Part 1 – theoretical background Manual about peer support among young LGBTIQ+ people “peer support can help you find missing pieces of yourself” 1 Part 1 – theoretical background 2 Part 1 – theoretical background Impressum author: Sateenkaari-ikkuna ry - a Finnish LGBTQ+ movement against homelessness, Finland contributor: Ljubljana Pride Association, Slovenia editors: Sari Rantaniemi and Vesna Štefanec executive editor: Simona Muršec, Ljubljana Pride Association, Slovenia designed by Massar Tawfeeq, Ljubljana Pride Association, Slovenia published by Ljubljana Pride Association 2024 This publication is part of the project called “Youth workers alliance for the development and promotion of youth peer support in the area of youth mental health” The publication is free of charge. It is co-funded by European Commission within the Erasmus+ programme. Neither the European Union nor the European Agency for Education and Culture (EACEA) is responsible for the content of this publication. Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 214292739 ISBN 978-961-95416-4-7 (PDF) 3 Contents Introduction 4 Part 1 – Theoretical Background 5 LGBTIQ+ Youth Mental Health 6 Minority Stress and LGBTIQ+ Youth Mental Health 10 Experience-based Knowledge - What Does it Mean? 13 Becoming a Peer Supporter 16 Peer Support for LGBTIQ+ Youth with Refugee and Migrant Backgrounds 21 Part 2 – Practical Experiences From the Project 23 Youth Worker's Experiences of Working with Young Peer Supporters 24 Accessibility of Peer Support Activities 28 Taking Neurodiversity into Account in Peer Support Activities 32 Part 3 – Peer Support Training Programme 35 Appendix 56 References 81 Introduction The aim of the “Youth workers alliance for The good practices of the project have been the development and promotion of youth peer compiled in this manual and are freely available to support in the area of youth mental health” all professionals in the youth field, peer supporters (YAPS) project was to create peer support practices and young people themselves. The manual focuses that will help mitigate the risks of mental health on working with young LGBTIQ+ peer supporters issues in young LGBTIQ+ people. Several studies but also provides perspectives on peer support and the practical experience of youth workers for LGBTIQ+ youth with refugee and migrant show that there is a causal link between mental backgrounds and how to consider neurodiversity health problems and socio-economic problems in peer support activities. among these young people. In addition to project staff, other youth workers The mental health of minority youth is also affected and young peer supporters have been involved by minority stress. Minority stress is one of the in the production of the manual. This manual has reasons why marginalised young people do not three parts. The first part presents a theoretical seek help from the service system but rely on background on the mental health of LGBTIQ+ each other. This kind of informal peer support youth and peer support practices. To the second is important, but it can also be overwhelming part, we collected themes, which emerged from for young people. We see that peer support is the concrete work during the project. The third important for young people and that, in addition, part describes the peer support training we peer support can lower the threshold for young carried out during the project in Slovenia. people to seek help from the service system. It is a concrete tool for youth workers to train Therefore, we focused on developing practices young people to become peer supporters. We that help young people to act as peer supporters hope you find this manual useful. You can use it for each other in a socially sustainable way. in a way that suits you best. 4 Part 1 T – tHhEeOoRrEeTtIiCcAaLl BbAC acKG kgRrO oUuN nDd Part 1 – theoretical background LGBTIQ+ Youth Mental Health Youth mental health has become a growing concern globally, as adolescents and young adults are increasingly exposed to a range of pressures, including academic stress, social media influences, and identity development challenges. The mental health challenges faced by LGBTIQ+ (Lesbian, Gay, Bisexual, Transgender, Intersex, Queer/Questioning, and other sexual and gender minorities) youth are particularly pronounced, reflecting a combination of societal stigmas, discrimination, and unique identity-related stressors. This essay examines the general landscape of youth mental health, with a special emphasis on the LGBTIQ+ community, highlighting specific risks and vulnerabilities that this population faces. The Broader Context of Youth Mental Health Adolescence is a critical period for mental The pressures of modern life, such as academic health development, with the majority of competition, social media influence, and the mental disorders having their onset before the struggle for identity and belonging, contribute to age of 25. According to the World Health the growing prevalence of mental health issues Organization (WHO), one in seven 10-19 year among young people. The rise of social media, olds experiences a mental disorder, accounting while providing platforms for self-expression for 13% of the global burden of disease in this and connection, has also introduced new forms age group (WHO, 2021). of stress, such as cyberbullying and the pressure Common mental health issues among youth to maintain an idealized online persona. include anxiety, depression, self-harm, and eating Additionally, societal issues such as poverty, disorders. The causes of these mental health family breakdown, and exposure to violence challenges are multifactorial, encompassing or abuse further exacerbate the risks for mental genetic, environmental, and psychological factors. health problems in young people. 6 Part 1 – theoretical background LGBTIQ+ Youth Mental Health: Specific Risks and Challenges While youth in general face significant mental health challenges, LGBTIQ+ youth are at an even greater risk. The heightened vulnerability of LGBTIQ+ youth stems from the unique stressors related to sexual orientation, gender identity, and the pervasive discrimination they often face. The concept of “minority stress,” first proposed by Meyer (2003), is central to understanding the mental health disparities seen in LGBTIQ+ populations. Minority stress refers to the chronic stress experienced by members of stigmatized minority groups, resulting from societal prejudice, discrimination, and internalized homophobia or transphobia. Discrimination and Stigma One of the primary contributors to poor mental This discrimination and harassment can lead to health among LGBTIQ+ youth is the experience a range of negative mental health outcomes, of discrimination and stigma. LGBTIQ+ youth are including increased rates of depression, anxiety, often subjected to homophobic or transphobic and suicidal ideation. The Trevor Project’s 2021 bullying, rejection by family and peers, and National Survey on LGBTQ Youth Mental Health societal discrimination. Studies have shown that reported that 42% of LGBTQ youth seriously LGBTIQ+ youth are more likely to experience considered attempting suicide in the past year, bullying and harassment in school settings with that number rising to over 50% among compared to their heterosexual and cisgender transgender and nonbinary youth. peers. These alarming statistics underscore the profound For example, a national survey conducted by impact that societal rejection and stigma can GLSEN (the Gay, Lesbian & Straight Education have on the mental well-being of LGBTIQ+ youth. Network) in the United States found that 70.1% of LGBTIQ+ students reported being verbally harassed because of their sexual orientation, and 59.1% because of their gender expression. 7 Part 1 – theoretical background Family Rejection Family acceptance is crucial to the mental Family rejection often forces LGBTIQ+ youth into health of all youth, but for LGBTIQ+ individuals, precarious situations, such as homelessness. The the stakes are particularly high. Research has Wil iams Institute (2012) estimated that 40% of consistently shown that LGBTIQ+ youth who homeless youth identify as LGBTIQ+, and family experience family rejection are at a significantly rejection was a leading cause of homelessness increased risk for negative mental health among this group. outcomes. Homelessness exacerbates mental health A study by Ryan et al. (2009) found that LGBTIQ+ problems, as these youth are more likely to youth who reported high levels of family rejection experience violence, substance abuse, and lack were 8.4 times more likely to have attempted of access to mental health care. suicide and 5.9 times more likely to experience high levels of depression compared to their peers who reported low levels of family rejection. Internalized Stigma and Identity Struggles In addition to external discrimination, LGBTIQ+ Moreover, the process of coming to terms with youth often struggle with internalized stigma, one’s sexual orientation or gender identity can which can severely impact their mental health. be a source of significant stress. The fear of Internalized homophobia, biphobia, or rejection or violence may lead LGBTIQ+ youth transphobia refers to the internalization of to conceal their identity, resulting in feelings of society’s negative attitudes towards LGBTIQ+ isolation and loneliness. identities, leading to self-hatred, shame, and For transgender and nonbinary youth, the low self-esteem. This internalized stigma can be dysphoria associated with gender incongruence particularly damaging during adolescence, a can also contribute to mental health chal enges, time when self-identity is being formed. particularly if they are unable to access gender- Studies have shown that internalized stigma affirming care. is associated with higher levels of depression, anxiety, and suicidal ideation among LGBTIQ+ youth. 8 Part 1 – theoretical background Barriers to Mental Health Care Despite the increased mental health needs of LGBTIQ+ youth, they often face barriers to accessing appropriate care. These barriers include a lack of LGBTIQ+ competent mental health providers, fear of discrimination within the healthcare system, and financial constraints.According to a survey by Lambda Legal(2010), nearly 56% of LGBTIQ+ individuals reported experiencing discrimination from healthcare providers, which can discourage them from seeking necessary care. Moreover, there is a shortage of mental health services that are specifically tailored to the needs of LGBTIQ+ youth. Standard mental health interventions may not adequately address the unique challenges faced by this population, such as coping with identity-related stressors and navigating societal stigma. The need for culturally competent care that affirms and supports LGBTIQ+ identities is critical in addressing the mental health disparities in this population. Conclusion Youth mental health is a pressing concern, with LGBTIQ+ youth facing particularly severe challenges due to the intersection of societal discrimination, family rejection, internalized stigma, and barriers to care. Addressing the mental health needs of LGBTIQ+ youth requires a multifaceted approach that includes anti-discrimination policies, supportive educational environments, family acceptance initiatives, and accessible, culturally competent mental health care. By creating a more inclusive and supportive society, we can help mitigate the mental health risks faced by LGBTIQ+ youth and promote their overall well-being. 9 Part 1 – theoretical background Minority Stress and LGBTIQ+ Youth Mental Health Minority stress refers to the unique psychological and social stressors experienced by individuals belonging to marginalized groups within society. These stressors arise from the discrimination, prejudice, and systemic inequalities that these individuals face based on characteristics such as race, ethnicity, gender, sexual orientation, disability, or other aspects that identify them as part of a minority group. The concept of minority stress has gained significant recognition as researchers and mental health professionals seek to understand its profound impact on the well-being and mental health of marginalized individuals. The Nature of Minority Stress Minority stress is distinct from generalized long-term exposure leading to enduring forms of stress because it is specifically tied to effects on both mental and physical health. The an individual’s membership in a marginalized structural nature of minority stress reflects the community. It emerges from the unique systemic inequalities ingrained within society. experiences of discrimination, stigmatization, and These include discriminatory policies, institutional social exclusion that are pervasive in the lives of racism, and pervasive prejudiced attitudes that those belonging to minority groups. This form of sustain the conditions for minority stress to thrive. stress is persistent and deeply embedded in the Recognizing the structural roots of minority stress daily experiences of marginalized individuals, highlights the necessity for broader societal making it a chronic source of psychological changes and systemic interventions aimed strain. Unlike episodic stressors that may be at addressing and mitigating its impact on temporary, minority stress is ongoing, with marginalized communities. Minority Stress in the Context of LGBTIQ+ Youth Within the framework of minority stress, LGBTIQ+ are deeply intertwined with societal norms, (Lesbian, Gay, Bisexual, Transgender, Intersex, structural inequalities and interpersonal dynamics. Queer/Questioning, and other sexual and Understanding the manifestations of minority gender minorities) youth represent a group stress in this context requires an exploration of that is particularly vulnerable to the negative the complex and interconnected factors that effects of this form of stress. The journey of shape their experiences. LGBTIQ+ youth toward self-discovery and acceptance is fraught with challenges that 10 Part 1 – theoretical background Structural Discrimination and Its Impact For LGBTIQ+ youth, structural discrimination of job insecurity and homelessness among serves as a formidable source of minority stress. LGBTIQ+ youth. Educational institutions often This discrimination can manifest in various exacerbate these chal enges by failing to provide forms, including laws and policies that restrict comprehensive and inclusive sex education, their rights and freedoms. For instance, legal leaving LGBTIQ+ youth without essential barriers to marriage or adoption, as well as information about their own sexual health and inadequate protectionagainst discrimination in relationships. The absence of inclusive curricula employment and housing, place LGBTIQ+ youth not only marginalizes LGBTIQ+ students but in precarious positions. These structural inequities also perpetuates ignorance and stigma among contribute to disparities in economic security their peers, further isolating these youth within and housing stability, increasing the likelihood school environments. Interpersonal Discrimination and Social Exclusion On a more personal level, LGBTIQ+ youth depression, anxiety, and suicidal ideation. frequently encounter discrimination and social The importance of peer relationships during exclusion within their daily lives, particularly adolescence cannot be overstated, as they in school settings and within their own families. play a crucial role in personal development. Bul ying, harassment, and ostracism are For LGBTIQ+ youth, the disruption of these common experiences that contribute to a relationships due to discrimination and exclusion hostile and fear-laden environment for these can have profound psychological effects, young individuals. The constant need to navigate further exacerbating feelings of isolation and potential threats to their safety and well-being hopelessness. heightens their stress levels, often leading to significant mental health chal enges such as 11 Part 1 – theoretical background Internalized Stigma and Identity Struggles Another significant aspect of minority stress during adolescence, a critical period for identity for LGBTIQ+ youth is the internalization of formation. The pressure to conform to societal societal stigma. Internalized stigma refers to norms and the fear of rejection can lead to the process by which LGBTIQ+ individuals significant psychological distress. In some cases, absorb and internalize the negative messages LGBTIQ+ youth may struggle to fully accept their and stereotypes that society perpetuates about own identities, leading to a disconnection from their identities. This internalization can lead to their true selves and contributing to long-term feelings of shame, guilt, and low self-esteem, mental health challenges. and it may compel LGBTIQ+ youth to suppress or conceal their true identities. The effects of internalized stigma are particularly damaging Addressing the Mental Health Needs of LGBTIQ+ Youth Given the complex and multifaceted nature of Moreover, there is a critical need for systemic minority stress among LGBTIQ+ youth, addressing changes to address the structural inequalities their mental health needs requires comprehensive that underlie minority stress. This includes and cultural y competent interventions. These implementing anti-discrimination policies, interventions must acknowledge the unique promoting inclusive education, and increasing stressors faced by LGBTIQ+ youth and provide access to mental health care that is specifically support that is affirming of their identities. tailored to the needs of LGBTIQ+ youth. Conclusion Minority stress presents a significant and persistent challenge to the mental health and well-being of LGBTIQ+ youth. The discrimination, stigmatization, and exclusion they face, both at the structural and interpersonal levels, contribute to a heightened risk of mental health issues. Addressing these challenges requires a multifaceted approach that includes both systemic change and the provision of culturally competent support. By understanding and addressing the specific risks faced by LGBTIQ+ youth, we can work towards creating a more inclusive and supportive environment that promotes their mental health and overall well-being. 