{"id":257275,"date":"2026-05-21T08:41:57","date_gmt":"2026-05-21T06:41:57","guid":{"rendered":"https:\/\/hopital-addictions.ch\/r10b-liste-von-leitfaeden-zur-supervision-von-peer-begleitern-annotierte-bibliografie\/"},"modified":"2026-07-31T12:02:38","modified_gmt":"2026-07-31T10:02:38","slug":"r10b-liste-von-leitfaeden-zur-supervision-von-peer-begleitern-annotierte-bibliografie","status":"publish","type":"post","link":"https:\/\/hopital-addictions.ch\/de\/r10b-liste-von-leitfaeden-zur-supervision-von-peer-begleitern-annotierte-bibliografie\/","title":{"rendered":"R10b. Liste von Leitf\u00e4den zur Supervision von Peer-Begleitern (annotierte Bibliografie)"},"content":{"rendered":"\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

R10b. Liste von Leitf\u00e4den zur Supervision von Peer-Begleitern (annotierte Bibliografie) <\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Einige Leitf\u00e4den\/Tools zur Implementierung der Supervision von Peer-Begleitern im Bereich Sucht und psychische Gesundheit (annotierte Bibliografie). <\/h2>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\n\t\t14774419<\/span>\n\t\t<\/span>\n\t\t328FFJKP<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n <\/span>\n\t\t1<\/span>\n\t\tiso690-author-date-fr<\/span>\n\t\t50<\/span>\n\t\tcreator<\/span>\n\t\tasc<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t<\/span>\n\t\t1<\/span>\n\t\t<\/span>\n\t\t<\/span>\n <\/span>\n 257275<\/span>\n\t\thttps:\/\/hopital-addictions.ch\/wp-content\/plugins\/zotpress\/<\/span>\n\n\t\t
\n\t\t\t
\n\t\t\t\t%7B%22status%22%3A%22success%22%2C%22updateneeded%22%3Afalse%2C%22instance%22%3Afalse%2C%22meta%22%3A%7B%22request_last%22%3A0%2C%22request_next%22%3A0%2C%22used_cache%22%3Atrue%7D%2C%22data%22%3A%5B%7B%22key%22%3A%22CTVZ2I23%22%2C%22library%22%3A%7B%22id%22%3A14774419%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22CMHA%20et%20al.%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BCMHA%2C%20PHILLIPS%2C%20Keely%2C%20HARRISON%2C%20Jay%20et%20JABALEE%2C%20Christina%2C%202019.%20%26lt%3Bi%26gt%3BSupervising%20Peer%20Workers%3A%20A%20Toolkit%20for%20Implementing%20and%20Supporting%20Successful%20Peer%20Staff%20Roles%20in%20Mainstream%20Mental%20Health%20and%20Substance%20Use%5C%2FAddiction%20Organizations%26lt%3B%5C%2Fi%26gt%3B%20%5Ben%26%23xA0%3Bligne%5D.%20Waterloo%20Wellington%2C%20Canada%26%23xA0%3B%3A%20Canadian%20Mental%20Health%20Association%2C%20Centre%20for%20Excellence%20in%20Peer%20Support.%20Disponible%20%26%23xE0%3B%20l%26%23x2019%3Badresse%26%23xA0%3B%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20target%3D%26%23039%3B_blank%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fcmhaww.ca%5C%2Fwp-content%5C%2Fuploads%5C%2F2023%5C%2F07%5C%2FSupervising-Peer-Workers-Toolkit-CMHA-WW-2019.pdf%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fcmhaww.ca%5C%2Fwp-content%5C%2Fuploads%5C%2F2023%5C%2F07%5C%2FSupervising-Peer-Workers-Toolkit-CMHA-WW-2019.pdf%26lt%3B%5C%2Fa%26gt%3B%5Cn%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-block%26quot%3B%26gt%3BCe%20toolkit%20produit%20en%202019%20par%20le%20Centre%20for%20Excellence%20in%20Peer%20Support%20%28CMHA%20Waterloo%20Wellington%2C%20Ontario%29%20offre%20aux%20superviseurs%20de%20pair-aidants%20un%20ensemble%20d%26%23x2019%3Boutils%20pratiques%20pour%20implanter%20et%20soutenir%20des%20r%26%23xF4%3Bles%20de%20pair-aidance%20dans%20des%20organisations%20de%20sant%26%23xE9%3B%20mentale%20et%20d%26%23x2019%3Baddictions%20non%20g%26%23xE9%3Br%26%23xE9%3Bes%20par%20des%20pairs.%20Partant%20du%20constat%20que%20la%20supervision%20est%20le%20facteur%20d%26%23xE9%3Bterminant%20du%20succ%26%23xE8%3Bs%20ou%20de%20l%26%23x2019%3B%26%23xE9%3Bchec%20d%26%23x2019%3Bun%20r%26%23xF4%3Ble%20pair%20et%20qu%26%23x2019%3Belle%20est%20souvent%20%26%23xE0%3B%20la%20fois%20insuffisante%20en%20quantit%26%23xE9%3B%20et%20inadapt%26%23xE9%3Be%20dans%20son%20contenu%2C%20le%20document%20aborde%20successivement%20les%20conditions%20d%26%23x2019%3Bune%20bonne%20supervision%20%28pratique%20r%26%23xE9%3Bflexive%2C%20clart%26%23xE9%3B%20de%20r%26%23xF4%3Ble%2C%20soutien%20au%20bien-%26%23xEA%3Btre%2C%20pr%26%23xE9%3Bvention%20du%20peer%20drift%29%2C%20l%26%23x2019%3Bimportance%20d%26%23x2019%3Bune%20implantation%20soigneuse%20en%20amont%20du%20recrutement%20%28adh%26%23xE9%3Bsion%20de%20la%20direction%2C%20description%20de%20poste%20pr%26%23xE9%3Bcise%2C%20formation%20de%20toute%20l%26%23x2019%3B%26%23xE9%3Bquipe%29%2C%20et%20la%20valeur%20d%26%23x2019%3Bun%20partenariat%20avec%20des%20organisations%20dirig%26%23xE9%3Bes%20par%20des%20pairs%20pour%20former%20et%20superviser%20les%20pair-aidants.%20La%20seconde%20partie%20propose%20une%20s%26%23xE9%3Brie%20d%26%23x2019%3Boutils%20concrets%26%23x202F%3B%3A%20liste%20de%20v%26%23xE9%3Brification%20de%20la%20pr%26%23xE9%3Bparation%20organisationnelle%2C%20description%20de%20poste%20g%26%23xE9%3Bn%26%23xE9%3Brique%2C%20guide%20d%26%23x2019%3Bint%26%23xE9%3Bgration%2C%20lignes%20directrices%20sur%20la%20documentation%20et%20la%20communication%2C%20exercices%20de%20clarification%20des%20t%26%23xE2%3Bches%20appropri%26%23xE9%3Bes%20au%20r%26%23xF4%3Ble%20pair%20%28avec%2054%20exemples%20comment%26%23xE9%3Bs%29%2C%20et%20cadre%20pour%20g%26%23xE9%3Brer%20les%20conflits%20de%20valeurs.%20L%26%23x2019%3Bensemble%20repose%20sur%20une%20philosophie%20affirm%26%23xE9%3Be%26%23x202F%3B%3A%20le%20r%26%23xF4%3Ble%20pair%20est%20une%20discipline%20%26%23xE0%3B%20part%20enti%26%23xE8%3Bre%2C%20non%20clinique%2C%20fond%26%23xE9%3Be%20sur%20l%26%23x2019%3Butilisation%20intentionnelle%20de%20l%26%23x2019%3Bexp%26%23xE9%3Brience%20v%26%23xE9%3Bcue%2C%20et%20m%26%23xE9%3Brite%20d%26%23x2019%3B%26%23xEA%3Btre%20trait%26%23xE9%3B%20avec%20la%20m%26%23xEA%3Bme%20rigueur%20professionnelle%20que%20n%26%23x2019%3Bimporte%20quel%20autre%20r%26%23xF4%3Ble%20dans%20l%26%23x2019%3B%26%23xE9%3Bquipe%20interdisciplinaire.%2A%2A%2A%2ADE%2A%2A%2A%2A%20Dieses%202019%20vom%20Centre%20for%20Excellence%20in%20Peer%20Support%20%28CMHA%20Waterloo%20Wellington%2C%20Ontario%29%20erstellte%20Toolkit%20bietet%20Vorgesetzten%20von%20Peer-Mitarbeitenden%20eine%20Reihe%20praktischer%20Instrumente%2C%20um%20Peer-Rollen%20in%20Organisationen%20der%20psychischen%20Gesundheit%20und%20des%20Suchtbereichs%20einzuf%26%23xFC%3Bhren%20und%20zu%20unterst%26%23xFC%3Btzen%2C%20die%20nicht%20von%20Peers%20gef%26%23xFC%3Bhrt%20werden.%20Ausgehend%20von%20der%20Feststellung%2C%20dass%20die%20Supervision%20der%20entscheidende%20Faktor%20f%26%23xFC%3Br%20Erfolg%20oder%20Scheitern%20einer%20Peer-Rolle%20ist%20und%20dass%20sie%20h%26%23xE4%3Bufig%20sowohl%20quantitativ%20ungen%26%23xFC%3Bgend%20als%20auch%20inhaltlich%20unpassend%20ist%2C%20behandelt%20das%20Dokument%20nacheinander%20die%20Voraussetzungen%20einer%20guten%20Supervision%20%28reflexive%20Praxis%2C%20Rollenklarheit%2C%20Unterst%26%23xFC%3Btzung%20des%20Wohlbefindens%2C%20Vorbeugung%20von%20Peer%20Drift%29%2C%20die%20Bedeutung%20einer%20sorgf%26%23xE4%3Bltigen%20Vorbereitung%20im%20Vorfeld%20der%20Rekrutierung%20%28R%26%23xFC%3Bckhalt%20der%20Leitung%2C%20pr%26%23xE4%3Bziser%20Stellenbeschrieb%2C%20Schulung%20des%20gesamten%20Teams%29%20sowie%20den%20Wert%20einer%20Partnerschaft%20mit%20von%20Peers%20gef%26%23xFC%3Bhrten%20Organisationen%20f%26%23xFC%3Br%20die%20Ausbildung%20und%20Supervision%20der%20Peer-Mitarbeitenden.%20Der%20zweite%20Teil%20bietet%20eine%20Reihe%20konkreter%20Instrumente%3A%20Checkliste%20zur%20organisationalen%20Bereitschaft%2C%20generischer%20Stellenbeschrieb%2C%20Einf%26%23xFC%3Bhrungsleitfaden%2C%20Richtlinien%20zu%20Dokumentation%20und%20Kommunikation%2C%20%26%23xDC%3Bbungen%20zur%20Kl%26%23xE4%3Brung%20der%20f%26%23xFC%3Br%20die%20Peer-Rolle%20geeigneten%20Aufgaben%20%28mit%2054%20kommentierten%20Beispielen%29%20und%20ein%20Rahmen%20f%26%23xFC%3Br%20den%20Umgang%20mit%20Wertekonflikten.%20Das%20Ganze%20beruht%20auf%20einer%20klaren%20Philosophie%3A%20Die%20Peer-Rolle%20ist%20eine%20eigenst%26%23xE4%3Bndige%2C%20nicht%20klinische%20Disziplin%2C%20die%20auf%20der%20bewussten%20Nutzung%20der%20gelebten%20Erfahrung%20beruht%2C%20und%20verdient%20es%2C%20mit%20derselben%20professionellen%20Sorgfalt%20behandelt%20zu%20werden%20wie%20jede%20andere%20Rolle%20im%20interdisziplin%26%23xE4%3Bren%20Team.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Supervising%20Peer%20Workers%3A%20A%20Toolkit%20for%20Implementing%20and%20Supporting%20Successful%20Peer%20Staff%20Roles%20in%20Mainstream%20Mental%20Health%20and%20Substance%20Use%5C%2FAddiction%20Organizations%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22CMHA%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Keely%22%2C%22lastName%22%3A%22Phillips%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Jay%22%2C%22lastName%22%3A%22Harrison%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Christina%22%2C%22lastName%22%3A%22Jabalee%22%7D%5D%2C%22abstractNote%22%3A%22Ce%20toolkit%20produit%20en%202019%20par%20le%20Centre%20for%20Excellence%20in%20Peer%20Support%20%28CMHA%20Waterloo%20Wellington%2C%20Ontario%29%20offre%20aux%20superviseurs%20de%20pair-aidants%20un%20ensemble%20d%26%23039%3Boutils%20pratiques%20pour%20implanter%20et%20soutenir%20des%20r%5Cu00f4les%20de%20pair-aidance%20dans%20des%20organisations%20de%20sant%5Cu00e9%20mentale%20et%20d%26%23039%3Baddictions%20non%20g%5Cu00e9r%5Cu00e9es%20par%20des%20pairs.%20Partant%20du%20constat%20que%20la%20supervision%20est%20le%20facteur%20d%5Cu00e9terminant%20du%20succ%5Cu00e8s%20ou%20de%20l%26%23039%3B%5Cu00e9chec%20d%26%23039%3Bun%20r%5Cu00f4le%20pair%20et%20qu%26%23039%3Belle%20est%20souvent%20%5Cu00e0%20la%20fois%20insuffisante%20en%20quantit%5Cu00e9%20et%20inadapt%5Cu00e9e%20dans%20son%20contenu%2C%20le%20document%20aborde%20successivement%20les%20conditions%20d%26%23039%3Bune%20bonne%20supervision%20%28pratique%20r%5Cu00e9flexive%2C%20clart%5Cu00e9%20de%20r%5Cu00f4le%2C%20soutien%20au%20bien-%5Cu00eatre%2C%20pr%5Cu00e9vention%20du%20peer%20drift%29%2C%20l%26%23039%3Bimportance%20d%26%23039%3Bune%20implantation%20soigneuse%20en%20amont%20du%20recrutement%20%28adh%5Cu00e9sion%20de%20la%20direction%2C%20description%20de%20poste%20pr%5Cu00e9cise%2C%20formation%20de%20toute%20l%26%23039%3B%5Cu00e9quipe%29%2C%20et%20la%20valeur%20d%26%23039%3Bun%20partenariat%20avec%20des%20organisations%20dirig%5Cu00e9es%20par%20des%20pairs%20pour%20former%20et%20superviser%20les%20pair-aidants.%20La%20seconde%20partie%20propose%20une%20s%5Cu00e9rie%20d%26%23039%3Boutils%20concrets%20%3A%20liste%20de%20v%5Cu00e9rification%20de%20la%20pr%5Cu00e9paration%20organisationnelle%2C%20description%20de%20poste%20g%5Cu00e9n%5Cu00e9rique%2C%20guide%20d%26%23039%3Bint%5Cu00e9gration%2C%20lignes%20directrices%20sur%20la%20documentation%20et%20la%20communication%2C%20exercices%20de%20clarification%20des%20t%5Cu00e2ches%20appropri%5Cu00e9es%20au%20r%5Cu00f4le%20pair%20%28avec%2054%20exemples%20comment%5Cu00e9s%29%2C%20et%20cadre%20pour%20g%5Cu00e9rer%20les%20conflits%20de%20valeurs.%20L%26%23039%3Bensemble%20repose%20sur%20une%20philosophie%20affirm%5Cu00e9e%20%3A%20le%20r%5Cu00f4le%20pair%20est%20une%20discipline%20%5Cu00e0%20part%20enti%5Cu00e8re%2C%20non%20clinique%2C%20fond%5Cu00e9e%20sur%20l%26%23039%3Butilisation%20intentionnelle%20de%20l%26%23039%3Bexp%5Cu00e9rience%20v%5Cu00e9cue%2C%20et%20m%5Cu00e9rite%20d%26%23039%3B%5Cu00eatre%20trait%5Cu00e9%20avec%20la%20m%5Cu00eame%20rigueur%20professionnelle%20que%20n%26%23039%3Bimporte%20quel%20autre%20r%5Cu00f4le%20dans%20l%26%23039%3B%5Cu00e9quipe%20interdisciplinaire.%2A%2A%2A%2ADE%2A%2A%2A%2A%20Dieses%202019%20vom%20Centre%20for%20Excellence%20in%20Peer%20Support%20%28CMHA%20Waterloo%20Wellington%2C%20Ontario%29%20erstellte%20Toolkit%20bietet%20Vorgesetzten%20von%20Peer-Mitarbeitenden%20eine%20Reihe%20praktischer%20Instrumente%2C%20um%20Peer-Rollen%20in%20Organisationen%20der%20psychischen%20Gesundheit%20und%20des%20Suchtbereichs%20einzuf%5Cu00fchren%20und%20zu%20unterst%5Cu00fctzen%2C%20die%20nicht%20von%20Peers%20gef%5Cu00fchrt%20werden.