Japanese children’s perspectives on the

Appendix 9: Interview questions

Interview questions


A. Why did peer supporters choose to be peer supporters?
Q. Could you give me a brief description about peer relation and friendship in your class and school?

Q. Why did you choose to be a peer supporter?

Prompt: family influence, empathy, friendship, belief,

Q. How do you feel when you are doing peer support activities?

Prompt: positive aspect, negative aspect, satisfied, any concern, etc.

Q. How does peer support give a positive influence on peers and school ethos?

Q. Could you tell me why other pupils did not choose to be a peer supporter?

Prompt: peer relations,

Q. Do you feel any difference between peer supporters and other pupils? Give me an example

Q. Why do you think we need a peer support system in school?

Q. Are there ways in which the peer support system could be improved? If so, what are they?

B. What benefits have peer supporters experienced?
Q. What benefits have you experienced? Give me an example.

Prompt: peer relations, social skills, etc.

Q. What are the positive aspects of being a peer supporter?

Q. What do you enjoy most about being a peer supporter?

Q. What do you like least about being a peer supporter?

C. What kinds of difficulty have peer supporters experienced?
Q. Have you ever had difficulty working as a peer supporter? Give me an example.

Prompt: Peer relations, physically, emotionally, mentally,

Q. Could you explain what kind of difficulty did you experience?

Q. What do you think about the difficulty itself? Give an example.

D. How did peer supporters overcome or deal with the difficulty?
Q. Have you taken it (difficulty) to supervision?

Q. How did you cope with the difficulty? Give an example.

Prompt: any help from others, supervision,

Q. Did you have any negative feelings about the difficulty?

Q. What was the most important key issue or idea for coping with the difficulties?

Q. Do you feel any emotional changes after coping with the difficulties?

D

Q. Are there any tips to involve other pupils into the activities?

Q. How do you deal with pupils, who have negative views on peer-led activities?

Q. What do you do to cheer yourself up when you are feeling blue because of the activities?

E. How do peer supporters think about supervision?
Q. How helpful is it (supervision)? Give me an example.

F. What do you think about peer support system in your school.
What do you think about peer support system in your school?

G. Other
Q. Any other things you would like to tell me about peer support?
Appendix 10: Interview questions in Japanese

Interview questions
インタビューに参加していただきありがとうございます。

これから皆さんの二中での生徒の活動についてインタビューします。

インタビューで答えてもらったことについては誰にも(田中先生にも)お話ししませんので安心して答えてください。また正解や不正解はありませんので、自分の思ったままに自由に答えてください。

