Oxford University Peer Support
OXFORD UNIVERSITY PEER SUPPORT PROGRAMME SURVEY
HILARY TERM 2009
The Peer Support Training Programme began in 1991, in response to the
stated needs of staff and students in welfare positions and pastoral roles. The
training was first held at the University Counselling Service for Welfare
Officers, who would use the skills in their roles in college. In 1992, the
scheme was extended to the colleges, when St Edmund Hall approached the
programme co-ordinator to train a group of students and staff within college
as peer supporters, in order to strengthen their welfare system. This was the
beginning of the Oxford University Peer Support Programme as it is known
today: 30 colleges and departments train students annually (see list of
colleges and departments involved in the scheme). In 2002, an external
review recognised the value of the programme, especially in the ‘front-line’
provision that trained peer supporters offer to their peers. The review
recognised that the Peer Support Programme is an integral part of the
‘support and guidance system within the University’.
About Training
Training is provided by members of the Peer Support Training Team. The
following are currently members of the team: Anne Ford (Co-ordinator), Ruth
McCalman (Deputy Co-ordinator), Lucy-Jean Lloyd and Kate Ward-Perkins.
The programme is run through the University of Oxford Counselling Service.
The co-ordinator attends weekly staff meetings.
Training consists of 10 three-hour sessions and continues through regular
supervision after the structured training has ended. Skills learned through
training include being a good listener, helping others to feel more comfortable
with social, academic and personal relationships and managing and
communicating about sensitive issues. In training, an emphasis is placed on
the listener learning his or her limits within a listening situation, and when best
to refer on the person whom they are supporting. Through training, the
students become aware of information about support, counselling and
medical services so that these are readily available to students who speak to
them. We also explore the welfare network within colleges in order to ensure
the peer supporters understand where best to direct their peers, when an
internal referral is needed.
Further training is available through the Annual Peer Support Conference,
held in Michaelmas Term. Students are invited from around the university to
meet and receive training on a specific topic. Topics covered include diversity,
working with international students, managing stress creatively, a day of
sharing good practice, and dealing with difficult issues that arise in
supervision. Cambridge and Reading Universities are invited to attend the
conference as they use same model as Oxford. The past three years, we
have had guests from University of Gothenburg, Sweden, University of Tartu,
Estonia and Nelson Mandela Metropolitan University, South Africa. The
conference provides a unique learning opportunity for peer supporters and a
chance for peer supporters to meet and work with peers from their own and
other universities.
After Training
Students who are trained commit themselves to being available in their role
as peer supporters for at least two terms after training. Because students
are not trained to be counsellors, they must attend fortnightly supervision
sessions. This guarantees that they are not acting as (or being asked to act
as) counsellors, or committing too much time to being a peer supporter.
Supervision is an integral and mandatory part of the programme. Through
discussing issues arising from the peer supporters’ role in college, the safety
of those seeking support is ensured, as is that of the peer supporters and the
college in which the programme is based.
Once trained, peers supporters make themselves known in college through
various means: posters, web-pages, t-shirts, events, and generally being
around college. They ensure that students can talk to them in confidence, but
are clear there are certain instances where they will break confidentiality (see
attached Peer Support Code of Confidentiality). Peer supporters use their
skills mostly in an informal way—with friends, acquaintances, during
Freshers’ Week, etc. In some colleges, the peer supporters hold regular dropin sessions. Generally these are held for two hours a week, and the peer
supporters take it in turn to staff them. Although they are not used regularly,
those who run drop-ins believe it is important to offer the formal space to
those who want to take it up.
The role of peer supporter is to be a friendly face, a listening ear, and to pick
up on difficulties when they come their way. They are also trained to be
friendly and welcoming to new and lonely students, and to raise in supervision
trends and issues of concern. The latter can be fed back to college or the
university as appropriate. The skills they learn in training allow them to carry
out their role safely and effectively.
