Peer Support Final Session
Start
Welcome to our Virtual Peer Support Training session.
General Information
What does this module cover?
This module helps cement what you've learned in the Peer Support module and gives you an opportunity to test out what you've learnt. You will not need to be present on a video in this session, but some answers give you the opportunity to respond in text format or by audio. When you're ready, click the hand
Brain activator
Peer Support
What makes an 'ideal' peer support coach?
Caring
Empathetic
Trustworthy
At the core of trustworthiness is truthfulness. You tell the truth even when it’s difficult, and you don’t twist facts to protect yourself or impress others. Example: If you make a mistake at work, you admit it instead of hiding it.
Being caring means showing kindness, concern, and compassion toward others. It’s about being attentive to people’s needs - both emotional and physical - and taking actions that support, comfort, or help them.
Empathy starts with awareness. You notice how someone feels - not just from their words, but also from their tone, expressions, or body language. For example, if a friend seems quiet and withdrawn, you might sense they’re upset even if they don’t say it directly.
A good listener
Patience
Approachable
Patience means the ability to stay calm, composed, and understanding when things don’t happen as quickly as you want - or when situations or people test your limits.
Approachable people are warm and kind in how they act and speak. They smile, greet others, and use positive body language that shows openness. Smiling and saying “Hey, how are you doing?” when someone walks by makes you seem inviting, not intimidating.
A good listener focuses completely on the speaker. That means putting away distractions, like your phone or other tasks and making eye contact to show you’re present. Example - You turn toward someone when they’re talking and nod to show you’re engaged.
Getting to know you
Once you see the confirmation screen, click:
Next page
Active listening
“Most people do not listen with the intent to understand; they listen with the intent to reply.”
Stephen R. Covey
Active listening is a communication skill that involves fully focusing on, understanding, and responding thoughtfully to what another person is saying. It goes beyond simply hearing words, it means engaging with both the speaker’s message and emotions. For example: Speaker: “I’ve been feeling really overwhelmed with this project lately.” Active listener: “It sounds like you’ve been under a lot of pressure. What’s been the most challenging part for you?”
Next page
Active listening quiz
Active listening quiz
Active listening quiz
Active listening quiz
Active listening quiz
Directive vs Non Directive Approaches
Click the buttons to reveal the content
Next page
Directive vs Non-Directive Approaches quiz
Directive vs Non-Directive Approaches quiz
Directive vs Non-Directive Approaches quiz
Directive vs Non-Directive Approaches quiz
Directive vs Non-Directive Approaches quiz
Boundary Seesaw
Click the buttons to reveal the content
Next page
Boundary Seesaw quiz
Boundary Seesaw quiz
Boundary Seesaw quiz
Boundary Seesaw quiz
Boundary Seesaw quiz
Boundary Seesaw reflection
Once you see the confirmation screen, click:
Next page
Peer Support Simulation
Once you see the confirmation screen, click:
Next page
Helping someone that feels suicidal
Top tips
- Start by Listening Without Judgment
- Let them talk about what they’re feeling.
- Avoid trying to “fix” things immediately - just being heard helps reduce distress.
Use calm, open phrases such as:
- “I’m really sorry you’re hurting.”
- “I’m here with you.”
- “That sounds really painful - can you tell me more?”
Next page
Helping someone that feels suicidal
How do guide someone who is feeling suicidal: Ask Directly About Suicide It’s okay - and important - to ask directly:
- “Are you thinking about ending your life?”
- “Do you feel you're at immediate risk?”
Asking does not increase risk, it opens the door for honest conversation. If they say yes, stay calm, listen, and don’t leave them alone.
Things to do.
Things to do.
Things to do.
Things to do.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Next page
Title
Ask open questions and provide the emergency contact information (999 & A&E)
Take the service user seriously.
Although it's hard, try to remain calm.
Contact the supervisor WhatsApp or call the emergency line
Write a brief description here
Whistleblowing
Introduction to Safeguarding
Definition:
- Safeguarding means protecting people’s health, wellbeing, and human rights, and enabling them to live free from harm, abuse, and neglect.
