peer support interview

1. Can you tell us about a time when you supported someone with mental health difficulties?

1. Can you tell us about a time when you supported someone with mental health difficulties?

Context:
During my placement at the Oxford Acute Mental Health Unit, I worked with patients experiencing acute mental health crises, including anxiety and depression.

Action:
I conducted comprehensive risk assessments and developed therapeutic interventions for both individual and group therapy. This included creating tailored care plans to support emotional regulation and skill-building, such as grounding techniques for anxiety and stress management.

Result:
85% of the patients I worked with showed significant improvement in mood and functioning, leading to better preparedness for discharge and fewer hospital re-admissions.

Learning:
This experience taught me the importance of empathy, active listening, and building rapport with patients. I also learned that individualized care and consistent support can greatly improve outcomes, which I believe aligns well with the principles of peer support in the Feeling Safer programme.

How do you ensure that you maintain professional boundaries when building relationships with service users?

Context:
While working in the Coventry Community Mental Health Team, I regularly supported individuals with anxiety and depression by conducting assessments and one-on-one therapy sessions.

Action:
I always started by clearly outlining the boundaries of our relationship, setting professional expectations while remaining empathetic and approachable. I maintained a consistent but professional tone and used reflective listening to understand their needs without becoming overly involved.

Result:
This approach helped build trust with service users while maintaining the necessary boundaries to ensure my role remained therapeutic and professional. Clients felt comfortable but respected the boundaries set, which improved the effectiveness of the intervention.

Learning:
I learned that establishing clear boundaries early on is essential for both the service user and practitioner. This will be crucial in the peer support role, where shared experiences are part of the therapeutic relationship, but maintaining professional boundaries remains essential for the intervention’s success.

Tell us about a time when you had to motivate someone to engage with an intervention they were reluctant to try.

Context:
In the Paediatric Chronic Pain Placement, I worked with children who struggled with engaging in cognitive-behavioural therapy (CBT) for pain management, particularly those with ADHD and autism.

Action:
I approached the situation by building rapport with the children and their families, making the therapy sessions more interactive and tailored to their interests. I also broke down the interventions into smaller, more manageable tasks that didn’t feel overwhelming.

Result:
This personalized approach led to a 30% reduction in reported pain levels and increased engagement in daily activities. Several children, who had initially resisted, became more willing to participate in the therapy.

Learning:
I learned that tailoring interventions to the individual’s needs and making the therapy feel accessible can significantly increase engagement. This will be highly applicable in the Feeling Safer role, where encouraging participants to engage in the programme is a key responsibility.

4. How would you handle a situation where a service user is not progressing as expected in the therapy?

Context:
During my Community Mental Health Placement, there were instances where individuals with depression were not showing expected progress, despite regular intervention sessions.

Action:
I revisited the care plans, collaborating with a multidisciplinary team to identify potential barriers. I held discussions with the service users to gain a better understanding of their experiences and adapted the intervention strategies, incorporating more flexible and patient-centred techniques, such as pacing strategies or adjusting goals to their current emotional capacity.

Result:
After adjusting the approach, I noticed gradual improvement in engagement and progress, with hospital readmissions decreasing by 20%. The clients began to feel more empowered, as they saw the plans were adapted to fit their individual needs.

Learning:
This taught me the value of flexibility and adaptability in interventions. In the Feeling Safer trial, it will be crucial to regularly assess progress and adapt approaches based on the participant’s feedback and needs to ensure the best outcomes.

. Can you provide an example of when you managed multiple tasks under pressure?

Context:
During my Acute Mental Health Placement, I was often responsible for managing multiple cases simultaneously while conducting individual therapy sessions, writing reports, and collaborating with multidisciplinary teams.

Action:
I prioritized tasks based on urgency and importance, using a diary to schedule sessions and administrative duties. I allocated specific times for completing assessments and updating patient records to ensure I stayed on top of all responsibilities. I also communicated effectively with the team to ensure smooth collaboration.

Result:
This time management approach allowed me to successfully balance patient care with administrative tasks, ensuring no deadlines were missed and maintaining high-quality care for all patients.

Learning:
I learned that organization and prioritization are key when handling multiple tasks. This skill will be particularly useful in the Peer Support Worker role, where I’ll need to manage appointments, maintain detailed records, and provide support in line with the Feeling Safer trial protocols.