In addition to peer supporters advertising themselves in colleges and
departments, there is a binder in the waiting room at the Counselling Service
that houses a copy of all peer support posters from around the university.
This allows students who use the Counselling Service to access peer
supporters in a different way. It is important that the programme is clearly
joined up between the colleges and the Counselling Service, out of which it
runs.
(See attached: Use of Peer Supporters throughout the University)
Peer Support Survey @ Oxford University
The Peer Support Trainers carried out a survey of peer supporters across the
University in Hilary Term 2009. We asked students to report on how they
used their peer support skills during Michaelmas Term 2008. Our aim was to
ascertain how peer supporters use their skills, what issues they support, and
if, when and to whom they refer their peers. We also asked how peer
supporters think colleges could better use this group of trained, prepared,
reliable and supervised students.
The following is information from the survey. One hundred and fifty-four peer
supporters participated from 26 colleges and departments (See list of
Colleges and Departments that Participated in Survey)
Total People Supported
1261
Informal
920
Formal
341
Males
518
Females
743
Peer Support Contacts--Formal and Informal
Informal
Formal
Peer Support Contacts--Males and Females
Males
Females
Issues Supported by Peer Supporters
The following issues were supported by 154 peer supporters across the
university. Some of the students were supported on numerous occasions, but
the numbers below reflect the number of peer supporters who dealt with the
issue, rather than the number of times the issue came up.
Issues Supported by Peer Supporters
relationships, including
friendships
academic/work
depression
family
illness/health issues
bereavement
exams
loneliness/homesickness
career/future
Eating disorders
self-esteem
settling in
drugs/alcohol
abuse
finances
self-harm
sexual orientation
social isolation
suicide
141
109
65
63
50
43
36
34
34
29
23
23
21
19
15
15
15
13
11
10
A graph to show the issues supported by peer supporters
160
140
120
100
80
60
40
20
0
mental illness
suicide
social isolation
sexual
self-harm
finances
abuse
drugs/alcohol
settling in
self-esteem
Eating disorders
career/future
loneliness/home
exams
bereavement
illness/health
family
depression
academic/work
Series1
relationships,
number of peer supporters
mental illness
issues
It is clear that the bulk of what peer supporters talk to their peers about is
relationships, work problems, family and depression. However, they do come
across a myriad of issues in the JCR and MCR, including helping freshers with
the experience of settling in to university life, thinking about life after Oxford
(careers, relationships and how to manage them), loneliness and social isolation,
health and well-being, and bereavement. In cases of long-lasting or deep
depression, self-harm, suicidal behaviour, and illness the peer supporters refer
on to the appropriate resources (see below).
Peer supporters fill a niche in the welfare system: they provide on the ground
support about common issues, ones that do not necessarily need more than
some general support and a peer who can give time and a listening ear. The
peer supporters are also a first port of call for many students who feel more
comfortable telling a friendly peer about their problems before going to a
professional. In their role, peer supporters can encourage people to seek help,
and can help to reduce the stigma in doing so.
Referrals
Peer supporters are familiar with the resources, both within and outside college,
to which they should refer. Time is spent in training on the most effective way to
refer a student to the resources available to them. This enables peer supporters
to set limits for themselves and the person they are supporting, when the issue
being presented is complicated and needs further attention. Through
supervision, any uncertainties about referral are discussed, managed and
monitored. The Peer Support Trainers are available between supervision
sessions via email, if the peer supporters have a query about a referral.
The following shows the referrals made by peer supporters:
REFERRALS MADE BY PEER SUPPORTERS
SENIOR TUTOR/WELFARE DEAN
JUNIOR DEAN
TUTOR
GP/COLLEGE DOCTOR
COLLEGE NURSE
CHAPLAIN
OXFORD UNIVERSITY COUNSELLING SERVICE
SAMARITANS
FAMILY
NIGHTLINE
EATING DISORDER ORGANISATIONS
SEXUAL HEALTH
ALCOHOL/DRUGS SERVICES
NHS DIRECT
OUSU
OTHER*
TOTAL
61
31
99
52
75
16
78
10
89
19
17
27
8
8
1
49
640
*Referrals to ‘other’ included other peer supporters, friends, police (Junior
Deans), other agencies not listed and self-help books on the subject raised by
the person seeking help.