%20Ausgehend%20von%20der%20Feststellung%2C%20dass%20die%20Supervision%20der%20entscheidende%20Faktor%20f%5Cu00fcr%20Erfolg%20oder%20Scheitern%20einer%20Peer-Rolle%20ist%20und%20dass%20sie%20h%5Cu00e4ufig%20sowohl%20quantitativ%20ungen%5Cu00fcgend%20als%20auch%20inhaltlich%20unpassend%20ist%2C%20behandelt%20das%20Dokument%20nacheinander%20die%20Voraussetzungen%20einer%20guten%20Supervision%20%28reflexive%20Praxis%2C%20Rollenklarheit%2C%20Unterst%5Cu00fctzung%20des%20Wohlbefindens%2C%20Vorbeugung%20von%20Peer%20Drift%29%2C%20die%20Bedeutung%20einer%20sorgf%5Cu00e4ltigen%20Vorbereitung%20im%20Vorfeld%20der%20Rekrutierung%20%28R%5Cu00fcckhalt%20der%20Leitung%2C%20pr%5Cu00e4ziser%20Stellenbeschrieb%2C%20Schulung%20des%20gesamten%20Teams%29%20sowie%20den%20Wert%20einer%20Partnerschaft%20mit%20von%20Peers%20gef%5Cu00fchrten%20Organisationen%20f%5Cu00fcr%20die%20Ausbildung%20und%20Supervision%20der%20Peer-Mitarbeitenden.%20Der%20zweite%20Teil%20bietet%20eine%20Reihe%20konkreter%20Instrumente%3A%20Checkliste%20zur%20organisationalen%20Bereitschaft%2C%20generischer%20Stellenbeschrieb%2C%20Einf%5Cu00fchrungsleitfaden%2C%20Richtlinien%20zu%20Dokumentation%20und%20Kommunikation%2C%20%5Cu00dcbungen%20zur%20Kl%5Cu00e4rung%20der%20f%5Cu00fcr%20die%20Peer-Rolle%20geeigneten%20Aufgaben%20%28mit%2054%20kommentierten%20Beispielen%29%20und%20ein%20Rahmen%20f%5Cu00fcr%20den%20Umgang%20mit%20Wertekonflikten.%20Das%20Ganze%20beruht%20auf%20einer%20klaren%20Philosophie%3A%20Die%20Peer-Rolle%20ist%20eine%20eigenst%5Cu00e4ndige%2C%20nicht%20klinische%20Disziplin%2C%20die%20auf%20der%20bewussten%20Nutzung%20der%20gelebten%20Erfahrung%20beruht%2C%20und%20verdient%20es%2C%20mit%20derselben%20professionellen%20Sorgfalt%20behandelt%20zu%20werden%20wie%20jede%20andere%20Rolle%20im%20interdisziplin%5Cu00e4ren%20Team.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Canadian%20Mental%20Health%20Association%2C%20Centre%20for%20Excellence%20in%20Peer%20Support%22%2C%22date%22%3A%222019%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fcmhaww.ca%5C%2Fwp-content%5C%2Fuploads%5C%2F2023%5C%2F07%5C%2FSupervising-Peer-Workers-Toolkit-CMHA-WW-2019.pdf%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%22328FFJKP%22%2C%22I6VM3BNK%22%2C%22NCCG7Z9C%22%5D%2C%22dateModified%22%3A%222026-07-31T10%3A15%3A37Z%22%7D%7D%2C%7B%22key%22%3A%222XY4RBMB%22%2C%22library%22%3A%7B%22id%22%3A14774419%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Daniels%20et%20al.%22%2C%22parsedDate%22%3A%222015%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BDANIELS%2C%20A.%20S.%2C%20TUNNER%2C%20T.%20P.%2C%20POWELL%2C%20I.%2C%20FRICKS%2C%20L.%20et%20ASHENDEN%2C%20P%2C%202015.%20%26lt%3Bi%26gt%3BPillars%20of%20peer%20support%20services%20summit%20%26%23x2013%3B%20VI%3A%20Peer%20specialist%20supervision%26lt%3B%5C%2Fi%26gt%3B%20%5Ben%26%23xA0%3Bligne%5D.%20Battleboro%2C%20U.S.%26%23xA0%3B%3A%20Copeland%20Center.%20Disponible%20%26%23xE0%3B%20l%26%23x2019%3Badresse%26%23xA0%3B%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20target%3D%26%23039%3B_blank%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fcopelandcenter.com%5C%2Fpillars-peer-support%5C%2Fpillars-peer-support-toolkits%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fcopelandcenter.com%5C%2Fpillars-peer-support%5C%2Fpillars-peer-support-toolkits%26lt%3B%5C%2Fa%26gt%3B%5Cn%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-block%26quot%3B%26gt%3BCe%20document%20pr%26%23xE9%3Bsente%20les%20conclusions%20du%20sixi%26%23xE8%3Bme%20sommet%20%26%23xAB%3B%26%23xA0%3BPillars%20of%20Peer%20Support%26%23xA0%3B%26%23xBB%3B%20%282014%29%2C%20consacr%26%23xE9%3B%20%26%23xE0%3B%20la%20supervision%20des%20pairs-aidants%20en%20sant%26%23xE9%3B%20mentale.%20%26%23xC0%3B%20partir%20de%20pr%26%23xE9%3Bsentations%20d%26%23x2019%3Bexperts%20et%20de%20discussions%20en%20groupes%20de%20travail%2C%20cinq%20principes%20directeurs%20ont%20%26%23xE9%3Bt%26%23xE9%3B%20d%26%23xE9%3Bgag%26%23xE9%3Bs%26%23x202F%3B%3A%20les%20superviseurs%20doivent%20%26%23xEA%3Btre%20form%26%23xE9%3Bs%20aux%20comp%26%23xE9%3Btences%20g%26%23xE9%3Bn%26%23xE9%3Brales%20de%20supervision%26%23x202F%3B%3B%20comprendre%20et%20soutenir%20le%20r%26%23xF4%3Ble%20sp%26%23xE9%3Bcifique%20du%20pair-aidant%26%23x202F%3B%3B%20incarner%20les%20principes%20de%20r%26%23xE9%3Btablissement%20dans%20leur%20pratique%26%23x202F%3B%3B%20d%26%23xE9%3Bfendre%20activement%20la%20pair-aidance%20au%20sein%20de%20l%26%23x2019%3Borganisation%20et%20dans%20la%20communaut%26%23xE9%3B%26%23x202F%3B%3B%20et%20enfin%20favoriser%20le%20d%26%23xE9%3Bveloppement%20professionnel%20et%20personnel%20des%20pairs-aidants%20dans%20le%20cadre%20des%20normes%20RH%20existantes.%20Le%20document%20insiste%20sur%20les%20%26%23xE9%3Bcueils%20%26%23xE0%3B%20%26%23xE9%3Bviter%20%26%23x2014%3B%20notamment%20adopter%20une%20posture%20clinique%2C%20endosser%20un%20r%26%23xF4%3Ble%20th%26%23xE9%3Brapeutique%2C%20ou%20laisser%20les%20pairs-aidants%20d%26%23xE9%3Briver%20de%20leur%20identit%26%23xE9%3B%20professionnelle%20%26%23x2014%3B%20et%20souligne%20que%20la%20supervision%20doit%20rester%20centr%26%23xE9%3Be%20sur%20la%20performance%20au%20travail%2C%20dans%20une%20relation%20collaborative%20et%20fond%26%23xE9%3Be%20sur%20les%20forces.%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20Dieses%20Dokument%20stellt%20die%20Schlussfolgerungen%20des%20sechsten%20Gipfels%20%26%23xAB%3BPillars%20of%20Peer%20Support%26%23xBB%3B%20%282014%29%20vor%2C%20der%20der%20Supervision%20von%20Peer-Mitarbeitenden%20im%20Bereich%20psychische%20Gesundheit%20gewidmet%20war.%20Aus%20Fachvortr%26%23xE4%3Bgen%20und%20Diskussionen%20in%20Arbeitsgruppen%20wurden%20f%26%23xFC%3Bnf%20Leitprinzipien%20abgeleitet%3A%20Vorgesetzte%20m%26%23xFC%3Bssen%20in%20den%20allgemeinen%20Supervisionskompetenzen%20ausgebildet%20sein%3B%20sie%20m%26%23xFC%3Bssen%20die%20spezifische%20Rolle%20der%20Peer-Mitarbeitenden%20verstehen%20und%20unterst%26%23xFC%3Btzen%3B%20sie%20m%26%23xFC%3Bssen%20die%20Recovery-Prinzipien%20in%20ihrer%20Praxis%20verk%26%23xF6%3Brpern%3B%20sie%20m%26%23xFC%3Bssen%20sich%20aktiv%20f%26%23xFC%3Br%20die%20Peerarbeit%20innerhalb%20der%20Organisation%20und%20im%20Gemeinwesen%20einsetzen%3B%20und%20sie%20m%26%23xFC%3Bssen%20die%20berufliche%20und%20pers%26%23xF6%3Bnliche%20Entwicklung%20der%20Peer-Mitarbeitenden%20im%20Rahmen%20der%20bestehenden%20HR-Standards%20f%26%23xF6%3Brdern.%20Das%20Dokument%20betont%20die%20zu%20vermeidenden%20Fehler%20%26%23x2013%3B%20namentlich%20eine%20klinische%20Haltung%20einzunehmen%2C%20eine%20therapeutische%20Rolle%20zu%20%26%23xFC%3Bbernehmen%20oder%20die%20Peer-Mitarbeitenden%20von%20ihrer%20beruflichen%20Identit%26%23xE4%3Bt%20abdriften%20zu%20lassen%20%26%23x2013%3B%20und%20h%26%23xE4%3Blt%20fest%2C%20dass%20die%20Supervision%20auf%20die%20Arbeitsleistung%20fokussiert%20bleiben%20muss%2C%20in%20einer%20kollaborativen%20und%20st%26%23xE4%3Brkenorientierten%20Beziehung.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Pillars%20of%20peer%20support%20services%20summit%20%5Cu2013%20VI%3A%20Peer%20specialist%20supervision%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22A.%20S.%22%2C%22lastName%22%3A%22Daniels%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22T.%20P.%22%2C%22lastName%22%3A%22Tunner%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22I.%22%2C%22lastName%22%3A%22Powell%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22L.%22%2C%22lastName%22%3A%22Fricks%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22P%22%2C%22lastName%22%3A%22Ashenden%22%7D%5D%2C%22abstractNote%22%3A%22Ce%20document%20pr%5Cu00e9sente%20les%20conclusions%20du%20sixi%5Cu00e8me%20sommet%20%26quot%3BPillars%20of%20Peer%20Support%26quot%3B%20%282014%29%2C%20consacr%5Cu00e9%20%5Cu00e0%20la%20supervision%20des%20pairs-aidants%20en%20sant%5Cu00e9%20mentale.%20%5Cu00c0%20partir%20de%20pr%5Cu00e9sentations%20d%26%23039%3Bexperts%20et%20de%20discussions%20en%20groupes%20de%20travail%2C%20cinq%20principes%20directeurs%20ont%20%5Cu00e9t%5Cu00e9%20d%5Cu00e9gag%5Cu00e9s%20%3A%20les%20superviseurs%20doivent%20%5Cu00eatre%20form%5Cu00e9s%20aux%20comp%5Cu00e9tences%20g%5Cu00e9n%5Cu00e9rales%20de%20supervision%20%3B%20comprendre%20et%20soutenir%20le%20r%5Cu00f4le%20sp%5Cu00e9cifique%20du%20pair-aidant%20%3B%20incarner%20les%20principes%20de%20r%5Cu00e9tablissement%20dans%20leur%20pratique%20%3B%20d%5Cu00e9fendre%20activement%20la%20pair-aidance%20au%20sein%20de%20l%26%23039%3Borganisation%20et%20dans%20la%20communaut%5Cu00e9%20%3B%20et%20enfin%20favoriser%20le%20d%5Cu00e9veloppement%20professionnel%20et%20personnel%20des%20pairs-aidants%20dans%20le%20cadre%20des%20normes%20RH%20existantes.%20Le%20document%20insiste%20sur%20les%20%5Cu00e9cueils%20%5Cu00e0%20%5Cu00e9viter%20%5Cu2014%20notamment%20adopter%20une%20posture%20clinique%2C%20endosser%20un%20r%5Cu00f4le%20th%5Cu00e9rapeutique%2C%20ou%20laisser%20les%20pairs-aidants%20d%5Cu00e9river%20de%20leur%20identit%5Cu00e9%20professionnelle%20%5Cu2014%20et%20souligne%20que%20la%20supervision%20doit%20rester%20centr%5Cu00e9e%20sur%20la%20performance%20au%20travail%2C%20dans%20une%20relation%20collaborative%20et%20fond%5Cu00e9e%20sur%20les%20forces.%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20Dieses%20Dokument%20stellt%20die%20Schlussfolgerungen%20des%20sechsten%20Gipfels%20%5Cu00abPillars%20of%20Peer%20Support%5Cu00bb%20%282014%29%20vor%2C%20der%20der%20Supervision%20von%20Peer-Mitarbeitenden%20im%20Bereich%20psychische%20Gesundheit%20gewidmet%20war.%20Aus%20Fachvortr%5Cu00e4gen%20und%20Diskussionen%20in%20Arbeitsgruppen%20wurden%20f%5Cu00fcnf%20Leitprinzipien%20abgeleitet%3A%20Vorgesetzte%20m%5Cu00fcssen%20in%20den%20allgemeinen%20Supervisionskompetenzen%20ausgebildet%20sein%3B%20sie%20m%5Cu00fcssen%20die%20spezifische%20Rolle%20der%20Peer-Mitarbeitenden%20verstehen%20und%20unterst%5Cu00fctzen%3B%20sie%20m%5Cu00fcssen%20die%20Recovery-Prinzipien%20in%20ihrer%20Praxis%20verk%5Cu00f6rpern%3B%20sie%20m%5Cu00fcssen%20sich%20aktiv%20f%5Cu00fcr%20die%20Peerarbeit%20innerhalb%20der%20Organisation%20und%20im%20Gemeinwesen%20einsetzen%3B%20und%20sie%20m%5Cu00fcssen%20die%20berufliche%20und%20pers%5Cu00f6nliche%20Entwicklung%20der%20Peer-Mitarbeitenden%20im%20Rahmen%20der%20bestehenden%20HR-Standards%20f%5Cu00f6rdern.%20Das%20Dokument%20betont%20die%20zu%20vermeidenden%20Fehler%20%5Cu2013%20namentlich%20eine%20klinische%20Haltung%20einzunehmen%2C%20eine%20therapeutische%20Rolle%20zu%20%5Cu00fcbernehmen%20oder%20die%20Peer-Mitarbeitenden%20von%20ihrer%20beruflichen%20Identit%5Cu00e4t%20abdriften%20zu%20lassen%20%5Cu2013%20und%20h%5Cu00e4lt%20fest%2C%20dass%20die%20Supervision%20auf%20die%20Arbeitsleistung%20fokussiert%20bleiben%20muss%2C%20in%20einer%20kollaborativen%20und%20st%5Cu00e4rkenorientierten%20Beziehung.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22Copeland%20Center%22%2C%22date%22%3A%222015%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fcopelandcenter.com%5C%2Fpillars-peer-support%5C%2Fpillars-peer-support-toolkits%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22328FFJKP%22%2C%22I6VM3BNK%22%5D%2C%22dateModified%22%3A%222026-07-31T11%3A01%3A36Z%22%7D%7D%2C%7B%22key%22%3A%22H32TMDIK%22%2C%22library%22%3A%7B%22id%22%3A14774419%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22ImROC%20and%20Watson%22%2C%22parsedDate%22%3A%222024%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BIMROC%20et%20WATSON%2C%20Emma%2C%202024.%20Briefing%20Paper%2025%26%23xA0%3B%3A%20%26lt%3Bi%26gt%3BSupervision%20for%20Peer%20Workers%26lt%3B%5C%2Fi%26gt%3B%20%5Ben%26%23xA0%3Bligne%5D.%20Nottingham%26%23xA0%3B%3A%20ImROC.%20Disponible%20%26%23xE0%3B%20l%26%23x2019%3Badresse%26%23xA0%3B%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20target%3D%26%23039%3B_blank%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.imroc.org%5C%2Fpublications%5C%2F25-supervision-for-peer-workers-zANqw%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.imroc.org%5C%2Fpublications%5C%2F25-supervision-for-peer-workers-zANqw%26lt%3B%5C%2Fa%26gt%3B%5Cn%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-block%26quot%3B%26gt%3BCe%20briefing%20paper%20d%26%23x2019%3BImroc%20%28r%26%23xE9%3Bdig%26%23xE9%3B%20par%20Emma%20Watson%29%20porte%20sur%20la%20supervision%20des%20pair-aidants%20dans%20les%20structures%20de%20sant%26%23xE9%3B%20mentale%20et%20de%20soin.%20Il%20plaide%20pour%20l%26%23x2019%3Bimportance%20d%26%23x2019%3Bune%20supervision%20adapt%26%23xE9%3Be%20aux%20pair-aidants%2C%20pr%26%23xE9%3Bsente%20des%20exemples%20de%20pratiques%20r%26%23xE9%3Bussies%2C%20et%20explore%20ce%20dont%20les%20pair-aidants%20et%20leurs%20superviseurs%20%28pairs%20ou%20non%29%20ont%20besoin%20pour%20r%26%23xE9%3Bussir.