The module under consideration was centered around the fundamental principle of peer support, namely mutuality. Throughout the training session, a profound understanding of the significance of mutuality, as well as reciprocity (which will be addressed in the subsequent chapter), was realized. Consequently, there was a strong inclination to internalize this concept as a cornerstone for future endeavors in the field of peer support.
Prior to commencing the module, minimal preparation had been undertaken, and there was no prior review of the upcoming module’s content or contemplation of a wellness plan. Consequently, the subject matter, particularly the definition of mutuality, was approached with fresh eyes. The lead tutor introduced the concept of mutuality, after which trainees were divided into small groups to discuss their personal perspectives on the matter. The collective definition that emerged highlighted mutuality as a relational paradigm wherein both parties construct rapport and common ground by leveraging their shared experiences and knowledge. This occurs on a footing of equality, without any hierarchical power dynamics. As a proactive group member, the responsibility was assumed to ensure adherence to the lead tutor’s instructions and that every group member had the opportunity to contribute. The leadership role was adopted to ascertain that the group was in alignment with the tutor’s expectations and that representation was arranged for the group’s findings. In the capacity of a peer support worker, meticulous preparation for future training modules was recognized as imperative. This preparation would grant a head start on training days and facilitate a comprehensive understanding of the subject matter, subsequently reinforcing this knowledge through interactions with trainers and fellow trainees.
The acquired knowledge of mutuality underscored its vital role in the realm of peer support. Service users stand to gain significantly from having an individual with whom they can candidly converse about their thoughts and feelings concerning their situation. The absence of judgment and the perception that they are conversing with someone who shares their experiences and is on an equal footing can be immensely beneficial. Experiences relevant to mutuality span a wide spectrum, not limited to mental health challenges but extending to educational experiences, physical challenges, and the impact of sports injuries on mood and outlook on life. As a peer support worker, such shared experiences may elicit both positive and negative consequences. On a positive note, reflecting on one’s personal experiences can serve as a therapeutic mechanism, enabling one to revisit these experiences from a position of recovery and utilize them to aid others. Conversely, the reencounter with negative experiences may potentially serve as triggers. Hence, it is crucial for a peer support worker to be mindful of potential triggers and employ appropriate coping strategies.
Anxiety was palpable among the trainees when the prospect of engaging in a role-playing exercise was introduced. The exercise revolved around discussing personal definitions and experiences related to recovery. The primary objective of the activity was to assess participants’ communication skills, a facet to be elaborated upon in the subsequent paragraph. Within this context, the discussion of recovery within the group was intriguing. Common themes that emerged included the indispensability of maintaining a structured routine for personal recovery, encompassing facets such as sleep and daily responsibilities. Additionally, a personal contribution was made regarding the significance of incremental growth in the recovery journey. Shifting from a fixed mindset to one that appreciates small victories and daily growth was identified as pivotal for achieving and maintaining a contented and healthy state. As a peer supporter, knowledge of the commonalities in people’s recovery experiences is essential. This knowledge allows for the suggestion of appropriate strategies to others and fosters an understanding that each individual’s path to recovery is unique. Guidance can be offered to steer them in the right direction in defining their own recovery path.
The role-play exercise involved designating group members into the roles of speaker, listener, and observer, with the aim of assessing their ability to communicate effectively and to employ active and participatory listening skills. In this particular scenario, the role assumed was that of the listener. This role was executed with confidence due to personal curiosity about others and prior work experience as a peer mentor. The imperative was placed on affording the speaker the freedom to articulate their thoughts, while retaining and paraphrasing key points for discussion. The conversation unfolded organically and smoothly, and although the speaker initially felt that they were forcibly leading the conversation, they soon recognized the natural flow of the dialogue. The observer’s feedback corroborated the effective execution of listening skills, particularly through nods signifying comprehension and paraphrasing that demonstrated a genuine and attentive listening attitude. As a prospective peer supporter, it is expected that listening skills will be a crucial component of the role, fostering rapport with those who require support. Hence, it is vital to internalize the lessons derived from the training module, emphasizing the components of effective listening. By honing this skill, conversations can be directed effectively, conveying a genuine dedication to listening, which, in turn, augments the potential for positive recovery outcomes. The utilization of an improved listening checklist is a strategy adopted to facilitate consistent and deep listening.
The experience of the module was characterized by a notable influx of information, which at times felt overwhelming, particularly in light of a prolonged absence from both work and academic settings. The feeling of being somewhat behind was exacerbated by the submission of a prior week’s reflection at the commencement of the day. Additionally, the preparatory work had not been undertaken, and a wellness plan was still lacking. The academic content of the day spanned across two modules and encompassed the generation of reflections for forthcoming weeks. To manage the situation effectively, a strategy was deployed, entailing the breakdown of the workload into smaller, manageable tasks. These tasks were further subdivided, allowing for completion over the course of the week, thus obviating the need to contend with an excessive workload in a single sitting. This strategic approach was deemed effective in minimising stress associated with an overwhelming workload, making the challenge appear more manageable. In the role of a peer support worker, this strategy will be advantageous in navigating the workload and ensuring the completion of tasks through the adoption of an incremental and manageable approach.
In summation, mutuality emerged as a fundamental and central concept in the realm of peer support. As such, it is imperative to incorporate this concept into the professional framework. Furthermore, there exists a commitment to the development of listening skills and efficient workload management, attributes essential for future success in the role of a peer supporter.