The results from the survey confirm that peer supporters understand when and
how to refer. We were amazed by the volume of referrals made over an 8 week
period—640 referrals in total—something the trainers were not aware of.
Although we hear about and monitor referrals through supervision, we most often
hear about the most difficult cases. It is heartening to know that peer supporters
are comfortable referring even though a peer might not be experiencing a high
level of distress. An unexpected result was in the high number of referrals to
tutors (99 in total). This indicates that peer supporters are comfortable with and
recognise the importance of the tutorial relationship. When students talk to peer
supporters there is often a link between the problem presented and their
academic work, whether or not the problem is actually an academic one. Peer
supporters are able to encourage their peers to speak to their tutors if they aren’t
managing their workload, in order to reduce any additional stress this might add
to their problem.
In two supervision groups, the Medical School and St Hilda’s/St Anne’s, we
linked the issues they supported to the referrals they made. This gave a
snapshot of which issues in particular peer supporters refer. In 100% of cases,
the peer supporters referred the following issues: pregnancy/sexual health, selfharm, suicide attempt, depression (when it was clear to the peer supporter that it
was more than a case of the student feeling ‘down)’, mental illness, sexual
assault, and eating disorders. They also referred students who were
experiencing the following issues, although not in all cases: self-esteem, work
stress, family problems.
ISSUES SUPPORTED AND REFERRALS MADE
Oxford University Medical School Supervision
ISSUE
SUPPORTED
Relationships
bereavement
family problems
work stress
failed driving test
exam failure/stress
depression
attempted suicide
social isolation
illness
self-esteem issues
REFERRAL
MADE
YES
NO
X
X
X
X
X
X
X
X
X
X
X
sexual abuse-past
sexual assault
career/future
mental illness
financial
housemate
problems
clinical
experiences
X
X
X
X
X
X
X
ISSUES SUPPORTED AND REFERRALS MADE
St Anne’s and St Hilda’s Supervision
ISSUE
SUPPORTED
Relationships
work stress
family problems
eating disorders
career/future
contraception/pregnancy
depression
attempted suicide
social isolation
illness
self-esteem issues
supporting
supporter
pregnancy
going abroad
self-harm
settling-in issues
REFERRAL
MADE
YES
NO
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
It is reassuring that peer supporters take seriously the need to refer, and feel
able to assert themselves with their peers when faced with serious issues. The
level of referral by peer supporters in this study clearly indicates that the training
and supervision on this topic is sufficient, and a vital part of the programme
Can colleges make more use of peer supporters?
Overall the peer supporters appreciate the backing of peer support in their
respective colleges and departments. In many colleges, the link to the SCR
member who is designated to watch over peer support is well developed, and
that person has a good understanding of peer support in general and the role of
peer supporters in their college. Some peer supporters, however, hope to
develop stronger links with the SCR in their colleges, especially with the college
nurse to whom they often refer.
In general, help with advertising the service would be welcomed. The peer
supporters work hard to let students know about their service, whilst making it
clear that they can be approached about anything, not just ‘big problems.’
Referrals from tutors, nurses and other members with a welfare role would be
appreciated by peer supporters; this happens informally in some colleges
already. Clearly the referral would need to be thought about carefully, and would
need to be appropriate. Examples of referrals that are appropriate include:
homesickness, relationship issues (including friendships and housemate
conflicts), international students settling in to Oxford, loneliness and general
settling-in issues.