Purpose:
- Prevent harm and abuse
- Promote welfare
- Empower individuals to make safe choices
Whistleblowing
Recognising the Signs of Abuse
Types of abuse
Children and Adults at Risk may experience
- Physical abuse – Hitting, shaking, or misuse of medication.
- Emotional abuse – Humiliation, intimidation, or isolation.
- Sexual abuse – Any non-consensual sexual activity.
- Neglect – Failure to meet basic needs.
- Financial abuse – Theft or misuse of money.
- Discriminatory abuse – Harassment due to race, gender, disability, etc.
- Organisational abuse – Poor care within institutions.
Common indicators:
- Unexplained injuries or changes in behaviour.
- Withdrawal, anxiety, or fearfulness.
- Poor hygiene or malnutrition.
- Sudden loss of money or possessions.
- Inconsistencies between stories and injuries.
Always remember: “It’s not your job to prove abuse, but to report concerns.”
Next page
Responding to concerns
Responding to Concerns
If you suspect abuse, whether it's a member of the public or someone within the organisation, you should:
Reassure the person that they’ve done the right thing.
Stay calm and listen
Do not promise confidentiality - explain you may need to share information.
Record what you’ve seen or heard accurately.
Report immediately to your Designated Safeguarding Lead (DSL) or line manager.
If someone is in immediate danger, call 999.
Next page
Creating a Safe Environment
Safeguarding is everyone’s responsibility.
You must:- Be alert to signs of abuse.
- Act promptly.
- Record and report accurately.
- Work collaboratively to protect those at risk.
Next page
Questions
We realise that these topics can result in questions and we'd like to capture those now so we can address them with you directly.
Questions regarding suicide and whistleblowing.
Next page
Next steps
Setting up your peer support admin training.
Please complete the form in order to request your admin/systems training.
Once you see the confirmation screen, click:
Next page
Congratulations
Congratulations
on completing your course!
Paraphrasing
You restate what they’ve said in your own words to show understanding.Example: “It sounds like you’re torn between wanting change and fearing it.” This builds trust and helps the person explore feelings more deeply.
Giving advice
You share what you would do in their situation. Example: “If I were you, I’d take a break before deciding.” This can help if the person feels completely stuck, but it’s still your solution, not theirs. Advice can unintentionally disempower someone if overused.
Making Suggestions
You offer options rather than instructions.Example: “You could try journaling or mindmapping, what do you think?” This allows the person to explore possibilities while still feeling supported.
Key Legislation and Guidance
- Children Act 1989 & 2004 – Legal framework for child protection.
- Working Together to Safeguard Children (2018) – Sets out roles for agencies.
- Care Act 2014 – Adult safeguarding framework.
- Keeping Children Safe in Education (KCSIE) – Guidance for schools and colleges.
- Human Rights Act 1998 and Data Protection Act 2018 (GDPR) – Protect rights and privacy.
*Up to date at time of publishing (01/01/2025)
Next page
Listening to Understand
You give full attention without interrupting or steering the conversation.Example: Nodding, using silence, or brief encouragers like “I see”, "I understand, "Go on.”. This is the foundation of peer support - the goal isn’t to fix, but to understand and empower the other person.
Giving feedback
You share your perspective or observations to raise awareness. Example: “I noticed you seem more stressed after those meetings, does that fit with your experience?” This helps someone reflect, but the focus should remain on their interpretation, not your judgment.
Pacifier (Right Side – “Exploitative Caring”)
Description:
- Operates with overly flexible limits - struggles to say no.
- Over-involved and placating - prioritises keeping peace over maintaining healthy boundaries.
- Motivated by wanting to help but risks disempowering the other person.
In Peer Support:
- You may take on others’ problems as your own.
- You over-identify with the peer’s struggles or go beyond your role.
- It feels caring in the moment but can lead to burnout or blurred lines (e.g., being “too available”).
Common Behaviors:
- Avoiding hard conversations to spare feelings.
- Doing things for someone that they could do themselves.
- Offering support beyond your capacity or scope (“Call me anytime” even when you’re not on shift).
- When it Shows Up:
- When you fear conflict, rejection, or guilt.
- When you measure your worth by how much you help others.
