ror.org/002rjbv21
Abstracts
Résumé
Au cours des dernières années, des établissements postsecondaires ont implanté des programmes de soutien par les pairs afin de promouvoir le mieux-être. Bien que des études aient évalué la portée de ces programmes auprès des aidés, peu de chercheurs se sont intéressés à l’expérience des étudiants qui oeuvrent comme pairs aidants. Dans cette étude, l’équipe de recherche a mené un groupe de discussion et des entretiens semi-dirigés afin d’explorer l’expérience de 11 étudiants universitaires ayant agi comme pairs aidants dans le cadre d’un programme de soutien par les pairs offert dans 3 universités montréalaises. Les résultats permettent de mieux comprendre ce qui a motivé les pairs aidants à entreprendre ce programme, leurs inquiétudes, leur expérience, ce qu’ils ont apprécié et trouvé difficile, de même que les retombées qu’a eues le programme pour eux. Cette étude permet aussi de dégager certaines recommandations pour implanter un programme de soutien par les pairs en milieu postsecondaire.
Mots-clés :
- soutien par les pairs,
- pairs aidants,
- approche d’acceptation et d’engagement,
- étudiants universitaires,
- devis qualitatif
Abstract
In recent years, peer support programs have been introduced in post-secondary institutions to promote wellness and reduce psychological distress among students. Although studies have been conducted to assess the impact of these programs on peers, few have been led to explore the experience of students working as peer supporters. In this study, a focus group and semi-structured interviews were conducted to investigate the experience of eleven university students who acted as peer supporters in a peer support program offered at three universities in Montreal. The results of this study provide a better understanding of what motivated the peer supporters to undertake this program, their concerns, their experience, what they appreciated and found challenging, and the impact the program had on them. It also offers some recommendations for implementing a peer support program in post-secondary settings.
Keywords:
- Peer support,
- peer supporters,
- acceptance and commitment approach,
- university students,
- qualitative design
Appendices
Bibliographie
- Ali, K., Farrer, L., Gulliver, A. et Griffiths, K. M. (2015). Online peer-to-peer support for young people with mental health problems: A systematic review. JMIR Mental Health, 2(2), article e19. https://doi.org/10.2196/mental.4418
- American College Health Association et National College Health Assessment II (ACHA-NCHA II). (2019). Canadian reference group. Executive summary, Spring 2019. https://www.acha.org/documents/ncha/NCHA-II_SPRING_2019_CANADIAN_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf
- Auerbach, R. P., Alonso, J., Axinn, W. G., Cuijpers, P., Ebert, D. D., Green, J. G., Hwang, I., Kessler, R. C., Liu, H., Mortier, P., Nock, M. K., Pinder-Amaker, S., Sampson, N. A., Aguilar-Gaxiola, S., Al-Hamzawi, A., Andrade, L. H., Benjet, C., Caldas-de-Almeida, J. M., Demyttenaere, K., … Bruffaerts, R. (2016). Mental disorders among college students in the World Health Organization World Mental Health Surveys. Psychological Medicine, 46(14), 2955–2970. https://doi.org/10.1017/S0033291716001665
- Beck, A. T. et Beck, R. W. (1972). Screening depressed patients in family practice. A rapid technic. Postgraduate medicine, 52(6), 81–85. https://doi.org/10.1080/00325481.1972.11713319
- Bérard, J., Bouchard, J. et Fournier, A.-V. (2021). Enquête courte sur la santé psychologique étudiante au Québec en temps de pandémie de la COVID-19. https://unionetudiante.ca/Media/publicDocuments/Rapport-Enquete-sur-la-Sante-psychologique-COVID-2020.pdf
- Bérard, J., Bouchard, J. et Roberge, V. (2019, 9 novembre). Enquête « sous ta façade ». Enquête panquébécoise sur la santé psychologique étudiante, automne 2018. https://unionetudiante.ca/Media/publicDocuments/Rapport-enquete-sous-ta-facade.pdf
- Bracke, P., Christiaens, W. et Verhaeghe, M. (2008). Self-esteem, self-efficacy, and the balance of peer support among persons with chronic mental health problems. Journal of Applied Social Psychology, 38(2), 436–459. https://doi.org/10.1111/j.1559-1816.2008.00312.x
- Bryan, A. E. B. et Arkowitz, H. (2015). Meta-analysis of the effects of peer-administered psychosocial interventions on symptoms of depression. American Journal of Community Psychology, 55(3‑4), 455–471. https://doi.org/10.1007/s10464-015-9718-y
- Byrom, N. (2018). An evaluation of a peer support intervention for student mental health. Journal of Mental Health, 27(3), 240–246. https://doi.org/10.1080/09638237.2018.1437605
- Chinman, M., George, P., Dougherty, R. H., Daniels, A. S., Ghose, S. S., Swift, A. et Delphin-Rittmon, M. E. (2014). Peer support services for individuals with serious mental illnesses: Assessing the evidence. Psychiatric Services, 65(4), 429–441. https://doi.org/10.1176/appi.ps.201300244
- Ciarrochi, J., Bilich, L. et Godsell, C. (2010). Psychological flexibility as a mechanism of change in acceptance and commitment therapy. Dans R. A. Baer (dir.), Assessing mindfulness and acceptance processes in clients: Illuminating the theory and practice of change (p. 51–76). Context Press.
