Becoming Grown-Ups: A Qualitative Study of the Experiences of Peer Mentors

Autor/inn/en	James, Alana I.; Smith, Peter K.; Radford, Lorraine
Titel	Becoming Grown-Ups: A Qualitative Study of the Experiences of Peer Mentors
Quelle	In: Pastoral Care in Education, 32 (2014) 2, S.104-115 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2014.893008
Schlagwörter	Mentors; Peer Teaching; Foreign Countries; Secondary School Students; Semi Structured Interviews; Focus Groups; Grounded Theory; Adolescent Development; Interpersonal Relationship; Program Effectiveness; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Ausland; Sekundarschüler; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Qualitative Forschung
Abstract	Peer mentoring is the most common type of peer support framework used in English secondary schools, involving a one-to-one supportive relationship between pupils. Interpersonal benefits have been found for pupils who provide support to others, but there has been little exploration of the experience of being a peer mentor. This qualitative study aimed to provide an initial in-depth look at young people's experiences. A semi-structured focus group was conducted with seven pupils aged 16-17?years in an English secondary school, who were acting as peer mentors to younger mentees or were becoming a mentor. Central thematic categories were identified using abbreviated grounded theory analysis. The central category "Becoming grown-ups" reflected the way the peer mentors felt the role helped to prepare them for adulthood. Other categories revealed that the role involved a nurturing relationship which benefited mentors but was also challenging. These findings extend the literature by revealing that these pupils may experience personal growth due to both positive and negative aspects of the role. It is recommended that further qualitative exploration of the experiences of peer mentors across multiple settings should be conducted, with findings used to enhance pupil training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10