Peer Support in Action
PEER SUPPORT PROGRAMMES IN A JAPANESE HIGH SCHOOL, OKAYAMA, JAPAN
SHIORI IKEMOTO: OKAYAMA PREFECTURAL EDUCATION CENTRE, TEACHER CONSULTANT
Two types of peer support in Japan
It may be possible to classify recently developed peer support programs in Japan mainly into two types: 'supporter-training type'and' community-cultivating type'. The former aims at training some students to enable them to support their peers. The latter develops students' willingness and ability to support each other and then to produce a relaxed atmosphere in the community to which they belong.
Peer support activities in high school
It is true that peer support has attracted public attention in Japan and a variety of practices have been reported in recent years. However, very few reports are presented on the pragmatic activities related to teaching peer support in Japanese senior high schools, in contrast to the large number of reports at junior high and elementary schools. This report describes the trial of the second type of peer support, the 'community-cultivating type', at one of the senior high schools in Okayama, Japan.
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Participants:
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21 volunteers (see table 1 below). |
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Teaching
style:
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Team teaching by a teacher (in charge of counselling) and the author (Shiori Ikemoto). |
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Number
of lessons:
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7 lessons, each lasting three and a half hours. |
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Aims:
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(1) to help a group of volunteers, from different grades, to develop mutual assistance qualities to be able to support each other; |
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(2) to enable them to apply what they will learn, through such activities, to actual life situations. |
Table 1: Grade (age) and gender of participants
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Grade
(age)
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Male
|
Female
|
Total
|
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10th
(15-16)
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0
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6
|
6
|
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11th
(16-17)
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2
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7
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9
|
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12th
(17-18)
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1
|
5
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6
|
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Total
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3
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18
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21
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Through
the program (see below) the participants were expected to:
(1) build a good relationship among the group;
(2) understand themselves more clearly;
(3) develop a sense of compassion;
(4) learn how to cope with their stresses;
(5) learn skills which are necessary for implementing peer
support.
Peer Support
Program:
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Lesson:
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Topic |
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1st:
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Introduction |
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2nd:
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How to build a good relationship 1 |
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3rd:
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Egogram and discussion |
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4th:
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How to build a good relationship 2 |
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5th:
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Encounter group and relaxation |
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6th:
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Active listening 1 |
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7th:
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Active listening 2 |
Evaluation of the peer support program
The self-esteem inventory by Itoh was used to evaluate the program. It showed that most of the students scored significantly higher after completing the lessons than before (see table 2 below). It would seem from these results that the students received positive messages from the other group members and became more accepting of themselves.
Table 2: Pre- and post-tests for the self-esteem inventory
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N
= 9
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Pre-test
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Post-test
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Significant
difference
|
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Average
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11.4
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14.8
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p<.01
|
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Standard
Deviation
|
3.75
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4.29
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In the wake of the experiment, some students said "We are now able to accept ourselves as we are and think more positively and forward-lookingly". Others said "We also now listen to others more carefully than before and it's so stimulating to do such activities". During the course of the program the students appeared to mature little by little and it seems that the peer support activities helped the participants' image of their individual futures become more concrete. Another outcome, unexpected but satisfying, also occurred: One of the participants became very interested in counselling and now works as a volunteer, counselling young boys and girls over the phone. The school continues to conduct the peer support program, hearing the request of the students, which is a further indicator of the success of the program.
Prospect
Although Japanese high schools rarely teach counselling as a curricular activity, in April 2003 'cross-curricular education' will be introduced in the new high school course of study across Japanese senior high schools. It is expected that teachers will make the best use of this opportunity to implement the 'community-cultivating type' work and some of the better-trained students may request an advanced course for peer support. This advanced course shall consist of a program which can develop peer supporters who are willing to help their peers.
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Nowadays, many students have serious troubles in their school life and occasionally find it hard to adapt themselves to their individual situations or circumstances. It is strongly expected that the 'community-cultivating type' program will contribute to helping students develop psychologically, strengthening the community and building comfortable relationships. Peer support may become more prevalent in Japanese schools and it will favourably influence Japanese society to become more amiable and supportive as well.
For more articles about education visit the Okayama Prefectural Education Center.
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