%20Le%20document%20distingue%20quatre%20formes%20de%20supervision%20%28clinique%2C%20manag%26%23xE9%3Briale%2C%20en%20groupe%2C%20et%20pair%20%26%23xE0%3B%20pair%29%2C%20identifie%20les%20qualit%26%23xE9%3Bs%20d%26%23x2019%3Bune%20bonne%20supervision%20%28collaborative%2C%20fond%26%23xE9%3Be%20sur%20les%20valeurs%20du%20r%26%23xE9%3Btablissement%2C%20capable%20d%26%23x2019%3Baborder%20les%20situations%20difficiles%20sans%20esquiver%29%20et%20souligne%20les%20diff%26%23xE9%3Brences%20entre%20supervision%20par%20un%20pair%20et%20supervision%20par%20un%20professionnel%20non%20pair.%20Il%20pr%26%23xE9%3Bsente%20%26%23xE9%3Bgalement%20le%20mod%26%23xE8%3Ble%20de%20%26%23xAB%3B%26%23x202F%3Btriangle%20de%20supervision%26%23x202F%3B%26%23xBB%3B%20d%26%23xE9%3Bvelopp%26%23xE9%3B%20par%20Imroc%20%28r%26%23xE9%3Bflexion%2C%20restauration%2C%20d%26%23xE9%3Bveloppement%29%2C%20une%20formation%20sp%26%23xE9%3Bcifique%20%26%23xE0%3B%20la%20supervision%20%26%23xAB%3B%26%23x202F%3Bpeer-informed%26%23x202F%3B%26%23xBB%3B%2C%20ainsi%20que%20des%20retours%20d%26%23x2019%3Bexp%26%23xE9%3Brience%20concrets%20de%20pair-aidants%20et%20de%20superviseurs%2C%20et%20formule%20des%20recommandations%20de%20bonnes%20pratiques%26%23x202F%3B%3A%20formation%20obligatoire%20des%20superviseurs%2C%20acc%26%23xE8%3Bs%20%26%23xE0%3B%20une%20supervision%20par%20les%20pairs%2C%20souplesse%20dans%20les%20modalit%26%23xE9%3Bs%2C%20et%20clart%26%23xE9%3B%20des%20r%26%23xF4%3Bles%20pour%20l%26%23x2019%3Bensemble%20de%20l%26%23x2019%3B%26%23xE9%3Bquipe.%26%23xA0%3B%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20Dieses%20Briefing%20Paper%20von%20ImROC%20%28verfasst%20von%20Emma%20Watson%29%20befasst%20sich%20mit%20der%20Supervision%20von%20Peer-Mitarbeitenden%20in%20Institutionen%20der%20psychischen%20Gesundheit%20und%20der%20Versorgung.%20Es%20pl%26%23xE4%3Bdiert%20f%26%23xFC%3Br%20die%20Bedeutung%20einer%20auf%20Peer-Mitarbeitende%20zugeschnittenen%20Supervision%2C%20stellt%20Beispiele%20erfolgreicher%20Praktiken%20vor%20und%20untersucht%2C%20was%20Peer-Mitarbeitende%20und%20ihre%20Vorgesetzten%20%28Peers%20oder%20nicht%29%20f%26%23xFC%3Br%20den%20Erfolg%20ben%26%23xF6%3Btigen.%20Das%20Dokument%20unterscheidet%20vier%20Formen%20der%20Supervision%20%28klinisch%2C%20f%26%23xFC%3Bhrungsbezogen%2C%20in%20der%20Gruppe%20und%20von%20Peer%20zu%20Peer%29%2C%20benennt%20die%20Merkmale%20einer%20guten%20Supervision%20%28kollaborativ%2C%20auf%20den%20Werten%20von%20Recovery%20beruhend%2C%20f%26%23xE4%3Bhig%2C%20schwierige%20Situationen%20anzusprechen%20statt%20auszuweichen%29%20und%20hebt%20die%20Unterschiede%20zwischen%20einer%20Supervision%20durch%20einen%20Peer%20und%20einer%20Supervision%20durch%20eine%20Fachperson%20ohne%20Peer-Hintergrund%20hervor.%20Es%20stellt%20zudem%20das%20von%20ImROC%20entwickelte%20Modell%20des%20%26%23xAB%3BSupervisionsdreiecks%26%23xBB%3B%20vor%20%28Reflexion%2C%20Restauration%2C%20Entwicklung%29%2C%20eine%20spezifische%20Weiterbildung%20zur%20%26%23xAB%3Bpeer-informed%26%23xBB%3B%20Supervision%20sowie%20konkrete%20Erfahrungsberichte%20von%20Peer-Mitarbeitenden%20und%20Vorgesetzten%2C%20und%20formuliert%20Empfehlungen%20zur%20guten%20Praxis%3A%20obligatorische%20Ausbildung%20der%20Vorgesetzten%2C%20Zugang%20zu%20einer%20Supervision%20durch%20Peers%2C%20Flexibilit%26%23xE4%3Bt%20in%20den%20Modalit%26%23xE4%3Bten%20und%20Rollenklarheit%20f%26%23xFC%3Br%20das%20gesamte%20Team.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Supervision%20for%20Peer%20Workers%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22ImROC%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22Emma%22%2C%22lastName%22%3A%22Watson%22%7D%5D%2C%22abstractNote%22%3A%22Ce%20briefing%20paper%20d%26%23039%3BImroc%20%28r%5Cu00e9dig%5Cu00e9%20par%20Emma%20Watson%29%20porte%20sur%20la%20supervision%20des%20pair-aidants%20dans%20les%20structures%20de%20sant%5Cu00e9%20mentale%20et%20de%20soin.%20Il%20plaide%20pour%20l%26%23039%3Bimportance%20d%26%23039%3Bune%20supervision%20adapt%5Cu00e9e%20aux%20pair-aidants%2C%20pr%5Cu00e9sente%20des%20exemples%20de%20pratiques%20r%5Cu00e9ussies%2C%20et%20explore%20ce%20dont%20les%20pair-aidants%20et%20leurs%20superviseurs%20%28pairs%20ou%20non%29%20ont%20besoin%20pour%20r%5Cu00e9ussir.%20Le%20document%20distingue%20quatre%20formes%20de%20supervision%20%28clinique%2C%20manag%5Cu00e9riale%2C%20en%20groupe%2C%20et%20pair%20%5Cu00e0%20pair%29%2C%20identifie%20les%20qualit%5Cu00e9s%20d%26%23039%3Bune%20bonne%20supervision%20%28collaborative%2C%20fond%5Cu00e9e%20sur%20les%20valeurs%20du%20r%5Cu00e9tablissement%2C%20capable%20d%26%23039%3Baborder%20les%20situations%20difficiles%20sans%20esquiver%29%20et%20souligne%20les%20diff%5Cu00e9rences%20entre%20supervision%20par%20un%20pair%20et%20supervision%20par%20un%20professionnel%20non%20pair.%20Il%20pr%5Cu00e9sente%20%5Cu00e9galement%20le%20mod%5Cu00e8le%20de%20%5Cu00ab%20triangle%20de%20supervision%20%5Cu00bb%20d%5Cu00e9velopp%5Cu00e9%20par%20Imroc%20%28r%5Cu00e9flexion%2C%20restauration%2C%20d%5Cu00e9veloppement%29%2C%20une%20formation%20sp%5Cu00e9cifique%20%5Cu00e0%20la%20supervision%20%5Cu00ab%20peer-informed%20%5Cu00bb%2C%20ainsi%20que%20des%20retours%20d%26%23039%3Bexp%5Cu00e9rience%20concrets%20de%20pair-aidants%20et%20de%20superviseurs%2C%20et%20formule%20des%20recommandations%20de%20bonnes%20pratiques%20%3A%20formation%20obligatoire%20des%20superviseurs%2C%20acc%5Cu00e8s%20%5Cu00e0%20une%20supervision%20par%20les%20pairs%2C%20souplesse%20dans%20les%20modalit%5Cu00e9s%2C%20et%20clart%5Cu00e9%20des%20r%5Cu00f4les%20pour%20l%26%23039%3Bensemble%20de%20l%26%23039%3B%5Cu00e9quipe.%20%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20Dieses%20Briefing%20Paper%20von%20ImROC%20%28verfasst%20von%20Emma%20Watson%29%20befasst%20sich%20mit%20der%20Supervision%20von%20Peer-Mitarbeitenden%20in%20Institutionen%20der%20psychischen%20Gesundheit%20und%20der%20Versorgung.%20Es%20pl%5Cu00e4diert%20f%5Cu00fcr%20die%20Bedeutung%20einer%20auf%20Peer-Mitarbeitende%20zugeschnittenen%20Supervision%2C%20stellt%20Beispiele%20erfolgreicher%20Praktiken%20vor%20und%20untersucht%2C%20was%20Peer-Mitarbeitende%20und%20ihre%20Vorgesetzten%20%28Peers%20oder%20nicht%29%20f%5Cu00fcr%20den%20Erfolg%20ben%5Cu00f6tigen.%20Das%20Dokument%20unterscheidet%20vier%20Formen%20der%20Supervision%20%28klinisch%2C%20f%5Cu00fchrungsbezogen%2C%20in%20der%20Gruppe%20und%20von%20Peer%20zu%20Peer%29%2C%20benennt%20die%20Merkmale%20einer%20guten%20Supervision%20%28kollaborativ%2C%20auf%20den%20Werten%20von%20Recovery%20beruhend%2C%20f%5Cu00e4hig%2C%20schwierige%20Situationen%20anzusprechen%20statt%20auszuweichen%29%20und%20hebt%20die%20Unterschiede%20zwischen%20einer%20Supervision%20durch%20einen%20Peer%20und%20einer%20Supervision%20durch%20eine%20Fachperson%20ohne%20Peer-Hintergrund%20hervor.%20Es%20stellt%20zudem%20das%20von%20ImROC%20entwickelte%20Modell%20des%20%5Cu00abSupervisionsdreiecks%5Cu00bb%20vor%20%28Reflexion%2C%20Restauration%2C%20Entwicklung%29%2C%20eine%20spezifische%20Weiterbildung%20zur%20%5Cu00abpeer-informed%5Cu00bb%20Supervision%20sowie%20konkrete%20Erfahrungsberichte%20von%20Peer-Mitarbeitenden%20und%20Vorgesetzten%2C%20und%20formuliert%20Empfehlungen%20zur%20guten%20Praxis%3A%20obligatorische%20Ausbildung%20der%20Vorgesetzten%2C%20Zugang%20zu%20einer%20Supervision%20durch%20Peers%2C%20Flexibilit%5Cu00e4t%20in%20den%20Modalit%5Cu00e4ten%20und%20Rollenklarheit%20f%5Cu00fcr%20das%20gesamte%20Team.%22%2C%22reportNumber%22%3A%22Briefing%20Paper%2025%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22ImROC%22%2C%22date%22%3A%222024%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.imroc.org%5C%2Fpublications%5C%2F25-supervision-for-peer-workers-zANqw%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%22328FFJKP%22%2C%22I6VM3BNK%22%2C%22NCCG7Z9C%22%5D%2C%22dateModified%22%3A%222026-07-31T10%3A37%3A14Z%22%7D%7D%2C%7B%22key%22%3A%22W5EB4SW9%22%2C%22library%22%3A%7B%22id%22%3A14774419%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Indiana%20Family%20%26%20Social%20Services%20Administration%22%2C%22parsedDate%22%3A%222023%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BINDIANA%20FAMILY%20%26amp%3B%20SOCIAL%20SERVICES%20ADMINISTRATION%2C%202023.%20%26lt%3Bi%26gt%3BSupervision%20competencies%20for%20effective%20and%20ethical%20peer%20recovery%20coach%20supervision%26lt%3B%5C%2Fi%26gt%3B%20%5Ben%26%23xA0%3Bligne%5D.%202023.%20U.S.%20Disponible%20%26%23xE0%3B%20l%26%23x2019%3Badresse%26%23xA0%3B%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20target%3D%26%23039%3B_blank%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.iaprss.org%5C%2Fwp-content%5C%2Fuploads%5C%2F2023%5C%2F05%5C%2FSupervision-Competencies-Publication.pdf%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.iaprss.org%5C%2Fwp-content%5C%2Fuploads%5C%2F2023%5C%2F05%5C%2FSupervision-Competencies-Publication.pdf%26lt%3B%5C%2Fa%26gt%3B%5Cn%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-block%26quot%3B%26gt%3BCe%20document%2C%20produit%20par%20plusieurs%20organisations%20de%20l%26%23x2019%3BIndiana%2C%20d%26%23xE9%3Bfinit%20dix%20comp%26%23xE9%3Btences%20cl%26%23xE9%3Bs%20attendues%20des%20superviseurs%20de%20pairs-aidants%20en%20addictologie%20%28Peer%20Recovery%20Coaches%29.%20Ces%20comp%26%23xE9%3Btences%20couvrent%26%23x202F%3B%3A%20la%20compr%26%23xE9%3Bhension%20approfondie%20du%20r%26%23xF4%3Ble%20de%20pair-aidant%20%28id%26%23xE9%3Balement%20par%20une%20exp%26%23xE9%3Brience%20v%26%23xE9%3Bcue%20du%20r%26%23xE9%3Btablissement%29%26%23x202F%3B%3B%20la%20d%26%23xE9%3Bfense%20de%20multiples%20voies%20de%20r%26%23xE9%3Btablissement%26%23x202F%3B%3B%20le%20respect%20des%20standards%20%26%23xE9%3Bthiques%20et%20professionnels%26%23x202F%3B%3B%20le%20soutien%20au%20d%26%23xE9%3Bveloppement%20professionnel%26%23x202F%3B%3B%20la%20cr%26%23xE9%3Bation%20d%26%23x2019%3Bune%20dynamique%20d%26%23x2019%3B%26%23xE9%3Bquipe%20inclusive%26%23x202F%3B%3B%20une%20approche%20fond%26%23xE9%3Be%20sur%20les%20forces%26%23x202F%3B%3B%20la%20qualit%26%23xE9%3B%20et%20la%20r%26%23xE9%3Bgularit%26%23xE9%3B%20de%20la%20supervision%26%23x202F%3B%3B%20la%20conformit%26%23xE9%3B%20aux%20politiques%20d%26%23x2019%3Bemploi%26%23x202F%3B%3B%20et%20enfin%20l%26%23x2019%3Battention%20port%26%23xE9%3Be%20%26%23xE0%3B%20l%26%23x2019%3Bauto-soin%20du%20pair-aidant.%20L%26%23x2019%3Bensemble%20repose%20sur%20une%20posture%20collaborative%2C%20non%20hi%26%23xE9%3Brarchique%2C%20centr%26%23xE9%3Be%20sur%20le%20dialogue%20ouvert%20et%20la%20croissance%20professionnelle%2C%20avec%20pour%20fil%20conducteur%20la%20n%26%23xE9%3Bcessit%26%23xE9%3B%20de%20distinguer%20clairement%20la%20supervision%20de%20pair-aidants%20de%20la%20supervision%20clinique%20traditionnelle%26%23xA0%3B%20%2A%2A%2A%2ADE%2A%2A%2A%2A%26%23xA0%3B%20Dieses%20von%20mehreren%20Organisationen%20des%20Bundesstaates%20Indiana%20erstellte%20Dokument%20definiert%20zehn%20Schl%26%23xFC%3Bsselkompetenzen%2C%20die%20von%20Vorgesetzten%20von%20Peer-Mitarbeitenden%20im%20Suchtbereich%20%28Peer%20Recovery%20Coaches%29%20erwartet%20werden.%20Diese%20Kompetenzen%20umfassen%3A%20das%20vertiefte%20Verst%26%23xE4%3Bndnis%20der%20Peer-Rolle%20%28idealerweise%20durch%20eine%20gelebte%20Recovery-Erfahrung%29%3B%20das%20Eintreten%20f%26%23xFC%3Br%20vielf%26%23xE4%3Bltige%20Recovery-Wege%3B%20die%20Einhaltung%20ethischer%20und%20professioneller%20Standards%3B%20die%20Unterst%26%23xFC%3Btzung%20der%20beruflichen%20Entwicklung%3B%20die%20Schaffung%20einer%20inklusiven%20Teamdynamik%3B%20einen%20st%26%23xE4%3Brkenorientierten%20Ansatz%3B%20die%20Qualit%26%23xE4%3Bt%20und%20Regelm%26%23xE4%3Bssigkeit%20der%20Supervision%3B%20die%20Einhaltung%20der%20Anstellungsrichtlinien%3B%20und%20schliesslich%20die%20Aufmerksamkeit%20f%26%23xFC%3Br%20die%20Selbstsorge%20der%20Peer-Mitarbeitenden.%20Das%20Ganze%20beruht%20auf%20einer%20kollaborativen%2C%20nicht%20hierarchischen%20Haltung%2C%20die%20auf%20offenen%20Dialog%20und%20berufliches%20Wachstum%20ausgerichtet%20ist%2C%20mit%20der%20durchgehenden%20Notwendigkeit%2C%20die%20Supervision%20von%20Peer-Mitarbeitenden%20klar%20von%20der%20traditionellen%20klinischen%20Supervision%20zu%20unterscheiden.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22document%22%2C%22title%22%3A%22Supervision%20competencies%20for%20effective%20and%20ethical%20peer%20recovery%20coach%20supervision%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22Indiana%20Family%20%26%20Social%20Services%20Administration%22%7D%5D%2C%22abstractNote%22%3A%22Ce%20document%2C%20produit%20par%20plusieurs%20organisations%20de%20l%26%23039%3BIndiana%2C%20d%5Cu00e9finit%20dix%20comp%5Cu00e9tences%20cl%5Cu00e9s%20attendues%20des%20superviseurs%20de%20pairs-aidants%20en%20addictologie%20%28Peer%20Recovery%20Coaches%29.