‭1‬ ‭Are Peers Prepared?‬ ‭Evaluating Training Workshops in a University Peer Support Program‬ ‭By Amy Jean McElwain‬ ‭Thesis Submitted in Partial Fulfillment of the ‬ ‭Requirements for the Degree of ‬ ‭Bachelor of Arts with Honours in Psychology ‬ ‭in the ‬ ‭Psychology Department ‬ ‭Faculty of Arts and Sciences ‬ ‭Capilano University‬ ‭May 12, 2025‬ ‭2‬ ‭Land Acknowledgement‬ ‭As a descendant of European settlers on this land, it is with the deepest gratitude and respect‬ ‭that I acknowledge that I completed this study on the traditional and unceded lands of the‬ ‭šxʷməθkʷəy̓ əmaɁɬ təməxʷ (Musqueam), Skwxwú7mesh-ulh Temíx̱ w (Squamish), and‬ ‭səl̓ ilwətaɁɬ təməxʷ (Tsleil-Waututh) Nations.‬ ‭3‬ ‭Acknowledgements‬ ‭To my advisor and co-coordinator, Dr. Doug Alards-Tomalin,‬‭this entire initiative would‬ ‭not be possible without you. Your drive to build a support-based community for students to‬ ‭express themselves and be heard is only one aspect of the care you provide your students.‬ ‭Your unwavering belief in my work as a researcher, student, and human being has been‬ ‭paramount to my successes through my time at Capilano University. Your kindness and support‬ ‭has uplifted me and helped me grow into the scholar I am. Thank you for everything you do.‬ ‭To Dr. Janet Waters, Dr. Danyael Lutgens, Dr. Louise Cournoyer, and Dr. Justin Wilson,‬ ‭you are the backbone of this project. You have provided your support to this project in so many‬ ‭ways. Your guidance through the workshop process, in planning and through supervision, has‬ ‭been crucial and no words can express my gratitude. Thank you for sharing your wisdom with‬ ‭me, and by extension everyone involved, as it was a guiding light through this entire process.‬ ‭To the volunteers who gave their time and energy to making this project come to life.‬ ‭Your insight provided this initiative a depth that I could not have created on my own. Thank you‬ ‭for your care, flexibility, and curiosity.‬ ‭To my beautiful community of support, my family and friends, thank you for your constant‬ ‭support and love. You have been there with me in my best and worst and never stopped‬ ‭believing in me. You have pulled through in every possible way when I needed it. I couldn’t‬ ‭imagine having gotten through the last few years without you at my back.‬ ‭4‬ ‭Table of Contents‬ ‭Abstract‬‭........................................................................................................................................‬‭5‬ ‭Introduction‬‭..................................................................................................................................‬‭6‬ ‭A‬‭Legacy‬‭Project‬‭.........................................................................................................................‬‭7‬ ‭Scenario-Based‬‭Training‬‭and‬‭the‬‭Volunteer‬‭Experience‬‭.........................................................‬‭8‬ ‭Methodology‬‭...............................................................................................................................‬‭11‬ ‭Participants‬‭and‬‭Interviews‬‭....................................................................................................‬‭11‬ ‭Reflexive‬‭Thematic‬‭Analysis‬‭..................................................................................................‬‭11‬ ‭Reflexivity‬‭..............................................................................................................................‬‭12‬ ‭What‬‭We‬‭Found‬‭..........................................................................................................................‬‭13‬ ‭Themes‬‭and‬‭Insights‬‭.............................................................................................................‬‭13‬ ‭More‬‭Than‬‭Make-Believe:‬‭How‬‭Actors‬‭Bring‬‭Realism‬‭to‬‭Training‬‭...................................‬‭13‬ ‭Self-Trust‬‭and‬‭Confidence‬‭Boosts‬‭...................................................................................‬‭15‬ ‭Workshop‬‭Wins‬‭................................................................................................................‬‭16‬ ‭Identifying‬‭Gaps‬‭...............................................................................................................‬‭17‬ ‭Bridging‬‭the‬‭Gap:‬‭How‬‭Peer‬‭Support‬‭and‬‭Real‬‭Life‬‭Crossover‬‭.......................................‬‭19‬ ‭Future‬‭Directions‬‭.......................................................................................................................‬‭20‬ ‭Reflection‬‭...................................................................................................................................‬‭22‬ ‭References‬‭.................................................................................................................................‬‭24‬ ‭Appendix‬‭A‭.‬................................................................................................................................‬‭27‬ ‭Appendix‬‭B‭.‬................................................................................................................................‬‭36‬ ‭Appendix‬‭C‭.‬................................................................................................................................‬‭38‬ ‭5‬ ‭Abstract‬ ‭Peer support is a non-hierarchical, judgement free meeting of two people with shared‬ ‭experiences that is grounded in listening and empathy. The purpose of my study is to evaluate‬ ‭the effectiveness of a scenario-based training workshop for peer support volunteers with the‬ ‭goal of building resources and implementing a Peer Support Program at Capilano University.‬ ‭Volunteers previously attended training workshops covering ethical considerations and active‬ ‭listening. My project was centered around the addition of a scenario-based role-playing‬ ‭workshop meant to equip volunteers with practice providing support or referrals in difficult‬ ‭scenarios with an actor in a controlled environment. Immediately after the scenarios, volunteers‬ ‭received feedback from clinically trained Faculty in Psychology. After the workshop, volunteers‬ ‭were interviewed to examine the effectiveness of scenario-based training in general as well as‬ ‭to provide insight to shape future workshops. It is crucial that the training is thorough and‬ ‭effective, and volunteer feedback provides a level of analysis that can’t be obtained from‬ ‭observation alone. Two main takeaways from the study were that the addition of a‬ ‭scenario-based training workshop did increase volunteer confidence and we received insightful‬ ‭feedback on how to structure the workshops in the future.‬ ‭Note: All volunteers are referred to by the gender neutral ‘they/them’ to add anonymity to their‬ ‭insights as, due to the small sample size, they could be directly identifiable through the use of‬ ‭personal pronouns.‬ ‭6‬ ‭Introduction‬ ‭“‬‭Sometimes all we need is someone who understands‬‭our journey, someone‬ ‭who has been through similar experiences. Peer support provides that‬ ‭understanding and empowers us to conquer challenges we never thought‬ ‭possible‬‭.”