scholarly journals Thematic analysis of mechanisms underpinning email peer support for young people with eating disorders

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Imogen Peebles ◽  
Beccy Brown ◽  
Emma Juster ◽  
Fiona Duffy
Keyword(s):  
Eating Disorder ◽  
Peer Support ◽  
Thematic Analysis ◽  
Peer Interactions ◽  
Support Service ◽  
Online Forums ◽  
New Developments ◽  
Content Type ◽  
Face To Face ◽  
Peer Support Service

Purpose Peer support, such as mentorship and befriending, has been found to have a valuable impact on a range of outcomes. There are multiple formats, including face-to-face (individually and group), and in online forums. Advancement in technology has enabled online peer support to increase in popularity; however, little is known about mechanisms underpinning individual one to one online peer interactions. The purpose of this paper is to qualitatively explore the mechanisms underpinning email exchanges in an eating disorder peer support service. Design/methodology/approach Email transcripts from dyads in a moderated peer-to-peer email support service were analysed using inductive thematic analysis (Braun and Clarke, 2006). Findings The thematic analysis generated five themes as mechanisms of peer support. Relating and reflecting experience was the central superordinate theme. Subthemes included Positive Encouragement, Checking in and Prompting, Being a Confidante and Defining Recovery. Originality/value The current findings align with previous research and add new developments. The theme of Defining Recovery added the awareness of the personal perception of recovery, which had not been considered as a mechanism in previous literature and may be specific to this digital platform. This study could assist in the development of training for the provision of further peer support within eating disorder services.

Experiences of Volunteers Supporting Parents Following a Fatal Fetal Anomaly Diagnosis

2021 ◽  
pp. 104973232098783
Author(s):  
Stacey Power ◽  
Keelin O’Donoghue ◽  
Sarah Meaney
Keyword(s):  
Health Care ◽  
Peer Support ◽  
Thematic Analysis ◽  
Health Care Professionals ◽  
Fetal Anomaly ◽  
Voluntary Organizations ◽  
Face To Face ◽  
Bereaved Parents ◽  
Collaborative Working ◽  
And Training

Ireland has had a reliance on voluntary groups to provide peer-to-peer bereavement support. The aim of this study was to explore volunteers’, within these voluntary groups, experiences of supporting parents following a fatal fetal anomaly diagnosis. Purposive sampling was used to recruit volunteers ( n = 17) and face-to-face interviews undertaken. NVivo12 was utilized to assist in the thematic analysis of the data. Five themes; “motivation for altruistic acts,” “being challenged,” “value of education and training,” “supporting volunteers to support others,” and “it is not a sprint, it is a marathon” were identified. Volunteers felt comfortable in their peer-support role but found the lack of knowledge regarding newly implemented termination of pregnancy (TOP) services challenging. The importance of education/training was identified, emphasizing the need for collaboration with health care professionals and other voluntary organizations for support. The findings illustrate the need for collaborative working between health care professionals and volunteers to assist them in supporting bereaved parents.

scholarly journals Breastfeeding support at an Australian Breastfeeding Association drop-in service: a descriptive survey

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Elaine S. Burns ◽  
Louise Duursma ◽  
Zoi Triandafilidis
Keyword(s):  
Peer Support ◽  
Online Survey ◽  
Support Service ◽  
Free Access ◽  
Breastfeeding Support ◽  
Face To Face ◽  
Practical Support ◽  
Qualitative Responses ◽  
Descriptive Survey ◽  
Face Support

Abstract Background In Australia, during the early establishment phase of breastfeeding, women can access telephone peer support counselling provided by the Australian Breastfeeding Association (ABA) however options for face-to-face peer support are limited. The known factors which improve ongoing and exclusive breastfeeding include face-to-face support, peer and/or professional support, and trained personnel. This study aimed to examine women’s experiences of accessing one breastfeeding drop-in peer support service provided by trained peer support volunteer counsellors from the ABA. Methods Women who accessed the service were invited, in 2014, to participate in an anonymous online survey which collected both quantitative and qualitative data. Participants were asked about their experiences of breastfeeding support, as well as their experiences of the drop-in service. In total, 53 women completed the online survey, and subsequent analysis generated descriptive statistics and qualitative themes. Results Responses to the survey revealed that women attended the drop-in service with infants ranging in age from less than 1 week through to 12 months of age. Most women reported attending with infants aged 0–8 weeks of age (72%). The predominant presenting problems identified were sore/damaged nipples, difficulties with infant latching to the breast, or concerns about using nipple shields. Analysis of the open text qualitative responses revealed one overarching theme ‘Support to continue breastfeeding’ and four subthemes: ‘feeling listened to and not judged’; ‘emotional support and confidence building’; ‘the importance of face-to-face, practical support’; and ‘the need for ongoing, free access’. Discussion In this study many women were seeking support for ongoing breastfeeding difficulties. Health professionals who had limited breastfeeding knowledge and skills were identified as most unhelpful in providing support with ongoing breastfeeding difficulties. Women valued having access to trained peer counsellors, who had the capacity to provide non-judgemental, face-to-face support; who could sit through a feed; in a space that was ‘safe’; and who could enhance a woman’s confidence with breastfeeding over the course of her full breastfeeding journey. Conclusions Reactive peer support, provided in response to need, at an Australian Breastfeeding Association drop-in service, was described by participants as pivotal to enabling their ongoing breastfeeding.

