Japanese children’s perspectives on the

5.5.2 Believing other pupils’ potential

The present study revealed that peer supporters often tended to greatly believe other pupils’ potentials. In most cases, the training programmes for peer supporters were based on counselling skills (e.g. active listening skills, assertion skills), thus, it might be natural for them to behave in an open-minded manner, while showing their respects to others (Mihara, 2008; Ikejima & Kakeuchi, 2011). However, since peer supporters were often required to play a role as a group leader and/or a facilitator, in some occasions, they might tend to force other pupils to join the activities.

The present study also revealed that peer supporters often showed their judgemental attitudes towards other pupils. This might have a possibility to deteriorate the relationships with other pupils and create an invisible wall emotionally between peer supporters and others.
However, peer supporters strongly believe other pupils have the potential to take actions like peer supporters do. Thus, peer supporters energetically encouraged others to join their activities. Especially, most peer supporters were able to overcome their own weakness, therefore, they believe other pupils are also able to challenge their own issues.
Especially, some pupils who were disruptive in the classroom would tend to not be involved in the activities, and it seemed to be a challenge for peer supporters to deal with those pupils. In this regard, the findings found that peer supporters had carefully communicated with pupils who were not interested in the activities, and try to maintain good relationships with other pupils. However, this did not mean that peer supporters would allow pupils to behave as freely as they liked, or that the peer supporters did not care about them.
Peer supporters shared their intentions as follows; “….it is better to tell them lightly in order to have successful results……if they were strongly told again and again, they would feel annoyed and behave in a rebellious manner.” (Ken), and “When I strongly said ‘you should behave’, to pupils who were not cooperative, they just responded in a rebellious manner. So I try not to use strong words…….When I gently said something to them, occasionally they do something properly.”(Ben).
Peer supporters believe that this was the best way to lead them to improvement of their behaviours by keeping warm peer relations among all pupils, which eventually gave a positive influence to those pupils in terms of their behaviour and school ethos.
Also, the findings showed another possible reason why peer supporters tended to greatly believe other pupils’ potentials. This is because peer supporters were not merely promoted by training, rather by their good understanding of pupil’s feelings. Peer supporters described how well they understand other pupils’ feelings in terms of pupils’ perspectives.
As an example, a peer supporter said that “when anti-social pupils see obedient pupils, anti-social pupils tend to think they are teachers’ pets”. This implies that the anti-social pupils have their own views and peer supporters could understand that their peers tend to have such feelings.
Thus, peer supporters would like to provide suitable support to others depending on the situation. In a sense, peer supporters are able to understand other pupils’ feelings in terms of the same generation’s viewpoints. Thus, several peer supporters mentioned that they did not feel there are many differences between peer supporters and other pupils, and peer supporters believed that pupils have the potential to have comparable emotional and behavioural growth.

5.5.3 Cultural mismatch

In Japan, even though scholars and researchers had been learning its concepts and approaches from the western style peer support approach, Japan had developed their own views and approaches due to the educational needs and cultural backgrounds. Cowie and Kurihara (2009) stated that peer support programmes had been developed with influence of two different views; 1) “Counselling model view” whose emphasis is to emotionally care and look after children in distress and 2) “Educational model view” which is to provide children with social skills for preventing them from being in troubled situations (see the details in Chapter 2). In terms of the support levels in Japan, peer supporters were often involved in activities at group and whole-school support levels. This had been reflected by “Educational model view” which support the desire that children have the opportunity to receive and participate in the beneficial training and activities.

The present study suggested two cultural tendencies of peer supporters, which seemed to strongly influence the development of Japanese peer support practices. One is “Aim to create supportive environments”, and the other is “Believing other pupils’ potential”. These cultural tendencies seemed to be completely supported by the “Educational model view”, however, these cultural characters seemed to keep Japanese peer support practices away from the western style peer support approach.
To summarise the differences between Japanese style peer support and the western style peer support, the findings of the study are reviewed as follows:


*Types of Peer support training

-The Western nations;

Receiving the training sessions, based on person-centred approach

-Japan;

Receiving the training sessions, based on person-centred approach

*Peer supporters’ attitudes and skills

-The Western nations;

Peer supporters fully applied counselling skills and non-judgemental

attitudes

-Japan;

Peer supporters did not tend to apply counselling skills and non-judgemental

attitudes


*Types of peer support practices and main activities

-The Western nations;

Peer supporters were mainly engaged in one-to-one support, such as counselling, befriending, peer mentoring (individual level support)

-Japan;

Peer supporters were mainly engaged in group and whole school activities, such as greeting campaigns, clearing campaign, fund-raising activities, anti-bullying drama, (group and the whole school level support).