‬ ‭– Michael Johnson‬ ‭University students face a multitude of challenges throughout their time at school‬ ‭including academic, social, and financial stressors along with a high prevalence of mental health‬ ‭disorders. Despite this, they are the least likely age demographic to seek help for mental health‬ ‭related issues (Grégoire et al., 2022; Osborn et al., 2022; Suresh et al., 2021). Suresh et al.‬ ‭(2021) suggested this may be due to social stigma, low perceived need, lack of time, and‬ ‭aversion to the hierarchical system of therapy. It’s clear that students need support, but not‬ ‭every student is in a position that will allow them to seek out professional counselling, whether‬ ‭the barriers be finances, time, stigma, or otherwise. In an attempt to support students, promote‬ ‭well-being, and help destigmatize mental health, some universities have begun to implement‬ ‭local Peer Support Programs.‬ ‭Peer support is defined as a non-hierarchical meeting of at least two people, grounded in‬ ‭shared experiences, offering support, encouragement, and a listening ear that offers a level of‬ ‭empathy that is often missing in professional counselling relationships (Meehan et al, 2002).‬ ‭There are a multitude of reasons why peer support is a beneficial addition to universities,‬ ‭including the following:‬ ‭-‬ ‭Students who interact with peer support workers show improved mental well-being,‬ ‭stress management, self-esteem, and self-efficacy (Crisp et al., 2020; Reis et al., 2021;‬ ‭Suresh et al., 2021).‬ ‭7‬ ‭-‬ ‭Students who act as peer support volunteers show improved mental and physical‬ ‭well-being, self-esteem, confidence, and communication skills, as well as it being an‬ ‭excellent learning experience for those pursuing careers in helping professions (Crisp et‬ ‭al., 2020).‬ ‭-‬ ‭Peer support programs are a complimentary service to counselling and can take‬ ‭pressure off of overburdened counselling services (Maillé et al., 2024; Suresh et al.,‬ ‭2021).‬ ‭Peer support workers do not provide advice or diagnosis, but are a middle ground between‬ ‭speaking to a friend and attending a professional counselling session, where they offer a‬ ‭non-judgemental, empathetic ear to those who need to be heard and understood. They can also‬ ‭provide resources to students who may be seeking further care from a professional.‬ ‭Empirical research on peer support in a university setting is limited, but what does exist‬ ‭leans towards the benefits of peer support on university students. Having a safe space to talk‬ ‭about what is on their mind improves the psychological flexibility of students through the‬ ‭authenticity and respect of a person who has had similar experiences (Grégoire et al., 2022;‬ ‭Suresh et al., 2021). Through its reciprocal nature, peer support also benefits the mental health‬ ‭of peer support workers, and offers a chance to improve their confidence through building their‬ ‭communication and organizational skills, while enhancing their well-being (Crisp et al., 2020).‬ ‭A Legacy Project‬ ‭To add to the limited available research on peer support, particularly from the view of‬ ‭peer support workers, the current study follows the implementation of a peer support program‬ ‭for students at Capilano University. Implementing a peer support program at Capilano University‬ ‭has been a student-led, and Faculty-supported project evolving since 2022. Initially, our‬ ‭research focused on the benefits of peer support, providing training and implementation goals‬ ‭for establishing the program at Capilano University. Minimum standards for training included a‬ ‭focus on active learning, such as role-play and discussions covering self-awareness, ethical‬ ‭8‬ ‭boundaries, empowerment, and communication skills (Mackenzie, 2023). Training began in fall‬ ‭2023, in which peer support volunteers were recruited through the university’s psychology club‬ ‭“We’re PSYCHED!”. Volunteers were students who wanted to provide peer support to other‬ ‭students on campus, as well as practice the application of theoretical concepts they had learned‬ ‭in their course work. The student volunteers attended two experiential workshops which focused‬ ‭on active listening, ethical considerations, boundary setting, and volunteer safety through‬ ‭discussions and practice with active listening (Myers, 2024).‬ ‭Scenario-Based Training and the Volunteer Experience‬ ‭Despite the non-hierarchical and informal nature of peer support, it is still crucial that‬ ‭volunteers are adequately trained in the skills necessary to safely provide the needed support in‬ ‭a manner that is both structured and professional (Myers, 2024). It was discussed that while the‬ ‭2023 workshops were invaluable, more experience in the practical application of the skills‬ ‭learned would be beneficial to the volunteers. Therefore, to ensure the peer support volunteers‬ ‭were prepared and confident to deliver peer support in a pilot version of the program, they‬ ‭attended an additional workshop that focused on scenario-based training - in which students‬ ‭considered different, potentially difficult, situations and topics that could arise when delivering‬ ‭peer support - and then practiced a scenario with a trained actor. Following the scenario-based‬ ‭training workshop, volunteers were interviewed using semi-structured interviews in order to‬ ‭provide insight into the effectiveness of the workshop and feedback on future directions of‬ ‭training.‬ ‭Scenario-based training is an approach which uses scenarios to achieve specific‬ ‭learning intentions through engagement, self-discovery of knowledge, and reflective learning‬ ‭(Caltabiano et al, 2018). Learning is more meaningful in this context, as role-playing replicates‬ ‭the chosen scenario in the safety of the classroom, making it a low-risk endeavour (Caltabiano‬ ‭et al., 2018; Oh & Solomon, 2014). Role-playing is an effective form of scenario-based training‬ ‭for teaching interviewing skills, such as exploring issues, asking questions, and how to keep the‬ ‭9‬ ‭conversation moving forward (Caltabiano et al, 2018). It consists of participants taking on‬ ‭specific roles in a simulated scenario with the goal of fulfilling a specific set of learning‬ ‭objectives in order to practice skills and gain insights in a controlled and safe environment (Oh &‬ ‭Solomon, 2014). Role-playing has also shown promise as an efficient and effective way to foster‬ ‭skill development without having to worry about the ethical concerns of direct patient care‬ ‭(Fowles et al., 2022). Additionally, students who completed role-playing scenarios reported‬ ‭feeling more confident in the application of their learned skills than had they only received‬ ‭instruction (Oh & Solomon, 2014). Role-playing can also feel artificial or forced, to avoid that,‬ ‭Oh and Solomon (2014) recommend the use of actors or unfamiliar people to increase the‬ ‭novelty of the experience and prevent volunteers from getting stuck in habits that form when‬ ‭consistently interacting with the same people.