%20Ces%20comp%5Cu00e9tences%20couvrent%20%3A%20la%20compr%5Cu00e9hension%20approfondie%20du%20r%5Cu00f4le%20de%20pair-aidant%20%28id%5Cu00e9alement%20par%20une%20exp%5Cu00e9rience%20v%5Cu00e9cue%20du%20r%5Cu00e9tablissement%29%20%3B%20la%20d%5Cu00e9fense%20de%20multiples%20voies%20de%20r%5Cu00e9tablissement%20%3B%20le%20respect%20des%20standards%20%5Cu00e9thiques%20et%20professionnels%20%3B%20le%20soutien%20au%20d%5Cu00e9veloppement%20professionnel%20%3B%20la%20cr%5Cu00e9ation%20d%26%23039%3Bune%20dynamique%20d%26%23039%3B%5Cu00e9quipe%20inclusive%20%3B%20une%20approche%20fond%5Cu00e9e%20sur%20les%20forces%20%3B%20la%20qualit%5Cu00e9%20et%20la%20r%5Cu00e9gularit%5Cu00e9%20de%20la%20supervision%20%3B%20la%20conformit%5Cu00e9%20aux%20politiques%20d%26%23039%3Bemploi%20%3B%20et%20enfin%20l%26%23039%3Battention%20port%5Cu00e9e%20%5Cu00e0%20l%26%23039%3Bauto-soin%20du%20pair-aidant.%20L%26%23039%3Bensemble%20repose%20sur%20une%20posture%20collaborative%2C%20non%20hi%5Cu00e9rarchique%2C%20centr%5Cu00e9e%20sur%20le%20dialogue%20ouvert%20et%20la%20croissance%20professionnelle%2C%20avec%20pour%20fil%20conducteur%20la%20n%5Cu00e9cessit%5Cu00e9%20de%20distinguer%20clairement%20la%20supervision%20de%20pair-aidants%20de%20la%20supervision%20clinique%20traditionnelle%20%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20%20Dieses%20von%20mehreren%20Organisationen%20des%20Bundesstaates%20Indiana%20erstellte%20Dokument%20definiert%20zehn%20Schl%5Cu00fcsselkompetenzen%2C%20die%20von%20Vorgesetzten%20von%20Peer-Mitarbeitenden%20im%20Suchtbereich%20%28Peer%20Recovery%20Coaches%29%20erwartet%20werden.%20Diese%20Kompetenzen%20umfassen%3A%20das%20vertiefte%20Verst%5Cu00e4ndnis%20der%20Peer-Rolle%20%28idealerweise%20durch%20eine%20gelebte%20Recovery-Erfahrung%29%3B%20das%20Eintreten%20f%5Cu00fcr%20vielf%5Cu00e4ltige%20Recovery-Wege%3B%20die%20Einhaltung%20ethischer%20und%20professioneller%20Standards%3B%20die%20Unterst%5Cu00fctzung%20der%20beruflichen%20Entwicklung%3B%20die%20Schaffung%20einer%20inklusiven%20Teamdynamik%3B%20einen%20st%5Cu00e4rkenorientierten%20Ansatz%3B%20die%20Qualit%5Cu00e4t%20und%20Regelm%5Cu00e4ssigkeit%20der%20Supervision%3B%20die%20Einhaltung%20der%20Anstellungsrichtlinien%3B%20und%20schliesslich%20die%20Aufmerksamkeit%20f%5Cu00fcr%20die%20Selbstsorge%20der%20Peer-Mitarbeitenden.%20Das%20Ganze%20beruht%20auf%20einer%20kollaborativen%2C%20nicht%20hierarchischen%20Haltung%2C%20die%20auf%20offenen%20Dialog%20und%20berufliches%20Wachstum%20ausgerichtet%20ist%2C%20mit%20der%20durchgehenden%20Notwendigkeit%2C%20die%20Supervision%20von%20Peer-Mitarbeitenden%20klar%20von%20der%20traditionellen%20klinischen%20Supervision%20zu%20unterscheiden.%22%2C%22type%22%3A%22%22%2C%22date%22%3A%222023%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.iaprss.org%5C%2Fwp-content%5C%2Fuploads%5C%2F2023%5C%2F05%5C%2FSupervision-Competencies-Publication.pdf%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22328FFJKP%22%2C%22I6VM3BNK%22%5D%2C%22dateModified%22%3A%222026-07-31T11%3A01%3A59Z%22%7D%7D%2C%7B%22key%22%3A%22HTXGQ598%22%2C%22library%22%3A%7B%22id%22%3A14774419%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22Martin%20et%20al.%22%2C%22parsedDate%22%3A%222017%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BMARTIN%2C%20E.%2C%20JORDAN%2C%20A.%2C%20RAZAVI%2C%20M.%2C%20BURNHAM%2C%20V.%2C%20IV%2C%20L%2C%20KNUDSON%2C%20M.%20et%20DUMAS%2C%20L%2C%202017.%20%26lt%3Bi%26gt%3BSubstance%20use%20disorder%20peer%20supervision%20competencies%26lt%3B%5C%2Fi%26gt%3B%20%5Ben%26%23xA0%3Bligne%5D.%20Portland%2C%20Oregon%2C%20U.S.%26%23xA0%3B%3A%20The%20Regional%20Facilitation%20Center.%20Disponible%20%26%23xE0%3B%20l%26%23x2019%3Badresse%26%23xA0%3B%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20target%3D%26%23039%3B_blank%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.oregon.gov%5C%2Foha%5C%2FEI%5C%2FDocuments%5C%2FSubstance%2520Use%2520Disorder%2520Peer%2520Supervision%2520Competencies%25202017%2520Final.pdf%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.oregon.gov%5C%2Foha%5C%2FEI%5C%2FDocuments%5C%2FSubstance%2520Use%2520Disorder%2520Peer%2520Supervision%2520Competencies%25202017%2520Final.pdf%26lt%3B%5C%2Fa%26gt%3B%5Cn%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-block%26quot%3B%26gt%3BCe%20document%2C%20publi%26%23xE9%3B%20en%202017%20par%20le%20Regional%20Facilitation%20Center%20%28Oregon%29%2C%20pr%26%23xE9%3Bsente%20un%20r%26%23xE9%3Bf%26%23xE9%3Brentiel%20de%2020%20comp%26%23xE9%3Btences%20pour%20les%20superviseurs%20de%20pair-aidants%20dans%20le%20domaine%20des%20troubles%20li%26%23xE9%3Bs%20%26%23xE0%3B%20l%26%23x2019%3Busage%20de%20substances%20%28TUS%29.%20Le%20r%26%23xE9%3Bf%26%23xE9%3Brentiel%20s%26%23x2019%3Barticule%20en%20quatre%20sections%26%23x202F%3B%3A%20la%20philosophie%20orient%26%23xE9%3Be%20r%26%23xE9%3Btablissement%20%28comprendre%20le%20r%26%23xF4%3Ble%20pair%2C%20soutenir%20les%20parcours%20multiples%2C%20mod%26%23xE9%3Bliser%20les%20principes%20de%20r%26%23xE9%3Btablissement%2C%20reconna%26%23xEE%3Btre%20les%20traumatismes%20et%20in%26%23xE9%3Bgalit%26%23xE9%3Bs%20de%20sant%26%23xE9%3B%29%26%23x202F%3B%3B%20la%20formation%20et%20le%20soutien%20p%26%23xE9%3Bdagogique%20des%20pair%26%23xB7%3Bes%20%28formation%20continue%2C%20navigation%20dans%20les%20syst%26%23xE8%3Bmes%2C%20connaissance%20des%20lois%29%26%23x202F%3B%3B%20la%20qualit%26%23xE9%3B%20de%20la%20supervision%20%28clart%26%23xE9%3B%20des%20r%26%23xF4%3Bles%2C%20approche%20centr%26%23xE9%3Be%20sur%20les%20forces%2C%20%26%23xE9%3Bvaluation%20des%20comp%26%23xE9%3Btences%2C%20confidentialit%26%23xE9%3B%2C%20%26%23xE9%3Bthique%2C%20accessibilit%26%23xE9%3B%2C%20d%26%23xE9%3Bveloppement%20professionnel%2C%20s%26%23xE9%3Bcurit%26%23xE9%3B%29%26%23x202F%3B%3B%20et%20les%20t%26%23xE2%3Bches%20administratives%20%28plaidoyer%20pour%20les%20services%20pair%20et%20pratiques%20RH%29.%20Chaque%20comp%26%23xE9%3Btence%20est%20assortie%20d%26%23x2019%3Bune%20grille%20d%26%23x2019%3Bauto-%26%23xE9%3Bvaluation%20destin%26%23xE9%3Be%20%26%23xE0%3B%20un%20usage%20en%20formation%2C%20et%20l%26%23x2019%3Bensemble%20repose%20sur%20une%20conception%20du%20superviseur%20comme%20pair%20exp%26%23xE9%3Briment%26%23xE9%3B%20en%20r%26%23xE9%3Btablissement%2C%20dont%20la%20mission%20premi%26%23xE8%3Bre%20est%20de%20prot%26%23xE9%3Bger%20la%20sp%26%23xE9%3Bcificit%26%23xE9%3B%20et%20la%20valeur%20du%20r%26%23xF4%3Ble%20pair%20au%20sein%20des%20syst%26%23xE8%3Bmes%20de%20soins.%26%23xA0%3B%20%2A%2A%2A%2ADE%2A%2A%2A%2A%26%23xA0%3B%20Dieses%202017%20vom%20Regional%20Facilitation%20Center%20%28Oregon%29%20ver%26%23xF6%3Bffentlichte%20Dokument%20stellt%20einen%20Referenzrahmen%20mit%2020%20Kompetenzen%20f%26%23xFC%3Br%20Vorgesetzte%20von%20Peer-Mitarbeitenden%20im%20Bereich%20der%20Substanzkonsumst%26%23xF6%3Brungen%20%28SKS%29%20vor.%20Der%20Rahmen%20gliedert%20sich%20in%20vier%20Abschnitte%3A%20die%20recovery-orientierte%20Philosophie%20%28die%20Peer-Rolle%20verstehen%2C%20vielf%26%23xE4%3Bltige%20Wege%20unterst%26%23xFC%3Btzen%2C%20Recovery-Prinzipien%20vorleben%2C%20Traumata%20und%20Gesundheitsungleichheiten%20erkennen%29%3B%20die%20Ausbildung%20und%20p%26%23xE4%3Bdagogische%20Unterst%26%23xFC%3Btzung%20der%20Peers%20%28Weiterbildung%2C%20Navigation%20in%20den%20Systemen%2C%20Kenntnis%20der%20Gesetze%29%3B%20die%20Qualit%26%23xE4%3Bt%20der%20Supervision%20%28Rollenklarheit%2C%20st%26%23xE4%3Brkenorientierter%20Ansatz%2C%20Kompetenzbeurteilung%2C%20Vertraulichkeit%2C%20Ethik%2C%20Erreichbarkeit%2C%20berufliche%20Entwicklung%2C%20Sicherheit%29%3B%20und%20die%20administrativen%20Aufgaben%20%28Einsatz%20f%26%23xFC%3Br%20Peer-Leistungen%20und%20HR-Praktiken%29.%20Jede%20Kompetenz%20ist%20mit%20einem%20Selbstbeurteilungsraster%20f%26%23xFC%3Br%20den%20Einsatz%20in%20der%20Ausbildung%20versehen.%20Das%20Ganze%20beruht%20auf%20einem%20Verst%26%23xE4%3Bndnis%20der%20Vorgesetzten%20als%20in%20Recovery%20erfahrene%20Peers%2C%20deren%20erste%20Aufgabe%20darin%20besteht%2C%20die%20Besonderheit%20und%20den%20Wert%20der%20Peer-Rolle%20innerhalb%20der%20Versorgungssysteme%20zu%20sch%26%23xFC%3Btzen.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22Substance%20use%20disorder%20peer%20supervision%20competencies%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22E.%22%2C%22lastName%22%3A%22Martin%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22A.%22%2C%22lastName%22%3A%22Jordan%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22M.%22%2C%22lastName%22%3A%22Razavi%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22V.%22%2C%22lastName%22%3A%22Burnham%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22L%22%2C%22lastName%22%3A%22IV%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22M.%22%2C%22lastName%22%3A%22Knudson%22%7D%2C%7B%22creatorType%22%3A%22author%22%2C%22firstName%22%3A%22L%22%2C%22lastName%22%3A%22Dumas%22%7D%5D%2C%22abstractNote%22%3A%22Ce%20document%2C%20publi%5Cu00e9%20en%202017%20par%20le%20Regional%20Facilitation%20Center%20%28Oregon%29%2C%20pr%5Cu00e9sente%20un%20r%5Cu00e9f%5Cu00e9rentiel%20de%2020%20comp%5Cu00e9tences%20pour%20les%20superviseurs%20de%20pair-aidants%20dans%20le%20domaine%20des%20troubles%20li%5Cu00e9s%20%5Cu00e0%20l%26%23039%3Busage%20de%20substances%20%28TUS%29.%20Le%20r%5Cu00e9f%5Cu00e9rentiel%20s%26%23039%3Barticule%20en%20quatre%20sections%20%3A%20la%20philosophie%20orient%5Cu00e9e%20r%5Cu00e9tablissement%20%28comprendre%20le%20r%5Cu00f4le%20pair%2C%20soutenir%20les%20parcours%20multiples%2C%20mod%5Cu00e9liser%20les%20principes%20de%20r%5Cu00e9tablissement%2C%20reconna%5Cu00eetre%20les%20traumatismes%20et%20in%5Cu00e9galit%5Cu00e9s%20de%20sant%5Cu00e9%29%20%3B%20la%20formation%20et%20le%20soutien%20p%5Cu00e9dagogique%20des%20pair%5Cu00b7es%20%28formation%20continue%2C%20navigation%20dans%20les%20syst%5Cu00e8mes%2C%20connaissance%20des%20lois%29%20%3B%20la%20qualit%5Cu00e9%20de%20la%20supervision%20%28clart%5Cu00e9%20des%20r%5Cu00f4les%2C%20approche%20centr%5Cu00e9e%20sur%20les%20forces%2C%20%5Cu00e9valuation%20des%20comp%5Cu00e9tences%2C%20confidentialit%5Cu00e9%2C%20%5Cu00e9thique%2C%20accessibilit%5Cu00e9%2C%20d%5Cu00e9veloppement%20professionnel%2C%20s%5Cu00e9curit%5Cu00e9%29%20%3B%20et%20les%20t%5Cu00e2ches%20administratives%20%28plaidoyer%20pour%20les%20services%20pair%20et%20pratiques%20RH%29.%20Chaque%20comp%5Cu00e9tence%20est%20assortie%20d%26%23039%3Bune%20grille%20d%26%23039%3Bauto-%5Cu00e9valuation%20destin%5Cu00e9e%20%5Cu00e0%20un%20usage%20en%20formation%2C%20et%20l%26%23039%3Bensemble%20repose%20sur%20une%20conception%20du%20superviseur%20comme%20pair%20exp%5Cu00e9riment%5Cu00e9%20en%20r%5Cu00e9tablissement%2C%20dont%20la%20mission%20premi%5Cu00e8re%20est%20de%20prot%5Cu00e9ger%20la%20sp%5Cu00e9cificit%5Cu00e9%20et%20la%20valeur%20du%20r%5Cu00f4le%20pair%20au%20sein%20des%20syst%5Cu00e8mes%20de%20soins.%20%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20%20Dieses%202017%20vom%20Regional%20Facilitation%20Center%20%28Oregon%29%20ver%5Cu00f6ffentlichte%20Dokument%20stellt%20einen%20Referenzrahmen%20mit%2020%20Kompetenzen%20f%5Cu00fcr%20Vorgesetzte%20von%20Peer-Mitarbeitenden%20im%20Bereich%20der%20Substanzkonsumst%5Cu00f6rungen%20%28SKS%29%20vor.%20Der%20Rahmen%20gliedert%20sich%20in%20vier%20Abschnitte%3A%20die%20recovery-orientierte%20Philosophie%20%28die%20Peer-Rolle%20verstehen%2C%20vielf%5Cu00e4ltige%20Wege%20unterst%5Cu00fctzen%2C%20Recovery-Prinzipien%20vorleben%2C%20Traumata%20und%20Gesundheitsungleichheiten%20erkennen%29%3B%20die%20Ausbildung%20und%20p%5Cu00e4dagogische%20Unterst%5Cu00fctzung%20der%20Peers%20%28Weiterbildung%2C%20Navigation%20in%20den%20Systemen%2C%20Kenntnis%20der%20Gesetze%29%3B%20die%20Qualit%5Cu00e4t%20der%20Supervision%20%28Rollenklarheit%2C%20st%5Cu00e4rkenorientierter%20Ansatz%2C%20Kompetenzbeurteilung%2C%20Vertraulichkeit%2C%20Ethik%2C%20Erreichbarkeit%2C%20berufliche%20Entwicklung%2C%20Sicherheit%29%3B%20und%20die%20administrativen%20Aufgaben%20%28Einsatz%20f%5Cu00fcr%20Peer-Leistungen%20und%20HR-Praktiken%29.%20Jede%20Kompetenz%20ist%20mit%20einem%20Selbstbeurteilungsraster%20f%5Cu00fcr%20den%20Einsatz%20in%20der%20Ausbildung%20versehen.