In many colleges we are working to make more use of peer supporters during
Freshers’ Week, interviews, open days, with international students, etc. One of
the concerns related to this has to do with colleges making accommodation
available, and possibly subsidising the cost. There are many avenues of support
and welfare in Oxford, and peer supporters are a natural resource to tap into.
They are willing to help out at university and college events, and are trained to
deal with tricky situations that sometimes arise, such as during the interview
process. Michaelmas Term we worked with the International Office and provided
peer supporters to work at the International Students Open Day, where they
circulated amongst the newcomers and answered questions.
Finally, some colleges mention peer support and their peer supporters on their
official web page (as different from the JCR/MCR web page). As peer support is
a valuable resource, peer supporters would like it if all colleges mentioned peer
support as an integral part of the welfare provided in their college and in the
university.
Submitted by:
Anne W. Ford, Co-ordinator
Oxford University Peer Support Programme
Oxford University Counselling Service
8 May 2009
Oxford University Peer Support
OXFORD UNIVERSITY PEER SUPPORT PROGRAMME
COLLEGES AND DEPARTMENTS INVOLVED IN THE SCHEME
Colleges:
Balliol (2004)
Brasenose (2007)
Christ Church (2005)
Corpus Christi (2001)
Exeter (1997)
Hertford (2005)
Jesus (2001)
Keble (1999)
Lady Margaret Hall (1999)
Lincoln (2001)
Mansfield (1994-2006) (2009)
New College (1998)
Oriel (2001)
Pembroke (2007)
Queen’s (2008)
Regent’s Park (2007)
St Anne’s (1999)
St Catherine’s (2005)
St Edmund Hall (1992)
St Hilda’s (1999)
St Hugh’s (1998)
St John’s (2004)
St Peter’s (2001)
Somerville (1997)
Trinity (1997)
University (2000)
Wadham (1997)
Worcester (1999)
Departments:
Medical School (2003)
Said Business School (2005)
Other groups:
Junior Deans (1994)
Oxford University Peer Support
OXFORD UNIVERSITY PEER SUPPORT PROGRAMME SURVEY
HILARY TERM 2009
COLLEGES AND DEPARTMENTS PARTICIPATING IN SURVEY
Colleges:
Balliol
Brasenose
Christ Church
Exeter
Hertford
Keble
Lady Margaret Hall
Lincoln
New College
Oriel
Pembroke
Queen’s
St Anne’s
St Catherine’s
St Edmund Hall
St Hilda’s
St Hugh’s
St John’s
Somerville
Trinity
University
Wadham
Worcester
Departments:
Medical School
Said Business School
Other groups:
Junior Deans
Oxford University Peer Support Programme
Code of Confidentiality
Confidentiality
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Everything that is discussed with you in your role as peer supporter should
be kept between you and the person seeking support.
It is better to err on the side of confidentiality when you are unsure whether
or not you are in the role of peer supporter, e.g. if a friend tells you
something without specifically asking you to be a peer supporter.
If you are unsure as to whether something needs to stay confidential
because you are unsure of how you are being approached (e.g. friend, peer
supporter, or both)…ask the person who is talking to you.
In supervision, you will talk about the issues raised in individual peer
support Sessions and how you felt about the interaction, but you will not
give identifying information about the individual.
If, for any reason, you think you need to identify the person seeking support,
this needs to be done with your trainer/supervisor, not with other peer
supporters.
If you need to speak to somebody about a situation that has arisen, and
your trainer/supervisor is unavailable, you need to approach one of the
other people/sources identified in training, e.g. counselling service,
academic with a pastoral role, etc.
Breaking confidentiality




Confidentiality will need to be broken if somebody has attempted or is
talking about attempting suicide.
Confidentiality will need to be broken if there is evidence of serious mental
health problems.
Confidentiality will need to be broken if there is evidence of serious selfharm, which may be life-threatening.
If you are unsure of any of the above (i.e. whether or not something is
considered life-threatening), speak to your supervisor before taking action.
