Experiences of Formal and Informal Peer Supporters at a Japanese University
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| Title: | Experiences of Formal and Informal Peer Supporters at a Japanese University |
|---|---|
| Language: | English |
| Authors: | Yuri Yoshida, Peter Bernick, Sayaka Ogawa, Jun Tayama, Tatsuo Saigo, Yasumi Suzuki |
| Source: | Journal of Postsecondary Education and Disability. 2024 37(1):47-60. |
| Availability: | Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Peer Influence, Social Support Groups, College Students, Students with Disabilities, Student Attitudes, Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder, Program Effectiveness, Student Characteristics, Mentors |
| Geographic Terms: | Japan |
| ISSN: | 2379-7762 2328-3343 |
| Abstract: | Higher education institutions in Japan are increasingly focused on supporting students with developmental disorders, but these individuals still face daunting challenges. Although research has demonstrated the positive effects of peer support on student socialization and academic performance, few studies have examined the perspectives or experiences of peer supporters. In this qualitative study at a medium-sized Japanese national public university, we conducted semi-structured interviews with five students employed by the school to provide formal, structured support, and seven students who provided informal, "natural" support to peers with autism spectrum disorder or attention-deficit/hyperactivity disorder. Results indicate that both groups of supporters perceived difficulties and benefits associated with their respective forms of support, and that higher education institutions need to provide more training and education to enhance supporters' understanding of developmental disorders, as well as supervision for students acting as supporters. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434806 |
| Database: | ERIC |
| Abstract: | Higher education institutions in Japan are increasingly focused on supporting students with developmental disorders, but these individuals still face daunting challenges. Although research has demonstrated the positive effects of peer support on student socialization and academic performance, few studies have examined the perspectives or experiences of peer supporters. In this qualitative study at a medium-sized Japanese national public university, we conducted semi-structured interviews with five students employed by the school to provide formal, structured support, and seven students who provided informal, "natural" support to peers with autism spectrum disorder or attention-deficit/hyperactivity disorder. Results indicate that both groups of supporters perceived difficulties and benefits associated with their respective forms of support, and that higher education institutions need to provide more training and education to enhance supporters' understanding of developmental disorders, as well as supervision for students acting as supporters. |
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| ISSN: | 2379-7762 2328-3343 |