Non-Directive (Pull)
- Empower them to find solutions
- “Tell me more about how that feels.”
Asking Questions that Raise Awareness
You use open questions that help them think differently or see new perspectives. Example: “What do you think might change if you tried a different approach?” This is a powerful coaching-style method - it builds self-awareness and responsibility without taking over.
Balanced Middle
- Raise awareness & clarify
- “What do you think would help most right now?”
Offering Guidance
You provide structured direction while still involving their input. Example: “Would it help if we looked at what worked for you last time?” This bridges the gap between instructing and collaborating - you’re still guiding, but they retain choice.
Instructing
You take the lead and tell the person exactly what to do. Example: “You should call your friend and explain what happened.”Use this sparingly in peer support, it can be useful when there’s an immediate or safety-critical situation, but it removes ownership from the other person. There may be times when signposting or coaching a service user, that becoming more instructive is useful. It should only be used for the betterment of the service user.
Directive (Push)
- “Here’s what you can do.”
Reflecting
You mirror emotions or underlying themes to deepen insight.Example: “You seem frustrated that your efforts aren’t being recognised.” Reflection helps people connect with what’s really driving their feelings and decisions.
Balanced Middle
- Raise awareness & clarify
- “What do you think would help most right now?”
Controller (Left Side – “Punishing Controlling”)
Description:
- Operates with fixed limits - rigid rules and boundaries.
- Tends to be under-involved emotionally and too controlling of the peer relationship.
- Focuses more on “what should be done” than on understanding the person’s perspective.
In Peer Support:
- You may find yourself trying to “fix” or “manage” the person rather than collaborating.
- The person you’re supporting may feel judged, powerless, or micromanaged.
- Over time, this can damage trust and discourage openness.
Common Behaviors:
- Giving commands instead of choices (“You need to…”).
- Enforcing your idea of what’s best.
- Keeping distance or emotional detachment under the guise of professionalism.
When it Shows Up:
- When you feel uncomfortable with emotion or want quick results.
- When you take responsibility for the person instead of with them.
Negotiator (Middle – “Containing and Caring”)
Description:
- Maintains both fixed and flexible limits — knows when to say no and when to adapt.
- Involved enough to nurture, empower, and encourage growth.
- Balances empathy with accountability.
In Peer Support:
- You listen and validate, but you don’t overstep or take over.
- You help peers identify their own strengths and choices.
- Boundaries are clear, consistent, and transparent - no guessing or hidden expectations.
Common Behaviors:
- Saying “I’m here to support you, but I can’t make that decision for you.”
- Reflecting back instead of rescuing.
- Checking in about comfort levels and consent before diving deeper.
Outcome:
- The relationship feels mutual, safe, and empowering.
- You protect both your wellbeing and theirs.
Summarising
You reflect back the key points of what they’ve said to check understanding and help them see patterns. Example: “So, you’re feeling unsupported at work, but also unsure how to ask for help — is that right?” Summarising helps the person feel heard and often clarifies their own thoughts.
Peer Support Final Session
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Transcript
Peer Support Final Session
Start
Welcome to our Virtual Peer Support Training session.
General Information
What does this module cover?
This module helps cement what you've learned in the Peer Support module and gives you an opportunity to test out what you've learnt. You will not need to be present on a video in this session, but some answers give you the opportunity to respond in text format or by audio. When you're ready, click the hand
Brain activator
Peer Support
What makes an 'ideal' peer support coach?
Caring
Empathetic
Trustworthy
At the core of trustworthiness is truthfulness. You tell the truth even when it’s difficult, and you don’t twist facts to protect yourself or impress others. Example: If you make a mistake at work, you admit it instead of hiding it.
Being caring means showing kindness, concern, and compassion toward others. It’s about being attentive to people’s needs - both emotional and physical - and taking actions that support, comfort, or help them.
Empathy starts with awareness. You notice how someone feels - not just from their words, but also from their tone, expressions, or body language. For example, if a friend seems quiet and withdrawn, you might sense they’re upset even if they don’t say it directly.
A good listener
Patience
Approachable
Patience means the ability to stay calm, composed, and understanding when things don’t happen as quickly as you want - or when situations or people test your limits.
