How do peer support workers value self‐directed growth over conventional change goals among young people experiencing homelessness?

Tying Tight or Splitting Up

LGBTQ Divorce and Relationship Dissolution ◽

10.1093/med-psych/9780190635176.003.0014 ◽

2018 ◽

pp. 245-262

Author(s):

Aaron Dickinson Sachs

Keyword(s):

Social Support ◽

Young People ◽

Peer Support ◽

Personal Narrative ◽

Safe Space ◽

Relationship Dissolution ◽

Same Sex ◽

Performative Writing ◽

Family Dissolution ◽

Parental Relationship

In this reflexive autoethnography, the author uses performative writing and evocative personal narrative to recount the dissolution of his parents’ relationship and explore the implications of such dissolutions for children of same-sex relationships. The lack of legal and social support structures available to LGBTQ families in the 1980s, and the prevalence of anti-LGBTQ rhetoric focused on the effects of LGBTQ parents on children, both increased the already traumatic impact of family dissolution on the author. As a child, like members of many groups under “political threat,” the author feared that discussing the difficulty of his parents’ separation would validate anti-LGBTQ rhetoric. For the author, labeling the dissolution of his parents’ relationship as “divorce,” and finding friendship with other young people from divorced families, was insufficient; only peer support from other people with LGBTQ parents helped the author to find a safe space to share the trauma of parental relationship dissolution.

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Role of peer support workers in care services for young people

Learning Disability Practice ◽

10.7748/ldp.17.6.28.e1551 ◽

2014 ◽

Vol 17 (6) ◽

pp. 28-30

Author(s):

Helen Oldknow ◽

James Gosling ◽

Karen Etheridge ◽

Kevin Williamson

Keyword(s):

Young People ◽

Peer Support ◽

Care Services

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Training, Implementation, and Potential of a Cybermentoring Scheme in Six EU Countries

Journal of Psychologists and Counsellors in Schools ◽

10.1017/jgc.2019.11 ◽

2019 ◽

Vol 30 (1) ◽

pp. 58-72

Author(s):

Peter K. Smith ◽

Fran Thompson ◽

John Jessel ◽

Andrea Kožuchová ◽

Irene Ferreira ◽

...

Keyword(s):

Czech Republic ◽

Young People ◽

Peer Support ◽

Questionnaire Survey ◽

Positive Impact ◽

National Level ◽

The Czech Republic ◽

Train The Trainer ◽

The United Kingdom ◽

Cross National

AbstractCybermentoring refers to virtual peer support in which young people themselves are trained as cybermentors and interact with those needing help and advice (cybermentees) online. This article describes the training in, and implementation of, a cross-national cybermentoring scheme, Beatbullying Europe, developed in the United Kingdom. It involved train-the-trainer workshops for partners and life mentors in six European countries (Italy, Spain, Portugal, Romania, Poland and the Czech Republic) in 2013–2014, followed by training sessions for pupil cybermentors aged 11–16 years. Although BeatBullying went into liquidation in November 2014, the project was largely completed. We (1) report an evaluation of the training of the life mentors and mentors, via questionnaire survey; and (2) discuss findings about the implementation of the scheme and its potential at a cross-national level, via partner interviews during and at the end of the project. The training was found to be highly rated in all respects, and in all six countries involved. The overall consensus from the data available is that there was a positive impact for the schools and professionals involved; some challenges encountered are discussed. The BeatBullying Europe project, despite being unfinished, was promising, and a similar approach deserves further support and evaluation in the future.

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Peer Support for Adolescents and Young People Living with HIV in sub-Saharan Africa: Emerging Insights and a Methodological Agenda

Current HIV/AIDS Reports ◽

10.1007/s11904-019-00470-5 ◽

2019 ◽

Vol 16 (6) ◽

pp. 467-474 ◽

Cited By ~ 3

Author(s):

Daniella Mark ◽

Susan Hrapcak ◽

Wole Ameyan ◽

Ronnie Lovich ◽

Agnes Ronan ◽

...

Keyword(s):

Young People ◽

Peer Support ◽

Sub Saharan Africa ◽

People Living With Hiv ◽

Sub Saharan ◽

Living With Hiv

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Peer support for young people with same-sex attraction

Equality, Participation and Inclusion 2 ◽

10.4324/9780203839775-19 ◽

2010 ◽

pp. 193-209

Keyword(s):

Young People ◽

Peer Support ◽

Same Sex ◽

Sex Attraction

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Supportive interchanges and face-work as ‘protective talk’ in an online self-harm support forum

Communication & Medicine ◽

10.1558/cam.v9i1.71 ◽

2013 ◽

Vol 9 (1) ◽

pp. 71-82 ◽

Cited By ~ 3

Author(s):

Siobhan Sharkey ◽

Janet Smithson ◽

Elaine Hewis ◽

Ray Jones ◽

Tobit Emmens ◽

...

