peer support
a u s t r a l i a
Strategic Plan 2012-2015
What I love watching during Peer Support are the students who are not the typical leaders, who are shy or just quiet and don’t stand out in a standard classroom setting, suddenly bloom in the Peer Support Leader role.
what i love.. “
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They are often as surprised as us, if not more so, to know they are doing such a great job. Kristie James, Stage 3 Teacher Campbellfield Public School
contents about us
mental wellbeing
approach
key concepts
outcomes
benefits of the Peer Support Program objective 1 - research
objective 2 - program design objective 3 - service delivery objective 4 - networks and partnerships objective 5 - program awareness contact us
our reach Nhulunbuy Darwin Kununurra Cairns
Broome
Townsville Mackay Alice Springs
Rockhampton Bundaberg
Emerald
Brisbane Tweed Heads Lismore Ballina Coffs Harbour Port Macquarie Adelaide Newcastle Canberra Sydney Wollongong Toowoomba
Perth
Esperance
Busselton Albany
Melbourne Burnie
Launceston Hobart
about us
Peer Support Australia is a not for profit, non-government organisation. The Peer Support Program is a peer led, universal, intervention and preventative mental health program which has been operating in both primary and secondary schools in Australia since 1973.
vision is to develop mental, social and emotional wellbeing in young people enabling them to make informed and skilled contributions to their communities.
outcomes - authentic leadership - multi age peer connections - maintaining relationships - developing appropriate role models - positive school culture
sense of self resilience connectedness sense of possibility
structure - peer led - experiential - small groups on a weekly basis - focus areas - enhancing skills - whole school - teacher support
mission is to provide school communities with an evidence based, peer led approach to enhance the mental, social and emotional wellbeing of young people.
mental wellbeing
definition
Mental health is a state of wellbeing in which every individual realises their potential, can cope with the normal stresses of life, can work productively and is able to make a contribution to their community. (World Health Organisation 2011)
indicators of mental health Indicators of good mental health among young people at school may include: • • • • • •
feeling connected to school having positive links between family and school feeling connected to peers feeling cared for and supported by teachers having a sense of belonging and worth having one caring adult outside the family
• • • • •
being involved in community life knowing how to think optimistically possessing skills to be resilient demonstrating competence in social skills being emotionally literate
approach The model adopted by Peer Support Australia is a whole school approach that impacts on students, teachers and parents. This requires key teachers acquiring skills at workshops in various locations nationally. The aim is to assist school communities to implement and coordinate an effective Peer Support Program. This model has the potential to impact upon thousands of students each year through: Skilling and empowering teachers through professional development and training • to raise awareness throughout the whole school • to gain confidence to train Peer Leaders • to coordinate all aspects of implementation • to support Peer Leaders and students involved in the sessions An integrated package of training and resources to effectively implement the Peer Support Program with the following characteristics • an evidence based approach • a structured, comprehensive design • clear links to curriculum • a framework for best practice A self sustaining model based on • a core of trained and skilled teachers • the involvement of the whole school The continuous development of peer led modules that • are relevant to changing needs • are based on evidence • integrate current practice on effective teaching and learning Continuous evaluation process on the efficacy of the Peer Support Program • integrating ongoing research • reviewing existing evaluations
key concepts
The following key concepts are determined by research and are evidenced based. The concepts form the basis of the Peer Support Program and all training programs and student learning materials. Peer Support Australia believes the development of these key concepts within students will contribute to their mental, social and emotional wellbeing.
skills enhanced
sense of self An individual’s sense of self involves what they think, feel and believe about themselves. Sense of self is dynamic, formed by the individual, their relationships, interactions and experiences and manifests itself in the individual’s values, attitudes and behaviours.
Building resilience involves the empowerment of the individual to be positive, proactive and resourceful in dealing with life experiences. Resilient individuals have the ability to reflect on and learn from their experiences and to creatively turn challenges into opportunities for continued growth and learning.
Connectedness involves the feelings of belonging that a person develops through their relationships with individuals and groups within their social environments. Individuals who have a strong sense of their connectedness are more likely to take risks in, and responsibility for, strong relationships which encourage learning and growth.
