Academic literature on the topic 'Peer counselling'
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Journal articles on the topic "Peer counselling"
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ABU-RASAIN, M. H. M., and D. I. WILLIAMS. "Peer counselling in Saudi Arabia." Journal of Adolescence 22, no. 4 (August 1999): 493–502. http://dx.doi.org/10.1006/jado.1999.0243.
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Bakesiima, Ritah, Jolly Beyeza-Kashesya, James K. Tumwine, Rose Nabirye Chalo, Kristina Gemzell-Danielsson, Amanda Cleeve, and Elin C. Larsson. "Effect of peer counselling on acceptance of modern contraceptives among female refugee adolescents in northern Uganda: A randomised controlled trial." PLOS ONE 16, no. 9 (September 2, 2021): e0256479. http://dx.doi.org/10.1371/journal.pone.0256479.
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Background The unmet need for contraceptives among refugee adolescents is high globally, leaving girls vulnerable to unintended pregnancies. Lack of knowledge and fear of side effects are the most reported reasons for non-use of contraceptives amongst refugee adolescents. Peer counselling, the use of trained adolescents to offer contraceptive counselling to fellow peers, has showed effectiveness in increasing use of contraceptives in non-refugee adolescent resarch. Objective To determine the effect of peer counselling on acceptance of modern contraceptives among female refugee adolescents in northern Uganda. Methods A randomised controlled trial carried out in Palabek refugee settlement in northern Uganda, May to July 2019. Adolescents were included if they were sexually active or in any form of union, wanted to delay child bearing, and were not using any contraceptives. A total of 588 consenting adolescents were randomised to either peer counselling or routine counselling, the standard of care. Results Adolescents who received peer counselling were more likely to accept a contraceptive method compared to those who received routine counselling (PR: 1·24, 95% CI: 1·03 to 1·50, p = 0·023). Adolescents whose partners had attained up to tertiary education were more likely to accept a method than those whose partners had secondary or less education (PR: 1·45, 95% CI: 1·02 to 2·06, p = 0·037). In both groups, the most frequently accepted methods were the injectable and implant, with the commonest reasons for non-acceptance of contraception being fear of side effects and partner prohibition. Conclusion Our data indicates that peer counselling has a positive effect on same day acceptance of modern contraceptives and should therefore be considered in future efforts to prevent adolescent pregnancies in refugee settings. Future peer counselling interventions should focus on how to effectively address adolescents’ fear of side effects and partner prohibition, as these factors continue to impede decision making for contraceptive uptake.
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Romadlon, Farid Noor. "English Peer Counseling to Engage Students’ Speaking Confidence and Motivation in Higher Education." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 23, 2022): 821–32. http://dx.doi.org/10.35445/alishlah.v14i1.1869.
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Textbook-based teaching commonly used in the ELT context in Indonesia results in a hard stimulation for students to speak more since the focus is reading skills. Activating peers' activities through English peer counselling in teaching speaking is one of the effective ways to promote students’ confidence and motivation in speaking. It is an activity conducted by peers that focuses on developing fundamental skills, especially speaking. This research aims to know the students' thoughts about English peer counselling toward their confidence and motivation in speaking. This research is qualitative research with a case study design. The researcher used a questionnaire as an instrument to collect the data. The questionnaire was given to 115 students of the English Education Program who joined the activity. The result shows that the first indicator reached 58,1%, which belongs to the neutral category. In comparison, the second indicator reached 91,4%. The final score for indicator one and indicator two was 79,8%. It indicates that students positively perceive English peer counselling to engage their speaking confidence and motivation. The activity encourages students to be more active in small conversations and discussions. They have better confidence in talking to their peers, which also gains their motivation. Similar research about English peer counselling for different skills, e.g. reading, writing, and listening, is highly possible to conduct.
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Chireshe, Regis. "Peer Counselling in Zimbabwean Secondary Schools." International Journal of Educational Sciences 5, no. 4 (October 2013): 349–54. http://dx.doi.org/10.1080/09751122.2013.11890096.
