The suicide of a loved one is a traumatic life event that brings considerable emotional suffering. In the present study, the term suicide survivor refers to an individual bereaved though suicide. In the aftermath of their loss, some suicide survivors become peer counsellors and thereby draw on their painful experiences to provide assistance to others bereaved in this manner. Although these individuals play an important supportive role, little is known about their experiences with doing this kind of volunteer work. This study sought to explore the phenomenon of peer counselling in suicide bereavement by addressing the question, what are the lived experiences of suicide survivors who become peer counsellors? The purpose of the study was to understand how these individuals conceptualize their volunteer work and how their volunteerism may affect their own ongoing healing from the loss to suicide. Participants were 15 individuals bereaved through suicide who had been volunteering with others bereaved in the same manner for at least two years. This research employed a qualitative phenomenological methodology to provide a detailed description of participants’ journeys that went from experiencing the suicide of a loved one, to the decision to become a peer counsellor, to, finally, providing support to other survivors. The findings suggest that participants understand the provision of peer counselling as a transformative process. As a result of their volunteering, they undergo personal growth and acquire new skills. They conceptualize providing peer counselling as reaching out to other survivors of suicide and thereby countering the loneliness and isolation of suicide bereavement. For the participants, being a peer counsellor means actively challenging the silence around suicide by speaking out about suicide-related issues and offering other survivors a safe space to share their stories. The broader implications of these findings for suicide postvention research and clinical practice are addressed.

The suicide of a loved one is a traumatic life event that brings considerable emotional suffering. In the present study, the term suicide survivor refers to an individual bereaved though suicide. In the aftermath of their loss, some suicide survivors become peer counsellors and thereby draw on their painful experiences to provide assistance to others bereaved in this manner. Although these individuals play an important supportive role, little is known about their experiences with doing this kind of volunteer work. This study sought to explore the phenomenon of peer counselling in suicide bereavement by addressing the question, what are the lived experiences of suicide survivors who become peer counsellors? The purpose of the study was to understand how these individuals conceptualize their volunteer work and how their volunteerism may affect their own ongoing healing from the loss to suicide. Participants were 15 individuals bereaved through suicide who had been volunteering with others bereaved in the same manner for at least two years. This research employed a qualitative phenomenological methodology to provide a detailed description of participants’ journeys that went from experiencing the suicide of a loved one, to the decision to become a peer counsellor, to, finally, providing support to other survivors. The findings suggest that participants understand the provision of peer counselling as a transformative process. As a result of their volunteering, they undergo personal growth and acquire new skills. They conceptualize providing peer counselling as reaching out to other survivors of suicide and thereby countering the loneliness and isolation of suicide bereavement. For the participants, being a peer counsellor means actively challenging the silence around suicide by speaking out about suicide-related issues and offering other survivors a safe space to share their stories. The broader implications of these findings for suicide postvention research and clinical practice are addressed.

The main focus of this research study was to assess changes that occurred in the self concept of female adolescents undergoing an interpersonal skills training course that was incorporated into a peer counselling pre-selection training programme. Secondary aims were formulated, on the basis that the course would form an integral part of the existing peer counselling programme, to increase the effectiveness of the existing programme and improve perceptions of counselling and guidance in the school environment. A careful investigation was made of various measures of the self concept, and their usage within the South African context. It was decided to use the Tennessee Self-Concept Scale (TSCS). Use was also made of a questionnaire, consisting of both closed-ended and open-ended questions to substantiate and augment findings established by the TSCS. The actual programme, which formed the basis of this research, took place during the second school term, after school hours. The setting of the research in the school environment, as part of an existing school programme was seen as being advantageous. Problems attached to sustaining such a programme in a natural setting were carefully assessed and considered. A comparison group was established at a similar school in a neighbouring city, to try to establish levels of validity. Because an important aspect of this programme was the active involvement of learners in the school environment, learners who were already peer counsellors were involved in the running of the course. The actual programme was based on the concepts established by Rogers and developed by researchers such as Purkey and Novak. Consideration was given to theoretical aspects applicable to adolescents in the study of the self concept. The results of the TSCS and the questionnaire were analysed and changes to the self concept of the experimental and comparison groups were considered. Positive gains in the self concept of the experimental group were noted. However, caution was expressed in the interpretation of this information due to the difficulties inherent in defining the self concept and in controlling other variables which may have be influential. An important aspect of this study is the democratic nature inherent to the peer counselling model. This aspect resulted in specific consideration being given to the role of the educator in organising a peer counselling programme. The researcher considered this of significance in the light of education in an emergent democracy, such as that of South Africa. / Thesis (M.Ed.) - University of Natal, Pietermaritzburg, 1998.

Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the program / Doctor of Philosophy (PhD)

Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the program / Doctor of Philosophy (PhD)

Research has demonstrated the efficacy of attitudinal-motivational counseling in conjunction with study skills training. However, it has not been clear whether group or individual counseling was most beneficial. This research attempted to evaluate the usefulness of peer counselors in group and individual counseling sessions. Using students voluntarily enrolled in a study skills program, it was demonstrated that all students improved in study habit scores. However, only individual-peer counseling was effective in changing academic attitudes (p < . 05), as compared to group-peer counseling, no-counseling, and no-treatment conditions. Grade-point-average change scores were not differentially effected by the treatment conditions.

The main purpose of this study was to examine the efficacy of a human relations programme for high school students in Years 7, 8 and 9. The programme, based on the course devised by Varenhorst (1976; Appendix B), was run as a non-assessable option for one semester in an A.C.T. high school by the author, who was the counsellor at the school, and a volunteer teacher. Humanistic, behavioural and cognitive methods of implementation were used. As well as trying to achieve more effective interpersonal relations between students, so that they could more successfully relate and resolve differences, a secondary aim was to try to make the counsellor's role a more preventative rather than a largely remedial and crisis-laden one. Twenty-eight students enrolled for the course. Fourteen were assigned to the experimental group and experienced the human relations programme; the fourteen in the control group undertook a variety of other options they had chosen. Both groups completed pre- and postquestionnaires from which quantitative data was gathered. As a check on these quantitative results, post-study qualitative data were also gathered from the experimental group. The course taught verbal and non-verbal communication skills, decision-making and problem-solving skills, particularly in relation to such areas as the peer group, the family and the school. The ethics of helping others experiencing problems in any of these areas was an integral part of the course. iv The study showed that human relations skills can be taught, although the findings were interpreted cautiously because of design and methodological difficulties. The lack of randomisation and reported, rather than behavioural, change per se are two areas which restrict the generalisability of the results. It is suggested that, to achieve more widespread gains, such a course could be incorporated into the existing pastoral care programme of the school in which all teachers and students took part. It is further suggested that, for optimal effectiveness, parents and teachers, as well as students, would need to be aware of, and know how to put into practice, the skills taught in this programme and relate them to interaction generally. A first step was made by the experimenter towards widening the role of the school counsellor away from crisis cases towards prevention of problems. Ideally, the programme could be expanded to include teachers and parents who could, in turn, become human relations educators, thus serving the whole student population. The teaching, learning and practising of skill became the main focus of the programme. Although some peer counselling was involved in assignments, time precluded an experimental study of effectiveness in this applied area. All students but one wanted to proceed with this practical work.

