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Article
Publication date: 23 November 2017

Margaret McBeath, Maureen T.B. Drysdale and Nicholas Bohn

The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on…

3515

Abstract

Purpose

The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program.

Design/methodology/approach

Semi-structured group interviews were conducted with 25 participants, selected from a university with a WIL program. Interview data captured perceptions of peer support, sense of belonging, and how these influenced mental health, overall well-being, and confidence in making school-to-work transitions. Analysis followed the grounded theory approach of Glaser.

Findings

The analysis revealed that peer support and sense of belonging were essential protective factors for university student’s mental health and well-being, particularly during off-campus work terms or when transitioning to the labor market after graduation. Data suggested that participating in a WIL program can exacerbate students’ perceived barriers to accessing peer support resources and, in turn, lead to poor mental health.

Originality/value

The findings provide evidence for the importance of peer support and sense of belonging on mental health and help-seeking behaviors. Findings are important for the development of health programs, initiatives, and policies, particularly in light of the increase in mental illness amongst university students during their studies and as they prepare for the competitive labor market after graduation.

Details

Education + Training, vol. 60 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 16 September 2013

Simon Lawton-Smith

This paper aims to provide a summary of where peer support currently sits in the UK mental health services policy and practice. It presents an overview of models of peer support;…

1509

Abstract

Purpose

This paper aims to provide a summary of where peer support currently sits in the UK mental health services policy and practice. It presents an overview of models of peer support; the UK national policy on peer support; evidence of the benefits of peer support; case studies of recent and continuing peer support in action; challenges facing peer support; and suggestions for developing peer support in the future.

Design/methodology/approach

The paper selects and discusses evidence from academic literature and policy and practice on peer support within the UK.

Findings

The evidence base demonstrating the benefits of peer support in mental health across the UK is increasing. This has persuaded UK governmental bodies to encourage the development of peer support services, of which there is a number of models and examples, although the current economic climate poses challenges to their development.

Originality/value

Historically, peer support in mental health services across the UK has developed piecemeal. But at a time when policy-makers, health practitioners and people who use mental health services are increasingly recognising the benefits of peer support, this paper draws key evidence together and provides pointers towards the future development of such services.

Details

The Journal of Mental Health Training, Education and Practice, vol. 8 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 17 October 2017

Kara Danks and Alexandria Bradley

The purpose of this paper is to explore the perspectives of prisoners and prison staff in relation to mental wellbeing and the negotiation of barriers to accessing and providing…

Abstract

Purpose

The purpose of this paper is to explore the perspectives of prisoners and prison staff in relation to mental wellbeing and the negotiation of barriers to accessing and providing support. This small-scale study includes the experiences of 11 prison staff and 9 prisoners within a Category D male prison.

Design/methodology/approach

A focus group was conducted with the prisoners and interviews with prison staff. Thematic analysis identified three core themes: “context enabling factors”, “barriers to accessing support for mental wellbeing” and “peer support roles”.

Findings

Prisoners conveyed a reluctance in reporting mental health issues due to the fear of being transferred to closed conditions. All staff indicated the benefits of peer support roles.

Research limitations/implications

Further research is required on a wider scale, as it is acknowledged that the findings of this study are from one prison and may not apply to other settings. Although there are barriers that may impact the reporting of mental wellbeing issues, there may be small relational steps that can be taken to address these.

Originality/value

Few studies exist that explore the nuances and barriers within open prisons, perhaps due to the overwhelming need within closed conditions. A context-specific approach considering early prevention strategies to support a safer prison system and successful rehabilitation is explored. The combination of prisoner and staff experiences is of value to both academia and policymakers.

Details

Journal of Criminal Psychology, vol. 8 no. 1
Type: Research Article
ISSN: 2009-3829

Keywords

Article
Publication date: 11 October 2021

Maureen T.B. Drysdale, Margaret L. McBeath and Sarah A. Callaghan

Peer support has been identified as an important protective factor for mental health and overall well-being. The purpose of this study is to examine the feasibility of…

Abstract

Purpose

Peer support has been identified as an important protective factor for mental health and overall well-being. The purpose of this study is to examine the feasibility of implementing an online peer support group and its impact on measures of well-being.

Design/methodology/approach

A mixed-methods randomized controlled trial design was used to examine the feasibility and impact of online peer support. Comparisons in well-being were made between the online peer support group and an in-person peer support group and control group. Participants were randomly assigned to a control group or either a six-week in-person or online peer support group. All participants completed an online survey measuring constructs of well-being pre- and post-condition. Additionally, qualitative data regarding the benefits of peer support and in particular the efficacy of the online format were collected from participants. Analysis of variance and post hoc tests determined significant differences within and between the groups.

Findings

Both the online and face-to-face peer support groups scored significantly higher on post-test measures of well-being than pre-test scores and control group scores. Qualitative narratives and significant quantitative findings supported the feasibility of peer support offered online. Post-condition outcomes showed that online peer support is as effective as in-person peer support for improving well-being.