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양미진, 신효정, and 송미경. "The Military Peer Counselling Training Program." Korea Journal of Youth Counseling 17, no. 1 (July 2009): 19–31. http://dx.doi.org/10.35151/kyci.2009.17.1.002.
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Beckett, Dale. "Peer group counselling – appeal for help." Bulletin of the Royal College of Psychiatrists 10, no. 6 (June 1986): 153–54. http://dx.doi.org/10.1192/pb.10.6.153-a.
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Quarmby, David. "Peer Group Counselling with Bereaved Adolescents." British Journal of Guidance & Counselling 21, no. 2 (May 1993): 196–211. http://dx.doi.org/10.1080/03069889308253656.
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Carr, Rey A. "The city-wide peer counselling program." Children and Youth Services Review 10, no. 3 (January 1988): 217–32. http://dx.doi.org/10.1016/0190-7409(88)90004-7.
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Topping, Keith James. "Peer Education and Peer Counselling for Health and Well-Being: A Review of Reviews." International Journal of Environmental Research and Public Health 19, no. 10 (May 17, 2022): 6064. http://dx.doi.org/10.3390/ijerph19106064.
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Peer education and peer counselling for health and wellbeing have been recognized as complementary approaches to professional intervention for over 50 years, but it is relatively recently that research into effects has become adequate. Potentially, they have advantages in reaching where professionals cannot, but it has not been clear if that potential is fulfilled, although the measurement of effects is difficult. The present paper examines 58 narrative and systematic reviews and meta-analyses on the topic. In peer education, there were many reviews of sexual health and of HIV/AIDS interventions, followed by reviews of various medical conditions and in the context of prisons. More general reviews covered a wider field. In peer counselling, there were several reviews of breast-feeding and mental health. Many early reviews complained of the lack of evaluation; then, later reviews found knowledge gains but not behavior gains; then, still later reviews found both knowledge and behavior gains. Thus, peer education and counselling appear effective but only if organizational factors are well managed and the cultural context of the country respected. The implications for future practice, policy and research were outlined.
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Geldard, Kathryn, and Wendy Patton. "Adolescent Peer Counselling: Enhancing the Natural Conversational Helping Skills of Young People." Australian Journal of Guidance and Counselling 17, no. 1 (July 1, 2007): 28–48. http://dx.doi.org/10.1375/ajgc.17.1.28.
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AbstractDuring the developmental stage of adolescence young people face many stressful challenges (Dacey & Kenny, 1997). Some adolescents manage these challenges adaptively but others do not and are therefore at the risk of adopting maladaptive responses to stress (Frydenberg & Lewis, 2002; Patton & Noller, 1990). Because adolescents are generally reluctant to talk in the first instance to parents, or other adults including adult counsellors, programs have been established to train adolescents in peer counselling. The present study examined the conversational skills that young people prefer to use when helping their peers and investigated their response to the use of traditional counselling skills with regard to ease of use and helpfulness. The results suggest that adolescents find some commonly used counselling skills difficult to use and unhelpful. Additionally the study suggests that young people found that some normal adolescent conversational behaviours which have been discouraged in adolescent peer counsellor training programs were helpful. The findings of this study have important implications with regard to training adolescents.
Dissertations / Theses on the topic "Peer counselling"
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Geldard, Kathryn Mary. "Adolescent Peer Counselling." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16155/1/Kathryn_Geldard_Thesis.pdf.
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Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers.
The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents.
The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school.
Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students.
The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations.
The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference.
The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation.
A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
2
Geldard, Kathryn Mary. "Adolescent Peer Counselling." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16155/.
