Faculty advisor: Dr. Maura AdsheadThis research was supported by the Undergraduate Research Opportunities Program (UROP)

Adshead, Maura

Kallish, Natasha

University of Minnesota Digital Conservancy

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this	  poster	  are	  ones	  we	  oCen	  see	  in	  
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I	  Get	  By	  With	  a	  LiFle	  Help	  from	  My	  Friends	  
Examining	  the	  Eﬃcacy	  of	  Peer-­‐Driven	  EmoNonal	  Support	  in	  a	  University	  Context	  
Natasha	  Kallish,	  Dr.	  Maura	  Adshead	  
UL	  Engage,	  University	  of	  LImerick	  
Natasha	  Kallish	  
University	  of	  Minnesota	  –	  Twin	  CiAes	  
Minneapolis,	  MN	  
kalli074@umn.edu	  
(708)	  214-­‐3685	  
Contact	  
1.	  United	  NaAons	  Children’s	  Fund	  Oﬃce	  of	  Research	  (2017,	  June).	  Building	  the	  future:	  Children	  and	  the	  sustainable	  development	  goals	  in	  rich	  countries.	  Retrieved	  from	  hqps://www.unicef-­‐irc.org/publicaAons/pdf/RC14_eng.pdf	  
2.	  Thompson,	  S.	  (2017,	  January	  10).	  There	  is	  a	  tsunami	  of	  third-­‐level	  students	  with	  mental	  health	  
problems.	  Irish	  Times.	  Retrieved	  from	  hqps://www.irishAmes.com/news/educaAon/there-­‐	  is-­‐tsunami-­‐of-­‐third-­‐level-­‐students-­‐with-­‐mental-­‐health-­‐problems-­‐1.2924516.	  Accessed	  on	  October	  10,	  2017.	  
3.	  Barlow,	  C.A.,	  Waegemakers	  Schiﬀ,	  J.,	  Chugh,	  U.,	  Rawlinson,	  D.,	  Hides,	  E.	  and	  Leith,	  J.	  (2010)	  An	  EvaluaAon	  of	  a	  Suicide	  Bereavement	  Peer	  Support	  Program.	  Death	  Studies,	  34(10),	  915-­‐930	  	  
4.	  Spielman,	  S.,	  Hughes,	  K.	  and	  Rhind,	  S.	  (2015)	  Development,	  EvaluaAon,	  and	  EvoluAon	  of	  a	  Peer	  Support	  Program	  in	  Veterinary	  Medical	  EducaAon.	  JVME	  42(3),	  176-­‐183.	  
5.	  McCormack,	  L.	  and	  Katalinic,	  N.	  (2016)	  Learning	  to	  Heal	  from	  Those	  Who	  Know!	  The	  “Lived”	  Experience	  of	  a	  Peer	  Support	  Program	  for	  Adult	  Survivors	  of	  Childhood	  Trauma,	  Journal	  of	  Aggression,	  Maltreatment	  &	  Trauma,	  25(10),	  1021-­‐1042	  	  
6.	  Messmer	  Uccelli,	  M.,	  Mancuso	  Mohr,	  L.,	  Baqaglia,	  M.A.,	  Zagami,	  P.	  and	  Mohr,	  D.C.	  (2004)	  Peer	  support	  groups	  in	  mulAple	  sclerosis:	  current	  eﬀecAveness	  and	  future	  direcAons.	  Mul;ple	  Sclerosis,	  10,	  80-­‐84.	  	  
7.	  Shapiro,	  J.	  and	  Galowitz,	  P.	  (2016)	  Peer	  Support	  for	  Clinicians:	  A	  ProgrammaAc	  Approach.	  Academic	  Medicine,	  91(9),	  1200-­‐1204.	  
8.	  Isaksson	  Rø,	  K.,	  Veggeland,	  F.	  and	  Aasland,	  O.G.	  (2016)	  Peer	  counseling	  for	  doctors	  in	  Norway:	  A	  qualitaAve	  study	  of	  the	  relaAonship	  between	  support	  and	  surveillance.	  Social	  Science	  &	  Medicine,	  162,	  193-­‐200.	  
9.	  Boothroyd	  R.I.	  and	  Fisher	  E.B.	  (2010)	  Peers	  for	  progress:	  promoAng	  peer	  support	  for	  health	  around	  the	  world.	  Family	  Prac;ce,	  27,	  62–68.	  
10.	  Power,	  S.	  and	  Hegarty,	  J.	  (2010)	  Facilitated	  Peer	  Support	  in	  Breast	  Cancer.	  Cancer	  Nursing,	  33(2),	  9-­‐16.	  
11.	  Guay	  S.,	  Tremblay,	  N.,	  and	  Goncalves,	  J.	  (2017)	  Eﬀects	  of	  a	  peer	  support	  programme	  for	  youth	  social	  services	  employees	  experiencing	  potenAally	  traumaAc	  events:	  a	  protocol	  for	  a	  prospecAve	  cohort	  study.	  BMJ	  Open,	  7,	  1-­‐11.	  
	  
