Exploring the Basic Roles and Skills of Peer Guiders in Secondary School through Psychoeducational Group Interventions

The existence of Peer Guiders (PRS) in schools can have a positive impact on building a prosperous learning environment. Disciplinary problems and moral decay of students can be reduced if PRS carries out its duties well and becomes an effective role model for peers. This study aims to explore the role and basic skills of PRS through psychoeducational group intervention. The study participants consisted of 6 students at a secondary school aged 13 who were newly appointed as PRS members. The research methodology is qualitative using a case study design. A total of 4 psychoeducational group intervention sessions were conducted face-to-face. Interview and observation data were analyzed using a thematic and coding process to generate themes. The findings of the study resulted in 3 main themes, namely (1) PRS personality, (2) PRS basic communication skills and (3) action planning to improve PRS quality. The sub-themes for the theme (1) are being brave, helping friends and keeping secrets. The sub-theme for the theme (2) is paying attention when listening and not responding quickly. While the sub-theme that emerged for the theme (3) is guiding friends towards goodness, paying attention when listening and keeping secrets. The implications of this study can provide information and guidance to Guidance and Counseling Teachers in schools to see the current level of knowledge and skills of PRS members and plan the next intervention and guidance process. A suggestion for future research is to apply the psychoeducation group intervention module in this study to senior PRS members.