Full textAbstract:
Adolescent peer counselling as a social support strategy to assist adolescents to cope with stress in their peer group provides the focus for the present thesis. The prosocial behaviour of providing emotional and psychological support through the use of helping conversations by young people is examined. Current programs for training adolescent peer counsellors have failed to discover what skills adolescents bring to the helping conversation. They ignore, actively discourage, and censor, some typical adolescent conversational helping behaviours and idiosyncratic communication processes. Current programs for training adolescent peer counsellors rely on teaching microcounselling skills from adult counselling models. When using this approach, the adolescent peer helper training literature reports skill implementation, role attribution and status differences as being problematic for trained adolescent peer counsellors (Carr, 1984; de Rosenroll, 1988; Morey & Miller, 1993). For example Carr (1984) recognised that once core counselling skills have been reasonably mastered that young people " may feel awkward, mechanical or phoney" (p. 11) when trying to implement the new skills. Problematic issues with regard to role attribution and status differences appear to relate to the term 'peer counsellor' and its professional expectations, including training and duties (Anderson, 1976; Jacobs, Masson & Vass, 1976; Myrick, 1976). A particular concern of Peavy (1977) was that for too many people counselling was an acceptable label for advice giving and that the role of counsellor could imply professional status. De Rosenroll (1988) cautioned against creating miniature mirror images of counselling and therapeutic professionals in young people. However, he described a process whereby status difference is implied when a group of adolescent peer counsellors is trained and invited to participate in activities that require appropriate ethical guidelines including competencies, training, confidentiality and supervision. While Carr and Saunders (1981) suggest, "student resentment of the peer counsellor is not a problem" they go on to say, "this is not to say that the problem does not exist" (p. 21). The authors suggest that as a concern the problem can be minimised by making sure the peer counsellors are not 'forced' on the student body and by providing opportunities for peer counsellors to develop ways of managing resentment. De Rosenroll (1988) acknowledges that the adolescent peer counsellor relationship may fall within a paraprofessional framework in that a difference in status may be inferred from the differing life experiences of the peer counsellor when compared with their student peers. The current project aimed to discover whether the issues of skill implementation, role attribution and status differences could be addressed so that adolescent peer counselling, a valuable social support resource, could be made more attractive to, and useful for adolescents. The researcher's goal was to discover what young people typically do when they help each other conversationally, what they want to learn that would enhance their conversational helping behaviour, and how they experience and respond to their role as peer counsellor, and then to use the information obtained in the development of an adolescent-friendly peer counsellor training program. By doing this, the expectation was that the problematic issues cited in the literature could be addressed. Guided by an ethnographic framework the project also examined the influence of an adolescent-friendly peer counsellor training program on the non-peer counsellor students in the wider adolescent community of the high school. Three sequential studies were undertaken. In Study 1, the typical adolescent conversational and communications skills that young people use when helping each other were identified. In addition, those microcounselling skills that young people found useful and compatible with their typical communication processes were identified. In Study 2, an intervention research process was used to develop, deliver, and evaluate an adolescent-friendly peer counsellor training program which combined typical adolescent helping behaviours with preferred counselling microskills selected by participants in Study 1. The intervention research paradigm was selected as the most appropriate methodology for this study because it is designed to provide an integrated perspective for understanding, developing, and examining the feasibility and effectiveness of innovative human services interventions (Bailey-Dempsey & Reid, 1996; Rothman & Thomas, 1994). Intervention research is typically conducted in a field setting in which researchers and practitioners work together to design and assess interventions. When applying intervention research methodology researchers and practitioners begin by selecting the problem they want to remedy, reviewing the literature, identifying criteria for appropriate and effective intervention, integrating the information into plans for the intervention and then testing the intervention to reveal the intervention's strengths and flaws. Researchers then suggest modifications to make the intervention more effective, and satisfying for participants. In the final stage of intervention research, researchers disseminate information about the intervention and make available manuals and