EXPLORING A PEER SUPPORTER’S EMOTIONAL GEOGRAPHIES IN SUPPORTING STUDENTS WITH DISABILITIES (SWD)

Alfiyya Dafifah, Emy Sudarwati


Abstract


This study explores the emotional geography of a peer supporter who assists students with disabilities at Brawijaya University. Data were obtained from a participant at the Disability Service Center (PSLD) with the informed consent of the individual involved. The data were collected over three months through in-depth interviews. The analysis draws upon Hargreaves’ (2001) framework of five emotional geographies—moral, sociocultural, physical, professional, and political. The study aims to analyze the emotional relationships that emerge during the peer support program organized by PSLD UB in assisting students with disabilities (SWD) as they navigate university life. The findings reveal how a peer supporter contributes to the academic and moral well-being of SWD, not only by providing physical support but also through emotional engagement. Furthermore, the study uncovers how the peer supporter responds to various situations with empathy, resilience, initiative, and responsiveness. These findings highlight the importance of fostering both personal and professional growth among peer supporters to strengthen inclusive practices within higher education environments.


Full Text:

PDF

References


Almulla, A. (2018). Peer tutoring and learning experiences of students with specific learning difficulties: a case study of middle schools in Saudi Arabia (Doctoral dissertation, University of Warwick).

Athamanah, L. S. (2017). The effectiveness of peer supports for students with severe disabilities in inclusive work-based settings (Doctoral dissertation, University of Illinois Chicago).

Barrett, M. S., & Stauffer, S. L. (2009). Narrative inquiry in music education. Springer Science & Business Media.

Calhoun, J. M. (2018). Intervention specialists' perceptions of a tutoring program for high school students with disabilities (Doctoral dissertation, Walden University).

Carter, E. W. (2017). The promise and practice of peer support arrangements for students with intellectual and developmental disabilities. International Review of Research in Developmental Disabilities, 141-174. https://doi.org/10.1016/bs.irrdd.2017.04.001

Clandinin, D. Jean . (2006). Narrative inquiry: A methodology for studying lived experience. Sage Journals. Vol.27 (1). https://doi.org/10.1177/1321103X060270010301

Davidson, Larry , Chyrell Bell amy, Kimberly Guy, & Rebecc a Miller. (2012). Peer support among persons with severe mental illnesses: A review of evidence and experience. World Psychiatry. Vol.11 (2), 123-128. https://doi.org/10.1016/j.wpsyc.2012.05.009

Duong, J., Pryer, S., Walsh, C., Fitzpatrick, A., Magill, J., Simmonds, S., Yang, D., Baird-Peddie, O., Rahman, F., Hayter, C., & Tavener, M. (2023). ‘Nothing About Us Without Us’: Exploring benefits and challenges of peer support for people with disability in peer support organisations – protocol paper for a qualitative coproduction project. BMJ Open, 13(12). https://doi.org/10.1136/bmjopen-2023-073920

Fang, Q., Fisher, K. R., Poon, A. W. C., Duong, J., Lee, J. S., & Li, B. (2022). Australian Chinese disability peer support groups in Sydney. Social Policy Research Centre, UNSW Sydney.

Fortuna, K. L., Solomon, P., & Rivera, J. (2022). An update of peer support/peer-provided services: Underlying processes, benefits, and critical ingredients. Psychiatric Quarterly, 93(2), 571-586. https://doi.org/10.1007/s11126-022-09971-w

Goode, T. D. (2010). A guide for using the cultural and linguistic competence family organizational assessment instrument. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.

Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record: The Voice of Scholarship in Education, 103(6), 1056-1080. https://doi.org/10.1177/016146810110300606

Hargood, C., Millard, D. E., & Weal, M. J. (2008). A thematic approach to emerging narrative structure. In Proceedings of the Hypertext 2008 Workshop on Collaboration and Collective Intelligence (pp. 41-45).

Hillier, A., Goldstein, J., Tornatore, L., Byrne, E., & Johnson, H. M. (2019). Outcomes of a peer mentoring program for university students with disabilities. Mentoring & Tutoring: Partnership in Learning. Vol. 27(5), 487-508. https://doi.org/10.1080/13611267.2019.1675850

Johnson, K. J. (2022). I am not a bad friend for having boundaries: Exploring the need for and creation of support boundaries in friendships (Master's thesis, Colorado State University).