12 Part 1 – theoretical background Experience-based knowledge what does it mean? Experience-based knowledge is the understanding and wisdom that comes from your lived experiences. Everyone has life experiences that can be used in different ways to help other people in everyday life. Experience-based knowledge can also bring an experiential perspective to the work in social services and healthcare, alongside the professional and scientific knowledge. Experience-based knowledge can be used in several ways and through different roles. This manual focuses on peer support, but we also want to briefly introduce the model of educated experts by experience. The Finnish model of educated expert by experience Educated experts by experience An expert by experience is a person who has inclusion, to increase understanding of illness undergone problematic experiences in their and recovery, to change attitudes and influence past and who wants to share these experiences society. Educated experts by experience work with others. They act as experts based on those alongside professionals in the service system in experiences alongside professionals in social client work and development tasks. The tasks welfare and healthcare organisations. Educated of an expert by experience include telling their expert by experience is a person who has own story and giving lectures, visiting schools undergone specific training. They often work and educational institutions, speaking at training for an organisation or are freelancers. The sessions or seminars, developing services with Finnish expert by experience - model is a form professionals, working with clients alongside of action that was developed in civic and non- professionals, facilitating peer support groups governmental organisations. It has its roots in peer with professionals, communication tasks, support activities. The objectives of the experts advocacy work, giving interviews to the media, by experience are to improve the functionality influencing in social media and other expert of services, to increase client orientation and tasks. 13 Part 1 – theoretical background Training for educated experts by experience Experts by experience are experts in their own over 4 months to enable people to properly field, and becoming one requires a process of process their own experiences and grow into the refining your own experience into structured role of expert by experience. Some trainings are expertise through training and mentoring. specific trainings that are only meant for people Different organisations provide specific training who are recovering from substance abuse and for experts by experience to become educated mental health issues. There are also trainings experts by experience. But it is also possible to where participants may have a wide range of work as one without formal training if the needed different experiences, such as school bullying, skills are acquired in other ways. In Finland, the racism, disability, belonging to a gender or title “educated expert by experience” is not sexual minority, being in child protection services protected nor registered and the training courses as a child, death of a loved one. differ from one to another. It is recommended that the training lasts at least 50 hours and is spread Examples of the content of the training of experts of experience: • Who is an expert by experience? • Importance and role of the family members • The possibilities of expertise by experience. and loved ones in recovery. • Interaction skills and encountering others. • Motivation, change and attitudes. • Working as a member of a group, team skills. • Performing skills and abilities. • Learning to build and tell your own story. • Working with the media. • Basic knowledge of mental health issues and • Group management skills. addiction. • Networking with different actors and agents. • Rehabilitation and treatment options. • Visits to different services. • The service system and legislation of social • Working in pairs with a professional. care and health care. • Fees, contracts. • The rights and responsibilities of the person in • Responsibilities and obligations. recovery. • Self-care. • Self-determination. 14 Part 1 – theoretical background Young experts by experience There are not many young experts by experience Young people do not necessarily need to have because it takes time, often years, to overcome particularly difficult experiences when working difficult situations in life. Youth as a phase of as experts by experience. In itself, the experience life can be over by the time a person is willing of living as a young person today is a valuable and ready to become an expert by experience. asset for youth work professionals to draw on. Experts by experience are a resource that youth Young people from different minorities have a lot work could benefit from and young people of valuable knowledge about their needs and should be encouraged to use their own life how youth work could be more accessible. An experiences to help others. Young people should young expert by experience working alongside be offered decent training that is designed professionals is a concrete demonstration to their together with young people so that it is interesting peers that professionals want to listen to young and relevant to their needs. In addition to people, are genuinely on their side and are training, sufficient resources should be allocated ready to develop their activities to better meet towards professionals who are mentoring young young people’s needs. people in their work as experts by experience. Indiviual peer support Peer support is a one-on-one service where a supportive environment where the person individuals who have lived through specific being helped feels less isolated and more challenges and healed from those experiences empowered to navigate their challenges.The use their personal journeys to support others power of peer support lies in mutual experience; facing similar issues. This form of support is the peer supporter uses their insights and coping unique in that it leverages shared experiences strategies to guide others, fostering a connection and empathy, allowing peers to provide based on shared history and understanding. This emotional, social, and practical assistance in a relationship can help to normalize experiences, way that is often more relatable and accessible reduce stigma, and build resilience in those than traditional forms of support. Through receiving support. peer support, individuals can offer a sense of understanding, validation, and hope, creating 15 Part 1 – theoretical background Becoming a Peer Supporter Becoming a peer supporter is a journey rooted in personal experience, empathy, and a commitment to helping others navigate challenges similar to those one has overcome. Peer support is a powerful tool in mental health and social services, particularly within marginalized communities such as the LGBTIQ+ population. This paper explores the path to becoming a peer supporter, the benefits of this role, the specifics of LGBTIQ+ peer support, emotional support for peer supporters, and strategies for recruiting and empowering young people to take on this vital role. The Path to Becoming a Peer Supporter Personal Experience and Recovery The first step in becoming a peer supporter is the individual’s journey through their own experiences and chal enges. Peer supporters are often people who have faced significant obstacles, whether related to mental health, addiction, trauma, or identity struggles, and have reached a point of recovery or stability where they feel ready to help others. This process involves not only overcoming personal difficulties but also developing an understanding of one’s journey in a way that can be communicated to and benefit others. Training and Certification While lived experience is the foundation of contexts, to ensure that peer supporters peer support, formal training is often necessary can effectively serve diverse populations. to ensure that peer supporters are equipped Certification may be required or offered as part with the skills needed to effectively help others. of this training, depending on the organization or Training programs typically cover topics such as the region in which the peer supporter operates. active listening, boundary setting, confidentiality, Certification can enhance the credibility and crisis intervention, and ethical guidelines. Many professionalism of peer supporters, providing programs also include modules on cultural them with the knowledge and skills necessary to competency, particularly important in LGBTIQ+ offer effective and ethical support. 16 Part 1 – theoretical background Supervision and Onging Development Once trained and certified, peer supporters the peer supporter’s skills. Regular supervision typically work under the supervision of also provides a space for peer supporters to experienced professionals. Ongoing supervision reflect on their experiences, receive feedback, is crucial for maintaining the quality of support and address any challenges they encounter in provided and for the continued development of their work. The Benefits of Being a Peer Supporter Personal Growth and Healing One of the most significant benefits of being providing a sense of purpose and fulfillment. This a peer supporter is the potential for personal role allows individuals to transform their pain growth and further healing. Helping others and experiences into a source of strength and navigate similar challenges can reinforce empowerment, which can be deeply therapeutic. the peer supporter’s own recovery process, Building Community and Connections Peer supporters often find that their role allows This is particularly important in LGBTIQ+ them to build strong connections within their communities, where peer supporters can help communities. By offering support to others, they create safe and inclusive spaces for individuals become an integral part of a network of care, who may feel isolated or marginalized. fostering a sense of belonging and solidarity. Skill Development and Career Opportunities Being a peer supporter also provides employability in a range of fields. For some, the opportunities for skill development that can be experience of being a peer supporter may inspire valuable in both personal and professional them to pursue further education or careers in contexts. Skills such as communication, empathy, social work, counselling, or related fields. problem-solving, and crisis management are highly transferable and can enhance 17 Part 1 – theoretical background LGBTIQ+ Specifics of Individual Peer Support Addressing Unique Challenges LGBTIQ+ individuals often face unique Peer supporters in LGBTIQ+ contexts not only challenges related to their sexual orientation, provide emotional and practical support but gender identity, or expression, including also help their peers navigate the complexities of discrimination, stigma, and social exclusion. identity development, coming out, and dealing Peer support within this community requires a with societal rejection. deep understanding of these specific issues. Creating Safe and Affirming Spaces For LGBTIQ+ individuals, finding safe and supporters help to combat the isolation and affirming spaces can be a challenge. Peer loneliness that many in this community experience. supporters play a crucial role in creating and This support is particularly important for young maintaining these spaces, whether online or in people who may lack family or community person. By offering non-judgmental support and acceptance. affirming their peers’ identities, LGBTIQ+ peer Advocacy and Empowerment In addition to providing direct support, LGBTIQ+ connecting them with supportive communities peer supporters often engage in advocacy and services. This advocacy can be a critical efforts to promote equality and reduce stigma. aspect of peer support, as it addresses the They empower their peers by encouraging self- broader societal issues that contribute to the advocacy, helping them access resources, and challenges faced by LGBTIQ+ individuals. Emotional Support for Peer Supporters The Need for Emotional Support While peer supporters offer invaluable situations or hearing about the traumas of others. assistance to others, they also need emotional Without adequate support, peer supporters may support to sustain their well-being. The work experience burnout, compassion fatigue, or of peer support can be emotionally taxing, secondary trauma. particularly when dealing with challenging 18 Part 1 – theoretical background Group Counseling and Supervision To address these challenges, many organizations the demands of the role. Supervision, often provide group counseling and supervision provided by a trained mental health professional, for peer supporters. Group counseling offers allows peer supporters to discuss specific cases, a space for peer supporters to share their receive guidance, and reflect on their practice in experiences, process difficult emotions, and a structured environment. receive support from others who understand Mentoring Relationships Mentoring is another valuable form of support role. These mentoring relationships provide an for peer supporters. More experienced peer additional layer of support and contribute to supporters can offer guidance, advice, and the professional and personal growth of peer emotional support to those who are newer to the supporters. Recruitment of Peer Supporters Motivations for Becoming a Peer Supporter Young people are often motivated to become sense of empathy for others in similar situations. peer supporters by a desire to help others and to The opportunity to make a difference, to be a give back to their communities. Many are inspired part of something meaningful, and to contribute by their own experiences and the support they to positive change in their communities are received during difficult times, feeling a strong powerful motivators. Empowerment and Encouragement To encourage young people to become peer involvement that are inclusive and supportive. supporters, it is essential to empower them and Young people need to feel that they have the provide the necessary resources and support. skills, knowledge, and confidence to take on the This includes offering accessible training role of a peer supporter, and this empowerment programs, providing information about the can be achieved through targeted outreach, role and its benefits, and creating pathways for education, and mentoring. 19 Part 1 – theoretical background Creating Inclusive Recruitment Strategies Recruitment strategies should be inclusive and development, and the opportunity to make a actively seek to engage diverse groups of young meaningful impact on the lives of others. In people, particularly those from marginalized the context of LGBTIQ+ peer support, these communities such as the LGBTIQ+ population. benefits are amplified by the unique challenges Outreach efforts should be culturally competent and opportunities associated with supporting a and designed to reach young people where marginalized community. To sustain and grow they are, whether through schools, community the peer support movement, it is essential to organizations, or online platforms. By creating provide emotional support to peer supporters, an inclusive and supportive recruitment process, through group counseling, supervision, and organizations can attract a diverse group of mentoring. Additionally, effective recruitment peer supporters who bring a wide range of strategies that empower and encourage young experiences and perspectives to the role. The people to become peer supporters are crucial for path to becoming a peer supporter is one of the continued success of peer support programs. personal growth, healing, and empowerment. By investing in the training, support, and For those who take on this role, the benefits are recruitment of peer supporters, we can create a numerous, including personal fulfillment, skill network of care that is inclusive, empathetic, and transformative. 20 Part 1 – theoretical background Peer Support for LGBTIQ+ Youth with Refugee and Migrant Backgrounds LGBTIQ+ youth with refugee or migrant backgrounds face an intersection of challenges that can significantly impact their mental health and well-being. These challenges often stem from the compounded effects of being part of both the LGBTIQ+ community and a displaced or migrant population. Peer support plays a crucial role in addressing the unique needs of these individuals, providing them with emotional, social, and practical assistance as they navigate complex issues related to identity, migration, and integration. Unique Challenges Faced by LGBTIQ+ Refugee and Migrant Youth LGBTIQ+ youth who are refugees or migrants identity as LGBTIQ+ individuals. Moreover, often grapple with multiple layers of the legal and social environments in host discrimination and trauma. Many have fled their countries can be unfamiliar and unwelcoming. home countries due to persecution based on Refugee and migrant youth often encounter their sexual orientation or gender identity, only significant barriers in accessing essential to face new challenges in host countries, such as services, including healthcare, education, and xenophobia, racism, and further discrimination legal support. These barriers can be even more based on their LGBTIQ+ identity. The trauma of pronounced for LGBTIQ+ individuals, who displacement, loss of community, and exposure may struggle to find culturally competent and to violence or hostility in their home countries inclusive services that understand and respect can exacerbate the stress associated with their their specific needs. 21 Part 1 – theoretical background The Role of Peer Support Peer support is particularly valuable for populations. In addition to emotional support, LGBTIQ+ refugee and migrant youth because peer supporters can assist LGBTIQ+ refugee it offers a space where they can connect with and migrant youth in navigating practical others who share similar experiences. Peer challenges, such as understanding their legal supporters who understand both the challenges rights, accessing healthcare, and integrating of being LGBTIQ+ and the complexities of into new social and cultural environments. Peer migration can provide crucial empathy and supporters can also help connect these youth understanding, helping these youth feel less with other resources, such as legal assistance for isolated. This connection can be instrumental in asylum claims, language classes, and culturally fostering a sense of belonging and community, competent mental health services. which is often lacking for refugee and migrant Creating Safe Spaces and Promoting Resilience Peer support programs for LGBTIQ+ refugee trauma, discrimination, and the challenges of and migrant youth are most effective when they adapting to a new country. Peer support is a prioritize the creation of safe and affirming vital resource for LGBTIQ+ youth with refugee spaces. These programs should be designed to and migrant backgrounds. It addresses the accommodate the unique cultural backgrounds unique intersectional challenges these youth and experiences of these youth, providing face, offering them a lifeline in the form of them with an environment where they can emotional, social, and practical support. By openly discuss their experiences without fear fostering connections with peers who share of judgement or reprisal. Furthermore, peer similar experiences, these programs not only support can play a critical role in promoting help LGBTIQ+ refugee and migrant youth resilience among LGBTIQ+ refugee and migrant navigate their current challenges but also build youth. By connecting with peers who have resilience and empower them to thrive in their successfully navigated similar challenges, these new environments. The success of such peer youth can gain confidence and hope for their support initiatives hinges on their ability to create own futures. This empowerment can help them safe, culturally competent, and inclusive spaces develop the resilience needed to overcome that honor the diverse identities and experiences the significant obstacles they face, including of these vulnerable youth. 