A strong sense of possibility involves an awareness and belief that positive outcomes can be achieved in the future. It empowers individuals to take responsibility for enhancing their sense of self, developing and maintaining positive relationships and turning challenges into opportunities.
outcomes
The Peer Support Program assists school communities to provide a positive and inclusive learning environment. The outcomes of implementing an effective Peer Support Program include: • • • • • •
building positive relationships developing and enhancing skills enhancing mental health taking personal responsibility developing key concepts encouraging participation
benefits of the peer support program Peer Leaders • • • • •
develop and practise leadership skills develop confidence in leading a group act as a positive role model enhance life skills develop organisational and time management skills
peer support
a u s t r a l i a
Teachers and School • • • • •
builds positive relationships across the school contributes to a supportive classroom environment enhances learning outcomes and skill development in key learning areas provides a core of trained and skilled leaders enhances mutual empathy and respect
Group Members • • • •
learn life skills through fun and safe activities form positive relationships with peer leaders and teachers practise cooperation and collaboration build confidence to actively participate
Community • • • • •
builds a safer and cohesive community enhances the school profile contributes to the skills base of the community promotes responsible citizenship forms relationships across community groups
our objectives Objective 1 - Research Ongoing research, monitoring and evaluation to identify relevant skills on social and emotional wellbeing and peer relations.
• • • • •
identify existing research on skills for social and emotional wellbeing review the research on the effectiveness of the Peer Support Program identify relevant skills that support the development of social and emotional wellbeing in young people establish a consultative research group to identify and access relevant sources of research publish data from suicide prevention project and other relevant research outcomes on the Peer Support Program
Measures • • • • •
research plan that identifies relevant data demonstrating the efficacy of the Peer Support Program collected and recorded data highlighting key relevant skills and sources established consultative research group that meets bi-annually publication of available research on the Peer Support Program findings disseminated through identified appropriate internal and external publications
research
Proposed Activities
Objective 2 - Program Design Identifying a methodology to design and develop ongoing program materials using a flexible framework.
• • • •
identify and develop a Program structure and design based on identified agreement and philosophy monitor quality to include technology and support services for teachers articulate and document Program outcomes monitor and improve the design quality of the Program based on desired outcomes
Measures • • • •
documented agreement on Program outcomes, structure and design technology identified and incorporated to support the implementation of the Peer Support Program Program and design quality reviewed and evaluated Program materials developed integrating agreed outcomes
program design
Proposed Activities
Objective 3 - Service Delivery Continued delivery of a flexible and dynamic approach to engage whole school communities.
• • • • •
develop teacher training workshops based on the principles of adult learning identify ways to provide continued support to teachers regarding implementation of the Peer Support Program promote pre and post implementation evaluation packages to schools develop feedback mechanisms to incorporate and share adaptations to the Program investigate and provide alternate methods of delivery
Measures • • • • •
delivered teacher training workshops based on adult learning principles ongoing support provided to teachers to implement the Program analysed and published results of pre and post implementation evaluations feedback process developed to enable Program adaptations to be shared technology utilised to provide additional support and alternate delivery mechanisms
service deliery
Proposed Activities
Establishing relationships and partnerships and building school networks.
Proposed Activities • • • •
identify key stakeholder groups who will be recipients of relationship development activities develop a value proposition for each key stakeholder group, that can be tailored to individual relationships identify appropriate processes and procedures to communicate, document and disseminate information to strengthen and support stakeholder relationships evaluate relationship management process and feedback
Measures • • • •
key stakeholders identified individual value proposition developed for key stakeholders relationship management process and procedures articulated and evaluated implementation conversion rate from workshops assessed and reported
networks and partnerships
Objective 4 - Networks and Partnerships
10 12
Objective 5 - Program Awareness
Proposed Activities • • •
building awareness of the value of the Peer Support Program and its unique characteristics develop a strategic communication and marketing plan for the Program promote the benefits of membership to existing and prospective participating schools
Measures • • • •
program promoted to schools and wider community number of schools currently implementing the Peer Support Program increased school membership of the Peer Support Program strategic communication and marketing plans developed and implemented
program awareness
Building awareness of the Peer Support Program.
our supporters..
Vice Regal Patron: Her Excellency Ms Quentin Bryce AC, Governor-General of the Commonwealth of Australia Supported by NSW Department of Health. Corporate Partner - Catholic Church Insurances Limited. Philanthropic Partners - The James N Kirby Foundation, The Raymond E Purves Foundation, The Woodend Foundation. Peer Support Australia gratefully acknowledges the funding provided under the Australian Government National Suicide Prevention Program.
contact us phone
+61 2 9905 3499
fax
+61 2 9905 5134
peeroz@peersupport.edu.au
website
www.peersupport.edu.au
address
2 Grosvenor Place, Brookvale NSW 2100
postal address
PO Box 498, Brookvale NSW 2100
ABN
40 002 634 853