other training materials developed along the way (Comer, Meier, & Galinsky, 2004). In Study 2 an adolescent-friendly peer counsellor training manual was developed. Study 3 evaluated the impact of the peer counsellor training longitudinally on the wider school community. In particular, the project was interested in whether exposure to trained peer counsellors influenced students who were not peer counsellors with regard to their perceptions of self-concept, the degree of use of specific coping strategies and on their perceptions of the school climate. Study three included the development of A School Climate Survey which focused on the psychosocial aspects of school climate from the student's perspective. Two factors which were significantly correlated (p<.01) were identified. Factor 1 measured students' perceptions of student relationships, and Factor 2 measured students' perceptions of teachers' relationships with students. The present project provides confirmation of a number of findings that other studies have identified regarding the idiosyncratic nature of adolescent communication, and the conversational and relational behaviours of young people (Chan, 2001; Noller, Feeney, & Peterson, 2001; Papini & Farmer, 1990; Rafaelli & Duckett, 1989; Readdick & Mullis, 1997; Rotenberg, 1995; Turkstra, 2001; Worcel et al., 1999; Young et al., 1999). It extends this research by identifying the specific conversational characteristics that young people use in helping conversations. The project confirmed the researcher's expectation that some counselling microskills currently used in training adolescent peer counsellors are not easy to use by adolescents and are considered by adolescents to be unhelpful. It also confirmed that some typical adolescent conversational helping behaviours which have been proscribed for use in other adolescent peer counsellor training programs are useful in adolescent peer counselling. The project conclusively demonstrated that the adolescent-friendly peer counsellor training program developed in the project overcame the difficulties of skill implementation identified in the adolescent peer counselling literature (Carr, 1984). The project identified for the first time the process used by adolescent peer counsellors to deal with issues related to role attribution and status difference. The current project contributes new information to the peer counselling literature through the discovery of important differences between early adolescent and late adolescent peer counsellors with regard to acquiring and mastering counselling skills, and their response to role attribution and status difference issues among their peers following counsellor training. As a result of the substantive findings the current project makes a significant contribution to social support theory and prosocial theory and to the adolescent peer counselling literature. It extends the range of prosocial behaviours addressed in published research by specifically examining the conversational helping behaviour of adolescents from a relational perspective. The current project provides new information that contributes to knowledge of social support in the form of conversational behaviour among adolescents identifying the interactive, collaborative, reciprocal and idiosyncratic nature of helping conversations in adolescents. Tindall (1989) suggests that peer counsellor trainers explore a variety of ways to approach a single training model that can augment and supplement the training process to meet specific group needs. The current project responded to this suggestion by investigating which counselling skills and behaviours adolescent peer counsellor trainees preferred, were easy to use by them, and were familiar to them, and then by using an intervention research process, devised a training program which incorporated these skills and behaviours into a typical adolescent helping conversation. A mixed method longitudinal design was used in an ecologically valid setting. The longitudinal nature of the design enabled statements about the process of the peer counsellors' experience to be made. The project combined qualitative and quantitative methods of data gathering. Qualitative data reflects the phenomenological experience of the adolescent peer counsellor and the researcher and quantitative data provides an additional platform from which to view the findings. The intervention research paradigm provided a developmental research method that is appropriate for practice research. The intervention research model is more flexible than conventional experimental designs, capitalises on the availability of small samples, accommodates the dynamism and variation in practice conditions and diverse populations, and explicitly values the insights of the researcher as a practitioner. The project combines intervention research with involvement of the researcher in the project thus enabling the researcher to view and report the findings through her own professional and practice lens.
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Chow, Wai-bing Theresa. "A case study on pupils' perception of peer counselling." [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16062528.
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Pereira, Anabela Maria Sousa. "Helping students cope : peer counselling in higher education." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:4999.