A. なぜ生徒会メンバーになったのか？

Q. あなたの学校やクラス内での仲間関係、人間関係について、簡単に説明してください。どんなことでもいいですよ。学校の雰囲気や生徒さんの仲間関係、など。

Q. なぜ生徒会メンバー(ピアサポーター)になりましたか？何か理由があったら教えてください。共感性、友情、信念、家族の影響、

Q. 生徒会活動をしているときどんな気分ですか、またそのことについてどう思っていますか？プラスの面、マイナスの面、満足、何かしてあげたい、良くしたい、など

Q. 生徒会の活動(あいさつ運動、美化習慣活動・社会奉仕の活動・慈善活動)は、どのように他の生徒たちや、学校全体の雰囲気(環境)に良い影響を与えていますか？

Q. なんで他の生徒は生徒会メンバーになりたくなかったり、活動に積極的にならないのでしょうか？友達関係？

Q. 生徒会メンバーまたは、活動を活発にしている生徒と、そうではない生徒の違いは何だと思いますが、またどのような違いがありますか？何か例があったら教えてください。

Q. なぜ、生徒会活動、や生徒中心の活動が学校に必要だと思いますか？

Q. 生徒会活動のシステムがもっと良くなっていく何か方法はありますか。もしあればどのようなものですか？どのようなことをしていくことでしょうか？

B. 生徒会メンバーが経験した良い点、得したことは？

Q. 何か良い経験を(徳を)したな、やっててよかったなと思う経験をしたことがありますか？友だち関係が良く見える、とか、仲間関係がよくなったとか、あいさつや行動面で今までより成長した、社会の規範が身についた、など

Q. 生徒会メンバーになったことでの良い面(プラス面)は何ですか？

Q. 生徒会役員・生徒会活動でもっとも楽しいことはなんですか？どういうことが楽しいですか？

Q. 生徒会メンバーとして、あんまり好きではないことは何ですか？


C. 生徒会メンバーとして、どのような困難・いやなことを経験しましたか？
Q. 生徒会メンバーとして活動していく中で、難しいな、いやだなと思うような困難がありましたか？

仲間関係、肉体的、情緒的、精神的に

Q. どんな困難を経験したか、説明してくれますか？

Q. 困難さそれ自体をどのように思いますか？

D. 生徒会メンバーはどのように困難さに立ち向かい、克服していったか？
Q. 困難や、問題が起こったときに、担当の(田中)先生に相談しましたか？

Q. 困難に直面した時、どのように対応しましたか？

　　他の生徒からの助け？先生からのアドバイス？

Q. 困難・障害に対するマイナスの感情(いやだなーと思ったり)はありますか？

Q. 困難さに対して、一番重要なKeyポイントは何だと思いますか？

どういうことだと思いますか？

Q. 困難さに挑戦、取り組んだ後で、何か心の変化や気持ち的に変化はありましたか？

D

Q. ピアサポートの活動に他の生徒を巻き込んでいくための何か方法等はありますか？

Q. ピアサポート活動に否定的な(積極的でない)生徒には、どういうふうに接していきますか？

Q. ピアサポート活動が原因で、自分自身が落ち込んでしまったとき、どのように自分を元気づけるようにしますか？

E. 担当の先生からのアドバイスは助けになりましたか？

役立ちましたか？何か例があれば教えてください？

F.あなたの学校の生徒会活動・生徒主体の活動を、どう思いますか？
Q.今、学校内だけではなく、他の中学校とも協力して中学生サミットを行なうなどしていますが、そのような取り組みをどう思いますか？

G.
Q.他に何か言いたい事、伝えたいことがありますか？


Appendix 11: Interview transcript; Participant 1 (a 14 years old girl)
Hideo;

Could you give me a brief description about peer relation and friendship in your class and school?

Participant 1;

Both boys and girls have good relationships, and senior pupils, teachers, and everyone have good relationships.

Hideo;

Does everyone have good relationships?

Participant 1;

Yes, if senior and junior pupils graduated from the same primary school, they talked in a casual manner.

Hideo;

Hummm…..so, does any bullying occur?

Participant 1;

No, there is no bullying.

Hideo;

Wow, that’s great.

Well, why did you choose to be a peer supporter?

Could you explain to me?

Participant 1;

Ummmmm…………..I was influenced by of the student drama.

Senior pupils played and worked in front of people.

I thought senior members were attractive.

But, when I said “I want to be a peer supporter”, my parents opposed me
Hideo

Oh, was that so?

Participant 1;

Hahaha….even thought my parents opposed me, I and my teacher persuaded my parents.

Then I could become a peer supporter.

Now I am happy being a pee supporter.

Hideo;

Wow, how come your parents opposed you?

Participant 1;

Hahaha…

Because my academic record was not so great, therefore……
Hideo;

I see….maybe parents wanted you to spent time for study….

Umm………..

I see………

I think it is rare, parents oppose it.

Oh…

You were influenced by senior pupils….it sounds like your senior members were very attractive to you.
Participant 1;

Yes….
Hideo;

Well, next question.

How do you feel when you are doing peer support activities?

Also, how do you think about it?
Participant 1;

In the last assembly meeting……..

……….each assembly, I tried to memorise my manuscript, but when I stood in front of people, I could not remember what I memorised, then I spoke too first…every time….

But….in the last assembly, I could speak correctly and slowly!

I was very happy about it.
Hideo;

I see…………….

Participant 1;

I felt a sense of accomplishment.

Hideo;

Well……you felt a sense of accomplishment.

Are you not good at speaking?
Participant 1;

I am not a person who is not good at speaking…..but…

I cannot speak properly in front of people…umm….
Hideo;

Were you nervous?