22 Part 2 –prac a tical experiences from m the project Part 2 – practical experiences from the project Youth Worker's Experiences of Working with Young Peer Supporters This chapter is the experience of two youth workers mentoring LGBTIQ+ young people in peer support activities. We want to invite you to reflect on your practice as a professional and we hope that you will find some peer support for your own work with young people. When a young person wants to become a peer supporter A peer supporter uses the knowledge and skills The suitability of a young person as a peer of an ordinary person, drawing on their own life supporter can also be considered through the experience. They are volunteers who want to help different roles and tasks of a peer supporter. and support someone who is going through similar What kind of roles would they like to play life experiences to their own. It is important that the and what skills do they need for them? What peer supporter not only has a genuine desire to resources and strengths do the young person help other people but also has dealt with their own have? Peer support can be started in small life experiences in a way that enables them to offer steps and with the tasks that suit best for the support to others. The peer supporter should have young people. Discussing how there is no one a sufficiently stable life situation, and they should ideal peer supporter whose would you should not be in an acute crisis or changing situations. It fit, is also of importance with young people. is not always easy to define a sufficiently stable Everyone has something to give to someone life situation, especially in adolescence, when else, especially considering our individual life is often undergoing many changes. It is resources and strengths. In the beginning, it is therefore useful to consider the situation of each good to consider what changes in young peer young person individually. If the time is not yet supporter’s life might make it difficult to be a right to become a peer supporter, set goals to peer supporter and how you can stop or take a become one together with the young person. break from peer support if your life situation or otherwise becomes too much for you. 25 24 Part 2 – practical experiences from the project A relationship between professional and young peer supporter Peer supporters need and are entitled to associated with their position as part of a majority adequate support for their work. Many peer group, especially when working with young supporters benefit from peer support training and people who are a part of a minority or minorities. regular mentoring throughout their peer support Power cannot be completely dismantled from work. It is the responsibility of professionals these power structures, but it can be reduced and organisations to provide peer supporters by being yourself when in the presence of the with adequate support. Professionals need to young person, by expressing your own human be aware of their position in relation to young needs, by daring to mess up or by asking young people and the impact this has on the support people for advice on something. The balance of they provide. The most equal possible starting power is smoothed out when the professional points enable genuine cooperation and trust to articulates their role and the responsibilities be built between the professional and the young that come with the job. Young people must be peer supporter. Trust is particularly important genuinely heard and involved in decision-when difficult situations arise in peer support making. Equality is created if the professional work. Power structures are influenced by factors and the young person find a common ground, such as professional status and age difference. for example by belonging to the same minority Professionals should be aware of any privileges or by sharing a similar life experience. Peer support training Peer support training should be tailored to suit the needs and wishes of young people, as well as the organisation and the context. In addition to the initial induction training, it is useful to provide regular training for young people on more in-depth topics while they act as peer supporters. Examples of topics to cover in peer support training with young people: • What is a peer? What are the different ways • My boundaries and limits. What kind of of being a peer? What do peer supporters mental and physical resources do I have? do? What are the roles of a peer? What do I share about myself? How do I limit • What kind of a peer am I? In what areas can I my work? work as a peer? How do I wanr to be a peer • Interpersonal skills. What kind of interactor to others? For example, do I like having long am I? How can I practise my interaction conversation or do I feel more comfortable skills? What things can affect the way people doing sports together? interact? • My strengths and resources. What kind of • Confidentiality. What kinds of things are resources do I have? What am I good at? confidential in a peer support relationship? 26 25 Part 2 – practical experiences from the project What kinds of situations do I need to tell things stress me out? What things contribute to professionals about? my well-being? How can I maintain my well- • Challenging situations. How do I deal with being in peer support work? Who can help challenging situations? Who can I get help me if I feel stressed in peer support work? from? Going through different challenging • Learning about compassion fatigue, state of situations through examples. alertness, mood and regulation. How can I • My coping and well-being. What kind of regulate my own alertness and mood? Even if the young person is a member of a minority, they should be given basic information on issues such as LGBTIQ+ issues and racism, as it cannot be assumed that the young person is an expert on all minorities or even their own minority. Sharing information also ensures that all young people working with peers have access to the same information and that the peer support activities of the organisation are equal. Mentoring of young peer supporters Mentoring a young peer supporter is the role work if necessary. The responsibility for the of the professional and it is good that the well-being of underage young people is professional understands youth as a life stage. always particularly high. Discuss with young Young peers will be more likely than adults to people what kind of situations may arise encounter situations that are completely new when acting as peer supporter and where to them and for which they need support. It is they can get support for themselves. It is useful important that the professional has sufficient time to go through different kinds of situations by to listen to young people and their concerns and using examples beforehand. Discuss things by can be available outside normal working hours their proper names, as it cannot be assumed if necessary. Young people can be mentored that young people will be able to identify in groups but with the possibility of individual and verbalise different kinds of situations and support. The professional must be able to topics. One concrete example of what to recognise when a young person can act as a discuss is the possible situation where romantic peer and when they would benefit from support. and/or sexual feelings arise in a peer support In addition to peer support mentoring, the relationship. In a mentoring relationship, it is young person may also need support in their also good to understand that young people may own life, and it is up to the professional look up to the professional, which can lead to to refer the young person to the services overwork, for example. Many young people may they need. The professional will monitor the also anticipate that adults will be disappointed if young person’s progress in peer support they have not performed to expectations for one work and suggest a break or alternative reason or another and therefore withdraw. 27 26 Part 2 – practical experiences from the project Even in difficult situations, it is always the professional’s responsibility to support the young person first, and then to deal with their own feelings. Counselling for the professionals can be helpful in this kind of situation. As a professional, you can reflect on your own feelings by asking yourself the following questions: • What can I expect from young people? Are • What tools do I have to support young my expectations realistic? people in difficult situations? • Do I assume that all young people can • What kind of support does a professional perform in a certain way? working with peers need? • How do I react in situations where I find • How should the organisation/team prepare myself disappointed with young people? for working with peers? • How flexible am I? • Which things are actually disasters, and which are my feelings? Peer support is a matter for the whole organisation When young peer supporters are brought developing system. Appointing a person in into an organisation, it is useful to consider charge will help to develop the work, as they wil what their role is within the organisation or know everything about the process. However, team. Professionals should outline what the all the people involved in the peer support responsibilities and duties of peer supporters are activities must have sufficient knowledge of the and what they are entitled to do. These should be activities. It is possible, for example in smaller in writing so that the information is accessible to organisations, that a volunteer wil coordinate al . Especial y in the start-up phase of peer work, peer support activities. Ideal y, however, and it is good to have at least one person whose especial y for young volunteers, peer support main responsibility is peer work. Their role is to activities should be carried out by a professional, ensure that the activities are regularly reviewed because professionals can be expected to within the organisation and that feedback is provide continuity and security in the event of collected. This will create a self-improving and change, whereas volunteers cannot. 28 27 Part 2 – practical experiences from the project Accessibility of Peer Support Activities The chapter is about the accessibility of peer support work, especial y from the perspective of minority youth. It is written by a young expert by experience who was involved in the project. They suggests norm-criticism as a tool to improve accessibility. Accessibility is part of equal participation When peer support activities are aimed at that the planned peer support activities are not young people in a particularly vulnerable good. They show that barriers to participation are situation, who belong to minority groups, or recognised and acknowledged. This is already both, particular attention should be paid to of great importance for many young people from accessibility. To be successful, peer support minority groups. Once barriers to participation activities must be accessible to both the young are identified as widely as possible, they can people who are peer supporters and those who be taken into consideration in the planning need peer support. Accessible peer support and implementation of peer support activities. activities ensure that young people from minority Accessibility can be physical, for example, groups have equal participation opportunities. related to the facilities and other environments All barriers to participation cannot be removed used for peer support activities. In addition to immediately, however, a first and important step physical accessibility, the organisation of peer is to identify and become aware of the barriers support activities should also consider issues to participation that exist in your peer support such as social, cultural, psychological and activities. Identifying obstacles does not mean economic accessibility. 29 28 Part 2 – practical experiences from the project Reflection on the accessibility of peer support activities: • What can I expect from young people? Are • Is participation free of charge for young my expectations realistic? people, or do they have to pay for travel or • Are the facilities physically accessible? food costs, for example? • Is participation in peer support activities • Are peer support activities safe, equal and equally accessible to people from different accessible for people from different minority cultural backgrounds? groups? • Are the language and visuals used in • Is the accessibility information described as communications accessible to as many widely as possible in the communications? people as possible? • Are different ways of learning and communicating considered in the planning and implementation of the peer support activities? Breaking down barriers to inclusion through norm-criticism What are norms? Norms are the rules on which our society is Norms create our understanding of what we based. They are assumptions about people and consider normal. They also affect what things groups of people. Norms can be related to a and characteristics we deem deviating from the person’s gender, skin colour, body, class, sexual norm. Norms determine whose voice is heard orientation, ability, religion and language. and considered. They also determine who has Examples of norms related to these factors the most power in society and its activities. include being cisgender, white, middleweight, Norms otherize those individuals and groups of middle-class, straight, healthy, able-bodied, people who do not fit into the prevailing norms. Christian and assuming that everyone speaks Norms can create exclusion, invisibility and a specific language perfectly. Norms appear discrimination, in both societal structures and as unconscious assumptions that determine human encounters. the way we understand the reality around us. 30 29 Part 2 – practical experiences from the project Practising norm-criticism, not just tolerance Criticism of norms is a value base and a tool that However, tolerance is based on normativity: it can be utilised to eradicate discrimination and seeks to ensure that people who fit into norms inequality. Norm-criticism means identifying tolerate other people and groups of people prevailing norms and actively seeking to change who do not fit into norms. Tolerance does not them. It helps us to identify, examine and question therefore call into question the underlying factors the power structures in our society. It also helps of discrimination. Hence, it is important that us to identify discrimination and patterns of we strive for norm-criticism and not merely for behaviour that do not support equality. In the tolerance. Tolerance maintains power structures, discussion of minority groups and their rights, while norm-criticism seeks to dismantle them. we often come across the concept of tolerance. Norm-criticism in practice Questioning and dismantling norms requires It is important to avoid assuming that young active work from each of us. Commonly, we do people involved in peer-to-peer activities fit not even notice that we are acting or thinking certain norms. Assumptions that participants in a normative way. Therefore, it is important do not belong to certain groups of people are to pause to think about norms and question harmful. The starting point should be that no them repeatedly. Dismantling norms is an one is left out of the conversation. In practice, ongoing process. Norm-criticism should be an normative speech can mean, for example, talking underlying influence that permeates all peer-to- about people with disabilities as if they were not peer activities. Norm-criticism is most effective there. Normative speech excludes people and as a tool when it is used on all levels within groups of people, and even if it is not intended an organization - both individual, team and as such, it is discriminatory. Challenging and organizational levels. dismantling norms is important for the overall It is important to be aware of the existence and culture of discourse and for the planning and impact of norms. In addition, to actively reflect implementation of peer sup activities. on your attitude and response towards them. Peer-to-peer activities should respect all the It is essential to recognize situations in which participants’ right to self-determination. Young one has chosen to maintain and reinforce the people are the best experts on their own lives, prevailing norms. Questioning your actions may while our assumptions about others may be feel difficult - it can be very uncomfortable to wrong. We must be able to put ourselves in realize that you are acting in ways that do not other people’s shoes. However, it is particularly promote equality. However, such realizations important to listen to young people and let them are particularly important: awareness is the first express their own experiences. step in changing behaviour! Ignoring important issues, in turn, perpetuates norms. 