Designing and implementing a bespoke mentoring programme for applied psychologists in an NHS Trust: The 5-stars mentoring model

During the early stages of the COVID‐19 pandemic, hospitals in London, the UK epicentre, reported an unusually high number of people presenting with COVID‐19 disease developing diabetic ketoacidosis, hyperosmolar hyperglycaemic state, or a combination of both. Very high doses of insulin were often needed to manage the hyperglycaemia. It has been proposed that these metabolic disturbances may result from severe insulin resistance combined with decreased insulin secretion due to beta cell dysfunction.

Friendship, and wider peer relationships, contribute to young people's sense of safety and wellbeing (Blakemore, 2018; Cossar et al., 2013; Foshee et al., 2014; Roesch-Marsh & Emond, 2021). Moreover, during adolescence the significance and influence of young people's peer relationships have been found to intensify in many countries around the world (Blakemore, 2018; Coleman, 2011). Nevertheless, recognising this has failed to ensure that child protection or wider safeguarding systems and interventions take account of young people's friendships or wider peer relationships when supporting those affected by violence and abuse. On the contrary there is evidence that many social work responses disregard peers, while centring family relationships, in their efforts to safeguard young people (Bracewell et al., 2020; Firmin, 2019, 2020; Johnson, 2017; Rogowski, 2012). Such an absence is notable given the role of friendship, and wider peer relationships, in young people's exposure to risk as well as protection. Multiple studies have found that young people are more, or as likely, to disclose concerns about abuse to their peers than their parents or other adults (Allnock & Atkinson, 2019; Barter, 2018; Brennan & McElvaney, 2020; Cossar et al., 2013). More broadly, positive attitudes can be reinforced through peer relationships. Peer influence can support pro-social behaviours and beliefs, such as healthy living (e.g. healthy eating and avoiding drugs and alcohol), equality, anti-discrimination and ambition (Laursen, 2018; Veenstra et al., 2018). In recognition of this, prevention programmes aimed at reducing rates of bullying, intimate partner violence and sexual harassment in schools have commonly sought to create opportunities for ‘bystander’ interventions, peer mentoring and buddying schemes, in which supportive and protective peer cultures are utilised and nurtured (Banyard et al., 2020; Foshee et al., 2014). Peer relationships also provide wider opportunities and contexts for pro-social activities and skill-building (Ramey et al., 2018; Veenstra et al., 2018). However, as already identified, peers can also be a source of harm. These harms can be perpetrated on and offline and can include a wide range of activities such as bullying, criminal and sexual exploitation and physical and sexual abuse. Peer victimisation is reported to be global problem impacting the welfare of significant numbers of young people around the world (UNICEF, 2019, 2020). In the year ending March 2018 the crime survey for England and Wales estimated that 4.4 per cent of children aged 10 to 15 years (423,000) had been a victim of violent crime in the previous 12 months (Office for National Statistics, 2018). For young people who participated in the survey, 92 per cent knew the person who had instigated violence against them. In 86 per cent of cases, they attended school together, and for 13 per cent, the instigator was identified as a friend (including boyfriend or girlfriend). In this special issue we present papers from Australia, China, Europe, Ghana and North America, which consider the role(s) of friendships and wider peer relationships. Despite their geographical spread, this body of work features numerous shared messages about the opportunities and challenges that come with considering peers in both informal and formal protective responses to young people in need of support and/or protection. They also point to the definitional, methodological, policy and practice gaps that warrant attention, for friendships and peer relationships to be sufficiently considered within child protection and wider safeguarding systems. The papers in this special issue consider the role of both friendship, and wider peer support networks and relationships, in safeguarding young people. The terms friend and peer have distinct but interrelated meanings which have implications for research and practice (Roesch-Marsh & Emond, 2021). Most of the papers contained in this issue illustrate that the different meanings these terms hold for young people and practitioners matter. For example, in Cudjoe et al.'s (2022) paper, young people from Ghana spoke about friends as important people who you have fun with but not necessarily someone to share difficulties with, such as dealing with parental mental health. The voluntary and informal nature of friendship means that young people are often left to deal with these issues alone. As authors Warrington et al. (2023) from the United Kingdom found in their exploration of friendship and peer support following sexual abuse, the support of friends can be vital for some but the sensitivity and understanding of friends can be variable and unreliable. In contrast, Cody et al. (2022) focused on structured peer support for young survivors of sexual violence across Europe and North America, defining peer support as ‘support provided by those with similar experiences’. This formalised peer support system was viewed as an additional or alternative support provision to that of informal friendship networks and ensured that peer supporters receive appropriate training and help. The unique nature of support from friends was described variably but primarily presented as something with potential to feel less emotionally charged, pressured or judgemental. Children commonly think that once their peers get to know about their parent's mental illness, they may cease to enjoy activities together. Therefore, it is important to keep silent about their parents' mental illness when around their peers to continue enjoying relationships with them. Likewise, in studies from the United Kingdom, Daw et al. (2022) identified that young people can feel ‘helpless’ and ‘fearful’ when their friends seek support around domestic abuse, and Warrington et al. found that precarious peer cultures were not always suitable for providing support in the aftermath of sexual violence. The challenges associated with accessing support through informal friendships appeared to be mitigated, at least to some extent, in more formal peer support structures. A study across Europe and North America found that shared peer experiences of sexual violence created a context conducive with peer support groups. Having shared experiences facilitated peer support that was relatable, credible and translatable, where young people were not judged (or fearful of judgement) when turning to peers for support. Similarly, in Ghana it was recommended that young people who shared a traumatic experience could be better placed to support one another and be less likely to bullying or judge. A third type of peer relationship was explored by Zhu (2023) in China. In this scenario, young people were not supported through existing friendships or organised around a shared experience of harm/abuse, but within schools through peer mentoring systems. In this form of peer support, younger pupils are matched with older young people who can then support them with the aim of reducing school bullying. However, the author notes that these hierarchical peer relationships might themselves feature power imbalances, with an age gap introducing the potential for exploitation and bullying. Reflecting other conclusions in this special issue, they point to the importance of education and practical support for young people who are positioned as mechanisms for peer support (be that formal or informal) to ensure that these relationships do not feel burdensome to the young people providing the support and that any help they offer is protective. Clear definitions are therefore crucial. Peer support through existing friendships, shared interest or experience groups or through a shared context all present unique challenges and opportunities, and consequently, the type of relationship being studied requires careful consideration. The best thing that I did was to be there for her [friend]. Not try and pressure her into breaking up with him, because that's, kind of, being just as bad as him, but, like, to just be emotionally there for her and make sure you're there to comfort her whenever she's down. (Young person 13–16) At first glance such a request appears relatively feasible. However, the collection of arguments made across this special issue highlight a range of considerations that would need to be addressed before this request can be met. The articles in this issue