The Role of Child Characteristics and Peer Experiences in the Development of Peer Cooperation

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Endedijk, Hinke M.; Cillessen, Antonius H. N.; Bekkering, Harold; Cox, R.F.A; Hunnius, Sabine

Cooperation with peers is challenging for young children, and there are large individual differences in the development of cooperation. The roles of child characteristics and peer experiences for peer interaction during free play have been studied extensively, but it is unclear which factors predict

Recalled peer relationship experiences and current levels of self-criticism and self-reassurance.

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Kopala-Sibley, Daniel C; Zuroff, David C; Leybman, Michelle J; Hope, Nora

2013-03-01

Numerous studies have shown that personality factors may increase or decrease individuals' vulnerability to depression, but little research has examined the role of peer relationships in the development of these factors. Accordingly, this study examined the role of recalled parenting and peer experiences in the development of self-criticism and self-reassurance. It was hypothesized that, controlling for recalled parenting behaviours, specific recalled experiences of peer relationships would be related to current levels of specific forms of self-criticism and self-reassurance. Hypotheses were tested using a retrospective design in which participants were asked to recall experiences of parenting and peer relationships during early adolescence. This age was chosen as early adolescence has been shown to be a critical time for the development of vulnerability to depression. A total of 103 female and 97 male young adults completed measures of recalled parenting, overt and relational victimization and prosocial behaviour by peers, and current levels of self-criticism and self-reassurance. Hierarchical regression analyses showed that parents and peers independently contributed to the development of self-criticism and self-reassurance. Specifically, controlling for parental care and control, overt victimization predicted self-hating self-criticism, relational victimization predicted inadequacy self-criticism, and prosocial behaviour predicted self-reassurance. As well, prosocial behaviour buffered the effect of overt victimization on self-reassurance. Findings highlight the importance of peers in the development of personality risk and resiliency factors for depression, and suggest avenues for interventions to prevent the development of depressive vulnerabilities in youth. The nature of a patient's personality vulnerability to depression may be better understood through a consideration of the patient's relationships with their peers as well as with parents during

Pilot Mental Health, Negative Life Events, and Improving Safety with Peer Support and a Just Culture.

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Mulder, Sanne; de Rooy, Diederik

2018-01-01

In the last 35 yr, 17 commercial aviation accidents and incidents, with 576 fatalities, could likely have been attributed to mental disease of a pilot. Screening tools for mental health risks in airline pilots are needed. There is growing interest in pilot peer-support programs and how to incorporate them in a just culture, meaning that pilots can report mental health complaints without a risk of job or income loss. We combined findings from aviation accidents and incidents with a search of scientific literature to provide data-based recommendations for screening, peer-support, and a just culture approach to mental health problems. Commercial aviation accidents and incidents in which a mental disorder of a pilot was thought to play a role were reviewed. Subsequently, PubMed and PsychInfo literature searches were performed on peer-support programs, just culture human resource management, and the risk of negative life events on developing suicidal ideation and behavior in comparable professional groups. Lethal accidents were mostly related to impaired coping with negative life events. Negative life events are clearly related to suicidal thoughts, attempts, and completed suicide. A protective effect of peer-support programs on mental health problems has not been established, although peer-support programs are generally appreciated by those involved. We did not find relevant literature on just culture. Negative life events are likely a useful screening tool for mental health risks. There is still a lack of evidence on how peer-support groups should be designed and how management of mental health risks can be implemented in a just culture.Mulder S, de Rooy D. Pilot mental health, negative life events, and improving safety with peer support and a just culture. Aerosp Med Hum Perform. 2018; 89(1):41-51.

Peer Mentorship and Transformational Learning: PhD Student Experiences

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Preston, Jane P.; Ogenchuk, Marcella J.; Nsiah, Joseph K.

2014-01-01

The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was…

Evaluation of a Decision-Making Curriculum for Teaching Adolescents with Disabilities to Resist Negative Peer Pressure

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Khemka, Ishita; Hickson, Linda; Mallory, Sarah B.

2016-01-01

This study was designed to assess the impact of a decision-making curriculum (PEER-DM) on the social peer relationship knowledge and self-protective decision-making skills of adolescents with disabilities in hypothetical situations involving negative peer pressure. A randomized design was used to assign students with disabilities from…

Reciprocal, Longitudinal Associations among Adolescents' Negative Feedback-Seeking, Depressive Symptoms, and Peer Relations

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Borelli, Jessica L.; Prinstein, Mitchell J.

2006-01-01

This study examined reciprocal associations among adolescents' negative feedback-seeking, depressive symptoms, perceptions of friendship quality, and peer-reported social preference over an 11-month period. A total of 478 adolescents in grades 6-8 completed measures of negative feedback-seeking, depressive symptoms, friendship quality,…

Moderating Effect of Negative Peer Group Climate on the Relation Between Men's Locus of Control and Aggression Toward Intimate Partners.

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Schmidt, Megan R; Lisco, Claire G; Parrott, Dominic J; Tharp, Andra T

2016-03-01

The present study sought to examine the interactive effects of an external locus of control and interaction in a negative peer group climate on men's perpetration of physical aggression and infliction of injury toward their female intimate partners. Participants were 206 heterosexual males recruited from the metro-Atlanta community who completed self-report measures of external locus of control, involvement in a negative peer group climate, and physical aggression and infliction of injury against intimate partners during the past 12 months. Negative peer group climate was conceptualized as a peer group that displays behavior which may instigate aggressive norms, attitudes, and behaviors. Results indicated that men with an external locus of control were more likely to perpetrate physical aggression toward and inflict injury on their intimate partners if they reported high, but not low, involvement in a negative peer group climate. These results extend current research suggesting external locus of control as a risk factor for intimate partner aggression by highlighting the impact of negative peer groups. Implications and future intervention research are discussed. © The Author(s) 2014.

Exploring nursing students’ experience of peer learning in clinical practice

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Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

2015-01-01

Background: Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students’ experiences of peer learning in clinical practice. Materials and Methods: A qualitative content analysis was conducted. Focus groups were used to find the students’ experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. Results: The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job. PMID:26097860

Moderating Effect of Negative Peer Group Climate on the Relation Between Men’s Locus of Control and Aggression Toward Intimate Partners

Science.gov (United States)

Schmidt, Megan R.; Lisco, Claire G.; Parrott, Dominic J.; Tharp, Andra T.

2018-01-01

The present study sought to examine the interactive effects of an external locus of control and interaction in a negative peer group climate on men’s perpetration of physical aggression and infliction of injury toward their female intimate partners. Participants were 206 heterosexual males recruited from the metro-Atlanta community who completed self-report measures of external locus of control, involvement in a negative peer group climate, and physical aggression and infliction of injury against intimate partners during the past 12 months. Negative peer group climate was conceptualized as a peer group that displays behavior which may instigate aggressive norms, attitudes, and behaviors. Results indicated that men with an external locus of control were more likely to perpetrate physical aggression toward and inflict injury on their intimate partners if they reported high, but not low, involvement in a negative peer group climate. These results extend current research suggesting external locus of control as a risk factor for intimate partner aggression by highlighting the impact of negative peer groups. Implications and future intervention research are discussed. PMID:25389191

Preadolescents' Emotional and Prosocial Responses to Negative TV News: Investigating the Beneficial Effects of Constructive Reporting and Peer Discussion.

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Kleemans, Mariska; Schlindwein, Luise F; Dohmen, Roos

2017-09-01

Watching news is important for preadolescents, but it may also harm their well-being. This study examined whether applying insights from positive psychology to news production can reduce this potential harm, by reducing negative emotional responses and enhancing positive emotional responses to negative news, and by encouraging prosocial intentions. Moreover, we explored whether peer discussion strengthened these effects. Preadolescents (n = 336; 9-13 years old; 48.5% female) were exposed to either constructive (solution-based news including positive emotions) or nonconstructive news. Subsequently, half of the children assigned to the constructive and the nonconstructive condition participated in a peer discussion. The findings showed that exposure to constructive news resulted in more positive emotional responses and less negative emotional responses as compared to nonconstructive news. Moreover, discussing the news with peers led to more positive and less negative emotional responses among preadolescents who watched the nonconstructive newscast, and to more prosocial intentions among preadolescents who watched constructive news. In all, constructive news reporting and peer discussion could function as tools to make negative news less harmful for preadolescents.

Negative Affect in Victimized Children: The Roles of Social Withdrawal, Peer Rejection, and Attitudes toward Bullying

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Dill, Edward J.; Vernberg, Eric M.; Fonagy, Peter; Twemlow, Stuart W.; Gamm, Bridget K.

