Catherine Houlston1, Peter K Smith. 1. Unit for School and Family Studies, Goldsmiths, University of London, London, UK. c.houlston@gold.ac.uk
Abstract
BACKGROUND: A variety of peer support schemes are now widely used in schools, notably to reduce bullying. However, there has been little systematic investigation of the impact and effectiveness of these approaches. AIMS: To assess the impact of a peer counselling scheme on peer counsellors and the school community. SAMPLE: The research was conducted in a North London all-girls state secondary school. Data were collected from all lower school classes (years 7, 8, and 9) and some staff members, in addition to year 10 peer counsellors and an age equivalent comparison group. METHODS: A detailed 1-year longitudinal study combined qualitative and quantitative methods of assessment. RESULTS: Peer counsellors benefited from their involvement through an acquisition of transferable communication and interpersonal skills, and, compared to age-matched control pupils, had increased social self-esteem. There were no reductions in self-reported bullying and victimization, but in general pupils believed that there was less bullying in school and that the school was doing more about bullying, with year 7 students showing the most positive changes. CONCLUSIONS: Peer-counselling schemes can improve self-esteem of peer supporters, and also impact positively on perceptions of bullying in the school; but impact on actual experiences of bullying is less clear, and there may be problems with the acceptance and use of such programmes by older students.
BACKGROUND: A variety of peer support schemes are now widely used in schools, notably to reduce bullying. However, there has been little systematic investigation of the impact and effectiveness of these approaches. AIMS: To assess the impact of a peer counselling scheme on peer counsellors and the school community. SAMPLE: The research was conducted in a North London all-girls state secondary school. Data were collected from all lower school classes (years 7, 8, and 9) and some staff members, in addition to year 10 peer counsellors and an age equivalent comparison group. METHODS: A detailed 1-year longitudinal study combined qualitative and quantitative methods of assessment. RESULTS: Peer counsellors benefited from their involvement through an acquisition of transferable communication and interpersonal skills, and, compared to age-matched control pupils, had increased social self-esteem. There were no reductions in self-reported bullying and victimization, but in general pupils believed that there was less bullying in school and that the school was doing more about bullying, with year 7 students showing the most positive changes. CONCLUSIONS: Peer-counselling schemes can improve self-esteem of peer supporters, and also impact positively on perceptions of bullying in the school; but impact on actual experiences of bullying is less clear, and there may be problems with the acceptance and use of such programmes by older students.