scholarly journals Development of a Lived Experience-Based Digital Resource for a Digitally-Assisted Peer Support Program for Young People Experiencing Psychosis

2020 ◽  
Vol 11 ◽  
Author(s):  
Claire E. Peck ◽  
Michelle H. Lim ◽  
Melanie Purkiss ◽  
Fiona Foley ◽  
Liza Hopkins ◽  
...  
Author(s):  
Dezarie Moskal ◽  
Holly Whitaker ◽  
Julia F. Bernstein ◽  
Stephen A. Maisto ◽  
Gerard J. Connors

Author(s):  
Jason Dawson ◽  
Mary Johnston ◽  
Nancy Kehiayan ◽  
Susan Kyanko ◽  
Ruby Martinez

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Louisa Ng ◽  
Bhasker Amatya ◽  
Fary Khan

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.


2014 ◽  
Vol 65 (9) ◽  
pp. 1177-1177 ◽  
Author(s):  
Shaili Jain ◽  
Julia M. Hernandez ◽  
Steven E. Lindley

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

2020 ◽  
Vol 64 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Dimity A Crisp ◽  
Debra Rickwood ◽  
Bridgette Martin ◽  
Nicola Byrom

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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