Encouraging the development of a peer-support network programme for mental health protection

About:

This project involved school-based peer-support networks aiming to protect and strengthen the mental health of learners in the school environment and to take early intervention measures. The project introduced systemic measures to establish such networks and prepare schools and institutions for their implementation and continuation.

The project took place in 20 public and non-public secondary schools and 10 supporting institutions to help schools with preventive activities. The stakeholders involved were:

• Learners
• Teachers of secondary schools or institutions
• Healthcare representatives (including from community psychological care and psychotherapeutic centres of the child and adolescent mental health care system).

Each school established a peer-support network and prepared learners to take on leadership roles. In each school, network supervisors and teaching staff were prepared to support effective co-operation within the school and the local community. Standards for co-operation between the school and the local community in protecting and enhancing mental health were developed, ensuring the sustainability of the project. Four brochures were created on the following topics:

• Improving skills of effective communication and understanding with young people and adults
• Self-assessment, values and life goals
• Basic knowledge about the nature of stress, its symptoms and effects and constructive ways of coping with it
• Recognising and managing emotions.

Use of technology:

This project involved a dedicated, free mobile app for learners called OdyseJA. The OdyseJA app takes place in ‘space’ on the following ‘planets’ of personal development:

• The planet of developing social competence
• The planet of increasing self-esteem and self-confidence, building a system of values and setting goals
• The planet of coping with stress
• The planet of emotions.

An online counselling centre called ‘There is always a way out’ was also set up. Through this, specialists could provide support for learners and teachers. In addition, participants could benefit from individual and group supervision.

Outcomes:

Learners from the peer-support network, together with their mentors, became initiators of change in the school environment, which included effective outreach and support for those in need, community integration and initiating changes to improve mental hygiene conditions for learners. School leaders made positive recommendations on the relevance of the project to the needs of modern schools, declaring their willingness to continue it.

Learners indicated that the training made it easier for them to find their way, particularly in the context of remote learning. The support they received helped them to become leaders in their peer groups. They gained skills and knowledge on how to help their colleagues in a crisis situation and how to cope with stress. Participation in the training increased the interpersonal and leadership skills to be able to influence changes in the school or school environment.

Looking ahead, this project has received budget to continue and expand in the years to come.

Key element(s) of the VIA Framework:

This example highlights the importance of VOICE. Learners were equipped and empowered to take on leadership roles within their schools’ peer-support networks. They were provided with the tools and support within the school contexts to learn how to help their peers in times of need, and to influence change as needed.