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home Health and science
Peer worker

Peer worker

Health and science

Level 3 - Technical Occupation

Work alongside other professionals in hospital, justice and community settings.

Reference: OCC0896

Status: assignment_turned_inApproved occupation

Average (median) salary: £21,523 per year

SOC 2020 code: 6135 Care workers and home carers

SOC 2020 sub unit groups:

  • 6135/01 Community support workers

Technical Education Products

ST0896:

Peer worker

(Level 3)

Approved for delivery

Employers involved in creating the standard:

Barnet Enfield and Haringey Mental Health NHS Trust; Anawim; Birmingham and Solihull Mental Health Foundation NHS Trust; Cambridgeshire and Peterborough NHS Foundation Trust; Camden & Islington NHS Foundation Trust; Emerging Futures; Greater Manchester Mental Health NHS Foundation Trust (GMMH); Hertfordshire Mind Network; Kent & Medway Partnership NHS Trust; Leicestershire Partnership NHS Trust; Norfolk and Suffolk NHS Foundation Trust; North West Boroughs Healthcare NHS Foundation Trust; Nottinghamshire Healthcare NHS Foundation Trust; Mountain Healthcare Ltd; Shelter - Birmingham Hub; Solent Mind; Sussex Partnership NHS Foundation Trust; Worcestershire Health and Care NHS Trust;

Summary

This occupation is found in a range of services that embed peer-led roles within third sector, community, social enterprise and statutory sectors, including the NHS, health, justice, housing, and private providers of specialist services. Peer support has a long history in social justice, human rights and community action. The occupation is unique in that it is only open to those who have expertise through lived experience.

Peer Workers support individuals across all age groups who may be experiencing:

  • severe mental distress
  • mental health crises
  • perinatal mental health difficulties
  • long term conditions
  • addiction problems
  • problem gambling
  • rough sleeping.

The broad purpose of this occupation is to work alongside other professionals in hospital, justice and community settings, providing peer support for individuals using knowledge gained from their own lived experience of health or social problems and/or using services.

Peer support is founded on a non-coercive, human rights-based approach that focuses on building relationships. Working within clearly agreed boundaries, Peer Workers purposefully share their own experiences, and through the mutual sharing and commonality of experience, they can embody hopefulness. They maintain equality with, and work alongside, others facing similar experiences and challenges in their health and wellbeing. Their work is underpinned by mutuality and reciprocity, widely recognised as core principles of peer support, with the central focus being on building trusting relationships rather than intervention.

As an autonomous member of the multi-professional team, the Peer Worker works with individuals through 1-to-1, group-based, drop-in and online/remote contact, focusing on building relationships and opportunities to learn together. They draw on their own lived experience as the foundation for supporting individuals to move towards user-led goals.

Peer Workers support individuals to build skills through modelling, signposting, and self-advocacy. They work directly with individuals, enabling them to find their own ways of understanding their circumstances in order to move forward. Creating a safe and trusting space provides for an honest and open dialogue in which different experiences can be shared and different ways of understanding can be considered. Using knowledge from their own lived experiences of challenges, accessing support and navigating a range of services, a Peer Worker can provide purposeful and safe disclosure of their personal experiences to share and model self-help and self-management skills.

They work as part of a team to provide peer support in combination with the individuals’ service-led care and support plans. They complement, as well as provide alternatives to a wider package of care and support involving multiple agencies. They will report to the Team Manager/Care Co-ordinator and will have access to both line management and peer supervision that can be in either a 1-to-1 or group setting. Peer supervision opportunities are used by the Peer Worker to reflect on, evaluate and develop the way they work. Examples of peer supervision conversations include discussing issues of mutuality and equality, ethical dilemmas and when to challenge practices that exert power and control and restrict the choice of individuals.

They provide intentional peer support within the context of empowerment, choice, self-determination, and self-managed care. They support individuals and carers to gain an increased sense of control within their own unique circumstances and connection to local communities. They also facilitate mutually-negotiated practical assistance, promoting the individual’s awareness of social networks, activities, groups or other opportunities in which they have expressed an interest, and how these can be accessed.

In their daily work, an employee in this occupation interacts with the wider team working alongside other professionals and has direct contact with individuals as well as their families and carers. As members of multi-professional teams, their key relationships may include:

  • GPs
  • Practitioner Psychologists
  • members of the nursing team
  • housing support workers
  • Psychiatrists
  • Social Workers
  • Occupational Therapists
  • custodial and probation services
  • police
  • teachers.