%20Das%20Ganze%20beruht%20auf%20einem%20Verst%5Cu00e4ndnis%20der%20Vorgesetzten%20als%20in%20Recovery%20erfahrene%20Peers%2C%20deren%20erste%20Aufgabe%20darin%20besteht%2C%20die%20Besonderheit%20und%20den%20Wert%20der%20Peer-Rolle%20innerhalb%20der%20Versorgungssysteme%20zu%20sch%5Cu00fctzen.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22The%20Regional%20Facilitation%20Center%22%2C%22date%22%3A%222017%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.oregon.gov%5C%2Foha%5C%2FEI%5C%2FDocuments%5C%2FSubstance%2520Use%2520Disorder%2520Peer%2520Supervision%2520Competencies%25202017%2520Final.pdf%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22328FFJKP%22%2C%22I6VM3BNK%22%5D%2C%22dateModified%22%3A%222026-07-31T11%3A02%3A15Z%22%7D%7D%2C%7B%22key%22%3A%22B47M9AC9%22%2C%22library%22%3A%7B%22id%22%3A14774419%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22N.A.P.S.%22%2C%22parsedDate%22%3A%222019%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BN.A.P.S.%2C%202019.%20%26lt%3Bi%26gt%3BNational%20Practice%20Guidelines%20for%20Peer%20Specialists%20and%20Supervisors%26lt%3B%5C%2Fi%26gt%3B%20%5Ben%26%23xA0%3Bligne%5D.%20Washington%2C%20DC%2C%20U.S.%26%23xA0%3B%3A%20National%20Association%20of%20Peer%20Supporters.%20Disponible%20%26%23xE0%3B%20l%26%23x2019%3Badresse%26%23xA0%3B%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20target%3D%26%23039%3B_blank%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Flive-copeland-center-ci.pantheonsite.io%5C%2Fsites%5C%2Fdefault%5C%2Ffiles%5C%2F2024-02%5C%2FNational-Practice-Guidelines-for-Peer-Specialists-and-Supervisors-1.pdf%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Flive-copeland-center-ci.pantheonsite.io%5C%2Fsites%5C%2Fdefault%5C%2Ffiles%5C%2F2024-02%5C%2FNational-Practice-Guidelines-for-Peer-Specialists-and-Supervisors-1.pdf%26lt%3B%5C%2Fa%26gt%3B%5Cn%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-block%26quot%3B%26gt%3BCe%20document%20de%20la%20National%20Association%20of%20Peer%20Supporters%20%28N.A.P.S.%2C%202019%29%20pr%26%23xE9%3Bsente%20les%20lignes%20directrices%20nationales%20am%26%23xE9%3Bricaines%20encadrant%20la%20pratique%20des%20pair-aidants%20et%20de%20leurs%20superviseurs.%20Il%20articule%20douze%20valeurs%20fondamentales%20du%20soutien%20par%20les%20pairs%20%28dont%20le%20caract%26%23xE8%3Bre%20volontaire%2C%20la%20r%26%23xE9%3Bciprocit%26%23xE9%3B%2C%20le%20partage%20%26%23xE9%3Bquitable%20du%20pouvoir%2C%20l%26%23x2019%3Borientation%20vers%20les%20forces%20et%20la%20transparence%29%20en%20d%26%23xE9%3Bclinant%20pour%20chacune%20des%20recommandations%20pratiques%20distinctes%20selon%20qu%26%23x2019%3Bon%20s%26%23x2019%3Badresse%20aux%20pair-aidants%20ou%20%26%23xE0%3B%20leurs%20encadrants.%20L%26%23x2019%3Bajout%20de%20la%20dimension%20supervision%2C%20d%26%23xE9%3Bvelopp%26%23xE9%3Be%20entre%202017%20et%202019%2C%20r%26%23xE9%3Bpond%20%26%23xE0%3B%20la%20croissance%20rapide%20de%20cette%20profession%20et%20aux%20risques%20de%20d%26%23xE9%3Brive%20%28%26%23xAB%3B%26%23x202F%3Bpeer%20drift%26%23x202F%3B%26%23xBB%3B%29%20li%26%23xE9%3Bs%20%26%23xE0%3B%20l%26%23x2019%3Bint%26%23xE9%3Bgration%20des%20pair-aidants%20dans%20des%20structures%20cliniques%20traditionnelles%2C%20o%26%23xF9%3B%20leurs%20superviseurs%20n%26%23x2019%3Bont%20pas%20toujours%20eux-m%26%23xEA%3Bmes%20une%20exp%26%23xE9%3Brience%20v%26%23xE9%3Bcue%20du%20r%26%23xE9%3Btablissement.%26%23xA0%3B%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20Dieses%20Dokument%20der%20National%20Association%20of%20Peer%20Supporters%20%28N.A.P.S.%2C%202019%29%20stellt%20die%20US-amerikanischen%20nationalen%20Leitlinien%20f%26%23xFC%3Br%20die%20Praxis%20von%20Peer-Mitarbeitenden%20und%20ihren%20Vorgesetzten%20vor.%20Es%20entfaltet%20zw%26%23xF6%3Blf%20Grundwerte%20des%20Peer-Supports%20%28darunter%20Freiwilligkeit%2C%20Gegenseitigkeit%2C%20gleichberechtigte%20Machtteilung%2C%20St%26%23xE4%3Brkenorientierung%20und%20Transparenz%29%20und%20leitet%20f%26%23xFC%3Br%20jeden%20davon%20unterschiedliche%20praktische%20Empfehlungen%20ab%2C%20je%20nachdem%2C%20ob%20sie%20sich%20an%20die%20Peer-Mitarbeitenden%20oder%20an%20ihre%20Vorgesetzten%20richten.%20Die%20zwischen%202017%20und%202019%20entwickelte%20Erg%26%23xE4%3Bnzung%20um%20die%20Dimension%20Supervision%20reagiert%20auf%20das%20rasche%20Wachstum%20dieses%20Berufs%20und%20auf%20die%20Risiken%20des%20%26%23xAB%3BPeer%20Drift%26%23xBB%3B%2C%20die%20mit%20der%20Integration%20von%20Peer-Mitarbeitenden%20in%20traditionelle%20klinische%20Strukturen%20verbunden%20sind%2C%20wo%20ihre%20Vorgesetzten%20nicht%20immer%20selbst%20%26%23xFC%3Bber%20eine%20gelebte%20Recovery-Erfahrung%20verf%26%23xFC%3Bgen.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22report%22%2C%22title%22%3A%22National%20Practice%20Guidelines%20for%20Peer%20Specialists%20and%20Supervisors%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22N.A.P.S.%22%7D%5D%2C%22abstractNote%22%3A%22Ce%20document%20de%20la%20National%20Association%20of%20Peer%20Supporters%20%28N.A.P.S.%2C%202019%29%20pr%5Cu00e9sente%20les%20lignes%20directrices%20nationales%20am%5Cu00e9ricaines%20encadrant%20la%20pratique%20des%20pair-aidants%20et%20de%20leurs%20superviseurs.%20Il%20articule%20douze%20valeurs%20fondamentales%20du%20soutien%20par%20les%20pairs%20%28dont%20le%20caract%5Cu00e8re%20volontaire%2C%20la%20r%5Cu00e9ciprocit%5Cu00e9%2C%20le%20partage%20%5Cu00e9quitable%20du%20pouvoir%2C%20l%26%23039%3Borientation%20vers%20les%20forces%20et%20la%20transparence%29%20en%20d%5Cu00e9clinant%20pour%20chacune%20des%20recommandations%20pratiques%20distinctes%20selon%20qu%26%23039%3Bon%20s%26%23039%3Badresse%20aux%20pair-aidants%20ou%20%5Cu00e0%20leurs%20encadrants.%20L%26%23039%3Bajout%20de%20la%20dimension%20supervision%2C%20d%5Cu00e9velopp%5Cu00e9e%20entre%202017%20et%202019%2C%20r%5Cu00e9pond%20%5Cu00e0%20la%20croissance%20rapide%20de%20cette%20profession%20et%20aux%20risques%20de%20d%5Cu00e9rive%20%28%5Cu00ab%20peer%20drift%20%5Cu00bb%29%20li%5Cu00e9s%20%5Cu00e0%20l%26%23039%3Bint%5Cu00e9gration%20des%20pair-aidants%20dans%20des%20structures%20cliniques%20traditionnelles%2C%20o%5Cu00f9%20leurs%20superviseurs%20n%26%23039%3Bont%20pas%20toujours%20eux-m%5Cu00eames%20une%20exp%5Cu00e9rience%20v%5Cu00e9cue%20du%20r%5Cu00e9tablissement.%20%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20Dieses%20Dokument%20der%20National%20Association%20of%20Peer%20Supporters%20%28N.A.P.S.%2C%202019%29%20stellt%20die%20US-amerikanischen%20nationalen%20Leitlinien%20f%5Cu00fcr%20die%20Praxis%20von%20Peer-Mitarbeitenden%20und%20ihren%20Vorgesetzten%20vor.%20Es%20entfaltet%20zw%5Cu00f6lf%20Grundwerte%20des%20Peer-Supports%20%28darunter%20Freiwilligkeit%2C%20Gegenseitigkeit%2C%20gleichberechtigte%20Machtteilung%2C%20St%5Cu00e4rkenorientierung%20und%20Transparenz%29%20und%20leitet%20f%5Cu00fcr%20jeden%20davon%20unterschiedliche%20praktische%20Empfehlungen%20ab%2C%20je%20nachdem%2C%20ob%20sie%20sich%20an%20die%20Peer-Mitarbeitenden%20oder%20an%20ihre%20Vorgesetzten%20richten.%20Die%20zwischen%202017%20und%202019%20entwickelte%20Erg%5Cu00e4nzung%20um%20die%20Dimension%20Supervision%20reagiert%20auf%20das%20rasche%20Wachstum%20dieses%20Berufs%20und%20auf%20die%20Risiken%20des%20%5Cu00abPeer%20Drift%5Cu00bb%2C%20die%20mit%20der%20Integration%20von%20Peer-Mitarbeitenden%20in%20traditionelle%20klinische%20Strukturen%20verbunden%20sind%2C%20wo%20ihre%20Vorgesetzten%20nicht%20immer%20selbst%20%5Cu00fcber%20eine%20gelebte%20Recovery-Erfahrung%20verf%5Cu00fcgen.%22%2C%22reportNumber%22%3A%22%22%2C%22reportType%22%3A%22%22%2C%22institution%22%3A%22National%20Association%20of%20Peer%20Supporters%22%2C%22date%22%3A%222019%22%2C%22DOI%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Flive-copeland-center-ci.pantheonsite.io%5C%2Fsites%5C%2Fdefault%5C%2Ffiles%5C%2F2024-02%5C%2FNational-Practice-Guidelines-for-Peer-Specialists-and-Supervisors-1.pdf%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22328FFJKP%22%2C%22I6VM3BNK%22%2C%22NCCG7Z9C%22%5D%2C%22dateModified%22%3A%222026-07-31T10%3A38%3A01Z%22%7D%7D%2C%7B%22key%22%3A%228PWE3CG2%22%2C%22library%22%3A%7B%22id%22%3A14774419%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22SAMHSA%22%2C%22parsedDate%22%3A%222023%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BSAMHSA%2C%202023.%20Chapter%205%26%23x2014%3BSupervision%20of%20Peer%20Specialists.%20In%26%23xA0%3B%3A%20%26lt%3Bi%26gt%3BIncorporating%20Peer%20Support%20Into%20Substance%20Use%20Disorder%20Treatment%20Services%20%5BInternet%5D%26lt%3B%5C%2Fi%26gt%3B%20%5Ben%26%23xA0%3Bligne%5D.%20Rockville%2C%20U.S.%26%23xA0%3B%3A%20Substance%20Abuse%20and%20Mental%20Health%20Services%20Administration.%20Disponible%20%26%23xE0%3B%20l%26%23x2019%3Badresse%26%23xA0%3B%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20target%3D%26%23039%3B_blank%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fwww.ncbi.nlm.nih.gov%5C%2Fbooks%5C%2FNBK596264%5C%2F%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fwww.ncbi.nlm.nih.gov%5C%2Fbooks%5C%2FNBK596264%5C%2F%26lt%3B%5C%2Fa%26gt%3B%5Cn%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-block%26quot%3B%26gt%3BLe%20chapitre%205%20du%20TIP%2064%20soutient%20que%20la%20supervision%20des%20pairs%20sp%26%23xE9%3Bcialistes%20est%20un%20%26%23xE9%3Bl%26%23xE9%3Bment%20d%26%23xE9%3Bterminant%20de%20leur%20int%26%23xE9%3Bgration%20r%26%23xE9%3Bussie%2C%20et%20qu%26%23x2019%3Belle%20ne%20peut%20se%20r%26%23xE9%3Bduire%20%26%23xE0%3B%20une%20supervision%20clinique%20ordinaire.%20Le%20superviseur%20%26%23x2014%3B%20id%26%23xE9%3Balement%20lui-m%26%23xEA%3Bme%20issu%20du%20champ%20pair%20%26%23x2014%3B%20y%20exerce%20trois%20fonctions%20simultan%26%23xE9%3Bes%26%23x202F%3B%3A%20administrative%20%28coordination%2C%20%26%23xE9%3Bvaluation%29%2C%20d%26%23xE9%3Bveloppementale%20%28formation%2C%20progression%20de%20carri%26%23xE8%3Bre%29%20et%20de%20soutien%20%28advocacy%2C%20self-care%2C%20maintien%20du%20r%26%23xE9%3Btablissement%29.%20La%20supervision%20doit%20%26%23xEA%3Btre%20r%26%23xE9%3Bguli%26%23xE8%3Bre%2C%20%26%23xE0%3B%20la%20fois%20individuelle%20et%20collective%2C%20et%20centr%26%23xE9%3Be%20sur%20deux%20enjeux%20prioritaires%26%23x202F%3B%3A%20la%20clart%26%23xE9%3B%20de%20r%26%23xF4%3Ble%2C%20dont%20l%26%23x2019%3Babsence%20est%20le%20principal%20facteur%20de%20difficult%26%23xE9%3Bs%20pour%20les%20pairs%2C%20et%20la%20pr%26%23xE9%3Bvention%20du%20role%20drift%2C%20c%26%23x2019%3Best-%26%23xE0%3B-dire%20la%20d%26%23xE9%3Brive%20vers%20des%20t%26%23xE2%3Bches%20cliniques%20ou%2C%20%26%23xE0%3B%20l%26%23x2019%3Boppos%26%23xE9%3B%2C%20vers%20une%20posture%20informelle%20d%26%23x2019%3Bami%20ou%20de%20sponsor.%20Le%20chapitre%20signale%20%26%23xE9%3Bgalement%20que%20les%20superviseurs%20non-pairs%20ont%20besoin%20d%26%23x2019%3Bune%20formation%20sp%26%23xE9%3Bcifique%20pour%20comprendre%20la%20sp%26%23xE9%3Bcificit%26%23xE9%3B%20du%20r%26%23xF4%3Ble%20pair%2C%20d%26%23x2019%3Bautant%20que%2064%20%25%20des%20pairs%20d%26%23xE9%3Bclarent%20avoir%20subi%20discrimination%20ou%20stigmatisation%20de%20la%20part%20de%20coll%26%23xE8%3Bgues%2C%20une%20r%26%23xE9%3Balit%26%23xE9%3B%20que%20le%20superviseur%20doit%20activement%20adresser.%26%23xA0%3B%20%2A%2A%2A%2ADE%2A%2A%2A%2A%26%23xA0%3B%20Kapitel%205%20des%20TIP%2064%20legt%20dar%2C%20dass%20die%20Supervision%20der%20Peer-Spezialist%3Ainnen%20ein%20entscheidendes%20Element%20ihrer%20erfolgreichen%20Integration%20ist%20und%20sich%20nicht%20auf%20eine%20gew%26%23xF6%3Bhnliche%20klinische%20Supervision%20reduzieren%20l%26%23xE4%3Bsst.%20Die%20vorgesetzte%20Person%20%26%23x2013%3B%20idealerweise%20selbst%20aus%20dem%20Peer-Feld%20%26%23x2013%3B%20%26%23xFC%3Bbt%20darin%20drei%20Funktionen%20gleichzeitig%20aus%3A%20eine%20administrative%20%28Koordination%2C%20Beurteilung%29%2C%20eine%20entwicklungsbezogene%20%28Ausbildung%2C%20Karriereentwicklung%29%20und%20eine%20unterst%26%23xFC%3Btzende%20%28Advocacy%2C%20Self-Care%2C%20Erhalt%20der%20Recovery%29.%20Die%20Supervision%20muss%20regelm%26%23xE4%3Bssig%20sowie%20sowohl%20individuell%20als%20auch%20kollektiv%20erfolgen%20und%20sich%20auf%20zwei%20Kernthemen%20konzentrieren%3A%20die%20Rollenklarheit%2C%20deren%20Fehlen%20der%20Hauptgrund%20f%26%23xFC%3Br%20Schwierigkeiten%20der%20Peers%20ist%2C%20und%20die%20Vorbeugung%20des%20Role%20Drift%2C%20d.%20h.%20des%20Abgleitens%20in%20klinische%20Aufgaben%20oder%20umgekehrt%20in%20eine%20informelle%20Haltung%20als%20Freund%20oder%20Sponsor.