Japanese children’s perspectives on the

Appendix 12: Interview transcript; Participant 9 (a 14 year old boy)
Hideo;

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

Participant 9;

In the class, everyone is enjoying school life.

All pupils have good relationships.
Hideo;

Uh-huh….does any bullying occur?

Participant 9;

No, we do not have.

Everyone has chat with others very friendly.
Hideo;

You mean, all pupils have good relationships, is that right?

Participant 9;

Yes.
Hideo;

Aha….I see….

Why did you choose to be a peer supporter?

Participant 9;

At first, I was not interested in peer support.

But the teacher said to me, “peer support is very interesting!”.

They encouraged me to be. Then I decided to be.

Hideo;

So…you were encouraged by the teacher, is that right?

Participant 9;

Yes.
Hideo;

Hmmm….I see. I understand.

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

Participant 9;

hummm……….everyone was very quiet and I was very nervous….

Hideo;

I see….are you still nervous when you are doing the activities?

Participant 9;

Comparatively I am less nervous now.….

Hideo;

You mean, in the beginning, you were so nervous, is that right?

Participant 9;

My palms were sweating ….

Hideo;

Aha..……you were sweating….Hummm….

That sounds difficult.

You still have something to do as a peer supporter.

Humm…..
Participant 9;

Yes, I have.

Hideo;

………….

Well, how does peer support give a positive influence on peers and school ethos?
Participant 9;

…………………….

Hideo;

You can share anything…..

Are there any positive influences?
Participant 9;

Yes…….

When we had assembly in school auditorium, pupils behaved well and listened to what others were saying.
Hideo;

You mean pupils’ behaviours have been getting better, haven’t they.

How about before?
Participant 9;

In days gone by, in the first half of assembly, pupils were able to listen to what others were saying quietly.

When approaching the end, pupils started whispering……they said “I want to the assembly to end soon”……
Hideo;

Whew…….so, pupils’ behaviours have been improved…

Do you think their behaviours were improved because of the peer support activities?
Participant 9;

Well.…it might be true….especially each pupil’s heart has been changed…I think…..

Hideo;

Why did each pupils’ heart change?

Participant 9;

…………..

Someone started mentioning some advices to the pupils. Then, gradually the pupils changed their hearts and behaviours…

Hideo;

Someone’s advice?…..is that the teacher? Pupil?

Participant 9;

Peer supporters…..also teachers….

Hideo;

Are there any differences in pupils’ behaviours, between pupils’ advices and teachers’ advices?

Participant 9;

……………..
Hideo;

Are there any differences in pupils’ behaviours between teachers’ encouragements and pupils’ encouragements?
Participant 9;

I think there were the differences.

Hideo;

What’s the difference?

Participant 9;

………………..

Well, there are age differences between the pupils and the teachers.

Then, there are some gaps between teachers’ views are pupils’ views.

Pupils are the same generation, and they share similar views.

Hideo;

Ahhh…I see.

Well….you mean, the pupils have similar views, is that right?
Participant 9;

That’s right.

Hideo;

If pupils were encouraged by others who had similar views, pupils tended to take their advice well, is that right?

Participant 9;

That’s right.

It is easy for pupils to do that.
Hideo;

Could you tell me why other pupils did not take action actively?

Participant 9;

………………..
Hideo;

Do you think other pupils do not want to contribute to the greeting activity and fund-raising activities?

Participant 9;

No, I do not think so.

Hideo;

Do you know the reason why pupils do not actively take action?

Participant 9;

……………
Hideo;

Well…do you know the reason why the pupils are not active for peer-led activities?
Participant 9;

The pupils think they have anything to do with the activities…

Well….a fund-raising activity is something for somebody else…..pupils think

the activity will not benefit themselves.

Hideo;

So...you mean, the pupils do not care about it, is that right?

Participant 9;

The pupils tend to think that way..

Hideo;

Do you think the pupils do not want to join a fund-raising activity and greeting activities?

Participant 9;

Well… for example, if the pupil joined the activities, others might ignore the pupil’s conducts and encouragements. The pupil really worries about being ignored.

Hideo;

Aha…..…are pupils afraid of failures?

Participant 9;

Some pupils are afraid of failure….

Hideo;

Pupils do not want to feel bad, is that right?

Participant 9;

Yes, it is right.

