PEER COUNSELING PROGRAM
In 4 out of 5 school shootings, at least one other person knew of the shooter’s intent, but said nothing. Additionally, 7 out of 10 people who complete suicide told someone of their plans or gave some type of warning or indication.
Roots and Wings is training teens on how to help other teens through its Peer Counseling Program. The Mission of Peer Counseling is to develop and enhance the health, safety and well being of teens by focusing on peer education through a comprehensive program and curriculum that encompasses social and emotional skills and awareness, peer mediation, academic opportunity, student service, and referral. This program trains a select cross-section of students to act as helpers and active listeners for their fellow students.
Peer supporters primarily serve as someone to talk to, and encourage healthy perspectives through inspiring hope, teaching problem-solving techniques, empathic listening, self- reflection, consideration of alternatives, facilitating access to valuable opportunities, and encouraging their peers to better take control of their mental health. Peer supporters are not professional psychologists, they are high school students. Peer supporters do not claim to possess clinical knowledge on mental illness, and if they feel that an individual needs to see a professional, they are obligated to notify the program supervisor.
Peer supporters primarily serve as someone to talk to, and encourage healthy perspectives through inspiring hope, teaching problem-solving techniques, empathic listening, self- reflection, consideration of alternatives, facilitating access to valuable opportunities, and encouraging their peers to better take control of their mental health. Peer supporters are not professional psychologists, they are high school students. Peer supporters do not claim to possess clinical knowledge on mental illness, and if they feel that an individual needs to see a professional, they are obligated to notify the program supervisor.
The Solution: INCREASE MENTAL HEALTH RESOURCES IN SCHOOLS
The Stats In 2015, about 3 million teens ages 12 to 17 had had at least one major depressive episode in the past year, according to the Department of Health and Human Services. More than 2 million report experiencing depression that impairs their daily function. About 30% of girls and 20% of boys–totaling 6.3 million teens–have had an anxiety disorder, according to data from the National Institute of Mental Health.
Experts suspect that these statistics are on the low end of what’s really happening, since many people do not seek help for anxiety and depression. A 2015 report from the Child Mind Institute found that only about 20% of young people with a diagnosable anxiety disorder get treatment. It’s also hard to quantify behaviors related to depression and anxiety, like non-suicidal self-harm, because they are deliberately secretive.
Experts suspect that these statistics are on the low end of what’s really happening, since many people do not seek help for anxiety and depression. A 2015 report from the Child Mind Institute found that only about 20% of young people with a diagnosable anxiety disorder get treatment. It’s also hard to quantify behaviors related to depression and anxiety, like non-suicidal self-harm, because they are deliberately secretive.
The core principles of peer support*
1. Mutual The experience of peers who give and gain support is never identical. However, peer workers in mental health settings share some of the experiences of the people they work with. They have an understanding of common mental health challenges, the meaning of being defined as a ‘mental patient’ in our society and the confusion, loneliness, fear and hopelessness that can ensue.
2. Reciprocal Traditional relationships between mental health professionals and the people they support are founded on the assumption of an expert (professional) and a non-expert (patient/client). Peer relationships involve no claims to such special expertise, but a sharing and exploration of different world views and the generation of solutions together.
3. Non-directive Because of their claims to special knowledge, mental health professionals often prescribe the ‘best’ course of action for those whom they serve. Peer support is not about introducing another set of experts to offer prescriptions based on their experience, e.g. “You should try this because it worked for me”. Instead, they help people to recognise their own resources and seek their own solutions. “Peer support is about being an expert in not being an expert and that takes a lot of expertise.” (Recovery Innovations training materials. For details see www.recoveryinnovations.org)
4. Recovery focused Peer support engages in recovery focused relationships by: • inspiring HOPE: they are in a position to say ‘I know you can do it’ and to help generate personal belief, energy and commitment with the person they are supporting • supporting people to take back CONTROL of their personal challenges and define their own destiny • facilitating access to OPPORTUNITIES that the person values, enabling them to participate in roles, relationships and activities in the communities of their choice.
5. Strengths based Peer support involves a relationship where the person providing support is not afraid of being with someone in their distress. But it is also about seeing within that distress the seeds of possibility and creating a fertile ground for those seeds to grow. It explores what a person has gained from their experience, seeks out their qualities and assets, identifies hidden achievements and celebrates what may seem like the smallest steps forward.
