The stepped model of peer provision practice: capturing the dynamics of peer support work in action
| Published date | 11 March 2019 |
| DOI | https://doi.org/10.1108/JMHTEP-09-2018-0052 |
| Date | 11 March 2019 |
| Pages | 106-118 |
| Author | Grace Zeng,Donna Chung |
| Subject Matter | Health & social care,Mental health,Mental health education |
The stepped model of peer provision
practice: capturing the dynamics of peer
support work in action
Grace Zeng and Donna Chung
Abstract
Purpose –In recent years, the employment of peer providers (PPs) has grown with the wider acceptance of
lived experience expertise in recovery-oriented service provision. Although its effectiveness, theoretical
foundations and factors influencing outcomes have been studied, a framework accounting for the dynamics
of the PP–peer relationship has yet to be formulated. The purpose of this paper is to employ a qualitative
approach to explore the journeys undertaken by PPs with their peers and form it into a cohesive framework
of understanding.
Design/methodology/approach –In-depth interviews were conducted with PPs who were employed
specifically to use their lived experience in supporting someone through mental distress. These interviews
were recorded, transcribed and coded using a framework approach. To enhance rigour, this framework was
verified with the latter author and three other participants recruited after data analysis.
Findings –A stepped model of peer provision practice was crafted to capture the non-linearity of recovery,
as well as the PP–peer relationship. This model is founded upon trust in the milieu of shared experience and
involves: creating a safe place –a stage of building trust and rapport to a point wherea PP is given permission
to enter into their peer’s headspace; a working partnership –stage of setting and working towards goals
collaboratively; and stepping out –a stage marked by the termination of the PP–peer relationship.
Originality/value –This paper proposes a tangible framework underpinning the dynamics of peer provision
practice,which furthersour understandingand complementscurrent practicemodels in peerprovision services.
Keywords Model, Peer provision, Peer relationship, Mental health
Paper type Research paper
Introduction
Peer provision as an emerging profession
With the prominence that recovery-oriented services has received in mental health policy, and a
wider acceptance of lived experience expertise (Lawton-Smith, 2013; Department of Health,
2015; Stamou et al., 2010), organisations have created roles that employ individuals who live
successfully with mental distress to support others in mental distress (Chinman et al., 2014).
They are formally employed to use their lived experience explicitly and intentionally to instil hope
and afford practical assistance within the context of an empathetic and therapeutic relationship
(Gillard and Holley, 2014; Bradstreet, 2006; Scottish Recovery Network, 2005). Although various
terms such as “peer specialist”or “consumer provider”have been used to describe this group,
we have chosen to use the term peer providers (PPs).
Literature on PP practice
The role of PPs are well documented and is described in literature in terms of its function
(Cabral et al., 2014; Smith-Merry et al., 2015; Watson, 2014a; N annen, 2015) and its values
(InternationalAssociation of Peer Supporters,2012; Mental Health Commission of Canada,2013;
Received 6 September 2018
Revised 16 November 2018
Accepted 19 November 2018
The authors would like to
acknowledge the contribution of
an Australian Government
Research Training Programme
Scholarship in supporting this
research. The authors would also
like to thank Adjunct Professor
Beverley McNamara for her input
into formulating the framework for
this paper.
Grace Zeng is based at the
School of Occupational
Therapy, Social Work and
Speech Pathology, Faculty of
Health Sciences, Curtin
University, Perth, Australia.
Donna Chung is Professor at
the School of Occupational
Therapy, Social Work and
Speech Pathology, Faculty of
Health Sciences, Curtin
University, Perth, Australia.
PAGE106
j
THE JOURNAL OF MENTALHEALTH TRAINING, EDUCATION AND PRACTICE
j
VOL. 14 NO. 2 2019, pp.106-118, © Emerald Publishing Limited, ISSN 1755-6228 DOI 10.1108/JMHTEP-09-2018-0052
To continue reading
Request your trial