suggest that a non-judgemental approach is most reliable when coming from formal peer support structures, rather than informal friendship networks. The fear of shame, or being misunderstood, was mitigated either through shared experiences within the formal peer relationships in question, or through formal training and advice or professional support structures that equipped peers to be understanding and supportive. When the survivor [peer mentor] goes out and meets them, and they're able to see that their story is similar to theirs, and that they have been able to triumph in their own ways, it really creates the sense of hope for them. (Professional respondent 1, Organisation A) Cody et al. stress, however, that supporting and training these peer mentors requires time and resources and is not a cheap alternative to professional support. While acknowledging the unique value of formal peer support, articles in this issue also show that some young people seem to highly value the informality that came with support from friends. Moreover, various authors noted that support from friends was important due to their temporal proximity to young people during adolescence. Young people are with friends during the day at school, and in various out-of-school settings, creating numerous opportunities for support (Zhu, 2023). Such support included being a point of disclosure, providing comfort or emotional support, or acting as a conduit to professional support (Warrington et al.). However, for young people to provide this type and level of support, they require practical advice from adults; and to an extent, this again introduced a level of formality. Taken collectively, the contributions in this special issue suggest a balance needs to be struck and that both formal and informal pathways of support (likely across a continuum) are required. However, none of the contributions were able to clearly articulate what such a continuum might entail, as each focused on a single element. Nevertheless, this provides an important starting point to consider how this continuum might be conceptualised and provides a basis to understand how a young person's peer support needs might best be met. Recommendations to introduce elements of formality into friendship-support mechanisms largely stems from the identified challenges of integrating peer relationships into child protection and wider safeguarding practices. Young people reported concerns about how to maintain friendships while they were also experiencing safeguarding issues (Daw et al.). Seeking support from friends could result in bullying or isolation, when young people failed to understand how to support each other or judged friends negatively due to what they had experienced (Cudjoe et al., 2022). Friendships during adolescence are also dynamic, changing frequently, and with this comes a level of precarity. Reaching out to people who may not remain your friends over an extended period of time could be perceived as a risky endeavour. Consequently, young people surveyed in Australia stated that they were most likely to disclose abuse to their mother (about concerning behaviour of an adult, 68.7 per cent; or a peer, 63.1 per cent) followed by a friend (64.4 per cent; 57.9 per cent) (Russell & Higgins, 2023). Thus, family relationships remain very important and we should not assume that peers are always the first choice, or indeed best placed, to respond to young people who require support. Finally, there is a risk that some young people will feel (or be) burdened when supporting their friends or peers. Authors noted a need to mitigate any ‘responsibilisation’ that might be an unintended consequence of providing young people with the skills and formal space to support each other with experiences of abuse (Daw et al., 2022). For example, when young people were asked about the possibility of being approached by friends who were experiencing domestic abuse, they reported being concerned that they would feel fearful and helpless. All young people require a certain level of practical advice about the nature of abuse (in all its forms), how it impacts young people and what they can do if a friend approaches them for help. Such advice should not suggest that it is the young person's responsibility to prevent or disrupt harm; but instead ensure they are equipped to respond effectively if situations arise where their friends need support, including where they could go to seek more formal assistance. All the above challenges appeared particularly pronounced in situations of informal peer support, particularly support within existing friendships. Formal peer support structures, particularly for young people who had experienced issues such as sexual abuse, were designed to ensure young people were assisted to support each other and involved young people who all had similar experiences of abuse and therefore reduced the risk of being judged or misunderstood. The stories told in this special issue suggest not only that young people's friendships and peer relationships could play a role in safeguarding responses – but that they already do through both informal and formal routes. Nonetheless, far more work is required to understand the dynamics of this support and the best ways to maximise its potential and minimise its risks. There are methodological challenges and shortfalls with work completed to date. For the most part, researchers rely on gatekeeping organisations to speak to young people about their experiences of peer or friendship-based support and access to such organisations varies. In most countries featured in this special issue, the roles of peers have not been fully considered in practice or policy development, as the forms of peer support identified sit beyond formal response systems. Arguably, greater recognition by, and integration into, wider organisational responses to violence and abuse would provide the practical mechanisms required to safely maximise the potential for peer support. While the papers in this special issue draw upon experiences from a number of countries there remain gaps that warrant attention. First, it appears that gender may impact on the accessibility and availability of support from peers and friends. For example, girls and young women surveyed in Australia were more likely to seek support from peers than boys and young men (Russell & Higgins, 2023). Do we understand these gender differences, and are they reflected for various forms of harm and in different countries? More broadly, an intersectional account of friendship and peer support in safeguarding is required. How do the opportunities and concerns raised in this editorial vary in terms of ethnicity, sexuality, ability and so on? Moreover, what avenues of support do online peer relationships, through for example social media platforms, provide for support and how and in what ways do these online peer dynamics reflect or differ from those factors outlined in the current papers and for whom? The papers in this special issue provide a foundation for raising these important questions, although further research is required to answer them and of course this requires research funding bodies to recognise this as a central aspect of safeguarding for young people. We would like to thank all the authors who contributed to this special issue. We believe it brings together a wealth of knowledge but also raises challenging questions for both practice and policy development on how we can best support young people who are at risk of or are currently experiencing harm. In terms of this special issue two key considerations are established—and we hope that these are taken into account in the design of future research. First, that definitions matter. Work is required to explore support via various peer relationships; pre-existing friendships, specialist peer support groups and temporally or physically proximal support structures (in schools for example); and clarity is needed as to what type of peer relationships are under study on each occasion. Secondly, developing a continuum of formal and informal support to characterise the ways that peer relationships/friendships can be integrated into safeguarding practice/policy might also provide a route for clarifying the types of interventions under study and their implications for service development. Formal peer support structures, that exist outside of young people's established friendships, offer specific benefits and require specific scaffolding; these requirements are different for informal support via pre-existing friendship. Questions might also be asked about what happens in the middle, where friendships form within formalised circles of support; friendships that may persist beyond a peer support intervention. Like my best friend … He's always there day and night. I can ring him at three o'clock in the morning and he'll answer the phone … He's very understanding, and he seems to say the right stuff. (Interview 6, male, 21 years)