‬ ‭As the previous workshops were held some time before the addition of this experiential‬ ‭workshop, it was important that an aspect of the workshop also reviewed boundaries,‬ ‭confidentiality, dealing with difficult situations, and a review of what it means to be a peer‬ ‭supporter (Bourdon et al., 2023). In order to have time to cover the material, the four volunteers‬ ‭were split into two groups, and two separate training workshops were held. The workshops were‬ ‭supervised by clinically trained faculty members from the Capilano University Psychology‬ ‭Department in order to ensure the training was effective and safe, and to provide feedback to‬ ‭the volunteers. The training began with a discussion based review on the role of a peer support‬ ‭volunteer, confidentiality, and referrals. In order to ease situations where referrals were needed,‬ ‭I created a resource book (Appendix A) highlighting on-campus and off-campus supports, such‬ ‭as counselling, Crisis Centre BC, and more. Having access to a variety of resources in peer‬ ‭support is crucial, as volunteers may be faced with situations that go beyond active listening and‬ ‭require further support. In order to make the role-playing as realistic as possible, an actor was‬ ‭hired and provided with scenarios prior to the workshop. Two scenarios were provided to the‬ ‭actor:‬ ‭10‬ ‭1.‬ ‭a scenario that required a referral; and‬ ‭2.‬ ‭a scenario that required active listening.‬ ‭Volunteers met with the actor one at a time, behind a privacy screen, to enact the scenarios.‬ ‭They were reminded beforehand that they were able to stop at any time and were able to‬ ‭choose if they wanted direct supervision (provided by the Faculty members) for immediate‬ ‭feedback or to proceed without supervision and debrief after. Three volunteers preferred‬ ‭supervision with immediate feedback, while one preferred the realism of a private session.‬ ‭Volunteers not engaging in role-playing continued discussion based learning, asking questions,‬ ‭and reviewing tools learned in previous workshops while the role-playing was going on. Training‬ ‭concluded with a final group conversation and a general debrief with the full group.‬ ‭Our goal is that the experience of practicing these skills in a safe space before launching‬ ‭the pilot program will be an invaluable addition to the previous workshops, ideally improving the‬ ‭confidence of the peer support volunteers.‬ ‭Measuring the efficacy of the training workshops before the program is launched in full is‬ ‭an important step in the implementation process. To accomplish this goal, volunteers were‬ ‭provided with the opportunity to report on their experiences (for example, what they learned and‬ ‭what they liked or disliked) so that future workshops on peer support can continue to be‬ ‭improved (Caltabiano et al., 2018). Following the scenario-based training workshop,‬ ‭semi-structured interviews were completed with volunteers (‬‭n‬‭= 3), allowing them to share their‬ ‭authentic experience and provide depth to my own observations. Their feedback was analyzed‬ ‭using Reflexive Thematic Analysis (RTA), and the insight gained was used to answer two‬ ‭research questions:‬ ‭1.‬ ‭“‬‭Was the addition of scenario-based training effective in better preparing student‬ ‭volunteers to provide peer support?‬‭” and‬ ‭2.‬ ‭“What is the most effective way to proceed with future workshops?‬‭”.‬ ‭11‬ ‭Methodology‬ ‭Participants and Interviews‬ ‭The volunteer participants for this study were preselected from an existing group of‬ ‭students who had previously attended two workshops focused on active listening, empathy,‬ ‭confidentiality, and relational ethics. The volunteers were contacted and the scenario-based‬ ‭training workshop was described to them, whereupon they agreed to attend the scenario-based‬ ‭training workshop. It was also clearly expressed that participation in the interviews following the‬ ‭workshop were not mandatory. Volunteers could choose to opt out of the interviews with no‬ ‭negative consequences; they would still be valued members of the peer support volunteer team‬ ‭and be able to participate in the peer support program. Three volunteers consented to be‬ ‭interviewed, completing a consent form (Appendix B) that explained the purpose of the‬ ‭interviews, any unintended consequences of participating, data storage, and analysis method.‬ ‭Interviews were conducted individually, lasting approximately 30 minutes, and consisted‬ ‭of 11 open ended questions (Appendix C). Semi-structured interviews were chosen to give the‬ ‭volunteer the opportunity to expand their insights in a personally meaningful way, not being fixed‬ ‭in a specific format. Interviews were audio recorded and then transcribed to be analyzed using‬ ‭Reflexive Thematic Analysis.‬ ‭Reflexive Thematic Analysis‬ ‭Reflexive Thematic Analysis (RTA) is an inductive, qualitative, approach that involves‬ ‭capturing patterns of meaning across a dataset - by exploring different themes - while‬ ‭acknowledging the researcher’s role in subjectivity shaping the findings (Braun et al., 2022).‬ ‭Themes in RTA are generated by the researcher and therefore cannot exist separately from the‬ ‭researcher. The researcher’s engagement with the data is mediated by their values, skills,‬ ‭experiences, and training (Braun & Clarke, 2020). Themes emerge from organic and flexible‬ ‭coding that evolve into united meanings and commonalities, interpreted and designed by the‬ ‭researcher (Braun et al., 2022).‬ ‭12‬ ‭Braun and colleagues (2022) described six steps to RTA:‬‭familiarization, coding, initial‬ ‭theme generation, reviewing and developing themes, refining, defining, and naming themes,‬ ‭and producing the report‬‭. While these steps are demonstrated‬‭in a linear fashion, it is very‬ ‭rarely completed that way as researchers often circle back to previous steps multiple times to‬ ‭update codes and themes until they are able to finalize the analysis. The flexibility and cyclical‬ ‭nature of RTA is useful for organizing open-ended responses and finding patterns within‬ ‭individual responses. The use of semi-structured interviews and thematic analysis also opens‬ ‭the door for the expression of volunteers' personal, lived experiences. Codes and themes are‬ ‭drawn from their own words and organized based on my personal engagement with the data‬ ‭and understanding of the research questions.‬ ‭Reflexivity‬ ‭As an active participant and coordinator for the peer support training workshops, it would‬ ‭be impossible for me to approach data analysis without considering my own experiences and‬ ‭positionality. I am also a member of the Capilano University student body, experiencing many‬ ‭similar stresses and challenges as the students the peer support program is meant to support.