Effects of the peer intervention model on college students' psychological well-being and career development at Yunnan light and textile industry vocational college
Abstract
This study examined the feasibility and effectiveness of the PEER Model, a media-supported, peer-centered counseling framework designed to enhance psychological well-being and developmental outcomes in a vocational college context. A quasi-experimental design was employed with 66 students at Yunnan Light and Textile Industry Vocational College, including a PEER intervention group (n = 32) and a traditional counseling group (n = 34). The PEER intervention integrated audiovisual media, structured peer discussion, and guided reflection. Quantitative data were collected using the Hospital Anxiety and Depression Scale (HADS) and a Developmental Psychology Questionnaire, complemented by qualitative semi-structured interviews. Results showed that students in the PEER group demonstrated greater improvements in psychological well-being and developmental outcomes than those receiving traditional guidance. Specifically, students in the PEER group reported reduced situational anxiety, increased confidence in self-expression, enhanced peer support, and greater clarity regarding personal values and career direction. Qualitative findings further indicated that the PEER Model created an emotionally safe learning environment that facilitated deeper reflection, more balanced participation, and stronger connections between counseling content and students' lived experiences. Comparative analysis revealed that the PEER group showed more consistent developmental progress across emotional engagement, reflective depth, identity formation, and career-related planning than the traditional guidance group.
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