Dissertations / Theses on the topic 'Peer counselling'

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.

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.

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.

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.<br>vi, 129 leaves ; 29 cm.

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 program<br>Doctor of Philosophy (PhD)

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.

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.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Educational Psychology<br>PhD<br>Unrestricted

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 program

Despite global efforts, exclusive breastfeeding is rarely practiced in South Africa where infants are at risk of diarrheal infections, malnutrition and HIV transmission. The present study was conceptualized within the context of a multi-country, cluster randomized community-based behavioural intervention known as PROMISE-EBF in South Africa, Burkina Faso, Zambia and Uganda (www.clinicaltrials.gov, no: NCT00397150). The aim of this thesis was to identify and describe contextual factors that are important for the effectiveness of community-based peer counselling with a special focus on the promotion of exclusive breast and formula feeding. This thesis identifies the paradoxes and discrepancies embedded in the notion of community-based “peer” counselling approach, especially in the South African context of poverty, HIV and social distrust. Peer counselling, while perceived useful, was associated with social distrust which might have resulted in reduced effectiveness of the intervention. The thesis further illustrates that, while there is strong support for breast feeding, there was a general openness for early introduction of commercial foods and liquids. Mothers’ perceptions on infant feeding and peer counselling varied substantially according to HIV-status and geographical area. Nevertheless, the infant feeding peer counselling approach neither modified the mothers’ perceptions on feeding nor its associated barriers. Thus, several important barriers to exclusive breastfeeding including the risk for HIV stigmatization still remain. The results of this thesis highlight the need to rethink current approaches to the promotion of exclusive breastfeeding. It further draws attention to the gap between theoretical assumptions inherent in health interventions and the actual dynamic processes and realties of women in low-income high HIV settings.

<p>Promotion of exclusive breastfeeding (EBF), (giving breast milk only without any solids or liquids), has proved to be very challenging in the South African context, although this infant feeding practice has been found to protect babies against diarrhoea and respiratory tract infections and to carry a lower risk of HIV infection than mixed feeding (breastfeeding combined with formula or solids). Study design: The PROMISE-EBF study is a multi-country cluster randomised trial to examine peer support to promote exclusive breastfeeding in Africa. For the South African site in the PROMISE-EBF study, three sites, Paarl, Rietvlei and Umlazi, were selected because of their different geographic settings and each site operated as a separate stratum for cluster selection and randomisation purposes. The clusters were then randomised into intervention and control arms making a total of 17 clusters in each arm. HIV positive and negative women in the intervention arm received support on their choice of infant feeding from the peer supporters who visited them at their homes while the women in the control group only received the standard infant feeding counselling and support provided by health care&nbsp<br>workers at health facilities. Data collection: Mothers were interviewed at recruitment during the antepartum period to establish eligibility, obtain informed consent and data on socio-economic status. Home visits were scheduled for data collection by trained data collectors at 3, 6, 12 and 24 weeks after birth. Analysis of results: This mini-thesis was a secondary analysis of the PROMISE-EBF data focusing on the South African data only. The data was adjusted for clustering and analysed using SAS. Comparison of variables between the intervention and control groups within sites was done. Results: A significant difference, regarding counselling and infant feeding practices, was observed among all women who received peer support compared to those who received the standard antenatal counselling, with more women in the intervention group (20.5%) practising EBF than those in the control group (12.8%) by Week 3. When the women‟s HIV status was considered, more than 65% of HIV positive and 40% of HIV negative women practised MF and EFF (giving formula milk only with no breast milk) throughout the study, respectively, regardless of the group they were in. For women who hadintended to practise EBF at recruitment, 33% in the control group and 20% in the intervention group actually practised EBF by Week 3. Regarding disclosure and feeding choice, 77.4% of women who had disclosed their HIV status actually practised MF versus 8.6% who practised EBF by Week 3.Conclusion: Community peer counselling should be strengthened as the results from this study showed that a high percentage of women who practised EBF were those who had received counselling, irrespective of their HIV status. The high percentage of HIV positive women who practised high risk feeding, despite receiving infant counselling, is of concern. Disclosure of the women‟s HIV status did not translate to them practising low risk infant feeding methods, which may suggest that there are other issues that determine the women‟s choice of infant feeding.</p>

The purpose of this study was to present and understand the experiences of HIV-positive lay counsellors working in Voluntary Counselling and Testing (VCT) settings. Specifically exploring and understanding the utilisation of personal experiences within counselling encounters, the practice of peer counselling within VCT, and the challenges experienced by HIV-positive lay counsellors within VCT settings. This study, employing a qualitative interpretative phenomenological methodology required a small sample of practicing HIV-positive lay counsellors, who were selected and interviewed on their experiences utilising semi-structured interviewing. Data was analysed for meaning units, which were interpreted inductively and hermeneutically, and categorised into super-ordinate themes. Three superordinate themes within the participants’ experiences of providing VCT services were determined, namely: ‘diagnosis and disclosure experiences’, ‘peer counselling’, and ‘challenges’. This research found that the experiences of providing peer counselling depended upon identification with their client’s negative appraisal of their diagnosis experiences. Whether through empathic connections generated through the shared experience of discovering a seropositive status, or through countertransferential reactions induced through their client’s yearning for care and support. This required the counsellor to selfdisclose within counselling encounters in order to provide personal experiences of living with HIV/AIDS. Successful implementation of peer counselling provided recently diagnosed individuals with knowledge surrounding HIV/AIDS, coping skills to manage the daily physiological and psychological challenges, facilitation and adherence to treatment, social assistance, ongoing relationships, inspiring hope, and the creation of positive appraisals. However the informal utilisation of task-shifting within lay healthcare cadres, and the lack of governmental recognition for the emotional labour provided within VCT indicated that HIVpositive lay counsellors require ongoing training, support and remuneration to limit potential occupational stress, resignation, and burnout.

