Strategies used by peer-led groups in the provision of Psychosocial Social Support in schools
DOI:
https://doi.org/10.17159/82gpy932Keywords:
psychology, psychosocial social support, emotions, stress, abuse, povertyAbstract
The study sought to find the strategies used by peer-led groups in the provision of Psychosocial Social Support (PSS) to vulnerable children in secondary schools in Amathole West Education District, Eastern Cape, South Africa. The Psychosocial Support interactive model of 1982 by Merriam and Darkenwald informed this study. A qualitative approach with a case study research design was used as a method of inquiry and was underpinned and framed by the interpretive paradigm that guided the researchers as they generated the data. The target population was all the schools in Amathole West Education District. Four secondary schools were chosen as multiple case studies because they had functional peer-led groups. A sample of 41 participants made up of four peer leaders, four learner support agents, four principals, four Life Orientation (LO) teachers, one district offocial and 24 learners in focus groups was purposively selected because they were directly involved with the peer-led groups. A thematic text analysis was used and the study revealed that peer-led groups employed four strategies: counselling, referrals, partnerships and circles of friends. The study concluded that vulnerable learners who were identified could not be effectively assisted due to a shortage of resources such as counselling rooms and transport as well as lack of training of the peer leaders. The study recommends that peer-led programmes should be part of the large school curriculum with a specific budget to meet the requirements of such programmes.
References
Abutu, J.D. (2016) Evaluation of the Implementation of UBE Programme in Primary Schools in Nsukka Education Zone of Enugu State. Doctoral dissertation. Nsukka University, Nigeria.
Bhagwan, R. (2017) Community engagement within a social work programme in rural India. Social Work 53(3) pp.315-329. DOI: https://doi.org/10.15270/53-3-572
Birkett, M. & Espelage, D.L. (2015) Homophobic name-calling, peer-groups, and masculinity: The socialization of homophobic behavior in adolescents. Social Development 24(1) pp.184-205. DOI: https://doi.org/10.1111/sode.12085
Borman, G.D. & Overman, L.T. (2004) Academic resilience in mathematics among poor and minority students. The Elementary School Journal 104(3) pp.177-195. DOI: https://doi.org/10.1086/499748
Boyce, A.M. (2016) Fostering children's social and emotional learning through teacher student relationships and peer-based partnerships. Doctoral dissertation. University of British Columbia, Canada.
Boyden, J. (2003) Children under fire: challenging assumptions about children's resilience. Children Youth and Environments 13(1) pp.1-29. DOI: https://doi.org/10.1353/cye.2003.0017
Brown, K., Ecclestone, K. & Emmel, N. (2017) The many faces of vulnerability. Journal of Social Policy and Society 16(3) pp.497-510. DOI: https://doi.org/10.1017/S1474746416000610
Capo, K., Espinoza, L., Khadam-Hir, J. & Paz, D. (2019) Creating safe spaces for children’s voices to be heard: supporting the psychosocial needs of children in times of trauma. Journal of Early Childhood Teacher Education 40(1) pp.19-30. DOI: https://doi.org/10.1080/10901027.2019.1578309
Cartwright, A. (2017) Parents and family planning services. London: Routledge. DOI: https://doi.org/10.4324/9781315126012
Cowie, H. & Sharp. S. (2017) Peer counselling in schools: A time to listen. London. Routledge. DOI: https://doi.org/10.4324/9781315276144
De Villiers, M. & Van den Berg, H. (2012) The implementation and evaluation of a resiliency programme for children. South African Journal of Psychology 42(1) pp.93-102. DOI: https://doi.org/10.1177/008124631204200110
Demetriades, A. (2017) Children of the storm: Peer partnership. In Peer Counselling in Schools. London: Routledge, pp.65-72. DOI: https://doi.org/10.4324/9781315276144-5
Department of Education (DoE). (2011) Care and Support for Teaching and Learning in South Africa: A conceptual Framework. Pretoria: Government Printers.
Dryfoos, J. & Maguire, S. (2019) Inside full-service community schools. UK: Simon and Schuster.
Dutton, D.G. (2006) The abusive personality: Violence and control in intimate relationships. New York, Guilford Publishers.
Duxbury, J.A. & Jones, F. (2017) The person who is extremely distressed and disturbed. In M. Chambers (Ed.) Psychiatric and Mental Health Nursing. 3rd ed. New York: Routledge, pp.289-300. DOI: https://doi.org/10.1201/9781315381879-25
Epstein, J.L., Sanders, M.G., Sheldon, S.B., Simon, B.S., Salinas, K.C., Jansorn, N.R. & Hutchins, D.J. (2018) School, family, and community partnerships: Your handbook for action. New York: Corwin Press. DOI: https://doi.org/10.1002/9781119083054.ch26
Ernest, K.P. (2014) Influence of NGOs in the Vulnerable Children, Youth above 20 Years Bicycle Assembling and Selling Project in Nshamba and Biilabo Wards Muleba District. Doctoral dissertation. The Open University of Tanzania, Tanzania.
