INTERVENTION: PEER SUPPORTS

By, Kelsey Schonhard

WHAT IS PEER SUPPORTS?

An intervention strategy unto which people of an educational system help one another through natural friendships created by the program.

There are many different types: elder peer aiding younger peer, general education peer aiding special education peer, and special education peer aiding special education peer.

CLASSROOM APPLICATION Ways to use peer supports in the

classroom: Pairing partners Group work Oversee activities Available if necessary

DEMOGRAPHICS Approximately

77% of schools across the United States do have some form of Peer supports in place at their school.

While, approximately 23% of schools do not have any ‘formal’ form of Peer supports in place in their school.

BENEFITS OF PEER SUPPORTS

Students are more approachable than adults

Builds relationships

Increases disabled students confidence

BENEFITS CONTINUED… Increased social

interactions in the classroom

Increased academic performance

Increases students with disabilities interest in extracurricular activities

BENEFITS CONTINUED… Lastly,

EVERYONE benefits from peer supports!

Teachers, students with the disability, and peer supporters themselves

LIMITATIONS As with any benefit, comes a limitation.

Public interest, buy-in

Role of staff

Further research

QUALITIES OF A GOOD PEER MENTOR

Good listener Doesn’t judge Knows the

school well Good

communicator Positive attitude

FACTS ABOUT PEER SUPPORTS The most common

form of peer supports is called “Peer befriending” and in second place is “Peer mentoring”

The peer supporters are trained most often by internal staff members

It is most utilized in the school lunchroom.

Can be applied to walking down the halls, playing outside, and uninstructed times of the day

STUDY BY CATHERINE HOULSTON (1) Which of the following options described the existing

peer support initiative (more than one option could be selected): a befriending approach –encouraging peer supporters or ‘buddies’ to build friendships with vulnerable or lonely children; a conflict mediation approach – training peer supporters to resolve peer conflicts and bullying situations; a counseling approach – whereby peer counselors provide support to students through relatively formal structured sessions; a mentoring approach – whereby a relationship is formed between a peer mentor who acts as a role model to another pupil (usually younger) who is in need of support and guidance; a lunchtime club – informal sessions run by peer supporters during break times that students are able to attend without appointment to engage in various games and activities; and, lastly, there was an ‘other’ option where respondents were asked to give brief details associated with peer support initiatives.

SURVEY CONTINUED (2) How long the peer support scheme had been operating in

the school. (3) Qualitative information about the main objectives and

expected outcomes (4) The source of the training provided for peer supporters (all

applicable answers could be selected): local authority; neighboring schools; CHIPS (Child line in Partnership with Schools); the National Society for the Prevention of Cruelty to Children; another external agency – with name of organization if known; internal members of staff; or ‘no formal training’.

(5) The total number of students typically trained. (6) The approximate gender ratio of these students. (7) The year group(s) these peer supporters were in. (8) Whether the school was involved in sharing practice in

peer support schemes with other schools (‘yes’/‘no’/‘don’t know’).

ONLINE RESOURCES The National

Alliance on Mental Illness (NAMI)

“Peer Resources Network”:

http://www.peer.ca/peer.html