Participant 1;

Yes……I was a bit nervous.

Hideo;

Well….it is natural to be nervous in front of such a large number of people.

Participant 1;

I think so.

Hideo;

I see….I understand.

Well, how does peer support give a positive influence on peers and school ethos?
Participant 1;

Ummm….errrr….at the beginning, I was doing the greeting activities.

Because the pupils were greeted by a stranger (me), they were nervous and could not reply to me.
But now, everyone greets me back…….

humm……now…...it seems like everyone has good relationships….expansion

of friendship.
Hideo;

Well….you mean….everyone could expand friendships through the peer support activity?

Participant 1;

Thus,….say…..when I was walking in school……well…

………………………..…..

I had a friend in Kendo martial art club.

One day I had something to do with the friend, and I went to Kendo martial art club to see her.

Then, one junior female pupil said to me, “You stand up every morning for the greeting activity. Thank you very much for your hard work”.

I was happy for it.
Hideo;

Now you are well-known person!

Participant 1;

Hahahaha…...

Hideo;

Humm…so…you mean, the pupil said positive words to you as well, which developed friendships………is that right?.

Participant 1;

Yes, you are right.

Hideo;

Well, could you tell me why other pupils did not choose to be a peer supporter?

Participant 1;

Maybe, some pupils think it is uncool that pupils wear the school uniform in a proper manner.

They think the earnest pupils are uncool, but it is cool that pupils untidily wear the trousers.

I personally think their untidy way is not cool at all.

But some pupils think it is annoying to behave in a proper manner.

Those pupils still want to do something good, but they eventually do not want to do.

Hideo;

Well, you mean there are two types of pupils.

One is the pupils who want to be a peer supporter, but they do not have enough courage to take actions.

The other is the pupils who prefer to be a bad pupil, because it sounds cool.

Participant 1;

Hmm…..yes….

Hideo;

Well…..do you know the reason why some pupils who wanted to be a peer supporter, eventually did not become a peer supporter?

Participant 1;

I think they are too shy to do that.

Also they know how their senior pupils actively took actions as a peer supporter, and they think it is difficult for them to do the activities as their seniors did.

Then, they do not become a peer supporter.

Eventually, they think someone else would do it, and I do not need to be….
Hideo;

Well…you mean some pupils still want to do....

Participant 1;

Yes, I think so.

Hideo;

I see….

Do you feel any difference between peer supporters and other pupils?

Could you tell me please?

Participant 1;

Hmmmm…..I think there is not much difference.

Hideo;

You mean, there are no differences between the pupils who actively join the activities and other pupils…. is that right?

Participant 1;

Because when we started doing the peer support activities, we could not do well….which means we have the same potential as other pupils have.

Through the peer support activities, we could grow, therefore we believe other

pupils would grow as well.

That’s the reason why, there are no differences.
Hideo;

Aha….I see…

Well…..If other pupils become a peer supporter tomorrow, they will manage to do the activities......is that right?
Participant 1;

Well…….a sense of responsibility will grow…..

Hideo;

Oh……well, you think, through the activities, pupils would develop a sense of responsibility.. ….

Hooo…..

Well…why do you think we need a peer support system in school?

Participant 1;

Ummm..……sure enough, pupils’ views are different from teachers’ views…

Um…..peer supporters are the pupils as well…..

…..so I think it is nicer to speak and take actions in terms of pupils’ views.

Pupils listen to other pupils’ words more than teachers’ words, don’t they?

Hideo;

Why?
Participant 1;

Uh…..what can I say….when pupils were warned by the teacher during the

lesson, they were ashamed…then, they did not want to follow the teachers’ opinion, and behaved in a rebellious manner.

But, when they were told by friends, they would follow friends’ advice…
Hideo;

….I see….well……you mean the pupils listen to friends’ words and they more obediently follow the advice….is that right?

Participant 1;

Yes…..probably….if badly behaved pupils are given the advices by their friends, who say something like, “It is better to not do that”.

I think this is good…
Hideo;

The pupils have strong fellow feeling, is that right?