2004-01-01

This study evaluated the validity of mediating pathways in predicting self-assessed negative affect from shyness/social withdrawal, peer rejection, victimization by peers (overt and relational), and the attitude that aggression is legitimate and warranted. Participants were 296 3rd through 5th graders (156 girls, 140 boys) from 10 elementary…

Early Puberty, Negative Peer Influence, and Problem Behaviors in Adolescent Girls

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Elliott, Marc N.; Davies, Susan; Tortolero, Susan R.; Cuccaro, Paula; Schuster, Mark A.

2014-01-01

OBJECTIVE: To determine how early puberty and peer deviance relate to trajectories of aggressive and delinquent behavior in early adolescence and whether these relationships differ by race/ethnicity. METHODS: In this longitudinal study, 2607 girls from 3 metropolitan areas and their parents were interviewed at ages 11, 13, and 16 years. Girls reported on their age of onset of menarche, best friend’s deviant behavior, delinquency, and physical, relational, and nonphysical aggression. Parents provided information on family sociodemographic characteristics and girls’ race/ethnicity. RESULTS: Sixteen percent of girls were classified as early maturers (defined by onset of menarche before age 11 years). Overall, relational and nonphysical aggression increased from age 11 to age 16, whereas delinquency and physical aggression remained stable. Early puberty was associated with elevated delinquency and physical aggression at age 11. The relationship with early puberty diminished over time for physical aggression but not for delinquency. Best friend’s deviant behavior was linked with higher levels of all problem behaviors, but the effect lessened over time for most outcomes. Early puberty was associated with a stronger link between best friend’s deviance and delinquency, suggesting increased vulnerability to negative peer influences among early-maturing girls. A similar vulnerability was observed for relational and nonphysical aggression among girls in the “other” racial/ethnic minority group only. CONCLUSIONS: Early puberty and friends’ deviance may increase the risk of problem behavior in young adolescent girls. Although many of these associations dissipate over time, early-maturing girls are at risk of persistently higher delinquency and stronger negative peer influences. PMID:24324002

Early puberty, negative peer influence, and problem behaviors in adolescent girls.

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Mrug, Sylvie; Elliott, Marc N; Davies, Susan; Tortolero, Susan R; Cuccaro, Paula; Schuster, Mark A

2014-01-01

To determine how early puberty and peer deviance relate to trajectories of aggressive and delinquent behavior in early adolescence and whether these relationships differ by race/ethnicity. In this longitudinal study, 2607 girls from 3 metropolitan areas and their parents were interviewed at ages 11, 13, and 16 years. Girls reported on their age of onset of menarche, best friend's deviant behavior, delinquency, and physical, relational, and nonphysical aggression. Parents provided information on family sociodemographic characteristics and girls' race/ethnicity. Sixteen percent of girls were classified as early maturers (defined by onset of menarche before age 11 years). Overall, relational and nonphysical aggression increased from age 11 to age 16, whereas delinquency and physical aggression remained stable. Early puberty was associated with elevated delinquency and physical aggression at age 11. The relationship with early puberty diminished over time for physical aggression but not for delinquency. Best friend's deviant behavior was linked with higher levels of all problem behaviors, but the effect lessened over time for most outcomes. Early puberty was associated with a stronger link between best friend's deviance and delinquency, suggesting increased vulnerability to negative peer influences among early-maturing girls. A similar vulnerability was observed for relational and nonphysical aggression among girls in the "other" racial/ethnic minority group only. Early puberty and friends' deviance may increase the risk of problem behavior in young adolescent girls. Although many of these associations dissipate over time, early-maturing girls are at risk of persistently higher delinquency and stronger negative peer influences.

Synchronized movement experience enhances peer cooperation in preschool children.

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Rabinowitch, Tal-Chen; Meltzoff, Andrew N

2017-08-01

Cooperating with other people is a key achievement in child development and is essential for human culture. We examined whether we could induce 4-year-old children to increase their cooperation with an unfamiliar peer by providing the peers with synchronized motion experience prior to the tasks. Children were randomly assigned to independent treatment and control groups. The treatment of synchronous motion caused children to enhance their cooperation, as measured by the speed of joint task completion, compared with control groups that underwent asynchronous motion or no motion at all. Further analysis suggested that synchronization experience increased intentional communication between peer partners, resulting in increased coordination and cooperation. Copyright © 2017 Elsevier Inc. All rights reserved.

Peer Teaching Experiences of Final Year Paramedic Students: 2011-2012

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Williams, Brett; Fellows, Holly; Eastwood, Kathryn; Wallis, Jamie

2014-01-01

Peer assisted learning (PAL) is one method of teaching which involves peers, or people from similar social groups, in reciprocal learning where one peer educates another and in return learns through the teaching experience. There have been many reported benefits of PAL programs. PAL has a long history of use in healthcare education; however, for…

Peer-To-Peer Architectures in Distributed Data Management Systems for Large Hadron Collider Experiments

CERN Document Server

Lo Presti, Giuseppe; Lo Re, G; Orsini, L

2005-01-01

The main goal of the presented research is to investigate Peer-to-Peer architectures and to leverage distributed services to support networked autonomous systems. The research work focuses on development and demonstration of technologies suitable for providing autonomy and flexibility in the context of distributed network management and distributed data acquisition. A network management system enables the network administrator to monitor a computer network and properly handle any failure that can arise within the network. An online data acquisition (DAQ) system for high-energy physics experiments has to collect, combine, filter, and store for later analysis a huge amount of data, describing subatomic particles collision events. Both domains have tight constraints which are discussed and tackled in this work. New emerging paradigms have been investigated to design novel middleware architectures for such distributed systems, particularly the Active Networks paradigm and the Peer-to-Peer paradigm. A network man...

Peer acceptance protects global self-esteem from negative effects of low closeness to parents during adolescence and early adulthood.

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Birkeland, Marianne Skogbrott; Breivik, Kyrre; Wold, Bente

2014-01-01

Having a distant relationship with parents seems to increase the risk of developing a more negative global self-esteem. This article describes a longitudinal study of 1,090 Norwegian adolescents from the age of 13-23 (54 % males) that explored whether peer acceptance can act as a moderator and protect global self-esteem against the negative effects of experiencing low closeness in relationships with parents. A quadratic latent growth curve for global self-esteem with closeness to parents and peer acceptance as time-varying covariates was modeled, taking partial measurement invariance in global self-esteem into account. Peer acceptance was found to have a general protective effect on global self-esteem for all adolescents. In addition, at most ages, peer acceptance was found to have a protective-stabilizing effect on the relationship between closeness to parents and global self-esteem. This indicates that peer acceptance can be an especially valuable source of global self-esteem when closeness to parents is low.

Spiritual and religious experiences of adolescent psychiatric inpatients versus healthy peers.

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Grossoehme, Daniel H; Cotton, Sian; Leonard, Anthony

2007-01-01

One hundred twenty-two adolescent psychiatric inpatients with depressive disorders and 80 healthy peers were administered the INSPIRIT, a measure of core spiritual experiences. Healthy adolescents reported a greater frequency of spiritual experiences and a more positive impact of such experiences on their belief in God than did their inpatient peers. Adolescent inpatients reported higher frequencies of experiencing angels, demons, God or guiding spirits; feeling unity with the earth and other living things; and with near death or life after death as compared to healthy peers. Overall, females reported higher frequency of spiritual experiences and higher impact of the experience on their belief in God than did males. It was concluded that the INSPIRIT is a feasible spiritual assessment tool for adolescent populations and may be used by chaplains as a means for guiding clinical conversations with adolescents.

The Perceived Impact of Peer Leadership Experiences on College Academic Performance

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Skipper, Tracy L.; Keup, Jennifer R.

2017-01-01

Open-ended data from the 2009 National Survey of Peer Leaders were analyzed to explore the impact of peer leadership on academic performance. While most participants suggested the experience had no effect on academics, perceptions varied by role. Peer leaders in academic and community service roles described increased skills and understanding of…

The outcast-lash-out effect in youth: alienation increases aggression following peer rejection.

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Reijntjes, Albert; Thomaes, Sander; Bushman, Brad J; Boelen, Paul A; de Castro, Bram Orobio; Telch, Michael J

2010-10-01

Although there are good theoretical reasons to believe that youth who are high in alienation (i.e., estranged from society, significant others, and themselves) are prone to behave aggressively, empirical evidence is lacking. The present experiment tested whether alienation moderates the effects of acute peer rejection on aggression in youth. Participants (N = 121; mean age = 11.5 years) completed a personal profile (e.g., "How do you describe yourself?") that was allegedly evaluated online by a panel of peer judges. After randomly receiving negative or positive feedback from peer judges, participants were given the opportunity to aggress against them (i.e., by reducing their monetary reward and by posting negative comments about them online). As predicted, alienation increased participants' aggression against peers who had rejected them, but not against peers who had praised them, even after controlling for peer-nominated chronic rejection and peer-nominated aggression. Thus, alienated youth are more aggressive than others when they experience acute peer rejection.