Kane, L., Walker, L., Eberhardt, J., Portman, R. M., Proctor, E., Poulter, H., & O’Neill, C. (2024). A qualitative exploration of peer supporters. Health Expectations, vol. 27 (6). https://doi.org/10.1111/hex.70084

Krisi, M., & Nagar, R. (2021). The effect of peer mentoring on mentors themselves: A case study of college students. International Journal of Disability, Development and Education. 70(5), 803-815. https://doi.org/10.1080/1034912x.2021.1910934

Kotera, Y., Llewellyn-Beardsley, J., Charles, A., & Slade, M. (2024). Common humanity as an under-acknowledged mechanism for mental health peer support. International Journal of Mental Health and Addiction. Vol. 22(3), 1096-1102.

Lee, L. & Aan, C., (2014). A corpus of sentence-level revisions in academic writing: A step towards understanding statement strength in communication. arXiv preprint arXiv:1405.1439.

Madaus G. F & Abrams L., Pedulla J., (2005). Views from the classroom: Teachers' opinions of statewide testing programs. Theory into Practice, Vol.42(1), 18–29. https://doi.org/10.1007/s11469-022-00916-9.

Meltzoff, Andrew N. & M. Keith Moore. (1994). LImitation, memory, and the representation of person. Infant Behavior and Development. Vol. 17 (1), 83-99. https://doi.org/10.1016/0163-6383(94)90024-8Get rights and content

Mikolajczak-Degrauwe, K., Slimmen, S. R., Gillissen, D., De Bil, P., Bosmans, V., Keemink, C., Meyvis, I., & Kuipers, Y. J. (2023). Strengths, weaknesses, opportunities, and threats of peer support among disadvantaged groups: A rapid scoping review. International Journal of Nursing Sciences, 10(4), 587-601. https://doi.org/10.1016/j.ijnss.2023.09.002

Moores, A. (2024). I’m Not Alone: The experiences of peer supporters delivering university-based support.

Murray, C., Wren, C. T., & Keys, C. (2008). University faculty perceptions of students with learning disabilities: Correlates and group differences. Learning Disability Quarterly, 31(3), 95-113. https://doi.org/10.2307/25474642

Nicholson, J., Valentine, A., Ledingham, E., & Reif, S. (2022). Peer support at the intersection of disability and opioid (mis)use: Key stakeholders provide essential considerations. International Journal of Environmental Research and Public Health, 19(15), 9664. https://doi.org/10.3390/ijerph19159664

Oktadiana, R., & Wardana, A. (2019). The implementation of inclusive education policy for disabled student in Indonesia. Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). https://doi.org/10.2991/icsie-18.2019.9.

Sari, I., Çeliköz, N., & Ünal, S. (2017). The Effect of peer support on university-level students' English language achievements. Journal of Education and Practice, 8(1), 76-81.

Scott, M. & Cato. (2011), environment and economy. New York: Routledge.

Thoits, P. A. (2021). Motivations for Peer-Support volunteering: Social identities and role-identities as sources of motivation. Nonprofit and Voluntary Sector Quarterly, 50(4), 797-815. https://doi.org/10.1177/0899764020983897

Ubaidillah, M. F., Sudarwati, E., Suryati, N., & Namaziandost, E. (2023). At times, I feel I'm talking to myself: An EFL teacher's emotional geographies in emergency remote teaching. Issues in Educational Research, 33(2), 821-838.

Ward, J., & Greene, A. M. (2018). Too much of a good thing? The emotional challenges of managing affectively committed volunteers. Nonprofit and Voluntary Sector Quarterly, 47(6), 1155-1177. https://doi.org/10.1177/0899764018783276

Wibowo, S. B., & Muin, J. A. (2018). Inclusive education in Indonesia: Equality, Education access for disabilities. KnE Social Sciences, 3(5), 484. https://doi.org/10.18502/kss.v3i5.2351




DOI: https://doi.org/10.30743/ll.v1i1.11873

Refbacks

  • There are currently no refbacks.