The aim of this study is to explore and describe late adolescents' experiences of using Mxit as a source of peer–support during their Grade 12 year in order to provide a broader and more realistic understanding of their support preferences and needs. The classic text of Gestalt Therapy theory in conjunction with current literature provided an overview of the theoretical underpinnings of this study, including the key tenets of Gestalt theory, the core Gestalt theoretical assumptions, Mxit as a social networking application, peer–support and late adolescence. A qualitative research approach with an instrumental case study of eight Grade 12 learners from one public high school in the Northern suburbs of Johannesburg was implemented. The research findings indicated that the affordability, accessibility and non–threatening nature of using Mxit as a source of peer–support made it a viable resource during stressful periods. Although face–to–face peer–support was preferred owing to the limited existential dialogue and lack of trust that was experienced while communicating over Mxit, the adolescents perceived a need for the development of peer–support groups and one–on–one counselling over Mxit as a result of the lack of supportive others experienced during Grade 12 that frequently led to depressive symptoms and/or suicidal thoughts.<br>Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The central theme of this thesis is the use of consultancy supervision among qualified practitioners of counselling psychology, counselling and psychotherapy. The research section in this portfolio consists of a report of the results of a survey into the use of consultancy supervision among Chartered Counselling Psychologists. The survey aimed to provide baseline descriptive data regarding the respondents' use of supervision as part of their continuing professional development, and their role as clinical supervisors to other practitioners. The research questionnaire consisted of 31 items yielding qualitative and quantitative data. It asked respondents about the length and kind of preparation they had for their roles as supervisors and sought their views and experiences on the most rewarding and stressful aspects of their work, their theoretical models of supervision, their training experiences, supervision of their supervision, and their opinions on the various tasks of supervision. The report concludes with some suggestions relating to the development of supervision training for counselling psychologists in the future. The case study focuses on supervised supervision with a practitioner with multiple roles in his work as a counselling services manager. The premise underlying it is that post-qualification supervision frequently demands a broader set of skills than training supervision, and in this case complex legal, ethical, competency, accountability and procedural issues arising in an organisational setting are addressed from a pluralistic theoretical perspective. The literature review focuses on the use of peer supervision among qualified practitioners with a view to answering some key questions. These relate to the kind of practitioners who use the format, the size and duration of peer groups, what they are used for, the stages that they go through, how to set up and run a group, and their advantages and disadvantages.

Secondo un’indagine condotta da Almalaurea nel 2019 su un campione di 75 atenei italiani e più di 290 mila laureati, solo il 55,7% comprende “laureati in corso”. Come motivi principali di questi ritardi, vi sono difficoltà legate agli impegni lavorativi, indecisioni sul futuro, disinteresse per il corso scelto e altri fattori riguardanti la sfera emotiva e personale. Presso l’Università di Stanford esiste un corso chiamato “Design Your Life”, nato per aiutare gli studenti nella scelta della loro carriera. Il metodo presentato mette in pratica gli strumenti progettuali del Service Design Thinking per progettare la vita che si desidera. Questo approccio prende il nome di Life Design, un modello che nasce intorno ai primi anni 2000 dall’esigenza di adattarsi alla rapida trasformazione cui le persone che vivono nel XXI secolo vanno incontro. Un altro concept nato con un intento simile è il Business Model You, uno strumento innovativo che si ispira al mondo del management per creare un modello di business su se stessi e per chiedersi “chi sono e qual è il mio scopo?”. Con questa tesi si intende approfondire i concetti di Life Design e Business Model You, integrandoli con altre discipline dedicate alla conoscenza del sé, dimostrando la versatilità che il processo e gli strumenti del Service Design Thinking possono avere in ambiti non affini alla progettazione. Il caso di interesse è quello degli studenti universitari fuori corso. Si intende studiare i motivi che portano alcuni studenti a bloccarsi nel loro percorso di studi e a entrare in un loop di frustrazione, mappando la loro esperienza accademica e individuando il punto di criticità. Lo scopo del progetto è quello di fornire strumenti concreti e un’esperienza alternativa di orientamento agli studenti incerti che non sono pienamente coscienti della loro situazione e che hanno bisogno di "riprogettare" il proprio percorso.

TITLE: "Your are not meant for it". An ethnographic reserach on school counselling at the transition from lower to upper secondary school in Italy. ABSTRACT: The transition from lower to upper secondary school is crucial in reproducing educational inequalities in Italy. Based on one year ethnographic research carried out in two middle school in the city of Milan, the thesis highlight the role of teachers and school advisers in shaping students' educational identities and expectations. Participant observation and interviews with teachers, school advisers, students and parents have been carried out throughout the last year of middle school. The process leading to upper secondary school choices has been conceived as a social construction accomplished by actors differentially endowed with symbolic power. Through the concepts of field, habitus and cultural capital, the thesis show how in supporting and advising students and families, teachers and school advisers often, and unwittingly, reinforce the relation between ascribed memberships and school choices, thus contributing to the reproduction of social disparity in accessing to the different tracks that characterize upper secondary school within the Italian educational system.

As the intensity and magnitude of the social and emotional issues that adolescents face begins to mount, therapists, counsellors and educators are faced with a number of challenges in terms of the provision of the professional service of counselling in schools. In the South African context the provision of support services in education has been divided along racial and class lines, thereby making access to these services the domain of a privileged few. The training of peer-counsellors in schools is a deliberate attempt to broaden the access to support services across communities. This type of training is however intensive, as it involves activities that challenge the adolescent participant on a personal, social and emotional level. This study focuses on the personal experience of 9 learners on a peer-counsellor training course in a school. A qualitative research methodology was used to extract raw data from various sources. The raw data was derived from a document analysis of intake forms, feedback forms and interview transcripts. Categories were identified in the raw data through open coding, and themes then named. The theme of empowerment emerged from the data as the primary positive outcome of the training course along with increased levels of social and emotional awareness, and a desire to provide a service. It is evident from this study that participation in a peer-counsellor training group is a worthwhile experience for adolescents. Training gaps were also identified. Emotional barriers were identified which raised concern over the selection process of participants for the course, the lack of debriefing after the course, as well as the level of emotional maturity of some of the participants for such an intensive training programme. It is recommended that the selection of participants be done with stricter criteria and that the contents and demands of the course be made known to all prospective participants in advance. The expectations of the participants are to be noted and not overlooked through the duration of the course. By documenting the experiences of learners in a peer-counsellor training course, insight has been gained, that will direct future planning with regard to the training, and use of peer-counsellors in the school setting.<br>Dr. L. Beekman Dr. E. Fritz