Peer Workers may also interact with:

  • external partnership agencies
  • local Recovery Colleges
  • employment programmes
  • self-help groups
  • education setting
  • leisure and community centres that promote social inclusion opportunities.

An employee in this occupation will be responsible for delivery of peer-based approaches as agreed with individuals and groups within the peer relationship. Peer Workers use intentional, experiential sharing to support individuals to identify and work toward self-defined goals. In their interactions, they draw on their lived experience of overcoming challenges and accessing resources, whilst being mindful of applying peer-based approaches when sharing those experiences, e.g. underpinning conversations with a trauma-informed approach. Through the peer relationship and principles of co-production, the individual and Peer Worker will co-develop and work towards self-defined goals. The Peer Worker supports individuals through significant changes in their life circumstances and facilitates access to different sources of support to build or re-establish trust and relationships with services.

They will collate information on available services with the individuals they are supporting, such as housing, benefit entitlements and wider community resources. Using effective communication, Peer Workers support individuals to understand their rights and choices so they are in a better position to self-advocate.

They challenge risk-averse workplace culture and encourage positive risk taking when supporting individuals to move towards self-defined goals. Peer Workers take an active role in promoting and modelling peer values within the service setting they work in, for example promoting a strengths-based approach or co-production. They aim to improve the organisational understanding of lived experience which can lead to wider discussions within the service setting they work in around systems change and improving staff well-being. They can be actively involved in service improvement initiatives, contributing ideas to the multi-professional team or other relevant staff committees to encourage commitment to a personal recovery and wellbeing-orientated culture. They also support training and development activity, which can include awareness training for staff around the role of Peer Workers and wellbeing training.

Peer Workers embody the values of peer support and use peer-based approaches in all their work-related interactions. By safely sharing their lived experiences, they can help to positively challenge stereotypes that co-workers and partner agencies may have toward, for example, mental health or substance misuse. Issues they may challenge in these situations include the stigma that can surround individuals with mental health experiences, low expectations (e.g. of workplace capability), and discriminatory practices against such individuals.

Peer Workers recognise the importance of self-care. They maintain accurate records of their work as required. Where appropriate, records will be co-produced with the individual they are supporting. They are also responsible for ensuring that resources are managed effectively. They may work shifts including unsocial hours and weekends.

Employers involved in creating the standard:

Barnet Enfield and Haringey Mental Health NHS Trust; Anawim; Birmingham and Solihull Mental Health Foundation NHS Trust; Cambridgeshire and Peterborough NHS Foundation Trust; Camden & Islington NHS Foundation Trust; Emerging Futures; Greater Manchester Mental Health NHS Foundation Trust (GMMH); Hertfordshire Mind Network; Kent & Medway Partnership NHS Trust; Leicestershire Partnership NHS Trust; Norfolk and Suffolk NHS Foundation Trust; North West Boroughs Healthcare NHS Foundation Trust; Nottinghamshire Healthcare NHS Foundation Trust; Mountain Healthcare Ltd; Shelter - Birmingham Hub; Solent Mind; Sussex Partnership NHS Foundation Trust; Worcestershire Health and Care NHS Trust;

Typical job titles include:

Carer Peer Support Worker
Lived Experience Practitioner
Peer Care Navigator
Peer Coach
Peer Link Worker
Peer Mentor
Peer Support Worker

Keywords:

Health
Health And Science
Peer Worker
Science
Social
Social Care

Knowledge, skills and behaviours (KSBs)