31 30 Part 2 – practical experiences from the project Tackling discrimination Professionals must always address any form of Intervention is essential also in situations where discrimination they witness. Young people must discrimination may not be visible to all. For not be left to defend their rights alone. This example, racism is deeply embedded in societal means, for example, that it should never be structures and attitudes, making awareness of the responsibility of a person from a particular this particularly important. It is essential to be minority group to represent the whole group and aware that a behaviour or comment may be teach others. It should never be the case that a racist, even if you do not see it as such. In addition young person experiencing discrimination has to educating ourselves, being critical of norms to be the one to intervene. It is best to address and reflecting on our actions, we must listen to situations that require intervention among those and believe in young people’s experiences of involved. This ensures that lessons concerning discrimination, rather than questioning them. discrimination may be learned together. When implementing peer support activities, we can consider questions such as: »… Do the images in the communication show »… Are young people offered different ways many kinds of people? of participating, or is participation based »… How can I practice norm-critical ways of on assumptions about, for example, young acting and communicating in practice? people’s ability to function? »… How are different minorities considered in »… How do we ensure that the responsibility of the planning of activities? raising issues concerning accessibility and »… How can we ensure that everyone who wants inaccessibility is not left to young people to participate has an equal opportunity as themselves? possible to do so? »… How do we address situations where we see discrimination? 32 31 Part 2 – practical experiences from the project Taking neurodiversity into account in peer support activities This chapter is written by a young neurodivergent peer supporter. In the text, they point out issues that they think are important for professionals to know when implementing peer support activities with young people. Taking into account the needs of neurodivergent people makes peer support activities more accessible to all young people. Diversity of communication and being Neuronormativity is the assumption that can participate in peer support activities in a the people around us are neurotypical way that suits us. Some of us are more focused and communicate and act in ways that are when we can move around at the same time. considered neurotypical. As a neurodivergent Others prefer not to look others in the eye, while young person I hope that workers would reflect others connect with others through eye contact. on and unpack their neuronormative thoughts, Some people speak in a quiet voice and others as well actively discourage behaviours that in a loud voice. Some use communication aids. otherize neurodivergent people. Discussions Young people should therefore be encouraged about the diversity of communication and how to participate in peer support activities in a different ways of communicating are equal way that suits them the best. It is important that to each other should take place between we feel welcome and accepted just as they are. professionals and young people who act as peers. It is important that we young people 33 32 Part 2 – practical experiences from the project Guiding young people in peer support activities All participants of peer support activities benefit young people in both verbal and written form. from clear guidance on what to do. However, It is important to try to create an atmosphere the need for clarity may be more pronounced in which young people feel safe to ask for for neurodivergent people. It is important that clarification if something is unclear. It is the scheduling of activities, instructions and essential to avoid assuming that information division of labour are planned and expressed is internalised and processed in the same as clearly as possible to the young people. way by everyone. Young people should be People have different ways of structuring encouraged to ask clarifying questions, even if information and, where possible, instructions it feels like repeating the same thing over and and schedules should be communicated to over again. Clarity contributes to inclusiveness. Sensory sensitivity Individuals with neurological conditions may others they can cause a great deal of discomfort have a wide range of sensory sensitivities. This - even physical pain. It is essential to understand should be considered wherever possible, for that even if we do not find something stressful, it example in the choice of facilities and the can act as a barrier to participation for some. planning of activities. The environment should It is important to recognise that such needs are be as accessible as possible to sensory stimuli. genuine, even if they do not seem big or essential An example of this is bright lights: some people to us personally. You can ask from us what we may not pay any attention to them, while for need, light or dim, background music or silence. Assistive devices Some neurodivergent people use a variety Using assistive devices can take a lot of of assistive devices to relieve the stress of courage. Peer support activities should aim different situations. These may include noise- to normalise the use of assistive devices and cancelling headphones, earplugs and stimming encourage young people to take care of their toys. It is important to not question the use well-being. You can provide stimming toys of assistive devices, and instead create a that we can borrow in peer support activities. space where people feel safe to use them. 34 33 Part 2 – practical experiences from the project The importance of timetables and breaks Peer support activities should be scheduled in a given the necessary number of breaks. The need way that avoids a sense of urgency and stress. for breaks varies from person to person. It is For some young people, especially those with good to agree on breaks in advance, but it is neurodivergence, it can also be very important to also important to allow young people to ask for have a plan and schedule of activities in advance. additional breaks and to leave the room outside This increases predictability and can therefore the agreed breaks if necessary. For some, it may reduce the burden and lower the threshold for be particularly important to be able to move participation. For some young people, it can around and leave the room freely. It is a good be very difficult to enter a new situation without idea to inform participants of this possibility at clear prior information that would have enabled the outset so that they do not have to raise the them to prepare for the meeting in advance. It issue themselves. is important to ensure that young people are Masking Many neurodivergent people have learned in the eye, even if it feels very uncomfortable, as from childhood to mask neurodivergent traits they are used to having to do so despite their in themselves, also known as masking. Some own needs. Acting naturally and expressing neurodivergent young people may think that your own needs can take a tremendous amount they do not want to express their needs to avoid of courage as a neurodivergent person. It is attracting negative attention from others. For therefore particularly important to try to create this reason, they may, for example, not make spaces where we neurodivergent people can use of the assistive devices they need or not ask feel that we belong and are on an equal footing for breaks and clearer instructions. Some try to with others, without feeling the need to perform stay as still as possible, even if it takes a huge masking. All young people with their individual amount of energy, concentration and effort. characteristics and needs should be able to feel Some neurodivergent young people look others heard and seen equally in peer support activities. 35 34 Part 3 – peer support training g programme Part 3 – peer support training Peer Support Training for LGBTIQ+ Youth This chapter provides a comprehensive practical exercises, including role-playing and overview of essential training for youth group discussions, this chapter aims to ensure workers, focusing on effective peer support that youth workers not only grasp these and inclusive communication. It is designed concepts but also apply them effectively in to equip professionals with the skills and their professional practice. The objective is knowledge required to offer impactful support to enhance the ability of youth workers to and create inclusive environments, particularly provide supportive and safe spaces, ultimately for individuals within the LGBTIQ+ community. contributing positively to the well-being and The chapter outlines key components of the peer development of the young people they serve. supporter-mentor relationship, emphasizing The training was piloted in the project over the importance of active listening, crisis three days: Friday evening, Saturday the whole management, and conflict resolution. It day and Sunday morning. You can modify the also addresses the principles of inclusive training and its schedule as you wish. For communication, offering guidance on navigating example, instead of an intensive weekend, diverse communication styles and cultural the training can be implemented as one norms with sensitivity and respect. Through a session per week during the month. combination of theoretical knowledge and 36 Part 3 – peer support training Day 1 welcome and introduction (30 min) The goals of this activity are to: • Create a Welcoming Environment: Establish a comfortable and inclusive atmosphere where participants feel safe to share and engage. • Introduce the Project and Team: Provide participants with an understanding of the training program’s objectives, the roles of the team members, and what they can expect from the sessions. • Foster Group Cohesion: Encourage participants to connect with one another through interactive icebreaker activities, promoting a sense of community and belonging. • Enhance Self-Awareness and Identity Exploration: Through activities like “Identity Flags” and “Storytelling Circles,” participants will reflect on and express their identities, helping them build confidence and self-awareness. • Build Trust and Rapport: Activities like “Two Truths and a Lie” and “Common Ground” are designed to help participants learn about each other in a fun and engaging way, laying the groundwork for trust and mutual respect. Description: This session is the introductory phase of the training program, which includes a welcome speech, an introduction to the project, the team, and the facilitators, as well as a series of icebreaker activities designed to build group cohesion and set a positive tone for the training. The icebreakers— Identity Flags, Two Truths and a Lie, Storytelling Circles, and Common Ground—are selected to encourage participants to explore and share aspects of their identity, learn about each other, and find commonalities within the group. These activities are essential for establishing a supportive and connected group dynamic, which will be critical for the success of the training program. Instructions and tips for facilitating: 1. Welcome Speech and Introduction Instructions: Start the session with a warm welcome to all participants. Introduce yourself, the team, and the project. Briefly explain the goals of the training program and what participants can expect. Keep the tone positive and inclusive, emphasizing the importance of mutual respect and open-mindedness throughout the sessions. 37 Part 3 – peer support training Tips: Make eye contact, speak clearly, and express genuine enthusiasm. Encourage participants to ask questions about the program or the team to foster openness from the outset. 2. Introduction to the Training Program Instructions: Provide an overview of the training program, including the schedule, key topics, and any expectations from participants. Highlight the importance of active participation and how it will contribute to both individual and group learning experiences. Tips: Use visual aids (like a slideshow or handouts) to reinforce the key points. Allow a few minutes for participants to ask questions and clarify any doubts they may have. 3. Icebreaker Activities Identity Flags - Worksheet 1 Instructions: Distribute blank flag templates and colored markers to each participant. Ask them to design a flag that represents their identity or personality. After completing their flags, invite each participant to share their creation with the group, explaining the meaning behind the symbols and colors they chose. Tips: Encourage creativity and reassure participants that there are no wrong answers. For those who may be shy, gently encourage participation but do not force anyone to share more than they are comfortable with. Two Truths and a Lie Instructions: Each participant takes turns sharing three statements about themselves—two of which are true and one that is a lie. The group then guesses which statement is the lie. Tips: Start with an example to illustrate how the game works. Encourage participants to think of interesting or surprising truths to make the game more engaging. Keep the atmosphere light-hearted and fun. 38 Part 3 – peer support training Storytelling Circles Instructions: Divide the participants into small circles (3-5 people). Ask each person to share a brief story about a moment when they felt particularly proud of their LGBTIQ+ identity or supported by their community. After each story, others in the circle can ask questions or share similar experiences. Tips: Provide a few moments for participants to gather their thoughts before starting. Ensure that the sharing is respectful and that everyone gets a chance to speak. Be mindful of time and gently guide the discussions to keep them within the allotted time frame. Common Grand Instructions: Form pairs or small groups and instruct them to list as many things they have in common as they can within a set time (e.g., 5 minutes). Afterward, each group shares their list with the larger group. Tips: Emphasize the importance of active listening and open-mindedness. Encourage participants to think beyond obvious commonalities (e.g.“We are all in this room”) and explore deeper connections. Use this activity to highlight the diversity within the group and the shared experiences that bring them together. Overall, the key to facilitating this session is to maintain a positive, inclusive, and engaging atmosphere where all participants feel valued and heard. The goal is to set a strong foundation for the training program by fostering trust, connection, and a sense of community. the roles of a peer supporter expectations and motivations (90min) The goals of this activity are to: • Strengthen motivation: The basis of being a peer supporter is to understand the reasons to become one. Sharing thoughts with other participants increases the collective motivation of the group. • Find your own strengths: Encourage participants to discover their own strengths as peer supporters. • Grow as a peer supporter: Learning together and being mentored by a facilitator supports growth as a peer supporter. 39 Part 3 – peer support training Description: The aim of this session is to get participants to think about why they want to become peer supporters, what motivates them and what kind of peer supporter they could be. Participants will define what peer support means and through exercises will explore what roles and tasks a peer support can have. By discussing together, participants can discover that there is no one right way to be a peer. Everyone is good and worthy enough. The final section looks at confidentiality through practical examples. Instructions and tips for facilitating: 1. My Motivation (30min) Instructions: Discuss with participants the following topics: Why are you interested in becoming a peer supporter? What motivated you to come to the training? What would you like to learn? Ask the participants to think about the first two questions individually and after that go through the answers together as a group. Move next to question. Ask participants to write on post-it notes things they would like to learn in this training and collect answers on a flipchart. Tips: The first two questions can also be worked through in pairs, if participants so wish. Save the post it notes, that you can come back to them at the end of the training. 2. Defining Peer Support (30min) Instructions: Briefly define what peer support means. For example, you could draw a mind map of it on a flipchart. You can use the following: • Brings together people who are experiencing or have experienced similar things. • A supportive relationship between people who share a common lived experience. • Giving each other information, experience, emotional, social or practical help. • Voluntary and mutual. • Acting with the knowledge and skills of an ordinary person. • There are many types of peer support, there is no one right way to give peer support. 40 Part 3 – peer support training Tips: You can also ask participants how they would define peer support. It is important that you have a common understanding of this during the training. 3. Roles of Peer Supporter (30min) Instructions: Brainstorm together about the roles of a peer supporter. 1. What are the roles of a peer supporter? 2. W hat are the tasks of a peer supporter? Ask participants to write their answers on post-it notes and collect answers to a flipchart or wall, for example. Then ask participants to select from the post-it notes those roles and tasks that would suit them as peer supporters. Discuss together what roles participants would feel would be suitable for them. Tips: Participants can also think of examples from their own lives: what kind of peer support they have received and in what situations. What helped them? Remind you that there are no wrong answers. The purpose of the exercise is to help participants find their own way of being a peer. You can use a following list of different peer support roles to help brainstorming: • Providing support by listening and discussion • Providing practical help with everyday tasks • Accompanying to the services • Sharing the peer supporters own lived experiences • Advocating for people in recovery • Seeking information about services • Helping people to find meaningful leisure activities • Teaching self-care skills and setting boundaries • Building communities and support networks • Creating hope for a better future 4. Confidentiality in Peer Support (20min) Instructions: • Arrange the space so that participants can move around. Choose a spot in the space where standing means yes and a spot where standing meansn no. • Read the cases to the participants one by one and ask them to move to the spot according to whether they agree or disagree. Discuss together where each person stands and why. 41 Part 3 – peer support training Cases: 1. The peer supporter and the person they is supporting meet by chance in a café. Both are there to spend the evening with their friends. Is Is it ok for the peer supporter to say hello to the person being supported? 