'Living with tics': self-experience of adolescents with Tourette syndrome during peer interaction.

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Lee, Mei-Yin; Mu, Pei-Fan; Wang, Wen-Sheng; Wang, Huei-Shyong

2016-02-01

To describe the essence of the self-experience of adolescents with Tourette syndrome in the context of peer interaction. Tourette syndrome has an adverse impact on adolescents' physical, psychological and interpersonal interactions. Peers provide adolescents with social interactions that are crucial to the formation of self-identity. Studies exploring the self-experience of adolescents with Tourette syndrome in the context of peer relationships are lacking. A qualitative, phenomenological research design was used. A total of 12 adolescents with Tourette syndrome from the Taiwan Tourette Family Association were selected by purposive sampling. Data were collected using open-ended questions in one-on-one in-depth interviews that lasted 60-90 minutes. Giorgi's phenomenological methods were applied to analyse the data obtained. Four criteria were employed to evaluate methodological rigour. The findings showed that the self-experience of adolescents with Tourette syndrome during peer interaction reflected their lived experiences of peer identity, social identity and self-identity. Themes included: (1) the inexplicable onset of tics during encounters with other people, (2) sources inspiring the courage for self-acceptance and (3) strategies of self-protection in response to changes in situation. The self-experience of peer interaction among adolescents with Tourette syndrome is a dynamic and interactive process characterised by the symbolic meanings conferred on the tics by the interacting adolescents. The adolescents with Tourette syndrome obtain self-identity through peer responses and recognition, while the tolerance, respect and support of parents and teachers spark the adolescents' courage for self-acceptance. Healthcare providers who assist adolescents with Tourette syndrome must understand that tics occur in the context of peer interaction and how this affects the adolescents' relationships with their peers in various life situations. Furthermore, healthcare

Self-reported peer victimization and suicidal ideation in adolescent psychiatric inpatients: the mediating role of negative self-esteem.

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Jones, Heather A; Bilge-Johnson, Sumru; Rabinovitch, Annie E; Fishel, Hazel

2014-10-01

The current study investigated relationships among self-reported peer victimization, suicidality, and depression in adolescent psychiatric inpatients. Sixty-seven adolescent psychiatric inpatients at a Midwestern children's hospital completed measures of bullying and peer victimization, suicidal ideation, and depression during their inpatient stay. Analyses indicated significant moderate correlations among victimization, suicidal ideation, and depression in adolescents. Results from mediational analyses found that negative self-esteem mediated the relationship between peer victimization and suicidal ideation. To date, this study is the first to directly examine the mechanisms underlying the relationship between peer victimization and suicidal ideation in adolescent psychiatric inpatients. © The Author(s) 2013.

Dissociation mediates the relationship between peer victimization and hallucinatory experiences among early adolescents

Directory of Open Access Journals (Sweden)

Syudo Yamasaki

2016-06-01

Full Text Available Peer victimization increases the risk of experiencing psychotic symptoms among clinical and general populations, but the mechanism underlying this association remains unclear. Dissociation, which is related to peer victimization and hallucinatory experiences, has been demonstrated as a significant mediator in the relation between childhood victimization and hallucinatory experience among adult patients with psychosis. However, no studies have examined the mediating effect of dissociation in a general early adolescent population. We examined whether dissociation mediates the relationship between peer victimization and hallucinatory experiences among 10-year-old adolescents using a population-based cross-sectional survey of early adolescents and their main parent (Tokyo Early Adolescence Survey; N = 4478. We examined the mediating effect of dissociation, as well as external locus of control and depressive symptoms, on the relationship between peer victimization and hallucinatory experiences using path analysis. The model assuming mediation effects indicated good model fit (comparative fit index = .999; root mean square error of approximation = .015. The mediation effect between peer victimization and hallucination via dissociation (standardized indirect effect = .038, p < .001 was statistically significant, whereas the mediation effects of depressive symptoms (standardized indirect effect = −.0066, p = 0.318 and external locus of control (standardized indirect effect = .0024, p = 0.321 were not significant. These results suggest that dissociation is a mediator in the relation between peer victimization and hallucinatory experiences in early adolescence. For appropriate intervention strategies, assessing dissociation and peer victimization as they affect hallucinatory experiences is necessary.

Student nurses' experience of a system of peer group supervision ...

African Journals Online (AJOL)

Recommendations were made to change the system in order to eliminate the negative aspects and after careful consideration and programme changes, implemented in 2001. It therefore became necessary to evaluate the revised system of peer group supervision and guidance for effectiveness. A qualitative, descriptive ...

Negative Peer Influence in Special Needs Classes--A Risk for Students with Problem Behaviour?

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Muller, Christoph Michael

2010-01-01

Children and adolescents with aggressive and delinquent behaviours are often educated in special needs classes with others who exhibit the same kind of challenging behaviour. Beside the opportunities provided by this approach there are also risks, as several studies point to the problem of negative peer influence among this student population.…

Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions

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Eddy, Sarah L.; Brownell, Sara E.; Thummaphan, Phonraphee; Lan, Ming-Chih; Wenderoth, Mary Pat

2015-01-01

In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student’s social identities. In addition we explore whether three hypothesized barriers to participation may help explain participation difference in the classroom. These barriers are 1) students are excluded from the discussion by actions of their groupmates; 2) students are anxious about participating in peer discussion; and 3) students do not see value in peer discussions. Our results indicate that self-reported preferred roles in peer discussions can be predicted by student gender, race/ethnicity, and nationality. In addition, we found evidence for all three barriers, although some barriers were more salient for certain students than others. We encourage instructors to consider structuring their in-class activities in ways that promote equity, which may require more purposeful attention to alleviating the current differential student experiences with peer discussions. PMID:26628561

Experiences of peer support in self-management interventions among people with ischemic heart disease

DEFF Research Database (Denmark)

Enggaard, Helle; Uhrenfeldt, Lisbeth

2016-01-01

Review question/objective: The objective of this review is to identify, appraise and synthesize the best available evidence regarding people with ischemic heart disease and their experiences with peer support in self-management interventions. More specifically, the review question is: How do people...... with ischemic heart disease experience peer support in structured self-management interventions led or co-led by peers?...

Misery Has More Company Than People Think: Underestimating the Prevalence of Others’ Negative Emotions

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Jordan, Alexander H.; Monin, Benoît; Dweck, Carol S.; Lovett, Benjamin J.; John, Oliver P.; Gross, James J.

2014-01-01

Four studies document underestimations of the prevalence of others’ negative emotions, and suggest causes and correlates of these erroneous perceptions. In Study 1A, participants reported that their negative emotions were more private or hidden than their positive emotions; in Study 1B, participants underestimated the peer prevalence of common negative, but not positive, experiences described in Study 1A. In Study 2, people underestimated negative emotions and overestimated positive emotions even for well-known peers, and this effect was partially mediated by the degree to which those peers reported suppression of negative (vs. positive) emotions. Study 3 showed that lower estimations of the prevalence of negative emotional experiences predicted greater loneliness and rumination and lower life satisfaction, and that higher estimations for positive emotional experiences predicted lower life satisfaction. Taken together, these studies suggest that people may think they are more alone in their emotional difficulties than they really are. PMID:21177878

Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment.

Science.gov (United States)

Ramm, Dianne; Thomson, Anna; Jackson, Andrew

2015-06-01

The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

Peer Mentoring in Engineering: (Un)Shared Experience of Undergraduate Peer Mentors and Mentees

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Lim, Jae Hoon; MacLeod, Bailey P.; Tkacik, Peter T.; Dika, Sandra L.

2017-01-01

In this qualitative study, we explored the experiences of 26 engineering student mentors and mentees in a peer mentoring program. We found that mentors and mentees exploited the mentoring program's fluid structure and situated social relationships to enact a specific type of academic/professional goal and identity conducive to their entry to one…

Peer supporters' experiences on an Australian perinatal mental health helpline.

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Biggs, Laura J; McLachlan, Helen L; Shafiei, Touran; Small, Rhonda; Forster, Della A

2018-01-16

Perinatal mental health is an important public health issue, and peer support is a potentially important strategy for emotional well-being in the perinatal period. PANDA Perinatal Anxiety & Depression Australia provides support to individuals impacted by perinatal mental health issues via the National Perinatal Anxiety & Depression Helpline. Callers receive peer support from volunteers and counselling from paid professional staff. The views and experiences of PANDA peer support volunteers have not previously been studied. We conducted two focus groups and an online survey to explore the experiences of women providing volunteer peer support on the Helpline. Data collection took place in October and November 2013. Two social theories were used in framing and addressing the study aims and in interpreting our findings: the Empathy-Altruism Hypothesis, and the Helper Therapy Principle. All PANDA volunteers were invited to participate (n = 40). Eight volunteers attended a focus group, and 11 survey responses were received. Descriptive statistics were used to analyse quantitative data. All survey respondents 'strongly agreed' that they felt positive about being part of PANDA. Thematic analysis of data from focus groups and open-ended survey responses identified the following themes: motivated to help others, supported to support callers, helping to make a difference and emotional impacts for volunteers. Respondents described a strong desire to support others experiencing emotional distress as a motivator to volunteer. Although perinatal peer support services are designed to benefit those who receive support, this study suggests volunteers may also experience personal benefits from the role. © The Author(s) 2018. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Contextual Variations in Negative Mood and State Self-Esteem: What Role Do Peers Play?