How do you handle feedback, both positive and constructive?

Context:
While working in the Oxford Acute Mental Health Unit, I received regular feedback from my supervisor on my therapeutic approach, especially regarding risk assessments and how to handle group sessions effectively.

Action:
I took the feedback onboard by discussing it further with my supervisor to understand their perspective and incorporated their suggestions into my practice. I adapted my methods in line with the guidance provided, particularly in how I facilitated group discussions to ensure they were more inclusive and structured.

Result:
The changes I implemented based on the feedback led to improved group dynamics and more cohesive sessions, with patients reporting greater satisfaction and engagement.

Learning:
I’ve learned that feedback is an invaluable tool for personal and professional growth. I approach it with an open mind and use it as a learning opportunity to improve my practice. This will be crucial in the Feeling Safer role, where supervision and co-reflection sessions will help ensure the intervention is delivered effectively.

Can you give an example of when you worked as part of a multidisciplinary team?

Context:
During my Paediatric Chronic Pain Placement, I was part of a multidisciplinary team that included doctors, psychologists, and physiotherapists. We collaborated to create holistic pain management plans for children with chronic conditions.

Action:
I contributed to the team by providing the occupational therapy perspective, conducting functional assessments, and ensuring that the children’s daily activities were integrated into the overall pain management strategies. I communicated regularly with the team to adjust plans based on the children’s progress.

Result:
This collaborative approach resulted in significant improvements, with reported pain levels decreasing by 30% and better participation in daily activities for the children.

Learning:
I learned the importance of clear communication and collaboration within a team to provide holistic care. This experience will be highly relevant in the Feeling Safer trial, where I’ll work closely with psychologists, researchers, and other mental health professionals.

. Why do you want to work for Oxford Health NHS Foundation Trust, and how do you align with our values of caring, safe, and excellence?

Context:
Throughout my academic and professional journey in occupational therapy, I’ve seen the profound impact that compassionate care, patient safety, and striving for excellence can have on individuals with mental health difficulties. My experience across placements has deeply ingrained these values in my approach to supporting patients.

Action:
For instance, during my Acute Mental Health Placement, I ensured that the care I provided was both compassionate and centred on each individual’s needs. I actively listened to their concerns, demonstrated empathy, and ensured a safe environment for them during their recovery. In terms of safety, I rigorously followed risk assessment protocols to create a secure and supportive therapeutic setting, identifying potential risks and mitigating them effectively. Striving for excellence was demonstrated by continuously reviewing patient progress and adjusting intervention plans to achieve the best possible outcomes.

Result:
By adhering to these values, 85% of the patients I worked with during my placement showed significant improvements, with many feeling more secure and supported. This not only enhanced patient outcomes but also contributed to a safer and more supportive care environment.

Learning:
I have learned that when these core values are implemented, patients feel more valued and are more likely to engage in their recovery journey. Working for Oxford Health NHS FT, I am excited about contributing to a culture that prioritizes these values, especially in a programme like Feeling Safer, where safety and compassionate support are at the heart of therapeutic success.

Tell us about a time when you had to work with someone who was resistant to therapy or intervention. How did you manage that situation?

Context:
During my Community Mental Health Placement, I worked with a client who was resistant to engaging in therapy due to distrust of healthcare professionals stemming from previous negative experiences.

Action:
To build trust, I took time to listen to his concerns and validated his feelings, offering a space where he felt heard without judgment. Instead of pushing the intervention, I gradually introduced small, manageable tasks aligned with his interests. I provided consistent encouragement and reframed therapy as a partnership rather than a directive.

Result:
The client slowly began to engage, attending sessions more regularly and participating in activities designed to reduce his anxiety. His progress, though gradual, was a positive step toward regaining his trust in mental health services.

Learning:
I learned that patience and building rapport are essential in overcoming resistance to therapy. Allowing clients to feel in control of their treatment increases engagement. This skill will be essential in the Feeling Safer trial, where peer support is rooted in mutual trust and collaboration.

Describe a time when you had to adapt your approach to meet the needs of a service user.

During my Paediatric Chronic Pain Placement, I was working with a child with ADHD and autism who struggled with traditional therapy methods. The typical CBT-based interventions were not engaging for the child, and sessions were becoming less effective.

