Author Identifier
Dawn Reid: https://orcid.org/0000-0003-1829-9146
Document Type
Journal Article
Publication Title
Journal of the Australian and New Zealand Student Services Association
Volume
32
Issue
2
First Page
131
Last Page
146
Publisher
Australian and New Zealand Student Services Association
School
School of Education
RAS ID
77890
Abstract
This paper presents the development and execution of a specialised university training program designed to support Peer Support Advisors (PSAs) within The Living Room: a low-barrier peer-led mental health service. The primary objective was to investigate the training program's impact on the knowledge and attitudes of PSAs. Two questionnaires were administered: a pre-training questionnaire to establish participants' initial attitudes and knowledge levels, and a post-training questionnaire to assess any changes following completion of the program. Additionally, a feedback questionnaire was used to gather qualitative insights on the training experience. The integration of qualitative narrative accounts with quantitative data facilitated a thorough understanding of the program's effects. The results revealed a consistent enhancement in confidence and understanding among PSAs post-training, indicating significant improvements in their knowledge and attitudes relevant to their roles. The study highlights the effectiveness of this training approach in bolstering PSA skills and capabilities. The Living Room's PSA training program exemplifies the positive impact of such initiatives on students' ability to provide effective peer support. Key insights include the importance of inclusivity, awareness of available services, and practical application of acquired skills in diverse student contexts. The utilisation of pre/post assessments and feedback surveys offers a robust framework for evaluating training efficacy and overall participant satisfaction. These findings emphasise the value of investing in comprehensive training programs to empower peers and cultivate a supportive university community.
DOI
10.30688/janzssa.2024-2-01
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Cole, A. L., & Reid, D. (2024). The living room peer support training: Leading the way in unlocking mental health benefits for university students in peer-led service models in higher education. JANZSSA - Journal of the Australian and New Zealand Student Services Association, 32(2), 131–146. https://doi.org/10.30688/janzssa.2024-2-01