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Reynolds, Bridget M.; Repetti, Rena L.

2008-01-01

This study explores the link between peer problems in school and contextual variations in negative mood and state self-esteem over a 5-day period. Fifth-grade children completed measures of mood and state self-esteem while they were at home in the morning and while they were at school each day, allowing for an examination of whether psychological…

Understanding the experience of being taught by peers: the value of social and cognitive congruence.

Science.gov (United States)

Lockspeiser, Tai M; O'Sullivan, Patricia; Teherani, Arianne; Muller, Jessica

2008-08-01

Medical schools use supplemental peer-teaching programs even though there is little research on students' actual experiences with this form of instruction. To understand the student experience of being taught by peers instead of by faculty. We conducted focus groups with first- and second-year medical students participating in a supplemental peer-teaching program at one institution. From the learner focus group themes, we developed a questionnaire and surveyed all first-year students. Focus groups revealed four learner themes: learning from near-peers, exposure to second-year students, need for review and synthesis, teaching modalities and for the peer-teachers, the theme of benefits for the teacher. Factor analysis of the survey responses resulted in three factors: second-year students as teachers, the benefit of peer-teachers instead of faculty, and the peer-teaching process. Scores on these factors correlated with attendance in the peer-teaching program (P learning from near-peers because of their recent experience with the materials and their ability to understand the students' struggles in medical school. Students with the highest participation in the program valued the unique aspects of this kind of teaching most. Areas for improvement for this program were identified.

Experiences of Being Ignored by Peers during Late Adolescence: Linkages to Psychological Maladjustment

Science.gov (United States)

Bowker, Julie C.; Adams, Ryan E.; Fredstrom, Bridget K.; Gilman, Rich

2014-01-01

In this study on being ignored by peers, 934 twelfth-grade students reported on their experiences of being ignored, victimized, and socially withdrawn, and completed measures of friendship and psychological adjustment (depression, self-esteem, and global satisfaction). Peer nominations of being ignored, victimized, and accepted by peers were also…

Peer learning partnerships: exploring the experience of pre-registration nursing students.

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Christiansen, Angela; Bell, Amelia

2010-03-01

This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning

Risk and protection factors in the peer context: how do other children contribute to the psychosocial adjustment of the adolescent?

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Marie-Hélène Véronneau

2014-03-01

Full Text Available As children become adolescents, peers assume greater importance in their lives. Peer experiences can either help them thrive or negatively affect their psychosocial adjustment. In this review article definitions for the types of peer experiences are provided followed by an overview of common psychosocial issues encountered by adolescents. Past research that has pointed to risk and protection factors that emerge from peer experiences during adolescence and the role of peer influences in the context of current issues relevant to adolescent education are discussed. Research suggests that friendships with deviant peers, involvement in bullying and the experience of rejection from the overall peer group are related to adjustment problems, whereas friendships with prosocial and academically oriented peers and social acceptance in the peer group are related to healthy development. Friendship quality, popularity among peers, and involvement in friendship cliques cannot be clearly categorized as either positive or negative influences, because they interact with other factors in shaping the development of adolescents. The promotion of social skills and positive youth leadership as an integral part of the student's learning process in school is recommended.

Stories of Transformation: Using Personal Narrative to Explore Transformative Experience among Undergraduate Peer Mentors

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Bunting, Bryce; Williams, David

2017-01-01

While past researchers suggest undergraduate peer mentors (PMs) benefit from mentoring their peers, this experience is rarely associated with transformative learning. Using narrative analysis of authentic mentoring stories, we explored how particular types of mentoring experiences contribute to transformative learning for PMs of first-year…

Harsh Parenting and Adolescent Depression: Mediation by Negative Self-Cognition and Moderation by Peer Acceptance

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Tang, Ai-Min; Deng, Xue-Li; Du, Xiu-Xiu; Wang, Ming-Zhong

2018-01-01

Guided by Beck's cognitive model of depression, this study examined the mediating role of negative self-cognition in the association between harsh parenting and adolescent depression and whether peer acceptance moderated this indirect relationship. Eight hundred and fifty-nine seventh to ninth graders (379 girls and 480 boys, mean age = 13.58…

The Influence of School Climate on Students' Experiences of Peer Sexual Harassment in High Schools

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Tully, Carol A.

2010-01-01

Early studies on the prevalence of peer sexual harassment in schools have left little doubt that it is a serious problem, often with negative consequences. Research indicates that sexual harassment is a subjective and gendered phenomenon, and peer sexual harassment is further complicated by the developmental changes associated with adolescence.…

45 CFR 60.10 - Reporting negative actions or findings taken by peer review organizations or private...

Science.gov (United States)

2010-10-01

... 45 Public Welfare 1 2010-10-01 2010-10-01 false Reporting negative actions or findings taken by peer review organizations or private accreditation entities. 60.10 Section 60.10 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION NATIONAL PRACTITIONER DATA BANK FOR ADVERSE...

The trauma of peer abuse: Effects of relational peer victimization and social anxiety disorder on physiological and affective reactions to social exclusion

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Benjamin eIffland

2014-03-01

Full Text Available Background: Social exclusion elicits emotional distress, negative mood and physiological stress. Recent studies showed that these effects were more intense and persisting in socially anxious subjects. The present study examined whether the abnormal reactions of socially anxious subjects can be traced back to previous experiences of relational peer victimization during childhood and adolescence. Methods: Participants (N = 74 were patients with a diagnosis of social anxiety disorder as well as healthy controls. The patient and control groups were subdivided into two subgroups according to the subject’s reports about previous relational peer victimization. Immediate and delayed physiological (skin conductance level and heart rate and affective reactions to a simulated social exclusion in a ball-toss game (Cyberball were recorded.Results: Overall, subjects’ immediate reactions to social exclusion were an increase in skin conductance and a reduction of positive affect. Regardless of the diagnostic status, subjects with a history of relational peer victimization showed a more intense self-reported affective change that was accompanied by a blunted skin conductance response. However, the mood of the subjects with a history of peer victimization recovered during a 15 min waiting period. A diagnosis of social anxiety disorder did not affect the reactions to social exclusion on any measure.Conclusions: Findings indicate that stress reactions to social exclusion depend more on previous experiences of peer victimization than on a diagnosis of social anxiety disorder. The findings indicate that memories of negative social experiences can determine the initial stress reaction to social threats.

Using the Solving Problems Together Psychoeducational Group Counseling Model as an Intervention for Negative Peer Pressure

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Hall, Kimberly R.; Rushing, Jeri Lynn; Khurshid, Ayesha

2011-01-01

Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), that focuses on working with students who struggle with negative peer pressure. Adapted from the teaching philosophy of…

Daily Reports of Witnessing and Experiencing Peer Harassment in Middle School

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Nishina, Adrienne; Juvonen, Jaana

2005-01-01

Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age=11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n=95), within-subject analyses across 4 days revealed that both personally…

Students teaching students: evaluation of a "near-peer" teaching experience.

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Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Peer supporter experiences of home visits for people with HIV infection

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Lee HJ

2015-09-01

Full Text Available Han Ju Lee,1 Linda Moneyham,2 Hee Sun Kang,3 Kyung Sun Kim41Department of Nursing, Sangmyung University, Cheonan-si, Chungcheongnam-do, South Korea; 2School of Nursing, University of Alabama at Birmingham, Birmingham, AL, USA; 3Red Cross College of Nursing, Chung-Ang University, Seoul, South Korea; 4Gyeonggi Branch, Korean Alliance to Defeat AIDS, Anyang, Gyeonggi-do, South KoreaPurpose: This study's purpose was to explore the experiences of peer supporters regarding their work in a home visit program for people with HIV infection.Patients and methods: A qualitative descriptive study was conducted using focus groups. Participants were 12 HIV-positive peer supporters conducting home visits with people living with HIV/AIDS in South Korea. Thematic analysis was used to analyze the data.Results: Six major themes emerged: feeling a sense of belonging; concern about financial support; facing HIV-related stigma and fear of disclosure; reaching out and acting as a bridge of hope; feeling burnout; and need for quality education. The study findings indicate that although peer supporters experience several positive aspects in the role, such as feelings of belonging, they also experience issues that make it difficult to be successful in the role, including the position's instability, work-related stress, and concerns about the quality of their continuing education.Conclusion: The findings suggest that to maintain a stable and effective peer supporter program, such positions require financial support, training in how to prevent and manage stress associated with the role, and a well-developed program of education and training.Keywords: human immunodeficiency virus, qualitative research, workplace experience

Implications and Benefits of a Long-Term Peer Debriefing Experience on Teacher Researchers

OpenAIRE

Cynthia Schneider; Christy Youker; Joanne Heilman; Melanie Wenrick; Candace Figg

2010-01-01

Peer debriefing ensures the trustworthiness of a qualitative research study. Through peer debriefing, the researcher explores the research design, data collection process, and data analysis while colleagues, serving as critical friends, encourage the researcher to examine the research process from multiple perspectives. This paper examines experiences in a peer debriefing group formed by five female teacher researchers as a part of their graduate requirements for doctoral work, and their cont...