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This study looks at the problems facing students in their University careers and considers how they may be helped and supported at this time. A University Nightline telephone befriending service (LUA-Linha da Universidade de Aveiro) was established in Portugal (where no such provision previously existed) in order to provide a research vehicle for examining these issues, as well as to meet students' needs. The primary focus of the research was on the experiences of the Student Helpers who staffed the Nightline and on the issues presented by their clients. The research method was one of co-operative inquiry.Through the training of Student Helpers and implementation of this service, insight was gained into the nature of students' problems. Consequently, it was possible to produce a taxonomy of student needs. A distinction was drawn between problems relating to 'inter-individual' (individual and academic) life and 'intra-personal' (personal and academic) life, with a course of action relating to each problem area being described as short or long-term. This taxonomy was used to analyse the calls received by the Nightline. Results indicate that most clients were seeking short term solutions to problems relating to 'intra-personal - personal life'. The experiences and problems of Students Helpers were assessed predominantly through the use of questionnaires and focus groups. An unexpected and pleasing outcome from this research was that in providing a peer counselling service, Student Helpers had facilitated their own personal growth. In most respects, their needs paralleled those of the clients they were trying to help.A central tenet of this thesis is that the provision of academic support alone is not sufficient to ensure academic success. The research suggests that greater consideration should be given to opportunities for personal development programs as part of the curriculum in higher education.
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Chow, Wai-bing Theresa, and 周蕙冰. "A case study on pupils' perception of peer counselling." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957791.
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Ellis, Louise A. 1975, University of Western Sydney, of Arts Education and Social Sciences College, and Self-Concept Enhancement and Learning Facilitation Research Centre. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes." THESIS_CAESS_SELF_Ellis_L.xml, 2004. http://handle.uws.edu.au:8081/1959.7/574.
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Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the programDoctor of Philosophy (PhD)
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Six, Karen Ruth, and University of Lethbridge Faculty of Education. "Getting real : peer counselling as a way to authenticity." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1993, 1993. http://hdl.handle.net/10133/51.
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The purpose of this thesis is to address the question, "Is Peer Counselling a way of fostering or promoting the existential notion of authenticity?" The intention of Peer Counselling is to improve the psychological health and well being of its participants (both counsellors and counsellees) through peer intervention and education. Peer Counselling training is a curriculum and method wherein students are taught to listen to and help in the choice-making process of their peers. Peer Counselling, both training and outreach interaction, encourages the development of positive identity and responsible independence as individuals exercise more control over their experiences. It seeks to create opportunities to learn how to actively and intentionally use experiences to gain new levels of confidence and competence. A process oriented, experiential training approach, it ensures the content is relevant to the learner. The self-directed attitude and approach of peer counselling encourages counsellors and counsellees alike to become active participants in their own development, in their own life choices. The acquisition of interpersonal communication skills such as empathic listening, facilitative questioning, decision making and values clarification may aid both counsellor and counsellee in a movement towards the existential notion of authenticity. Authenticity includes such characteristics and qualities as: genuineness in 'good faith'; autonomy; discovery of one's 'care structure'; creative choice making; critical examination of societally imposed norms; radical responsibility for the conditions and perspectives of one's life; and an openness to the dynamic nature of one's unique being. Re-constructions of peer counselling interactions provide opportunity to examine the theoretical possiblities for peer counselling to promote authenticity. Finally the implications of merging this curriculum with the philosophical notion of authenticity is examined in the light of actual classroom experience. Implications for pedagogy are discussed.vi, 129 leaves ; 29 cm.
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Abu-Rasain, Mohammed Hassan M. "Loneliness and peer counselling : an exploratory study in Saudi Arabia." Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:3872.