- Crisp, D. A., Rickwood, D., Martin, B. et Byrom, N. (2020). Implementing a peer support program for improving university student wellbeing: The experience of program facilitators. Australian Journal of Education, 64(2), 113–126. https://doi.org/10.1177/0004944120910498
- Cyr, C., Mckee, H., O’Hagan, M. et Priest, R. (2016, juillet). Le soutien par les pairs : une nécessité [Rapport] (2e éd.). Commission de la santé mentale du Canada. https://www.mentalhealthcommission.ca/wp-content/uploads/drupal/2016-10/Making_the_Case_for_Peer_Support_2016_Fr.pdf.pdf
- Davidson, L., Chinman, M., Sells, D. et Rowe, M. (2006). Peer support among adults with serious mental illness: A report from the field. Schizophrenia Bulletin, 32(3), 443–450. https://doi.org/10.1093/schbul/sbj043
- Davies, E. B., Morriss, R. et Glazebrook, C. (2014). Computer-delivered and web-based interventions to improve depression, anxiety, and psychological well-being of university students: A systematic review and meta-analysis. Journal of Medical Internet Research, 16(5), article e130. https://doi.org/10.2196/jmir.3142
- Fletcher, L. et Hayes, S. C. (2005). Relational frame theory, acceptance and commitment therapy, and a functional analytic definition of mindfulness. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 23(4), 315–336. https://doi.org/10.1007/s10942-005-0017-7
- Grégoire, S., Beaulieu, F., Lachance, L., Bouffard, T., Vezeau, C. et Perreault, M. (2022). An online peer support program to improve mental health among university students: A randomized controlled trial. Journal of American College Health, 1–13. https://doi.org/10.1080/07448481.2022.2099224
- Grégoire, S., Lachance, L., Bouffard, T. et Dionne, F. (2018). The use of acceptance and commitment therapy to promote mental health and school engagement in university students: A multisite randomized controlled trial. Behavior Therapy, 49(3), 360–372. https://doi.org/10.1016/j.beth.2017.10.003
- Grégoire, S., Lachance, L., Bouffard, T., Hontoy, L.-M. et De Mondehare, L. (2016). L’efficacité de l’approche d’acceptation et d’engagement en regard de la santé psychologique et de l’engagement scolaire des étudiants universitaires. Revue canadienne des sciences du comportement, 48(3), 222–231. https://doi.org/10.1037/cbs0000040
- Guest, G., Namey, E. et McKenna, K. (2017). How many focus groups are enough? Building an evidence base for nonprobability sample sizes. Field Methods, 29(1), 3–22. https://doi.org/10.1177/1525822X16639015
- Haeger, J. A., Davis, C. H. et Levin, M. E. (2020). Utilizing ACT daily as a self-guided app for clients waiting for services at a college counseling center: A pilot study. Journal of American College Health, 70(3), 742–749. https://doi.org/10.1080/07448481.2020.1763366
- Hayes, S. C. et Hofmann, S. G. (2017). The third wave of cognitive behavioral therapy and the rise of process-based care. World Psychiatry, 16(3), 245–246. https://doi.org/10.1002/wps.20442
- Hayes, S. C., Strosahl, K. D. et Wilson, K. G. (2012). Acceptance and commitment therapy: The process and practice of mindful change (2e éd.). Guilford Press.
- John, N. M., Page, O., Martin, S. C. et Whittaker, P. (2018). Impact of peer support on student mental wellbeing: A systematic review. MedEdPublish, 7, Article 170. https://doi.org/10.15694/mep.2018.0000170.1
- Johnson, B. A. et Riley, J. B. (2021). Psychosocial impacts on college students providing mental health peer support. Journal of American College Health, 69(2), 232–236. https://doi.org/10.1080/07448481.2019.1660351
- Johnson, W. B. (2002). The intentional mentor: Strategies and guidelines for the practice of mentoring. Professional Psychology: Research and Practice, 33(1), 88–96. https://doi.org/10.1037/0735-7028.33.1.88
- Kroenke, K. et Spitzer, R. L. (2002). The PHQ-9: A new depression diagnostic and severity measure. Psychiatric Annals, 32(9), 509–515. https://doi.org/10.3928/0048-5713-20020901-06
- L’Écuyer, R. (1987). L’analyse de contenu : notion et étapes. Dans J.-P. Deslauriers (dir.), Les méthodes de la recherche qualitative (p. 49–65). Presses de l’Université du Québec.
