Perceptions of Supervisors of Peer Support Workers (PSW) in Behavioral Health: Results from a National Survey.

This content analysis of open-ended survey responses compares and contrasts perceptions on supervision from supervisors with experience providing direct peer support services (PS) and supervisors without experience providing direct peer support services (NPS).A 16-item online survey was distributed via the National Association of Peer Supporters (N.A.P.S.) listserv and through peer networks and peer run organizations. Responses from 837 respondents, across 46 US states, were analyzed. Four open ended questions assessed supervisors' perceptions on differences supervising peer support workers (PSW) as compared to other staff, important qualities of PSW supervisors, roles when supervising a PSW, and concerns about PSWs in the organization. Among NPS and PS, three major differences in themes emerged: the knowledge required of supervisors, understanding of the role of the PSW, and supervisors' beliefs regarding PSW competencies. PS have a more nuanced understanding of the peer support worker role and the impact of lived experience in the role.

The Competencies of Telehealth Peer Support: Perceptions of Peer Support Specialists and Supervisors During the COVID-19 Pandemic.

This report assesses the competencies and technology needed for the provision of Telehealth Peer Support by Peer Support Specialists . The online survey assessed access to technology, core competencies required for the delivery of ThPS, and resources needed by the workforce to deliver ThPS. Responses from 313 PSS and 164 managers/supervisors of PSS from New York State were analyzed. Findings indicate nearly one-quarter of the PSS workforce continues to need access to technology and one-third need training in the delivery of ThPS. Perceptions of the important, critical, and most frequently used competencies for the delivery of ThPS were rated similarly by PSS and managers/supervisors. The broad implementation of effective ThPS requires additional resources and training for the PSS workforce. Further research to validate the ThPS competencies identified in the study will enhance training programs and resources. Policy makers and those who have advocated for the continued delivery of ThPS post-stay at home orders should ensure programs delivering ThPS provide access to technology and skills training in the competencies of ThPS. The use of ThPS post COVID-19 may address some persistent service barriers such as rural access and areas with fewer available services.

Experiences of peer support specialists supervised by nonpeer supervisors.

OBJECTIVE: This article reports on a qualitative study examining the experiences of peer support specialists (PSS) supervised by nonpeer supervisors (NPS) in adult community mental health settings. METHOD: Potential participants completed a demographic survey designed to address inclusionary criteria. From those eligible, a random number generator selected participants to be interviewed using a semistructured interview guide. The critical incident technique was used to elicit memorable experiences of supervision. Data were analyzed thematically. Twenty interviews were completed before saturation was reached. RESULTS: Thematic analysis revealed eight major themes including supervisor attitudes, role integration, trauma-informed supervisory techniques, facilitative/supportive environment, perspective-taking, mutual learning, opportunities for peer networking, and the desire for a supervisor who was a more experienced peer support worker. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: PSS are integrating into a mental health service system transitioning from a medical model to a recovery-oriented model of care. NPS are the necessary guides who assist the PSS in navigating a system not yet aligned with peer values. If the mental health system is going to successfully become recovery oriented, NPS need a unique skill set to support those with lived experience whose recovery can help point the way. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

National Practice Guidelines for Peer Support Specialists and Supervisors.

In 2017, the National Association of Peer Supporters (N.A.P.S.) leadership became aware of growing member concerns about supervision contradicting or conflicting with core peer support values. In response, N.A.P.S. established a work group that revised the association's 2013 National Practice Guidelines for Peer Supporters to include specific guidance to supervisors (i.e., the National Practice Guidelines for Peer Specialists and Supervisors). The new guidelines are not intended to address administrative or other basic functions of supervision; instead, they offer expertise and practical guidance to supervisors of peer support workers in understanding the core values of mutual support and managing the complexities of the nonclinical role in settings that may have different values and priorities.

Evaluation of an online learning academy of peer specialists.

OBJECTIVE: This report describes the instructional design and development process, learner feedback, and factors associated with course completion in the Academy of Peer Services (APS), an online educational platform for partial fulfillment of peer specialist state certification. METHOD: From January 2014 to August 2017, 4,064 individuals in the APS completed online courses and provided demographic information and course evaluation feedback. This report analyzed the relationship between demographic data (work role, experience with online training, level of education) and posttest performance. Course evaluation data on quality, perceived difficulty, and learner satisfaction were also analyzed. RESULTS: Overall, participants passed posttests 70.6% of the time. The effect size of work role was very small, η2 = .006. Level of education attainment was associated with differences on posttest scores, F(5, 3903) = 20.22, p < 001, but the effect size was, again, very modest, η2 = .025. Previous experience with online learning slightly influenced posttest scores, F(2, 4053) = 3.95, p < .02, η2 = .002. The great majority of students (88.2%) agreed or strongly agreed that the content was relevant to their everyday work. Similarly, 89% agreed or strongly agreed that the content contained practical tools, which they intend to use in their work. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: The feedback collected from more than 4000 learners suggests that the application of instructional design principles and techniques succeeded in translating the practical knowledge of peer-provided services to an easily accessible web-based platform for persons of varying education and life experiences. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Collaborative learning: A next step in the training of peer support providers.

BACKGROUND: This column explores how peer support provider training is enhanced through collaborative learning. PURPOSE: Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. SOURCES USED: This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record

The peer support workforce: Results of a national survey.

OBJECTIVE: Given the burgeoning role of peer specialists in the mental health workforce, more information is needed about their work roles, tasks, settings, training, compensation, and work satisfaction. METHOD: Using both purposive and snowball sampling, the authors recruited a national sample of individuals employed as peer specialists and a variety of other peer provider positions. They conducted an online survey to query respondents about various aspects of their work life. A total of 608 participants completed the survey, of which 597 responses were usable for these analyses. RESULTS: Results suggest that individuals in the United States identifying themselves as peer specialists (or similar titles) work in a wide variety of settings and spend the majority of their work time providing direct peer support. However, a significant number of individuals also reported performing nondirect peer support tasks such as administrative work, teaching skills, and systems-level advocacy. Average compensation ranged from $10 to $20 per hour. Peer specialists reported a significant amount of satisfaction with their work but still perceive a lack of recognition for their roles. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: Results of this survey provide critical information about the job characteristics of peer specialists and data that should be informative for mental health authorities as they address the needs of this workforce. However, our findings also suggest that ambiguity remains regarding the roles, tasks, and training of peer specialists, which could benefit from further study that would help to clarify the unique role of these professionals within the mental health arena. (PsycINFO Database Record