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The first aim of the research was to determine the extent of loneliness among Saudi adolescents and its relationship to psychological and demographic factors. The phenomenon was assessed by means of quantitative and qualitative methods to explore the "meanings" of loneliness. Results indicated a high level of loneliness amongst adolescents in Saudi Arabia. Those with high level of loneliness were found to have fewer friends and scored statistically significantly higher on other psychological measures, particularly depression and anxiety,and lower on self-esteem. An implication of this finding was the need to provide adolescents with a support programme to meet their needs at this critical stage of their development.The argument throughout this study was that the existent counselling/pastoral provision was inadequate to provide adolescents in secondary school with appropriate psychological and personal support.The second aim of the study was to test the applicability of a peer counselling/support programme to prevent loneliness among young people. Implementation of this programme was carried out with comprehensive evaluation, which focused on the peer counsellors and the populations they served. Findings were encouraging in relation to both parties.Those young people who participated as peer helpers reported gains in personal development and said that their participation had benefitted their general lives; clients also reported high satisfaction with the service. Students reported high levels on two areas of social support as measured by Social Provisions Scale, namely guidance and reliable alliance, although a reduction on level of loneliness was not achieved. Additionally, formal record of the school counsellors showed less behavioural and educational problems within the school.Recommendations were made for the introduction of peer counselling programmes in Saudi school system.
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Ibrahim, Mizan Adiliah Ahmad. "A study of peer counselling in secondary schools in Malaysia." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318415.
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Pienaar, Marthe-Marie. "Enhancing the sense of self of peer supporters using life design counselling." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62901.
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One of the main challenges experienced during adolescence is that of developing a coherent sense of self, or self-identity (Becht, 2016; Bester & Quinn, 2010; Erickson, 1977). This study used a parallel (or convergent) interactive multi-method design, embedded in an intervention, to explore the possible effects of group based life design counselling on the sense of self of female adolescent peer supporters. The possibility of assisting more individuals by using intervention techniques in groups was also explored. The research study is embedded in a constructivist paradigm and, working from an interpretive stance, the researcher collected, analysed and reported on quantitative and qualitative data to gained insight into the participants’ experiences surrounding narrative group life design techniques and their possible impact on enhancing the sense of self. The overall findings indicate that the intervention programme enhanced the sense of self of the participating peer supporters. The mixed-method research results from this study provide a clearer view of how groups of adolescents can be supported to become better equipped to negotiate transitions in their lives, by enhancing their sense of self.Thesis (PhD)--University of Pretoria, 2017.
Educational Psychology
PhD
Unrestricted
Books on the topic "Peer counselling"
1
Collins, Gary R. Christian counselling. Berkhamsted: Word, 1985.
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2
Helen, Cowie, and Sharp Sonia 1961-, eds. Peer counselling in schools: A time to listen. London: D. Fulton, 1996.
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3
Lim, Isaac. Comfort my people: Christian counselling [sic], a lay challenge. Singapore: Methodist Book Room, 1988.
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Christian counselling and psychotherapy: What it ought to be. Chennai: Christian Literature Society, 2008.
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Ivers, Vera. Older volunteers and peer health counselling: A new approach to training and development. Stoke-on-Trent: Beth Johnson Foundation, 1991.
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Silverthorne, June E. School-based peer support groups: A positive approach to the counselling needs of children from divorced/separated families. Birmingham: School of Continuing Studies, The University of Birmingham, 1998.
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Angus, Scott, and Centre for Addiction and Mental Health., eds. Freedom to act: The 'Harm Reduction for Rural Youth" project experience : supporting youth creating solutions for youth. Toronto: Centre for Addiction and Mental Health, 2000.
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Sulwe, James. Peer approaches among young people in Zambia: Lessons learned from HIV prevention and care : report on a workshop held at Kara Counselling, Thorn Park Hall, Lusaka, October 1996. [Lusaka]: UNICEF, 1996.
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Sturkie, Joan, and Maggie Phillips. Developing Peer Counselling Skills. Heinemann Educational Secondary Division, 1993.
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Cowie, Helen, and Sonia Sharp, eds. Peer Counselling in Schools. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144.
Full textBook chapters on the topic "Peer counselling"
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Hung, Sik Hin, and Jennifer Yim Shui Wa. "Dharma Therapy: A Buddhist Counselling Approach to Acknowledging and Enhancing Perspectives, Attitudes and Values." In International Perspectives in Values-Based Mental Health Practice, 305–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_35.