Applying Peer Reviews in Software Engineering Education: An Experiment and Lessons Learned

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Garousi, V.

2010-01-01

Based on the demonstrated value of peer reviews in the engineering industry, numerous industry experts have listed it at the top of the list of desirable development practices. Experience has shown that problems (defects) are eliminated earlier if a development process incorporates peer reviews and that these reviews are as effective as or even…

Experience of Dormitory Peer Mentors: A Journey of Self Learning and Development

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Lin, Yii-nii; Lai, Pi-hui; Chiu, Yi-Hsing Claire; Hsieh, Hui-Hsing; Chen, Yien-Hua

2016-01-01

The study looked back on the one-year experience of the first group of peer mentors of a university at northern Taiwan. Twelve peer mentors (six males and six females; with an average age of 21.45) took part in the study. A qualitative phenomenological approach and in-depth interviews were adopted. The results showed that participants deemed the…

Implementing peer tutoring in a graduate medical education programme.

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Salerno-Kennedy, Rossana; Henn, Pat; O'Flynn, Siun

2010-06-01

In modern times, peer tutoring methods have been explored in health care education for over 30 years. In this paper, we report our experience of implementing a peer-tutoring approach to Clinical Skills Laboratory (CSL) training in the Graduate Entry in Medicine Programme (GEM) at University College Cork. Eighteen fourth-year medical students were recruited as peer tutors for CSL sessions on physical examination. In order to standardise the process, we developed a training course for peer tutors that comprised two stages. They then ran the practical sessions with junior students, under the watchful eye of medical educators. At the end of the last CSL session, the students were given 10 minutes to reflect individually on the experience, and were asked to complete a feedback form. Twenty-four of the 42 GEM students and six of the seven Senior Tutors (STs) completed and returned their feedback forms. With the caveats of small sample sizes and low response rates, both groups reported that they had both positive and negative experiences of peer tutoring, but that the positive experiences predominated. The overall experience was positive. In terms of the primary thesis of this study, the STs thought that they were well prepared by the teaching staff to take part in these teaching sessions. © Blackwell Publishing Ltd 2010.

Online sexual solicitation by adults and peers - Results from a population based German sample.

Science.gov (United States)

Sklenarova, Halina; Schulz, Anja; Schuhmann, Petya; Osterheider, Michael; Neutze, Janina

2018-02-01

Prevalence of Internet use among adolescents is high, but little is known about the online sexual activities of German adolescents. This study aimed to describe the 12-month prevalence of German adolescents' online sexual experiences with a focus on Online Sexual Solicitation (OSS, subjectively negative online sexual experiences with a peer or any sexual online experience, positive or negative, with an adult). A sample of male and female adolescents aged 14-17 (N=2238) was recruited using online survey panel. The sample was representative for gender and education. Subjects completed an online survey reporting their online sexual activities (i.e., sexual conversation, exchanging pictures, and cybersex) with peers (14-17y.) and/or adults (≥18y.). Findings illustrated that 51.3% (n=1148) of adolescents had experienced online sexual activity, which mostly involved peers (n=969; 84.4%). In contrast, 23.2% (n=519) of the adolescents experienced OSS with 2.6% (n=57) reporting subjectively negative online sexual interactions with peers and 22.2% (n=490) reporting online sexual interactions with adults, of which 10.4% (n=51) were perceived as negative. The findings suggest that adolescents frequently engage in sexual interactions on the Internet with only a relatively small number perceiving such contacts as exploitative. In addition, females and adolescents with incomplete family situation, foreign nationality, higher education, homo- or bisexual orientation, and those without perceived social support reported OSS significantly more often. Copyright © 2017 Elsevier Ltd. All rights reserved.

Potential Benefits of Incorporating Peer-to-Peer Interactions Into Digital Interventions for Psychotic Disorders: A Systematic Review.

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Biagianti, Bruno; Quraishi, Sophia H; Schlosser, Danielle A

2018-04-01

Peer-to-peer interactions and support groups mitigate experiences of social isolation and loneliness often reported by individuals with psychotic disorders. Online peer-to-peer communication can promote broader use of this form of social support. Peer-to-peer interactions occur naturally on social media platforms, but they can negatively affect mental health. Recent digital interventions for persons with psychotic disorders have harnessed the principles of social media to incorporate peer-to-peer communication. This review examined the feasibility, acceptability, and preliminary efficacy of recent digital interventions in order to identify strategies to maximize benefits of online peer-to-peer communication for persons with psychotic disorders. An electronic database search of PubMed, EMBASE, PsycINFO, Ovid MEDLINE, Cochrane Central Register of Controlled Trials, and Health Technology Assessment Database was conducted in February 2017 and yielded a total of 1,015 results. Eight publications that reported data from six independent trials and five interventions were reviewed. The technology supporting peer-to-peer communication varied greatly across studies, from online forums to embedded social networking. When peer-to-peer interactions were moderated by facilitators, retention, engagement, acceptability, and efficacy were higher than for interventions with no facilitators. Individuals with psychotic disorders were actively engaged with moderated peer-to-peer communication and showed improvements in perceived social support. Studies involving service users in intervention design showed higher rates of acceptability. Individuals with psychotic disorders value and benefit from digital interventions that include moderated peer-to-peer interactions. Incorporating peer-to-peer communication into digital interventions for this population may increase compliance with other evidence-based therapies by producing more acceptable and engaging online environments.

How to combat the negative impact of discrimination in a collectivist context? The safeguarding function of peer-oriented hope.

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Datu, Jesus Alfonso D; Jose Mateo, Nino

2017-03-01

The objective of the study was to assess the moderating role of locus-of-hope on the relations between everyday discrimination and well-being outcomes in a collectivist setting. There were 444 Filipino undergraduate students who participated in the research. Findings showed that discrimination was negatively linked to subjective well-being and flourishing while loci-of-hope (internal, external-spiritual, external-family, and external-peers) were positively associated with well-being indices. Further, external-peer locus-of-hope moderated the relations between everyday discrimination and well-being outcomes such that for those who had higher external-peer locus-of-hope, everyday discrimination may still be linked to greater well-being. The theoretical and practical implications are elucidated.

Development of Nurse Self-Concept in Nursing Students: The Effects of a Peer-Mentoring Experience.

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Ford, Yvonne

2015-09-01

Positive nurse self-concept has been shown to increase job productivity, retention, and job satisfaction. Student participation in peer-mentoring experiences has been shown to increase self-confidence and understanding of the role of the nurse leader. The Nurse Self-Concept Questionnaire (NSCQ) was used to measure the nurse self-concept of senior baccalaureate nursing students before and after completion of a peer-mentoring experience. Female students scored significantly higher on two subscales of the NSCQ than male students prior to the peer-mentoring experience. This difference was not seen after the experience. Mean changes in scores on all six dimensions of self-concept measured by the NSCQ were significantly higher after the mentoring experience. Further investigation of male students' experiences in clinical settings may be warranted. The experience of mentoring lower-level students offers practice for upper-level nursing students in providing direction, exercising leadership and management skills, and working as a member of the health care team. Copyright 2015, SLACK Incorporated.