Fritzsche, K., Monsalve, S.D., Wei, J., Chen, F.K.Y., Nguyen, K.V., Abbo, C. & Dobos, C.M. (2020) Depressive Disorders. In K. Fritzsche, S. McDaniel, M. Wirsching (Eds.) Psychosomatic Medicine. Springer: Cham, pp.99-127. DOI: https://doi.org/10.1007/978-3-030-27080-3_8
Greenberg, J., Helm, P., Maxfield, M. & Schimel, J. (2017) How Our Mortal Fate Contributes to Ageism: A Terror Management Perspective. Ageism: Stereotyping and Prejudice against Older Persons 105(20) pp.456-478. DOI: https://doi.org/10.7551/mitpress/10679.003.0008
Hanko, G. (2016) Increasing competence through collaborative problem-solving: Using insight into social and emotional factors in children's learning. London: David Fulton Publishers. DOI: https://doi.org/10.4324/9780203065020
Hart, R.A. (2013) Children's participation: The theory and practice of involving young citizens in community development and environmental care. London: Routledge.
Harris, E., Deschenes, S., Westmoreland, H., Bouffard, S. & Coffman, J. (2010) Partnerships for Learning: Promising Practices in Integrating School and Out-of-School Time Program Supports. Cambridge: Harvard Family Research Project. Cambridge, MA, US.
Heath, J. (2014) How do Special Educational Needs Coordinators (SENCOs) view their role in building relationships with parents of learners with Special Educational Needs and Disabilities (SEND). Doctoral dissertation. University of East London, UK.
Hellman, C.M., Worley, J.A. & Munoz, R.T. (2018) Hope as a coping resource for caregiver resilience and well-being. Family Caregiving 45(12) pp.81-98. DOI: https://doi.org/10.1007/978-3-319-64783-8_5
Horn, E. (2013) A Preventative Program For Young Adolescent Boys To Build Resiliency As a Life Skill. Doctoral Dissertation. North-West University, South Africa.
Kennedy, K. & Farley, J. (2018) Counseling gifted students: School-based considerations and strategies. International Electronic Journal of Elementary Education 10(3) pp.361-367. DOI: https://doi.org/10.26822/iejee.2018336194
Koivu, K.L. & Damman, E.K. (2015) Qualitative variations: the sources of divergent qualitative methodological approaches. Quality & Quantity 49(6) pp.2617-2632. DOI: https://doi.org/10.1007/s11135-014-0131-7
Kurdziel, G., Flores, L.Y. & Macfie, J. (2018) The Role of Sexual and Gender Identity in Long-Term Psychodynamic Therapy for Comorbid Social Anxiety and Depression in an Adolescent Female. Clinical Case Studies 17(5) pp.311-327. DOI: https://doi.org/10.1177/1534650118788668
Lee, G. & Ham, O.K. (2018) Behavioral and psychosocial factors associated with suicidal ideation among adolescents. Nursing & Health Sciences 20(3) pp.394-401. DOI: https://doi.org/10.1111/nhs.12422
Macfarlane, A. (1997) The Hikairo rationale teaching students with emotional and behavioural difficulties: A bicultural approach. Waikato Journal of Education 1(3) pp.153-168. DOI: https://doi.org/10.15663/wje.v3i1.499
Maree, K. (2007) First steps in research. Pretoria: Van Schaik Publishers.
Marsh, H.W., Martin, A.J., Yeung, A.S. & Craven, R.G. (2017) Competence self-perceptions. Handbook of competence and motivation: Theory and application. New York: Guilford Publishers.
McLoyd, V.C. (2008) Socioeconomic disadvantage and child development. American Psychologist 53(1) pp.185-204. DOI: https://doi.org/10.1037//0003-066X.53.2.185
Menéndez-Santurio, J.I. & Fernández-Río, J. (2016) Violence, responsibility, friendship and basic psychological needs: effects of a sport education and teaching for personal and social responsibility program. Revista De Psicodidactica 21(2) pp.245-60. DOI: https://doi.org/10.1387/RevPsicodidact.15269
Mertens, D.M. (2016) Advancing social change in South Africa through transformative research. South African Review of Sociology 47(1) pp.5-17. DOI: https://doi.org/10.1080/21528586.2015.1131622
Motsa, N.D. & Morojele, P.J. (2017) Vulnerable children speak out: voices from one rural school in Swaziland. Gender and Behaviour 15(1) pp.8085-8104.
Mutenheri, H. (2014) A formative evaluation of the James House programme for orphans and vulnerable children. Doctoral dissertation. University of Cape Town, South Africa.