scholarly journals Delivery of a Mental Health First Aid training package and staff peer support service in secondary schools: A process evaluation of uptake and fidelity of the WISE intervention

2020 ◽  
Author(s):  
Harriet Fisher ◽  
Sarah Harding ◽  
Sarah Bell ◽  
Lauren Copeland ◽  
Rhiannon Evans ◽  
...  
Keyword(s):  
Mental Health ◽  
Peer Support ◽  
First Aid ◽  
Support Service ◽  
Mental Health First Aid ◽  
Training Package ◽  
Mental Health Awareness ◽  
The One ◽  
Peer Support Service

Abstract Background: Improving children and young people’s provision for mental health is a current health priority in England. Secondary school teachers have worse mental health outcomes than the general working population, which the Wellbeing in Secondary Education (WISE) cluster randomised controlled trial aimed to improve. The WISE intervention comprised a Mental Health First Aid (MHFA) training package to at least 16 percent of staff, a short mental health awareness session to all teachers, and development of a staff peer-support service. Twenty-five schools were randomised to intervention or control arms. This paper reports findings regarding the extent of uptake and fidelity of the intervention, drawn from a wider process evaluation reported elsewhere. Methods: Mixed methods data collection comprised researcher observations of training delivery, training participant evaluation forms, trainer and peer supporter interviews, peer supporter feedback meetings, logs of support provided, and teacher questionnaires. Quantitative data were summarised descriptively, while thematic analysis was applied to the qualitative data. Results: In the 12 schools assigned to the intervention arm, 113 (8.6%) staff completed the two-day standard MHFA training course, and a further 146 (11.1%) staff completed the one-day MHFA for Schools and Colleges training. In seven (58.3%) schools the required eight percent of staff completed the MHFA training packages. A one-hour mental health awareness raising session was attended by 666 (54.5%) staff. Delivery of the MHFA training package was achieved with high levels of fidelity and quality across schools. All schools set up the peer-support service following training, with a majority adhering to most of the operational guidelines developed from the pilot study at the outset. Teachers reported limited use of the peer support service during follow-up. At the one year follow up, only three (25.0%) schools indicated they had re-advertised the service and there was evidence of a reduction in support from senior leadership. Conclusion: The MHFA training package was delivered with reasonably high fidelity, and a staff peer support service was established with general, but not complete, adherence to guidelines. In some schools insufficient staff received MHFA training and levels of delivery of the peer support service compromised intervention dose and reach.

scholarly journals Enhancing the student experience with the use of a dedicated subject website

2019 ◽  
Vol 17 (2) ◽  
pp. 39
Author(s):  
Rachel Hilliam ◽  
Gaynor Arrowsmith
Keyword(s):  
Social Media ◽  
Peer Support ◽  
Student Experience ◽  
Community Of Learners ◽  
Online Forums ◽  
Face To Face ◽  
Online Spaces ◽  
Effective Assessment ◽  
Assessment Strategies ◽  
Support Students

It is crucial not only to support students at all stages of their student journey, but also to create a space where they can benefit from peer support and interact with the wider mathematics and statistics (M&S) community. In a society awash with social media, it is possible to create online spaces that complement and enhance existing communities available in traditional face-to-face courses, or to provide such an environment for students who learn at a distance. The School of Mathematics and Statistics at The Open University (OU) has recently consolidated existing resources into a website resulting in an active and vibrant community of learners. The site contains resources, which students access at appropriate points in their student journey through M&S modules and qualifications. These resources are complemented by a number of dedicated and well-used online forums. In particular, a forum providing course choice information. Discussions in the forum have ultimately led to improvements in the structure of M&S qualifications, influencing the content of new modules, more effective assessment strategies, and better ways of supporting students. It is a true community of learners, where everyone - students, academics and educational advisors - all contribute, learn from each other, and shape the student experience.

scholarly journals Breastfeeding support at an Australian Breastfeeding Association drop-in service: a descriptive survey

2020 ◽  
Author(s):  
Elaine Burns ◽  
Louise Duursma ◽  
Zoi Triandafilidis
Keyword(s):  
Peer Support ◽  
Online Survey ◽  
Support Service ◽  
Free Access ◽  
Breastfeeding Support ◽  
Face To Face ◽  
Practical Support ◽  
Qualitative Responses ◽  
Descriptive Survey ◽  
Face Support