Despite global efforts, exclusive breastfeeding is rarely practiced in South Africa where infants are at risk of diarrheal infections, malnutrition and HIV transmission. The present study was conceptualized within the context of a multi-country, cluster randomized community-based behavioural intervention known as PROMISE-EBF in South Africa, Burkina Faso, Zambia and Uganda (www.clinicaltrials.gov, no: NCT00397150). The aim of this thesis was to identify and describe contextual factors that are important for the effectiveness of community-based peer counselling with a special focus on the promotion of exclusive breast and formula feeding. This thesis identifies the paradoxes and discrepancies embedded in the notion of community-based “peer” counselling approach, especially in the South African context of poverty, HIV and social distrust. Peer counselling, while perceived useful, was associated with social distrust which might have resulted in reduced effectiveness of the intervention. The thesis further illustrates that, while there is strong support for breast feeding, there was a general openness for early introduction of commercial foods and liquids. Mothers’ perceptions on infant feeding and peer counselling varied substantially according to HIV-status and geographical area. Nevertheless, the infant feeding peer counselling approach neither modified the mothers’ perceptions on feeding nor its associated barriers. Thus, several important barriers to exclusive breastfeeding including the risk for HIV stigmatization still remain. The results of this thesis highlight the need to rethink current approaches to the promotion of exclusive breastfeeding. It further draws attention to the gap between theoretical assumptions inherent in health interventions and the actual dynamic processes and realties of women in low-income high HIV settings.

Supervision is a core prerequisite for the registration and ongoing education and professional development of various levels of mental health care workers in a South African context. There is, however, a dearth of South African literature that pertains to the supervision of such workers. It would appear that the dominant form of supervision of practice is dyadic, but such supervision is resource intense. This study explores a structured model of peer group supervision (PGS model) as a possible alternative to individual supervision. As the PGS model is in a preliminary, developmental phase, this research is also an exploratory investigation. The main aim of this study was to explore how a group of experienced, voluntary lay counsellors, working under the auspices of a national, non-governmental mental health agency utilised and evaluated the PGS model. Four peer group sessions were held with the group of ten lay counsellors, in their usual site of practice. A focus group discussion was then held, followed by the participants completing a semi-structured questionnaire. The intention of this research design was that the participants' perspectives be given priority in this investigation. The concurrent collection and analysis of data was achieved by employing a qualitative, interpretive grounded theory methodology (Addison, 1989). The findings considered the way in which the group utilised the PGS model, and examined the participants' experiences. The group of lay counsellors were enthusiastic about the potential for the PGS model to offer them a forum to collaboratively discuss and assist each other with their casework. The findings were then integrated with the literature pertaining to peer group supervision, as well as ideas from a variety of sources that discuss the construction of optimal learning encounters. The findings were then discussed from a perspective of situated cognition and the notions of local knowledge and communities of practice were used to propose a deeper understanding of the experiences of the group. This research undertaking resulted in the participants making some recommendations for the adaptation of the PGS model. Further recommendations for both the application of the PGS model and for research into supervisory practice are made. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

Peer group supervision has the potential to play an important role in the continuing professional development of practising psychologists, by providing a forum where practitioners can learn from each other in a supportive environment, while still maintaining their autonomy. However, research in the area is limited and theoretical conceptualisation around the topic is still at an elementary level. Therefore, one of the aims of this study was to evaluate the utility of peer group supervision for psychologists in practice. The second aim was to generate theory on the relationships between the various factors that play a role in determining the utility of peer group supervision and the mechanisms through which these factors operate. In order to achieve these aims, the research approach was exploratory and qualitative. The naturally occurring group processes of a single group of practising psychologists, who used a model of peer group supervision proposed by Akhurst (2000b), was the focus of this study. Five of their group sessions were audio-taped and transcribed to form the major data source. A brief questionnaire was also administered. A general analytical approach derived from grounded theory was used to analyse the data, with a particular focus on the processes and interactions within the group. Theoretical insights from the field of group dynamics were used to interpret and explain the findings generated from the analysis. The findings of this study suggest that peer group supervision has the potential to meet a number of the professional needs of practising psychologists and is therefore able to make a positive contribution to their professional development. A number of factors that mediate the potential utility of peer group supervision were identified. These factors include membership diversity, group developmental level, group orientation, facilitation style, interaction patterns and the use of structure. Plausible relationships between these factors were suggested, providing an initial picture of the complex interlocking web of factors that act on the group process to determine the utility of peer supervision groups. This understanding was used to suggest possible adaptations that may increase the utility of the model used to structure the group that participated in this study. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2003.