Peer Support in Action
Some Variations of Peer Support in Japan
By Yuichi TODA & Minako ITO
Formerly in Japan peer counselling (peer support) was only known as a self-help method for persons with disabilities or severe illness. More recently, it has been adapted for use in schools. Peer support methods, which enhance children's natural willingness to help one another, have been found to improve the emotional climate of schools and also to be effective for tackling bullying.
'Yokohama
method' and 'on paper method'
After its
considerable success in the UK and other countries, some Japanese
schools began to implement the system in modified versions that
seem to be more appropriate for the Japanese culture. One of
these versions could be called the 'Yokohama method',
which trains (hopefully) all pupils without providing a special
room for one-to-one discussion of a problem and without having
a specialist team of peer supporters. This method nurtures a
supportive climate in schools as well as the development of
more counselling-based approaches. They began the training in
1998 and a preliminary account of training appeared in the Peer
Support Networker ISSUE 9. Among results of the activities of
the 'Yokohama method' group are their useful books for peer
support training. In the book, Taki (1999) emphasizes that the
training is NOT for class activities BUT for school activities.
This indication is important, as bullying is not a phenomenon,
which takes place only inside a particular class. Also, Taki
(1999) suggests that teachers' experiences in the class activities
may be an appropriate foundation for the school-wide activities
of peer support.
A second but older version could be known as the 'on paper method'. This equally useful method was developed in Kanazawa in 1994. Pupils are given the opportunity to discuss their problems anonymously under the protection of a pseudonym. Through this system, supervision can be done at the editing stage and all pupils can share in the general 'question and answer' sessions that are generated. There lies the premise that not a few students share the problems, which are discussed on paper. This system began with the proposition by a male student, says Ms Hitomi KAWATA, who is a coordinator of the system and doing her work as a school nurse. She had already introduced the system in other schools. 'On paper method' can also lay the groundwork for other types of peer support such as counselling-based approaches. However, it is of interest that Ms KAWATA started the 'on paper method' after implementing counselling-based approaches.
The
figure above represents the relationship of some variations
of peer support method in Japan.
'Yokohama method' and 'on paper method' may be focused to improve the emotional climate of schools, also providing the basic training for counselling-based approaches, which may provide more individualised support.
Some other practices
Toda(2001) searched alternative peer support methods, which had been planned and implemented by some school nurses in Tottori, Japan. The research showed that there were a few similar methods of peer support, and some of them were using the structure of live supervision. The system, which allows teachers to sit and appropriately support the pupil-pupil sessions, may also prepare for counselling-based approaches. Following the practice of Ms KAWATA, Toda has introduced 'on paper method' into linked elementary and junior high schools in collaboration with school nurses and some graduate students. The on-paper peer support team named themselves as C-friends, and used pen names. Toda has suggested that they can share one pen name between several persons, also one person can use several pen names. The C-friends talk together about problems, which have been typed from the original letter by the editors to hide the name and handwriting, and offer their responses. Each response is discussed by the team and editors, then printed and distributed widely into each school. The biggest problem of the system at present is the difficulty of writing a conscientious response.
'The Mentor system'
In addition to bullying, school absenteeism is currently a major problem in Japanese schools. To support and communicate with the children about school absenteeism, schools and teachers have changed gradually, and alternative schools are providing various types of education for the children. Among them, the 'mentor (senior friend) system' provides emotional support and advice about school absenteeism. 'Mentors', who are mostly university students, are trained in befriending with the children and sometimes compensate for the lack of social skill. If we consider the 'mentors' to be peers of the children, this system can be also described as a variation of peer support.
Yuichi TODA Department of Psychology Tottori University
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