Approachable people are warm and kind in how they act and speak. They smile, greet others, and use positive body language that shows openness. Smiling and saying “Hey, how are you doing?” when someone walks by makes you seem inviting, not intimidating.
A good listener focuses completely on the speaker. That means putting away distractions, like your phone or other tasks and making eye contact to show you’re present. Example - You turn toward someone when they’re talking and nod to show you’re engaged.
Getting to know you
Once you see the confirmation screen, click:
Next page
Active listening
“Most people do not listen with the intent to understand; they listen with the intent to reply.”
Stephen R. Covey
Active listening is a communication skill that involves fully focusing on, understanding, and responding thoughtfully to what another person is saying. It goes beyond simply hearing words, it means engaging with both the speaker’s message and emotions. For example: Speaker: “I’ve been feeling really overwhelmed with this project lately.” Active listener: “It sounds like you’ve been under a lot of pressure. What’s been the most challenging part for you?”
Next page
Active listening quiz
Active listening quiz
Active listening quiz
Active listening quiz
Active listening quiz
Directive vs Non Directive Approaches
Click the buttons to reveal the content
Next page
Directive vs Non-Directive Approaches quiz
Directive vs Non-Directive Approaches quiz
Directive vs Non-Directive Approaches quiz
Directive vs Non-Directive Approaches quiz
Directive vs Non-Directive Approaches quiz
Boundary Seesaw
Click the buttons to reveal the content
Next page
Boundary Seesaw quiz
Boundary Seesaw quiz
Boundary Seesaw quiz
Boundary Seesaw quiz
Boundary Seesaw quiz
Boundary Seesaw reflection
Once you see the confirmation screen, click:
Next page
Peer Support Simulation
Once you see the confirmation screen, click:
Next page
Helping someone that feels suicidal
Top tips
- Start by Listening Without Judgment
- Let them talk about what they’re feeling.
- Avoid trying to “fix” things immediately - just being heard helps reduce distress.
Use calm, open phrases such as:Next page
Helping someone that feels suicidal
How do guide someone who is feeling suicidal: Ask Directly About Suicide It’s okay - and important - to ask directly:
- “Are you thinking about ending your life?”
- “Do you feel you're at immediate risk?”
Asking does not increase risk, it opens the door for honest conversation. If they say yes, stay calm, listen, and don’t leave them alone.Things to do.
Things to do.
Things to do.
Things to do.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Next page
Title
Ask open questions and provide the emergency contact information (999 & A&E)
Take the service user seriously.
Although it's hard, try to remain calm.
Contact the supervisor WhatsApp or call the emergency line
Write a brief description here
Whistleblowing
Introduction to Safeguarding
Definition:
- Safeguarding means protecting people’s health, wellbeing, and human rights, and enabling them to live free from harm, abuse, and neglect.
Purpose:Whistleblowing
Recognising the Signs of Abuse
Types of abuse
Children and Adults at Risk may experience
Common indicators:
- Unexplained injuries or changes in behaviour.
- Withdrawal, anxiety, or fearfulness.
- Poor hygiene or malnutrition.
- Sudden loss of money or possessions.
- Inconsistencies between stories and injuries.
Always remember: “It’s not your job to prove abuse, but to report concerns.”Next page
Responding to concerns
Responding to Concerns
If you suspect abuse, whether it's a member of the public or someone within the organisation, you should:
Reassure the person that they’ve done the right thing.
Stay calm and listen
Do not promise confidentiality - explain you may need to share information.
Record what you’ve seen or heard accurately.
Report immediately to your Designated Safeguarding Lead (DSL) or line manager.
If someone is in immediate danger, call 999.
Next page
Creating a Safe Environment
Safeguarding is everyone’s responsibility.
You must:- Be alert to signs of abuse.
- Act promptly.
- Record and report accurately.
- Work collaboratively to protect those at risk.
Next page
Questions
We realise that these topics can result in questions and we'd like to capture those now so we can address them with you directly.
Questions regarding suicide and whistleblowing.
Next page
Next steps
Setting up your peer support admin training.