Abstract BackgroundIn Australia, during the early establishment phase of breastfeeding, women can access telephone peer support counselling provided by the Australian Breastfeeding Association (ABA) however options for face-to-face peer support are limited. The known factors which improve ongoing and exclusive breastfeeding include face-to-face support, peer and/or professional support, and trained personnel. This study aimed to examine women’s experiences of accessing one breastfeeding drop-in peer support service provided by trained peer support volunteer counsellors from the ABA.MethodsWomen who accessed the service were invited, in 2014, to participate in an anonymous online survey which collected both quantitative and qualitative data. Participants were asked about their experiences of breastfeeding support, as well as their experiences of the drop-in service. In total, 53 women completed the online survey, and subsequent analysis generated descriptive statistics and qualitative themes.ResultsResponses to the survey revealed that women attended the drop-in service with infants ranging in age from less than 1 week through to 12 months of age. Most women reported attending with infants aged 0-8 weeks of age (72%). The predominant presenting problems identified were sore/damaged nipples, difficulties with infant latching to the breast, or concerns about using nipple shields. Analysis of the open text qualitative responses revealed one overarching theme ‘Support to continue breastfeeding’ and four subthemes: ‘feeling listened to and not judged’; ‘emotional support and confidence building’; ‘the importance of face-to-face, practical support'; and ‘the need for ongoing, free access’.DiscussionIn this study many women were seeking support for ongoing breastfeeding difficulties. Health professionals who had limited breastfeeding knowledge and skills were identified as most unhelpful in providing support with ongoing breastfeeding difficulties. Women valued having access to trained peer counsellors, who had the capacity to provide non-judgemental, face-to-face support; who could sit through a feed; in a space that was ‘safe’; and who could enhance a woman’s confidence with breastfeeding over the course of her full breastfeeding journey. ConclusionReactive peer support, provided in response to need, at an Australian Breastfeeding Association drop-in service, was described by participants as pivotal to enabling their ongoing breastfeeding.Key words: Breastfeeding, Lactation, Peer support, Peer counsellor, Thematic analysis, Reactive support, Drop-in

scholarly journals A community-based peer support service for persons with severe mental illness in China

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Yunge Fan ◽  
Ning Ma ◽  
Liang Ma ◽  
Wei Xu ◽  
J. Steven Lamberti ◽  
...  
Keyword(s):  
Mental Illness ◽  
Severe Mental Illness ◽  
Peer Support ◽  
Support Service ◽  
Community Based ◽  
Peer Support Service

Effect of a peer support service on breast-feeding continuation in the UK: A randomised controlled trial

Midwifery ◽  
2012 ◽  
Vol 28 (6) ◽  
pp. 740-745 ◽  
Author(s):  
Kate Jolly ◽  
Lucy Ingram, ◽  
Nick Freemantle ◽  
Khalid Khan ◽  
Jacky Chambers ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Peer Support ◽  
Breast Feeding ◽  
Controlled Trial ◽  
Support Service ◽  
Randomised Controlled ◽  
The Uk ◽  
Peer Support Service

scholarly journals Using the behaviour change wheel to explore infant feeding peer support provision; insights from a North West UK evaluation

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Gill Thomson ◽  
Nicola Crossland
Keyword(s):  
Infant Feeding ◽  
Peer Support ◽  
Behaviour Change ◽  
Evidence Base ◽  
Support Service ◽  
Service Planning ◽  
North West ◽  
Behaviour Change Wheel ◽  
Randomised Controlled ◽  
Peer Support Service

Abstract Background Breastfeeding peer support is advocated in national and international guidelines, but the evidence base is mixed. In the UK, breastfeeding peer support was found to be ineffective in randomised controlled trials, while women report positive impacts on breastfeeding experiences in qualitative studies. A key criticism levied against breastfeeding peer support is the lack of theory underpinning intervention design. Here we use the Behaviour Change Wheel to structure the analysis of evaluation data from an infant feeding peer support service in one area in North West England. We aimed to provide theoretically informed insights into how peer support can be operationalised to influence women’s breastfeeding experiences. Methods A 2 year mixed-methods evaluation (2014–2016) comprised surveys and interviews (individual or group) with peer supporters, health and community professionals, project leads and women, and routinely collected infant feeding data. We used the three layers (policies, intervention functions and behaviour-related components) of the Behaviour Change Wheel to structure and interpret the data. Results Overall data comprised 23 interviews (n = 14 - individual; n = 9 - group) and 409 completed surveys. The findings are presented in three sections. First, the ‘policies’ (outer) layer of the Behaviour Change Wheel provides insights into the existing context, infrastructure and resources that underpinned peer support delivery. Then the second (intervention functions) and inner (behaviour components) layers of the Behaviour Change Wheel are used to present three themes, ‘developing capabilities for infant feeding’, ‘motivating guidance and support’ and ‘opportunities for support’. These findings highlight that a peer support service delivered in a context of effective interdisciplinary partnerships, Baby Friendly Initiative accreditation, and flexible service planning, with peer support provided via different types of instrumental, social, practical and emotional support was perceived to be highly beneficial on women’s breastfeeding experiences. In the final section key challenges faced by the service are outlined.  Conclusion While gaps and areas for development were highlighted, the service enhanced women’s capabilities, motivations and opportunities for breastfeeding. These theoretically informed insights into an organic and responsive peer support service help build the evidence base for breastfeeding peer support and to identify positive delivery features for future testing.

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