%20Das%20Kapitel%20weist%20zudem%20darauf%20hin%2C%20dass%20Vorgesetzte%20ohne%20Peer-Hintergrund%20eine%20spezifische%20Ausbildung%20ben%26%23xF6%3Btigen%2C%20um%20die%20Besonderheit%20der%20Peer-Rolle%20zu%20verstehen%20%26%23x2013%3B%20zumal%2064%20%25%20der%20Peers%20angeben%2C%20von%20Kolleg%3Ainnen%20Diskriminierung%20oder%20Stigmatisierung%20erlebt%20zu%20haben%2C%20eine%20Realit%26%23xE4%3Bt%2C%20die%20die%20vorgesetzte%20Person%20aktiv%20angehen%20muss.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22bookSection%22%2C%22title%22%3A%22Chapter%205%5Cu2014Supervision%20of%20Peer%20Specialists%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22author%22%2C%22name%22%3A%22SAMHSA%22%7D%5D%2C%22abstractNote%22%3A%22Le%20chapitre%205%20du%20TIP%2064%20soutient%20que%20la%20supervision%20des%20pairs%20sp%5Cu00e9cialistes%20est%20un%20%5Cu00e9l%5Cu00e9ment%20d%5Cu00e9terminant%20de%20leur%20int%5Cu00e9gration%20r%5Cu00e9ussie%2C%20et%20qu%26%23039%3Belle%20ne%20peut%20se%20r%5Cu00e9duire%20%5Cu00e0%20une%20supervision%20clinique%20ordinaire.%20Le%20superviseur%20%5Cu2014%20id%5Cu00e9alement%20lui-m%5Cu00eame%20issu%20du%20champ%20pair%20%5Cu2014%20y%20exerce%20trois%20fonctions%20simultan%5Cu00e9es%20%3A%20administrative%20%28coordination%2C%20%5Cu00e9valuation%29%2C%20d%5Cu00e9veloppementale%20%28formation%2C%20progression%20de%20carri%5Cu00e8re%29%20et%20de%20soutien%20%28advocacy%2C%20self-care%2C%20maintien%20du%20r%5Cu00e9tablissement%29.%20La%20supervision%20doit%20%5Cu00eatre%20r%5Cu00e9guli%5Cu00e8re%2C%20%5Cu00e0%20la%20fois%20individuelle%20et%20collective%2C%20et%20centr%5Cu00e9e%20sur%20deux%20enjeux%20prioritaires%20%3A%20la%20clart%5Cu00e9%20de%20r%5Cu00f4le%2C%20dont%20l%26%23039%3Babsence%20est%20le%20principal%20facteur%20de%20difficult%5Cu00e9s%20pour%20les%20pairs%2C%20et%20la%20pr%5Cu00e9vention%20du%20role%20drift%2C%20c%26%23039%3Best-%5Cu00e0-dire%20la%20d%5Cu00e9rive%20vers%20des%20t%5Cu00e2ches%20cliniques%20ou%2C%20%5Cu00e0%20l%26%23039%3Boppos%5Cu00e9%2C%20vers%20une%20posture%20informelle%20d%26%23039%3Bami%20ou%20de%20sponsor.%20Le%20chapitre%20signale%20%5Cu00e9galement%20que%20les%20superviseurs%20non-pairs%20ont%20besoin%20d%26%23039%3Bune%20formation%20sp%5Cu00e9cifique%20pour%20comprendre%20la%20sp%5Cu00e9cificit%5Cu00e9%20du%20r%5Cu00f4le%20pair%2C%20d%26%23039%3Bautant%20que%2064%20%25%20des%20pairs%20d%5Cu00e9clarent%20avoir%20subi%20discrimination%20ou%20stigmatisation%20de%20la%20part%20de%20coll%5Cu00e8gues%2C%20une%20r%5Cu00e9alit%5Cu00e9%20que%20le%20superviseur%20doit%20activement%20adresser.%20%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20%20Kapitel%205%20des%20TIP%2064%20legt%20dar%2C%20dass%20die%20Supervision%20der%20Peer-Spezialist%3Ainnen%20ein%20entscheidendes%20Element%20ihrer%20erfolgreichen%20Integration%20ist%20und%20sich%20nicht%20auf%20eine%20gew%5Cu00f6hnliche%20klinische%20Supervision%20reduzieren%20l%5Cu00e4sst.%20Die%20vorgesetzte%20Person%20%5Cu2013%20idealerweise%20selbst%20aus%20dem%20Peer-Feld%20%5Cu2013%20%5Cu00fcbt%20darin%20drei%20Funktionen%20gleichzeitig%20aus%3A%20eine%20administrative%20%28Koordination%2C%20Beurteilung%29%2C%20eine%20entwicklungsbezogene%20%28Ausbildung%2C%20Karriereentwicklung%29%20und%20eine%20unterst%5Cu00fctzende%20%28Advocacy%2C%20Self-Care%2C%20Erhalt%20der%20Recovery%29.%20Die%20Supervision%20muss%20regelm%5Cu00e4ssig%20sowie%20sowohl%20individuell%20als%20auch%20kollektiv%20erfolgen%20und%20sich%20auf%20zwei%20Kernthemen%20konzentrieren%3A%20die%20Rollenklarheit%2C%20deren%20Fehlen%20der%20Hauptgrund%20f%5Cu00fcr%20Schwierigkeiten%20der%20Peers%20ist%2C%20und%20die%20Vorbeugung%20des%20Role%20Drift%2C%20d.%20h.%20des%20Abgleitens%20in%20klinische%20Aufgaben%20oder%20umgekehrt%20in%20eine%20informelle%20Haltung%20als%20Freund%20oder%20Sponsor.%20Das%20Kapitel%20weist%20zudem%20darauf%20hin%2C%20dass%20Vorgesetzte%20ohne%20Peer-Hintergrund%20eine%20spezifische%20Ausbildung%20ben%5Cu00f6tigen%2C%20um%20die%20Besonderheit%20der%20Peer-Rolle%20zu%20verstehen%20%5Cu2013%20zumal%2064%20%25%20der%20Peers%20angeben%2C%20von%20Kolleg%3Ainnen%20Diskriminierung%20oder%20Stigmatisierung%20erlebt%20zu%20haben%2C%20eine%20Realit%5Cu00e4t%2C%20die%20die%20vorgesetzte%20Person%20aktiv%20angehen%20muss.%22%2C%22bookTitle%22%3A%22Incorporating%20Peer%20Support%20Into%20Substance%20Use%20Disorder%20Treatment%20Services%20%5BInternet%5D%22%2C%22date%22%3A%222023%22%2C%22originalDate%22%3A%22%22%2C%22originalPublisher%22%3A%22%22%2C%22originalPlace%22%3A%22%22%2C%22format%22%3A%22%22%2C%22ISBN%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fwww.ncbi.nlm.nih.gov%5C%2Fbooks%5C%2FNBK596264%5C%2F%22%2C%22ISSN%22%3A%22%22%2C%22language%22%3A%22%22%2C%22collections%22%3A%5B%22328FFJKP%22%2C%22I6VM3BNK%22%5D%2C%22dateModified%22%3A%222026-07-31T11%3A02%3A36Z%22%7D%7D%2C%7B%22key%22%3A%22H392M6EH%22%2C%22library%22%3A%7B%22id%22%3A14774419%7D%2C%22meta%22%3A%7B%22creatorSummary%22%3A%22SAMHSA%20%5Cu2013%20BRSS%20TACS%22%2C%22parsedDate%22%3A%222020%22%2C%22numChildren%22%3A0%7D%2C%22bib%22%3A%22%26lt%3Bdiv%20class%3D%26quot%3Bcsl-bib-body%26quot%3B%20style%3D%26quot%3Bline-height%3A%201.35%3B%20%26quot%3B%26gt%3B%5Cn%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-entry%26quot%3B%26gt%3BSAMHSA%20%26%23x2013%3B%20BRSS%20TACS%2C%202020.%20%26lt%3Bi%26gt%3BSupervision%20of%20Peer%20Workers%26lt%3B%5C%2Fi%26gt%3B%20%5Ben%26%23xA0%3Bligne%5D.%20Rockville%2C%20U.S.%202020.%20Disponible%20%26%23xE0%3B%20l%26%23x2019%3Badresse%26%23xA0%3B%3A%20%26lt%3Ba%20class%3D%26%23039%3Bzp-ItemURL%26%23039%3B%20target%3D%26%23039%3B_blank%26%23039%3B%20href%3D%26%23039%3Bhttps%3A%5C%2F%5C%2Fweb.archive.org%5C%2Fweb%5C%2F20250629050854%5C%2Fhttps%3A%5C%2F%5C%2Fwww.samhsa.gov%5C%2Fsites%5C%2Fdefault%5C%2Ffiles%5C%2Fprograms_campaigns%5C%2Fbrss_tacs%5C%2Fguidelines-peer-supervision-4-ppt-cp5.pdf%26%23039%3B%26gt%3Bhttps%3A%5C%2F%5C%2Fweb.archive.org%5C%2Fweb%5C%2F20250629050854%5C%2Fhttps%3A%5C%2F%5C%2Fwww.samhsa.gov%5C%2Fsites%5C%2Fdefault%5C%2Ffiles%5C%2Fprograms_campaigns%5C%2Fbrss_tacs%5C%2Fguidelines-peer-supervision-4-ppt-cp5.pdf%26lt%3B%5C%2Fa%26gt%3B%5Cn%5Cn%20%20%20%20%26lt%3Bdiv%20class%3D%26quot%3Bcsl-block%26quot%3B%26gt%3BCette%20pr%26%23xE9%3Bsentation%20aborde%20les%20principes%20de%20la%20supervision%20des%20pair-aidants%20en%20sant%26%23xE9%3B%20comportementale.%20La%20supervision%20y%20est%20d%26%23xE9%3Bfinie%20comme%20une%20activit%26%23xE9%3B%20collaborative%20visant%20%26%23xE0%3B%20soutenir%20le%20d%26%23xE9%3Bveloppement%20professionnel%20et%20la%20pratique%20%26%23xE9%3Bthique%20des%20pair-aidants%2C%20articul%26%23xE9%3Be%20autour%20de%20trois%20fonctions%20%28administrative%2C%20%26%23xE9%3Bducative%2C%20de%20soutien%29%20et%20de%20trois%20formats%20possibles%20%28individuelle%2C%20de%20groupe%2C%20co-supervision%29.%20Le%20document%20insiste%20sur%20les%20d%26%23xE9%3Bfis%20sp%26%23xE9%3Bcifiques%20%26%23xE0%3B%20ce%20contexte%2C%20notamment%20le%20manque%20de%20connaissance%20du%20r%26%23xF4%3Ble%20pair%20chez%20les%20superviseurs%20non-pairs%20et%20le%20risque%20de%20d%26%23xE9%3Bcalage%20avec%20les%20valeurs%20orient%26%23xE9%3Bes%20r%26%23xE9%3Btablissement.%20Il%20propose%20une%20approche%20centr%26%23xE9%3Be%20sur%20les%20forces%2C%20qui%20consiste%20%26%23xE0%3B%20cadrer%20les%20difficult%26%23xE9%3Bs%20comme%20des%20opportunit%26%23xE9%3Bs%20d%26%23x2019%3Bapprentissage%20plut%26%23xF4%3Bt%20que%20comme%20des%20manquements%2C%20en%20s%26%23x2019%3Bappuyant%20sur%20deux%20comp%26%23xE9%3Btences%20cl%26%23xE9%3Bs%26%23x202F%3B%3A%20donner%20des%20affirmations%20bas%26%23xE9%3Bes%20sur%20les%20forces%20et%20formuler%20un%20feedback%20constructif.%26%23xA0%3B%20%2A%2A%2A%2ADE%2A%2A%2A%2A%26%23xA0%3B%20Dieses%20SAMHSA-Dokument%20stellt%20die%20Grunds%26%23xE4%3Btze%20der%20Supervision%20von%20Peer-Mitarbeitenden%20in%20der%20Verhaltensgesundheit%20vor.%20Die%20Supervision%20wird%20darin%20als%20kollaborative%20T%26%23xE4%3Btigkeit%20definiert%2C%20die%20die%20berufliche%20Entwicklung%20und%20die%20ethische%20Praxis%20der%20Peer-Mitarbeitenden%20unterst%26%23xFC%3Btzen%20soll%2C%20aufgebaut%20um%20drei%20Funktionen%20%28administrativ%2C%20edukativ%2C%20unterst%26%23xFC%3Btzend%29%20und%20drei%20m%26%23xF6%3Bgliche%20Formate%20%28individuell%2C%20in%20der%20Gruppe%2C%20Co-Supervision%29.%20Das%20Dokument%20betont%20die%20kontextspezifischen%20Herausforderungen%2C%20namentlich%20das%20fehlende%20Wissen%20%26%23xFC%3Bber%20die%20Peer-Rolle%20bei%20Vorgesetzten%20ohne%20Peer-Hintergrund%20und%20das%20Risiko%20einer%20Diskrepanz%20zu%20den%20recovery-orientierten%20Werten.%20Es%20schl%26%23xE4%3Bgt%20einen%20st%26%23xE4%3Brkenorientierten%20Ansatz%20vor%2C%20der%20Schwierigkeiten%20als%20Lernchancen%20und%20nicht%20als%20Vers%26%23xE4%3Bumnisse%20rahmt%2C%20gest%26%23xFC%3Btzt%20auf%20zwei%20Schl%26%23xFC%3Bsselkompetenzen%3A%20st%26%23xE4%3Brkenbasierte%20Best%26%23xE4%3Btigungen%20geben%20und%20konstruktives%20Feedback%20formulieren.%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%5Cn%26lt%3B%5C%2Fdiv%26gt%3B%22%2C%22data%22%3A%7B%22itemType%22%3A%22presentation%22%2C%22title%22%3A%22Supervision%20of%20Peer%20Workers%22%2C%22creators%22%3A%5B%7B%22creatorType%22%3A%22presenter%22%2C%22name%22%3A%22SAMHSA%20%5Cu2013%20BRSS%20TACS%22%7D%5D%2C%22abstractNote%22%3A%22Cette%20pr%5Cu00e9sentation%20aborde%20les%20principes%20de%20la%20supervision%20des%20pair-aidants%20en%20sant%5Cu00e9%20comportementale.%20La%20supervision%20y%20est%20d%5Cu00e9finie%20comme%20une%20activit%5Cu00e9%20collaborative%20visant%20%5Cu00e0%20soutenir%20le%20d%5Cu00e9veloppement%20professionnel%20et%20la%20pratique%20%5Cu00e9thique%20des%20pair-aidants%2C%20articul%5Cu00e9e%20autour%20de%20trois%20fonctions%20%28administrative%2C%20%5Cu00e9ducative%2C%20de%20soutien%29%20et%20de%20trois%20formats%20possibles%20%28individuelle%2C%20de%20groupe%2C%20co-supervision%29.%20Le%20document%20insiste%20sur%20les%20d%5Cu00e9fis%20sp%5Cu00e9cifiques%20%5Cu00e0%20ce%20contexte%2C%20notamment%20le%20manque%20de%20connaissance%20du%20r%5Cu00f4le%20pair%20chez%20les%20superviseurs%20non-pairs%20et%20le%20risque%20de%20d%5Cu00e9calage%20avec%20les%20valeurs%20orient%5Cu00e9es%20r%5Cu00e9tablissement.%20Il%20propose%20une%20approche%20centr%5Cu00e9e%20sur%20les%20forces%2C%20qui%20consiste%20%5Cu00e0%20cadrer%20les%20difficult%5Cu00e9s%20comme%20des%20opportunit%5Cu00e9s%20d%26%23039%3Bapprentissage%20plut%5Cu00f4t%20que%20comme%20des%20manquements%2C%20en%20s%26%23039%3Bappuyant%20sur%20deux%20comp%5Cu00e9tences%20cl%5Cu00e9s%20%3A%20donner%20des%20affirmations%20bas%5Cu00e9es%20sur%20les%20forces%20et%20formuler%20un%20feedback%20constructif.%20%20%2A%2A%2A%2ADE%2A%2A%2A%2A%20%20Dieses%20SAMHSA-Dokument%20stellt%20die%20Grunds%5Cu00e4tze%20der%20Supervision%20von%20Peer-Mitarbeitenden%20in%20der%20Verhaltensgesundheit%20vor.%20Die%20Supervision%20wird%20darin%20als%20kollaborative%20T%5Cu00e4tigkeit%20definiert%2C%20die%20die%20berufliche%20Entwicklung%20und%20die%20ethische%20Praxis%20der%20Peer-Mitarbeitenden%20unterst%5Cu00fctzen%20soll%2C%20aufgebaut%20um%20drei%20Funktionen%20%28administrativ%2C%20edukativ%2C%20unterst%5Cu00fctzend%29%20und%20drei%20m%5Cu00f6gliche%20Formate%20%28individuell%2C%20in%20der%20Gruppe%2C%20Co-Supervision%29.%20Das%20Dokument%20betont%20die%20kontextspezifischen%20Herausforderungen%2C%20namentlich%20das%20fehlende%20Wissen%20%5Cu00fcber%20die%20Peer-Rolle%20bei%20Vorgesetzten%20ohne%20Peer-Hintergrund%20und%20das%20Risiko%20einer%20Diskrepanz%20zu%20den%20recovery-orientierten%20Werten.%20Es%20schl%5Cu00e4gt%20einen%20st%5Cu00e4rkenorientierten%20Ansatz%20vor%2C%20der%20Schwierigkeiten%20als%20Lernchancen%20und%20nicht%20als%20Vers%5Cu00e4umnisse%20rahmt%2C%20gest%5Cu00fctzt%20auf%20zwei%20Schl%5Cu00fcsselkompetenzen%3A%20st%5Cu00e4rkenbasierte%20Best%5Cu00e4tigungen%20geben%20und%20konstruktives%20Feedback%20formulieren.%22%2C%22date%22%3A%222020%22%2C%22sessionTitle%22%3A%22%22%2C%22DOI%22%3A%22%22%2C%22citationKey%22%3A%22%22%2C%22url%22%3A%22https%3A%5C%2F%5C%2Fweb.archive.org%5C%2Fweb%5C%2F20250629050854%5C%2Fhttps%3A%5C%2F%5C%2Fwww.samhsa.gov%5C%2Fsites%5C%2Fdefault%5C%2Ffiles%5C%2Fprograms_campaigns%5C%2Fbrss_tacs%5C%2Fguidelines-peer-supervision-4-ppt-cp5.pdf%22%2C%22language%22%3A%22en%22%2C%22collections%22%3A%5B%22328FFJKP%22%2C%22I6VM3BNK%22%5D%2C%22dateModified%22%3A%222026-07-31T11%3A02%3A51Z%22%7D%7D%5D%7D<\/span>\n\n\t\t\t\t
\n
\n