‬ ‭Throughout my time in university I have experienced the need for support of this kind and have‬ ‭an intimate understanding of the way in which community and connection can uplift my own‬ ‭sense of agency, compassion, and self-efficacy, which is a personal driving force for me to work‬ ‭on this project. Through my studies in and outside of the university, I have learned to embody‬ ‭many of the communication skills covered in the training workshops. My own observations of‬ ‭the workshops paired with my own training background in empathetic communication, has a‬ ‭profound effect on the way in which I interact with and interpret the data. Through spending time‬ ‭together in the classroom and with the discussion-based nature of the workshops, I have also‬ ‭formed personal relationships with the volunteers in this study. These relationships affect the‬ ‭ways in which I view and analyze the data, finding deeper meaning in the nuances each‬ ‭volunteer provides. My advisor and project co-coordinator offers an additional perspective,‬ ‭13‬ ‭formed through interactions with students, as a faculty member. This reflexive engagement with‬ ‭the data plays a key role in any conclusions formed, as they are represented by my values,‬ ‭experiences, and assumptions.‬ ‭What We Found‬ ‭Themes and Insights‬ ‭As the volunteers had previously attended and shared their insights on the earlier active‬ ‭listening workshops, the interviews focused specifically on the scenario-based training‬ ‭workshop with a discussion on workshop format and experience as a whole at the end, to give‬ ‭them a chance to provide feedback and suggestions for future workshops and training sessions.‬ ‭The first question to be answered had to do with the efficacy of scenario-based training‬ ‭and whether role-playing with an actor assisted the volunteer with building confidence in their‬ ‭ability to provide peer support in a real life situation. Two core themes emerged from the‬ ‭analysis: 1)‬‭More Than Make-Believe: How Actors Bring‬‭Realism,‬‭and 2)‬‭Self-Trust and‬ ‭Confidence Boosts.‬‭As this is an ever growing project,‬‭it was also important to discuss the future‬ ‭of volunteer training workshops. It is imperative that training is not only effective, but also‬ ‭standardized. Two core themes emerged from the data that provided insight for future workshop‬ ‭planning: 1)‬‭Workshop Wins‬‭and 2)‬‭Identifying Gaps.‬‭An unexpected final theme emerged from‬ ‭the data that encompasses how peer support training can also be applied to real life and the‬ ‭ways in which peer support can be beneficial to all:‬‭Bridging the Gap: How Peer Support and‬ ‭Real Life Crossover.‬‭The experiences of the three‬‭volunteers interviewed brought a new level of‬ ‭depth to my personal observations and gave key insights on how to move forward.‬ ‭More Than Make-Believe: How Actors Bring Realism to Training‬ ‭An important aspect of the scenario-based training involved running realistic scenarios‬ ‭with a hired actor who prepared characters and background for different pre-planned situations.‬ ‭This aspect was the factor that made my training workshop different from the previous ones,‬ ‭where volunteers only had chances to practice active listening with each other. Adding an actor,‬ ‭14‬ ‭who was unknown to the volunteers, added a level of realism to the training, and volunteers‬ ‭expressed that the scenarios were elevated with the actor’s involvement. A large portion of the‬ ‭feedback from volunteers was centered around the involvement of the actor, stating that the‬ ‭actor was flexible and responsive, made realistic and layered choices, and embodied the‬ ‭scenarios.‬ ‭Regarding whether working with the actor compared to practicing with fellow volunteers,‬ ‭one volunteer responded that:‬ ‭“‬‭an actor always brings a perspective that peers and‬‭colleagues may not have,‬ ‭necessarily‬‭…‬‭anytime that an actor makes a choice,‬‭it's very much like what a real‬ ‭person would make. A real person does not necessarily know about active listening or,‬ ‭you know, all the theory that is behind peer supporting. It's pretty much, it's always good‬ ‭to have an opinion other than someone that knows psychology‬‭”‬ ‭Practicing active listening skills with peers who have undergone the same training as the‬ ‭volunteers was helpful, but only to an extent. Working with someone who was not well versed‬ ‭on the topic of peer support, made the interactions feel more authentic and fluid.‬ ‭“‬‭We didn't have to think about how to make it feel‬‭authentic, because she knew the‬ ‭scenarios … [it] made the sole purpose practicing those peer support techniques that we‬ ‭had talked about, rather than trying to, how to word it, how to make the role play‬ ‭authentic‬‭”‬ ‭Having an actor embody the character in the scenario added a level of realism that could not be‬ ‭easily captured in role-playing with peers, however, there was also a level of safety provided in‬ ‭15‬ ‭knowing it was prefabricated. Volunteers were able to experiment and apply the skills they‬ ‭learned in previous workshops, stop and ask questions, and receive feedback.‬ ‭“...‬‭you can ask for help, you can stop. There's no,‬‭you know, this is a safe environment.‬ ‭You can leave at any time. That was really comforting. And it felt very safe. Everyone in‬ ‭the room felt safe‬‭”‬ ‭The feedback received about role-playing with an actor was extremely positive, and volunteers‬ ‭felt safe being able to work through realistic scenarios, knowing that there was no risk of harm‬ ‭to themselves or others.‬ ‭Self-Trust and Confidence Boosts‬ ‭All participants acknowledged a boost in their confidence when comparing levels before‬ ‭the workshop versus after. There was a mutual agreement that it was likely they would never‬ ‭feel 100% confident in a real-life situation due to its lack of predictability, but that practicing with‬ ‭an actor and receiving feedback from professionals helped them to realize they could trust‬ ‭themselves to know what to do. One volunteer reflected on their confidence by stating, “‬‭The‬ ‭more practice I do, the better it's going to become, but active listening is there and empathy is‬ ‭there‬‭”. They were able to apply the skills learned‬‭in the workshops to the role-playing scenarios‬ ‭provided, knowing they could rely on their knowledge, they just needed more experience with‬ ‭the practical application of it. Another volunteer acknowledged that they would never be entirely‬ ‭prepared, “‬‭I think part of it is always like you …‬‭you'll never feel fully ready‬‭” but at the same time‬ ‭expressed that the training helped them realize that, “I…‬‭know what's going on and… I can trust‬ ‭myself‬‭”. The general consensus was that even though‬‭there is always self-doubt and room for‬ ‭improvement, the workshop increased confidence in their ability to deliver peer support to‬ ‭students in need. One volunteer summed it up perfectly:‬ ‭16‬ ‭“‬‭So I think just being exposed more to all the different ways that someone might‬ ‭approach difficult feelings has been really beneficial and also growing my own‬ ‭confidence in providing peer support, being in a counseling kind of environment, being‬ ‭present for someone, being a good active listener. I think, I never thought that I was‬ ‭terrible at any of those things, but again, that kind of devil on your shoulder gets in your‬ ‭head and starts telling you all the ways you're not up to snuff. And so it was nice to have‬ ‭positive feedback from people that I trust and have confidence in‬‭”‬ ‭Workshop Wins‬ ‭While the addition of a role-playing actor to the workshop format was beneficial to the‬ ‭workshop structure as a whole, there are other considerations for planning future training‬ ‭sessions. Volunteers also spoke on the benefits of discussions held before role-playing,‬ ‭supervision from clinically trained professionals, and hearing multiple perspectives. In general,‬ ‭the workshop was received well with one volunteer expressing:‬ ‭“‬‭And then it just was such a, the whole time consistently‬‭throughout every workshop has‬ ‭been a warm, welcoming environment, communicative. Everything's been, boundaries‬ ‭have been expressed clearly. What we have the right to say and not say has been‬ ‭expressed clearly. I've learned a bunch”‬ ‭Workshops were structured to begin with a general discussion before breaking into‬ ‭role-playing. The discussion covered the rules of role-playing, with an emphasis on the ability to‬ ‭pause or stop entirely if feelings of discomfort manifested. This was followed by a review of peer‬ ‭support theory, active listening, and confidentiality. Volunteers found the discussion applicable‬ ‭and helpful before participating in role-playing. In the interviews, volunteers clearly expressed‬ ‭the benefit of the discussions with one volunteer stating, “‬‭Everything felt clearly laid out. I was‬ ‭17‬ ‭very clear of the rights that I had to withdraw consent or leave if I needed to‬‭”. Another volunteer‬ ‭found it calmed their anxiety about the prospect of doing scenarios with an actor:‬ ‭“‬‭I found it was really helpful because I was anxious‬‭about role playing and stuff but, I‬ ‭found it helped me feel less anxious about it just because I was like ‘oh I actually kind of‬ ‭do know what I'm talking about‬‭’”‬ ‭Volunteers also found that the insights shared by the workshop supervisors, in discussions and‬ ‭as feedback, were extremely helpful, and they appreciated hearing different perspectives, from‬ ‭both the supervisors and each other, on how to navigate potential peer support situations. This‬ ‭was conveyed in the following quote: “‬‭I like them‬‭a lot because a lot of the teachers draw from‬ ‭their own personal experience. And to hear from a professional is always the best possible‬ ‭case‬‭”. Another felt it was extremely valuable to hear‬‭multiple perspectives on the same idea to‬ ‭help learn different approaches to a similar problem or idea:‬ ‭“... everyone still had their own take on like, this is how I approach things in an‬ ‭empathetic manner. This is how I find it easiest to actively listen and show that I'm‬ ‭validating what is being said to me. And I think it was cool in that way to see different‬ ‭sides of your own beliefs … they're different perspectives, but communicating similar‬ ‭values and overarching ideas. And so I think what it was was kind of, okay, we get this‬ ‭overarching, bolded idea in our heads‬‭”‬ ‭The ability to learn from multiple perspectives provided depth to the workshop and volunteers‬ ‭were able to learn not only from the workshop supervisors, but also from each other.‬ ‭18‬ ‭Identifying Gaps‬ ‭Despite the positive feedback from volunteers, it is also crucial to acknowledge that‬ ‭there is room for improving the workshops. Finding means to improve the training was one of‬ ‭the goals of this study and the insights provided by the volunteers assisted in identifying‬ ‭potential training gaps.‬ ‭One of the most commonly discussed barriers was that they felt as though a mediating‬ ‭workshop was needed between learning the theory of peer support and active listening before‬ ‭moving into role-playing. All of the volunteers expressed a desire for a workshop that focused‬ ‭on responding to prefabricated scenarios in a discussion format before actually completing a‬ ‭role-playing activity with an actor. For example:‬ ‭“I would probably say if I can see some more examples, like more examples and more,‬ ‭how can I say it, like a little bit of stop frame and hear the opinion of how would a‬ ‭professional phrase what they're trying to say‬‭”‬ ‭“..‬‭. and go over those scenarios and go over ‘okay‬‭like let's talk about what you would do‬ ‭in this situation’, or ‘what should we do in this situation.’ So then…if we're in small little‬ ‭groups we can go over…a bunch of different scenarios and talk about what you should,‬ ‭what you could do, what you shouldn't do, and all that stuff. I think that would be helpful‬ ‭… really helpful to have sort of a session like that, a small group session where there are‬ ‭pre-written scenarios again but… not with actors or anything just on a piece of paper,‬ ‭being like ‘if someone came to you blah blah blah what would you do’ and then you‬ ‭can… discuss‬‭”‬ ‭Tying in with the amount of enthusiasm that came from hearing different perspectives on the‬ ‭theories of peer support and active listening, the volunteers were keen to discuss meaningful‬ ‭19‬ ‭ways to approach potential peer support scenarios. Having an additional workshop focused on‬ ‭reading through prefabricated scenarios, followed by a shared discussion, would allow‬ ‭volunteers to see new “‬‭interplays of perspectives‬‭”,‬‭as described by one volunteer.‬ ‭The volunteers also expressed a desire for more time to have been spent on the topics‬ ‭of opening and closing the conversations, setting boundaries, and how to express an inability to‬ ‭support. It was enthusiastically agreed by one volunteer that “‬‭it would be helpful to have a‬ ‭focused discussion about how to start conversations and end conversations‬‭”. While volunteers‬ ‭were provided with resources to enable them to refer students to further avenues of support, it‬ ‭was felt that there wasn’t enough practice doing so, with one volunteer stating they felt nervous‬ ‭about the ideal of giving a referral, “‬‭I think like‬‭there's some situations where I just, I'm nervous if‬ ‭I just don't know how to support this person … I think maybe I wish we worked on that a little bit‬ ‭more‬‭”. These gaps could easily be filled by instituting‬‭an additional workshop, such as the one‬ ‭described above, where volunteers practice identifying how to respond to prefabricated‬ ‭situations in the form of a more targeted discussion, before role-playing with an actor.‬ ‭Bridging the Gap: How Peer Support and Real Life Crossover‬ ‭Training as a peer support volunteer not only prepares volunteers for providing support‬ ‭to peers, but the skills learned have an undeniable impact on the ways in which they interacted‬ ‭with people outside of the program.