No abstract

In this article, the authors first discuss the nature of peer support and some of the ways in which it has evolved over time, particularly in the UK. Under the umbrella of peer support they include activities such as befriending, peer counselling, conflict resolution or mediation and intervening in bullying situations. Secondly, they describe research studies of peer support and discuss their relevance to bystander behaviour. Thirdly, they draw some conclusions that relate to the wider context of the developing role of peer support in schools today. These include the benefits to peer supporters and the key processes of flexible monitoring and clear observation of the needs of the potential users.

Providing care in the home is very demanding, particularly where people withaprimarymalignantbraintumour(PMBT)areconcerned,asthereare physical, cognitive and behavioural alterations that can make significant demandsonfamilycaregivers. Aim: The aim of this article is to consider carers' access to information followingdiagnosisofaPMBTandinformationonmanagingthecaringrole. Method: A grounded theory approach was used, with 22 open-ended interviewscarriedoutwithactivecarersatthetimeoftheinterview. Findings:Carersidentifiedalackofattentiontotheirneedforinformation particularly regarding medication, caring and working, and becoming a carer. They develop strategies such as using the Internet to search for informationandsupportandusingfriendstofilterinformationsotheyare notoverwhelmedwithdepressinginformation.Usingthesestrategies,carers reduceuncertainty,alleviatestressandfindawaytocontinuetohope. Conclusions: Carers lack guidance on how to access information at different stages of the caring journey. However, they are resourceful in findingsupportandinformationandexpecthealthservicestoincludeand signpostthemtothemostappropriatesourcesofinformation.

This article opens with a review of current research on peer interventions and their capacity to impact on school climate and bystander behaviour, as well as to meet the aims of fostering altruism. The main focus of the article is a study of an email support group in an all-boys school in the United Kingdom. It was set up in response to an incident of physical bullying and after consultation it was found that email was the preferred mode of support. The article discusses the reasons for this and presents details of how the support system was set up and operated, and reports the outcomes. The authors conclude that email provides a good medium for peer support schemes in schools, as it increases anonymity, and reduces concerns about ‘grassing’

The research was carried out in four secondary schools, two with a peer support system and two without, and involved a total of 931 pupils (49.5% males and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aims were: to compare the perceptions of safety on the part of older and younger pupils in secondary schools with and without a system of peer support in place; to find out if there are differences in perceptions of safety within peer support schools on the part of those who are aware of the existence of a peer support service in their school and those who are not aware; and to find out if pupils in peer support schools are more likely to tell someone about school violence and bullying than those in schools without peer support. The results indicate very little difference between pupil perceptions of safety in schools with and schools without a peer support system in place. In fact, older pupils in the schools without peer support responded that they felt safer than pupils in schools with a peer support system in toilets and lessons. However, within the peer support schools there were significant differences in perceptions of safety between the substantial minority of pupils who were unaware that their school had a peer support system and those who were aware of it. The pupils who were aware felt safer in lessons, perceived school as a friendlier place to be, and worried significantly less about being bullied in comparison with those who were unaware. They were also much more likely to tell someone when bad things happened at school. The results are discussed in the light of previous research in the field and some recommendations are made for the practice of peer support