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.
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