Supervision is a core prerequisite for the registration and ongoing education and professional development of various levels of mental health care workers in a South African context. There is, however, a dearth of South African literature that pertains to the supervision of such workers. It would appear that the dominant form of supervision of practice is dyadic, but such supervision is resource intense. This study explores a structured model of peer group supervision (PGS model) as a possible alternative to individual supervision. As the PGS model is in a preliminary, developmental phase, this research is also an exploratory investigation. The main aim of this study was to explore how a group of experienced, voluntary lay counsellors, working under the auspices of a national, non-governmental mental health agency utilised and evaluated the PGS model. Four peer group sessions were held with the group of ten lay counsellors, in their usual site of practice. A focus group discussion was then held, followed by the participants completing a semi-structured questionnaire. The intention of this research design was that the participants' perspectives be given priority in this investigation. The concurrent collection and analysis of data was achieved by employing a qualitative, interpretive grounded theory methodology (Addison, 1989). The findings considered the way in which the group utilised the PGS model, and examined the participants' experiences. The group of lay counsellors were enthusiastic about the potential for the PGS model to offer them a forum to collaboratively discuss and assist each other with their casework. The findings were then integrated with the literature pertaining to peer group supervision, as well as ideas from a variety of sources that discuss the construction of optimal learning encounters. The findings were then discussed from a perspective of situated cognition and the notions of local knowledge and communities of practice were used to propose a deeper understanding of the experiences of the group. This research undertaking resulted in the participants making some recommendations for the adaptation of the PGS model. Further recommendations for both the application of the PGS model and for research into supervisory practice are made.<br>Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

碩士<br>國立花蓮教育大學<br>國民教育研究所<br>97<br>The purpose of the study was to explore the application of roll-playing to children’s peer conflict. Two students who have high frequency of conflict form the researcher’s class were invited for case study, aiming to prevent and resolve conflict events and general adjustment problems thereafter. Through case study, the researcher was able to observe its course and effect, accumulating a long-term practical experience. The role-playing-based individual counseling successfully facilitated participants to acquire conflict resolution experience and skills in the simulation situation. The findings of this study were as follows: Firstly, underlying children’s peer conflict, several factors contribute to the development of conflict, including age, sex, family influence, conflict resolution goals, social skill, friendship, and teacher's involvement. Among them, social skills played a significant role in peer conflict behaviors. Secondly, through role-playing training and counseling, participants’ frequency of conflicts were reduced. In addition, the participants decreased argument strategy while increasing the application of prosocial strategy in conflict, such as reasoning, explanation, obeying. Thirdly, the researcher utilized drawing as a medium in the interview. Each roll-playing counseling session was divided into three stages: ice-breaking, role-playing, and sharing. Two participants respond and behave positively in this process. Fourthly, two participants exhibited positive changes in three aspects, including friendly to others, enhancing social skills, and the improvement of cognition deficiency. Base on the findings, reflections and suggestions were provided for application and future studies.