Keyword(s):

Discourse Analysis ◽

Young People ◽

Peer Support ◽

Online Support ◽

Online Interactions ◽

Advice Giving ◽

Crisis Support ◽

Self Harm ◽

New Perspective

Within a context of concern about inappropriate advice-giving online, we examined how young people who self-harm behave online, and how professionals might engage with them. We use Discourse Analysis to focus on participant interactions (posts) from a forum’s crisis/support rooms, and highlight the prevalence of disclaimers, hedges, questions and tags in the young people’s online interactions. We use the concept of facework as a framework to help understand interactions in the forum SharpTalk. The findings demonstrate the use of a range of mitigation devices, and suggest that the young people orientate to a ‘protective’ line in their supportive interactions. These findings echo Goffman’s (1967) ‘supportive interchanges’ in that the young people’s online interactions may help to preserve face, in an emotionally complex setting, whose vulnerable members also need ‘protective’ and sensitive support. Taking this ‘line’ may enable members to create a more open and trusting context for support, and to remain in a forum which they find both helpful and challenging. In light of concerns about online support, the findings provide a new perspective on online peer-support for young people who self-harm.

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Correlates of Vigorous Physical Activity for Children in Grades 1 through 12: Comparing Parent-Reported and Objectively Measured Physical Activity

Pediatric Exercise Science ◽

10.1123/pes.14.1.30 ◽

2002 ◽

Vol 14 (1) ◽

pp. 30-44 ◽

Cited By ~ 198

Author(s):

James F. Sallis ◽

Wendell C. Taylor ◽

Marsha Dowda ◽

Patty S. Freedson ◽

Russell R. Pate

Keyword(s):

Physical Activity ◽

Young People ◽

Peer Support ◽

Vigorous Physical Activity ◽

Parent Report ◽

Parental Report ◽

Explanatory Variables ◽

Objectively Measured ◽

Objectively Measured Physical Activity

Correlates of physical activity were examined in young people in grades 1 through 12, and analyses were conducted separately for eight age/grade and sex subgroups. Twenty-one explanatory variables were assessed by parental report. Physical activity was assessed in 781 young people via parent report, and 200 wore an accelerometer for seven days. Between 11% and 36% of parent-reported child vigorous physical activity was explained. The most consistent correlates were peer support and use of afternoon time for active rather than sedentary recreation. Peer support was the only significant correlate of objectively monitored activity in multiple subgroups.

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Online peer support training to promote adolescents’ emotional support skills, mental health and agency during COVID-19: A pilot randomised controlled trial

10.31234/osf.io/m7syr ◽

2021 ◽

Author(s):

Gabriela Pavarini ◽

Tessa Reardon ◽

Anja Hollowell ◽

Vanessa Bennett ◽

Emma Lawrance ◽

...

Keyword(s):

Young People ◽

Peer Support ◽

Controlled Trial ◽

Training Group ◽

Mental Wellbeing ◽

Emotional Symptoms ◽

Health Crisis ◽

Pilot Randomised Controlled Trial ◽

Randomised Controlled ◽

Post Randomisation

Background: Adolescents often look to their peers for emotional support, so it is critical that they are prepared to take on a supportive role, especially during a health crisis. Using a pilot randomised controlled trial (ISCRN registry, number ISRCTN99248812), we tested the efficacy of an online training programme designed to equip young people with skills to support to their peers’ mental wellbeing during the COVID-19 pandemic. Methods: We recruited one hundred young people (aged 16-18) living in the UK, through social media advertisements. In June 2020, participants were randomly allocated (1:1) to immediate 5-day peer support training (n=50) or a wait-list (n=50) via an independently generated allocation sequence. Primary outcomes were indicators of ability to help others (motivation, perceived skills, frequency of help provided, compassion to others and connectedness to peers). Secondary outcomes included emotional symptoms, mental wellbeing, and indicators of agency (civic engagement and self-efficacy). We also collected qualitative reports of participants’ experience. Assessments were completed at baseline and 1-week post randomisation (primary endpoint), and up to 4-weeks post-randomisation (training group only). Results: We found significant effects of online peer support training on all indicators of ability to help others, except for motivation to provide support. The training increased perceived support-giving skills, frequency of providing support, compassion and peer connectedness 1-week post-randomisation, compared to controls (medium-large effect sizes). Gains in the training group were maintained 4-week post-randomisation. Training also produced benefits in relation to emotional symptoms, wellbeing, and indicators of agency, and qualitative reports revealed further positive outcomes including increased personal self-care and feelings of empowerment. Conclusions: Online peer support training brought benefits across a range of outcomes. Leveraging digital platforms that are familiar to young people, peer support training has the potential to enable adolescents to support their own and their peers’ mental wellbeing during a health crisis.

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