*Main aims and objectives

-The Western nations;

To provide one-to-one support with individuals who are in distress

-Japan;

To create supportive environments


*Peer supporters’ concerns in actual practices

-The Western nations;

Peer supporters tend to pay attention to bullying incidences and any social isolation

-Japan;

Peer supporters tend to encourage other pupils to join the activities, in order to create supportive environments

As explained above, these are key features of both Japanese style peer support and the Western style peer support. Interestingly, except for “Types of peer support training”, the features of Japanese style peer support did not match the Western style peer support at all.

More interestingly, even though peer supporters in Japan received the same style training sessions (person-centred approach), they did not manage to apply the person-centred attitudes in their activities. Probably this seemed to happen due to the types of activities that Japanese peer supporters were already engaged in.
From the literature review, it is obvious that Japanese peer supporters were more actively involved into the group level and the whole school level activities, than individual support level activities. Therefore, the peer supporters seemed to have less concern about and less opportunity for providing one-to-one support with distressed individuals. The present study showed that Japanese peer supporters tended not to acknowledge an individual’s emotional and behavioural issues (e.g. bullying) in their school.

Regarding the development of peer support training sessions in Japan, it seems appropriate to advise educational authorities and JPSA about the range of different training methods for Japanese style peer support practices. As one of the reasons, Japanese style peer support practices are completely different activities from the person-centred approach (Rogers’ model). Thus, it is natural to change the contents of training sessions in order to match the actual activities and it is not necessary to stick to original trainings sessions (Rogers’ model). In fact, the present study indicates that the Japanese methods cannot really be defined as peer support at all.

Another reason is that peer supporters in Japan hardly managed to use their skills and attitudes based on person-centred approach (e.g. counselling minds, none-judgemental attitudes, and providing one-to-one support). Surprisingly none of the Japanese educators and researchers had thought about changing the contents of peer support training to compensate for this.
Rather most Japanese educators and researchers were happy about their training sessions, because peer supporters could generally show their improvements in social skills, self-esteem, and relationship skills after their training sessions and activities (see the details, p62-66).
In this sense, the present study seemed to be the first study to identify this mismatch between peer supporters’ training sessions and their actual practices.
This result was unexpected and I believe without using the qualitative method (thematic analysis), it would not be possible to find the mismatch between peer supporters’ training sessions and their actual practices, as well as peer supporters’ poor understanding about the person-centred approach in their practices.
Finally, I would like to make another suggestion regarding the classifications of the peer support approach. From the findings of the study, in terms of differences in key features (types of training, attitudes and skills, types of main activities, and main objectives) of both Japanese style peer support and the Western style peer support; Japanese style peer support and the western style peer support should be clearly recognised as differing in philosophy, approach and content.
In Japan, researchers and educators kept referring to their activities and approach as the peer support programme presumably because it was stipulated in their practices that pupils worked together, co-operating and helping one another. In this sense, any activities, where pupils helped each other were classified as peer support. Therefore, under the perspective of the “Educational model view”, Rogers’ model of peer support had been interpreted and implemented differently, and even peer-led group activities were called peer support in Japan.
However, in terms of the Western standard criteria, most of their unique activities (e.g. greeting campaign, clearing campaign, and fund-raising activities) seemed to be classified as a part of citizenship education, personal and social development (PSD), and personal and social development trainings (Warden & Christie, 1997). In addition, the present study seemed to show important key features in terms of peer supporters’ perspectives.


CHAPTER 6

Conclusions, practical implications and future research

6.1 Overview

This chapter provides an overall summary of this study, its strengths and limitations followed by consideration of its implications for practice. It then makes proposals for the future direction of peer support research and practice.

6.2 Summary of the themes

The overall aim of this research was to explore the nature of peer support through Japanese children’s perspectives on the experiences of being peer supporters using a qualitative approach. In order to bridge the research gaps (peer supporters’ experiences), qualitative approach (semi-structured interviews) was adopted in the study. Through four main themes emerged from the peer supporters’ lived experiences; 1) Disconnection between training and practice, 2) Perceived generation gap, 3) Self-improvement, and 4) Cultural mismatch. The research aim was achieved through these (four) specific themes; some explored the unrevealed children’s views and some confirmed the findings of quantitative studies (prior studies). Also the findings of the study assisted to understand some unrevealed issues, which were strongly related to the relation between the peer support training and the actual practices, and the cultural mismatches.

