Strategic Plan 2012-2015

p e e r s u p p o r t

a u s t r a l i a

contentsabout us

mental wellbeing

approach

key concepts

outcomes

benefits of the Peer Support Program

objective 1 - research

objective 2 - program design

objective 3 - service delivery

objective 4 - networks and partnerships

objective 5 - program awareness

contact us

Cairns

Mackay

Perth Esperance

AlbanyBusselton

Broome

Kununurra

DarwinNhulunbuy

RockhamptonBundaberg

BrisbaneTweed Heads

BallinaLismore

Port MacquarieNewcastle

SydneyWollongong

Melbourne

BurnieLaunceston

Hobart

CanberraAdelaide

Coffs Harbour

Emerald

Alice Springs

Townsville

Toowoomba

our reach

visionis to develop mental, social and emotional wellbeing in

young people enabling them to make informed and skilled

contributions to their communities.

sense of selfresilience

connectednesssense of possibility

is to provide school communities with an evidence based, peer led approach to enhance the mental, social and emotional wellbeing of

young people.

- peer led- experiential- small groups on a weekly basis- focus areas- enhancing skills- whole school- teacher support

- authentic leadership- multi age peer connections- maintaining relationships- developing appropriate role models- positive school culture

mission

structure

outcomes

Peer Support Australia is a not for profit, non-government organisation.

The Peer Support Program is a peer led, universal, intervention and preventative mental health program which has been operating in both primary and secondary schools in Australia since 1973.

about us

definition

Mental health is a state of wellbeing in which every individual realises their potential, can cope with the normal stresses of life, can work productively and is able to make a contribution to their community. (World Health Organisation 2011)

indicators of mental health

Indicators of good mental health among young people at school may include:

mental wellbeing

being involved in community life•knowing how to think optimistically•possessing skills to be resilient•demonstrating competence in social skills•being emotionally literate•

feeling connected to school•having positive links between family and school•feeling connected to peers•feeling cared for and supported by teachers•having a sense of belonging and worth•having one caring adult outside the family•

approachThe model adopted by Peer Support Australia is a whole school approach that impacts on students, teachers and parents. This requires key teachers acquiring skills at workshops in various locations nationally. The aim is to assist school communities to implement and coordinate an effective Peer Support Program. This model has the potential to impact upon thousands of students each year through:

Skilling and empowering teachers through professional development and trainingto raise awareness throughout the whole school•togainconfidencetotrainPeerLeaders•to coordinate all aspects of implementation •to support Peer Leaders and students involved in the sessions•

An integrated package of training and resources to effectively implement the Peer Support Program with the following characteristics

an evidence based approach•a structured, comprehensive design•clear links to curriculum•a framework for best practice •

A self sustaining model based ona core of trained and skilled teachers•the involvement of the whole school•

The continuous development of peer led modules thatare relevant to changing needs•are based on evidence•integrate current practice on effective teaching and learning•

Continuous evaluation process on the efficacy of the Peer Support Programintegrating ongoing research•reviewing existing evaluations•

skills enhanced

An individual’s sense of self involves what they think, feel

and believe about themselves. Sense of self is dynamic, formed

by the individual, their relationships, interactions and experiences and manifests itself in the individual’s values, attitudes and behaviours.

Connectedness involves the feelings of belonging that a person develops through their relationships with individuals and groups within their social environments. Individuals who

have a strong sense of their connectedness are more likely to

take risks in, and responsibility for, strong relationships

which encourage learning and growth.

Building resilience involves the empowerment of the individual to be positive, proactive and resourceful in dealing with life experiences. Resilient individuals have the ability to reflect on and learn from their

experiences and to creatively turn challenges into opportunities for

continued growth and learning.

A strong sense of possibility involves an awareness and belief

that positive outcomes can be achieved in the future. It empowers individuals to take responsibility for enhancing their sense of self, developing and maintaining positive relationships and turning challenges into opportunities.

sense of self

The following key concepts are determined by research and are evidenced based. The concepts form the basis of the Peer Support Program and all training programs and student learning materials. Peer Support Australia believes the development of these key concepts within students will contribute to their mental, social and emotional wellbeing.

key concepts

outcomesThe Peer Support Program assists school communities to provide a positive and inclusive learning environment.