6. Inclusive Being a ‘peer’ is not just about having experienced mental health challenges, it is also about understanding the meaning of such experiences within the communities of which the person is a part. This can be critical among those who feel marginalized and misunderstood by traditional services. Someone who knows the language, values and nuances of those communities obviously has a better understanding of the resources and the possibilities. This equips them to be more effective in helping others become a valued member of their community.
7. Progressive Peer support is not a static friendship, but progressive mutual support in a shared journey of discovery. The peer is not just a ‘buddy’, but a traveling companion, with both travelers learning new skills, developing new resources and reframing challenges as opportunities for finding new solutions.
8. Safe Supportive peer relationships involve the negotiation of what emotional safety means to both parties. This can be achieved by discovering what makes each other feel unsafe, sharing rules of confidentiality, demonstrating compassion, authenticity and a nonjudgemental attitude and acknowledging that neither has all the answers
* From https://www.centreformentalhealth.org.uk/
1. Mutual The experience of peers who give and gain support is never identical. However, peer workers in mental health settings share some of the experiences of the people they work with. They have an understanding of common mental health challenges, the meaning of being defined as a ‘mental patient’ in our society and the confusion, loneliness, fear and hopelessness that can ensue.
2. Reciprocal Traditional relationships between mental health professionals and the people they support are founded on the assumption of an expert (professional) and a non-expert (patient/client). Peer relationships involve no claims to such special expertise, but a sharing and exploration of different world views and the generation of solutions together.
3. Non-directive Because of their claims to special knowledge, mental health professionals often prescribe the ‘best’ course of action for those whom they serve. Peer support is not about introducing another set of experts to offer prescriptions based on their experience, e.g. “You should try this because it worked for me”. Instead, they help people to recognise their own resources and seek their own solutions. “Peer support is about being an expert in not being an expert and that takes a lot of expertise.” (Recovery Innovations training materials. For details see www.recoveryinnovations.org)
4. Recovery focused Peer support engages in recovery focused relationships by: • inspiring HOPE: they are in a position to say ‘I know you can do it’ and to help generate personal belief, energy and commitment with the person they are supporting • supporting people to take back CONTROL of their personal challenges and define their own destiny • facilitating access to OPPORTUNITIES that the person values, enabling them to participate in roles, relationships and activities in the communities of their choice.
5. Strengths based Peer support involves a relationship where the person providing support is not afraid of being with someone in their distress. But it is also about seeing within that distress the seeds of possibility and creating a fertile ground for those seeds to grow. It explores what a person has gained from their experience, seeks out their qualities and assets, identifies hidden achievements and celebrates what may seem like the smallest steps forward.
6. Inclusive Being a ‘peer’ is not just about having experienced mental health challenges, it is also about understanding the meaning of such experiences within the communities of which the person is a part. This can be critical among those who feel marginalized and misunderstood by traditional services. Someone who knows the language, values and nuances of those communities obviously has a better understanding of the resources and the possibilities. This equips them to be more effective in helping others become a valued member of their community.
7. Progressive Peer support is not a static friendship, but progressive mutual support in a shared journey of discovery. The peer is not just a ‘buddy’, but a traveling companion, with both travelers learning new skills, developing new resources and reframing challenges as opportunities for finding new solutions.
8. Safe Supportive peer relationships involve the negotiation of what emotional safety means to both parties. This can be achieved by discovering what makes each other feel unsafe, sharing rules of confidentiality, demonstrating compassion, authenticity and a nonjudgemental attitude and acknowledging that neither has all the answers
* From https://www.centreformentalhealth.org.uk/
Here are examples of what some student teams have done:
- Teaching a session at school assemblies
- Making eye-catching posters about anxiety, kindness, compassion, and depression, which are placed in school hallways and bathrooms
- Providing a confidential way for students to express a concern about a fellow student’s mood and behavior
- Designing a drop-box so students who think they are depressed or anxious can communicate that to the school’s staff
- Putting stress buster bags in every classroom which include items such as stress balls and pages to color
- During finals and other stressful times, teaching and demonstrating coping and relaxation skills, such as having yoga sessions in the cafeteria