2022 Volume 29 Issue 2 Pages 222-242
It is crucial to prevent the destruction of value co-creation in school educational services during the coronavirus (COVID-19) pandemic. Psycho-educational support service, which are a part of educational services, aims to resolve problems as well as promote students' growth through guidance. During the pandemic, an online peer support program was launched in the author's university department. The students of the university took initiative to operate the program. The study investigated the development of students who were service-providers in the peer support service. Data were collected using two methods: reflective essay collection and focus group interviews. In reflective essay collection, the students were asked to reflect on the activity based on two types of value co-creation: between faculty and the students as a part of psycho-educational support service and between those who participated in the activity and the students who provided the peer support service. In the focus group interview, the students were asked to reflect the activity while considering their development and notice. The data were analyzed qualitatively using the Steps for Coding and Theorization (SCAT) method. The results showed that receiving psycho-educational support service and providing peer support service led to a psychological sense of community, as well as of obligation and responsibility, by verbal persuasion about fulfillment of the members' needs. It also led to development and empowerment in terms of identity capital.