Action:
Recognizing the need for a different approach, I adapted the intervention to be more interactive and play-based, incorporating sensory activities to maintain the child’s engagement. I also worked closely with the child’s parents to integrate therapy techniques into their daily routines, making the interventions feel more natural and less like structured therapy.

Result:
This adaptation resulted in improved engagement from the child, and we saw a noticeable reduction in their pain levels. Additionally, the child’s parents reported an improvement in their ability to manage their child’s pain at home, thanks to the more accessible strategies.

Learning:
I learned the importance of flexibility in my approach, understanding that each service user’s needs are unique and that the therapy must be adapted accordingly. In the Peer Support Worker role, I will bring this flexibility to ensure the Feeling Safer intervention is tailored to the individual needs of each participant.

How would you ensure confidentiality while maintaining openness in a peer support role?

During my Community Mental Health Placement, confidentiality was critical as I worked closely with patients dealing with sensitive mental health issues.

Action:
I ensured that all interactions were conducted with strict adherence to confidentiality policies. I made it clear to clients that what they shared in our sessions would remain confidential, except in cases where there was a risk of harm to themselves or others. At the same time, I fostered openness by creating a non-judgmental space where clients felt safe to discuss their thoughts and feelings.

Result:
This approach helped build trust and rapport with clients, who were more willing to open up and engage in their care plans, knowing that their privacy was respected.

Learning:
I learned that trust is built not only through empathetic communication but also through the consistent application of confidentiality standards. In the Feeling Safer role, maintaining this balance will be crucial as participants need to feel secure when sharing their experiences.

Can you provide an example of when you had to work independently and show initiative?

During my Acute Mental Health Placement, there were times when I needed to manage a case independently due to the fast-paced nature of the unit, especially when my supervisor was not immediately available.

Action:
In one instance, I identified that a patient’s risk factors had changed due to an increase in depressive symptoms. I took the initiative to conduct an unscheduled risk assessment and documented the changes in the patient’s care plan. I then communicated this information to the multidisciplinary team during the next handover.

Result:
My prompt action ensured that the patient received the necessary support, which prevented further deterioration in their condition and led to a more immediate intervention plan.

Learning:
I learned that working independently requires not only initiative but also the confidence to make decisions when necessary. This is crucial for the Peer Support Worker role, where I’ll often be working autonomously while ensuring participants remain supported in line with the study’s guidelines

Can you give an example of how you've contributed to a research project or demonstrated an interest in psychological research?

While I haven't directly worked on research projects, my role in each of my mental health placements involved contributing to care plans and interventions that align with research-backed methodologies, particularly in the use of CBT and other therapeutic interventions.

Action:
I maintained detailed records of patient progress, documenting outcomes, and feeding this back into multidisciplinary meetings. My observations on patient responses to different interventions were considered in adapting care strategies, particularly in my Community Mental Health Placement, where my feedback led to changes in treatment plans that reduced hospital readmission rates.

Result:
These actions improved the effectiveness of our interventions, demonstrating my ability to contribute meaningfully to research-driven care approaches. While I haven't participated in formal research, my keen interest in psychological therapies and their outcomes will make me a valuable asset to the Feeling Safer trial.

Learning:
I have developed a strong understanding of how clinical research informs practice, which has fostered my interest in contributing to the Feeling Safer trial. I’m eager to be part of a research-based programme that can improve outcomes for individuals with persecutory delusions.

How would you approach working with a patient experiencing persecutory delusions or psychosis?

During my Acute Mental Health Placement, I worked with several patients experiencing psychosis, particularly those with paranoia and persecutory delusions, similar to the patients in the Feeling Safer programme.

Action:
I focused on creating a non-threatening, safe environment where the patient felt listened to and validated. I was careful not to challenge their delusions directly, as this can escalate distress. Instead, I worked on building rapport, providing reassurance, and gently guiding them through reality-testing exercises. I collaborated with the multidisciplinary team to develop a holistic care plan tailored to their needs, ensuring the patient's safety while respecting their perspective.

Result:
By using a compassionate and non-judgmental approach, many of the patients became more engaged in their therapy. One patient, in particular, who initially refused to participate in any activities, began to join in group therapy after a few weeks of trust-building. This shift allowed us to start addressing some of the underlying anxieties fueling their delusions.

Learning:
I learned that building trust is key when working with individuals experiencing psychosis. Approaching patients with empathy and patience helps them feel more secure, which is crucial in a peer support role. I am confident that these skills will transfer well into the Feeling Safer programme, where helping patients feel safe is a key goal.