Wong Hing-yan, Esther.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2003.<br>Includes bibliographical references (leaves 264-278 (2nd gp.)).<br>Abstracts in English and Chinese.<br>Acknowledgements --- p.I<br>Contents --- p.III<br>List of Tables --- p.VIII<br>List of Figures --- p.X<br>List of abbreviations --- p.XI<br>Abstract --- p.XII<br>Chapter 1 --- Introduction and Study Hypothesis --- p.1<br>Chapter 1.1 --- Introduction and Overview --- p.1<br>Chapter 1.2 --- Study Aim and Hypothesis --- p.2<br>Chapter 2 --- Literature Review --- p.4<br>Chapter 2.1 --- Definition of Breastfeeding --- p.4<br>Chapter 2.2 --- Definition of the Exclusive Breastfeeding --- p.5<br>Chapter 2.3 --- Benefits of Breastfeeding --- p.6<br>Chapter 2.4 --- Current Status of Breastfeeding Globally and in Hong Kong --- p.10<br>Chapter 2.4.1 --- Breastfeeding Globally --- p.10<br>Chapter 2.4.2 --- Statistics on Global BF Practice --- p.11<br>Chapter 2.4.3 --- Breastfeeding in Hong Kong --- p.15<br>Chapter 2.4.4 --- Summary and Conclusions --- p.21<br>Chapter 2.5 --- Factors Infuencing Breastfeeding --- p.22<br>Chapter 2.5.1 --- Social Demographic Factors --- p.22<br>Chapter 2.5.2 --- Psychosocial Factors --- p.31<br>Chapter 2.5.3 --- Health Services Related Factors --- p.45<br>Chapter 2.5.4 --- Cultural Practices --- p.51<br>Chapter 2.5.5 --- Summary and Conclusions --- p.62<br>Chapter 2.6 --- Strategies to Promote Breastfeeding --- p.62<br>Chapter 2.6.1 --- Breastfeeding Policy Recommendations --- p.63<br>Chapter 2.6.2 --- Baby Friendly Hospital Initiative --- p.66<br>Chapter 2.6.3 --- International Code of Marketing of Breast Milk Substitutes --- p.69<br>Chapter 2.6.4 --- Breastfeeding Consultant Programmes --- p.72<br>Chapter 2.6.5 --- Breastfeeding Peer Counsellor Programmes --- p.73<br>Chapter 2.7 --- Peer Counsellor Programmes --- p.75<br>Chapter 2.7.1 --- Adult Learning Model --- p.76<br>Chapter 2.7.2 --- Learning Breastfeeding --- p.77<br>Chapter 2.7.3 --- Peer Counselling on Learning Breastfeeding --- p.79<br>Chapter 2.7.4 --- Historical Review of Peer Counselling Programmes --- p.81<br>Chapter 2.7.5 --- Peer Counselling Programmes in Other Countries --- p.82<br>Chapter 2.7.6 --- Peer Counselling Programme in Hong Kong --- p.91<br>Chapter 3 --- Methodology --- p.95<br>Chapter 3.1 --- Sampling --- p.95<br>Chapter 3.1.1 --- Study Population --- p.95<br>Chapter 3.1.2 --- Sample Sources --- p.95<br>Chapter 3.1.3 --- Inclusion / Exclusion Criteria --- p.95<br>Chapter 3.1.4 --- Sample Size Determination --- p.96<br>Chapter 3.2 --- Study Design --- p.97<br>Chapter 3.2.1 --- Ward Allocation --- p.97<br>Chapter 3.2.2 --- Peer Counsellor --- p.97<br>Chapter 3.2.3 --- Sampling Method --- p.100<br>Chapter 3.3 --- Subject Recruitment --- p.101<br>Chapter 3.3.1 --- Pilot Study --- p.101<br>Chapter 3.3.2 --- Recruitment --- p.103<br>Chapter 3.3.3 --- Recruitment Interview --- p.107<br>Chapter 3.3.4 --- Follow-up Interviews --- p.107<br>Chapter 3.4 --- Data Collection --- p.108<br>Chapter 3.4.1 --- Recruitment Data Collection --- p.109<br>Chapter 3.4.2 --- Follow-up Data Collection --- p.109<br>Chapter 3.4.3 --- Final Evaluation --- p.112<br>Chapter 3.4.4 --- Data Collection on Termination of Breastfeeding --- p.112<br>Chapter 3.4.5 --- Evaluation from Peer Counsellors --- p.114<br>Chapter 3.4.6 --- Tools / Questionnaire Design and Its Validity --- p.115<br>Chapter 3.4.7 --- Content of the Study Booklet --- p.116<br>Chapter 3.4.8 --- Data Validity --- p.123<br>Chapter 3.5 --- Data Entry & Analyses --- p.123<br>Chapter 3.5.1 --- Data Entry --- p.123<br>Chapter 3.5.2 --- Data Analyses --- p.123<br>Chapter 4 --- Results --- p.127<br>Chapter 4.1 --- Overview --- p.127<br>Chapter 4.2 --- Sample Characteristics and Demographic Background --- p.127<br>Chapter 4.2.1 --- Subject Profile --- p.127<br>Chapter 4.2.2 --- Sample Characteristics --- p.131<br>Chapter 4.2.3 --- Sample Characteristics Compared with HK Census Information --- p.137<br>Chapter 4.3 --- Main study Findings --- p.138<br>Chapter 4.3.1 --- Infant Feeding Categories at Follow-Ups --- p.138<br>Chapter 4.3.2 --- BF duration --- p.140<br>Chapter 4.3.3 --- BF exclusivity --- p.144<br>Chapter 4.3.4 --- Relationship between BF Duration and BF Exclusivity --- p.155<br>Chapter 4.3.5 --- Reasons for Giving Formula Supplement to BF Infants --- p.158<br>Chapter 4.3.6 --- Termination of BF --- p.162<br>Chapter 4.4 --- Subsidiary Results --- p.169<br>Chapter 4.4.1 --- Overview --- p.169<br>Chapter 4.4.2 --- Rationale for Regrouping Study Mothers --- p.169<br>Chapter 4.4.3 --- "Characteristics Differences of Mothers from the ""Short-term Breastfeeders"" Group and Mothers from the ""Long-term Breastfeeders"" Group""" --- p.171<br>Chapter 4.4.4 --- "Characteristics Differences between ""Short-term Breastfeeders"" and ""Prolonged Breastfeeders""" --- p.176<br>Chapter 4.4.5 --- Cox Proportional Hazard Regression Analysis and BF Duration --- p.181<br>Chapter 4.4.6 --- BF Duration and Working Mothers --- p.184<br>Chapter 4.4.7 --- Formula Advertisement and BF --- p.187<br>Chapter 4.4.8 --- Knowledge of BF --- p.189<br>Chapter 4.5 --- Evaluation of Breastfeeding Experience --- p.193<br>Chapter 4.5.1 --- Mothers' Evaluation of the Overall BF Experience --- p.194<br>Chapter 4.5.2 --- Mothers' Evaluation of PC Support Intervention --- p.196<br>Chapter 4.5.3 --- Peer Counsellors' Consultation Log Sheets --- p.198<br>Chapter 4.5.4 --- Peer Counselors' Evaluation --- p.199<br>Chapter 5 --- Discussion --- p.204<br>Chapter 5. 1 --- Main Result Interpretation --- p.204<br>Chapter 5.1.1 --- BF Duration --- p.204<br>Chapter 5.1.2 --- BF Exclusivity --- p.205<br>Chapter 5.1.3 --- BF Duration and BF Exclusivity --- p.210<br>Chapter 5.1.4 --- Possible Explanations of the Study Results --- p.210<br>Chapter 5.1.5 --- Similarities between Mclnnes' Peer Counseling Study and the Present Study --- p.213<br>Chapter 5.2 --- Study Limitations --- p.216<br>Chapter 5.2.1 --- Study Sample --- p.216<br>Chapter 5.2.2 --- Data Validity and Recall Bias --- p.219<br>Chapter 5.3 --- Common Reasons for Termination --- p.220<br>Chapter 5.4 --- Implications of the Study Result and Future Direction --- p.221<br>Chapter 5.5 --- Subsidiary Result Interpretation --- p.227<br>Chapter 5.5.1 --- Factors that Have Positive Influences on BF --- p.228<br>Chapter 5.5.2 --- Factors that Have No Particular Influences on BF --- p.243<br>Chapter 5.5.3 --- Factors that Have Negative Influences on BF --- p.246<br>Chapter 5.5.4 --- Future Directions --- p.261<br>Conclusion --- p.262<br>References --- p.264<br>Appendices --- p.279