"She would sit with me": mothers' experiences of individual peer support for exclusive breastfeeding in Uganda

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Nankabirwa Victoria

2010-10-01

Full Text Available Abstract Background Different strategies have been used to improve the initiation and duration of breastfeeding. Peer counsellors are reported to improve exclusive breastfeeding levels, but few studies have assessed the satisfaction of women with the support given, especially in Africa. In this paper we describe women's experiences of peer counselling for exclusive breastfeeding in an East African setting. Methods In the Ugandan site of PROMISE-EBF, a multi-centre community randomised trial to evaluate the effect of peer counselling for exclusive breastfeeding on infant health, 370 women in the intervention arm participated in a study exit interview. Individual peer counselling was offered to women in 12 of the 24 study clusters, scheduled as five visits: before childbirth and during weeks 1, 4, 7 and 10 after childbirth. During the visits, the women were given information and skills to help them breastfeed exclusively. After the 10-week visit, they were interviewed about their feelings and experiences related to the peer counselling. Results Overall, more than 95% of the women expressed satisfaction with the various aspects of peer counselling offered. Those who had received five or more visits were more likely to give positive responses about their experience with peer counselling than those who had received fewer visits. They explained their satisfaction with time spent with the peer counsellor in terms of how much she discussed with them. Most women felt their knowledge needs about breastfeeding were covered by the peer counsellors, while others expressed a desire to learn about complementary feeding and family planning. Attributes of the peer counsellors included their friendliness, being women and giving support in a familiar and relaxed way. Women were positive about the acquisition of knowledge and the benefit to their babies from the peer counselling. They preferred a peer counsellor to a health worker for support of exclusive

Four Mechanistic Models of Peer Influence on Adolescent Cannabis Use.

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Caouette, Justin D; Feldstein Ewing, Sarah W

2017-06-01

Most adolescents begin exploring cannabis in peer contexts, but the neural mechanisms that underlie peer influence on adolescent cannabis use are still unknown. This theoretical overview elucidates the intersecting roles of neural function and peer factors in cannabis use in adolescents. Novel paradigms using functional magnetic resonance imaging (fMRI) in adolescents have identified distinct neural mechanisms of risk decision-making and incentive processing in peer contexts, centered on reward-motivation and affect regulatory neural networks; these findings inform a theoretical model of peer-driven cannabis use decisions in adolescents. We propose four "mechanistic profiles" of social facilitation of cannabis use in adolescents: (1) peer influence as the primary driver of use; (2) cannabis exploration as the primary driver, which may be enhanced in peer contexts; (3) social anxiety; and (4) negative peer experiences. Identification of "neural targets" involved in motivating cannabis use may inform clinicians about which treatment strategies work best in adolescents with cannabis use problems, and via which social and neurocognitive processes.

Midwifery students experience of teamwork projects involving mark-related peer feedback.

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Hastie, Carolyn R; Fahy, Kathleen M; Parratt, Jenny A; Grace, Sandra

2016-06-01

Lack of teamwork skills among health care professionals endangers patients and enables workplace bullying. Individual teamwork skills are increasingly being assessed in the undergraduate health courses but rarely defined, made explicit or taught. To remedy these deficiencies we introduced a longitudinal educational strategy across all three years of the Bachelor of Midwifery program. To report on students' experiences of engaging in team based assignments which involved mark-related peer feedback. Stories of midwifery students' experiences were collected from 17 participants across the three years of the degree. These were transcribed and analysed thematically and interpreted using feminist collaborative conversations. Most participants reported being in well-functioning teams and enjoyed the experience; they spoke of 'we' and said 'Everyone was on Board'. Students in poorly functioning teams spoke of 'I' and 'they'. These students complained about the poor performance of others but they didn't speak up because they 'didn't want to make waves' and they didn't have the skills to be able to confidently manage conflict. All participants agreed 'Peer-related marks cause mayhem'. Teamwork skills should be specifically taught and assessed. These skills take time to develop. Students, therefore, should be engaged in a teamwork assignment in each semester of the entire program. Peer feedback should be moderated by the teacher and not directly related to marks. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Psychological and Biological Validation of a Novel Digital Social Peer Evaluation Experiment (digi-SPEE)

NARCIS (Netherlands)

Menne-Lothmann, Claudia; Decoster, Jeroen; van Winkel, Ruud; Collip, Dina; Rutten, Bart P. F.; Delespaul, Philippe; De Hert, Marc; Derom, Catherine; Thiery, Evert; Jacobs, Nele; van Os, Jim; Wichers, Marieke

Introduction: Negative social evaluation is associated with psychopathology. Given the frequency of evaluation through increasingly prevalent virtual social networks, increased understanding of the effects of this social evaluation is urgently required. Methods: A new digital social peer evaluation

Self-Verification Strivings in Children Holding Negative Self-Views: The Mitigating Effects of a Preceding Success Experience.

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Reijntjes, Albert; Thomaes, Sander; Kamphuis, Jan Henk; de Castro, Bram Orobio; Telch, Michael J

2010-12-01

Research among adults has consistently shown that people holding negative self-views prefer negative over positive feedback. The present study tested the hypothesis that this preference is less robust among pre-adolescents, such that it will be mitigated by a preceding positive event. Pre-adolescents (n = 75) holding positive or negative global self-esteem were randomized to a favorable or unfavorable peer evaluation outcome. Next, preferences for positive versus negative feedback were assessed using an unobtrusive behavioral viewing time measure. As expected, results showed that after being faced with the success outcome children holding negative self-views were as likely as their peers holding positive self-views to display a significant preference for positive feedback. In contrast, children holding negative self-views displayed a stronger preference for negative feedback after being faced with the unfavorable outcome that matched their pre-existing self-views.

Peer Influence and Recovery

Science.gov (United States)

Collier, Crystal; Simpson, Shelly; Najera, John; Weiner, Lauren

2012-01-01

Research has shown that peer influence can be negative, by increasing the likelihood that a youth will engage in high-risk behaviors and make risky decisions. However, peer influence can also be positive and protect a youth from these same high-risk activities. This article examines the extent of peer influence and then describes the Alternative…

Peer-to-Peer Consultations: Ancillary Services Peer Exchange with India: Experience from South Africa, Europe & the United States (Fact Sheet)

Energy Technology Data Exchange (ETDEWEB)

2014-05-01

In support of national and subnational decision makers, the 21st Century Power Partnership regularly works with country partners to organize peer-to-peer consultations on critical issues. In March 2014, 21CPP collaborated with the Regulatory Assistance Project - India to host two peer-to-peer exchanges among experts from India, South Africa, Europe, and the United States to discuss the provision of ancillary services, particularly in the context of added variability and uncertainty from renewable energy. This factsheet provides a high level summary of the peer-to-peer consultation.

Studying the Effects of Peer-to-Peer Sharing Economy Platforms on Society

NARCIS (Netherlands)

Westerbeek, J.; Ubacht, J.; van der Voort, H.G.; ten Heuvelhof, E.F.; Scholl, Hans Jochem; Glassey, Olivier; Janssen, Marijn; Klievink, Bram; Lindgren, Ida; Parycek, Peter; Tambouris, Efthimios; Wimmer, Maria; Janowski, Tomasz; Sa Soares, Delfina

2016-01-01

Peer-to-peer sharing economy platforms potentially have big effects on values in society. Policymakers need to develop governance arrangements to benefit from the positive effects, while simultaneously mitigate the negative effects. This requires having a structured overview of the effects of these

Retrieval of past and future positive and negative autobiographical experiences.

Science.gov (United States)

García-Bajos, Elvira; Migueles, Malen

2017-09-01

We studied retrieval-induced forgetting for past or future autobiographical experiences. In the study phase, participants were given cues to remember past autobiographical experiences or to think about experiences that may occur in the future. In both conditions, half of the experiences were positive and half negative. In the retrieval-practice phase, for past and future experiences, participants retrieved either half of the positive or negative experiences using cued recall, or capitals of the world (control groups). Retrieval practice produced recall facilitation and enhanced memory for the practised positive and negative past and future experiences. While retrieval practice on positive experiences did not impair the recall of other positive experiences, we found inhibition for negative past and future experiences when participants practised negative experiences. Furthermore, retrieval practice on positive future experiences inhibited negative future experiences. These positivity biases for autobiographical memory may have practical implications for treatment of emotional disorders.

PEER RELATION SEBAGAI PREDIKTOR UTAMA SCHOOL WELL-BEING SISWA SEKOLAH DASAR

Directory of Open Access Journals (Sweden)

Puspita Adhi Kusuma Wijayanti

2018-06-01

Full Text Available Measuring school well-being in elementary school student is important. The experience of students at school will affect their perception, motivation and hope for their academic life in the future. We used Tripartite School Well-Being Model, based on the interaction among three aspects, namely school satisfaction, positive affect and negative affect. The aim of the study is to identify factors predicting the emergence of student’s positive affect and negative affect in elementary school. A total of 118 elementary school students of Class 6 in Bandung took a part in this study as respondent. The variables in this study were measured using three questionnaires: School Satisfaction, Positive Affect Student at School, and Negative Affect Student at School. Descriptive and inferential statistics through regression analysis was conducted to test the hypothesis. The results show that peer relationship, teacher-student relationship, and academic learning significantly contribute to build the positive affect of the student. Whereas, only the peer relationship predicted the negative affect of the student. This finding brings some practical implication for the educational process. The integrated multidimensional program which involves teacher, parents, peers, and student is crucial to promote student well-being at school.

The influence of previous subject experience on interactions during peer instruction in an introductory physics course: A mixed methods analysis

Science.gov (United States)

Vondruska, Judy A.