2. You act as a peer supporter for a young person aged 16. He tells you that he is experiencing violence at home from his parents and asks you not to tell anyone. Will Will you tell someone? who is the person you tell? 3. You will meet another peer supporter and you exchange experiences of what it has been like to be a peer supporter. The other peer supporter asks some detailed questions about that person you are giving peer support. Will Will you answer the questions? Tips: If it is difficult to move in the space, you can implement the exercise that instead of moving, participants give a thumbs-up if they say yes and a thumbs-down if they say no. The exercise can also be done outside. Break (30 min) diversity and critical thinking (90 min) lgbtiq+ 101 (30 min) The goals of this activity are to: Encour 1. age Open Dialogue: Create a safe space for participants to ask questions and discuss dilemmas related to the LGBTIQ+ community. Pr 2. omote Understanding: Facilitate deeper understanding of LGBTIQ+ identities and issues by addressing participants’ genuine concerns and curiosities. 3. Foster Group Engagement: Engage all participants in a collective discussion, encouraging active participation and shared learning. Description: In this activity, participants anonymously write down 2-5 questions or dilemmas related to the LGBTIQ+ community, identities, or related topics. These questions are placed in a box. The facilitator then picks out the questions one by one, reads them aloud, and leads a group discussion on each topic. This activity allows for the exploration of important and potentially sensitive topics in a structured and supportive environment. 42 Part 3 – peer support training Instructions and tips for facilitating: Instructions: • Provide participants with paper and pens to write down their questions or dilemmas. • Collect the questions in a box or container. • Randomly pick a question, read it aloud, and facilitate a group discussion on the topic. • Encourage participants to share their thoughts, experiences, and knowledge. Tips: • Ensure anonymity to make participants feel comfortable asking any question. • Be prepared to provide factual information or clarify misconceptions. • Keep the discussion respectful and inclusive, guiding the conversation to ensure all voices are heard. avoiding assumptions (45 min) The goals of this activity are to: 1. Increase Awareness of Bias: Educate participants on various types of biases and their impact on perceptions and behaviors. 2. Encour age Critical Reflection: Prompt participants to reflect on and recognize their own biases through real-life examples. 3. Pr omote Inclusive Thinking: Foster a more inclusive mindset by challenging participants to think critically about how biases affect the LGBTIQ+ community. Description: This activity involves a presentation on different types of biases, such as implicit bias, confirmation bias, and stereotyping. After the presentation, each participant is given a specific example illustrating a type of bias. They are asked to reflect on the example and consider how biases influence thoughts, actions, and attitudes, especially towards the LGBTIQ+ community. The activity concludes with participants sharing their reflections in a group discussion. Instructions and tips for facilitating: Instructions: • Present different types of biases with clear definitions and real-life examples. You can use the worksheet 2 in the appendix of the manual. • Distribute specific examples of bias to each participant for individual reflection worksheet 3. • After reflection, invite participants to share their thoughts and insights with the group. 43 Part 3 – peer support training Tips: • Use relatable examples to make the concept of bias more tangible. • Encourage participants to be honest and open in their reflections. • Facilitate the discussion in a non-judgmental way, focusing on learning and growth. inclusive language and communication, understanding and respecting different norms (45 min) The goals of this activity are to: 1. Promote Inclusive Communication: Educate participants on the importance of using inclusive language and respecting diverse communication norms. 2. Enhance Cultural Competency: Increase understanding of how language can reflect and reinforce inclusivity, especially within the LGBTIQ+ community. 3. Foster Respectful Dialogue: Encourage participants to engage in discussions that respect and honor different cultural and social norms. Description: This activity focuses on understanding and practicing inclusive language and respectful communication. Participants engage in a group discussion about the significance of inclusive language, particularly in relation to the LGBTIQ+ community. The discussion also covers how different cultural and social norms influence communication styles. The goal is to help participants recognize the power of language in creating an inclusive environment and to encourage them to adopt communication practices that respect diversity. Instructions and tips for facilitating: Instructions: • Introduce the concept of inclusive language and explain its importance. • Facilitate a group discussion where participants share their experiences and thoughts on how language can include or exclude individuals. • Discuss different communication norms across cultures and identities, emphasizing respect and understanding. 44 Part 3 – peer support training Tips: • Provide examples of inclusive vs. non-inclusive language to clarify the discussion. • Encourage participants to reflect on their own language use and consider areas for improvement. • Ensure that the discussion remains respectful and that all participants feel comfortable sharing their perspectives. Day 2 effective communication skills and safe space (90 min) The goals of this activity are to: 1. Enhance Communication Skills: Equip participants with effective communication strategies, focusing on active listening, creating safe spaces, and being present. 2. Promote Inclusive Environments: Foster an understanding of the principles required to create safe and inclusive spaces where everyone feels heard and respected. 3. Encourage Self-Reflection: Provide participants with opportunities to reflect on their communication styles and improve their ability to listen and support others without judgment. Description: This 90-minute activity focuses on developing effective communication skills, particularly within the context of diversity and inclusion. Participants will engage in group activities and discussions that highlight the importance of active listening, creating safe spaces, and being present during conversations. The session includes a series of structured exercises where participants take on different roles (speaker, listener, observer) to practice these skills in a supportive environment. After each exercise, the group discusses the concepts of safe space, active listening, and holding space, exploring how these can be applied in real-life interactions. Instructions and tips for facilitating: 1. Diversity of Communication (10 min) Instructions: Start with a brief introduction on the diversity of communication styles, emphasizing that effective communication can vary based on cultural, social, and individual differences. 45 Part 3 – peer support training Tips: Use examples to illustrate how different communication norms can impact interactions. Encourage participants to consider their own communication preferences and how these might differ from others. 2. Active Listening Exercise (45 min) Instructions: Divide participants into small groups of three. Each person will take turns being the speaker, listener, and observer across three rounds. • 1st Round: The listener focuses on creating a safe space for the speaker. The observer notes how the listener establishes this space. • 2nd Round: The listener practices active listening, with the observer identifying successful techniques. • 3rd Round: The listener holds space without speaking, allowing the speaker to express themselves freely. Tips: • Encourage listeners to use body language, eye contact, and non-verbal cues to demonstrate support. • Remind participants to avoid interrupting or questioning the speaker, focusing instead on understanding and empathy. • Observers should be constructive in their feedback, highlighting both strengths and areas for improvement. 3. Group Discussion (30 min) • 1st Discussion: What What is a safe space? Review the observer’s notes and discuss how listeners succeeded in creating a safe space, how it impacted the speaker, and explore additional strategies for establishing a safe environment. • 2nd Discussion: What What is active listening? Discuss how the listener’s actions during the exercise exemplified active listening, the effect on the speaker, and brainstorm further ways to enhance active listening skills. • 3rd Discussion: What What does it mean to hold space? Explore how the listener effectively held space without speaking and how this practice can benefit conversations. 46 Part 3 – peer support training Tips: Use flip chart paper to record key insights from each discussion, making it easier to refer back to these points later in the session. Encourage all participants to contribute their observations and thoughts, ensuring that the discussion remains inclusive and balanced. 4. Practical strategies and conclusion (5 min) Instructions: Summarize the key takeaways from the exercises and discussions. Provide practical strategies for applying these communication skills in everyday interactions, particularly in creating safe and inclusive spaces. Tips: Reinforce the importance of continuous self-reflection and practice in developing effective communication skills. Encourage participants to continue these practices beyond the session, both in personal and professional contexts. me as a peer supporter boundaries and self-care (90 min) The goals of this activity are to: • Increase wellbeing: Creating an understanding that taking care of your own wellbeing is an indispensable part for being a peer supporter. To become aware of their own resources and ability to influence matters that affect them. • Identify own needs: Practice identifying your own needs as a peer supporter. Learning this together in a group creates an understanding that it is ok to have needs and say them out loud. • Set boundaries: Setting boundaries in peer support work can be difficult. Therefore participants practice setting boundaries together. Giving practical examples of how to set your own boundaries. • View own story: Provide an opportunity for participants to look at your own lived life and what they are willing to share about it in peer support work. Description: This session will focus on strengthening the well-being of participants in peer support work. First participants will look at experiences in their own lives and assess what they are willing to share with others in peer support work. Second activity will look practically at the steps peers can take to ensure their own privacy. As setting boundaries is not always easy, the final question is to consider what skills and resources each participant has to set boundaries. 47 Part 3 – peer support training Instructions and tips for facilitating: Lifeline (40 min) Instructions: Hand out paper and pens to the participants. Ask them to make a lifeline where they write things they have experienced in their life. Ask participants to mark in different colors: 1. The experiences they are willing to share with others 2. Things they do not want to share with others 3. Things they are not yet sure about or still need to process with themselves. The activity is done individually and it is important to tell participants in advance that they don’t have to share anything with others if they do not want to. However, you can offer the possibility to share an experience that they marked as something they are willing to share in peer support work. Tips: • Doing this task can bring up some difficult emotions and it’s something it is good to tell to participants in advance. Arrange the room so that everyone can do the task in their own space. • Instead of discussing the experiences you have written down, it may be more important to share how it felt to do the task at the end of this session. Good practices (40 min) Instructions: • Divide the participants into pairs. Guide them to brainstorm how, in practical terms, a peer supporter can set boundaries between peer support work and private life. Participants can use the following questions: How How to keep contact with the person that you are supporting? What are your physical boundaries? What to do if you find each other on social media? What practicalities should be agreed together at the beginning of the peer support relationship? • Next the pairs present their answers to the whole group. If there is time, you can choose some questions that are important to the participants and discuss them in more detail. Tips: If you find some useful and concrete phrases that help to set personal boundaries, write them down. Instructions: 48 Part 3 – peer support training Your own resources (10 min) Instructions: The session ends with a round where everyone shares at least one good personal characteristic that helps them to take care of themselves and set boundaries. You can use picture cards and ask each participant to choose a card that describes them in a positive way. Lunch Break (60 min) mapping the pathways (180 min) The goals of this activity are to: 1. Develop Practical Skills: Enhance participants’ abilities to effectively handle real-life scenarios as peer supporters, including problem-solving, planning actions, and addressing challenges. 2. Simulate P eer Support Dynamics: Provide hands-on experience in role-playing peer supporter-mentor interactions, allowing participants to practice and refine their skills in a controlled setting. 3. E xplore Crisis and Conflict Resolution: Equip participants with strategies for resolving crises, managing conflicts, and de-escalating challenging situations. Description: The “Mapping the Pathways” activity is a 180-minute skill-building session designed to simulate the dynamics between peer supporters and mentors through role-playing. Participants are given vignettes—short, concrete scenarios describing various peer support cases. They are tasked with planning their responses, discussing strategies with peers, and then engaging in role-play sessions where they act out their planned actions with a mentor. After each role-play session, participants receive new information or face additional challenges related to their scenarios. This iterative process includes six rounds of role-playing, followed by a debriefing session focusing on crisis resolution, conflict resolution, and de-escalation strategies. Instructions and tips for facilitating: 1. Introduction and Setup (15 min) Instructions: Introduce the activity, outlining the goals and structure. Explain the role of the vignettes and how participants will engage in role-playing peer supporter-mentor dynamics. 49 Part 3 – peer support training Tips: Emphasize the importance of using real-life scenarios to develop practical skills. Provide clear instructions on how to use the vignettes and what to expect during the role-playing sessions. 2. Role-Playing Sessions (90 min) Instructions: • Distribute vignettes to each participant, describing specific peer support scenarios use worksheet 4. • Participants have 5 minutes to review and plan their peer support actions based on the vignette. • Conduct a 10-minute role-playing session where participants enact their responses with a mentor while the rest of the group observes. • After each round, participants receive new information or face additional challenges related to their vignette. • Repeat this process for six rounds, allowing time for planning, role-playing, and receiving new information. Tips: • Encourage participants to think critically and creatively about their responses. • Remind participants to stay in character and engage fully during the role-play. • Ensure mentors provide constructive feedback and pose thoughtful questions to deepen the discussion. 3. Debriefing and Discussion (45 min) Instructions: • After the role-playing sessions, lead a debriefing discussion where participants reflect on their experiences. • Discuss crisis resolution methods, conflict resolution strategies, and de-escalation techniques used during the role-plays. • Identify key takeaways and practical strategies for handling similar situations in real-life peer support roles. Tips: • Use flip chart paper or a whiteboard to capture key points and strategies discussed. • Encourage participants to share their reflections and insights from the role-playing sessions. • Address any unresolved questions or concerns, and provide additional guidance as needed. 50 Part 3 – peer support training 4. Conclusion and Next Steps (15 min) Instructions: Summarize the main lessons learned from the activity. Provide participants with resources or handouts on crisis resolution, conflict management, and de-escalation strategies. Tips: • Reinforce the importance of continued practice and reflection in developing effective peer support skills. • Encourage participants to apply the skills and strategies learned in their own peer support roles. This activity aims to provide participants with a comprehensive understanding of peer supporter-mentor dynamics and practical skills for managing various challenges. By simulating real-life scenarios and engaging in role-play, participants can build confidence and competence in their peer support roles. Break (30min) sharing stories (90 min) The goals of this activity are to: Grow to a peer supporter. To prepare participants to share their own story. To learn to recognise the emotions that come from telling your own story and hearing someone else’s story. To increase the understanding that peer support can be experienced in many different ways and about many different issues. Description: The purpose of this session is to get known about someone’s story as a peer supporter and to experience what it is like to share your own story with another. It also gives an opportunity to reflect the emotions that come up when hearing someone else’s story. Session diversifies participants’ understanding of how peer support can be experienced in many different situations. Instructions and tips for facilitating: Instructions: • Ask someone who is already a peer supporter to join the session to talk about their own experience as a peer supporter. The peer supporter tells the participants their story; what has happened in their life, what peer support means to them and why they became a peer supporter. 