establishing and developing a peer supporter community stacy spielman, roshni hume, jessie paterson,...
TRANSCRIPT
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Establishing and Developing a Peer Supporter Community
Stacy Spielman, Roshni Hume, Jessie Paterson, Susan Rhind
© R(D)SVS © R(D)SVS © R(D)SVS
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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
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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
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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
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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.
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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?
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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
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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
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• 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.
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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)
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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
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Group Discussion
• Delegate experience of Peer support programmes?
• Delegate perceptions of issues associated with such programmes?
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Results from R(D)SVS PSP Pilot
• Student Voice• Student survey results
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13%
73%
13%
Strongly DisagreeDisagreeNo Strong FeelingsAgreeStrongly Agree
The training programme was difficult to fit in around my other studies
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I found the training programme challenging20%
80%
Strongly DisagreeDisagreeNo Strong FeelingsAgreeStrongly Agree
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The Training programme has equipped me with skills I use/will use beyond Vet School
20%
80%
Strongly DisagreeDisagreeNo Strong FeelingsAgreeStrongly Agree
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Best Things
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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
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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
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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
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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.
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Group Discussion
• Is this type of system relevant in your own contexts?
• What are your main take home messages?
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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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