The suicide of a loved one is a traumatic life event that brings considerable emotional suffering. In the present study, the term suicide survivor refers to an individual bereaved though suicide. In the aftermath of their loss, some suicide survivors become peer counsellors and thereby draw on their painful experiences to provide assistance to others bereaved in this manner. Although these individuals play an important supportive role, little is known about their experiences with doing this kind of volunteer work. This study sought to explore the phenomenon of peer counselling in suicide bereavement by addressing the question, what are the lived experiences of suicide survivors who become peer counsellors? The purpose of the study was to understand how these individuals conceptualize their volunteer work and how their volunteerism may affect their own ongoing healing from the loss to suicide. Participants were 15 individuals bereaved through suicide who had been volunteering with others bereaved in the same manner for at least two years. This research employed a qualitative phenomenological methodology to provide a detailed description of participants’ journeys that went from experiencing the suicide of a loved one, to the decision to become a peer counsellor, to, finally, providing support to other survivors. The findings suggest that participants understand the provision of peer counselling as a transformative process. As a result of their volunteering, they undergo personal growth and acquire new skills. They conceptualize providing peer counselling as reaching out to other survivors of suicide and thereby countering the loneliness and isolation of suicide bereavement. For the participants, being a peer counsellor means actively challenging the silence around suicide by speaking out about suicide-related issues and offering other survivors a safe space to share their stories. The broader implications of these findings for suicide postvention research and clinical practice are addressed.

The development of clinical peer counselling within BC Schizophrenia Society Victoria (BCSSV) would be an innovation to the local mental health community that could enhance client illness management. This qualitative action research sought to enhance alignment between lived experience of mental illness recovery and professionalism, thereby adding value to the broader field of mental health support programs. Results showed that ethics, disclosure, boundaries, human rights, definitions, readiness, training, supervision, recruitment, liability and strengths need to be further explored prior to program implementation. The conclusions suggested this type of program needs a strong ethical base, a philosophy that supports organizational readiness and change management strategies, understands the complexity of liability and utilizes already existing community resources. The recommendations support community consultation towards a viability assessment, development of an organizational wellness recovery action plan, proper program parameter development such as defining peer support vs. peer counselling, and further research into peer-led services.

The main focus of this research study was to assess changes that occurred in the self concept of female adolescents undergoing an interpersonal skills training course that was incorporated into a peer counselling pre-selection training programme. Secondary aims were formulated, on the basis that the course would form an integral part of the existing peer counselling programme, to increase the effectiveness of the existing programme and improve perceptions of counselling and guidance in the school environment. A careful investigation was made of various measures of the self concept, and their usage within the South African context. It was decided to use the Tennessee Self-Concept Scale (TSCS). Use was also made of a questionnaire, consisting of both closed-ended and open-ended questions to substantiate and augment findings established by the TSCS. The actual programme, which formed the basis of this research, took place during the second school term, after school hours. The setting of the research in the school environment, as part of an existing school programme was seen as being advantageous. Problems attached to sustaining such a programme in a natural setting were carefully assessed and considered. A comparison group was established at a similar school in a neighbouring city, to try to establish levels of validity. Because an important aspect of this programme was the active involvement of learners in the school environment, learners who were already peer counsellors were involved in the running of the course. The actual programme was based on the concepts established by Rogers and developed by researchers such as Purkey and Novak. Consideration was given to theoretical aspects applicable to adolescents in the study of the self concept. The results of the TSCS and the questionnaire were analysed and changes to the self concept of the experimental and comparison groups were considered. Positive gains in the self concept of the experimental group were noted. However, caution was expressed in the interpretation of this information due to the difficulties inherent in defining the self concept and in controlling other variables which may have be influential. An important aspect of this study is the democratic nature inherent to the peer counselling model. This aspect resulted in specific consideration being given to the role of the educator in organising a peer counselling programme. The researcher considered this of significance in the light of education in an emergent democracy, such as that of South Africa.<br>Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1998.

The present study involved an investigation and evaluation of a peer counselling programme at a local all-girls secondary school. It is argued that, to be effective, a school-based evaluation should consider the programme through an investigation of its impact on the whole school. As such the main focus in the study is to evaluate this programme from the viewpoint o fthe programme co-ordinator (the school counsellor), the learners, the teacher body and the peer counsellors themselves. The present study was based on predominantly qualitative data collected through the use of interview, questionnaire and focus-group data-collection methods. The results of the study suggest that the peer counselling programme is perceived positively by the majority of learners (both users and non-users) and the teachers. The programme appears to be impacting the school environment by providing additional support to the learners at the school. In addition, the peer counsellors acknowledged the positive impact of their role on their sense of self-worth. A number of recommendations are made in keeping with the aims of an evaluation. An initial recommendation is that the terms "peer counsellor" and "peer counselling" be replaced by "peer helper" and "peer helping", emphasising the more supportive (and less therapeutic) role that the peer counsellors perform. In addition, whilst both the school counsellor and the teachers expressed generally positive comments about the programme, it is suggested that the teachers would benefit from more information with regards to the peer counselling programme. In keeping with a whole-school evaluation, it was felt that the programme would benefit from being more clearly part of the broader school context. Raising both learner and teacher awareness of the programme was a central recommendation. On a broader level, it was recommended that the programme be incorporated into school policy to ensure its official recognition and endorsement in the school context. Peer-helping programmes represent an innovative way in which South African secondary schools can meet the psycho-social and educational needs of their learners. Further research into such programmes may serve to contribute to a body of research that may inform and guide the effective developments of such present and future programmes.<br>Thesis (M.A.)-University of Natal, Pietermaritzburg , 2003.