How to break confidentiality
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

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Once you have decided that it is necessary to break confidentiality, discuss
this with the person seeking support. Explain why confidentiality needs to
be broken, and that you will help them through the process.
Encourage the student to approach the appropriate resource him/herself. If
they cannot manage it alone, you can accompany them (i.e. to the
counselling service, the GP, etc.) if appropriate and if you feel comfortable.
Discuss the situation with your trainer/supervisor. Let him/her know why you
have broken confidentiality, and how the process is proceeding. It is
preferable to do this with the student’s consent. There may some instances
in which you will need to talk to your supervisor without the consent of the
person seeking help.
Your supervisor will decide on the best course of action (for example, does
someone else in the institution need to know? Is a referral to the counselling
service sufficient?) Your supervisor is there to support you so that you are
not left being or feeling responsible for someone who is in a difficult
situation.
You will decide with your supervisor in what way you will carry on
supporting the person who has come to you, if appropriate.
Remember, the need to break confidentiality does not happen often, but
you need to know what to do if such a situation occurs. The bounds of
confidentiality are there to protect the person seeking help, the peer
supporter, the peer support panel and the institution as a whole.
It is important for you, as a peer supporter, to familiarise yourself with the
policies on confidentiality in your institution. Your trainer/supervisor will
direct you to these.
OXFORD UNIVERSITY PEER SUPPORT PROGRAMME:
USE OF PEER SUPPORTERS THROUGHOUT THE UNIVERSITY
Peer supporters train for thirty hours in order to provide support and a listening
ear to their peers. This happens both formally and informally; that is, there are
ways in which the peer supporters set themselves up to be approached as peer
supporters (e.g. drop-in hours) and ways in which they are around college,
available through activities, which enables people to approach them casually.
The following are some of the many ways they create or take opportunities to use
their skills around the university:
 Drop-in hours
 Talking with friends and family in a supportive way
 Referrals to Senior Members who provide welfare within colleges
 Referrals to the University Counselling Service, GPs, and/or other
appropriate agencies
 Welcoming Freshers: welcome on arrival, hold teas, provide basic
information
 Working with International Students and students coming to Oxford on
semester abroad programmes
 Helping during admissions
 Film evenings
 Break from revision for finalists/those taking Mods: Comedy and food
evenings/smoothies in the afternoon with comedy shows playing in
background
 Regular weekly/bi-weekly teas—get selves know throughout college in a
way that allows students to get to know peer supporters in a comfortable
setting before approaching them formally
 Provide ‘business cards’ with their contact details, numbers for places to
get help, and other useful numbers including taxi, pizza deliveries and
cinemas
 Health and well being: organise yoga, Indian Head massage and other
events to help keep down levels of stress
 Work with Junior Deans, for example holding events in college together (in
one college the Peer Supporters and Junior Deans held a wine and
chocolate evening to enable students to get the welfare team in an
informal way)
 Knitting circle—started out as a few people knitting, but turned into a
group that came and talked while knitting
 Book clubs and discussion
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Pizza evenings
Wishing finalists/ well by sending notes/sweets to all finalists
Post-bop brunches/smoothie mornings
Valentines chocolates to all from the peer supporters
Pre guest dinner drinks
Taking groups of first years to G &Ds for ice cream and to talk through
what to expect during Mods
 Ice skating
 ‘Helping Hands’—a party bag in a see through glove that include the peer
supporters contact details, sweets, a tea bag a pen and confetti. Given to
all Freshers upon arrival
 Medical School—arranges annual talk for medics with Tony Hope,
consultant and co-author of the book, Managing Your Mind. Focuses on
dealing with competition. Peer supporters organise the event and provide
tea and cake.
 Medical School: peer supporters email elective students—students
coming from abroad for a short period of time—to welcome them. Set up
regular dinners to help them meet others in the Medical School on the full
course
Easter egg hunt—provides a fun atmosphere at the end of a tiring term