51 Part 3 – peer support training • It is important that before the presentation starts, you all agree on practices for making the space as safe as possible for everyone, for example when and what kind of questions are ok to ask and what to do if something feels triggering. • After the presentation, discuss together the thoughts and feelings that the presentation evoked. Tips: If it is not possible to have a peer supporter to tell their story, you can use the attached story in the session. worksheet 5 - It is a true story of a young peer supporter. It is also an option to find videos of peer supporters on YouTube. Arrange enough time for this session and take a short break if necessary. Day 3 looking back, stepping forward (120 min) The goals of this activity are to: • Concretise and summarise: Provide a tool that brings together all the learnings from the training • Have and give feedback: Feedback is an important part of training. Good and constructive feedback increases participants’ motivation to act as peer supporters. • Increase awareness of peer support opportunities: Participants will be given information on concrete opportunities to act as peers. Description: In this activity, participants will bring together what they have learned in the training and orient their thoughts towards becoming a peer supporter. The activity will use creative methods that will allow participants to explore their own peer supporter identity in their own way. Participants are given feedback and they can also give it to each other. In the end, the facilitators will tell the participants about concrete opportunities to become peer supporters in their organisation. Instructions and tips for facilitating: Me as a Peer Support Person - collage (90 min) Instructions: • Prepare space with papers, colored cardboards, pencils, markers, watercolors, scissors, glue,magazines etc. 52 Part 3 – peer support training • Present the task to the participants. It is supposed to put together what is important to the participants on the topic of "me as a peer supporter" . • You can give participants some topics that they can use in their work: » Identifying my peers - who can I support? » What am I ready to share? » What are my strong points? » What kind of skills do I have? » What do I still need to learn? » How do I take care of myself? » Who can I turn to in case of problems? • Participants can choose how they want to work. The output can be a collage, a zine, a mind map, a treasure map, a CV, etc. • End of the session participants present their work. Each participant will be given some good and constructive feedback. Tips: Using creative methods is not natural for everyone. Tell them that it’s also okay to just list things that come to mind, for example. Next steps (30 min) Instructions: Present the concrete possibilities for participants to start working as a peer supporter in your organisation. If your organisation does not yet have an existing peer support activity, you can start to plan the next steps together. Tips: It is also good to mention that it is totally ok if participants do not yet know whether they want to become a peer supporter. Tell them to take their time to think about it and get back to you later. Closing (60min) The goals of this activity are to: 1. Reflect on Learning: Provide an opportunity for participants to reflect on their experiences and the insights gained throughout the training. 2. Gath er Feedback: Collect feedback on the training program to identify strengths and areas for improvement. 3. E valuate Personal Growth: Encourage participants to assess their personal development and learning outcomes from the training. 53 Part 3 – peer support training Description: The closing session is a 60-minute activity designed to wrap up the training program. It includes an open discussion where participants can share their reflections and feedback, and an evaluation segment where participants assess both their personal growth and the effectiveness of the training. The session aims to consolidate learning, address any final questions or concerns, and gather valuable input to enhance future training sessions. Instructions and tips for facilitating: 1. Open Discussion (30 min) Instructions: • Invite participants to share their reflections on the training experience. Encourage them to discuss what they found most valuable, any challenges they encountered, and how the training has impacted their understanding and skills. • Facilitate a group discussion where participants can express their thoughts and insights in an open and supportive environment. Tips: • Create a welcoming atmosphere where all participants feel comfortable sharing their opinions. • Use open-ended questions to prompt discussion, such as “What was the most significant learning for you?” or “How do you plan to apply what you’ve learned?” • Listen actively and acknowledge participants’ contributions to ensure a respectful and inclusive dialogue. 2. Feedback Collection (15 min) Instructions: • Distribute feedback forms or surveys to participants, asking them to evaluate various aspects of the training program, including content, delivery, and overall effectiveness. • Provide a brief overview of the feedback topics, such as what worked well, what could be improved, and any additional suggestions for future training sessions. Tips: • Ensure that feedback forms are anonymous to encourage honest and constructive responses. • Allow participants sufficient time to complete the forms and emphasize the importance of their input in improving the training. 54 Part 3 – peer support training 3. Personal and Training Evaluation (15 min) Instructions: • Guide participants in reflecting on their personal growth and the progress they have made during the training. Ask them to consider how their skills and understanding have evolved. • Facilitate a brief discussion or individual reflection on their personal evaluations and any goals they have set for applying their new skills. Tips: • Use reflective questions to prompt personal evaluation, such as “What skills have you developed that you’re most proud of? ” or “What are your next steps for implementing what you’ve learned? ” • Provide a summary of key takeaways and encourage participants to set actionable goals for applying their new skills in real-life situations. By structuring the closing session to include open discussion, feedback collection, and personal evaluation, participants can consolidate their learning, provide valuable input for future improvements, and reflect on their personal growth. This comprehensive approach ensures that the training program concludes on a constructive and forward-looking note. 55 Part 1 – theoretical background AP ENDIXappendix 57 appendix w o r ks h e e t 1 Blank Flag 57 appendix w o r ks h e e t 2 Understanding Different Types of Biases 1. Implicit Bias Definition: Implicit bias refers to the unconscious attitudes or stereotypes that affect our understanding, actions, and decisions. These biases are not always visible to us and can influence our behavior without us realizing it. Example: A person might unconsciously favor someone who shares their background or interests, even if they believe they are being objective. 2. Explicit Bias Definition: Explicit bias involves conscious beliefs or attitudes that a person is aware of and can openly express. These biases are deliberate and can influence behavior and decision-making. Example: An individual who openly expresses prejudiced views against a particular group is demonstrating explicit bias. 58 appendix 3. Confirmation Bias Definition: Confirmation bias occurs when individuals favor information that confirms their preexisting beliefs or hypotheses, while disregarding information that contradicts them. Example: A person who believes in a stereotype may selectively notice and remember instances that support the stereotype, while ignoring evidence that disproves it. 4. Stereotyping Definition: Stereotyping involves making generalized assumptions about individuals based on their membership in a particular group. These assumptions often ignore the individuality and complexity of people. Example: Assuming all members of a particular gender or ethnic group share the same traits or behaviors. 5. Affinity Bias Definition: Affinity bias is the tendency to favor people who are similar to ourselves in some way, whether that’s through background, interests, or experiences. Example: Hiring managers might prefer candidates who share their alma mater or hobbies, overlooking other qualified candidates who differ from them. 6. Attribution Bias Definition: Attribution bias occurs when individuals attribute others' behaviors to their character or disposition, while attributing their own behaviors to external circumstances. Example: If someone else is late, we might assume it’s because they’re disorganized, while if we’re late, we attribute it to external factors like traffic. 59 appendix 7. Halo Effect Definition: The halo effect is the tendency to let our overall impression of a person (whether positive or negative) influence our judgments about their specific traits or behaviors. Example: If someone is likable, we might also rate their work as higher quality, even if it’s not objectively better. 8. In-Group Bias Definition: In-group bias is the tendency to favor and give preferential treatment to members of our own group, while discriminating against those from other groups. Example: People might show more trust and support to colleagues who share their cultural background, potentially sidelining others. 9. Out-Group Bias Definition: Out-group bias involves holding negative attitudes towards people who are not part of our own group, often based on stereotypes or lack of understanding. Example: Viewing members of a different social or ethnic group as less competent or less trustworthy than members of one’s own group. 10. Recency Bias Definition: Recency bias is the tendency to give undue weight to recent events or information when evaluating a person or situation. Example: Evaluating a team member’s performance based primarily on their most recent work, rather than their overall performance. 60 appendix 11. Anchoring Bias Definition: Anchoring bias occurs when individuals rely too heavily on the first piece of information they receive (the “anchor”) when making decisions or judgments. Example: If a job candidate's first salary expectation is high, it might skew negotiations even if the candidate’s worth is assessed differently later. 12. Overconfidence Bias Definition: Overconfidence bias involves having more confidence in one’s abilities or knowledge than is warranted by actual performance or evidence. Example: A person might overestimate their ability to complete a task or predict outcomes without adequate information. 61 appendix w o r ks h e e t 3 Examples for Bias Reflection Maja Scenario: Reflection Questions: Maja is a 17-year-old transgender woman • What might Maja be feeling in this situation? who recently came out to her deeply religious Consider her emotional and mental state. parents. They reacted with hostility, expressing • How does the lack of family acceptance their disapproval of her gender identity. As a impact Maja’s daily life and her ability to result, Maja feels isolated at home and struggles thrive in school? with anxiety and depression. She has also been • What kind of support and resources would facing difficulties at school because she fears Maja need to navigate her situation being bullied or discriminated against if her effectively? peers find out about her gender identity. Maja wants to transition and be her true self but is afraid of losing her family’s support and facing social rejection. Alex Scenario: Reflection Questions: Alex is a 19-year-old bisexual individual who • How might Alex feel about being displaced recently left their home due to conflicts with from their home and living in a shelter? their parents over their sexual orientation. The • What are the emotional and practical parents have been openly hostile towards the challenges Alex faces as they try to rebuild LGBTQ+ community and have threatened Alex their life? with eviction if they continued to express their • How can peer supporters and community identity. Alex is now living in a temporary shelter organizations help Alex find stability and for LGBTQ+ youth but is worried about their support during this transition? future. They are also struggling with the lack of stability, which affects their mental health and ability to focus on their studies and job search. 62 appendix Ravi Scenario: Reflection Questions: Ravi is a 22-year-old South Asian gay man • What emotional and psychological impacts who recently moved to a new city for university. might Ravi experience due to facing dual He is excited about finding a supportive discrimination? LGBTQ+ community but has encountered • How does the intersection of racial and both racial and LGBTQ+ discrimination. Ravi LGBTQ+ discrimination affect Ravi’s sense of feels alienated as he faces microaggressions belonging and self-esteem? related to his ethnicity from his peers and • What support strategies can be implemented is unsure how to address the cultural barriers to help Ravi navigate these challenges and within the LGBTQ+ spaces he wants to be find a supportive community? part of. He is also struggling with feelings of isolation and anxiety about fitting in both as a racial minority and as a gay individual. Nia Scenario: Reflection Questions: Nia is a 19-year-old Black transgender • How might Nia’s cultural expectations and woman who is grappling with cultural family pressures affect her mental health and expectations from her family and community. identity expression? Her family holds traditional views on gender • What are the challenges she faces in roles and has expressed strong disapproval reconciling her gender identity with her of her transition. Nia feels pressured to cultural and familial expectations? conform to these cultural expectations while • How can support systems provide Nia with also dealing with her gender dysphoria and the resources and understanding needed to the lack of acceptance from those around her. navigate these complex intersections? She is anxious about the impact of her identity on her relationship with her family and feels isolated from both her cultural community and the broader LGBTQ+ community. 63 appendix Jamal Scenario: Reflection Questions: Jamal is a 24-year-old Latino non-binary • How might Jamal’s experiences of invisibility person who works in an environment where and lack of representation affect his mental LGBTQ+ issues are rarely discussed and health and sense of belonging? racial diversity is minimal. Jamal feels invisible • What are the specific challenges Jamal faces both as a non-binary individual and as a in both his work environment and social person of color. He experiences discomfort interactions? and isolation at work and in social settings • What kinds of support or changes could where his identities are neither acknowledged be made to help Jamal feel more seen nor understood. Jamal is also struggling with and accepted in both his workplace and anxiety and depression, partly due to the community? lack of representation and acceptance in both his workplace and the broader community. Casey Scenario: Reflection Questions: Casey is a 21-year-old queer individual • How might Casey’s rural environment and living in a small rural town. The community lack of local LGBTQ+ support affect their is close-knit but not very open-minded, mental health and sense of self? and Casey feels isolated due to the lack • What are the specific challenges Casey of visible LGBTQ+ support and acceptance. faces due to the isolation and conservative They have not come out to their family, attitudes in their community? fearing rejection and potential hostility, as • What strategies or resources can be their family holds conservative views. Casey developed to help Casey feel more struggles with feelings of loneliness and supported and less isolated despite their depression because they don’t have access geographical limitations? to local LGBTQ+ support networks or resources. They are also worried about the safety of expressing their identity openly in such a tight-knit and traditional environment. 64 appendix Maya Scenario: Reflection Questions: Maya is a 20-year-old trans woman who is • How do Maya’s financial struggles impact struggling with financial insecurity. She works her ability to access essential services and part-time at a minimum-wage job and is living support for her gender transition? paycheck to paycheck. Maya has faced • What additional stressors might Maya significant discrimination in her job due to her experience due to the combination of gender identity, which has made it difficult for economic hardship and discrimination? her to advance and secure better employment • What kinds of support and resources can opportunities. She has limited access to health be provided to help Maya manage her care, including the hormone therapy she needs economic challenges while addressing her for her transition, and is unable to afford the needs related to her gender identity? costs associated with changing her legal documents to reflect her gender identity. Maya feels overwhelmed by the financial pressure and the lack of support, which exacerbates her anxiety and depression. 65 appendix w o r ks h e e t 4 Cases case 1. Luna Case Introduction: Luna, a 19-year-old bisexual individual, recently dropped out of school due to depression and anxiety. They have sought your support to help them restart their studies. Luna has not come out to their deeply religious parents, fearing rejection. While Luna is also religious, they have not shared details about their faith. Luna has felt isolated from the LGBTQ+ community until meeting you, which has made them very happy. Over the past few weeks, Luna has started messaging you frequently, including at night, and sometimes deletes messages before you can read them. Recently, you heard from another young person that Luna has a crush on you. You are meeting Luna tomorrow and are uncertain whether or not to address what you heard. Situation 1 Situation 2 During your next meeting, Luna brings up their Luna shares their struggle with not being able to desire to return to school but feels overwhelmed come out to their parents due to their parent's by the thought of re-entering an academic religious beliefs. They feel conflicted between environment. How would you support Luna their sexual orientation and their faith. How in creating a plan to manage their anxiety would you help Luna navigate this internal conflict and depression while pursuing their studies? and find a sense of peace and acceptance? Situation 3 Situation 4 Luna expresses feeling isolated and mentions Luna's frequent and confusing messages, how meeting you has been a bright spot in their sometimes sent at night, are causing you life. They want to make more LGBTQ+ friends concern. You want to understand what Luna but don't know where to start. How would needs but find the communication challenging. you assist Luna in finding and connecting with How would you address this issue with Luna supportive LGBTQ+ communities? to improve communication and establish healthy boundaries? Situation 5 You are meeting Luna tomorrow and have heard from another young person that Luna has a crush on you. This could potentially impact the peer support relationship. How would you handle this situation in a sensitive and professional manner during your meeting? 