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Implementing peer support in schools: using a theoretical framework in action research
Author(s) -
Visser Maretha J.
Publication year - 2004
Publication title -
journal of community and applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.042
H-Index - 63
eISSN - 1099-1298
pISSN - 1052-9284
DOI - 10.1002/casp.788
Subject(s) - disadvantaged , process (computing) , context (archaeology) , sustainability , restructuring , action research , peer support , action (physics) , psychology , process management , public relations , knowledge management , sociology , medical education , pedagogy , computer science , political science , business , medicine , ecology , paleontology , physics , quantum mechanics , psychiatry , law , biology , operating system
The implementation of a peer support project in 13 schools from a disadvantaged background is discussed using the social ecological, systems and social construction theory as a theoretical guide in action research. The goal was to establish an alternative helping system in schools that was sustainable within the school system. In the implementation of peer support attention was given to the integration of the project into the existing context; encouraging participation on all levels, facilitating change and creating shared meanings, supporting the process of reorganizing and restructuring and providing feedback to facilitate further change. From a process evaluation of the programme implementation challenges in the implementation process were identified and recommendations made that could contribute to the optimal functioning and sustainability of the project to address the needs of learners and enhance well being in the school community. Copyright © 2004 John Wiley & Sons, Ltd.