Online peer support for students

While many UK higher education institutions have websites offering information and advice on common student problems, interactive online support is less common. This article describes a project developing internet-based mutual support for students experiencing psychological problems at University College London

Peer Support

Chapter Summary: This chapter is intended for those serving on MISSION-VET teams as Peer Support Specialists (PSS). It explains the unique role of the position. Following an overview of their role within the MISSIONVET treatment program, the chapter explains how the PSS works with the MISSION-VET Case Manager. It also highlights how the PSS serves as a role model and as a source of encouragement and support to Veterans receiving MISSION-VET services. Case examples are included to illustrate how PSSs facilitate discussions on topics of particular concern to Veterans receiving treatment services and how the PSS continues to meet with Veterans regularly once they have transitioned to the community. It also includes special considerations that are unique to the role of the PSS

What constitutes 'peer support' within peer supported development?

Purpose: Peer supported schemes are replacing traditional Peer Observation of Teaching (PoT) programmes within some Higher Education Institutions. Peer supported schemes, whilst similar in philosophy to PoT, enable academic and academic related staff to support each other in non-teaching related activities. The purpose of this paper is to explore, therefore, the role of peer support in comparison with that of coaching and mentoring to clearly differentiate the activity. Design/methodology/approach: In 2010, one UK HEI appointed two Academic Fellows to implement and embed a 'Peer supported Development Scheme' (PSDS) within the institution. Through analysing the implementation process and drawing on activity conducted under such a scheme, this article examines the notion of 'peer support' in comparison to mentoring and coaching. The purpose of this will enable Academic Fellows to be able to better advise 'Supporters' how to work with colleagues and engage in structured dialogue to improve teaching and learning practice. Findings: The findings highlight that Peer support schemes are tangentially different to mentoring and coaching, however some activity undertaken as part of our peer supported scheme was actually mentoring and coaching. Therefore clearer guidance needs to be given to colleagues in order to steer the process towards 'peer support'. Originality/value: The PSDS discussed within this paper is only one of a few established within the UK and therefore findings from such schemes and how they are established are still emerging and will benefit other HEIs moving from PoT towards peer supported development

Online peer support for patients with somatic diseases

With the availability of the Internet, so rose the opportunity to share concerns and experiences with peers online. In this thesis the meaning of online support groups for patients with rheumatoid arthritis, fibromyalgia and breast cancer was examined from different perspectives. To this aim, six studies were performed. In study 1 a content analysis was conducted on 1500 messages derived from various discussion groups for the aforementioned conditions. The main aim was to examine if the disadvantages that are mentioned in literature, actually occur. In study 2 a group of participants of various online discussion groups were (qualitatively and quantitatively) questioned about their use of these groups, the perceived advantages and disadvantages and if and how their participation empowers them. In the third study a representative sample of patients, derived from 2 hospitals, were asked to fill out written questionnaires to examine their use of Internet for health-related reasons and their participation in face-to-face and online support groups. The factors that are associated to this were also examined. In study 4 a group of patients with rheumatoid arthritis was qualitatively questioned about reasons for (not) engaging in (online) peer-to-peer support. In the fifth study a survey was sent to all Dutch rheumatologists and oncologists to explore their experiences and attitudes with regard to their patients’ health-related Internet use. Finally, in study 6, 23 webmasters of online support groups were interviewed to explore their reasons for initiating online support groups and the factors that determine the success of these groups. The main finding of our studies was that patients who use online support groups benefit in various ways, however, only a small proportion of Dutch patients participate in these groups

Peer Support for Addiction in the Inpatient Setting

Background: In 2006 the Institute of Medicine reported that combined mental illness and substance use disorder was the second leading cause of disability and death in women and the highest cause in men. More recent data obtained from the 2016 National Survey on Drug Use and Health (Ahrnsbratz et al 2016) indicates in 2016 only one in ten of the people who need treatment, receive it. At Cambridge Health Alliance’s Everett Hospital, the site of this pilot project, opioid overdose and acute alcohol intoxication comprise one in every ten visits in the Emergency Department. In January of 2018, CHA partnered with North Suffolk Mental Health to embed two Recovery Coaches in the Emergency Room and Inpatient setting to support and engagement and navigation into treatment for patients presenting to the hospital with addiction. Aims: The aim of this study is to describe Year One of the Recovery Coach pilot project, with recommendations for improvement to inform further program growth. Method: The population of patients who worked with a Recovery Coach in Year One is described in terms of demographic information, insurance status and ACO attribution. Semi-structured interviews of patients, Recovery coaches, staff, providers, and administrators were conducted to extract qualitative themes among the stakeholders. Results: The average patient is described as a 44-year-old, white, low-income, English-speaking male living in a surrounding community with Alcohol use Disorder. Themes emerging from interviews indicate positive support for the program from all stakeholder perspectives. Strong themes of value in patient engagement, Recovery Coach empowerment, and influence on staff and provider work satisfaction emerge, as well as several areas of opportunity for program improvement. Conclusions: The findings of this study provide valuable stakeholder input that will improve the program and inform its expansion. The findings should not be generalized to other programs, as the CHA inpatient-based Recovery Coach model is different than other programs described in the literature. However, this study may be of interest to another hospital planning to develop an inpatient-based model