Originality/value

To the best of the authors’ knowledge, this study is the first of its kind to compare online and in-person peer support programs for students in higher education. The results have direct implications for higher education students and practitioners, especially at times when face-to-face support is not feasible.

Details

The Journal of Mental Health Training, Education and Practice, vol. 17 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

Book part
Publication date: 29 August 2017

Margaret L. McBeath, Maureen T. B. Drysdale and Nicholas Bohn

Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with…

Abstract

Mental illness amongst students in higher education has increased in recent years. Several contributing factors have been identified, including the growing number of students with pre-existing problems who are pursuing university and the fact that emerging adulthood is a time of developmental vulnerability to social pressures. Other key factors include academic pressure, the financial burden of student debt, and increasing uncertainty around making a successful transition to the workplace. These pressures are often more pronounced for minority students – in particular ethnic and sexual minority students. Peer support and connectedness to school have been identified as key areas for building protective factors for positive mental health outcomes and lower rates of health-risk behaviors. Many higher education institutions also offer work-integrated learning programs (WIL) to help ease students’ financial burden and increase their level of employability. However, participation in WIL may impact on students’ academic and social support networks. For instance, programs in which students participate in off-campus work placements (i.e., cooperative education) can cause disruption in students’ connectedness to school and their perceived level of social support. This chapter examines the intensification of mental health problems on campus and explores the importance of sense of belonging and social support as protective factors. Furthermore, the chapter explores how WIL can both protect and hinder students’ mental health and wellbeing and examines current evidence for interventions that can help students prepare for their school-to-work transition.

Details

Work-Integrated Learning in the 21st Century
Type: Book
ISBN: 978-1-78714-859-8

Keywords

Article
Publication date: 25 August 2021

Hannah Kate Lewis and Una Foye

The current policy landscape advocates for the involvement of people with lived experience in the co-production and co-delivery of mental health services. However, evidence on how…

Abstract

Purpose

The current policy landscape advocates for the involvement of people with lived experience in the co-production and co-delivery of mental health services. However, evidence on how to do this safely and effectively for people with eating disorders (EDs) is lacking. The purpose of this study was to explore and synthesis the implementation of ED interventions which involved lived-experience and to evaluate the associated benefits and risks to participants.

Design/methodology/approach

This study will conduct a systematic review of ED interventions which involve people with lived experience of an ED. A total of seven databases and four subject-specific journals were searched using Boolean search terms.

Findings

The search yielded ten eligible studies. Involvement procedures were extracted which highlighted variation with some roles being continuous and active and others being isolated and passive. Qualitative results were extracted and thematically analysed which demonstrated many benefits from involving people with lived experience, such as normalisation of experiences, inspiration to recover and the sharing of insight, as well as some risks such as disingenuity and exposure to triggering content.

Practical implications

The implications of this review highlight the need for policy and guidance to minimise variation across procedures and implementation of co-production to ensure positive outcomes and benefits for participants, given the current landscape. More research in the benefits and risks for those involved in the delivery of the interventions is needed to ensure that co-production and peer support is delivered as safely and effectively as possible.

Originality/value

This was the first systematic review since 2016 (Fogarty et al., 2016) to assess peer-mentorship programmes in ED treatments, whilst expanding the remit to include wider definitions of peer-support and peer-mentorships such as co-production and co-design in research.

Details

Mental Health Review Journal, vol. 27 no. 1
Type: Research Article
ISSN: 1361-9322

Keywords

Book part
Publication date: 16 June 2022

Helle Holmgren

Studies have identified low levels of social support as one of several risk factors for poor psychological outcome following bereavement. Despite this fact, little is known about

Abstract

Studies have identified low levels of social support as one of several risk factors for poor psychological outcome following bereavement. Despite this fact, little is known about how bereaved individuals interpret and define social support or which behaviors they perceive as helpful (Cacciatore, Thieleman, Fretts, & Jackson, 2021). The present study seeks to understand the experiences of the support received by Danish families who have lost a parent to death. Individuals recruited from a mutual bereavement support group (N = 87, 25–59 years old) responded to an online survey, which yielded both quantitative and qualitative data, the latter from open-ended questions and comment boxes. The results demonstrated a variety of sources of support. However, some of the bereaved individuals also reported a decided lack of help for both adults and children post-loss. As most respondents were women (93%), future research might shed more light on possible gender differences in the expectations, needs, and experiences of social support in bereavement. The study participants provided elaborate suggestions for the improvement of bereavement support, such as, practical help, access to bereavement support groups, more knowledge on bereavement and grief in the Danish society, and easier access to peer support. The chapter revealed an apparent lack of coordination of the support for parentally bereaved families. Additionally, some groups of bereaved children seemed to be particularly vulnerable and overlooked, namely the very young children, children in late adolescence/young adulthood, and children with special needs.

Details

Facing Death: Familial Responses to Illness and Death
Type: Book
ISBN: 978-1-80382-264-8

Keywords

Article
Publication date: 17 August 2011

Nat Wright, Adam Bleakley, Christine Butt, Oliver Chadwick, Khaver Mahmood, Kiran Patel and Aicha Salhi

The purpose of this paper is to review systematically the available literature relating to the implementation of peer education to promote health and healthy behaviour in prisons.

