Peer Support in Action
CHIPS and ChildLine
What is CHIPS?
CHIPS is a partnership between Childline, young people and
schools. It was set up to help young people play a bigger
part in Childline and become more involved in issues that
affect their lives. It has grown out of what callers have
told Childline since its launch in October 1986. CHIPS has
initially been aimed at secondary schools and encourages them
to support their students in setting up projects to be run
by, and for, young people, which tackle a wide variety of
issues of concern in schools.
CHIPS first year
Ten per cent of the schools approached for the national pilot enrolled with CHIPS. It was hoped that a similar proportion would respond to the UK launch. In fact, the response far exceeded expectations and at the end of CHIPS' first year, 17 per cent of secondary schools had enrolled and the numbers continue to rise. National media coverage and direct mailing to local authorities have increased queries and interest from statutory and voluntary organisations and groups working in related fields. As a result, ChildLine has been able to create a valuable national network of new contacts.
The Current Situation
A questionnaire requesting details of CHIPS activites was sent to all participating schools. The data used in this report reflects the information provided by the 32 per cent of CHIPS schools which responded. This represents data from a total of 250 secondary schools throughout England, Scotland and Wales and provides a significant overview of schools' resources.
The survey shows that the CHIPS schools reflect proportionately the type - state/independent/grant maintained - and gender breakdown of students in schools in the UK. CHIPS reaches schools from the home countries and inner cities to deepest rural communities throughout the UK.
The established projects and plans of schools for the future are diverse. A good proportion are already working actively in promoting pastoral care and developing emotional awareness among pupils. Many already have established anti-bullying policies. Some have developed anti-racism and equal opportunities policies. Many schools have an active school council and a number employ a school counsellor as a confidential source of help to pupils.
Peer Support
Peer support is.....
"...not a specialist activity involving highly-trained professionals, but an extension of the very natural willingness, evident in most social groups, to offer help, support and a listening ear to others in the same or a similar age group."
ChildLine knows that young people can and do wish to talk about their concerns. They ring ChildLine in their thousands every day. One in 10 children who phone ChildLine are worried about a friend. And when young people were asked in a recent survey whom they would turn to for help, friends topped the poll. Recent research has found that peers are able to detect bullying at a far earlier stage than adults can. The Report by Paul Naylor and Helen Cowie (funded by The Prince's Trust) also confirms that peer supporters gain valuable interpersonal and social skills from the training and experience of a peer support project. A summary of the findings will appear in the Journal of Adolescence in August 1999, Volume 22, Issue 3. Many CHIPS schools would endorse this:
"Since our training sessions, I really feel that I have changed as a person. My friends have also noticed this. I am more tolerant of others and find I actually try to put myself in their shoes. My confidence has increased and I feel that I have become a more responsible person."
CHIPS Peer Supporter
"Bullying is going on all the time. Often children who are being bullied are too scared to tell anyone. But because we are not teachers, but more like friends, they can talk to us."
A CHIPS Pupil
It is essential that an all-school behavioural policy - with the commitment and backing of the head teacher, pupils, teachers and administrative staff - is established if a peer support project is to be effective. There are several different models of peer support which can be set up. Consideration needs to be given by both teachers and pupils to the level of commitment a project will need and which model would most closely match need and resources.
ChildLine is working closely with organisations involved in the field of peer support to establish ways in which they can link together to support schools through training and resources. A peer support forum has been set up by ChildLine and the Mental Health Foundation to enable orgainsations to work together and exchange ideas. ChildLine is working on a manual explaining how to launch and maintain peer support initiatives.
ChildLine has designed an introductory programme for teachers, based on the Roehampton Institute model (trainers Helen Cowie, Trevor Cole, Patti Wallace and Paul Naylor), on setting up a peer support project in schools. A pilot has taken place and further sessions will be offered to CHIPS schools throughout UK.
Over half of CHIPS schools which responded to ChildLine's questionnaire are exploring peer support initiatives. Examples already in progress, include:
Raising Awareness - A drama presentation on bullying was staged at an assembly focusing on feelings and the need for a channel of help. The presentation identified ChildLine as one source of help, and also emphasised the need for pupils to support each other and be aware of differences and feelings.
Befriending - At one CHIPS school every Year Eight pupils is responsible for a new Year Seven pupil. The pair spend time together at an induction day in the summer term so that the new pupils will feel familiar with the school's procedures and activities when he/she joins in the autumn. At the start of term, the Year Eight pupils is available to help the new pupil to settle into a new school life.
Peer Mentoring - One CHIPS school has an open and recognised policy that any pupil having difficulty with any part of school life - work, sport, friendships - can seek support from a top-year student. For example, a first-year student has had a top-year student standing beside him on the rugby pitch.
Peer Education - A team of Year Eight girls researched, wrote and performed a play highlighting peer pressure and the consequences and repercussions of young people being ill-informed about drugs. They presented the play to other schools in the area with great success.
Peer Listeners - One school has been running a listening service for several years. The 'listeners' receive special training - in active-listening skills, body language, confidentiality and boundaries - and are available in small teams at set times and in an appointed place to offer a service to their peers. They call themselves ABC - the Anti-Bulying Committee.
A Partnership: How Schools Benefit
"ChildLine has a good reputation and the CHIPS initiative gives our scheme a higher profile."
CHIPS Liaison Teacher
"We have a good support system and CHIPS enhances it."
CHIPS Teacher
In the survey of schools, 54% stated that CHIPS had influenced their school by raising awareness - both within the CHIPS team and in the schools as a whole - of issues which concern young people.
"Working with CHIPS has been 'brill.' Thanks for the support."
CHIPS Team Member
"Awareness has been raised regarding a number of issues, especially bullying, which has led to the development of a student support project."
CHIPS Teacher.
ChildLine supplies schools with regular mailings of information and resources. This includes the newsletter CHIPS CHAT which covers information about ChildLine as well as a round-up of CHIPS schools' activities and other initiatives. ChildLine runs talks and workshops, where possible, in response to requests from schools.
"....keeping in touch with ChildLine benefits our CHIPS group in a number of ways, e.g constant ideas for publicity."
CHIPS Pupil.
"Thank you for all your help - the leaflets and posters will be a great help to me and my friends at school."
CHIPS Pupil.
ChildLine has also invited CHIPS schools to learn about the work of ChildLine by visiting its offices, viewing the counselling room and meeting some of the helpline counsellors. Some pupils from CHIPS schools have been able to do their work experience assignment inthe CHIPS office at ChildLine headquarters in London. They have contributed greatly by helping with mailings, photocopying and filing. At the same time they have learned how the charity's services operate and function and played an active part in attending meetings, giving presentations on ChildLine and facilitating workshops for other CHIPS schools.
"I think that bringing the schools to ChildLine gives pupils a better understanding of what ChildLine is doing and what it can do."
CHIPS Pupil.
Certificates have been awarded to CHIPS teams for their contribution to the pastoral work of their schools.
A directory of all CHIPS schools with brief details of their pastoral activities is being compiled. This gives enrolled schools a unique opportunity to network with each other and share ideas, practice and support.
Schools have promoted their partnership with ChildLine and have used the partnership to apply for funding for their projects.
Information about CHIPS and enrolment details are included on ChildLine's web site. ChildLine also has a web site partnership on racism with comic Relief call Britkid which several CHIPS schools helped develop.
Web site: http://www.ChildLine.org.uk.
This site will look much better in a browser that supports web standards,but it is accessible to any browser or Internet device.