‬ ‭“‬‭I feel like the training to be a peer supporter kind‬‭of prepares you to pretty much support‬ ‭everyone you encounter, whether you realize it or not … it gives you preparation for‬ ‭many possible scenarios that can happen in life‬‭”‬ ‭There is real life application of the skills learned in training workshops that can elevate‬ ‭interactions in personal and professional settings. Volunteers can use the listening and empathy‬ ‭skills learned to communicate without judgment and with compassion. It was mentioned that “‬‭so‬ ‭20‬ ‭much of my learning in that domain has helped me be more empathetic, helped me understand‬ ‭different communication styles‬‭”.‬ ‭One of the tenets of peer support is shared humanity. There is an acknowledgement that‬ ‭even though one party has undertaken training, there is no expressed hierarchy or power‬ ‭dynamic. It is just two people, sitting together, being human and having a conversation. Instead‬ ‭of getting into their head and feeling like they’ve done something wrong if they “misspeak,” it’s‬ ‭okay to say, “‬‭I'm human, this is what happened”.‬‭Expressing‬‭common humanity and the‬ ‭difficulties that come with it can deepen relationships, in and out of peer support. Feeling heard‬ ‭and understood is an empowering experience that is applicable in both peer support and‬ ‭interpersonal relationships.‬ ‭“‬‭I feel like peer supporting is something that maybe‬‭we do a little bit on an unconscious‬ ‭level, but then we're seeing a bit more of what's the theory behind it, what's the practice‬ ‭behind it, and I think it was a really good experience”‬ ‭-‬ ‭Volunteer quote summarizing the workshop experience‬ ‭Future Directions‬ ‭The scenario-based training workshops provided volunteers with a realistic, but safe,‬ ‭setting to apply active listening skills. Volunteers were enthusiastic about the addition of an actor‬ ‭to work with, as it elevated the learning experience while still allowing them to experiment and‬ ‭ask questions. The ability to practice these skills in a realistic, but safe environment, boosted‬ ‭their confidence and allowed them to make personal discoveries. The insight shared with me‬ ‭from volunteers, paired with my own observations, supports the need to install scenario-based‬ ‭training as a permanent part of the training workshops held for peer support volunteers going‬ ‭forward.‬ ‭21‬ ‭While it is clear that many things about the workshop were beneficial, there is always‬ ‭room to grow. With this in mind, I’ve taken feedback from the volunteers to develop a new‬ ‭training stratagem. First and foremost, training will take place over a short period of time and will‬ ‭involve four training workshops. The structure proposed is as seen below:‬ ‭1)‬ ‭Workshops 1 and 2:‬‭The first two workshops will be reflective of what volunteers‬ ‭learned in the earliest training workshops. They will be lecture-style training sessions‬ ‭that cover:‬ ‭A.‬ ‭What peer support is and is not‬ ‭B.‬ ‭Empathy and active listening‬ ‭C.‬ ‭Relational ethics‬ ‭D.‬ ‭Confidentiality and its limits‬ ‭E.‬ ‭Boundary setting‬ ‭F.‬ ‭Referrals‬ ‭G.‬ ‭Opening and closing conversations‬ ‭The second workshop would end with volunteers taking turns to practice the skills‬ ‭covered with one another as a first form of applied practice.‬ ‭2)‬ ‭Workshop 3:‬‭The third workshop would fill the gap‬‭that volunteers of this study felt was‬ ‭lacking in training. It would be a discussion based workshop, where volunteers can learn‬ ‭from supervisor wisdom as well as from each other. Short, prefabricated scenarios would‬ ‭be provided that cover a variety of potential reasons students may attend a peer support‬ ‭session. Some scenarios would require the use of active listening skills, whereas others‬ ‭would require practice providing referrals to future support. Scenarios would be read,‬ ‭followed by a discussion of what appropriate responses to the student could be. Through‬ ‭these discussions, volunteers could practice expressing boundaries, opening and‬ ‭closing conversations, responding in an empathetic way, how to formulate referral‬ ‭responses, and other skills covered in the first two workshops. The ability to discuss with‬ ‭22‬ ‭one another and with workshop supervisors will give volunteers new perspectives on‬ ‭how different scenarios could be approached in different ways.‬ ‭3)‬ ‭Workshop 4:‬‭The fourth workshop would be an immersive‬‭scenario-based training‬ ‭workshop, where volunteers practice the skills they’ve learned with an actor who has‬ ‭been provided with scenarios in advance. The elevated realism of working with an actor‬ ‭will give the volunteers a chance to apply the skills they worked on over the previous‬ ‭three sessions in a practical and realistic way. It is important for volunteers to have an‬ ‭opportunity to provide support in a safe, controlled environment where there is no risk of‬ ‭harm. Role-playing provides that experience, and allows volunteers to ask questions and‬ ‭receive feedback.‬ ‭Reflection‬ ‭Peer support is an invaluable resource for students who are dealing with any kind of‬ ‭struggle but don’t know how to reach out for help, or who to go to. It’s not quite being a friend‬ ‭but it also does not have the same power dynamic as going to a counsellor. It is a place‬ ‭inbetween, where students can be heard and understood by peers with similar lived‬ ‭experiences. Peer support offers connection, humanity, and a space free of judgement -‬ ‭something that is widely needed in post-secondary academic environments - which can‬ ‭reinforce ideals of competitiveness and isolation over that of care and community (Becker et al.,‬ ‭2021). One volunteer, when talking about a need for peer support, stated:‬‭“... this is something‬ ‭that I feel like I would love to have as a student who didn't maybe feel comfortable going to‬ ‭counseling services or something like that and wanting to help in that way”.‬‭It is extremely‬ ‭beneficial, for volunteers and people in need of support, and the implementation of a peer‬ ‭support program at Capilano University would be a complementary addition to the existing‬ ‭professional counselling services.‬ ‭An important aspect of peer support is making referrals to a wide variety of services, not‬ ‭only counselling services. Each volunteer received a copy of the resource book found in‬ ‭23‬ ‭Appendix A that highlights a variety of support systems, both internal and external, that students‬ ‭can be referred to. Peer supporters are not counsellors, they do not problem solve or diagnose,‬ ‭but they can offer an empathetic ear and help students find the resources they need to thrive.‬ ‭Building community involves creating safe and welcoming spaces for students to meet.‬ ‭A peer support program at Capilano University could, and will, be one of those unique spaces.‬ ‭Sometimes what someone needs is for a person to listen to them and, by extension, make them‬ ‭feel less alone. Humans have a need to belong that when satisfied leads to positive effects on‬ ‭well-being, and that relationship is circular (Vella-Brodrick et al., 2023). As well-being improves,‬ ‭people gain stronger feelings of agency and social capacity. The empowerment that comes with‬ ‭connection, and being heard and understood can lead to a student body that thrives.