The findings of the study are briefly reviewed as follows.
6.2.1 “Disconnection between training and practice”

The first main theme was “Disconnection between training and practice”. The findings of the study highlighted that there were major gaps and disconnections between peer supporters’ actual activities and their training sessions, which have not been reported as an issue in Japanese peer support studies. The findings revealed that some peer support activities in Japan seemed to be critically different from the western style peer support approach, which was based on the person-centred approach. Regarding the differences, the sub-themes indicated the critical key points;

*Group activities vs. Person centred approach

Japanese peer supporters rarely used the person-centred approach for their daily activities. Rather, peer supporters actively were engaged in other activities, such as fund-raising, at both group support level and the whole-school support level.

* Lack of empathy and judgemental attitudes

Although, all peer supporters were generally required to receive the training sessions, which encouraged them to develop counselling minds and skills to use them during the activities, Japanese peer supporters tended to show their negative and judgemental views about other pupils and also their attitudes and comments seemed to lack empathy.

*Disapproval of emotional problems

Peer supporters were supposed to be sensitive to pupils’ emotional and behavioural issues, especially bullying. However, out of 14 peer supporters, only one peer supporter (Helen) acknowledged that there was bullying in her school. Japanese peer supporters seemed to focus on some other duties and roles (peer-led group activities), rather than engaging into individual emotional and behavioural problems.

6.2.2 “Perceived generation gap”

The second theme was “Perceived generation gap”. In terms of pupils’ views (their experiences), peer supporters believed their superiority over the teachers, and their perceived superiority seemed to be strongly related to a generation gap between teachers and pupils. Because of the generation gap between teachers and pupils, peer supporters believed that they had more knowledge of their peer group than the adults did, which also have not been reported as an issue in Japanese peer support studies.

Its sub-themes indicated the details of the critical key points;
*Teachers’ view vs. Pupils’ views

The interviews revealed that most peer supporters believed there were some differences between teachers’ views and pupils’ views. Peer supporters highly valued their role as a peer supporter because they believed that they had a good understanding of pupils’ views, even though this was not confirmed by their attitudes as revealed in the interviews.

*Pupils’ closeness and Teachers’ blindness

Due to time constraints, communication between pupils and teachers was generally limited, which means, peer supporters were able to spend more time with other pupils than did teachers. Thus, there were more opportunities for peer supporters to see what was going on behind the scenes.

*Friendships among pupils and Negative attitudes toward teachers

The relationships (friendships) sometimes seemed to be an important factor for peer supporters to smoothly encourage other pupils to join and take the lead in their activities. Especially, peer supporters believed they gained trust from other pupils, thus as a friend, they managed to encourage other pupils to join the activities successfully. However, they often showed judgemental views and attitudes.

6.2.3 “Self-improvement”

The third theme was “Self-improvement”. The findings revealed that most peer supporters seemed to struggle to overcome several issues, which were related to their peer support activities. However, eventually these difficult experiences seemed to contribute to peer supporters’ own self-improvements as benefits. Especially, the findings highlighted four major benefits (through the struggles), which were seldom raised as research topics in Japanese peer support literature.

*Overcoming own weakness

There were many opportunities for peer supporters to speak in front of other pupils, and they were struggling to do that because of their shyness and nervousness. (It seemed to be tough especially for teenagers to cope with their shyness and nervousness,) however, peer supporters showed their positive views; willingness and motivation to tackle them rather than escape from them. These experiences eventually seemed to contribute to peer supporters’ emotional and behavioural developments, especially peer supporters seemed to improve their own communication skills.

*Improving own life

Many peer supporters shared similar experiences, which they were able to make efforts or work harder for something in their daily life, outside peer support activities. They believed that these changes were accelerated as a result of being a peer supporter, and it seemed that their experiences as a peer supporter enriched their resilience, which gave positive influences on their life in various ways. As an example, many peer supporters reported that their school records have been improved after being a peer supporter, even though they have faced time management issues. These findings seem to be consistent with prior studies (e.g. Edahiro et al, 2012; Fujikame, 2012).

*Dealing with pressure

Many peer supporters felt pressure from both pupils and teachers, which generally made peer supporters feel uncomfortable. “Pressure” was seldom raised as a research topic in Japanese peer support literature. Peer supporters described that they felt pressurised to behave in an appropriate manner and meet the high expectations of being a peer supporter. Unexpectedly many peer supporters mentioned that they are generally shy and they did not actively lead activities in front of people before or during primary school. Even under the pressured situations, eventually peer supporters managed to conduct their activities.