CMHA, PHILLIPS, Keely, HARRISON, Jay et JABALEE, Christina, 2019. Supervising Peer Workers: A Toolkit for Implementing and Supporting Successful Peer Staff Roles in Mainstream Mental Health and Substance Use\/Addiction Organizations<\/i> [en\u00a0ligne]. Waterloo Wellington, Canada\u00a0: Canadian Mental Health Association, Centre for Excellence in Peer Support. Disponible \u00e0 l\u2019adresse\u00a0: https:\/\/cmhaww.ca\/wp-content\/uploads\/2023\/07\/Supervising-Peer-Workers-Toolkit-CMHA-WW-2019.pdf<\/a>\n\n
Ce toolkit produit en 2019 par le Centre for Excellence in Peer Support (CMHA Waterloo Wellington, Ontario) offre aux superviseurs de pair-aidants un ensemble d\u2019outils pratiques pour implanter et soutenir des r\u00f4les de pair-aidance dans des organisations de sant\u00e9 mentale et d\u2019addictions non g\u00e9r\u00e9es par des pairs. Partant du constat que la supervision est le facteur d\u00e9terminant du succ\u00e8s ou de l\u2019\u00e9chec d\u2019un r\u00f4le pair et qu\u2019elle est souvent \u00e0 la fois insuffisante en quantit\u00e9 et inadapt\u00e9e dans son contenu, le document aborde successivement les conditions d\u2019une bonne supervision (pratique r\u00e9flexive, clart\u00e9 de r\u00f4le, soutien au bien-\u00eatre, pr\u00e9vention du peer drift), l\u2019importance d\u2019une implantation soigneuse en amont du recrutement (adh\u00e9sion de la direction, description de poste pr\u00e9cise, formation de toute l\u2019\u00e9quipe), et la valeur d\u2019un partenariat avec des organisations dirig\u00e9es par des pairs pour former et superviser les pair-aidants. La seconde partie propose une s\u00e9rie d\u2019outils concrets\u202f: liste de v\u00e9rification de la pr\u00e9paration organisationnelle, description de poste g\u00e9n\u00e9rique, guide d\u2019int\u00e9gration, lignes directrices sur la documentation et la communication, exercices de clarification des t\u00e2ches appropri\u00e9es au r\u00f4le pair (avec 54 exemples comment\u00e9s), et cadre pour g\u00e9rer les conflits de valeurs. L\u2019ensemble repose sur une philosophie affirm\u00e9e\u202f: le r\u00f4le pair est une discipline \u00e0 part enti\u00e8re, non clinique, fond\u00e9e sur l\u2019utilisation intentionnelle de l\u2019exp\u00e9rience v\u00e9cue, et m\u00e9rite d\u2019\u00eatre trait\u00e9 avec la m\u00eame rigueur professionnelle que n\u2019importe quel autre r\u00f4le dans l\u2019\u00e9quipe interdisciplinaire.****DE**** Dieses 2019 vom Centre for Excellence in Peer Support (CMHA Waterloo Wellington, Ontario) erstellte Toolkit bietet Vorgesetzten von Peer-Mitarbeitenden eine Reihe praktischer Instrumente, um Peer-Rollen in Organisationen der psychischen Gesundheit und des Suchtbereichs einzuf\u00fchren und zu unterst\u00fctzen, die nicht von Peers gef\u00fchrt werden. Ausgehend von der Feststellung, dass die Supervision der entscheidende Faktor f\u00fcr Erfolg oder Scheitern einer Peer-Rolle ist und dass sie h\u00e4ufig sowohl quantitativ ungen\u00fcgend als auch inhaltlich unpassend ist, behandelt das Dokument nacheinander die Voraussetzungen einer guten Supervision (reflexive Praxis, Rollenklarheit, Unterst\u00fctzung des Wohlbefindens, Vorbeugung von Peer Drift), die Bedeutung einer sorgf\u00e4ltigen Vorbereitung im Vorfeld der Rekrutierung (R\u00fcckhalt der Leitung, pr\u00e4ziser Stellenbeschrieb, Schulung des gesamten Teams) sowie den Wert einer Partnerschaft mit von Peers gef\u00fchrten Organisationen f\u00fcr die Ausbildung und Supervision der Peer-Mitarbeitenden. Der zweite Teil bietet eine Reihe konkreter Instrumente: Checkliste zur organisationalen Bereitschaft, generischer Stellenbeschrieb, Einf\u00fchrungsleitfaden, Richtlinien zu Dokumentation und Kommunikation, \u00dcbungen zur Kl\u00e4rung der f\u00fcr die Peer-Rolle geeigneten Aufgaben (mit 54 kommentierten Beispielen) und ein Rahmen f\u00fcr den Umgang mit Wertekonflikten. Das Ganze beruht auf einer klaren Philosophie: Die Peer-Rolle ist eine eigenst\u00e4ndige, nicht klinische Disziplin, die auf der bewussten Nutzung der gelebten Erfahrung beruht, und verdient es, mit derselben professionellen Sorgfalt behandelt zu werden wie jede andere Rolle im interdisziplin\u00e4ren Team.<\/div>\n<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
\n
\n
DANIELS, A. S., TUNNER, T. P., POWELL, I., FRICKS, L. et ASHENDEN, P, 2015. Pillars of peer support services summit \u2013 VI: Peer specialist supervision<\/i> [en\u00a0ligne]. Battleboro, U.S.\u00a0: Copeland Center. Disponible \u00e0 l\u2019adresse\u00a0: https:\/\/copelandcenter.com\/pillars-peer-support\/pillars-peer-support-toolkits<\/a>\n\n
Ce document pr\u00e9sente les conclusions du sixi\u00e8me sommet \u00ab\u00a0Pillars of Peer Support\u00a0\u00bb (2014), consacr\u00e9 \u00e0 la supervision des pairs-aidants en sant\u00e9 mentale. \u00c0 partir de pr\u00e9sentations d\u2019experts et de discussions en groupes de travail, cinq principes directeurs ont \u00e9t\u00e9 d\u00e9gag\u00e9s\u202f: les superviseurs doivent \u00eatre form\u00e9s aux comp\u00e9tences g\u00e9n\u00e9rales de supervision\u202f; comprendre et soutenir le r\u00f4le sp\u00e9cifique du pair-aidant\u202f; incarner les principes de r\u00e9tablissement dans leur pratique\u202f; d\u00e9fendre activement la pair-aidance au sein de l\u2019organisation et dans la communaut\u00e9\u202f; et enfin favoriser le d\u00e9veloppement professionnel et personnel des pairs-aidants dans le cadre des normes RH existantes. Le document insiste sur les \u00e9cueils \u00e0 \u00e9viter \u2014 notamment adopter une posture clinique, endosser un r\u00f4le th\u00e9rapeutique, ou laisser les pairs-aidants d\u00e9river de leur identit\u00e9 professionnelle \u2014 et souligne que la supervision doit rester centr\u00e9e sur la performance au travail, dans une relation collaborative et fond\u00e9e sur les forces. ****DE**** Dieses Dokument stellt die Schlussfolgerungen des sechsten Gipfels \u00abPillars of Peer Support\u00bb (2014) vor, der der Supervision von Peer-Mitarbeitenden im Bereich psychische Gesundheit gewidmet war. Aus Fachvortr\u00e4gen und Diskussionen in Arbeitsgruppen wurden f\u00fcnf Leitprinzipien abgeleitet: Vorgesetzte m\u00fcssen in den allgemeinen Supervisionskompetenzen ausgebildet sein; sie m\u00fcssen die spezifische Rolle der Peer-Mitarbeitenden verstehen und unterst\u00fctzen; sie m\u00fcssen die Recovery-Prinzipien in ihrer Praxis verk\u00f6rpern; sie m\u00fcssen sich aktiv f\u00fcr die Peerarbeit innerhalb der Organisation und im Gemeinwesen einsetzen; und sie m\u00fcssen die berufliche und pers\u00f6nliche Entwicklung der Peer-Mitarbeitenden im Rahmen der bestehenden HR-Standards f\u00f6rdern. Das Dokument betont die zu vermeidenden Fehler \u2013 namentlich eine klinische Haltung einzunehmen, eine therapeutische Rolle zu \u00fcbernehmen oder die Peer-Mitarbeitenden von ihrer beruflichen Identit\u00e4t abdriften zu lassen \u2013 und h\u00e4lt fest, dass die Supervision auf die Arbeitsleistung fokussiert bleiben muss, in einer kollaborativen und st\u00e4rkenorientierten Beziehung.<\/div>\n<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
\n
\n
IMROC et WATSON, Emma, 2024. Briefing Paper 25\u00a0: Supervision for Peer Workers<\/i> [en\u00a0ligne]. Nottingham\u00a0: ImROC. Disponible \u00e0 l\u2019adresse\u00a0: https:\/\/www.imroc.org\/publications\/25-supervision-for-peer-workers-zANqw<\/a>\n\n
Ce briefing paper d\u2019Imroc (r\u00e9dig\u00e9 par Emma Watson) porte sur la supervision des pair-aidants dans les structures de sant\u00e9 mentale et de soin. Il plaide pour l\u2019importance d\u2019une supervision adapt\u00e9e aux pair-aidants, pr\u00e9sente des exemples de pratiques r\u00e9ussies, et explore ce dont les pair-aidants et leurs superviseurs (pairs ou non) ont besoin pour r\u00e9ussir. Le document distingue quatre formes de supervision (clinique, manag\u00e9riale, en groupe, et pair \u00e0 pair), identifie les qualit\u00e9s d\u2019une bonne supervision (collaborative, fond\u00e9e sur les valeurs du r\u00e9tablissement, capable d\u2019aborder les situations difficiles sans esquiver) et souligne les diff\u00e9rences entre supervision par un pair et supervision par un professionnel non pair. Il pr\u00e9sente \u00e9galement le mod\u00e8le de \u00ab\u202ftriangle de supervision\u202f\u00bb d\u00e9velopp\u00e9 par Imroc (r\u00e9flexion, restauration, d\u00e9veloppement), une formation sp\u00e9cifique \u00e0 la supervision \u00ab\u202fpeer-informed\u202f\u00bb, ainsi que des retours d\u2019exp\u00e9rience concrets de pair-aidants et de superviseurs, et formule des recommandations de bonnes pratiques\u202f: formation obligatoire des superviseurs, acc\u00e8s \u00e0 une supervision par les pairs, souplesse dans les modalit\u00e9s, et clart\u00e9 des r\u00f4les pour l\u2019ensemble de l\u2019\u00e9quipe.\u00a0 ****DE**** Dieses Briefing Paper von ImROC (verfasst von Emma Watson) befasst sich mit der Supervision von Peer-Mitarbeitenden in Institutionen der psychischen Gesundheit und der Versorgung. Es pl\u00e4diert f\u00fcr die Bedeutung einer auf Peer-Mitarbeitende zugeschnittenen Supervision, stellt Beispiele erfolgreicher Praktiken vor und untersucht, was Peer-Mitarbeitende und ihre Vorgesetzten (Peers oder nicht) f\u00fcr den Erfolg ben\u00f6tigen. Das Dokument unterscheidet vier Formen der Supervision (klinisch, f\u00fchrungsbezogen, in der Gruppe und von Peer zu Peer), benennt die Merkmale einer guten Supervision (kollaborativ, auf den Werten von Recovery beruhend, f\u00e4hig, schwierige Situationen anzusprechen statt auszuweichen) und hebt die Unterschiede zwischen einer Supervision durch einen Peer und einer Supervision durch eine Fachperson ohne Peer-Hintergrund hervor. Es stellt zudem das von ImROC entwickelte Modell des \u00abSupervisionsdreiecks\u00bb vor (Reflexion, Restauration, Entwicklung), eine spezifische Weiterbildung zur \u00abpeer-informed\u00bb Supervision sowie konkrete Erfahrungsberichte von Peer-Mitarbeitenden und Vorgesetzten, und formuliert Empfehlungen zur guten Praxis: obligatorische Ausbildung der Vorgesetzten, Zugang zu einer Supervision durch Peers, Flexibilit\u00e4t in den Modalit\u00e4ten und Rollenklarheit f\u00fcr das gesamte Team.<\/div>\n<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
\n
\n
INDIANA FAMILY & SOCIAL SERVICES ADMINISTRATION, 2023. Supervision competencies for effective and ethical peer recovery coach supervision<\/i> [en\u00a0ligne]. 2023. U.S. Disponible \u00e0 l\u2019adresse\u00a0: https:\/\/www.iaprss.org\/wp-content\/uploads\/2023\/05\/Supervision-Competencies-Publication.pdf<\/a>\n\n
Ce document, produit par plusieurs organisations de l\u2019Indiana, d\u00e9finit dix comp\u00e9tences cl\u00e9s attendues des superviseurs de pairs-aidants en addictologie (Peer Recovery Coaches). Ces comp\u00e9tences couvrent\u202f: la compr\u00e9hension approfondie du r\u00f4le de pair-aidant (id\u00e9alement par une exp\u00e9rience v\u00e9cue du r\u00e9tablissement)\u202f; la d\u00e9fense de multiples voies de r\u00e9tablissement\u202f; le respect des standards \u00e9thiques et professionnels\u202f; le soutien au d\u00e9veloppement professionnel\u202f; la cr\u00e9ation d\u2019une dynamique d\u2019\u00e9quipe inclusive\u202f; une approche fond\u00e9e sur les forces\u202f; la qualit\u00e9 et la r\u00e9gularit\u00e9 de la supervision\u202f; la conformit\u00e9 aux politiques d\u2019emploi\u202f; et enfin l\u2019attention port\u00e9e \u00e0 l\u2019auto-soin du pair-aidant. L\u2019ensemble repose sur une posture collaborative, non hi\u00e9rarchique, centr\u00e9e sur le dialogue ouvert et la croissance professionnelle, avec pour fil conducteur la n\u00e9cessit\u00e9 de distinguer clairement la supervision de pair-aidants de la supervision clinique traditionnelle\u00a0 ****DE****\u00a0 Dieses von mehreren Organisationen des Bundesstaates Indiana erstellte Dokument definiert zehn Schl\u00fcsselkompetenzen, die von Vorgesetzten von Peer-Mitarbeitenden im Suchtbereich (Peer Recovery Coaches) erwartet werden. Diese Kompetenzen umfassen: das vertiefte Verst\u00e4ndnis der Peer-Rolle (idealerweise durch eine gelebte Recovery-Erfahrung); das Eintreten f\u00fcr vielf\u00e4ltige Recovery-Wege; die Einhaltung ethischer und professioneller Standards; die Unterst\u00fctzung der beruflichen Entwicklung; die Schaffung einer inklusiven Teamdynamik; einen st\u00e4rkenorientierten Ansatz; die Qualit\u00e4t und Regelm\u00e4ssigkeit der Supervision; die Einhaltung der Anstellungsrichtlinien; und schliesslich die Aufmerksamkeit f\u00fcr die Selbstsorge der Peer-Mitarbeitenden. Das Ganze beruht auf einer kollaborativen, nicht hierarchischen Haltung, die auf offenen Dialog und berufliches Wachstum ausgerichtet ist, mit der durchgehenden Notwendigkeit, die Supervision von Peer-Mitarbeitenden klar von der traditionellen klinischen Supervision zu unterscheiden.<\/div>\n<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