Peer support for discharge from inpatient to community mental health services: Study protocol clinical trial (SPIRIT Compliant).

INTRODUCTION: In the period shortly after discharge from inpatient to community mental health care, people are at increased risk of self-harm, suicide, and readmission to hospital. Discharge interventions including peer support have shown potential, and there is some evidence that community-based peer support reduces readmissions. However, systematic reviews of peer support in mental health services indicate poor trial quality and a lack of reporting of how peer support is distinctive from other mental health support. This study is designed to establish the clinical and cost effectiveness of a peer worker intervention to support discharge from inpatient to community mental health care, and to address issues of trial quality and clarity of reporting of peer support interventions. METHODS: This protocol describes an individually randomized controlled superiority trial, hypothesizing that people offered a peer worker discharge intervention in addition to usual follow-up care in the community are less likely to be readmitted in the 12 months post discharge than people receiving usual care alone. A total of 590 people will be recruited shortly before discharge from hospital and randomly allocated to care as usual plus the peer worker intervention or care as usual alone. Manualized peer support provided by trained peer workers begins in hospital and continues for 4 months in the community post discharge. Secondary psychosocial outcomes are assessed at 4 months post discharge, and service use and cost outcomes at 12 months post discharge, alongside a mixed methods process evaluation. DISCUSSION: Clearly specified procedures for sequencing participant allocation and for blinding assessors to allocation, plus full reporting of outcomes, should reduce risk of bias in trial findings and contribute to improved quality in the peer support evidence base. The involvement of members of the study team with direct experience of peer support, mental distress, and using mental health services, in coproducing the intervention and designing the trial, ensures that we theorize and clearly describe the peer worker intervention, and evaluate how peer support is related to any change in outcome. This is an important methodological contribution to the evidence base. TRIAL REGISTRATION: This study was prospectively registered as ISRCTN 10043328 on November 28, 2016

PEER SUPPORT SYSTEMS

Using peer support in the classroom is an effective instructional strategy that helps bridge the gap for students with disabilities while supporting inclusion. This research to practice presentation discusses ways to implement peer supports in English Language Arts, music, and technical education courses to meet the instructional needs of all learners within our content areas. We will utilize a universal design for learning approach with an anti-ableist and anti-racist lens. We will include research related to this instructional strategy and provide specific examples that reach across content areas

Building social capital through breastfeeding peer support: Insights from an evaluation of a voluntary breastfeeding peer support service in North-West England

Background: Peer support is reported to be a key method to help build social capital in communities. To date there are no studies that describe how this can be achieved through a breastfeeding peer support service. In this paper we present findings from an evaluation of a voluntary model of breastfeeding peer support in North-West England to describe how the service was operationalized and embedded into the community. This study was undertaken from May, 2012 to May, 2013. Methods: Interviews (group or individual) were held with 87 participants: 24 breastfeeding women, 13 peer supporters and 50 health and community professionals. The data contained within 23 monthly monitoring reports (January, 2011 to February 2013) compiled by the voluntary peer support service were also extracted and analysed. Results: Thematic analysis was undertaken using social capital concepts as a theoretical lens. Key findings were identified to resonate with ’bonding’, ‘bridging’ and ‘linking’ forms of social capital. These insights illuminate how the peer support service facilitates ‘bonds’ with its members, and within and between women who access the service; how the service ‘bridges’ with individuals from different interests and backgrounds, and how ‘links’ were forged with those in authority to gain access and reach to women and to promote a breastfeeding culture. Some of the tensions highlighted within the social capital literature were also identified. Conclusions: Horizontal and vertical relationships forged between the peer support service and community members enabled peer support to be embedded into care pathways, helped to promote positive attitudes to breastfeeding and to disseminate knowledge and maximise reach for breastfeeding support across the community. Further effort to engage with those of different ethnic backgrounds and to resolve tensions between peer supporters and health professionals is warranted