Helping Friends: a peer support program for senior secondary schools

Dillon, John; Swinbourne, Anne

doi:10.5172/jamh.6.1.56

Cited by 9 publications

(4 citation statements)

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“…Issues addressed are: altruistic attitudes in children (Frydman et al 1995) the social acceptance of children with special needs (Circle of friends, Frederickson and Turner 2002), social and personal support (Helping Friends, Dillon and Swinbourne 2007), positive peer culture (Opp et al 2007), strength-based program (Heckenlaible-Gotto andRoggow 2007), the social interaction skills of children with Asperger syndrome (SODA, Bock 2007); cooperative learning (Putnam et al 1996), structured cooperative learning (Gillies 2004), Jigsaw classroom environment (Walker and Crogan 1998), peer-mediated instruction and peer tutoring and their application for special needs pupils (Maheady et al 1991;Kamps et al 1998).…”

Section: Helpfulnessmentioning

confidence: 99%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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This paper defines a broad model of the psychosocial climate in educational settings. The model was developed from a general theory of learning environments, on a theory of human values and on empirical studies of children's evaluations of their schools. The contents of the model are creativity, stimulation, achievement, self-efficacy, creativity, safety, control, helpfulness, participation, responsibility and influence; they are hypothesised to be structured in a circular model. The contents are defined and related to existing theories and research in education, special education, educational psychology and sociology, on the basis of reviews of literature. The model underlies the Goals, Attitudes and Values in School questionnaire, developed to assess the characteristics of educational settings. The model can be a practical tool in understanding and appreciating differences between learning environments in research and assessment and it could represent a guideline for interventions aimed to analyse and improve the social climate of learning environments. Definition and rationale of social climateThe social climate in educational settings is shaped by the relationships between teachers and students, and between students. The quality, quantity and directions of these relationships influence the social climate, affecting further students' self-concept, motivation and performance (Fraser 1986). Learning environment research has showed that quantitative and qualitative aspects of educational settings can be described and

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Section: Helpfulnessmentioning

confidence: 99%

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Westling

2009

Soc Psychol Educ

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“…While prior research has established the academic benefits of peer tutoring, there is a paucity of research on the effectiveness of other forms of peer support, and the research that has been conducted has largely been descriptive and informal (Cowie and Wallace 2000;Dillon and Swinbourne 2007). In the United Kingdom, peer support interventions are widely used as a means of combating bullying in schools (Cowie and Hutson 2005).…”

Section: Introductionmentioning

confidence: 98%

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

Ellis

Marsh

Craven

2009

American J of Comm Psychol

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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.

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“…Intervention studies reported diverse intervention activities for building resilience-promoting assets and resources on the individual, peer, and community levels, particularly through group-based activities. Given the central role that peers and supportive friends play in protecting against diminished mental health and other problems and in building resilience for Indigenous adolescents (49,97), group-based interventions are a promising approach for enhancing Indigenous adolescent resilience in school settings (74,75,79,85). Group-based program activities also fostered a connection with caring adults, such as program facilitators, Elders, and other community members.…”

Section: The Translation Of Theory Into Intervention Activitiesmentioning

confidence: 99%

A Systematic Scoping Review of the Resilience Intervention Literature for Indigenous Adolescents in CANZUS Nations

Jongen

McCalman

Bainbridge

2020

Front. Public Health

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Background: The concept of resilience offers a strengths-based framework for interventions to enhance Indigenous adolescent social and emotional well-being. Resilience interventions in or with schools encompass individual, social, and environmental factors that encourage health-promoting behaviors and assist adolescents in navigating toward resources that can sustain their health and well-being in times of adversity. This scoping review examined the literature on resilience-enhancing interventions for Indigenous adolescent students in Canada, Australia, New Zealand, and the United States (CANZUS nations). Intervention strategies, adherence to theoretical constructs, and outcomes were analyzed. Methods: A systematic search was conducted of intervention studies aimed at improving Indigenous adolescent resilience and published in CANZUS nations between January 1990 and May 2016. Eleven peer-reviewed databases and 11 websites and clearing houses were searched for relevant studies. Following double-blinded screening, a total of 16 intervention papers were included for analysis. Study characteristics were identified and study quality was assessed using appropriate assessment tools. Results: Twelve interventions (75%) were delivered in school settings and four (25%) were community-based, conducted in partnership with schools. Seven publications (44%) reported interventions focused exclusively on fostering individual resilience. Another seven (44%) included components that aimed to build staff, school, and/or community capacity to support adolescent resilience, and two (12.5%) had community/school capacity-building as the primary focus. Culturally based approaches to enhancing resilience were evident in most studies (81%). The publications documented the use of a range of program models, processes, and activities aligned with resilience theory. Positive outcomes were reported for improved individual assets (e.g., strengthened self-esteem and Indigenous identity), environmental resources (e.g., increased peer support and social/community connection), and increased community capacity (e.g., increased youth training and leadership opportunities). On average, study quality was assessed as moderate to high. The strongest evidence of intervention effectiveness was for improvements in mental health symptoms and outcomes. Jongen et al. Resilience Interventions for Indigenous Adolescents Conclusion: Interventions indicated strong alignment with ecological and culturally based resilience theories and models. While the results of the studies indicate some positive impacts on the resilience of Indigenous adolescents, future evaluations should aim to ensure high study quality and focus on measuring strengths-based resilience outcomes.

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Helping Friends: a peer support program for senior secondary schools

Cited by 9 publications

References 4 publications

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments

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

A Systematic Scoping Review of the Resilience Intervention Literature for Indigenous Adolescents in CANZUS Nations

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