66 appendix case 2. Max Case Introduction: Max, a 23-year-old Black transgender man, is also autistic and has been diagnosed with PTSD. Throughout his life, Max has faced significant discrimination and prejudice, which has compounded his experiences of minority stress due to his intersecting identities. Max recently joined a peer support program, hoping to find a space where he can feel understood and supported. However, communication between you and Max has been challenging since the beginning. There have been constant misunderstandings, leading to frustration on both sides. Max feels that you might have something against him, despite your reassurances to the contrary. He has shared his feelings of being misunderstood and unsupported, but conversations about these issues have only reinforced his beliefs. Despite these difficulties, Max remains committed to working with you as his peer supporter. You are determined to improve your communication and better understand the type of support Max needs and wants from you. Situation 1 Situation 2 In your next meeting, Max expresses his Max shares that he recently experienced a frustration with the ongoing miscommunications distressing incident of discrimination at work, and feels that you are not understanding his which has heightened his PTSD symptoms. He perspective. How would you approach this feels overwhelmed and unsure how to cope. conversation to improve your communication How would you support Max in managing and understanding with Max? his PTSD symptoms and addressing the discrimination he faced? Situation 3 Situation 4 Max mentions that he feels isolated and Max tells you that he often feels judged and misunderstood not just in your sessions, but also invalidated when he tries to talk about his in his daily life. He wants to build a support experiences with minority stress. He is hesitant network but doesn’t know where to start. How to open up further because of past negative would you help Max develop a plan to connect experiences. How would you create a safe and with supportive communities and individuals? validating space for Max to share his feelings and experiences? Situation 5 Max is interested in finding professional mental health support but feels overwhelmed by the process and fears further discrimination. How would you assist Max in navigating the healthcare system to find a therapist who is knowledgeable and supportive of his intersecting identities? 67 appendix case 3. Jordan Case Introduction: You are a peer supporter for Jordan, a person with a long history of mental illness who has been diagnosed with bipolar disorder. Jordan has not been taking their prescribed medication and is currently not receiving any professional help. Recently, Jordan confided in you that they are experiencing active suicidal thoughts. They stressed that they trust you and do not want anyone else to know about their situation. You realize that the support you can provide is insufficient for Jordan's current crisis. Despite your efforts to encourage them to seek professional help, Jordan is resistant due to previous negative experiences with mental health services as a queer person. You are deeply concerned that Jordan may be a danger to themselves and are unsure of the best course of action. Situation 1 Situation 2 Jordan reiterates that they are feeling Jordan mentions that they have stopped taking actively suicidal and expresses frustration their medication because they feel it wasn't with their previous experiences with mental helping and that it made them feel worse. They health services. They feel betrayed by the are currently experiencing severe mood swings. system and are adamant about not seeking How would you approach the conversation professional help. How would you respond to about the importance of medication adherence Jordan’s immediate crisis and their distrust of and finding a medication that works for them? professional help? Situation 3 Situation 4 Jordan tells you that their feelings of hopelessness Despite Jordan's resistance, you believe that and despair are overwhelming, and they don't they need immediate professional intervention see a way out of their current situation. They to ensure their safety. How would you approach feel isolated and unsupported. How would the delicate situation of ensuring Jordan you support Jordan in this moment and help receives the help they need while respecting them see the possibility of hope and recovery? their feelings and confidentiality to the best of your ability? Situation 5 Jordan expresses a desire to connect with mental health professionals who understand and respect their queer identity but is afraid of encountering more discrimination. How would you assist Jordan in finding LGBTQ+-affirming mental health services and support groups? 68 appendix case 4. Alex Case Introduction: Alex, a 19-year-old non-binary person, recently moved to a new city for university. They were excited about this new chapter in their life but soon began to feel overwhelmed and anxious. Despite being an extrovert in high school, Alex now finds it difficult to make new friends and feels isolated. They experience frequent anxiety attacks, especially in social situations, and often avoid leaving their apartment. Alex is passionate about LGBTQ+ activism and longs to join the university’s LGBTQ+ club, but the fear of rejection and judgment holds them back. They struggle with their identity in this new environment, feeling unseen and misunderstood by peers and professors. Alex misses their supportive high school friends who always understood and accepted them. They are now reaching out to the university’s peer support program, hoping to find someone who can understand their struggles and help them navigate this challenging time. Alex has never sought professional help for their anxiety before, fearing stigma and not knowing where to start. They feel trapped in a cycle of loneliness and fear, desperate for connection and understanding. Situation 1 Situation 2 Alex attends their first meeting with you, their During your next session, Alex reveals that they peer supporter, and shares their feelings of had a panic attack in one of their classes and anxiety and isolation. They express a desire are now too anxious to attend. They are worried to join the LGBTQ+ club but are paralyzed by about falling behind in their studies. How would fear. How would you support Alex in this initial you help Alex manage their anxiety related to meeting? academics? Situation 3 Situation 4 Alex mentions that they have received some Alex confides in you that they have been avoiding hurtful comments about their gender identity social events because they feel like they don’t from a classmate. They are deeply affected and fit in and fear being judged. They miss having feel unsafe and unsupported at university. How friends but don’t know how to start building would you address this issue with Alex? new relationships. How would you guide Alex through this challenge? Situation 5 Alex is interested in seeking professional help for their anxiety but feels overwhelmed by the process. They have never navigated the healthcare system for mental health support before. How would you assist Alex in finding and accessing the resources they need? 69 appendix case 5. Ahmed Case Introduction: You are a peer supporter for Ahmed, a gay asylum seeker living in an asylum camp. Ahmed struggles with severe anxiety due to the homophobic and dangerous environment of the facility. His communication with you is erratic, often jumping from topic to topic, making it difficult to follow his thoughts. Ahmed frequently texts you, sharing information and pictures from his daily life, and often sends urgent messages pleading for help to relocate from the asylum home and find work. Despite the challenging communication, Ahmed trusts you and relies on your support to navigate this stressful period. Situation 1 Situation 2 Ahmed expresses his fear and anxiety about the Ahmed's erratic communication style makes homophobic environment in the asylum camp it difficult for you to understand his needs and and pleads for help to relocate. He feels unsafe provide effective support. During your next and is desperate for a solution. How would you interaction, he jumps from one topic to another support Ahmed in this immediate crisis and help without giving you a chance to respond. him explore options for improving his safety and How would you address this communication well-being? challenge and establish a more structured way of interacting with Ahmed? Situation 3 Situation 4 Ahmed sends you a series of messages, Ahmed confides that he feels isolated and has including pictures of his daily life, mixed with no support system within the asylum camp. He urgent pleas for help to find work. He feels that is struggling to cope with the constant fear and securing a job would help him gain independence anxiety and does not know how to find a sense and improve his situation. How would you help of community. How would you assist Ahmed Ahmed explore employment opportunities in finding support networks, both within and while managing his expectations and anxiety? outside the asylum camp, that could provide him with a sense of belonging and safety? Situation 5 Despite your ongoing support, Ahmed's anxiety and pleas for relocation become more frequent and urgent. You realize that he needs more help than you can provide alone. How would you approach the situation to ensure Ahmed gets the professional help and support he needs, while respecting his trust and maintaining your supportive relationship? 70 appendix case 6. Emma Case Introduction: You are a peer supporter for Emma, a young trans woman who is struggling with her gender expression. Emma has never used make-up or dressed in female clothes, and she is also autistic, which makes it difficult for her to keep appointments with you and maintain regular attendance in school. Emma has no friends and is desperate to be part of the LGBTIQ+ community. During your meetings, Emma doesn't talk much, and you struggle to find topics to discuss, making the support sessions feel unproductive to you. However, Emma insists that she enjoys these sessions very much and values your support. Situation 1 Situation 2 Emma expresses a strong desire to explore Emma often misses appointments with you her gender expression but feels overwhelmed and struggles with keeping up in school, which and unsure where to start with make-up and adds to her stress and anxiety. How would dressing in female clothes. How would you you help Emma develop strategies for better support Emma in taking the first steps towards managing her schedule and improving her expressing her gender identity in a way that academic performance while being sensitive feels comfortable and affirming for her? to her autistic traits? Situation 3 Situation 4 During your sessions, Emma doesn't talk much, Emma is feeling isolated and longs to be part of making it challenging to engage in meaningful the LGBTIQ+ community but doesn't know how conversations. You want to ensure the sessions to connect with others. How would you assist are beneficial for her. How would you Emma in finding and engaging with supportive approach this communication barrier and find LGBTIQ+ groups or communities where she can ways to facilitate more effective and supportive make friends and feel accepted? discussions? Situation 5 Despite your concerns that the support sessions are not going well, Emma insists that she enjoys them and finds them helpful. You want to ensure you are providing the best support possible. How would you evaluate the effectiveness of your sessions and make any necessary adjustments to better meet Emma's needs and expectations? 71 appendix case 7. Taylor Case Introduction: You are a peer supporter for Taylor, an LGBTIQ+ youth struggling with housing. Taylor's parents are extremely homophobic and outspoken against the LGBTIQ+ community and its rights. They frequently ridicule Taylor for not conforming to traditional gender roles. Taylor, who is still in school, is deeply anxious and fearful about coming out to their parents. They worry that doing so could lead to being thrown out of the house, losing financial support, or even facing physical violence. Despite longing to join the LGBTIQ+ community, Taylor is paralyzed by the fear of their parent's potential reaction, which leaves them feeling isolated and unsupported. Situation 1 Situation 2 Taylor confides that their parents' homophobic Taylor expresses a desire to connect with the remarks and ridicule are causing significant LGBTIQ+ community but is terrified of their anxiety and making them feel unsafe at home. parents finding out. They feel trapped and They are unsure how to cope with the constant isolated, unable to reach out for support. How stress. How would you support Taylor in would you assist Taylor in exploring safe ways managing their anxiety and finding ways to to connect with the community without risking create a sense of safety and self-acceptance their safety at home? in a hostile environment? Situation 3 Situation 4 Taylor mentions that their parents' financial Taylor's fear of physical violence from their support is crucial for their education, and they parents if they were to come out is a constant fear losing it if they come out. They feel stuck source of distress. They are unsure where to and powerless, unsure how to navigate this turn for help or protection. How would you situation. How would you help Taylor explore help Taylor develop a safety plan and identify potential resources and options for financial resources that can provide immediate and independence and support? long-term support? Situation 5 Despite the challenges, Taylor is committed to their education and wants to ensure they can continue their studies while dealing with these issues. How would you support Taylor in balancing their academic responsibilities with their mental health needs, and in finding ways to succeed in their studies despite the difficult home environment? 72 appendix w o r ks h e e t 5 Story of a Peer Supporter trigger warnings: abuse (physical, sexual & emotional), mental illness, suicidal ideation, substance abuse, self-harm, hospitals, medications/medical talk, queerphobia, eating disorder. Trigger warnings are for the topics I’m going to mention in this story. I will not dive deep into any of the topics mentioned, and this text does not involve any graphic details of them! Who am I? I’m a nearly 30-year-old queer person and an educated expert by experience. an educated expert by experience. I am I will also discuss the importance of currently studying social counseling at university community and peer support. So, I’ll start of applied sciences. I take part in different by telling you more facts about myself. kinds of activism when I have the time and I’m autistic and have ADHD, and as those capacity to do so. Peer support has been a things are an important part of my identity, big part of my life for many years, and I have it has not been easy for me to navigate had many different roles in the context of this neurotypical world. I got the diagnoses peer support. A part of being an educated as an adult, so I grew up without knowing expert by experience is telling my life story to those things about me. I also have a long others. Hearing other people opening about history with mental illness. Along the years I their lives, struggles and healing processes have had different kinds of mental health issues. has given me so much hope along the years. My struggles with mental health have been I’m now at a place in my life where I feel mainly related to a mood disorder, traumatic comfortable enough to be vulnerable and stress disorder, obsessive compulsive disorder share my story with you. I’m going to talk and general anxiety. I also have experience about my past and why I ended up becoming with an eating disorder and substance abuse. 