Demand for imaging continues to rise, placing significant challenges on an already-stretched radiography workforce. Enhancing the capability and capacity of the Support Worker and Assistant Practitioner (SWAP) workforce is a potential solution, yet little evidence exists about their deployment. This study explored imaging department stakeholder perceptions in NHS institutions across England regarding SWAP roles and responsibilities, their contribution to service provision, and potential for career progression. This qualitative study is the final phase of a multi-stage explanatory mixed methods study investigating the utilisation of the imaging SWAP workforce. A case study approach included semi-structured interviews (service/modality leads) and focus groups (SWAPs) across nine NHS Trusts. Sampling was evidence-based and purposive, aiming for representative diversity in SWAP utilisation levels, geographical spread and department size. Thematic analysis was conducted within and across cases. The SWAP workforce was consistently recognised as crucial for maintaining operational efficiency and enhancing patient care. Four overarching themes emerged: (1) operational efficiency and service impact, where SWAPs were critical in optimising workflows; (2) roles and responsibilities, recognising both role clarity and ambiguity leading to role strain; (3) career progression, support, and training, highlighting opportunities yet significant barriers to advancement; and (4) workforce dynamics and job satisfaction, where high job satisfaction contrasted with challenges in role stability and professional recognition. SWAPs significantly enhance imaging service delivery. Despite their substantial contributions, SWAPs face challenges in role clarity and career progression that can impact on inherently high job satisfaction. A high level of variation in SWAP deployment is confirmed; a structured framework is required to guide implementation of effective deployment models. Moving from SWAP rotational models to static modality deployment may enhance consistency, team dynamics and job satisfaction.