The pupils listen to words of the teenagers more than the words of adults…
Participant 1;

Pupils have persuasive powers.…..

Hideo;

So you mean pupils have persuasive powers.

Aha…..

……….

The next question.

Are there ways in which the peer support system could be improved?

If so, what are they?
Participant 1;

To increase the number of pupils who join the volunteer activity…

Hideo;

You mean, to involve more pupils except current peer supporters……… is that right?

Participant 1;

Well…I think it is good that both peer supporters and other pupils take actions together.

As I said earlier, when pupils were encouraged by other pupils, they would be motived to do the activities.
Hideo;

I see…….not only peer supporters, but also other pupils take actions together…

Participant 1;

I want other pupils will get motivated by seeing peer supporters’ works.

Hideo;

So, you want to involve other pupils into the activities, is that right?

Participant 1;

Yes.
Hideo;

I see….but, if you do not try to involve other pupils into the activities, what is going on?
Participant 1;

If we try to not involve other pupils into the activities………ummm…….

……..well, it sounds like only the peer supporters take actions, and other

pupils will be slack…

Hideo;

You mean peer supporters will be against other pupils……

Participant 1;

Peer supporters will be differed from other pupils.

Hideo;

You mean there is an invisible wall between peer supporters and other pupils, is that right?

Well, I see….

The next question is ….

What benefits have you experienced?
Participant 1;

After I became a peer supporter, I could greet others with a loud voice.

When I saw other schools’ pupils and teachers, I needed greet many times.

So, now I am getting used to…

Hideo;

It sounds good, aha……

What else?
Participant 1;

Because of the activities, now I am able to memorise the long manuscript.

Hideo;

Wow... I see.

What are the positive aspects of being a peer supporter?
Participant 1;

I became less tense in front of people.

Hideo;

Hooo….which means….. how was it before?

Participant 1;

In the past, I was nervous in front of people and I could speak well….my voice

had a tremulous sound.
Hideo;

I see.

Well….what do you enjoy most about being a peer supporter?

Participant 1;

Ummm….when I had the meeting with other peer supporters to discuss the plans, I really enjoyed making plans…

…..like we say, “we can do something like this next time!”…
Hideo;

Hooo……is that because you are motived by the planning, is that right?

Participant 1;

Yes.
Hideo;

I see….you mean you enjoyed making plans…

You think, “It will be great to carry out this kind of things next time”…is that right?

Participant 1;

Yes.
Hideo;

You enjoyed the planning, is that right?
Participant 1;

Yes, I enjoyed that.

Hideo;

I see…..

What do you like least about being a peer supporter?
Participant 1;

Nothing.
Hideo;

Wow…you do not have any bad experiences, is that right?
Participant 1;

No, I do not have.

Hideo;

Have you had any difficult experiences?

For example, any experience like… you were asked to cope with a friend’s personal issues…….
Participant 1;

I have not experienced this kind hardship.

But, the teacher often asked me to answer the questions during the class.
Hideo;

Errr!..….during a class?

Participant 1;

Uh…the teacher asked me to answer the questions because I was a peer supporter…

In my class, there were three peer supporters.

The teacher often asked us answer the questions, then we needed to speak……..it happened.

This means I need to be in front of people and feel tense….

Hideo;

I see.

Well, have you had difficulty working as a peer supporter?
Participant 1;

……..No, I had not had much difficulty….

Hideo;

You did not have much difficulty?.....

How about peer relationships?
Participant 1;

No, no problem at all in peer relationships.

Hideo;

How about mentally?

Participant 1;

No, not at all.

Oh, well…this was a trivial thing, but when we had the assembly, we needed

to bring microphones from the broadcasting room. Then, it was hard for me to

choose the right cables for the microphones.

I want to put marks on them.

Hideo;

Uh-huh…..well…these are not difficulties……just confusion, isn’t it.

So, you had not had much hardships…
Participant 1;

No, not yet…..

Hideo;

Errr….what do you think about the difficulty itself?

For example, you wanted to escape from the difficulty…
Participant 1;

I did not feel to escape from it at all.

Hideo;

So, do you want to challenge the difficulty?

Participant 1;

It is pointless to escape from it…….nothing happened unless I face it.