Over the past decade, peer instruction and the introduction of student response systems has provided a means of improving student engagement and achievement in large-lecture settings. While the nature of the student discourse occurring during peer instruction is less understood, existing studies have shown student ideas about the subject, extraneous cues, and confidence level appear to matter in the student-student discourse. Using a mixed methods research design, this study examined the influence of previous subject experience on peer instruction in an introductory, one-semester Survey of Physics course. Quantitative results indicated students in discussion pairs where both had previous subject experience were more likely to answer clicker question correctly both before and after peer discussion compared to student groups where neither partner had previous subject experience. Students in mixed discussion pairs were not statistically different in correct response rates from the other pairings. There was no statistically significant difference between the experience pairs on unit exam scores or the Peer Instruction Partner Survey. Although there was a statistically significant difference between the pre-MPEX and post-MPEX scores, there was no difference between the members of the various subject experience peer discussion pairs. The qualitative study, conducted after the quantitative study, helped to inform the quantitative results by exploring the nature of the peer interactions through survey questions and a series of focus groups discussions. While the majority of participants described a benefit to the use of clickers in the lecture, their experience with their discussion partners varied. Students with previous subject experience tended to describe peer instruction more positively than students who did not have previous subject experience, regardless of the experience level of their partner. They were also more likely to report favorable levels of comfort with

Sex-Related Online Behaviors, Perceived Peer Norms and Adolescents’ Experience with Sexual Behavior: Testing an Integrative Model

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Doornwaard, Suzan M.; ter Bogt, Tom F. M.; Reitz, Ellen; van den Eijnden, Regina J. J. M.

2015-01-01

Research on the role of sex-related Internet use in adolescents’ sexual development has often isolated the Internet and online behaviors from other, offline influencing factors in adolescents’ lives, such as processes in the peer domain. The aim of this study was to test an integrative model explaining how receptive (i.e., use of sexually explicit Internet material [SEIM]) and interactive (i.e., use of social networking sites [SNS]) sex-related online behaviors interrelate with perceived peer norms in predicting adolescents’ experience with sexual behavior. Structural equation modeling on longitudinal data from 1,132 Dutch adolescents (Mage T1 = 13.95; range 11-17; 52.7% boys) demonstrated concurrent, direct, and indirect effects between sex-related online behaviors, perceived peer norms, and experience with sexual behavior. SEIM use (among boys) and SNS use (among boys and girls) predicted increases in adolescents’ perceptions of peer approval of sexual behavior and/or in their estimates of the numbers of sexually active peers. These perceptions, in turn, predicted increases in adolescents’ level of experience with sexual behavior at the end of the study. Boys’ SNS use also directly predicted increased levels of experience with sexual behavior. These findings highlight the need for multisystemic research and intervention development to promote adolescents’ sexual health. PMID:26086606

Parenting style, religiosity, peer alcohol use, and adolescent heavy drinking.

Science.gov (United States)

Hoffmann, John P; Bahr, Stephen J

2014-03-01

The purpose of this research was to examine the associations of parenting style, religiosity, and peer alcohol use with alcohol use and heavy drinking. Structural equation modeling was used to estimate direct and indirect associations among 5,419 adolescents ages 12-14 years from the National Longitudinal Study of Youth 1997. Adolescents whose parents were authoritative were less likely to drink heavily than adolescents who experienced neglectful or indulgent parenting styles. Religiosity was negatively associated with heavy drinking after other relevant variables were controlled for. Authoritative parenting appears to have both direct and indirect negative associations with the risk of heavy drinking among adolescents. Authoritative parenting, where monitoring and support are above average, and religiosity might help deter adolescents from heavy drinking, even when adolescents experience peer environments where alcohol use is common. Authoritarian parenting, although it was not associated with heavy drinking, was positively associated with alcohol use and peer alcohol use, thus placing adolescents at some risk.

Research Paper A comparison of peer and non-peer exposure to ...

African Journals Online (AJOL)

Objective: This study examined peer and non-peer unwanted early sexual experiences (UESE) among 3,689 university students to establish whether peer UESE is as coercive and bothersome as non-peer UESE. Method: A self-report checklist was administered to all consenting students attending an orientation ...

Peer Acceptance Protects Global Self-esteem from Negative Effects of Low Closeness to Parents During Adolescence and Early Adulthood

OpenAIRE

Birkeland, Marianne Skogbrott; Breivik, Kyrre; Wold, Bente

2013-01-01

Having a distant relationship with parents seems to increase the risk of developing a more negative global self-esteem. This article describes a longitudinal study of 1,090 Norwegian adolescents from the age of 13–23 (54 % males) that explored whether peer acceptance can act as a moderator and protect global self-esteem against the negative effects of experiencing low closeness in relationships with parents. A quadratic latent growth curve for global self-esteem with closeness to parents and ...

A Student Experience of Peer Assisted Study Sessions in Physiotherapy

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Sole, Gisela; Rose, Andrew; Bennet, Tracey; Jaques, Katrina; Rippon, Zoe; van der Meer, Jacques

2012-01-01

Peer Assisted Study Sessions (PASS) were introduced as an optional learning experience in a Bachelor of Physiotherapy programme. The aim of this study was to evaluate the use of PASS from the student perspective. Eight third year physiotherapy students who had participated in PASS during their second year of training attended a focus group, at…

The Effects of Young Children's Affiliations with Prosocial Peers on Subsequent Emotionality in Peer Interactions

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Fabes, Richard A.; Hanish, Laura D.; Martin, Carol Lynn; Moss, Alicia; Reesing, Amy

2012-01-01

Preschoolers' (60 boys and 64 girls, "M" age = 50.73 months) affiliations with prosocial peers were observed in naturally occurring interactions and then examined in relation to positive and negative emotionality within their peer interactions one semester later. Greater affiliation with prosocial peers in the fall was related to enhanced positive…

Peer Observation of Teaching: Perceptions and Experiences of Teachers in a Primary School in Cyprus

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Karagiorgi, Yiasemina

2012-01-01

This article examines teachers' perceptions of, and experiences with, professional development opportunities involving a school-based project on peer observation of teaching. The study aims to reveal the ways in which seven teachers in one primary school in Cyprus see themselves as agents improving their own and peers' teaching through informal…

Peer-to-peer milk donors' and recipients' experiences and perceptions of donor milk banks.

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Gribble, Karleen D

2013-07-01

To explore the intersection of peer-to-peer milk sharing and donor milk banks. A descriptive survey design containing closed and open-ended questions was used to examine women's perceptions of peer-to-peer milk sharing and milk banking. Closed-ended questions were analyzed using descriptive statistics and conventional qualitative content analysis was used to analyze open-ended responses. Participants were recruited via the Facebook sites of two online milk-sharing networks (Human Milk 4 Human Babies and Eats on Feet). Ninety-eight milk donors and 41 milk recipients who had donated or received breast milk in an arrangement that was facilitated via the Internet. One half of donor recipients could not donate to a milk bank because there were no banks local to them or they did not qualify as donors. Other respondents did not donate to a milk bank because they viewed the process as difficult, had philosophical objections to milk banking, or had a philosophical attraction to peer sharing. Most donor respondents felt it was important to know the circumstances of their milk recipients. No recipient respondents had obtained milk from a milk bank; it was recognized that they would not qualify for banked milk or that banked milk was cost prohibitive. Peer-to-peer milk donors and recipients may differ from milk bank donors and recipients in significant ways. Cooperation between milk banks and peer sharing networks could benefit both groups. © 2013 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

The relationship of previous training and experience of journal peer reviewers to subsequent review quality.

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Michael L Callaham

2007-01-01

Full Text Available BACKGROUND: Peer review is considered crucial to the selection and publication of quality science, but very little is known about the previous experiences and training that might identify high-quality peer reviewers. The reviewer selection processes of most journals, and thus the qualifications of their reviewers, are ill defined. More objective selection of peer reviewers might improve the journal peer review process and thus the quality of published science. METHODS AND FINDINGS: 306 experienced reviewers (71% of all those associated with a specialty journal completed a survey of past training and experiences postulated to improve peer review skills. Reviewers performed 2,856 reviews of 1,484 separate manuscripts during a four-year study period, all prospectively rated on a standardized quality scale by editors. Multivariable analysis revealed that most variables, including academic rank, formal training in critical appraisal or statistics, or status as principal investigator of a grant, failed to predict performance of higher-quality reviews. The only significant predictors of quality were working in a university-operated hospital versus other teaching environment and relative youth (under ten years of experience after finishing training. Being on an editorial board and doing formal grant (study section review were each predictors for only one of our two comparisons. However, the predictive power of all variables was weak. CONCLUSIONS: Our study confirms that there are no easily identifiable types of formal training or experience that predict reviewer performance. Skill in scientific peer review may be as ill defined and hard to impart as is "common sense." Without a better understanding of those skills, it seems unlikely journals and editors will be successful in systematically improving their selection of reviewers. This inability to predict performance makes it imperative that all but the smallest journals implement routine review ratings

Understanding the association between maltreatment history and adolescent risk behavior by examining popularity motivations and peer group control.

