- Subject index
The exposure of children to violence at school is a major concern for educators everywhere and a frequent topic of discussion in the media. Written by experts in research, practice, and training in the field, this timely text proposes a whole-school approach to reduce the impact of violence on children's development. The authors take into account: Personal characteristics of perpetrators, victims, and bystanders A school’s culture The quality of a school’s learning environment Links between the school and the communityThe whole school approach includes a wide range of formal and informal initiatives to improve the quality of life at school. Managing Violence in Schools covers preventive methods and provisions for students' individual needs. Readers will also find strategies for strengthening school culture, such as peer support, cooperative group work, and restorative practice. This resource also provides guidance for implementing a needs analysis, formulating a cycle of change for handling bullying and violence, and creating a shared understanding of the issue. Each strategy for preventive and integrative practice is illustrated with real-life case studies and relevant experiential exercises.
Chapter 6: Children Helping Children Through Peer Support
Children Helping Children Through Peer Support
- To understand the role that young people play in helping one another through peer support in the school community.
- To be familiar with the skills involved in training peer supporters in school.
What is Peer Support?
This chapter introduces you to peer support – what it looks like, its benefits, and how you can train pupils and staff to implement it. Peer support describes a range of activities and systems within which people's potential to be helpful to one another can be fostered through appropriate training. Around 50 per cent of primary and secondary schools in the UK now use it as part of their anti-bullying policy. The Children's Commissioner (Aynsley-Green, 2006) strongly advocates peer support as ...