	  	  
References	  
Almost	  all	  of	  the	  studies	  included	  in	  the	  sample	  demonstrated	  that	  peer	  
support	  programs	  are	  of	  immense	  beneﬁt	  in	  their	  respecAve	  sezngs.	  Examples	  
of	  the	  ﬁndings	  include:	  
	  
•  Barlow	  et.	  al	  (2010)	  found	  that	  clients	  reported	  peer	  support	  to	  be	  almost	  
as	  helpful	  as	  formal	  counseling	  and	  as	  much	  more	  helpful	  than	  group	  
counseling3	  
•  Spielman,	  Hughes	  &	  Rhind	  (2015)	  found	  that	  supporters	  gain	  lifelong	  skills	  
that	  contribute	  to	  their	  personal,	  academic	  and	  professional	  development4	  	  
•  McCormack	  and	  Katalinic	  (2016)	  found	  that	  peer	  supporters	  with	  
experience	  in	  baqling	  and	  recovering	  from	  mental	  health	  issues	  are	  
extremely	  important	  for	  program	  success5	  	  
•  Messmer	  Uccelli	  et	  al.	  (2004)	  found	  that	  paAents	  who	  suﬀer	  from	  chronic	  
illnesses	  do	  not	  beneﬁt	  from	  peer	  support6	  
•  Shapiro	  &	  Galowitz	  (2016)	  found	  that	  implemenAng	  peer	  support	  groups	  is	  
“one	  way	  forward	  away	  from	  a	  culture	  of	  invulnerability”	  that	  can	  oCen	  
foster	  in	  high-­‐stress	  environments	  (pg.	  1204)7	  
Background	  
The	   systemaAc	   review	   was	   selected	   in	   order	   to	   enhance	   transparency,	  
replicability,	  and	  credibility	  while	  also	  reducing	  bias	  when	  selecAng	  literature.	  
The	  search	  was	  conducted	  on	  the	  database	  Web	  of	  Science,	  which	  has	  access	  
to	  over	  9	  million	  peer-­‐reviewed	  arAcles.	  
	  
Search	  Terms	  
ts=("peer	  support	  program*"	  OR	  "peer	  emoAonal	  support"	  OR	  "peer	  listening	  
program*”)	  
	  
Primary	  Criteria	  
•  Empirical	  studies	  published	  in	  English	  between	  1990	  and	  2017	  	  
•  Document	  types	  must	  be	  arAcles	  or	  book	  chapters	  	  
	  
