This qualitative study focuses on a peer support system created and facilitated by a high school student. The peer support group was multifaceted, including one component on Facebook™. A review of literature on bullying, cyberbullying, Communities of Practice and hyperpersonal communications was compiled, studied and analyzed. The case study was comprised of a four one-on-one interviews with the creator of the support system, in which she discussed her experiences throughout its facilitation. The study discusses all the components that made up the support system and the benefits for the creator and students involved at her high school. The study focuses on the use of Facebook™ as a medium for support, in particular, the anonymity it allowed for the members of the support system to share. I utilized this study to identify the benefits of support systems for students that are facilitated and governed through peers.
","abstract_html":"<p>This qualitative study focuses on a peer support system created and facilitated by a high school student. The peer support group was multifaceted, including one component on Facebook™. A review of literature on bullying, cyberbullying, Communities of Practice and hyperpersonal communications was compiled, studied and analyzed. The case study was comprised of a four one-on-one interviews with the creator of the support system, in which she discussed her experiences throughout its facilitation. The study discusses all the components that made up the support system and the benefits for the creator and students involved at her high school. The study focuses on the use of Facebook™ as a medium for support, in particular, the anonymity it allowed for the members of the support system to share. I utilized this study to identify the benefits of support systems for students that are facilitated and governed through peers.</p>","abstract_has_math":false,"creators":["Davenport, Carrie A."],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Heidi Steveson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Educational leadership","Education","Educational technology","Bullying","Communities of practice","Cyberbullying","Hyperpersonal","Peer support","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781321659924"],"render_values":[{"text":"9781321659924","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/61","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Heidi Steveson"]},{"key":"dc:creator","label":"Author","values":["Davenport, Carrie A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:58:39Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational leadership","Education","Educational technology","Bullying","Communities of practice","Cyberbullying","Hyperpersonal","Peer support","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781321659924","https://scholarlycommons.pacific.edu/uop_etds/61"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study focuses on a peer support system created and facilitated by a high school student. The peer support group was multifaceted, including one component on Facebook™. A review of literature on bullying, cyberbullying, Communities of Practice and hyperpersonal communications was compiled, studied and analyzed. The case study was comprised of a four one-on-one interviews with the creator of the support system, in which she discussed her experiences throughout its facilitation. The study discusses all the components that made up the support system and the benefits for the creator and students involved at her high school. The study focuses on the use of Facebook™ as a medium for support, in particular, the anonymity it allowed for the members of the support system to share. I utilized this study to identify the benefits of support systems for students that are facilitated and governed through peers.
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