Establishing and Developing a Peer Supporter Community Stacy Spielman, Roshni Hume, Jessie Paterson,...

Establishing and Developing a Peer Supporter Community

Stacy Spielman, Roshni Hume, Jessie Paterson, Susan Rhind

© R(D)SVS © R(D)SVS © R(D)SVS

Workshop Overview• Welcome and Introductions • School and discipline context for our work• Description of the R(D)SVS Peer Support

Programme (PSP) • Group discussions on delegate experience of

Peer Support Systems • Evaluation and the student voice• Summary of issues to consider for future/

advice for new programmes

School and Discipline Context• Professional programme leading to BVM&S degree and license

to practice veterinary medicine• From session 2011-12, school on one site 7 miles from City

centre

• ~750 undergraduate students – 5 year undergraduate– 4 year graduate entry (GEP) – approx 50% North American

The R(D)SVS Student Community

5 Year Programme:

School leavers,

Graduates

4 Year Programme:Graduates

School leavers and Graduates: UK, Wider Europe, North America, Asia, Africa, everywhere!

2ndYear: 100-120 GEP Year: 40-60

3rd Year: 140-180

4th Year: 140-180

5th Year: 140-180

1st Year: 100-120

School and Discipline Context

• Research has shown high rates of depression, anxiety and mental health issues in veterinary students generally

• Profession as a whole has a recognised problem with mental health issues and high suicide rates

Reisberg et al (2012): 49-69% of students reported depression levels at or above the clinical cut-off.

Background research

• Several student focus groups and whole school survey

• Strong support for more formalised pastoral support over more academic support

• What ‘type’ of Peer Support?

Peer Support in the UK

• Mostly Peer-Assisted Learning (PAL)• Oxford University developed a pastoral peer

support programme– Based on Gold Standard Peer Support

models from US Universities– Over 350 Peer Supporters now trained and

available at Oxford• Liverpool Vet School finishing off 3-year pilot

based on same model

Peer Support in Colleges and Universities: A Training Manual

• Developed in recognition of the “essential role students play in supporting one another”

• 30-hour intensive training course in communication, listening, empathy and referral skills

Anne Ford, 2004

• Employers want graduates:– who are self-aware, – who capitalise on their strengths, – who will have impact wherever they work, – who are committed to personal development and life-long learning, and – who can confidently provide evidence for these claims.

R(D)SVS Pilot Peer Support

System

• Open recruitment October 2012, to all years except 1st

• 31 volunteers signed up for Training• 18-hour weekend of training (November 2012)• 2 further Training Sessions in January

-including optional 3-hour ‘SafeTalk’ (suicide

education course)

PSP Launch February 2013

• Launched Programme to coincide with National Eating Disorder Awareness Week

• Peer Support Drop-in Sessions • 2 Peer Supporters will available every Tues and

Thurs, 12-2

Group Discussion

• Delegate experience of Peer support programmes?

• Delegate perceptions of issues associated with such programmes?

Results from R(D)SVS PSP Pilot

• Student Voice• Student survey results

13%

73%

13%

Strongly DisagreeDisagreeNo Strong FeelingsAgreeStrongly Agree

The training programme was difficult to fit in around my other studies

I found the training programme challenging20%

80%

Strongly DisagreeDisagreeNo Strong FeelingsAgreeStrongly Agree

The Training programme has equipped me with skills I use/will use beyond Vet School

20%

80%

Strongly DisagreeDisagreeNo Strong FeelingsAgreeStrongly Agree

Best Things

Things for ImprovementThe training weekend was intense. If it had been split up, it would have allowed me to go home and think about the stuff I had learned between sessions.

Advertising ourselves and promoting peer support within the vet school (we are working on it though).

Maybe slightly more spaced out, not too intensive

Challenges!Student body concerns:• Peer Supporters acting as a direct conduit of

information to staff/authority• Peer Supporters not being able to handle

severity/complexity of cases• Peer Supporters are playing ‘counsellors’, without

formal qualification• Peer Supporters believing they are ‘special’ due to

training

Challenges!

Peer Supporter concerns:• Being faced with a person in severe crisis• Feeling responsible for others’ lives• Legal liability • Confusion/frustration about what to do if

someone will not seek help or does not want help

It will help you in aspects of your life and career apart from your role as a peer supporter in vet school. There

will be a time when you or your friends need some type of support and this programme helps you deal

with these circumstances.

It is a fantastic opportunity to learn how to help others and also I found a lot out about myself. I have learnt valuable skills that will be useful throughout my working life as well.

Group Discussion

• Is this type of system relevant in your own contexts?

• What are your main take home messages?

Our issues to consider for the future…

• Planning and structuring of the training• Recruitment – is it suitable for everyone?• Recording of meetings and confidentiality• Social event planning to tie in with our House

System

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