scholarly journals Peer Advisors for Veteran Education (PAVE): Implementing a sustainable peer support program for student veterans on college campuses

2017 ◽  
Vol 28 (3) ◽  
Author(s):  
Michelle Kees ◽  
Brittany Risk ◽  
Chrysta Meadowbrooke ◽  
Timothy Nellett ◽  
Jane Spinner
Keyword(s):  
Peer Support ◽  
Help Seeking ◽  
Student Veterans ◽  
College Campuses ◽  
Support Program ◽  
Gi Bill ◽  
Iterative Development ◽  
Veteran Education ◽  
Peer Advisors ◽  
Peer Support Program

Student veterans have been attending college in greater numbers since the passing of the Post/9-11 GI Bill. Although similar to other nontraditional students, student veterans face unique transition challenges that can impact their pursuit of higher education. Many student veterans could benefit from dedicated programs to help them succeed in college, which in turn would enable them to secure employment in the civilian world. Facilitating the success of student veterans also makes wise use of the financial and institutional resources invested in their education. Peer support programs can help by providing an established community of other student veterans who can normalize transition experiences, offer social support, reduce stigma associated with help-seeking, and connect to useful services on and off campus. This paper describes the iterative development of a nationwide peer support program for student veterans, Peer Advisors for Education (PAVE), which uses trained peers to provide outreach, support, and linkage to resources to assist student veterans. Through a hybrid technology platform for training and program management, PAVE has been delivered on 40 college campuses nationwide and is well-positioned for larger scale national rollout.  

scholarly journals Evaluation of a Web-based Psychosocial Education and Peer Support Program for Alcohol Use Concerns

2021 ◽  
pp. 1-17
Author(s):  
Dezarie Moskal ◽  
Holly Whitaker ◽  
Julia F. Bernstein ◽  
Stephen A. Maisto ◽  
Gerard J. Connors
Keyword(s):  
Alcohol Use ◽  
Peer Support ◽  
Support Program ◽  
Web Based ◽  
Peer Support Program

Response to Patient Assault: A Peer Support Program For Nurses

1988 ◽  
Vol 26 (2) ◽  
pp. 8-9
Author(s):  
Jason Dawson ◽  
Mary Johnston ◽  
Nancy Kehiayan ◽  
Susan Kyanko ◽  
Ruby Martinez
Keyword(s):  
Peer Support ◽  
Support Program ◽  
Patient Assault ◽  
Peer Support Program

scholarly journals Outcomes of a Peer Support Program in Multiple Sclerosis in an Australian Community Cohort: A Prospective Study

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Louisa Ng ◽  
Bhasker Amatya ◽  
Fary Khan
Keyword(s):  
Quality Of Life ◽  
Multiple Sclerosis ◽  
Peer Support ◽  
Psychological Functioning ◽  
Support Program ◽  
Depression Anxiety Stress Scale ◽  
Brief Cope ◽  
The Impact ◽  
Peer Support Program

Background/Objectives. This pilot study evaluated the impact of a peer support program on improving multiple sclerosis (MS) related psychological functions (depression, anxiety, and stress) and enhancing quality of life. Methodology. Participants (n=33) were recruited prospectively and received an 8-week group face-to-face peer support program. Assessments were at baseline (T1), 6 weeks after program (T2), and 12 months after program (T3), using validated questionnaires: Depression Anxiety Stress Scale (DASS), McGill Quality of Life (MQOL), and Brief COPE. Results. Participants’ mean age was 52; the majority were female (64%) and married (64%). Median time since MS diagnosis was 16 years. At T2, participants reported improved psychological functioning (DASS “depression,” “anxiety,” and “stress” subscales, z values −2.36, −2.22, and −2.54, moderate effect sizes (r) 0.29, 0.28, and 0.32, resp.) and quality of life (MQOL SIS z score −2.07, r=0.26) and were less likely to use “self-blame” as a coping mechanism (Brief COPE z score −2.37, r=0.29). At T3, the positive improvements in stress (DASS stress subscale z score −2.41, r=0.31) and quality of life were maintained (MQOL SIS, z score −2.30, r=0.29). There were no adverse effects reported.

Peer Support Program for Veterans in Rural Areas

2014 ◽  
Vol 65 (9) ◽  
pp. 1177-1177 ◽  
Author(s):  
Shaili Jain ◽  
Julia M. Hernandez ◽  
Steven E. Lindley
Keyword(s):  
Peer Support ◽  
Rural Areas ◽  
Support Program ◽  
Peer Support Program

scholarly journals Caring for the Caregiver: Development and Piloting of a Peer Support Program

2018 ◽  
Vol 49 (1) ◽  
pp. S15-S16
Author(s):  
Anita Vloet ◽  
Carina Feuz ◽  
Andrea Shessel ◽  
Elen Moyo
Keyword(s):  
Peer Support ◽  
Support Program ◽  
Peer Support Program

Implementing a peer support program for improving university student wellbeing: The experience of program facilitators

2020 ◽  
Vol 64 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Dimity A Crisp ◽  
Debra Rickwood ◽  
Bridgette Martin ◽  
Nicola Byrom
Keyword(s):  
Peer Support ◽  
Skill Development ◽  
Support Program ◽  
Support Programs ◽  
Mentoring Programs ◽  
Group Facilitation ◽  
Low Mood ◽  
The Impact ◽  
Individual Professional ◽  
Peer Support Program

Peer support programs offer a promising approach to addressing the high levels of stress and psychological distress reported by university students. However, few studies have considered the impact of implemented programs on the wellbeing and skill development of student facilitators. This study examines the experiences of student facilitators of a guided peer support program for reducing and preventing stress and low mood in student participants. Benefits to student facilitators, anticipated and actual, include the development of skills and experience in group facilitation, and a greater sense of community and belonging. While challenges exist in establishing initiatives, peer support and mentoring programs can offer valuable benefits by increasing wellbeing and fostering skill development for both participants and student facilitators. It is important that university-based peer support programs consider the student facilitator experience in both program development and evaluation and ensure training addresses facilitator concerns, prepares students adequately for the role, and considers the benefits for individual professional development.

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