Peer Support in Action
Emotional Health and Well-being for All
A project funded by the DfES based at Roehampton University of Surrey
Research team: Helen Cowie, Judith Dawkins, Dawn Jennifer & Chrissy Boardman
"Substantial evidence suggests that the health of children and young people constitutes a major factor affecting their capacity to learn. Similarly, individuals' education level influences their health and their ability and motivation to maintain a healthy lifestyle after their school years".
(Turunen et al, 1999)
BACKGROUND
Children and adolescents today face an unprecedented number of developmental and social challenges at home, in school and in society. Psychosocial disorders amongst the young have increased in recent years and young people today seem to face severe stresses that were unknown a generation ago. Only a minority of young people with mental health problems will be referred to and receive help from Child and Adolescent Mental Health Services (CAMHS). The majority will be left to deal with their difficulties on their own or with support from those around them: their family, friends, teachers, social workers, etc. There is much schools can do to promote mental health and to help young people with mental health difficulties.
Our focus in this project is on the school and the powerful impact which school can have on a young person's emotional health and well-being. Effective interventions in school enhance good communication amongst pupils, affirm the strengths of each member of the group and can create a safe space in which to explore issues of concern and difficulty experienced by members in of that group. They also give children and adolescents the opportunity to discuss matters of personal concern, including friendship problems and bullying; to explore relationships with adults and peers; to develop a sense of being members of a community; and to promote experiences that enhance the positive ethos of the school.
KEY AIMS OF THE PROJECT
- To identify schemes that illustrate good practice;
- To look at the schemes in detail: what they involve, who is involved, who are the target groups of young people;
- To evaluate the schemes in detail;
- To assess how the scheme is perceived by those using and those delivering the service.
FRAMEWORK OF THE CASE STUDY
- Background: description of the project
- The scheme itself: how it is run in schools
- Statistics: numbers involved; measurable outcomes
- Perspectives: from pupils, staff, external agencies and parents
- Costs and benefits: implications for good practice and ease of replication in other schools
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