elementary schools and middle schools. My dogs not only find the drugs and drug users, but they go to the drug treatment facilities and we assist drug addicts and former drug addicts in any way we can. Which usually, all they want is emotional support. I feel the sense of urgency that exists to clean up streets and lives. I have seen what happens to promising young lives when drugs enter the picture. I have had to send my dogs after people I went to grade school with. I have found drugs in baby cribs, children's back packs and in piggy banks. I have seen some of the most heart breaking scenes, but I keep working. I believe that one day, children will be protected from the dangers of drugs. I also believe that within everyone lies an ability - that ability could be speech, song, educating, writing or just being an actual role model. My ability is to train dogs to find these drugs and save lives. Unlike most people who make a public fight against drugs and alcohol, however, I actually walk the walk. I don't drink, smoke or do drugs. I drank on my 21st birthday and I haven't touched alcohol since. I never smoked and I never did drugs. I have you, Mrs. Graham, and my Peers in that class to thank for the life I have now. Yes, I see some devastating scenes, but I also see beauty. I see people get clean and join the 'good fight' with me. That is so rewarding.

BRIAN FOX
Brian Fox, San Francisco, CA, recently retired as director of the Peer Resources Program, which he held starting in 2001. One of the Peer Resources' programs that has brought much satisfaction to Brian is peer-led research. At the beginning of each school year, peer leaders design and deliver peer-led research tools that address critical issues in their schools. Peer leaders may incorporate surveys, focus groups, and interviews into research of these issues, whether it be nutrition in the school cafeteria, 9th grade transition, hiring an additional counselor, or looking at gang violence. Peer helpers evaluate their own needs by compiling these findings and set priorities with the assistance of their coordinators. Once the results of the research have been collected and assessed, peer helpers are able to advocate and design programs that are implemented throughout the school year.

Brian emphasizes the importance of peer programs addressing issues of racial prejudice and tensions that prevent building supportive relationships. "peer programs can start by having students research barriers to students not succeeding and what can be done to resolve the problem." Brian challenges NAPP members to continue to carve out space for peer programming. When pressures mount, lateral relationships tend to inspire and protect the students. Brian also points out the importance of addressing issues of racial prejudice and lessons that prevent building supportive relationships. "I think it is important that those involved in peer programs talk openly about racial disparities."
Download more information about Brian Fox.