Abstract

Purpose

The purpose of this paper is to review systematically the available literature relating to the implementation of peer education to promote health and healthy behaviour in prisons.

Design/methodology/approach

The authors undertook a narrative systematic review of Medline, EMBASE, CINAHL, Psychinfo, Web of Science and Cochrane databases. Relevant journals and reference lists were hand searched for relevant articles to be included in the review. Of the abstracts found, full‐text papers were retrieved for those papers deemed as possibly fulfilling the inclusion criteria of the review.

Findings

A total of 3,033 abstracts were identified leading to 46 full‐text articles being retrieved, of which ten were included in the review. Peer education in prisons can have an impact on attitudes, knowledge, and behaviour intention regarding HIV risk behaviour. The research findings were inconclusive for the impact of peer education upon illicit drug use and injecting practice. There was a paucity of research evaluating the impact of peer education upon mental ill health, obesity, diet, smoking, or self‐management of chronic physical diseases.

Originality/value

Peer education is effective in reducing risk of HIV transmission. It is possible that peer education for mental health issues is stigmatising, presenting an opportunity for further research activity. The impact of peer education upon illicit drug use practice, obesity, diet, smoking, and self‐management of chronic physical diseases also presents further research opportunities. Research evaluating models of active peer educator involvement in health service delivery and organisation is also lacking.

Details

International Journal of Prisoner Health, vol. 7 no. 4
Type: Research Article
ISSN: 1744-9200

Keywords

Article
Publication date: 3 June 2014

Pam McGrath, Saras Henderson, Sidney Cabral and David Crompton

The purpose of this paper is to report research findings on the perspectives of overseas trained psychiatrists (OTPs) on the “The Overseas Trained Specialist Up-Skilling…

Abstract

Purpose

The purpose of this paper is to report research findings on the perspectives of overseas trained psychiatrists (OTPs) on the “The Overseas Trained Specialist Up-Skilling Programme” (OTSUP), initiated in Queensland, Australia to assist OTP's to prepare for the Royal Australian and New Zealand College of Psychiatrist (RANZCP) Fellowship examination. Ascertaining and utilisation of OTP's views about the programme will enable improvements to be made to the programme and better implementation.

Design/methodology/approach

An exploratory qualitative design was utilised for the study in order to provide insights on the quality and effectiveness of the OTSUP.

Findings

Centred around two main themes. The first theme included participant's knowledge about the up-skilling programme with its subthemes of “finding out about the programme”; “perceived aims of the programme”; and “educational events supporting the programme”. The second theme revolved around participants’ perceived benefits of the up-skilling programme with its four subthemes such as, first, individualised support, second, the opportunity to improve practical and communication skills through OTSUP educational events, third, access to peer support and fourth, provision of specific information on the RANZCP examination process.

Research limitations/implications

Limitations as this was a qualitative study, the findings can only be applicable to a similar context. Nevertheless, the findings do provide support for an educational initiative that assisted the OTS to better prepare for the RANZCP examination. To gain further insight into challenges faced by OTS with successfully passing the examination in less frequent attempts, programmes such as the OTSUP need to be improved and sustained.

Originality/value

The findings provide valuable insight into how OTPs view the up-skilling programme. Moreover, the findings pave the way forward in how the programme can be improved in the future to assist OTPs prepare for the RANZCP examination.

Details

The Journal of Mental Health Training, Education and Practice, vol. 9 no. 2
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 27 September 2022

Jessica Lee, Donna Haskayne, Madihah Hussain, Abbas Darukhanawala and Charlotte Marriott

“Social recovery” is a long-cited aim within the UK early intervention in psychosis (EIP) services; however, there is a lack of evidence regarding existing social recovery…

Abstract

Purpose

“Social recovery” is a long-cited aim within the UK early intervention in psychosis (EIP) services; however, there is a lack of evidence regarding existing social recovery provisions and how these can be improved. This paper aims to evaluate an existing social drop-in facility within an EIP team, ran within the Birmingham and Solihull Mental Health NHS Foundation Trust, and highlight the potential benefits of delivering such services for people diagnosed with first episode psychosis.

Design/methodology/approach

Attendance and basic demographic statistics (age, gender and ethnicity of attendees) were collected over a period of 13 weeks. In addition, two semi-structured focus groups were conducted: one with EIP staff members (community psychiatric nurses and support workers) and the other with current service users, with both groups describing their satisfaction and experience of the drop-in facility and how it can be improved.

Findings

Inductive thematic analysis was used to analyse data from both focus groups, with six overarching meta-themes being identified: reflection, environment, emotional experience, recovery, activities and interactions. Service users and staff reflected that the drop-in facility was an asset to the service, although work could be done to improve overall attendance.

Originality/value

This paper explores how a social drop-in facility can provide a supportive, positive environment that aids recovery from psychosis for service users and improves working conditions for the EIP staff.

Details

Mental Health Review Journal, vol. 28 no. 1
Type: Research Article
ISSN: 1361-9322

Keywords

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