A formative and summative evaluation of a peer counselling training programme at a college of education. The study investigates the appropriateness and feasibility of implementing a peer counselling support structure for students at an under-resourced college of education in a rural area. Existing peer counselling training programmes were explored in order to identify appropriate principles for implementation at the particular college. The exploration focused on six dimensions: peer counsellor roles and functions, - selection, -training, - support and - supervision, ethical and cultural considerations and programme evaluations. The investigation covered three phases: a survey and needs analysis, assessment of the appropriateness for, and impact of the training programme, on the 23 volunteers and an assessment of the service use and performance of these peer counsellors. Semi-structured questionnaires were used to evaluate all three phases. Qualitative analysis of the data indicated that students perceived peer counselling as a physically, socially and emotionally accessible support structure. Peer counsellors were seen to be a functional support alternative to the academic lecturers available for counselling, specifically in providing assistance with interpersonal dilemmas and in areas of mutual concern. Peer counsellor trainees assessed the training content and procedures as adequate, functional, applicable to the particular context and instrumental to certain personal developmental gains. The data were used to inform the implementation and management of future peer counselling training programmes at the college and to indicate inconclusive areas for future research. The study shows that peer counselling is a potentially effective, functional and complementary strategy to provide pastoral care at under-resourced institutions, provided that the peer counselling programme is customized for the contextual, challenges, needs and concerns of the particular institution.<br>Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.

D.Ed.<br>This study applied a qualitative, explorative, descriptive and contextual approach. The purpose of the study was to develop, implement and evaluate a peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements around Gauteng. Based on the purpose of the study, the objectives of this research were: a) to explore and describe the experiences and challenges related to life threatening behaviour challenges among late adolescents; b) to develop a conceptual framework as basis for a peer counselling psycho-educational programme on peer education to facilitate healthy sexual behaviour among late adolescents in informal settlements; c) to describe a peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements; d) to formulate guidelines and principles for the implementation of a peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements; and e) to evaluate this peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements. To achieve the purpose of this research, the research method followed four phases to develop, implement and evaluate the psycho-educational programme. Phase one was a situational analysis by means of fieldwork. Phase two outlined a conceptual framework for a peer counselling psycho-educational programme that was developed from the results of phase one and the literature. Phase three was the outline of the implementation, and phase four the evaluation of the developed peer counselling psycho-educational programme to facilitate healthy sexual behaviour among late adolescents in informal settlements around Gauteng. ii The researcher sought to understand the targeted area and targeted populations; this exercise helped the researcher to identify and address the research problem and also to gain knowledge on the attitudes, norms, and values, and also the lived experiences, of the targeted community. It gave the researcher an understanding on cultural norms and beliefs and assisted in demarcating the extent of the problem. The importance of this exercise was to help the researcher to know the population demographics and the demarcation of the targeted area, which also assisted with resource allocation. During this situation analysis, the researcher identified the need for the exploration of life threatening sexual behaviour challenges among late adolescents in informal settlements. He identified these young people by observing them during site visits in their communities and also through conversations with them. Therefore, the researcher underwent experiential learning to understand the life threatening sexual behaviour, experiences and problems among late adolescents in informal settlements around Gauteng.

Limited research has been conducted on the effectiveness of preventive programmes in addressing the needs of adolescents/youth. This study is aimed at examining the effectiveness of a training programme and whether the training conducted by the researcher contributed to equipping the peer educators with skills to undertake capacity building and empowerment programmes. The research sample consisted of fifteen peer educators who had undergone the training programme. The participants were all grade eleven pupils from the Hillview Secondary School in Newlands East. The majority of the participants in this research study reside in Newlands East. This was an evaluative research study. The data collection instruments were sessional evaluation questionnaires, verbal group evaluation and retrospective evaluation questionnaires. Secondary data were also collected from the school personnel to enhance the research findings. The research findings revealed that the peer educator training undertaken by the researcher was effective and useful in developing skills of the peer educators to initiate and implement capacity-building and empowerment programmes within the school environment.<br>Thesis (M.Soc.Sc.)-University of Natal, Durban, 2001.

In South Africa the idea of a peer helping service has gained impetus and is viewed as a viable option given the fact that there is a shortage of professional school-counsellors and complementary care-givers in the public school environment. This research emanated from an awareness that there was a need to develop an objective assessment tool regarding the identification of peer-counsellors. This instigated an investigation of the essential criteria, predominant characteristics and requirements of effective peer-counsellors. The primary focus of this research has been to develop a self-assessment instrument that will assist in the identification and selection of potential peer-counsellors. The self-assessment instrument proved to be a valuable tool in discriminating between good, average and weak peer-counsellors. Findings indicate that the self-assessment instrument should be used in conjunction with other modes of assessment such as the self-report data, teacher ratings and peer ratings.<br>Psychology of Education<br>M. Ed. (Guidance and Counselling)