73 appendix A brief look into my childhood and teenage years I come from an academic middle-class family. I started to use substances when I was like My family has had its issues, but my home 12 years old. My substance use increased life was relatively safe growing up and I had gradually in my teenage years, and it became many privileges that I do not take for granted. this self-destructive way to cope with all the However, as a child I often felt like I was stress in my life. As a teen I hanged out in different from the other kids. I was quite serious, groups where drug use and different kinds and my thinking was very black and white. I of abusive behaviors were normal. A lot of was not that good at playing with others and people I spent time with were adults who had had a hard time fitting into social norms. I have substance abuse issues. The environment I always been a high masking autistic and done was in most of the time was not suitable for a a lot of research about how to behave in ways kid at all. At 14 years old I was also dating a that are socially accepted. So, while my autism person that was much older than me. They were was definitely there as a kid, it wasn’t obvious abusive towards me in many ways and my to the people in my life. Although I think that self-esteem dropped completely within the my family tried their best to be there for me, two years I was in that so-called relationship. I even they didn’t understand me very well. thought that I deserved the abuse and as it was My teenage years were traumatic. Along those so normalized in the culture I was living in years I experienced physical, sexual and then, I could not see it as that bad of a thing. emotional violence and it obviously impacted I also didn’t have friends or adults in my my mental health in a very negative way. life that I would feel safe to open up to I was super anxious, scared of people and about it or anything else in that matter. paranoid about everything. I was also severely Queerphobia and misogyny were thriving in my depressed and self-harming constantly. friend gr oups when I was a teen. I was closeted My body image and problems with eating with my queerness and felt so much shame started to also get bad in my teenage around it that I tried to avoid even thinking years. I skipped school constantly and barely about it. I had always felt I was different from the got through the mandatory education. I others in many ways, and I tried to hide every felt like I was this problem child that was part of me that I felt would not be accepted by always underachieving at everything in life. the people I was with. I dressed in a way that 74 appendix felt very wrong for me. I made my voice sound I feel like I lost my whole identity and a sense different. I dated people who I was not attracted of self completely in my teenage years. It has to in a romantic way. My communication was taken me all my adult years to try to find out mainly just repeating the things I had heard who I am as a person. I have had to break down other people saying because I was so insecure everything I thought about myself and build about my own thoughts and opinions. I was something completely new from the ground up. never actually vulnerable with anyone in my life. Still not living my best life in my early twenties In my early twenties I still had absolutely no was chronically suicidal. In my early twenties hope for the future. I could not see anything past I was constantly in and out of psychiatric my current situation. I felt like I was a hopeless hospitals. For a couple of years, I was a case with so many different issues that there so-called revolving door patient. Some of the was no point in even trying to recover. hospital stays were ok while some of them Everything was all or nothing and black and were horrific and re-traumatizing. I don’t know white for me. I was either doing chaotic and if hospital treatment helped me that much but impulsive things constantly or locked myself at least there were people who understood in my home and didn’t get out of bed for long my situation and didn’t judge me for it. By periods of time. I still engaged in different those people I mean mainly other patients types of self-destructive behaviors, main ones though, not the staff. I feel so much love for being substance use, self-harm and disordered the people I met there and couple of them are eating. My relationships were unstable, and I still my friends. No rest for the wicked, right? At 20-years old I was also officially not able I was in a constant crisis, I still very much to work and got on disability benefits. I still tried to seem like I was more okay than I was, could not take care of my own well-being especially to the people I didn’t know that at all. I did part-time jobs and studied even well. I took part in the entrance exams and got though I didn’t have to money wise. Needless accepted to the school I’m in now all while I was to say that it was exhausting. There were times a patient in a psychiatric hospital. I think it’s kind I didn’t work or study, but there were also of a funny story especially because I’m now times I ran away from psychiatric hospital specializing in mental health work in my studies. to go to work because I couldn’t call in sick. In retrospect it was a well spent day leave from When I was younger, I had a compulsive need hospital but it’s also a good example of me not to be seen like I had my sh*t together. While knowing how to give myself time to rest ever. to the people close to me it was obvious that Wouldn’t recommend to anyone to be honest. 75 appendix The importance of understanding neurodivergence I have now been over 4 years clean of active I was kind of sure I was autistic even before my self-harm and haven’t needed psychiatric clinical diagnosis. Topics related to mental hospital treatment in many years. One of the health, psychology, and social and disability huge turning points in my healing process justice have been my special interests for was when I got my diagnoses of autism and a long time. When I was younger there ADHD at 24 years old. I had like eight was not that much information about different mental health diagnoses at the time, neurodivergence, but at the time I started the and some of them were actually describing diagnosis process I had already searched my neurodivergent traits. Especially with all the information I could possibly find non-cis-men it’s typical that doctors diagnose about autism. I got most of my knowledge you with a lot of mental health disorders from autistic activists. I’m forever grateful before anyone even considering the possibility for the peer support and information I have of you being autistic or having ADHD. gotten from them online when I was younger. Feeling invisible in the health care system I feel like I was not being seen in mental health my mental illnesses, I was basically just services at least before my diagnoses of autism offered a lot of different medications and and ADHD. I felt like the professionals saw hospital treatment when in crisis. I was in me as a hopeless case with so many different some group therapies, but a lot of them were problems that it’s kind of pointless to even try designed for cishet neurotypical people, I felt to help me to get better. Or if not that, they like an alien in many of these groups. While just tried to treat my symptoms of one specific many people with mental illnesses need diagnosis and ignored all the others, completely medicine to stay alive, for me they were kind missing the whole picture. While depression of just prescribed without getting to know for example can be so-called clinical, I think anything about my situation. In my early it’s important to note how life situations can twenties I was on this antipsychotic medication contribute to a person’s mental health. It is that affected my mental health in horrible hard to not be depressed if you are lonely, ways. Instead of listening to me and questioning traumatized, isolated and have substance if these meds or even my diagnoses were abuse issues. It’s hard to not be depressed right for me, doctors just offered more when you don’t get the right support as a antipsychotics to ease the symptoms that neurodivergent person. I also feel like being were partly caused by the meds I was taking. closeted with my queerness, minority stress When I got off the wrong medications, I and discrimination contributed to my mental was able to think more clearly and really start illness in many ways. When I was treated for my healing process for the first time in my life. 76 appendix Madness as an identity I feel like somewhere along the years being problematic patterns in my own actions. So, mad became my identity. For a long time, I I had to learn how to take accountability as didn’t know anyone with the same kind of an adult. For me that meant that I had to experiences with mental health that I have. leave behind the thoughts of not being I felt like I was The Crazy One in every able to work on anything. I also had a lot of group I was in. I wanted to own that identity internalized ableism and classism that I had rather than run away from it because God to unpack. What a terrible way to think that knows it had not worked well for me. I call you only deserve self-care, community and myself mad or crazy without feeling any growth if you are healthy. I never ever thought shame about it now. It has been very those things about other people, but in my empowering to feel a sense of belonging with mind, I was an exception. I sometimes people who have been through similar things still struggle with not defining my self-worth as I have. I have so much love for my fellow through my productivity, but at least now I mad people and I love to rage about our am aware of the conditionings that we get rights. It’s my favorite past time hobby. On from living in a capitalist society. That awareness the flip side I feel like it was also harmful is an important tool I can use in challenging for me to make madness my identity. I felt how I see myself – understanding that I am like I had no hope of recovery, and my thoughts not the only thing that needs fixed makes about myself revolved around my mental prioritizing my well-being easier. Being mad illnesses. I did very little to make changes in is still a big part of my identity and I absolutely my life or take care of myself because I felt love the fact that I can give peer support to that it would be kind of pointless as I would people in my life. In my communities I’m often always be mad either way. I was kind of not the one people turn to when they need advice taking accountability of anything really because or someone to listen to them about mental health I believed and was made to believe that I stuff. It’s definitely not because I’m studying couldn’t. There were many times my actions social counseling, it’s because they know were hurtful to the people I love because that I really, really get it. It’s because they I couldn’t put the work in. It took me many know that I don’t judge, even if they have years and a ton of self-reflection to see the f*cked up badly. 77 appendix Finding community, peer support and safe spaces Finding communities and a sense of belonging but surely learned that being myself attracts has literally saved my life. Peer support has given the kind of people I actually want in me so much that it’s hard to even describe. When my life. I have slowly but surely learnt that I was younger, I felt like I couldn’t be myself I have the right to choose who I want to with literally anyone. Before I was twenty- spend my time with. I have found people who something, I almost never told anyone about share my values and accept me as who I am. any of my struggles unless I was forced to do My circle is small but tight-knitted and so. It is a very lonely place to feel like you are I’m forever thankful of my chosen family. the only one experiencing the things you are. I They allow me to take space and do things have been given the best advice and support in my own way. They have taught me so by people who have gone through similar much about unconditional love, the kind things as me. It has also been so important for of love I didn’t know even existed before. me to feel a sense of meaningfulness that come I strongly believe in communal care. The best with giving peer support. For a long time, I support I have ever received has come from believed that I’m just not good at anything and the communities I’m part of. There was a time that there is nothing I can ever offer to anyone. my friends moved my stuff to a new apartment I think that it would have made a huge for me because I had to go to psychiatric difference in my life if I would have hospital in the middle of the moving process. found peer support earlier than I did. They have eaten with me when I couldn’t do I have been openly queer for many years it by myself. We have cleaned each other’s now. That is not something I thought would homes when needed. I think that it’s important be possible for me growing up. I remember to recognize that there are many ways we that the teenage me thought that I will end can show up for our communities. While my life if anyone ever finds out that I’m queer. sharing experiences and supporting each I was so sure that it will be that way for other through conversations is undeniably the rest of my life that in my mind it wasn’t important, sometimes people also have the even a question. It’s heartbreaking how many need for help in more concrete things. So peer of the people that I have spoken to about support can also look like cooking, cleaning, this share the same experience. It’s also researching information about something, healing to know how wrong I and many doing laundry, going to the grocery store or people close to me were. When I was in my just sitting in silence next to each other. We late teens and early twenties, I gradually as humans can offer each other so much, started to let go of people in my life that even if we don’t have the capacity to do were queerphobic, ableist and had other certain things, there might be other, equally values that I don’t agree with.I have slowly important ways in which we can help others. 78 appendix Always a work in progress, forever growing I would like to end this story by saying that found art, activism and other ways to use my I’m recovered now and that everything voice. I have learned to take care of myself magically turned for the better in my life, but in ways that are suitable for my neurodivergent I would be lying. I have had to do so much brain. I have nearly finished my studies which work to get to this point and I still have to is great even though I think it’s the least work every day for my own healing. I’m still interesting thing about my story. I am still mad trying to heal the relationship I have with but I’m also a friend, a lover, self-healer, food and my body. I have chronic physical storyteller and a survivor. I know what I believe symptoms partly because of all the stress I in and what I want to use my energy in. I have put my body through along the years believe that everything that I have been and partly because of physical conditions through has taught me many important things that have nothing to do with that. I will I can use to help others, things you cannot obviously always be neurodivergent learn from books or social media. I feel like and that comes with its own difficulties. it gives a meaning to my past, present and I still struggle with my mental health and future. Because of that I decided to become strongly believe that I will always be mad. an educated expert by experience, it’s the But there is a huge difference to my past. I reason I study what I do. It’s why I wrote this have found parts of me that I thought were story and decided to share it with you. It’s gone forever. I have found my people - people what gets me through the day when I’m feeling who I love and can be vulnerable with. I have like I have nothing to offer to this world. <3 79 Part 1 – theoretical rbeafcer k e g n r c o e u s nd 81 rPef areren t 1 – cetsheoretical background references 82 references page 5-8 LGBTIQ+ Youth • Berg, M. B., Ross, M. W., Weatherburn, P., & Schmidt, A. J. (2017). Structural properties of a homonegativity scale: Measurement invariance and homonegativity in a multi-country context. Journal of Sex Research, 54(7), 1017-1027. • Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. GLSEN. • Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129(5), 674-697. • Ryan, C., Russell, S. T., Huebner, D., Diaz, R., & Sanchez, J. (2009). Family acceptance in adolescence and the health of LGBT young adults. Journal of Child and Adolescent Psychiatric Nursing, 23(4), 205-213. • The Trevor Project. (2021). National Survey on LGBTQ Youth Mental Health 2021. The Trevor Project. • World Health Organization (WHO). (2021). Adolescent mental health. Retrieved from https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health page 9-11 LGBTIQ+ Youth Mental Health • Hatzenbuehler, M. L. (2016). Structural stigma and health. In Handbook of Stigma, Discrimination, and Health. Oxford University Press. • Herek, G. M. (2009). Sexual stigma and sexual prejudice in the United States: A conceptual framework Contemporary Perspectives on Lesbian, Gay, and Bisexual Identities, 65-111. • Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. GLSEN. • Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychological Bulletin, 129(5), 674-697. • Russell, S. T., & Fish, J. N. (2016). Mental health in lesbian, gay, bisexual, and transgender (LGBT) youth. Annual Review of Clinical Psychology, 12, 465-487. 82 references page 12-14 Experience-based knowledge • Davidson, L., Bellamy, C., Guy, K., & Miller, R. (2012). Peer support among persons with severe mental illnesses: A review of evidence and experience. World Psychiatry, 11(2), 123-128. • Finnish Institute for Health and Welfare. (2024) Kokemusosaaminen. Osallisuuden edistäminen. Retrieved from https://thl.fi/aiheet/hyvinvoinnin-ja-terveyden-edistamisen-johtaminen/osallisuuden-edistaminen/heikoimmassa-asemassa-olevien-osallisuus/osallisuuden-edistamisen-mallit/osallisuutta-edistava-hallintomalli-tukee-osallisuustyon-johtamista/kokemusosaaminen • Hurri, H., Kokkonen, M., Kurki, M., & Räty, S. (2017). Kokemusasiantuntijakoulutuksen suositukset ja palkkiosuositukset. KoKoA – Koulutetut Kokemusasiantuntijat ry. • Mead, S., Hilton, D., & Curtis, L. (2001). Peer support: A theoretical perspective. Psychiatric Rehabilitation Journal, 25(2), 134-141. • Meriluoto, T. (2018). Making experts by experience. Governmental Ethnography of Participatory Initiatives in Finnish Social Welfare Organisations. JYU Dissertations. 38. • Repper, J., & Carter, T. (2011). A review of the literature on peer support in mental health services. Journal of Mental Health, 20(4), 392-411. page 15-19 Becoming a peer supporter • Davidson, L., Bellamy, C., Guy, K., & Miller, R. (2012). Peer support among persons with severe mental illnesses: A review of evidence and exxxexperience. World Psychiatry, 11(2), 123-128. • King, M., et al. (2008). A systematic review of mental disorder, suicide, and deliberate self-harm in lesbian, gay, and bisiiibisexual people. BMC Psychiatry, 8(70). • Mead, S., Hilton, D., & Curtis, L. (2001). Peer support: A theoretical perspective. Psychiatric Rehabilitation Journal, 25(2), 134-141. • Repper, J., & Carter, T. (2011). A review of the literature on peer support in mental health services. Journal of Mental Health, 222 20(4), 392-411. • Russell, S. T., & Fish, J. N. (2016). Mental health in lesbian, gay, bisexual, and transgender ((((9(LGBT) youth. Annual Review of Clinical Psychology, 12, 465-487. 83 references page 15-19 LGBTIQ+ youth with refugee and migrant backgrounds • Alessi, E. J. (2016). Resilience in sexual and gender minority forced migrants: A qualitative exploration. Traumatology, 22(3), 203-213. • Alessi, E. J., Kahn, S., & Van Der Horn, R. (2020). A qualitative exploration of the integration experiences of LGBTQ refugees who fled from the Middle East, North Africa, and Central Asia. Sexuality Research and Social Policy, 17(2), 213-225. • Hopkinson, R. A., Keatley, E., Glaeser, E., Erickson-Schroth, L., Fattal, O., & Nicholson Sullivan, M. (2017). Persecution experiences and mental health of LGBT asylum seekers. Journal of Homosexuality, 64(12), 1650-1666. • Shidlo, A., & Ahola, J. (2013). Mental health challenges of LGBT forced migrants. Forced Migration Review, (42), 9-11. 84 Part 1 – theoretical background references 87