Toward consensus in mental health peer support training: a co-created Delphi study.
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| Title: | Toward consensus in mental health peer support training: a co-created Delphi study. |
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| Authors: | Hiltensperger, Ramona (AUTHOR), Brodahl, Morten (AUTHOR), Eiroa-Orosa, Francisco José (AUTHOR), Epple, Ellen (AUTHOR), Gavrila-Ardelean, Mihaela (AUTHOR), González Mañas, Diana (AUTHOR), Girit, Selina (AUTHOR), Hénault, Isabelle (AUTHOR), Mathy, Marie (AUTHOR), Nixdorf, Rebecca (AUTHOR), Pettersen, Henning (AUTHOR), Pelletier, Jean-François (AUTHOR), Waha, Stéphane (AUTHOR), Puschner, Bernd (AUTHOR) |
| Source: | International Journal of Mental Health. Sep2026, Vol. 55 Issue 3, p364-381. 18p. |
| Subjects: | Consensus (Social sciences), Accreditation, Professionalism, Mental health services, Research funding, Professional ethics, Affinity groups, Descriptive statistics, School entrance requirements, Communication, Social support, Delphi method, Continuing education, Stakeholder analysis, Social boundaries, Professional competence, Self-disclosure |
| Geographic Terms: | Europe |
| Abstract: | Despite the increasing recognition of peer support in mental health services, standardization of training programmes remains underdeveloped, with limited consensus on essential training elements. This co-created study aimed to establish consensus on elements of peer support training. The study was conducted by researchers and members of peer support associations. A review of 64 peer support training programmes informed the development of a preliminary list of training elements and features. Then 73 stakeholders were invited to two rounds of Delphi consultations to rate the importance of training elements and related factors. Delphi consultations highlighted essential topics for training, i.e. self-disclosure practices and boundary-setting. Educational institutions were strongly endorsed as accrediting bodies for training programmes. Key attributes for peer support workers to be hired were identified, although none reached formal consensus. Recommended duration of training was 27 training sessions on average, with considerable variation in session duration. The study provides a comprehensive framework for peer support training, recommending structured, modular, and accredited training programmes to professionalize and sustain peer support services. Future research should validate these findings in diverse cultural and healthcare contexts and explore the long-term impact of such training programmes on peer support practice and outcomes. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Despite the increasing recognition of peer support in mental health services, standardization of training programmes remains underdeveloped, with limited consensus on essential training elements. This co-created study aimed to establish consensus on elements of peer support training. The study was conducted by researchers and members of peer support associations. A review of 64 peer support training programmes informed the development of a preliminary list of training elements and features. Then 73 stakeholders were invited to two rounds of Delphi consultations to rate the importance of training elements and related factors. Delphi consultations highlighted essential topics for training, i.e. self-disclosure practices and boundary-setting. Educational institutions were strongly endorsed as accrediting bodies for training programmes. Key attributes for peer support workers to be hired were identified, although none reached formal consensus. Recommended duration of training was 27 training sessions on average, with considerable variation in session duration. The study provides a comprehensive framework for peer support training, recommending structured, modular, and accredited training programmes to professionalize and sustain peer support services. Future research should validate these findings in diverse cultural and healthcare contexts and explore the long-term impact of such training programmes on peer support practice and outcomes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207411 |
| DOI: | 10.1080/00207411.2025.2604341 |