Secondary	  Criteria	  
•  ParAcipants	  must	  be	  over	  18	  years	  old	  	  
•  Studies	   cannot	   focus	   technology-­‐driven	   peer	   support	   or	   programs	   that	  
exclusively	  promote	  academic	  or	  professional	  success	  	  
•  Abstracts	  must	  be	  readily	  available	  
Procedure	  
•  The	  primary	  search	  criteria	  procured	  186	  results	  
•  Secondary	   criteria	   were	   applied	   to	   further	   reﬁne	   the	   sample,	   which	  
reduced	  the	  results	  to	  nine	  relevant	  studies	  
•  Studies	  were	  scanned	  for	  program	  raAonale,	  outcomes,	  and	  implicaAons	  
•  Relevant	   informaAon	   was	   categorized	   based	   on	   shared	   elements	   for	  
examinaAon	  
LimitaNons	  
•  Grey	  literature	  excluded	  
•  OverrepresentaAon	   of	   studies	   that	   examined	   peer	   support	   programs	  
within	  the	  medical	  and	  health	  ﬁelds	  	  
Methods	  
•  In	  their	  study	  on	  peer	  support	  for	  doctors	  in	  Norway,	  Isaksson	  Rø,	  
Veggeland	  &	  Aasland	  (2016)	  found	  that	  the	  emphasis	  on	  informality	  
plays	  a	  crucial	  role	  in	  clients	  seeking	  help8	  
•  Boothroyd	  &	  Fisher	  (2017)	  found	  that	  successful	  peer	  support	  programs	  
oﬀer	  emoAonal,	  social	  and	  pracAcal	  assistance	  for	  how	  to	  achieve	  and	  
sustain	  complex	  behaviors	  that	  are	  criAcal	  for	  managing	  health9	  	  	  
•  Power	  &	  Hegarty	  (2010)	  found	  that	  the	  key	  aqributes	  of	  successful	  
emoAonal	  support	  programs	  were	  emoAonal,	  informaAonal,	  and	  
appraisal	  support10	  
•  Guay,	  Tremblay	  &	  Goncalves	  (2017)	  supported	  Shapiro’s	  ﬁnding	  that	  
peer	  support	  programs	  are	  criAcal	  in	  high-­‐stress	  environments11	  
Results	  Cont.	  
•  Research	  suggests	  that	  peer	  support	  programs	  should	  be	  implemented	  at	  
the	  undergraduate	  level	  to	  enhance	  wellbeing	  for	  both	  clients	  and	  
supporters	  alike	  
•  Future	  research	  should	  take	  the	  form	  of	  case	  studies	  to	  evaluate	  the	  few	  
exisAng	  undergraduate	  peer	  support	  programs,	  such	  as	  the	  University	  of	  
Limerick’s	  Peer	  Listening	  Network	  
Conclusions	  &	  Future	  Research	  
Results	  
SystemaNc	  Review	  Flow	  Chart	  
Key	  RecommendaNons	  
Recruitment	  
•  SelecAon	  process	  can	  vary,	  with	  peer	  nominaAon	  being	  preferred7	  
•  Supporters	  should	  include	  students	  of	  diﬀerent	  ages,	  races	  and	  genders	  
in	  order	  to	  provide	  adequate	  representaAon4	  
•  Supporters	  should	  be	  be	  able	  to	  speak	  to	  their	  own	  experiences	  with	  
mental	  illness	  in	  order	  to	  normalize	  the	  client’s	  feelings	  and	  to	  set	  an	  
example5	  
	  
The	  Peer-­‐Client	  RelaNonship	  
•  The	  relaAonship	  is	  characterized	  by	  its	  informality8	  
•  Mutual	  sharing	  between	  supporters	  and	  clients	  is	  criAcal11	  
•  ConﬁdenAality	  is	  key	  to	  program	  success4	  
•  Supporters	  must	  make	  clear	  to	  clients	  early	  on	  that	  they	  are	  funcAoning	  
as	  peer	  listeners,	  not	  as	  licensed	  therapists7	  
MeeNngs	  
•  Appointments	  should	  be	  made	  within	  two	  days	  of	  iniAal	  contact8	  
•  Flexibility	  in	  terms	  of	  Ame	  and	  locaAon	  are	  a	  must,	  neutral	  locaAons	  
preferred	  (library,	  student	  union,	  coﬀee	  shop,	  etc.)3	  
•  MeeAng	  in	  a	  public	  sezng	  enhances	  the	  casual	  atmosphere	  of	  the	  
conversaAon	  but	  the	  chosen	  locaAon	  should	  sAll	  protect	  conﬁdenAality8	  
•  Research	   by	   UNICEF	   indicates	   that	   Ireland	   has	   the	   fourth	   highest	   teen	  
suicide	  rate	  in	  the	  EU1	  	  
•  Because	   the	  majority	   of	   Irish	   students	   pursuing	   a	   terAary	   educaAon	   are	  
between	   18	   and	   22	   years	   old,	   student	   mental	   health	   is	   a	   concern	   for	  
universiAes	  across	  the	  country	  
•  The	  demand	  for	  college	  counseling	  has	  jumped	  40%	  in	  the	  last	  decade2	  
•  Much	   of	   the	   exisAng	   research	   about	   the	   eﬃcacy	   of	   peer	   support	   only	  
focuses	  on	  programs	  at	  the	  graduate	  or	  the	  professional	  level	  
•  My	   research	   focused	   on	   examining	   the	   exisNng	   literature	   about	   the	  
eﬃcacy	   of	   peer	   support	   programs	   in	   a	   variety	   of	   contexts	   and	   then	  
determining	   the	   beneﬁts	   and	   recommendaNons	   of	   implemenNng	   peer	  
support	  programs	  at	  the	  undergraduate	  level	  


I Get By With a Little Help From Friends: Examining the Efficacy of Peer-Driven Emotional Support in a University Context

https://conservancy.umn.edu/bitstream/handle/11299/196274/NatashaKallish_IUROP_Poster.pdf?sequence=1&isAllowed=y

I Get By With a Little Help From Friends: Examining the Efficacy of Peer-Driven Emotional Support in a University Context

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