BackgroundPeer workers are individuals who draw on their personal experiences in a professional capacity to support clients. Existing research on the role of peer workers in mental health, homelessness, and substance use services has primarily focused on their impact on client outcomes. This paper describes the development of peer workers as they transition into, through, and beyond this role. Utilising data from the Supporting Harm Reduction through Peer Support (SHARPS) study, where Peer Navigators supported people experiencing homelessness and substance use challenges, this paper explores the sense-making involved in an intensive peer support worker role, adaptation to organisational culture, and engagement with opportunities for professional advancement.MethodsSemi-structured interviews with three Peer Navigators were conducted by two SHARPS study researchers at four time points in 2018 and 2019 corresponding with the beginning, middle, and end of the intervention. These data were analysed along with entries from the three Peer Navigators’ reflective diaries. Analysis followed a multi-stage approach to thematic analysis utilising both inductive and deductive processes. The Peer Navigators’ personal reflections have also been incorporated into the recommendations.ResultsThe foundational training provided to the Peer Navigators before taking up their role helped to ensure readiness and build confidence. This training illuminated the dynamics of supporting individuals with complex health and social challenges. Integrating into diverse organisational environments, the Peer Navigators adapted to new professional expectations and consistently advocated for harm reduction and psychologically informed approaches, sometimes encountering resistance from other professionals. Establishing effective relationships with participants and professionals was essential and involved dealing with challenges such as overcoming personal biases and navigating systemic obstacles. the Peer Navigators benefitted from the specially designed training to support career progress with personal and professional development opportunities which enabled successful transitions beyond the SHARPS study.ConclusionsPre-work training, coupled with support and adherence to key principles, enabled the Peer Navigators to integrate effectively into diverse organisations. Quality relationships were vital in achieving client outcomes and supporting the professional growth of the Peer Navigators. These findings are important for services employing peer workers and underscore the importance of a commitment to training and continuing professional development.

This paper presents one aspect of a 5-year multicentre action research study to develop an accreditation process for clinical nursing expertise. Part of the process consisted of the exploration, critique and refinement of qualitative 360-degree feedback as a tool for peer review. Three hundred and sixty-degree feedback is widely used as a personal and professional development strategy. This part of the overall study challenged assumptions about the necessity for anonymity and structured questionnaires to collect data. The study involved 32 experienced clinical nurses drawn from a range of clinical settings supported by 'critical companions' (colleagues from clinical practice, education, management and research, recruited to provide supervision and support). Study participants, facilitated by the project team (the authors), engaged in critiquing and refining 360-degree feedback as a process to help them examine and develop their practice. On the basis of our findings this approach to gathering 360-degree feedback facilitates the collection of evidence that aids professional development. There are indications that it may also contribute to improved working relationships.