\n
\n
MARTIN, E., JORDAN, A., RAZAVI, M., BURNHAM, V., IV, L, KNUDSON, M. et DUMAS, L, 2017. Substance use disorder peer supervision competencies<\/i> [en\u00a0ligne]. Portland, Oregon, U.S.\u00a0: The Regional Facilitation Center. Disponible \u00e0 l\u2019adresse\u00a0: https:\/\/www.oregon.gov\/oha\/EI\/Documents\/Substance%20Use%20Disorder%20Peer%20Supervision%20Competencies%202017%20Final.pdf<\/a>\n\n
Ce document, publi\u00e9 en 2017 par le Regional Facilitation Center (Oregon), pr\u00e9sente un r\u00e9f\u00e9rentiel de 20 comp\u00e9tences pour les superviseurs de pair-aidants dans le domaine des troubles li\u00e9s \u00e0 l\u2019usage de substances (TUS). Le r\u00e9f\u00e9rentiel s\u2019articule en quatre sections\u202f: la philosophie orient\u00e9e r\u00e9tablissement (comprendre le r\u00f4le pair, soutenir les parcours multiples, mod\u00e9liser les principes de r\u00e9tablissement, reconna\u00eetre les traumatismes et in\u00e9galit\u00e9s de sant\u00e9)\u202f; la formation et le soutien p\u00e9dagogique des pair\u00b7es (formation continue, navigation dans les syst\u00e8mes, connaissance des lois)\u202f; la qualit\u00e9 de la supervision (clart\u00e9 des r\u00f4les, approche centr\u00e9e sur les forces, \u00e9valuation des comp\u00e9tences, confidentialit\u00e9, \u00e9thique, accessibilit\u00e9, d\u00e9veloppement professionnel, s\u00e9curit\u00e9)\u202f; et les t\u00e2ches administratives (plaidoyer pour les services pair et pratiques RH). Chaque comp\u00e9tence est assortie d\u2019une grille d\u2019auto-\u00e9valuation destin\u00e9e \u00e0 un usage en formation, et l\u2019ensemble repose sur une conception du superviseur comme pair exp\u00e9riment\u00e9 en r\u00e9tablissement, dont la mission premi\u00e8re est de prot\u00e9ger la sp\u00e9cificit\u00e9 et la valeur du r\u00f4le pair au sein des syst\u00e8mes de soins.\u00a0 ****DE****\u00a0 Dieses 2017 vom Regional Facilitation Center (Oregon) ver\u00f6ffentlichte Dokument stellt einen Referenzrahmen mit 20 Kompetenzen f\u00fcr Vorgesetzte von Peer-Mitarbeitenden im Bereich der Substanzkonsumst\u00f6rungen (SKS) vor. Der Rahmen gliedert sich in vier Abschnitte: die recovery-orientierte Philosophie (die Peer-Rolle verstehen, vielf\u00e4ltige Wege unterst\u00fctzen, Recovery-Prinzipien vorleben, Traumata und Gesundheitsungleichheiten erkennen); die Ausbildung und p\u00e4dagogische Unterst\u00fctzung der Peers (Weiterbildung, Navigation in den Systemen, Kenntnis der Gesetze); die Qualit\u00e4t der Supervision (Rollenklarheit, st\u00e4rkenorientierter Ansatz, Kompetenzbeurteilung, Vertraulichkeit, Ethik, Erreichbarkeit, berufliche Entwicklung, Sicherheit); und die administrativen Aufgaben (Einsatz f\u00fcr Peer-Leistungen und HR-Praktiken). Jede Kompetenz ist mit einem Selbstbeurteilungsraster f\u00fcr den Einsatz in der Ausbildung versehen. Das Ganze beruht auf einem Verst\u00e4ndnis der Vorgesetzten als in Recovery erfahrene Peers, deren erste Aufgabe darin besteht, die Besonderheit und den Wert der Peer-Rolle innerhalb der Versorgungssysteme zu sch\u00fctzen.<\/div>\n<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
\n
\n
N.A.P.S., 2019. National Practice Guidelines for Peer Specialists and Supervisors<\/i> [en\u00a0ligne]. Washington, DC, U.S.\u00a0: National Association of Peer Supporters. Disponible \u00e0 l\u2019adresse\u00a0: https:\/\/live-copeland-center-ci.pantheonsite.io\/sites\/default\/files\/2024-02\/National-Practice-Guidelines-for-Peer-Specialists-and-Supervisors-1.pdf<\/a>\n\n
Ce document de la National Association of Peer Supporters (N.A.P.S., 2019) pr\u00e9sente les lignes directrices nationales am\u00e9ricaines encadrant la pratique des pair-aidants et de leurs superviseurs. Il articule douze valeurs fondamentales du soutien par les pairs (dont le caract\u00e8re volontaire, la r\u00e9ciprocit\u00e9, le partage \u00e9quitable du pouvoir, l\u2019orientation vers les forces et la transparence) en d\u00e9clinant pour chacune des recommandations pratiques distinctes selon qu\u2019on s\u2019adresse aux pair-aidants ou \u00e0 leurs encadrants. L\u2019ajout de la dimension supervision, d\u00e9velopp\u00e9e entre 2017 et 2019, r\u00e9pond \u00e0 la croissance rapide de cette profession et aux risques de d\u00e9rive (\u00ab\u202fpeer drift\u202f\u00bb) li\u00e9s \u00e0 l\u2019int\u00e9gration des pair-aidants dans des structures cliniques traditionnelles, o\u00f9 leurs superviseurs n\u2019ont pas toujours eux-m\u00eames une exp\u00e9rience v\u00e9cue du r\u00e9tablissement.\u00a0 ****DE**** Dieses Dokument der National Association of Peer Supporters (N.A.P.S., 2019) stellt die US-amerikanischen nationalen Leitlinien f\u00fcr die Praxis von Peer-Mitarbeitenden und ihren Vorgesetzten vor. Es entfaltet zw\u00f6lf Grundwerte des Peer-Supports (darunter Freiwilligkeit, Gegenseitigkeit, gleichberechtigte Machtteilung, St\u00e4rkenorientierung und Transparenz) und leitet f\u00fcr jeden davon unterschiedliche praktische Empfehlungen ab, je nachdem, ob sie sich an die Peer-Mitarbeitenden oder an ihre Vorgesetzten richten. Die zwischen 2017 und 2019 entwickelte Erg\u00e4nzung um die Dimension Supervision reagiert auf das rasche Wachstum dieses Berufs und auf die Risiken des \u00abPeer Drift\u00bb, die mit der Integration von Peer-Mitarbeitenden in traditionelle klinische Strukturen verbunden sind, wo ihre Vorgesetzten nicht immer selbst \u00fcber eine gelebte Recovery-Erfahrung verf\u00fcgen.<\/div>\n<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
\n
\n
SAMHSA, 2023. Chapter 5\u2014Supervision of Peer Specialists. In\u00a0: Incorporating Peer Support Into Substance Use Disorder Treatment Services [Internet]<\/i> [en\u00a0ligne]. Rockville, U.S.\u00a0: Substance Abuse and Mental Health Services Administration. Disponible \u00e0 l\u2019adresse\u00a0: https:\/\/www.ncbi.nlm.nih.gov\/books\/NBK596264\/<\/a>\n\n
Le chapitre 5 du TIP 64 soutient que la supervision des pairs sp\u00e9cialistes est un \u00e9l\u00e9ment d\u00e9terminant de leur int\u00e9gration r\u00e9ussie, et qu\u2019elle ne peut se r\u00e9duire \u00e0 une supervision clinique ordinaire. Le superviseur \u2014 id\u00e9alement lui-m\u00eame issu du champ pair \u2014 y exerce trois fonctions simultan\u00e9es\u202f: administrative (coordination, \u00e9valuation), d\u00e9veloppementale (formation, progression de carri\u00e8re) et de soutien (advocacy, self-care, maintien du r\u00e9tablissement). La supervision doit \u00eatre r\u00e9guli\u00e8re, \u00e0 la fois individuelle et collective, et centr\u00e9e sur deux enjeux prioritaires\u202f: la clart\u00e9 de r\u00f4le, dont l\u2019absence est le principal facteur de difficult\u00e9s pour les pairs, et la pr\u00e9vention du role drift, c\u2019est-\u00e0-dire la d\u00e9rive vers des t\u00e2ches cliniques ou, \u00e0 l\u2019oppos\u00e9, vers une posture informelle d\u2019ami ou de sponsor. Le chapitre signale \u00e9galement que les superviseurs non-pairs ont besoin d\u2019une formation sp\u00e9cifique pour comprendre la sp\u00e9cificit\u00e9 du r\u00f4le pair, d\u2019autant que 64 % des pairs d\u00e9clarent avoir subi discrimination ou stigmatisation de la part de coll\u00e8gues, une r\u00e9alit\u00e9 que le superviseur doit activement adresser.\u00a0 ****DE****\u00a0 Kapitel 5 des TIP 64 legt dar, dass die Supervision der Peer-Spezialist:innen ein entscheidendes Element ihrer erfolgreichen Integration ist und sich nicht auf eine gew\u00f6hnliche klinische Supervision reduzieren l\u00e4sst. Die vorgesetzte Person \u2013 idealerweise selbst aus dem Peer-Feld \u2013 \u00fcbt darin drei Funktionen gleichzeitig aus: eine administrative (Koordination, Beurteilung), eine entwicklungsbezogene (Ausbildung, Karriereentwicklung) und eine unterst\u00fctzende (Advocacy, Self-Care, Erhalt der Recovery). Die Supervision muss regelm\u00e4ssig sowie sowohl individuell als auch kollektiv erfolgen und sich auf zwei Kernthemen konzentrieren: die Rollenklarheit, deren Fehlen der Hauptgrund f\u00fcr Schwierigkeiten der Peers ist, und die Vorbeugung des Role Drift, d. h. des Abgleitens in klinische Aufgaben oder umgekehrt in eine informelle Haltung als Freund oder Sponsor. Das Kapitel weist zudem darauf hin, dass Vorgesetzte ohne Peer-Hintergrund eine spezifische Ausbildung ben\u00f6tigen, um die Besonderheit der Peer-Rolle zu verstehen \u2013 zumal 64 % der Peers angeben, von Kolleg:innen Diskriminierung oder Stigmatisierung erlebt zu haben, eine Realit\u00e4t, die die vorgesetzte Person aktiv angehen muss.<\/div>\n<\/div>\n<\/div>\n\t\t\t\t<\/div>\t\t\t\t
\n
\n
SAMHSA \u2013 BRSS TACS, 2020. Supervision of Peer Workers<\/i> [en\u00a0ligne]. Rockville, U.S. 2020. Disponible \u00e0 l\u2019adresse\u00a0: https:\/\/web.archive.org\/web\/20250629050854\/https:\/\/www.samhsa.gov\/sites\/default\/files\/programs_campaigns\/brss_tacs\/guidelines-peer-supervision-4-ppt-cp5.pdf<\/a>\n\n
Cette pr\u00e9sentation aborde les principes de la supervision des pair-aidants en sant\u00e9 comportementale. La supervision y est d\u00e9finie comme une activit\u00e9 collaborative visant \u00e0 soutenir le d\u00e9veloppement professionnel et la pratique \u00e9thique des pair-aidants, articul\u00e9e autour de trois fonctions (administrative, \u00e9ducative, de soutien) et de trois formats possibles (individuelle, de groupe, co-supervision). Le document insiste sur les d\u00e9fis sp\u00e9cifiques \u00e0 ce contexte, notamment le manque de connaissance du r\u00f4le pair chez les superviseurs non-pairs et le risque de d\u00e9calage avec les valeurs orient\u00e9es r\u00e9tablissement. Il propose une approche centr\u00e9e sur les forces, qui consiste \u00e0 cadrer les difficult\u00e9s comme des opportunit\u00e9s d\u2019apprentissage plut\u00f4t que comme des manquements, en s\u2019appuyant sur deux comp\u00e9tences cl\u00e9s\u202f: donner des affirmations bas\u00e9es sur les forces et formuler un feedback constructif.\u00a0 ****DE****\u00a0 Dieses SAMHSA-Dokument stellt die Grunds\u00e4tze der Supervision von Peer-Mitarbeitenden in der Verhaltensgesundheit vor. Die Supervision wird darin als kollaborative T\u00e4tigkeit definiert, die die berufliche Entwicklung und die ethische Praxis der Peer-Mitarbeitenden unterst\u00fctzen soll, aufgebaut um drei Funktionen (administrativ, edukativ, unterst\u00fctzend) und drei m\u00f6gliche Formate (individuell, in der Gruppe, Co-Supervision). Das Dokument betont die kontextspezifischen Herausforderungen, namentlich das fehlende Wissen \u00fcber die Peer-Rolle bei Vorgesetzten ohne Peer-Hintergrund und das Risiko einer Diskrepanz zu den recovery-orientierten Werten. Es schl\u00e4gt einen st\u00e4rkenorientierten Ansatz vor, der Schwierigkeiten als Lernchancen und nicht als Vers\u00e4umnisse rahmt, gest\u00fctzt auf zwei Schl\u00fcsselkompetenzen: st\u00e4rkenbasierte Best\u00e4tigungen geben und konstruktives Feedback formulieren.<\/div>\n<\/div>\n<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t<\/div>\n\t<\/div>\n\n<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Hauptquelle(n)<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

\n\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Bibliografie erstellt von der AG Peer-Begleitung in Suchterkrankungen, Mai 2026<\/p>

Projekt H\u00f4pital et Addictions, https:\/\/hopital-addictions.ch\/<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

\n\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Diese Sammlung kann in verschiedenen Formaten (BibTeX, CSV, RIS usw.) heruntergeladen werden unter: https:\/\/www.zotero.org\/hopitaladdictions\/collections\/NCCG7Z9C\/<\/a><\/p>

<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

\n\t\t
\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Dieses Merkblatt erg\u00e4nzt einen Leitfaden zur Peer-Unterst\u00fctzung in der Suchtarbeit, der im Rahmen des Projekts \u201eSucht im Spital\u201c erstellt wurde.<\/p>

Es ist Teil eines thematischen Ressourcenhefts, das als PDF heruntergeladen werden kann.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t
\n\t\t\t\t\t\t\t