Please complete the form in order to request your admin/systems training.
Once you see the confirmation screen, click:
Next page
Congratulations
Congratulations
on completing your course!
Paraphrasing
You restate what they’ve said in your own words to show understanding.Example: “It sounds like you’re torn between wanting change and fearing it.” This builds trust and helps the person explore feelings more deeply.
Giving advice
You share what you would do in their situation. Example: “If I were you, I’d take a break before deciding.” This can help if the person feels completely stuck, but it’s still your solution, not theirs. Advice can unintentionally disempower someone if overused.
Making Suggestions
You offer options rather than instructions.Example: “You could try journaling or mindmapping, what do you think?” This allows the person to explore possibilities while still feeling supported.
Key Legislation and Guidance
- Children Act 1989 & 2004 – Legal framework for child protection.
- Working Together to Safeguard Children (2018) – Sets out roles for agencies.
- Care Act 2014 – Adult safeguarding framework.
- Keeping Children Safe in Education (KCSIE) – Guidance for schools and colleges.
- Human Rights Act 1998 and Data Protection Act 2018 (GDPR) – Protect rights and privacy.
*Up to date at time of publishing (01/01/2025)Next page
Listening to Understand
You give full attention without interrupting or steering the conversation.Example: Nodding, using silence, or brief encouragers like “I see”, "I understand, "Go on.”. This is the foundation of peer support - the goal isn’t to fix, but to understand and empower the other person.
Giving feedback
You share your perspective or observations to raise awareness. Example: “I noticed you seem more stressed after those meetings, does that fit with your experience?” This helps someone reflect, but the focus should remain on their interpretation, not your judgment.
Pacifier (Right Side – “Exploitative Caring”)
Description:
- Operates with overly flexible limits - struggles to say no.
- Over-involved and placating - prioritises keeping peace over maintaining healthy boundaries.
- Motivated by wanting to help but risks disempowering the other person.
In Peer Support:Common Behaviors:
Non-Directive (Pull)
Asking Questions that Raise Awareness
You use open questions that help them think differently or see new perspectives. Example: “What do you think might change if you tried a different approach?” This is a powerful coaching-style method - it builds self-awareness and responsibility without taking over.
Balanced Middle
Offering Guidance
You provide structured direction while still involving their input. Example: “Would it help if we looked at what worked for you last time?” This bridges the gap between instructing and collaborating - you’re still guiding, but they retain choice.
Instructing
You take the lead and tell the person exactly what to do. Example: “You should call your friend and explain what happened.”Use this sparingly in peer support, it can be useful when there’s an immediate or safety-critical situation, but it removes ownership from the other person. There may be times when signposting or coaching a service user, that becoming more instructive is useful. It should only be used for the betterment of the service user.
Directive (Push)
Reflecting
You mirror emotions or underlying themes to deepen insight.Example: “You seem frustrated that your efforts aren’t being recognised.” Reflection helps people connect with what’s really driving their feelings and decisions.
Balanced Middle
Controller (Left Side – “Punishing Controlling”)
Description:
- Operates with fixed limits - rigid rules and boundaries.
- Tends to be under-involved emotionally and too controlling of the peer relationship.
- Focuses more on “what should be done” than on understanding the person’s perspective.
In Peer Support:Common Behaviors:
- Giving commands instead of choices (“You need to…”).
- Enforcing your idea of what’s best.
- Keeping distance or emotional detachment under the guise of professionalism.
When it Shows Up:Negotiator (Middle – “Containing and Caring”)
Description:
- Maintains both fixed and flexible limits — knows when to say no and when to adapt.
- Involved enough to nurture, empower, and encourage growth.
- Balances empathy with accountability.
In Peer Support:Common Behaviors:
- Saying “I’m here to support you, but I can’t make that decision for you.”
- Reflecting back instead of rescuing.
- Checking in about comfort levels and consent before diving deeper.
Outcome:Summarising
You reflect back the key points of what they’ve said to check understanding and help them see patterns. Example: “So, you’re feeling unsupported at work, but also unsure how to ask for help — is that right?” Summarising helps the person feel heard and often clarifies their own thoughts.