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AbstractIn the modern world, psychological problems like anxiety and depression are common phenomena in society. Dharma therapy is a Buddhist teaching-based therapeutic intervention which utilizes the Buddhist model of ending suffering to help clients to deal with psychological issues. In many cases, it has been shown to be effective. The present case study illustrates how the client, Mr. Peter Chan, who was suffering from anxiety, benefited from going through the intervention of Dharma Therapy. The article will describe what is Dharma Therapy, Mr. Chan’s psychological issues and how the seven steps of Dharma Therapy helped Mr. Chan to deal with his sufferings. Psychological tests administered before and after the therapeutic intervention showed improvement in all aspects of anxiety.
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Cowie, Helen, and Sonia Sharp. "What is Peer Counselling?" In Peer Counselling in Schools, 12–25. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-2.
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"Peer counselling and support." In Counselling Pupils in Schools, 81–91. Routledge, 2003. http://dx.doi.org/10.4324/9780203182772-10.
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Cowie, Helen, and Sonia Sharp. "The Context of Peer Counselling." In Peer Counselling in Schools, 26–45. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-3.
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Cowie, Helen, and Sonia Sharp. "Overview." In Peer Counselling in Schools, 2–11. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-1.
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Paterson, Hilary, Maggie Bentley, Franny Singer, and Philip O’Hear. "The Anti-Bullying Campaign (ABC) at Acland Burghley 1." In Peer Counselling in Schools, 114–23. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-10.
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Cowie, Helen, and Sonia Sharp. "Evaluating Peer Counselling in Your Own Setting." In Peer Counselling in Schools, 125–37. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-11.
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Cowie, Helen, and Sonia Sharp. "How Do We Know It Works?" In Peer Counselling in Schools, 138–45. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-12.
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Cowie, Helen, and Sonia Sharp. "Setting Up a Training Programme." In Peer Counselling in Schools, 46–63. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-4.
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Demetriades, Athy. "Children of the Storm: Peer Partnership." In Peer Counselling in Schools, 65–72. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-5.
Full textConference papers on the topic "Peer counselling"
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Savira, Siti I., Riza N. Khoirunnisa, Yohana Wuri Satwika, Damajanti K. Dewi, and Syahrifa Y. Nurmalasari. "Adopting Peer Educator Skills: The Effectiveness of Basic Counselling Training." In International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.201.
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Suatin, Wiwik, and Novie Triana Wijayanti. "Peer Attachment and Child’s Social Competence." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.068.
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Sagita, Ranti. "The Effect of Peer Group and Religiosity on Early Marriage Motivation." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.040.
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Utami, Ria Rizki, and May Lia Elfina. "The Influence of Anger Management on Aggression Behavior and Peer Acceptance as a Mediation Variable." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.43.
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Minasochah and Minasochah. "Peer and Parent Attachment and Psychological Well-Being of Adolescents from Diaspora Families in Bawean Island." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.34.
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Ibrahim, Adam Setiawan, and Sulastika Ertina. "The Influence of Peer Support and Self-Efficacy Against Academic Procrastination on Teenagers’ Online Game Addiction." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.8.
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Jumaa, Jinan Abi, and Andreas Heinz. "Gender-Sensitive Peer Counselling Groups in Times of Conflict Reflections on a Self-Help Support Group in Berlin." In The International Conference on Future of Women. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26028646.2020.3102.
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Siagian, Albiner, Evawany Y Aritonang, and Namora Lumongga Lubis. "The Effect of Peer Counselling on Increasing Exclusive Breastfeeding in Lubuk Pakam and Tanjung Morawa Sub-Districts, Deli Serdang, North Sumatera." In Mid International Conference on Public Health 2018. Masters Programme in Public Health, Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/mid.icph.2018.03.21.
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Pizzini, Nigel. "Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.
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This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
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Faradilla, Andita. "Social Skill Interventions on Children with Attention-Deficit Hyperactivity Disorder (ADHD): Parents and Peers Involvement." In Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200120.001.
Full textReports on the topic "Peer counselling"
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.
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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.