Hideo;

Did you feel that way after becoming a peer supporter? Or, did you already feel that way before joining the peer support?

Participant 1;

I already felt that way before joining the peer support.

Hideo;

So, you have a natural disposition to think that way…..is that right?

Participant 1;

My friends often told me, I have a very positive attitude.

Hideo;

I see….so, you had a positive attitude from the first (by nature).

Alright….have you taken difficulty to your supervision?
Participant 1;

Yes, I did, absolutely.

If I asked the teacher, I would receive advice.
Hideo;

Aha..….you did.

Ummmm….have you received any help from friends when you have faced the difficulty?
Participant 1;

Yes, I was helped.

When I was thinking about the difficult issue, my close friends in the class gave me advice.
Hideo;

Aha….I see…..

It sounds like the friends in the class have positive attitudes, is that right?
Participant 1;

In the school, I have 4 very close friends.

One of them is in my class, and I asked her to become a peer supporter with me next time.

Then, she said “O.K” to me.

So…some pupils are very motivated to do something good.
Hideo;

Aha….so…why they did not become a peer supporter?

What else do they need to become a peer supporter?
Participant 1;

I think they did not think seriously enough to be a peer supporter.

Hideo;

I see……
Participant 1;

They want to be a peer supporter, but they also think being a peer supporter is bothersome.
Hideo;

Hummm…..do they know the peer support is good activity?

Participant 1;

Hummmm……when I asked the pupils to join the volunteer activity, actually

they joined.

Generally pupils would like to contribute to the volunteer activity, but many of them do not want to actively take a lead for others.

That’s the reason why they choose to take other responsibilities which are less bothersome.

Hideo;

I see….

Well…

Do you feel any emotional changes after coping with the difficulties?

Participant 1;

When I spoke in front of people, I sometimes made mistakes.

I reflected on myself, but after a while, I felt relieved.

Then I tried not to do the same mistakes again.

In my case, I spoke too first in front of people and often the teacher gave me advice to speak slowly.

I do my best to improve my weak point.

I think I can do it immediately.
Hideo;

So……after a mistake, you reflected on yourself and you tried not to do the same mistake again…

You may think, worrying will not mend matters.

A little while ago, you mentioned it is very important to involve many pupils into the activities.

Well, are there any tips to involve other pupils into the activities?

Could you explain to me?

Participant 1;

In each class, we have a representative.

All representatives held the whole representative meeting in the school.

Then, they would elect a chief of representative and vice chief of

representative, and occasionally a chief and a vice chief had to speak in front of pupils.

I think it is good idea to increase the opportunity for them to speak in front of

pupils.

Also I want not only a chief and vice chief, but also other pupils to speak in front of pupils by rotation.

Hideo;

Ohhh…you want to give the responsibility to everyone, is that right?

Participant 1;

Yes.
Hideo;

You really want to give the responsibly to various pupils, is that right?
Participant 1;

Some pupils wanted to take some responsibilities in school. But they did not

take it because of club activities and other kinds of lessons.

Therefore, it seems good to distribute the responsibilities to these pupils.

Hideo;

Hummm….I see.

I understand.

How do you deal with pupils, who have negative views on peer-led activities?

Participant 1;

Hummmm…..I just contact them positively.

Hideo;

Positively?

Participant 1;

When I handed over the student newsletters to the pupils, some pupils ignored and did not receive it.

Therefore I persistently tried to give it to them.
Hideo;

Hooo…..
Participant 1;

First of all, it is important to hand over it to pupils.

It does not matter whether pupils read it or not.

That’s another question.

I believe if I did actively take actions, also other pupils might respond actively.

Hideo;

I see…..

Well….

What do you cheer yourself up when you are feeling blue because of the activities?

Participant 1;

When I was feeling blue, I enjoyed listening music and drawing the picture.

Hideo;

I guess, maybe, you do not feel blue so often, is that right?

Participant 1;

No, I do not feel blue not so often.

Hideo;

I see…I understand.

Errr…How helpful is supervision?

Give me an example.

Participant 1;

The advice was to speak slowly……and ……ummmm…….