K1: The core values and principles of peer support
K2: Legislation related to equality, diversity & inclusion
K3: The way unconscious bias can affect peer relationships
K4: The importance of establishing and adhering to the boundaries of the peer relationship
K5: Empowerment and its role in peer support
K6: How health and socio-economic inequalities can influence the individual’s experience and needs
K7: The rights of carers and the organisation’s families and carer strategy/carer engagement protocol
K8: How to manage and prepare for the ending of the peer relationship
K9: The significance of culture and identity and how this can influence the individual’s experience and needs
K10: Ethical dilemmas that may arise within the peer relationship
K11: The history and value of the peer support movement and its relationship to systems, inequalities, power and civil rights
K12: The purpose of sharing lived experience, and how much to share in a relevant way
K13: Self-help and self-management approaches that can be used by individuals being supported
K14: How to support individuals to develop self-help and self-management approaches through modelling
K15: Problem solving skills that can be used by individual’s being supported
K16: The principles of involvement and co-production within own scope of practice
K17: Goal setting and how to support individuals to establish self-defined goals using co-production
K18: Care planning, the individual’s current care and support needs and where to find that information
K19: How to apply trauma informed approaches in own work
K20: Where to find information on care and support options available and what they provide within their organisation and the local community
K21: The importance and value of building links with local community organisations as sources of support
K22: The differences between guidance, advice and information
K23: How to facilitate and manage groups
K24: Types of settings where restrictions on access to sources of information may apply to individuals
K25: The rights and choices of the individual within the context of their circumstances
K26: The importance of advocacy and self-advocacy in relation to the individual being supported
K27: How to support the individual to prepare for reviews, complete applications and referrals
K28: The importance of maintaining up to date knowledge of existing resources, identifying gaps in sources of support and how to search out new resources
K29: How to raise awareness of the sources of support available and connecting individual's to the right resources for their needs
K30: The importance of signposting in ways that are the most likely to be used independently by the individual
K31: How stigma and labelling can affect individuals
K32: Factors that may limit an individual’s access to resources and how to overcome these
K33: The importance of following up with an individual to determine if signposting has met their needs or whether alternatives should be sought
K34: How to get involved in service development activities to provide a peer perspective
K35: The value of promoting the peer worker role to encourage understanding and acceptance of the role
K36: The value of promoting lived experience perspectives and raising the concerns of individuals being supported
K37: How to present information to individuals and groups
K38: How individuals learn and how to tailor training delivery to the audience
K39: How to work effectively in a team setting
K40: How to promote the service user perspective within the team
K41: The value of peer and professional networks
K42: The limits of responsibility and competence of the peer worker role and where to seek advice, support or assistance when these limits are reached
K43: How to positively challenge an individual or organisation’s low expectations of the individuals being supported
K44: The action to take in line with organisational policy when discriminatory practice or behaviour is observed
K45: How to manage own time, work priorities and resources effectively
K46: The purpose and value of supervision, appraisals and personal development planning
K47: Reflective practice how to use it effectively
K48: The importance of self-care and available support structures
K49: How to identify risk and undertake risk assessments following organisational policies and procedures
K50: How to facilitate discussions on risk, acknowledge different perspectives on risk, promote positive risk taking and how and when to escalate concerns regarding risk
K51: The principles of safeguarding
K52: Legislation and organisational policy regarding risk and safeguarding
K53: How to communicate with the individuals they support and the wider multi-disciplinary team
K54: How to create and hold a safe space with someone experiencing distress
K55: How to give feedback to the individuals being supported
K56: How to seek and receive feedback from the individuals they support and the wider multi-disciplinary team
K57: The organisation’s policy on record keeping
K58: Legislation and organisational requirements on confidentiality, consent and information sharing