Can you describe how you would demonstrate the fundamentals of peer support in this role?

Context:
Peer support is fundamentally about building a mutual, trusting relationship where the focus is on shared experiences and collaboration. My experience during my placements has ingrained the principles of active listening, mutual respect, and the non-hierarchical nature of peer support relationships.

Action:
In peer support, I would model appropriate self-disclosure to highlight my own experiences with mental health struggles, particularly depression, to show that recovery is possible. I would also emphasize shared decision-making, ensuring that the service user feels in control of their journey. Active listening would play a central role in my approach, allowing the service user to express their concerns, while I offer empathetic support based on lived experience.

Result:
By fostering a sense of mutuality, the service user is more likely to feel understood and valued, which leads to greater engagement in therapy. In previous roles, this approach has led to clients opening up more and developing trust, as they recognize I am someone who has walked a similar path and come out on the other side.

Learning:
I have learned that peer support is about creating an environment of shared understanding and empowerment. By drawing on personal experience, while maintaining professional boundaries, I can inspire hope in service users and help them feel less isolated in their mental health journey.

How has your personal experience of depression shaped your approach to supporting others in their mental health journey

Context:
I have personally experienced depression, which has given me a deep understanding of the challenges that individuals face, such as feelings of isolation, hopelessness, and the difficulty in seeking help.

Action:
This experience has made me more empathetic and patient when working with individuals facing mental health challenges. I understand that progress can be slow, and setbacks are common. I often share aspects of my own experience—such as the strategies that helped me, like breaking tasks down into smaller, manageable steps—to offer hope to others. I also ensure that I approach each individual without judgment, recognizing that everyone’s journey is unique.

Result:
In my past roles, when I’ve shared my personal experience appropriately, it has helped to reduce stigma and normalize the feelings that service users may be experiencing. This often leads to increased engagement and openness from the individuals I’m supporting.

Learning:
I’ve learned that having lived experience allows me to connect with service users on a deeper level. It has helped me develop a sense of empathy that strengthens the peer support relationship. This will be invaluable in the Feeling Safer programme, where I can use my personal insights to foster hope and resilience in participants dealing with persecutory delusions.

7. How do you manage your own mental health while supporting others, especially in a peer support role?

Context:

Context:
Supporting others with mental health difficulties can be emotionally demanding, especially when drawing from personal experiences. During my placements, I learned how essential self-care is for maintaining my own mental health while supporting others.

Action:
I manage my own mental health by engaging in regular reflective practice, which helps me process any difficult emotions that arise during my work. I also maintain strong boundaries, ensuring I take time for self-care activities like mindfulness, exercise, and connecting with my support network. Additionally, I seek supervision and peer support from colleagues, recognizing that sharing challenges in a safe space is crucial for maintaining my emotional wellbeing.

Result:
By taking care of my own mental health, I have been able to consistently provide high-quality support to others without experiencing burnout. This has allowed me to remain emotionally present and effective in my role, particularly in high-stress environments like acute mental health settings.

Learning:
I’ve learned that maintaining my own mental health is crucial for sustaining my ability to support others. This self-awareness will help me thrive in the Peer Support Worker role, where the focus on shared experiences requires a careful balance between offering support and preserving my own wellbeing.

18. Can you give an example of how you’ve helped reduce stigma around mental health, especially psychosis?

During my Community Mental Health Placement, I worked with a group of patients who had significant misconceptions about psychosis, contributing to feelings of shame and fear about their diagnosis.

Action:
I organized a series of psychoeducation sessions to help demystify psychosis and reduce the stigma associated with it. I also shared relatable stories—both from my own experiences and from anonymized examples—to normalize psychosis as a common experience in mental health. By fostering open discussions and encouraging patients to share their feelings about their diagnosis, I helped create a more supportive and understanding group dynamic.

Result:
Several patients reported feeling less isolated and more accepting of their diagnosis. One individual, who had previously avoided group settings due to fear of judgment, began attending sessions regularly and engaging with peers, which greatly contributed to their recovery.

Learning:
I learned that education and open dialogue are powerful tools for reducing the stigma surrounding mental health conditions, especially psychosis. As a Peer Support Worker, I will continue to use these approaches to challenge misconceptions and promote a more accepting and supportive atmosphere in the Feeling Safer programme.