My teacher said, my voice was too loud when I speak with microphone..
Hideo;

Hahaha…..I see…

Well…what do you think peer support system in your school?
Participant 1;

As various teachers mentioned, only my school has own school summits.

Other secondary schools have not organised own school summits.

I am happy about my school’s peer support.

Hideo;

Aha….are you satisfied?

Participant 1;

Yes, I am.

Hideo;

If you compared to other school’s peer supports, are you still satisfied?

Participant 1;

Yes, I am.

Hideo;

Currently, all secondary schools in Neyagawa city, have worked together to organise the school summits.

What do you think about these activities?
Participant 1;

I think it is great.

Few weeks ago, I went to Tohoko region (northern part of Japan) together with other schools’ pupils.

Then I could cultivate friendships with other pupils.

At first, I was using respect language, but gradually I spoke casually to them.

Now each pupil has a nickname, and we are communicating by email.

Hideo;

Especially, what was the great experience with them?

Participant 1;

When I spoke in front of people, I had a mistake.

But other pupils supported me very much.

I really appreciated them for their help.

Also we were getting along with them naturally.

In addition, other schools’ pupils were doing various activities.

Because of this, I was motivated to work hard.
Hideo;

Hooooo……you learned other schools’ activities as examples…..

Participant 1;

I would like to try the same activities in my school……

Hideo;

But….would there be any difference if the school summits were not organised?

Do you need the school summits?
Participant 1;

I want to have the school summits.

Hideo;

Would there be any difference if the school summits were not organised?

Participant 1;

The teachers tend not to allow us to carry out the activities, if we have no precedent.

The summits really help us to persuade our teachers to allow us to do it.
Hideo;

Hummm….so, you like the school summits.

You want to have the summits, don’t you?
Participant 1;

Yes, I do.

Hideo;

Humm…..also, you have friends from other schools, don’t you?

I see….

OK, lastly, any other things you would like to tell me about peer support?

Participant 1;

I would like to invite English secondary school pupils to our school.

Hideo;

Ohhhh! I see…it’s an exchange programme, isn’t it.

Participant 1;

Also I would like to exchange letters with English pupils.

Hideo;

Aha…why?
Participant 1;

I enjoy writing letters.

Also I love to know other countries’ cultures…..especially I love to go to Germany.

Hideo;

Wow…….
Participant 1;

I have been thinking, German language sounds cool.

I want to listen to native speakers’ conversation.

Hideo;

I see…you mean you want to learn various nations’ cultures and other things, is that right?

Participant 1;

Yes. I also want to eat various foods.

I want to know their life styles.
Hideo;

I see…..

As you mentioned earlier, if a peer supporter worked very actively, this may create invisible walls between peer supports and other pupils.

Do you feel this?

Participant 1;

Ummmm……I may feel this.

Now, in class, and when I was in primary school, when pupils chose the class leaders, mostly female pupils raise their hands.

Male pupils were not interested in that.

We said, male pupils should decide male leaders, but no one raised their hands.

Everyone thought someone else would do it.

Also they felt it was bothersome.

I think it’s the same thing as an invisible wall.

Hideo;

Hummmmm…..well, if this kind of pupils became a peer supporter, do you think they can play their roles properly?

Participant 1;

Yes, sure!

Definitely they can do it.
Hideo;

Why do you think so?

Participant 1;

I do not know what to say………

In the beginning, they may not be motivated.

But, through the activities, they will develop a sense of responsibility.

Also they would be happy, if they succeeded in something.

If pupils did not become a peer supporter, it would be very wasteful.

I believe it would be a great memory.
Hideo;

You mean, pupils are able to have various experiences, is that right?

Participant 1;

Yes.
Hideo;

I see….do you believe pupils who are currently not peer supporters, can play a role properly as a peer supporter?
Participant 1;

Yes. If other pupils joined and took any responsibility, they will definitely grow.

Hideo;

I see…

You mean, the pupils feel their growth….

Hummm…..I see…..I understand..

Lastly, do you want to say something?
Participant 1;

Ummmmm…no, I do not have….

Hideo;

I understand.

Thank you very much.