The outcomes of implementing an effective Peer Support Program include:

building positive relationships•developing and enhancing skills•enhancing mental health•taking personal responsibility•developing key concepts•encouraging participation•

Peer Leaders • develop and practise leadership skills• develop confidence in leading a group• act as a positive role model• enhance life skills• develop organisational and time management skills

Teachers and School • builds positive relationships across the school• contributes to a supportive classroom environment• enhances learning outcomes and skill development in key learning areas• provides a core of trained and skilled leaders• enhances mutual empathy and respect

Community • builds a safer and cohesive community• enhances the school profile• contributes to the skills base of the community• promotes responsible citizenship• forms relationships across community groups

Group Members • learn life skills through fun and safe activities• form positive relationships with peer leaders and teachers• practise cooperation and collaboration• build confidence to actively participatep e e r

s u p p o r ta u s t r a l i a

benefits of the peer support program

Peer Leaders • develop and practise leadership skills• develop confidence in leading a group• act as a positive role model• enhance life skills• develop organisational and time management skills

Teachers and School • builds positive relationships across the school• contributes to a supportive classroom environment• enhances learning outcomes and skill development in key learning areas• provides a core of trained and skilled leaders• enhances mutual empathy and respect

Community • builds a safer and cohesive community• enhances the school profile• contributes to the skills base of the community• promotes responsible citizenship• forms relationships across community groups

Group Members • learn life skills through fun and safe activities• form positive relationships with peer leaders and teachers• practise cooperation and collaboration• build confidence to actively participatep e e r

s u p p o r ta u s t r a l i a

our objectives

Measures

researchplanthatidentifiesrelevant• datademonstratingtheefficacyofthe Peer Support Program

collected and recorded data • highlighting key relevant skills and sources

established consultative research • group that meets bi-annually

publication of available research on • the Peer Support Program

findingsdisseminatedthrough• identifiedappropriateinternaland external publications

Proposed Activities

identify existing research on skills for • social and emotional wellbeing

review the research on the • effectiveness of the Peer Support Program

identify relevant skills that support • the development of social and emotional wellbeing in young people

establish a consultative research • group to identify and access relevant sources of research

publish data from suicide prevention • project and other relevant research outcomes on the Peer Support Program

Objective 1 - Research

Ongoing research, monitoring and evaluation to identify relevant skills on social and emotional wellbeing and peer relations.

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Measures

documented agreement on Program • outcomes, structure and design

technologyidentifiedandincorporated• to support the implementation of the Peer Support Program

Program and design quality reviewed • and evaluated

Program materials developed • integrating agreed outcomes

Proposed Activities

identify and develop a Program • structure and design based on identifiedagreementandphilosophy

monitor quality to include technology • and support services for teachers

articulate and document Program • outcomes

monitor and improve the design • quality of the Program based on desired outcomes

Objective 2 - Program Design

Identifying a methodology to design and develop ongoing program materials using a flexible framework.

Measures

delivered teacher training workshops • based on adult learning principles

ongoing support provided to teachers • to implement the Program

analysed and published results of pre • and post implementation evaluations

feedback process developed to enable • Program adaptations to be shared

technology utilised to provide • additional support and alternate delivery mechanisms

Proposed Activities

develop teacher training workshops • based on the principles of adult learning

identify ways to provide continued • support to teachers regarding implementation of the Peer Support Program

promote pre and post implementation • evaluation packages to schools

develop feedback mechanisms to • incorporate and share adaptations to the Program

investigate and provide alternate • methods of delivery

Objective 3 - Service Delivery

Continued delivery of a flexible and dynamic approach to engage whole school communities.

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Measures

keystakeholdersidentified•individual value proposition developed •

for key stakeholdersrelationship management process and •

procedures articulated and evaluatedimplementation conversion rate from •

workshops assessed and reported

Proposed Activities

identify key stakeholder groups who • will be recipients of relationship development activities

develop a value proposition for each • key stakeholder group, that can be tailored to individual relationships

identify appropriate processes and • procedures to communicate, document and disseminate information to strengthen and support stakeholder relationships

evaluate relationship management • process and feedback

Objective 4 - Networks and Partnerships

Establishing relationships and partnerships and building school networks.

Measures

program promoted to schools and • wider community

number of schools currently • implementing the Peer Support Program

increased school membership of the • Peer Support Program

strategic communication and marketing • plans developed and implemented

Proposed Activities

building awareness of the value of the • Peer Support Program and its unique characteristics

develop a strategic communication • and marketing plan for the Program

promotethebenefitsofmembership• to existing and prospective participating schools

Objective 5 - Program Awareness

Building awareness of the Peer Support Program.

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our supporters..Vice Regal Patron: Her Excellency Ms Quentin Bryce AC, Governor-General of the Commonwealth of Australia

Supported by NSW Department of Health.

Corporate Partner - Catholic Church Insurances Limited.

Philanthropic Partners - The James N Kirby Foundation, The Raymond E Purves Foundation, The Woodend Foundation.

Peer Support Australia gratefully acknowledges the funding provided under the Australian Government National Suicide Prevention Program.

contact usphone +61 2 9905 3499

fax +61 2 9905 5134

email peeroz@peersupport.edu.au

website www.peersupport.edu.au

address 2 Grosvenor Place, Brookvale NSW 2100

postal address PO Box 498, Brookvale NSW 2100

ABN 40 002 634 853

What I love watching during Peer Support are the students who are not the typical leaders, who are shy or just quiet and don’t stand out in a standard classroom setting, suddenly bloom in the Peer Support Leader role.

They are often as surprised as us, if not more so, to know they are doing such a great job.

Kristie James, Stage 3 TeacherCampbellfield Public School

what i love..“

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