‬ ‭Building a peer support program that works for the students who use it will require‬ ‭continual evaluation and development. Insight and feedback from the volunteers and students‬ ‭who attend peer support sessions need to be considered when implementing the program‬ ‭permanently at Capilano University. Providing effective and safe support to students in need is‬ ‭the primary goal of peer support, and we will continue to adjust as needed in order to provide‬ ‭that. Every new program experiences growing pains and setbacks, it’s all part of the process.‬ ‭After all, we’re only human.‬ ‭24‬ ‭References‬ ‭Becker, J. C., Hartwich, L., & Haslam, S. A. (2021). Neoliberalism can reduce well‐being by‬ ‭promoting a sense of social disconnection, competition, and loneliness. British Journal of‬ ‭Social Psychology, 60(3), 947-965.‬ ‭Bourdon, L., Tranchant, C. C., Doucet, D., Corriveau, H., & Plourde, V. (2023). Development of‬ ‭a community-based training for peer support workers in youth mental health settings: An‬ ‭exploratory pilot study.‬‭Canadian Journal of Family‬‭and Youth/Le Journal Canadien de‬ ‭Famille et de La Jeunesse‬‭,‬‭15‬‭(3), 130–156. https://doi.org/10.29173/cjfy29956‬ ‭Braun, V., & Clarke, V. (2020). Can I use TA? should I use TA? should I not use TA? comparing‬ ‭reflexive thematic analysis and other pattern‐based qualitative analytic approaches.‬ ‭Counselling and Psychotherapy Research‬‭,‬‭21‬‭(1), 37–47.‬ ‭https://doi.org/10.1002/capr.12360‬ ‭Braun, V., Clarke, V., Hayfield, N., Davey, L., & Jenkinson, E. (2022). Chapter 2: Doing reflexive‬ ‭thematic analysis. In‬‭Supporting research in counselling‬‭and psychotherapy‬‭(pp. 19–38).‬ ‭essay, Springer Nature Switzerland.‬ ‭Byrne, D. (2021). A worked example of Braun and Clarke’s approach to reflexive thematic‬ ‭analysis.‬‭Quality & Quantity‬‭,‬‭56‬‭(3), 1391–1412.‬ ‭https://doi.org/10.1007/s11135-021-01182-y‬ ‭Caltabiano, M., Errington, E., Ireland, L., Sorin, R., & Nickson, A. (2018). The potential of‬ ‭role-play in undergraduate psychology training.‬‭Asian‬‭Journal of University Education‬‭,‬ ‭14‬‭(1), 1–14.‬ ‭Crisp, D. A., Rickwood, D., Martin, B., & Byrom, N. (2020). Implementing a peer support‬ ‭program for improving university student wellbeing: The experience of program facilitators.‬ ‭25‬ ‭Australian Journal of Education‬‭,‬‭64(2),‬‭113-126.‬ ‭https://doi.org/10.1177/0004944120910498‬ ‭Fowles, T. R., Moore, C. M., Alpert, E., Beveridge, R. M., & Carlsen, A. (2023). Using simulated‬ ‭patients to train interpersonal skills with clinical psychology doctoral students.‬‭Training and‬ ‭Education in Professional Psychology‬‭,‬‭17‬‭(1), 81–88.‬‭https://doi.org/10.1037/tep0000396‬ ‭Grégoire, S., Beaulieu, F., Lachance, L., Bouffard, T., Vezeau, C., & Perreault, M. (2022). An‬ ‭online peer support program to improve mental health among university students: A‬ ‭randomized controlled trial.‬‭Journal of American College‬‭Health‬‭,‬‭72‬‭(7), 1–13.‬ ‭https://doi.org/10.1080/07448481.2022.2099224‬ ‭Mackenzie, M. (2023).‬‭Peer support for students: An‬‭action research project on the steps to‬ ‭establishing a peer support program on a university campus‬ ‭Maillé, S., Beaulieu, F., Lachance, L., & Grégoire, S. (2024). Barriers and facilitators to the‬ ‭implementation of a peer support intervention in universities.‬‭Journal of College Student‬ ‭Mental Health‬‭, 1–24. https://doi.org/10.1080/28367138.2024.2325437‬ ‭Meehan, T., Bergen, H., Coveney, C., & Thornton, R. (2002). Development and evaluation of a‬ ‭training program in peer support for former consumers.‬‭International Journal of Mental‬ ‭Health Nursing‬‭,‬‭11‬‭(1), 34–39. https://doi.org/10.1046/j.1440-0979.2002.00223.x‬ ‭Myers, Z.-O. (2024).‬‭Lean on me: Establishing a grassroots‬‭peer support program on campus‬ ‭and the meaning volunteers experienced – A community approach‬‭.‬ ‭https://doi.org/10.26073/capu:6574‬ ‭26‬ ‭Oh, H., & Solomon, P. (2014). Role-playing as a tool for hiring, training, and supervising peer‬ ‭providers.‬‭The Journal of Behavioral Health Services‬‭& Research‬‭,‬‭41‬‭(2), 216–229.‬ ‭https://doi.org/10.1007/s11414-013-9350-2‬ ‭Osborn, T. G., Town, R., Ellis, R., Buckman, J. E. J., Saunders, R., & Fonagy, P. (2022).‬ ‭Implementing peer support in higher education: A feasibility study.‬‭SSM - Mental Health‬‭,‬ ‭2‭,‬ 1–11. https://doi.org/10.1016/j.ssmmh.2022.100175‬ ‭Pointon-Haas, J., Waqar, L., Upsher, R., Foster, J., Byrom, N., & Oates, J. (2023). A systematic‬ ‭review of peer support interventions for student mental health and well-being in higher‬ ‭education.‬‭BJPsych Open‬‭,‬‭10‬‭(1), 1–16. https://doi.org/10.1192/bjo.2023.603‬ ‭Reis, A., Mortimer, T., Rutherford, E., Sperandei, S., & Saheb, R. (2021a). Students as leaders‬ ‭in supporting campus well‐being: Peer‐to‐peer health promotion in higher education.‬ ‭Health Promotion Journal of Australia‬‭,‬‭33‬‭(1), 106–116.‬‭https://doi.org/10.1002/hpja.495‬ ‭Shalaby, R. A., & Agyapong, V. I. (2020). Peer support in mental health: Literature review.‬‭JMIR‬ ‭Mental Health‬‭,‬‭7‭(‬ 6), 1–14. https://doi.org/10.2196/15572‬ ‭Suresh, R., Karkossa, Z., Richard, J., & Karia, M. (2021). Program evaluation of a student-led‬ ‭Peer Support Service at a Canadian University.‬‭International‬‭Journal of Mental Health‬ ‭Systems‬‭,‬‭15‬‭(1), 1–11. https://doi.org/10.1186/s13033-021-00479-7‬ ‭Vella-Brodrick, D., Joshanloo, M., & Slemp, G. R. (2023). Longitudinal relationships between‬ ‭social connection, agency, and emotional well-being: A 13-year study.‬‭The Journal of‬ ‭Positive Psychology‬‭,‬‭18‬‭(6), 883–893. https://doi.org/10.1080/17439760.2022.2131609‬ ‭27‬ ‭Appendix A‬ ‭Resource Book for Volunteers‬ ‭28‬ ‭29‬ ‭30‬ ‭31‬ ‭32‬ ‭33‬ ‭34‬ ‭35‬ ‭36‬ ‭Appendix B‬ ‭Consent Form‬ ‭The Experiences of Peer-Support Volunteers in an Experiential Training‬ ‭Workshop‬ ‭ rincipal Investigator‬ P ‭Amy Jean McElwain‬ ‭Bachelor of Psychology with Honours‬ ‭Capilano University‬ ‭amymcelwain@my.capilanou.ca‬ F‭ aculty Supervisor‬ ‭Douglas Alards-Tomalin‬ ‭Department of Psychology‬ ‭Capilano University‬ ‭douglasalardstomalin@capilanou.ca‬ ‭ urpose‬ P ‭I am a student in the Bachelor of Psychology Honours Program at Capilano University. My research,‬ ‭entitled “‬‭The Experiences of Peer-Support Volunteers‬‭in an Experiential Training Workshop‬‭” aims to train‬ ‭student volunteers as peer support workers to benefit the mental health of students at Capilano‬ ‭University. My hope is that my research will contribute to improving mental health, communication‬ ‭skills, and the growth of community for students at Capilano University and beyond.