Hideo;

What is the reason why pupils do not want to join the activities?

Participant 9;

For example, when the pupil said “good morning” to others, others might ignore the pupil. The pupils are afraid of getting hurt.

Hideo;

I understand how the pupils are thinking…..

Well….do you feel any difference between peer supporters and other pupils?

Participant 9;

……………

Hearts are different….
Hideo;

Hearts are different?

How are their hearts different?
Participant 9;

Well, some pupils really want to do something good for someone else.

But some pupils really do not care about other people at all.

They think, even if they do something good for other people, it will not benefit

them.

Thus, hearts are different.

Hideo;

Pupils who do not behave positively, have this kind of tendency, don’t they?

Could you tell the differences between peer supporters and pupils who show supportive attitudes?
Participant 9;

Errrr…....peer supporters are persons who take a lead for others.

Supportive pupils are persons who want to contribute to something good, but

they do not want to actively take a lead.

I think this is the difference.
Hideo;

I see….

Supportive pupils want to do something for others, but they do not want to take a lead….is that right?
Participant 9;

Yes, that’s right.

They are weak in taking a lead for others.
Hideo;

Why are supportive pupils weak in taking a lead?

Participant 9;

Because, supportive pupils are too shy to do that.

Hideo;

You mean, their shyness is the biggest issue, is that right?

Participant 9;

Yes, that’ right.

Hideo;

You mean…the pupils want to do something good, but they are too shy to take a lead by themselves. Therefore the pupils try to follow others’ behaviours....is that right?

Participant 9;

Yes, I think so.

Hideo;

If you were not a peer supporter, do you think you still could actively take actions for others?

Participant 9;

Yes, I think I can take actions for others.

Hideo;

I see…well……

It sounds like there are not much differences between peer supporters and supportive pupils…is that right?

Participant 9;

Yes, you are right.

Hideo;

The issue is “shyness”….is that right?

What else?
Participant 9;

………….

I think that’s all.
Hideo;

I understand.

…

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

Participant 9;

Well…because pupils are easily inspired by other pupils’ encouragements,

rather than the teacher’s encouragements.
Hideo;

Aha……that is the reason why you prefer that pupils take a lead for others rather than adults take a lead.

Participant 9;

Yes.
Hideo;

You mean, it is easier for the pupils to do the activities, is that right?
Participant 9;

I think the pupils are able to easily take actions, and also create friendships.

Hideo;

Do you have any other reasons?

…the reasons why we need a peer support in school?
Participant 9;

………………

…………….

Hideo;

Do you need time to think about it?

Or shall we go to the next question?
Participant 9;

Yes, the next question please.

Hideo;

Well….are there ways in which the peer support system could be improved?

If so, what are they?
Participant 9;

…………….

………….

Hideo;

…..

Well…what is the ideal situation?
Participant 9;

Ummmm…….ideal situation is….pupils greet cheerfully, and keep the school tidy…

..I want everyone to show supportive attitudes and work together in these kinds of things….
Hideo;

Hummm….you mean everyone positively behave in school....is that right?

Participant 9;

Yes, you are right.

Hideo;

So…. you want to involve everyone into the activities, don’t you?

Participant 9;

…..There are many opportunities for each schools’ representatives to attend

the meeting together with other school’s representatives.

But I want other pupils who are not representatives, to have the opportunities to work together with other schools’ pupils.

I think it is good idea.
Hideo;

So, you want other pupils, who are not a peer supporter, have opportunities to communicate with others.

Why do you think it is good for them to communicate with others?

Participant 9;

……………..

……………..
Hideo;

What happen after communication?

Participant 9;

Pupils are able to learn something new and good things from other schools.

Hideo;

I see….pupils are able to learn something from other schools….is that right?

Participant 9;

For example, if 8 pupils from my school, communicated with other schools’

pupils, this means 8 people could gain something good knowledge.

Similarly, the more pupils communicate, the more good knowledge we gained.

Hideo;

Okay.

Um…..what benefits have you experienced?

Could you explain to me?

Participant 9;

Umm…..I believe, if I was not a peer supporter, I could not have experienced to speak in front of people...

Hideo;

You mean you got a precious experience, is that right?

Participant 9;

Yes, it is right.

Hideo;

……

What are the positive aspects of being a peer supporter?

Participant 9;

I could overcome my shyness.