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These questions and answers are designed to reflect your personal experience, clinical placements, and the specific requirements of the Peer Support Worker role in the Feeling Safer programme. They demonstrate your ability to work with individuals experiencing psychosis, your understanding of peer support, and how your lived experience shapes your approach.

Scenario: A patient with persecutory delusions refuses to engage in the Feeling Safer programme. How would you handle this?

• "If a patient with persecutory delusions refused to engage, my first step would be to try and understand the reason for their reluctance. I would approach them gently and ask open-ended questions to explore their fears or concerns. Building rapport and trust would be essential, as patients with persecutory delusions often struggle with trust. I’d emphasize that participation is on their terms and that the programme is designed to help them feel safer in their daily life. Offering small, manageable steps for engagement and remaining patient would be key to encouraging them to start the programme."

A patient becomes distressed during a session. How would you de-escalate the situation?

"In the event a patient becomes distressed, I would first ensure their physical and emotional safety by remaining calm and adopting a non-threatening posture. I would speak in a slow, reassuring voice, validate their feelings, and try to understand what triggered the distress. Drawing from my acute mental health experience, I would use de-escalation techniques, such as grounding exercises or deep breathing. If the distress persisted or escalated, I would follow the appropriate protocols and involve other members of the team for additional support."

You are working with a patient who becomes paranoid and accuses you of being part of a conspiracy. How do you respond?

If a patient accused me of being part of a conspiracy, I would first remain calm and avoid dismissing their feelings. I’d acknowledge their concern and reassure them that I am there to support them. Instead of arguing or trying to convince them otherwise, I would focus on creating a safe and comfortable environment, where they feel in control of their choices. I’d use my training and supervision to ensure that my responses align with the patient’s care plan and consult with my supervisor if needed."

You’re supporting a participant who seems disengaged or uninterested in peer support sessions. How would you handle this?

"If a participant seemed disengaged, I would take a step back to assess what might be causing the disengagement. It could be anxiety, mistrust, or lack of understanding of the intervention’s benefits. I would try to build rapport by talking about their interests or concerns and show genuine curiosity about their well-being. I’d offer them the opportunity to set their own goals and tailor the sessions to what feels most relevant to them. From my experience in community mental health, I know that giving individuals a sense of control and autonomy can reignite their interest in the process."

You notice that a patient’s mental health is deteriorating, and they haven’t shared this in supervision. How would you approach this?

If I noticed that a patient’s mental health was deteriorating, I would first ensure that I am following the guidelines regarding patient safety. I’d gently raise my observations with the patient during a session, asking open-ended questions about how they’re feeling and what they’ve been experiencing. I would also document my concerns thoroughly and report them in supervision, seeking advice on the best way to support the patient. In my placements, I’ve learned the importance of early intervention to prevent further decline in a patient’s mental health."

During a peer support session, the patient discloses they are feeling suicidal. How do you respond?

If a patient disclosed suicidal feelings, I would immediately acknowledge the seriousness of what they’ve shared and thank them for trusting me with this information. I would stay calm, provide reassurance, and follow the NHS safeguarding protocols for such situations, ensuring they are not left alone if there’s an immediate risk. I’d let them know I was contacting the clinical team to ensure they receive the appropriate support, while continuing to listen to them and maintain a calm, safe environment. I’ve encountered similar situations in my placements and understand the importance of acting swiftly and responsibly."

Psychosis

• a sudden drop in school work or job performance

• trouble thinking clearly

• difficulty concentrating

• feeling paranoid or suspicious of others

• withdrawing from friends and loved ones

• an influx of strange, new feelings, or no feeling at all

• a disinterest in personal grooming

• difficulty separating reality from non-reality

• trouble communicating

Definition of peer support worker

“As a Peer Support Worker, my role is to offer support and understanding based on my own experiences with mental health challenges. I’ve been through similar situations, so I can relate to what you might be going through, and I’m here to help you feel less alone in your journey. Together, we can talk about your goals, what you're finding difficult, and ways to manage those challenges.

I’m not here to give medical advice, but to offer a different kind of support by listening, sharing what’s helped me in the past, and working with you as an equal partner. I can also help you practice new strategies and encourage you to take steps towards feeling safer and more in control of your mental health. Our conversations will always be open and free from judgment, and I hope we can build trust as we work together.”