*Dealing with time management

The findings revealed that most peer supporters were struggling with time management, which was an unexpected result as a difficulty of peer supporters. The literature hardly showed any issues related to time management of peer supporters as a topic. Peer supporters were often required to spend time during their break and before/after school started on peer support activities. Consequently, this impacted on the time they had to participate in club activities, go to cram school (Juku), and to participate in social activities with friends. The present study also showed that peer supporters tend to positively challenge their difficulties and learn how to use time wisely. In fact, even though peer supporters struggled with time management, most of them improved their academic records.

6.2.4 “Cultural mismatch”
The fourth theme was “Cultural mismatch”. Since the peer support approach had been introduced to Japan, several peer support practices had been developed as unique methods, which were suited to Japanese educational and traditional systems. However, some of peer support practices in Japan seemed to appear completely different from the Western style approach, which is based on Carl Rogers’ model. The interviews data found two cultural tendencies of peer supporters as sub-themes, which seemed to strongly influence the development of Japanese peer support practices. One is “Aim to create supportive environments”, and the other is “Believing other pupils’ potential”. These implied that there were some possibilities that the western style peer support may not suit the Japanese educational systems because of the culture mismatch.
*Aim to create supportive environments

In Japan, peer supporters were often involved in activities at group and whole-school support levels. Peer supporters made efforts to encourage other pupils to join the activities, and they believed this would increase pupils’ supportive behaviours and supportive environments, which eventually give strong positive influences to each individual. This implied that peer supporters made effort to actively create supportive environments as a main aim. In fact, most peer supporters often used several key words, such as “unity”, “cooperate together”, and “grow together”, which seemed to be related to the “aim to create supportive environments” as a group.

*Believing other pupils’ potential

The present study revealed that peer supporters strongly believe other pupils have potential to take actions actively like peer supporters do. Most peer supporters were able to overcome their own weakness, therefore, they believe other pupils are also able to challenge their own issues. Several peer supporters mentioned that they did not feel there are many differences between peer supporters and other pupils, and peer supporters believed that pupils have the potential to have comparable emotional and behavioural growth.

6.3 Summary of the key issues

6.3.1 The key issues

The present study revealed some critical key issues in Japanese peer support practices. Especially, the group activities of Japanese style peer support (e.g. greeting campaign, cleaning campaign, fund-raising activity and anti-bullying dramas) have been developed due to the educational needs and cultural influences. In fact, however, there were no peer support studies in the Western nations, mentioning (referring) these the group activities at all. By reviewing the diversities in peer support practices between Japan and the Western nations, some suggestions were brought up to rethink about the Japanese peer support practices.

*Main activities in Japan and the Western nations

Due to the educational needs and cultural backgrounds, in Japan, peer supporters were mainly involved in activities at group and whole-school support levels (e.g. greeting campaign, cleaning campaign, and fund-raising activity). While, in the Western nations, peer supporters were mainly involved in activities at an individual level (e.g. peer counselling, befriending, mentoring and peer mediation).

*Mismatch of counselling (Rogers) model training in Japan

In Japan, peer supporters were mainly involved in activities at group and whole-school support levels, which made them to play a role as a group leader. Thus, even though peer supporters received the same style training sessions (person-centred approach), they did not manage to apply and/or failed to use the person-centred attitudes for their activities.

*The reason why the Rogers model training session have been accepted for a long time

The majority of the Japanese educators and researchers were happy about their training sessions, because peer supporters could generally show their improvements in social skills, self-esteem, and relationship skills after their training sessions and activities, which were assessed by the psychological assessment sheets and/or questionnaires. The present study, however, revealed that in their actual practices, peer supporters did not apply and/or failed to use person-centred approach (Rogerian model). In short, there was a contradictory relation between peer supporters’ social skill level and their levels of adoption and utilisation of the Rogerian model. Peer supporters hardly managed to apply person-centred approach (e.g. counselling minds, none-judgemental attitudes and providing one-to-one support).

*Reform of the peer support training session

Peer supporters seemed to not understand the true meanings of the person-centred approach and also they failed to use it for their practices. The contents of the trainings session need to be changed to match their actual practices.

*Suggestions of new classification for Japanese style peer support

In terms of the key features of both Japanese style peer support and the Western style peer support, some Japanese style peer support did not match the Western style peer support at all. These citizenship orientated approaches (e.g. greeting campaigns, clearing campaign, fund-raising activities, and anti-bullying drama) are unique to the Japanese peer support practices (still classified as peer support in Japan), which allows peer supporters to have a more active role as a group (facilitator) leader in peer-led activities. In this vein, two different qualities of peer support activities exist in Japan; one is based on the person-centred approach (role as a counsellor) and the other is based on citizenship orientated approach (role as a group leader).