- Levin, M. E., Haeger, J. A., Pierce, B. G. et Twohig, M. P. (2017). Web-based acceptance and commitment therapy for mental health problems in college students: A randomized controlled trial. Behavior Modification, 41(1), 141–162. https://doi.org/10.1177/0145445516659645
- Linden, B. et Stuart, H. (2020). Post-secondary stress and mental well-being: A scoping review of the academic literature. Canadian Journal of Community Mental Health, 39(1), 1–32. https://doi.org/10.7870/cjcmh-2020-002
- Ministère de l’Enseignement supérieur (MES). (2021). Plan d’action sur la santé mentale étudiante en enseignement supérieur 2021–2026. https://cdn-contenu.quebec.ca/cdn-contenu/adm/min/education/publications-adm/enseignement-superieur/PASME.pdf
- Mirabel-Sarron, C. et Docteur, A. (2021). Leçon 9. L’activation comportementale. Dans C. Mirabel-Sarron et A. Docteur (dir.), Apprendre à soigner les dépressions avec les thérapies comportementales et cognitives (p. 164–177). Dunod.
- Paillé, P. et Mucchielli, A. (2016). L’analyse qualitative en sciences humaines et sociales. Armand Colin. https://doi.org/10.3917/arco.paill.2016.01
- Perreault, M., Bouchard, S., Lapalme, M., Laverdure, A., Audet, D., Cusson, J.-C., Zacchia, C., Milton, D., Sam Tion, M., Chartier-Otis, M., Marchand, A. et Bélanger, C. (2015). Perspective de pairs aidants sur leur expérience d’animation d’un programme d’autotraitement du trouble panique. Santé mentale au Québec, 40(1), 35–51. https://doi.org/10.7202/1032381ar
- Räsänen, P., Lappalainen, P., Muotka, J., Tolvanen, A. et Lappalainen, R. (2016). An online guided ACT intervention for enhancing the psychological wellbeing of university students: A randomized controlled clinical trial. Behaviour Research and Therapy, 78, 30–42. https://doi.org/10.1016/j.brat.2016.01.001
- Ratzlaff, S., McDiarmid, D., Marty, D. et Rapp, C. (2006). The Kansas Consumer as Provider program: Measuring the effects of a supported education initiative. Psychiatric Rehabilitation Journal, 29(3), 174–182. https://doi.org/10.2975/29.2006.174.182
- Repper, J. et Carter, T. (2011). A review of the literature on peer support in mental health services. Journal of Mental Health, 20(4), 392–411. https://doi.org/10.3109/09638237.2011.583947
- Roberge, M.-C. et Déplanche, F. (2017, juin). Synthèse des connaissances sur les champs d’action pertinents en promotion de la santé mentale chez les jeunes adultes. Institut national de santé publique du Québec (INSPQ). https://www.inspq.qc.ca/sites/default/files/publications/2283_connaissances_champs_action_promotion_sante_mentale_jeunes_adultes.pdf
- Salzer, M. S. et Shear, S. L. (2002). Identifying consumer-provider benefits in evaluations of consumer-delivered services. Psychiatric Rehabilitation Journal, 25(3), 281–288. https://doi.org/10.1037/h0095014
- Salzer, M. S., Wick, L. C. et Rogers, J. A. (2008). Familiarity with and use of accommodations and supports among postsecondary students with mental illnesses. Psychiatric Services, 59(4), 370–375. https://doi.org/10.1176/ps.2008.59.4.370
- Savage, H., Murray, J., Hatch, S. L., Hotopf, M., Evans-Lacko, S. et Brown, J. S. L. (2016). Exploring professional help-seeking for mental disorders. Qualitative Health Research, 26(12), 1662–1673. https://doi.org/10.1177/1049732315591483
- Schwenk, T. L., Davis, L. et Wimsatt, L. A. (2010). Depression, stigma, and suicidal ideation in medical students. Journal of the American Medical Association, 304(11), 1181–1190. https://doi.org/10.1001/jama.2010.1300
- Spitzer, R. L., Kroenke, K., Williams, J. B. et Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. Archives of Internal Medicine, 166(10), 1092–1097. https://doi.org/10.1001/archinte.166.10.1092
- Wiens, K., Bhattarai, A., Dores, A., Pedram, P., Williams, J. V. A., Bulloch, A. G. M. et Patten, S. B. (2020). Mental health among Canadian postsecondary students: A mental health crisis? The Canadian Journal of Psychiatry, 65(1), 30–35. https://doi.org/10.1177/0706743719874178
10.7202/1032381ar