To examine the mediating role of professional identity in the relationship between psychological empowerment and job satisfaction among nurses. Nurses play a fundamental role in patient care while fulfilling professional responsibilities, and their psychological empowerment may influence both professional identity and job satisfaction. This analytical cross-sectional study was conducted with a sample of 237 nurses selected from a population of 600 nurses working at a university hospital between February and May 2025. In the analysis of the data, Pearson correlation analysis and simple linear regression analysis were used. To test the mediating effect, Hayes' Process Macro (Model 4) with 5000 bootstrap resamples and a 95% confidence interval was employed. Psychological empowerment accounted for 19.2% of the variance in job satisfaction and 29% in professional identity. Professional identity explained 37.4% of the variance in job satisfaction, while the combination of psychological empowerment and professional identity explained 39.4%. Furthermore, professional identity significantly mediated the relationship between psychological empowerment and job satisfaction, with an effect coefficient of 0.286 (95% CI [0.203, 0.371]), as supported by bootstrapping results, indicating a meaningful mediation effect. These results suggest that enhancing nurses' psychological empowerment can strengthen their professional identity, thereby improving job satisfaction. The study demonstrated that professional identity mediated the relationship between psychological empowerment and job satisfaction among nurses. Strengthening nurses' psychological empowerment may enhance professional identity, which in turn leads to increased job satisfaction. Enhancing nurses' psychological empowerment may strengthen their professional identity and increase job satisfaction. Nurse managers should develop strategies to promote psychological empowerment and professional identity to improve nurses' job satisfaction.

A total of ten NHS trusts have now pulled out of a consortium set up to introduce regional pay, terms and conditions for staff in the south west. Since unions and employers agreed an overhaul of Agenda for Change in February, which includes the introduction of performance-related incremental pay rises, five trusts have withdrawn from the south west pay, terms and conditions consortium. The latest to pull out are the North Bristol NHS Trust, Devon Partnership NHS Trust, University Hospitals Bristol NHS Foundation Trust, Weston Area Health NHS Trust, and Royal United Hospital Bath NHS Trust. They follow five other consortium members who previously withdrew – Northern Devon Healthcare NHS Trust, Yeovil District Hospital NHS Foundation Trust, Dorset County Hospital NHS Foundation Trust, Dorset Healthcare University NHS Foundation Trust and Royal Bournemouth and Christchurch Hospitals NHS Foundation Trust. The cartel, set up in June 2012, had been examining ways of saving money that included cutting nurses’ annual and maternity leave, and limiting sick pay and redundancy rights. Trusts that joined the consortium paid £10,000 each for consultants to draw up money saving options. The remaining six consortium members will make a final decision about whether to abandon the ‘cartel’ and stick with nationally agreed terms

This empirical study investigates secondary science teachers’ perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students’ learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers’ reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers’ epistemological beliefs and their actual classroom practice. Indeed, science teachers’ perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers’ professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers’ struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher’s professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers’ professional development programs in East Asian cultures.

Background: While formalised mental health peer support is on the increase, there continues to be a lack of consensus regarding the peer supporter role. Aim: The aim was to develop consensus on the essential components, personal costs, personal benefits, barriers and facilitators involved in providing mental health peer support. Methods: The Delphi method was used. In the first round, an exhaustive list of statements pertaining to peer support was generated from literature review and consultation with experienced peer supporters. In the second round, 147 UK peer supporters rated statements online or via post, and completed a questionnaire about experiences of providing peer support. Criteria for consensus were applied. Where there was uncertainty, statements were re-rated. Descriptive statistics and group comparisons were calculated. The final statements were grouped thematically. Results: Consensus was reached on statements pertaining to essential components ( n = 67), personal benefits ( n = 21), barriers ( n = 1) and facilitators ( n = 35). Formal peer support involves many skills and competencies. Most participants agreed that a wide range of personal benefits come with the role. Organisations may facilitate peer support through their values, actions and oversight. Approximately half of the sample worked in public services and were more likely to have concerns regarding pay and career progression. Conclusion and Implications for Practice: Results define the peer supporter role and add to the knowledge base about optimal conditions for it to thrive. Recommendations are made regarding role development and career progression, and future research to better understand personal costs and benefits.