Now I am not nervous to speak in front of people.
Hideo;

You mean, your communication skills were improved, is that right?

Participant 9;

Yes.
Hideo;

It sounds good.

If you did not join the peer support, do you think you are still nervous to speak in front of people?

Participant 9;

I think… probably I am still nervous to speak.

I believe I sweat, especially my palm of the hands.
Hideo;

Ah…that’s tough.

Umm….what do you enjoy most about being a peer supporter?
Participant 9;

I enjoyed the planning meeting for the morning assembly.

We tried to decide each person’s role and comments.

I really enjoyed it.

Hideo;

You mean, the planning was the most joyful experiences, is that right?

Participant 9;

Yes, I enjoyed it.

Hideo;

Aha…....you enjoyed the planning more than doing activities....

Participant 9;

Yes, at this moment, I feel so.

Hideo;

…..

What do you like least about being a peer supporter?
Participant 9;

Sometimes we have the peer support activities in the morning.

So, it is hard to get up early for it.
Hideo;

I see…..

Umm…is that a problem? Is there anything else?
Participant 9;

That’s all.

Hideo;

….

What do you think about the difficulty itself?

Participant 9;

I think it is important to face the difficulty, because this experience will help me in the future.

Hideo;

Ummm….you mean, you need this kinds of experiences, it that correct?

Participant 9;

I believe these kinds of difficulties will help me to do something in the future.

Hideo;

….

Have you taken the difficulty to your supervisor?

Participant 9;

I and other peer supporters asked the teacher for help and we received advice.

Hideo;

How helpful is the supervision?

Participant 9;

Yes, it was very helpful.

Hideo;

Did you have any help from pupils?

Participant 9;

No, not really….

Hideo;

I see….

Ummm…..did you have any negative feelings about the difficulty?
Participant 9;

In the beginning, I did not like the difficulty.

Even though I still did not like the difficulty, I had to do what I needed to do.

So, eventually I did not care about the difficulty.

Hideo;

..…which means, you were inspired by yourself, is that right?

Participant 9;

Yes, I think so.

Hideo;

I see…..

Do you feel any emotional changes after coping with the difficulties?
Participant 9;

I hate things which are half-baked, and I devoted myself to the activities.

So I had a sense of achievement.
Hideo;

Aha…..what was the most important hey issue or idea for coping with the difficulties?

Participant 9;

I think it is important not to think about the difficulties too much.

I tried to think about not negative aspects of the things, but positive aspects of it. Then, eventually I can positively think about the difficulties.
Hideo;

I see..…..

Are there any tips to involve other pupils into the activities?
Participant 9;

It is good idea to encourage the pupils to do the activities.

In addition, we can make the poster and put up it somewhere very noticeable places.

I believe the pupils will see it and they may be motivated for it.

Hideo;

Your idea is to share a lot of information with the pupils, is that correct?

Participant 9;

Yes, it is correct.

I want the pupils to hear, see and understand information.
Hideo;

Do you think it works well?

Participant 9;

Yes, I think many pupils will positively take actions…

Hideo;

Is there anything else?

Participant 9;

No, that’s all.

Hideo;

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

Participant 9;

Rather than encouraging them in assembly, it is better to encourage them on an individual basis.

I think they will positively listen to my words.
Hideo;

…which means, you encourage them on an individual basis, is that right?

Participant 9;

That’s right. Like one to one…..which help they to listen to my word seriously.

Hideo;

I see. I make the situation, which make the pupils listen to seriously..

I understand.

Ummmm……what do you do to cheer yourself up when you are feeling blue because of the activities?

Participant 9;

I try to talk about something fun with my friends, which creates good

atmospheres to discuss the issues. Then, I will be fine.

Hideo;

Well…….how helpful is supervision?

Could you give me an example?
Participant 9;

When I was really struggled to create the manuscript for the activities, the teacher gave me an advice.

It was very helpful for me.
Hideo;

I see……

Ummm…..what do you think about peer support system in your school?
Participant 9;

I think current activities are not enough.

I want to increase the activities and to involve many pupils into the activities.
Hideo;

I see….you mean, you want to more actively take actions, is that right?

Participant 9;

Yes, you are right.

Hideo;

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

What do you think about these activities?
Participant 9;

I think these activities help the pupils to mutually improve their activities and themselves.