Parenting education is a core strategy adopted by many parent support services. The research literature is replete with varying degrees of evidence attesting to the effectiveness of a variety of parenting education interventions. Some recent literature questions the veracity of some of these claims and the nature of their supporting evidence. Despite this, professionally led parenting education interventions remain a dominant strategy in parent support services and have been widely disseminated. There is little research exploring the benefits and impact of alternative approaches that are collaborative and peer-led in the Australian context. The absence of research evidence about alternative approaches contributes to the hegemony of the traditional paradigm. This study aims to address this gap by investigating the experiences of parents who were participating in an innovative peer-led parenting intervention, specifically in communities characterised by disadvantage in Tasmania. Often, where situational disadvantage is compounded by inter-generational issues of unemployment and welfare dependency, family relationships are fragile and parenting is under pressure. It is important to consider how parents in such situations can be supported to develop confidence and skill in their parenting. The primary question addressed through this research was ‘What insights do the experiences of parents participating in a peer-led parenting intervention provide for approaches to parenting education and the provision of parent support services?’ In order to capture fine grained data about the issues and concerns of the participants, their interactions within the program and the program processes and impact, a qualitative methodology, informed by ethnographic perspectives was adopted for the research. This allowed the gathering of personal and contextual data that would contribute to addressing the research question. Thematic data analysis was undertaken through highly recursive processes of researcher immersion within the data and triangulation of data sources to verify emerging themes and interpretations. The following three sub questions emerged as important to addressing the overall question through this iterative process of data analysis: What are the experiences of parents participating in a peer-led parenting program? In what ways do the experiences of parents’ participation in a peer-led parenting intervention influence their parenting and their relationships? What insights can the parents’ experiences provide for program designers, policy makers and service providers? More broadly, this research aimed to contribute to an emerging body of knowledge about the changing nature of relationships between parents and professional workers resulting from parent and professionals working together in implementing parenting interventions. Furthermore, this study sought to investigate how the involvement of parents in the delivery of parent support services influence models of service provision.

Peer group supervision has the potential to play an important role in the continuing professional development of practising psychologists, by providing a forum where practitioners can learn from each other in a supportive environment, while still maintaining their autonomy. However, research in the area is limited and theoretical conceptualisation around the topic is still at an elementary level. Therefore, one of the aims of this study was to evaluate the utility of peer group supervision for psychologists in practice. The second aim was to generate theory on the relationships between the various factors that play a role in determining the utility of peer group supervision and the mechanisms through which these factors operate. In order to achieve these aims, the research approach was exploratory and qualitative. The naturally occurring group processes of a single group of practising psychologists, who used a model of peer group supervision proposed by Akhurst (2000b), was the focus of this study. Five of their group sessions were audio-taped and transcribed to form the major data source. A brief questionnaire was also administered. A general analytical approach derived from grounded theory was used to analyse the data, with a particular focus on the processes and interactions within the group. Theoretical insights from the field of group dynamics were used to interpret and explain the findings generated from the analysis. The findings of this study suggest that peer group supervision has the potential to meet a number of the professional needs of practising psychologists and is therefore able to make a positive contribution to their professional development. A number of factors that mediate the potential utility of peer group supervision were identified. These factors include membership diversity, group developmental level, group orientation, facilitation style, interaction patterns and the use of structure. Plausible relationships between these factors were suggested, providing an initial picture of the complex interlocking web of factors that act on the group process to determine the utility of peer supervision groups. This understanding was used to suggest possible adaptations that may increase the utility of the model used to structure the group that participated in this study.<br>Thesis (M.A.)-University of Natal, Pietermaritzburg, 2003.

The research attempts to find the relationship between self-concept, academic achievement and peer counselling among students of the University of North West in South Africa. The study covered the following: Undergraduate, Postgraduate and Diplomas. The following questions are the focus of the research: Do you accept criticism objectively?; Do you reward yourself when YSU study?; and Are you comfortable working in a group?. Data for the research were collected by means of questionnaires. Facts, opinions and information were obtained from 100 respondents. An analysis of data revealed some interesting results. Though self-concept, academic achievement and peer counselling were in a way related, it is crucial for all stakeholders to make coherent efforts to assist students to improve drastically in their academic performance.<br>Thesis (M. Ed.) North-West University, Mafikeng Campus, 2003

The present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns. The research design consisted of a literature and an empirical study. The survey method was used in the empirical study. A self constructed questionnaire was used. Three hundred and fourteen school counsellors and 636 students participated in this study. The SAS/STAT version 9.1 was used to analyse the data. One way and combined two way frequency tables were calculated. Ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. The study revealed that there were differences between the level of the school guidance and counselling services in Zimbabwean secondary schools and the international arena. For example, school guidance and counselling services policy in Zimbabwe was not mandatory as compared to the international policies. The Zimbabwean school guidance and counselling services were not always planned for at the beginning of each year, Students and parents were not frequently involved in needs assessment while the services were not frequently evaluated in comparison with those in the international arena. The study also revealed that some biographical variables significantly influenced the way the respondents responded to given items while others did not. The study revealed that the majority of both school counsellors and students viewed the school guidance and counselling services as beneficial and school counsellors as effectively playing their role. The study further revealed that the effectiveness of the Zimbabwean secondary school guidance and counselling services was negatively affected by lack of resources and training in guidance and counselling and non-counselling duties performed by school counsellors. Recommendations for future approaches and strategies in secondary school guidance and counselling services in Zimbabwe are made. Areas for further research are proposed.<br>Educational Studies<br>D.Ed. (Psychology of Education)

MEd (Educational Psychology)<br>Department of Foundations of Education<br>This study examined the impact of guidance and counselling on learning outcomes. The study was comparative study of two high schools in Vhembe district located in the Northern part of Limpopo Province, South Africa. A mixed method design was employed, consisting of qualitative and quantitative approaches. For the quantitative part an experimental design and a questionnaire were used. Independent samples entailed t-tests to compare the performance of the experimental and control group, a chi-square of association was used to determine the presence/absence of alignment between career and subject choices after counselling, while paired samples t-tests were used to ascertain if there was any improvement in the performance of the two groups. In addition, written mark schedules of pre-test, post-test and a short questionnaire for learners were analysed quantitatively. For the qualitative component face-to-face, semi-structured interviews were used while the purposive sampling technique was used to select 8 Life Orientation teachers, of which 4 were from school A and the other 4 were from school B. In addition, 2 Life Orientation heads of department were interviewed on challenges in implementing Guidance and Counselling in the school curriculum. For the quantitative data analysis, the chi-square and t- test of association was used to determine if there was any difference in career and subject choices alignment and performance between learners exposed to counselling and those not exposed to the program. The overall mean scores were calculated, and the chi-square test was used to indicate if there was any significant difference in career choices and subject alignment and performance between the group that received guidance and counselling and the group which did not receive such support. Fifty learners from the two selected schools were randomly selected, whereby 25 were used for the experiment and the other 25 as a control group. The experimental results indicated that learners who were exposed to guidance and counselling showed improvement in their learning outcomes while those who were not exposed to counselling showed no improvement in their learning outcomes. The fact that group that received guidance and counselling improved suggest that guidance and counselling services should be strengthened in all schools through departmental policy review meetings.<br>NRF