The purpose of this study was to examine the perceptions of graduate nursing students and a small sample of faculty regarding learning outcomes associated with reflective learning journals (RLJ) in online education. Reflective journaling is used extensively in nursing curricula, yet few studies have explored perceptions of learning outcomes with online students, specifically those preparing to become nurse educators.An electronic survey was developed utilizing items associated with four learning outcomes of reflective journaling: professional development, personal growth, empowerment, and facilitation of the learning process. Positive outcomes such as the connection between theory and practice, recognition of strengths and weaknesses, and integration of new ideas and concepts were identified. Obstacles included the amount of time needed for reflection and grading, and the development of trust between students and faculty. The results of this study indicate that graduate students and faculty perceive positive learning outcomes with the use of reflective journals in online education.

In the study reported on here the reflective journals of student teachers enrolled for the Postgraduate Certificate in Education (PGCE) were explored to determine what new learning they had acquired during their teaching practice. Reflection is a process of reviewing an experience of practice to analyse it for improvement. In this way, reflective journals could be viewed as a tool that moulds and harnesses the professional development of student teachers. Critical emancipatory research was adopted to reflect on student teachers’ journaling as an important assessment tool to be used to empower students with pedagogical content to convey knowledge to learners. In the study we purposively sampled a selected group of 10 PGCE students’ reflective journals. We found that students’ reflective journals are important tools that shape student teachers’ professional identities during teaching practice. Furthermore, we found that student teachers’ journaling is an emancipatory platform that allows students teachers to think independently and innovatively to free their thoughts on real teaching and learning situations. We recommend that teacher training institutions should emphasise the importance of journaling in teacher training programmes with a focus on critical thinking and problem-solving innovation.

PurposeThe purpose of this study is to explore the role of professional and leader identity and the maintenance of identity, through identity work as IT professionals transitioned to a permanent hybrid role. This study therefore contributes to the under-researched area of permanent transition to a hybrid role in the context of IT, where there is a requirement to enact both the professional and leader roles together.Design/methodology/approachThe study utilised a longitudinal design and two qualitative methods (interviews and reflective diaries) to gather data from 17 IT professionals transitioning to hybrid roles.FindingsThe study findings reveal that IT professionals engage in an ongoing process of reconciliation of professional and leader identity as they transition to a permanent hybrid role, and they construct hybrid professional–leader identities while continuing to value their professional identity. They experience professional–leader identity conflict resulting from reluctance to reconcile both professional and leader identities. They used both integration and differentiation identity work tactics to ameliorate these tensions.Originality/valueThe longitudinal study design, the qualitative approaches used and the unique context of the participants provide a dynamic and deep understanding of the challenges involved in performing hybrid roles in the context of IT.

This study aimed to assess the impact of humanistic teaching approaches on students' English language performance and identify the most effective strategies for fostering a supportive and engaging learning environment. Conducted at Al Khaleej Institute in Riyadh, the research involved 15 female students aged 15 to 17, utilizing a quasi-experimental method. Data collection tools included observations, interviews, focus groups, and reflective journals, providing a comprehensive understanding of students' experiences with humanistic teaching. The findings revealed that humanistic approaches significantly improved students' motivation, engagement, and confidence in using English. Among the most effective strategies were cooperative learning, which fostered collaboration and peer support, and reflective journals, which encouraged self-expression and personal reflection, enabling students to track their progress and emotional growth. Additionally, personalized feedback from researcher proved essential in creating a positive, supportive environment, as students felt valued and heard. These strategies shifted the focus from traditional rote learning to a more holistic educational experience, where students were encouraged to take ownership of their learning and explore English in meaningful, real-world contexts. Students reported that the humanistic approach allowed them to feel comfortable and supported, reducing anxiety and fostering a sense of belonging. This positive emotional environment contributed to higher levels of participation and engagement, further strengthening their language skills and personal development. In conclusion, the study highlights the value of integrating humanistic teaching approaches into English language education. Not only did these strategies enhance language proficiency, but they also nurtured students' emotional well-being and personal growth. Future research should continue exploring humanistic methods across different educational settings to further understand their potential for transforming the learning experience and addressing both cognitive and emotional needs.

