Orchestrating Success in Personal, Social and Educational Areas: Using Peer Support

Charlton, Tony; David, Kenneth

doi:10.1111/1468-0122.00045

Cited by 7 publications

(5 citation statements)

References 12 publications

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“…The message of respect for others was not only conveyed through the content of the workshop, but also through its approach. Students experienced a learning environment in which everyone was respected: cast members respected the rights of students to be heard (Charlton & David, 1997), and encouraged students to respect one another by listening with patience to each others' suggestions. Students also had the opportunity to initiate as well as react to the workshop, and therefore shape its direction (Glynn, 1985).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

'Putting Yourself in Other People's Shoes': The use of Forum theatre to explore refugee and homeless issues in schools

Day¹

2002

Journal of Moral Education

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This study investigated the experiences of, and interactions between, participants of a Forum theatre workshop, which addressed the issue of the refugee child at school. Staged by a UK theatre company, whose actors had, in their own lives, experienced being homeless and/or refugees, the workshop was investigated as it was performed in three London secondary state schools. Findings revealed that the workshop was highly relevant to the students, re ecting moral dilemmas which they faced in their everyday lives, as they encountered refugee students at school. This interactive workshop gave them the opportunity to try out moral behaviour, which could potentially be applied to real-life situations. Students felt that the workshop enabled them to put themselves "in other people's shoes", both the ctional characters in the workshop as well as actual people they knew at school. The homeless and refugee histories of the actors themselves intensi ed the reality of the workshop experience. The Forum theatre workshop aimed to encourage the students to become moral agents in their own lives. However, its ability to do this was limited by the lack of both moral re ection upon the issues raised, and guidance in appropriate moral action following the workshop. This absence of follow-up relates to the fact that the workshop was perceived by teachers as a drama activity, and no attempts were made to address its moral content which, teachers felt, belonged to the domain of the Personal, Social and Health Education (PSHE) in the National Curriculum for England.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

'Putting Yourself in Other People's Shoes': The use of Forum theatre to explore refugee and homeless issues in schools

Day¹

2002

Journal of Moral Education

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“…For example, there is a plenitude of evidence to show that those in receipt of peer support can develop greater confidence, more motivation to work and an improved attitude to academic work (Rogers 1983). In turn, accomplishments of this type can help inoculate children from risks of failure in the future (see Charlton and David 1997). Experiences of this kind will almost certainly help boost tutees' self-esteem.…”

Section: How Does Peer Support Help?mentioning

confidence: 99%

“…Their contributions can help them feel wanted, useful, appreciated, successful and productive. Finally, by experiencing a sense of giving and helping, they can make some movement away from a self-centred and uncaring stance and, in turn, these experiences of helping others, and feeling those efforts are productive and valued, can encourage healthy pro-social attitudes (Charlton and David 1997).…”

Section: How Does Peer Support Help?mentioning

confidence: 99%

Experiencing school effectiveness though using peer support strategies with pupils and teachers

Charlton¹

1998

Support for Learning

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We live in challenging timesChange has become an enduring feature in our lives. Advances in science and technology, for example, have transformed our work practices, altered our home life and (seemingly) usurped much of our leisure time. All too often, it appears, innovation has thoughtlessly supplanted tradition; the unfamiliar has superseded the familiar, and in most day-to-day enterprises individuals have been sucked involuntarily into impersonal administrative labyrinths. Moreover, increased family mobility coupled with access to across-country as well as overseas employment have helped weaken the nuclear and extended family, once the principal sources of help individuals and households in times of need.Understandably, changes of this kind have impacted upon ways in which children are brought up in the home, in the community and at school. Many families -and communities -now appear less able or inclined to watch over their children, and less caring towards them. The frenzied pace of contemporary life, coupled with the availability of a range of time-consuming technologies such as television, video and the Internet, have helped create barriers within -and across -families and communities. Conversation is declining, finding time to listen is more difficult and adults and youngsters can lose touch with each other too easily. By way of illustration, recent research in the USA showed that, on average, parents spend fewer than 2 minutes daily interacting with their children. Moreover, in Canada, over 40 per cent of parents failed to recall the last occasion when the family sat down together for a meal, without watching television. A combination of eating and watching leaves scant time for listening and meagre opportunity for conversing.Unsurprisingly, these types of changes have left many families and individuals bereft of the resource needed both to watch over and to guide them, particularly in times of need. This loss has adversely affected the personal and social lives of many individuals, families, neighbourhoods and communities. In the decade following 1985, the number of single parents rose from 200,000 to 500,000. From another perspective, Davies (1997) talks of a British underclass, which he numbers to be around a quarter of the population, where there is a routine neglect of children, and where homes are characterised (either separately or in combination) by violence, crime, illiteracy, unemployment, drug addiction, drunkenness and prostitution. It is a matter of much concern that many of our pupils take to school the unfortunate repercussions which may emanate from experiences of this kind.Without appropriate home support, it is easy for children to grow up lacking healthy value systems (for there are no altruistic genes). They can grow up exposed to unhealthy Arguably, long-established sources for supporting youngsters' healthy development are less available now than has often been the case. Nowadays, family, community and school infrastructures have been (and continue to be) exposed to changes which fre...

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“…Anthony had learned to build a friendship from an initially difficult situation, offer advice, support and develop listening skills. Charlton and David (1997) discuss the benefits of such a peer relationship for the older student.`Gains are equally apparent for those giving the help (the tutors) as those receiving it (tutees)'. The observations of James, Charlton, Leo and Indoe (1991) confirm this, stating that the older student develops the following counselling skills:…”

Section: The Benefitsmentioning

confidence: 99%

“…Time in which teaching staff can address the emotional needs of these children is limited. Charlton and David (1997) explain that teachers have difficulty in listening effectively to students due to the nature of busy classrooms, they suggest that students in a Peer Relationship can take on this role. McNamara (1996) describes a peer relationship where the older student is introduced as a counsellor to younger pupils.…”

Section: Addressing the Issuementioning

confidence: 99%

Peer Education in Mainstream Secondary Education: Using ‘Buddying’ to Address Social and Behavioural Issues

Rider

2000

Pastoral Care in Education

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Having discussed Peer Education and some aspects of provision for pupils with special educational needs, this paper goes on to describe a specific buddying system which involves aspects of both. In this well‐structured and planned scheme the focus is on the social and emotional dimension. The potential benefits of this for both older and younger pupils involved is illustrated through a case study.

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Orchestrating Success in Personal, Social and Educational Areas: Using Peer Support

Cited by 7 publications

References 12 publications

'Putting Yourself in Other People's Shoes': The use of Forum theatre to explore refugee and homeless issues in schools

'Putting Yourself in Other People's Shoes': The use of Forum theatre to explore refugee and homeless issues in schools

Experiencing school effectiveness though using peer support strategies with pupils and teachers

Peer Education in Mainstream Secondary Education: Using ‘Buddying’ to Address Social and Behavioural Issues

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