S1: Develop and maintain mutual and reciprocal peer relationships
S2: Mutually establish the purpose and boundaries within the peer relationship
S3: Engage with and support families and carers
S4: Manage and prepare for the ending of the peer relationship
S5: Purposefully share lived experience within the context of the peer relationship
S6: Establish connections with the individual based on shared understanding of experiences
S7: Model self-help and self-management approaches for the individual they are supporting
S8: Support the individual to develop self-management and problem-solving skills
S9: Support individuals to identify opportunities and overcome setbacks and challenges when trying to achieve self-defined goals
S10: Support individuals to work toward self-defined goals using peer-based approaches in 1-to-1, drop-in or virtual settings
S11: Support individual-led activities
S12: Collaboratively discuss care and support options with the individual
S13: Actively contributes to an individual’s care and goal plans with the individual
S14: Sets up and work with groups to facilitate working toward individual or shared goals within the group setting
S15: Support individuals to safely access support for their goals through digital platforms
S16: Support the individual during changes in their life circumstances
S17: Discuss concerns with the individual and when necessary raise any issues with an appropriate colleague or supervisor
S18: Support the individual to self-advocate and through self-determination, make choices and control the care and support options open to them
S19: Signpost to advocacy services
S20: Support the individual to prepare for reviews and complete applications or referrals, e.g. housing, medication review, food bank, benefits
S21: Identify new resources or community projects that could be accessed by individuals being supported
S22: Raise awareness and understanding of the opportunities available to the individuals being supported
S23: Act as a community connector to build links with community resources
S24: Support individuals to navigate through systems to access support, signposting resources relevant to their circumstances and self-defined goals that they can access independently
S25: Support co-production and delivery of learning and development activities to raise awareness and understanding of the Peer Worker’s role and remit
S26: Use service development activities to tackle stigma and labelling to encourage culture change
S27: Give presentations and deliver training to small groups
S28: Promote the lived experience perspectives and concerns of the individual being supported across own workplace and other organisations and services
S29: Promote and embed peer-based approaches in teams and services with which they work
S30: Use meetings with other multi-disciplinary team members to facilitate understanding of the individual’s perspective and their rights
S31: Work collaboratively with the multi-disciplinary team and other organisations or services
S32: Positively challenge low expectations and discriminatory practice to influence system change and enhance services
S33: Seek advice, support or assistance from the appropriate person when the limits of own responsibility and competence has been reached
S34: Manage own time and work priorities, using resources effectively
S35: Develop and maintain peer and professional networks
S36: Actively participate in team and peer supervision
S37: Reflect on and applies learning to practice
S38: Recognise the importance of self-care, taking appropriate action when required
S39: Participate in appraisal, personal development planning and continuous professional development
S40: Identify risks and contribute to required risk assessments
S41: Facilitate discussions with individuals and between the individual and the services they use on potential risks to their health and safety when working toward their self-defined goals
S42: Promote positive risk taking and different perspectives on risk within the team
S43: Take action in line with organisational policy where there are safeguarding concerns
S44: Recognise high-risk situations and takes action in line with organisational policy
S45: Adapt their communication to meet the needs of others
S46: Support individual's who are experiencing distress
S47: Provide relevant and supportive feedback to the individual in the peer relationship
S48: Actively seek feedback from individuals or groups on the support provided
S49: Maintain accurate records, ensuring where records are about the individual being supported, these are co-produced
S50: Follow legal and organisational requirements when dealing with confidentiality, consent and information sharing

B1: Through sharing mutual experiences establishes the peer relationship and inspires hope
B2: Acknowledges diversity of experiences and works in an inclusive way
B3: Develops and shares a commonality of mutual experience and establishes equality within the peer relationship
B4: Compassionate, showing respect and kindness to self and others
B5: Explores choices in a non-directive and non-judgemental way with the individual being supported and empowers them to come to their own decisions

Duties

Duty D1

Establish safe, supportive and respectful relationships with individuals, carers and families

Duty D2

Safely discloses personal experiences with individuals and models self-help and self-management skills

Duty D3

Use co-production and lived experience to support individuals and groups to identify and work toward their self-defined goals

Duty D4

Empower individuals to self-advocate and understand their rights and choices

Duty D5

Identify, facilitate access to or signpost resources within the service and communities that promote choice, informed decision making and are aligned to personal goals

Duty D6

Represent and promote peer support within development activities and service development

Duty D7

Work as part of the team and contribute to service improvement

Duty D8

Maintain their peer perspective by using personal development and supervision to reflect on the role

Duty D9

Maintain the safety of themselves and others and encourage positive risk taking putting the best interests, needs and preferences of the individual first

Duty D10

Communicates effectively with individuals, colleagues, and other services in the context of peer support and provides feedback to individuals

Occupational Progression

This occupational progression map shows technical occupations that have transferable knowledge and skills.

In this map, the focused occupation is highlighted in yellow. The arrows indicate where transferable knowledge and skills exist between two occupations. This map shows some of the strongest progression links between the focused occupation and other occupations.

It is anticipated that individuals would be required to undertake further learning or training to progress to and from occupations. To find out more about an occupation featured in the progression map, including the learning options available, click the occupation.

Progression decisions have been reached by comparing the knowledge and skills statements between occupational standards, combined with individualised learner movement data.

Technical Occupations

Levels 2-3

Higher Technical Occupations

Levels 4-5

Professional Occupations

Levels 6-7

Progression link into focused occupation.
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Level 2

This is the focused occupation.
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Level 3

Progression link from focused occupation.
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Level 3

Progression link from focused occupation.
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Level 4

Care services

Health and science