To undertake an evaluation of elements of the role of the child health nurse in the development of peer support for Aboriginal families with young children in a remote setting. The Halls Creek Community Families Program uses expertise of peer support workers to support parents of young families. In stage one, participatory action research was used. The program facilitator, who was a child health nurse, undertook action learning sets where issues were explored relating to home visiting strategies to families. Additionally, the facilitator maintained a reflective practice diary. Outcomes contributed to stage two, where an independent researcher evaluated program changes.This report relates to stage one, which used descriptive qualitative data from interviews with peer support workers and community support agencies, and the facilitator's reflective diary. Data were analysed by thematic analysis, focusing on elements of the role of the facilitator in program development. A remote Aboriginal community in the Kimberley region of Western Australia. Eight peer support workers and five health and welfare professionals from community support agencies. This study measures changes in participants' understanding of the role and scope of practice of the child health nurse facilitator, thereby supporting improved support for Aboriginal families with young children. Thematic analysis identified three major changes in understanding the child health nurse facilitator role: working in partnership, communication strategies and education and organisational strategies. Findings suggest empowering benefits for Aboriginal peer support workers from the facilitating role of the child health nurse.

Transformational learning experiences for counselor training can be described as experiential activities that facilitate the ability to express feelings and meanings related to life issues. The authors investigated the impact of a 2-day seminar using transformational learning experiences on the personal and professional identity development of counselors-in-training. Quantitative results indicate that participants' self-reported professional performance scores were not significantly different following the training. However, in the qualitative inquiry, participants noted that through the transformational learning experiences, they became aware of past and present challenges, the need for change, the impact of processing within a group, and the application of transformational activities in clinical practices. Such findings indicate how transformational learning experiences-particularly through the use of reflective journaling-might influence personal identity development among counselors-in-training.Keywords: personal identity development, professional identity development, transformational learning, counselor-in-trainingThe promotion of professionalism is a significant component of counselor training and is recognized by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as a core curriculum requirement for graduate counseling programs (CACREP, 2009). Professionalism includes knowledge and understanding of professional organizations, legal and ethical standards, the role of counselors, professional competencies, and personal and professional growth. Development in this area includes both personal and professional growth and is often referred to as counselor development (Gazzola & Theriault, 2007; Rabinor, 2004; Skovholt & Ronnestad, 1996; Thompson, 2004) or counselor professional identity (Auxier, Hughes, & Kline, 2003; Cashwell, Kleist, & Scofield, 2009; Nugent & Jones, 2009; O'Bryne & Rosenberg, 1998; Reisetter et al, 2004).Independently, professional development encompasses the acquisition of skills and knowledge, and is concerned with the doing needs (Donati & Watts, 2005, p. 476), and personal development includes the needs (p. 476), like authenticity, interpersonal engagement, intimacy and self-evaluation. As dependent concepts, one can imagine the significance each has for counselor identity. A counselor lacking skills and knowledge will function quite differently than a skilled practitioner with years of experience and knowledge. Concurrently, counselors must attend to their own form of personal development (Skovholt & Ronnestad, 1996). Wilkins (1997) went so far as to suggest that personal development embraces everything else that facilitates being a practicing counselor. For example, personal development might include ways in which the counselor maintains a balanced lifestyle, or ways the counselor manages the stress brought on by difficult clients. A counselor lacking in personal well-being might not be considered fit to practice.Many counselors view counselor identity development as a process (Auxier et al, 2003; Brott & Myers, 1999) that results in congruency between personal and professional worldviews (Reisetter et al., 2004), or consider it an equal combination of professional (e.g., roles, decisions, ethics) and personal selves (e.g., values, morals, perceptions; Auxier et al, 2003). This view suggests that personal and professional development are not mutually exclusive and are just as much interrelated as dependent concepts.Research on counselor professional identity development has examined areas such as personal or professional fit (Woodside, Oberman, Cole, & Carruth, 2007), critical incidents experienced by counselorsin-training (CITs; Howard, Inman, & Altman, 2006), career concerns of CITs (Busacca & Wester, 2006), evaluation of personal and professional development (Donati & Watt, 2005; Hensley, Smith, & Thompson, 2003; Lamadue & Duffey, 1999), and ways for counselor educators to address problematic behavior of trainees (Bhat, 2005; Gaubatz & Vera, 2002; McAdams & Foster, 2007; McAdams, Foster, & Ward, 2007). …