Addressing the Challenges Faced by Early Adolescents: A Mixed‐Method Evaluation of the Benefits of Peer Support

Abstract

In this article, we describe a mixed-methods study used to examine the effectiveness of a widely-used peer support program designed to facilitate the transition to adolescence and high school by enhancing self-concept and other desirable outcomes. For the quantitative component, a longitudinal design was employed (930 Grade 7 students, 3 schools, 2 years), with control group and baseline (i.e., pre-program) data against which to compare the effects. Using a multilevel approach, the results provide evidence to suggest that the program was largely successful in achieving its aims of enhancing students' school self-concept, school citizenship, sense of self and possibility, connectedness, and resourcefulness. A sub-sample of students from the experimental group participated in the qualitative component, which included open-ended survey results (n = 408 Grade 7 students, n = 75 peer support leaders) and focus groups (n = 119 Grade 7 students, n = 44 peer support leaders) to identify students' personal perspectives of the program. The qualitative results confirmed the quantitative findings that the program has important benefits for Grade 7 students and provided rich and valuable insights into students' views of the intervention. The findings of this research have important implications and suggest that the provision of peer support has the potential to a make significant contribution to schools' efforts to orchestrate positive outcomes for adolescents.

A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program

“…The topic of the day was discussed as required by the school, led by the peer leader. These topics were considered important issues and had been used in previous peer mentoring programs at the school guided by the PSP manual (Ellis et al, 2009;Peer Support Australia, 2001). Leaders with their teams then proceeded to the starting point of the days 'challenge' to conduct activities for approximately 20 minutes.…”

“…It identified a significant impact on students' school self-concept, perceptions of bullying, honesty self-concept, opposite-sex relationships, selfconcept, open-thinking, and stress management scores. Positive changes to student connectedness were qualitatively recorded via an open-ended questionnaire and focus groups (Ellis et al, 2009).…”

The Key to Resilience: A Peer Based Youth Leader Training and Support Program

“…Reported outcome measures include suicide prevention (Wyman et al 2010), ego development (Silver, Coupey, Bauman and Doctors 1992), prevention of tobacco use (Valente et al 2003), communication and listening skills (McCann 1975), and the giving and receiving of social and emotional support (Berkley-Patton, Fawcett, Paine-Andrews and Johns 1997). In addition, stress management (Ellis, Marsh and Craven 2009), self-confidence and self efficacy (Ellis et al 2009), academic success (Rohrbeck, Ginsburg-Block, Fantuzzo and Miller 2003), and bullying (Ellis et al 2009) have been examined. Peer support programs have been shown to benefit both the trained adolescent helpers (Silver et al 1992) and the youth receiving support (Ellis et al 2009).…”

“…In addition, stress management (Ellis, Marsh and Craven 2009), self-confidence and self efficacy (Ellis et al 2009), academic success (Rohrbeck, Ginsburg-Block, Fantuzzo and Miller 2003), and bullying (Ellis et al 2009) have been examined. Peer support programs have been shown to benefit both the trained adolescent helpers (Silver et al 1992) and the youth receiving support (Ellis et al 2009). …”

Herramientas para la evaluación del bullying

“…Tan negativo es calcularlo por intuición y decir que "a mí me parece que no existe" o "hay muchísimo" o "eso no pasa", como vivir preocupado o sensibilizado por la presión de un hecho cercano conocido y terminar viendo bullying detrás de cada incidente. Emplear instrumentos precisos, válidos y fi ables será clave (ARORA, 1989;AVILÉS MARTÍNEZ, 2010a;AVILÉS MARTÍNEZ;ELICES, 2007;CEREZO, 2000;FERNÁNDEZ;ORTEGA, 1998;OLWEUS, 1989;ORTEGA;MORA, 1995;RIGBY;SLEE, 1993). …”