Hideo;

You mean, you want to have the school summits, don’t you?

(you believe if school summits are organised, it is very beneficial for pupils..)
Participant 9;

Yes, we need the summits.

Hideo;

Well… I ask you again.

What is the difference between pupils who positively behave and pupils who negatively behave?
Participant 9;

Ummm……some pupils could change themselves by taking a chance, but some others could not recognise a chance as the chance…..

This is the difference….I think…
Hideo;

You mean, a little difference could create a big difference between them, is that right?

Participant 9;

I think so.

A little thing could strongly influence their developments.
Hideo.

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

Participant 9;

………………..

……………
Hideo;

Any comment?

Participant 9;

I believe that current activities give strong influence on various people.

I want to more actively take actions for many people. I think these activities give influences on not only the schools, but also other schools outside Osaka.

I really want to share Neyagawa city’s pupils’ activities with others, and this will also give influences throughout Japan.

Hideo;

I see…you had experiences to learn something from other schools, thus, now you want to share your experiences and activities with others.

Is that right?
Participant 9;

Yes, it is right.

Hideo;

Thank you very much for answering questions for a long time.

Appendix 13:

Interview transcripts

In English full

(14 participants)

(Lucy)
Hideo

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

Lucy

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

Hideo

Does everyone have good relationships?

Lucy

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?

Lucy;

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?

Lucy

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?

Lucy

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 peer supporter.

Hideo

Wow, how come your parents opposed you?

Lucy

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.

Lucy

Yes….

Hideo;

Well, next question.

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

Also, how do you think about it?

Lucy;

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…………….

Lucy

I felt a sense of accomplishment.

Hideo

Well……you felt a sense of accomplishment.

Are you not good at speaking?

Lucy

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?

Lucy

Yes……I was a bit nervous.

Hideo

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

Lucy

I think so.

Hideo

I see….I understand.

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

Lucy

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?

Lucy

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!

Lucy

Hahahaha…...

Hideo

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

Lucy

Yes, you are right.

Hideo

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

Lucy

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.

Lucy

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?

Lucy

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....

Lucy

Yes, I think so.

Hideo

I see….

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

Could you tell me please?

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

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…

Lucy

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?

Lucy

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?

Lucy

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…

Lucy

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?

Lucy

Yes.

Hideo

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

Lucy

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……

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

I became less tense in front of people.

Hideo

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

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

Yes.

Hideo

You enjoyed the planning, is that right?

Lucy

Yes, I enjoyed that.

Hideo

I see…..

What do you like least about being a peer supporter?

Lucy

Nothing.

Hideo

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

Lucy

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…….

Lucy

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?

Lucy

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?

Lucy

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

Hideo

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

How about peer relationships?

Lucy

No, no problem at all in peer relationships.

Hideo

How about mentally?

Lucy

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…

Lucy

No, not yet…..

Hideo

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

For example, you wanted to escape from the difficulty…

Lucy

I did not feel to escape from it at all.

Hideo

So, do you want to challenge the difficulty?

Lucy

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?

Lucy

I already felt that way before joining the peer support.

Hideo

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

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

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

Hideo

I see……

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

Yes.

Hideo

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

Lucy

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?

Lucy

Hummmm…..I just contact them positively.

Hideo

Positively?

Lucy

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…..

Lucy

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?

Lucy

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?

Lucy

No, I do not feel blue not so often.

Hideo

I see…I understand.

Errr…How helpful is supervision?

Give me an example.

Lucy

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?
Lucy

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?

Lucy

Yes, I am.

Hideo

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

Lucy

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?

Lucy

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?

Lucy

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

But other pupils (peer supporters) 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…..

Lucy

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?

Lucy

I want to have the school summits.

Hideo

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

Lucy

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?

Lucy

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?

Lucy

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

Hideo

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

Lucy

Also I would like to exchange letters with English pupils.

Hideo

Aha…why?

Lucy

I enjoy writing letters.

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

Hideo

Wow…….

Lucy

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?

Lucy

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?

Lucy

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?

Lucy

Yes, sure!

Definitely they can do it.

Hideo

Why do you think so?

Lucy

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?

Lucy

Yes.

Hideo

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

Lucy

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?

Lucy;

Ummmmm…no, I do not have….

Hideo;

I understand.

Thank you very much.