‬ ‭ escription‬ D ‭I would like to ask if you would be willing to participate in volunteering for this study. If you agree to‬ ‭volunteer, you will be participating in this study for the months of November 2024 - February 2025 (a‬ ‭total of 3-4 hours in that span). This will include participating in one training workshop, followed by an‬ ‭interview. Following the interviews there will be 2 weeks in which volunteers can review their initial‬ ‭transcripts (up till Mid-March 2025). Throughout the process of the interviews, you will be asked‬ ‭questions concerning your own personal experiences while attending the peer-support workshop. With‬ ‭your permission the interview will be audio recorded and transcribed to text. The training workshop will‬ ‭consist of one 1.5-2 hour session, and the interview will be approximately 1 hour (following the second‬ ‭workshop), with optional time provided to edit/view the transcript being made available.‬ ‭ se of Research Information‬ U ‭The results of this study will be presented in a thesis required for completion for my degree and may also‬ ‭be used for conference publications, presentations, and published in academic journals.‬ ‭ isk of Harm‬ R ‭Depending on how impactful this program is for you, there is risk that you may become triggered and/or‬ ‭overwhelmed from workshop topics and interview questions. As strategies to manage certain risks,‬ ‭access to Capilano University’s Counselling Services are available upon request, and have been made‬ ‭aware of the study. As well as this, you can always contact the principal investigator (Amy Jean) for‬ ‭further support regarding your experiences. Additionally, the interview would be audio recorded, typed,‬ ‭and will be reported on in the study. You will be provided a copy of the transcript and invited to make‬ ‭changes to the transcript if you wish (e.g., if you would like to withdraw a particular statement you made‬ ‭37‬ ‭ uring an interview). It’s important you know that, unless given consent, quotes/comments will be‬ d ‭attributed anonymously to a “‬‭Capilano University Student‬‭”‬‭in the final publications of the research.‬ ‭Despite that there is a risk to your identity being directly identifiable on the basis of your responses,‬ ‭which is why you’ll have the opportunity to later omit/change them before they are presented. It’s‬ ‭important that you understand this risk as in some circumstances, it could be a risk of harm.‬ ‭ articipation and Withdrawal‬ P ‭Your participation is completely voluntary. If you choose to withdraw from the study, all information you‬ ‭provided during the interview would be deleted from the study and destroyed. If you would like to‬ ‭review and make changes to the transcript of the interview, you will have a 2-month window to do so‬ ‭after interviews (January 2025). If you choose to withdraw from the study, you may do so without‬ ‭explanation up until the submission of the final thesis in early April 2025.‬ ‭Management of Research Information/Data‬ ‭ ll data and information derived from the interview will be stored on a password-protected computer.‬ A ‭Signed consent forms and paper copies of interview transcripts will be stored in a locked drawer in my‬ ‭home. Data will be deleted and paper records shredded at the end of the project, approximately March‬ ‭2024. Audio recordings will be transcribed using an internet-based service - TurboScribe - located in the‬ ‭USA. TurboScribe transcripts are encrypted using HTTP/SSL connections and AES-256 encryption‬ ‭algorithms. Only I have access to the files, they do not go through third-party services, and transcriptions‬ ‭are not used to train AI.‬ ‭ onsent and Conditions of Consent‬ C ‭I have read and understand the information provided above, and hereby consent to participate in this‬ ‭research under the following conditions:‬ ‭I consent to the interview being audio recorded.‬ ‭Yes‬ ‭No‬ I‭ consent to having my personal identity disclosed in the products of the‬ ‭research.‬ ‭Yes‬ ‭No‬ ‭I consent to being quoted in the products of the research.‬ ‭Yes‬ ‭No‬ ‭Participant Name ________________________ Participant Signature ____________________________‬ ‭ ommitment of Principal Investigator‬ C ‭I, Amy Jean, promise to adhere to the procedures described in this consent form.‬ ‭Principal Investigator Signature _______________________________ Date _______________‬ ‭I would like to receive a copy of the results after the study has been completed:‬ ‭Yes‬ ‭No‬ I‭f you have any concerns about your treatment as a research participant in this study, please contact the‬ ‭Capilano University Research Ethics Board at‬‭reb@capilanou.ca‬‭.‬ ‭38‬ ‭Appendix C‬ ‭Interview Script‬ ‭Preamble:‬ ‭ i [‬‭insert participants name‬‭], thanks for coming today.‬‭Your feedback about the scenario-based‬ H ‭training workshop is crucial for us to evaluate whether it was an effective addition to the training‬ ‭you previously attended. Before we begin, I want to remind you that you can withdraw from‬ ‭participating at any point in my study, up until I submit my thesis in late March this year. Even‬ ‭today, during this interview, you are able to take a break or stop entirely with no consequences.‬ ‭Withdrawing from the research will not affect your ability to participate in the Peer Support‬ ‭Program. I also want to remind you that I will be recording the interview and transcribing it for‬ ‭analysis.‬ ‭Do you have any questions about the research or interview process before we begin?‬ ‭ he questions focus on the workshop we just completed but there will also be space to share‬ T ‭your experience through the whole process!‬ ‭1.‬ ‭How was your overall experience in participating in the workshop?‬ ‭2.‬ ‭How do you feel about the addition of an actor to role play with, compared to role playing‬ ‭with fellow volunteers?‬ ‭a.‬ ‭Do you wish there had been more or less role-playing scenarios?‬ ‭3.‬ ‭How would you rate your confidence levels in having one-on-one sessions before and‬ ‭after the training (1-5: 1 = none, 5 = very confident)?‬ ‭4.‬ ‭We had previously worked on active listening and empathy, when doing the role play‬ ‭were you able to apply those skills to the scenario? If not, what can we do to improve‬ ‭your confidence in using those tools?‬ ‭a.‬ ‭What were any new skills or tools you learned during the role-playing training‬ ‭workshop?‬ ‭5.‬ ‭Do you feel prepared to provide peer support to students?‬ ‭6.‬ ‭Are you comfortable referring students to counselling or other forms of support if‬ ‭necessary?‬ ‭7.‬ ‭How applicable did you find the pre-roleplay discussions to becoming a peer support‬ ‭volunteer?‬ ‭8.‬ ‭What was the personal value for you in participating, are these skills you would foresee‬ ‭using in other situations?‬ ‭39‬ ‭9.‬ ‭Were there any challenges with the experience? For example, any feelings of‬ ‭stress/distress, or anything else you found challenging?‬ ‭a.‬ ‭What can we do to better support challenges and distress in the workshops?‬ ‭10.‬‭Is there anything in the format of the workshop that you would change?‬ ‭11.‬‭Is there anything else you would like to share about your experience in the workshop or‬ ‭your experience throughout the entire process?‬