The purpose of this study is to tell the story of how four peer helpers within the Unisa Peer Help Volunteer Programme managed their portfolio development processes to monitor their growth and development which took place as a result of their involvement in peer helper activities. The epistemological framework of this study is interpretive and involved in-depth interviews with four peer helpers who rendered volunteer services at the University of South Africa and have been developing their career portfolios over a period of time. Hermeneutics was the method used to analyse the data. The stories of the four participants were transcribed and retold by the researcher in the form of themes that emerged. This study contained the stories of how the participants initially struggled to understand the concept and purpose of portfolios; how they took charge of the process; and how their attitudes changed from uncertainty and confusion to viewing the process as worthwhile - thus enabling them to commit themselves, to varying degrees, to the development of their individual portfolios. Recurring themes present in all four stories were described in the researcher's story of the participants' stories. The information generated by this study could serve as guidelines for not only peer helpers interested in developing their own portfolios, but also for project leaders involved in the management of peer helper groups and who plan to implement portfolios in their programmes.<br>Psychology<br>M.A. (Psychology)

Text in English<br>The primary aim of this study is to explore and describe experiences of peer helpers at an Open Distance Learning institution since the start of their joining the Unisa Peer Help Volunteer Programme. This study was conducted with the intention of granting the peer helpers an opportunity to reflect on their individual experiences and in so doing in laying the foundation for future studies, intended to steer the Unisa peer help volunteer programme to new frontiers, while simultaneously highlighting the contribution that has been made by the Unisa Peer Help Voluntary Programme. An intrinsic case study design has been utilised in order to gain comprehensive insight into peer helpers’ experiences. A sample of seven peer helpers were interviewed using the semi-structured interview technique. The main findings from this study can be categorised into four distinctive themes namely: (a) the peer helpers’ goals for joining the Unisa Peer Help Volunteer Programme; (b) construction of roles as peer helpers at an open distance learning institution; (c) positive experiences of participating in the Unisa peer help volunteer programme; and (d) the negative experiences of participating in the Unisa Peer Help Volunteer Programme. The findings have painted a positive picture of how the Unisa peer help volunteer programme has contributed in shaping the lives of the peer helpers.<br>Psychology<br>M.A. (Psychology (Research Consultation))

The prevalence of dieting is alarmingly high amongst adolescents in South Africa. Dieting behaviour, influenced by the promotion of the thin ideal, poses one of the main risks for eating disorders, which have serious physical, psychological and social consequences, including death. Treatment of eating disorders is a costly, difficult and long-term process, therefore preventative measures have been advocated. One of the shortcomings of existing school-based primary intervention programmes has been the failure to bring about significant changes in body image, a key defining feature of eating disorders. This study evaluates the effectiveness of a modified version of Rosen's body image programme with adolescents, with the view to exploring the idea of adding a body image component to existing preventative programmes. The modified version of Rosen's programme proved to be effective in improving the body image of mid-adolescents.<br>Educational Studies<br>M. Ed. (Psychology of Education, with specialisation in Guidance and Counselling)

In this study the technique of role reversal for the treatment of performance anxiety, experienced by learners in the school environment, was investigated. Performance anxiety sometimes presents as part of a larger pattern of social phobia and negatively impacts on an individual’s tasks performance due to the fear of negative evaluation. My qualitative study involved a collective, instrumental case study. Role reversal was implemented as part of a group-therapeutic intervention which continued for approximately three months, and involved participants acting as peer tutors. Data analysis focused on the participant’s personal experiences of the technique as well as therapeutic gains and the usefulness of the technique from a school-based counsellor’s perspective. The research findings revealed that although the helping role held certain challenges for the participants, it seemed to generally impact positively on their social and academic confidence and functioning. Additionally their levels of performance anxiety appeared to decrease.<br>Psychology of Education<br>M. Ed. (Guidance and Counselling)

Come possono le tecnologie web-based sostenere e guidare i processi di costruzione di conoscenza finalizzati alla realizzazione di interventi formativi efficaci per una reale inclusione socio-educativa? Per la realizzazione di un sistema di counselling per progettisti didattici si sono seguiti i seguenti passi: a) definire l'ambito di consulenza e le conoscenze a disposizione; b) stilare i modelli per la gestione della conoscenza; c) individuare le tecnologie e allestire un prototipo funzionante; d) validare il prototipo con l'aiuto di esperti del settore. How can web-based technologies support and guide the processes of construction of knowledge aimed at the implementation of effective training programs for a real social and educational inclusion? For the creation of a counseling system for instructional designers we have followed the following steps: a) define the scope of consulting and knowledge available; b) draw up models for knowledge management; c) identify the technologies and set up a working prototype; d) validate the prototype with the help of experts in the field.

Divorce has become so prevalent in our present day society, that it is regarded as one of the most sressful and complex mental health crises facing children today. As parents are often under tremendous stress during the time of divorce, they may be incapable of provding the support and guidance children need. The purpose of this study is to present a group counselling intervention programme to assist children of divorce and to create a supportive group atmosphere in which children can share divorce-related feelings, clarify common misconceptions and reduce feelings of isolation. Findings of this study indicate that the acquisition of problem-solving communication and anger control skills help to reduce feelings of depression and anxiety, improve the self-concept and ultimately promote post-divorce adjustment.<br>Psychology of Education<br>M. Ed. (Guidance and Counselling)