Embarking on a new training programme in peer support, the reflective process plays a pivotal role in the curriculum. After each module, a reflective piece is required, serving as a means to revisit module content, articulate personal thoughts, and envisage future improvements. Given my natural inclination towards writing and crafting reflections, I deemed it beneficial to share some of these reflections, potentially assisting individuals with an interest in peer support training, peer support work, or a broader curiosity about mental health services.
The initial module of the training programme served as an orientation to its content and introduced the team responsible for facilitating the course, including the lead tutor and associate tutor. The primary objectives of this inaugural module included familiarising trainees with the training team, fostering an understanding of peer support and recovery, acquainting participants with the check-in and check-out process, and culminating in the establishment of a Let’s Be agreement.
Regarding my experience of the day, I entered the virtual meeting with a sense of optimism. This optimism stemmed from the provision of a meticulously structured and informative handbook, as well as an overview of the team leader’s extensive professional background, encapsulating the content to be covered throughout the training. Furthermore, I had conscientiously reviewed the recommended viewing materials presented by Rachel Perkins on Recovery and Julie Repper on peer support, which had substantively oriented the course. Hence, based on the comprehensive materials and context presented, I harbored the expectation of working with a highly competent staff and participating in a learning environment marked by excellence in peer support work.
The training session was thoughtfully organized into cohorts, beginning with an overview of the course for the larger group and subsequently segregating trainees into smaller cohorts for in-depth discussions. This approach fostered a sense of comfort, as it allowed me to anticipate that within the larger cohort, bonds would be forged as training progressed. This, in turn, would enhance communication and mutual support for our learning endeavors. The check-in and check-out process was comprehensively understood, as it facilitated the expression of one’s emotional state at the commencement and conclusion of the training day. This tool served to standardize and clarify trainees’ feelings, allowing both the lead team and fellow trainees to discern and provide support to those experiencing emotional distress. It is worth noting that self-assessment offers a more accurate gauge of internal emotional states compared to relying solely on external cues such as body language and vocal tone.
The cohort collectively deliberated on the components to be incorporated into our Let’s Be agreement, a document representing a consensus among members regarding the principles and guidelines that govern our training program. The concept of the Let’s Be agreement was recognized as a valuable instrument in fostering a comfortable and mutually respectful training environment. Although several ideas and suggestions for the agreement emerged, I was inclined to withhold my recommendations until I had gained a more comprehensive understanding of the training environment through experiential learning. As an evolving agreement, it holds the potential for iterative adjustments based on the evolving needs and preferences of the cohort. The paramount principle of authenticity was underscored as a fundamental agreement, wherein genuine communication and behavior were regarded as central elements of the group dynamic.
In my envisioned role as a peer supporter, the act of sharing personal experiences becomes a cornerstone for aiding individuals in their journey of recovery. The process of reflection assumes a pivotal role in revisiting and comprehending these personal experiences, whether stemming from formal training or one’s lived experience. Notably, I have taken pride in crafting a preliminary memoir of my own mental health challenges. This reflection not only facilitates the identification of patterns that may be of assistance to others but also offers a platform for problem-solving within the context of mental health challenges. It is a practice I am committed to continuing in my career, as it promises to yield maximum insight from my own experiences while also potentially benefiting others.
In summation, the initiation of the training programme was marked by a meticulously orchestrated induction process, fostering a sense of confidence in the competence of the training team. The induction proceeded seamlessly, supported by the efficient coordination of the lead team and technical support. Additionally, the provision of a well-timed break served as an opportunity for relaxation, consolidation of knowledge, and mental preparation for the subsequent phase of the induction. While some initial anxiety was experienced, it was gradually supplanted by a growing sense of comfort and anticipation for the journey ahead.