Mwoma, T. & Pillay, J. (2015) PSS for orphans and vulnerable children in public primary schools: Challenges and Intervention Strategies. South African Journal of Education 35(3) pp.1-9. DOI: https://doi.org/10.15700/saje.v35n3a1092
Nkosi, B., Seeley, J., Ngwenya, N., Mchunu, S.L., Gumede, D., Ferguson, J. & Doyle, A.M. (2019) Exploring adolescents and young people’s candidacy for utilising health services in a rural district, South Africa. BMC health services research 19(1) pp.195-200. DOI: https://doi.org/10.1186/s12913-019-3960-1
Noltemeyer, A.L. & Bush, K.R. (2013) Adversity and resilience: A synthesis of international research. School Psychology International 34(5) pp.474-487. DOI: https://doi.org/10.1177/0143034312472758
Nordtveit, B.H. (2010) Schools as agencies of protection in Namibia and Swaziland: Can they prevent dropout and child labor in the context of HIV/AIDS and poverty. Comparative Education Review 54(2) pp.223-242. DOI: https://doi.org/10.1086/651261
Peek, L. (2008) Children and disasters: Understanding vulnerability, developing capacities, and promoting resilience: An introduction. Children Youth and Environments 18(1) pp.1-29. DOI: https://doi.org/10.1353/cye.2008.0052
Perryman, K.L. & Bowers, L. (2018) Turning the focus to behavioral, emotional, and social well-being: The impact of child-centered play therapy. International Journal of Play Therapy 27(4) 227, https://doi. org/10.1037/pla0000078 DOI: https://doi.org/10.1037/pla0000078
Sandler, I.N., Wolchik, S.A., Winslow, E.B. & Schenck, C. (2006) Prevention as the promotion of healthy parenting following parental divorce. Relational processes and DSM-V: Neuroscience, assessment, prevention, and treatment. Washington: American Psychiatric Association, pp.195-209. DOI: https://doi.org/10.1176/appi.books.9781615377695.lg12
Statistics South Africa. (2015) Crime Statistics Series: Public Perceptions about Crime Prevention and the Criminal Justice System: In-depth Analysis of the Victims of Crime Survey Data 2010-2013/14. Pretoria: Statistics South Africa.
Stormont, M., Espinosa, L., Knipping, N. & McCathren, R. (2003) Supporting Vulnerable Learners in the Primary Grades: Strategies to Prevent Early School Failure. Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children 5(2) pp.22-34.
Suárez-Orozco, C., Yoshikawa, H., Teranishi, R. & Suárez-Orozco, M. (2011) Growing up in the shadows: The developmental implications of unauthorized status. Harvard Educational Review 81(3) pp.438-473. DOI: https://doi.org/10.17763/haer.81.3.g23x203763783m75
Taylor, G. (2017) Creating a circle of friends: A case study. In H. Cowie & S. Sharp, S. (Eds.) Peer counselling in schools. London: Routledge, pp.73-86. DOI: https://doi.org/10.4324/9781315276144-6
Tisdall, E.K.M. (2017) Conceptualising children and young people’s participation: Examining vulnerability, social accountability and co-production. The International Journal of Human Rights 21(1) pp.59-75. DOI: https://doi.org/10.1080/13642987.2016.1248125
Tucker, L., George, G., Reardon, C. & Panday, S. (2016) ‘Learning the basics’: young people’s engagement with sexuality education at secondary schools. Sex Education 16(4) pp.337-352. DOI: https://doi.org/10.1080/14681811.2015.1091768
UNESCO (2006) Towards the implementation of the Decade of Education for Sustainable Development (DESD) in Sub-Saharan Africa (SSA): workshop report., 27-30 November 2006, Windhoek: UNESCO.
UNICEF (2007) Global Study on Child Poverty and Disparities 2007-2008 Guide. Global Policy Section Division of Policy and Planning. New York: UNICEF.
Winnicott, D.W. (2018) The maturational processes and the facilitating environment: Studies in the theory of emotional development. New York: Routledge. DOI: https://doi.org/10.4324/9780429482410
Yuca, V., Ahmad, R. & Ardi, Z. (2017). The Importance of Infrastructure Facilities in Counselling Services. Paper presented at the 9th International Conference for Science Educators and Teachers (ICSET). Jarkata, Atlantis Press, pp.221-225. DOI: https://doi.org/10.2991/icset-17.2017.37
Zhou, E., Qiao, Z., Cheng, Y., Zhou, J., Wang, W., Zhao, M. & Wang, R. (2019) Factors associated with depression among HIV/AIDS children in China. International journal of mental health systems 13(1) pp.10-25. DOI: https://doi.org/10.1186/s13033-019-0263-1
Downloads
Published
Issue
Section
License
Copyright (c) 2020 The Independent Journal of Teaching and Learning
This work is licensed under a Creative Commons Attribution 4.0 International License.
.png){kind=spacer}