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Ellis, Wendy E; Wolfe, David A

2009-10-01

The purpose of the present study was to examine how peer group processes of pressure and control and individual motivations for popularity would add to, and moderate the relationship between, childhood maltreatment and risky behavior in adolescence. A total of 1558 youth (804 girls) from three high schools in Ontario, Canada (M age = 15.02 years, SD = .86) reported on their alcohol use, delinquent behavior, childhood experiences of physical and emotional maltreatment and neglect, peer group processes involving control and individual popularity motivations. Regression analyses showed that, beyond the significant contributions of childhood maltreatment, peer group control predicted risky alcohol use and delinquent behavior. Peer group control and popularity motivations exacerbated the negative effect of physical maltreatment on delinquent behavior. Boys' experiences of peer group control were more strongly linked to alcohol use and delinquent behavior than girls'. These results suggest that there is a significant window of opportunity during adolescence where the peer group context can exacerbate or buffer childhood experiences.

Popularity, likeability, and peer conformity: Four field experiments

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Gommans, R.; Sandstrom, M.J.; Stevens, G.W.J.M.; Bogt, T.F.M. ter; Cillessen, A.H.N.

2017-01-01

Adolescents tend to alter their attitudes and behaviors to match those of others; a peer influence process named peer conformity. This study investigated to what extent peer conformity depended on the status (popularity and likeability) of the influencer and the influencee. The study consisted of

Implications and Benefits of a Long-Term Peer Debriefing Experience on Teacher Researchers

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Cynthia Schneider

2010-05-01

Full Text Available Peer debriefing ensures the trustworthiness of a qualitative research study. Through peer debriefing, the researcher explores the research design, data collection process, and data analysis while colleagues, serving as critical friends, encourage the researcher to examine the research process from multiple perspectives. This paper examines experiences in a peer debriefing group formed by five female teacher researchers as a part of their graduate requirements for doctoral work, and their continued association as they pursued their professional goals. Three themes emerged based on the analysis of team meeting minutes, reflective journal logs, and case reports constructed reflectively by the five participants. These were: (a essential elements of a successful peer debriefing group are commitment, continuity, and individual expectations being met; (b participation can serve as an important development step in preparation as a professional researcher and educator; and (c academic and emotional support provided by a peer debriefing group is a motivating factor leading to researcher’s perceptions of success. These themes highlight the benefits of including peer debriefing as a part of the action research process of teacher researchers as a means of dealing with the ‘messiness’ that novice teachers researchers encounter when conducting action or self-study research.

[Psychosocial risk factors in adolescent tobacco use: negative mood-states, peer group and parenting styles].

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Julià Cano, Albert; Escapa Solanas, Sandra; Marí-Klose, Marga; Marí-Klose, Pau

2012-01-01

There are multiple factors that can affect the risk of tobacco use in adolescence. By analyzing these factors together we can disentangle the specific relevance of each of them in shaping teenagers' individual behavior. The goal of this research study is to deepen our understanding of the relationship between tobacco use in adolescence and socio-demographic and socio-emotional variables. We worked with a representative sample of 2,289 Catalan teenagers (aged 15-18) who responded to a questionnaire drawn up by the Families and Children Panel. Regression models were developed to assess the statistical associations of different mood states (sadness, nervousness and loneliness), peer-group characteristics and parenting styles, with tobacco use. The results indicate that addictive behavior is more likely when teenagers show negative mood states, controlling for socio-demographic variables and other risk factors. Among these additional factors, authoritative parenting styles reduce the risk of tobacco use, compared to authoritarian, permissive and neglectful parenting. Extensive tobacco use within the peer group is the risk factor most strongly associated with teenagers' individual behavior.

Functions of Aggression and Peer Victimization in Elementary School Children: the Mediating Role of Social Preference.

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Manring, Sam; Christian Elledge, L; Swails, Lisette W; Vernberg, Eric M

2018-05-01

This study examined whether social preference was a mechanism that explained the relation between proactive and reactive aggression and peer victimization. Participants were 494 children in grades 2-5. Proactive and reactive aggression was assessed via a self-report measure and indices of social preference and peer victimization were assessed via a peer nomination inventory. Data was collected during the fall and spring of two academic years. The relations among aggression, social preference, and peer victimization varied as a function of aggression and gender. For girls, reactive aggression was a significant negative predictor of social preference. Findings also revealed social preference mediated the relation between reactive aggression and peer victimization for girls. This pathway did not hold for boys. There was some evidence that proactive aggression was negatively associated with peer victimization, but only for girls. Findings from the current study suggest social preference may be a key mechanism through which reactive aggression is associated with future victimization for girls. Boys' aggression was not related to subsequent peer victimization. Future research and intervention efforts should consider gender differences and the function of aggression when investigating children's peer victimization experiences.

They all do it, will you? Event-related potential evidence of herding behavior in online peer-to-peer lending.

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Yu, Haihong; Dan, MengHan; Ma, Qingguo; Jin, Jia

2018-05-14

As herding is a typical characteristic of human behavior, many researchers have found the existence of herding behavior in online peer-to-peer lending through empirical surveys. However, the underlying neural basis of this phenomenon is still unclear. In the current study, we studied the neural activities of herding at decision-making stage and feedback stage using event-related potentials (ERPs). Our results showed that at decision-making stage, larger error related negativity (ERN) amplitude was induced under low-proportion conditions than that of high-proportion conditions. Meanwhile, during feedback stage, negative feedback elicited larger feedback related negativity (FRN) amplitude than that of positive feedback under low-proportion conditions, however, there was no significant FRN difference under high-proportion conditions. The current study suggests that herding behavior in online peer-to-peer lending is related to individual's risk perception and is possible to avoid negative emotions brought by failed investments. Copyright © 2018 Elsevier B.V. All rights reserved.

Notes on Adolescent's Peer Relationships

OpenAIRE

栗本, かおり; Kaori, KURIMOTO; 岩手県立大学社会福祉学部; FACULTY OF SOCIAL WELFARE IWATE PREFECTURAL UNIVERSITY

2003-01-01

The purpose of this paper is to review the influence of adolescents' peer relationships on their psychosocial development. Adolescents influence on each other, though some psychosocial merit and demerit emerge in peer influence on adolescents. The merit improves adolescents' identity, self-esteem, satisfaction of life and happiness, provides support under the crisis as well. A case of the demerit can be seen as the negative peer pressure. Adolescents are willing to conform to the norm of peer...

Negative Experiences on Facebook and Depressive Symptoms Among Young Adults.

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Rosenthal, Samantha R; Buka, Stephen L; Marshall, Brandon D L; Carey, Kate B; Clark, Melissa A

2016-11-01

To examine whether negative Facebook (FB) experiences were independently associated with depressive symptoms among young adults in a longitudinal family cohort. Negative FB experiences were measured by type (e.g., bullying or meanness, unwanted contact, misunderstandings, or any), recency, number of experiences, and severity of upset. Depressive symptoms were assessed using the 10-item Center for Epidemiologic Studies Depression Scale. Generalized estimating equations were used to account for sibling correlation; adjusted models were constructed for each negative FB experience measure accounting for sex, race/ethnicity, social support, adolescent depressive symptoms, parental psychological distress, average monthly income, educational attainment, and employment. In a sample of 264 young adults, all negative FB experience measures were significantly associated with depressive symptoms. There is a clear association between negative FB experience and depressive symptoms. Future work should examine: (1) whether negative FB experiences cause incident depression or exacerbate preexisting depression; and (2) who is most prone to being upset by negative FB experiences. With further research, recommendations for limiting or altering FB use among high-risk subpopulations could be useful in reducing depressive symptoms. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Shy, but funny? Examining peer-valued characteristics as moderators of the associations between anxious-withdrawal and peer outcomes during early adolescence.

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Markovic, Andrea; Bowker, Julie C

2015-04-01

Research has revealed significant heterogeneity in the group-level peer outcomes associated with anxious-withdrawal, but little is known about possible sources of this heterogeneity during early adolescence. This study of 271 young adolescents (49 % female; M age = 11.54 years) examined whether the concurrent and short-term longitudinal (3 month period) associations between peer-nominated anxious-withdrawn behaviors and three group-level peer outcomes (overt victimization, peer acceptance, popularity) varied as a function of peer-valued characteristics (humor, prosocial behavior, physical attractiveness, athletic ability) and gender, after accounting for the effects of involvement in mutual friendships. Regression analyses revealed that the associations between anxious-withdrawal and peer outcomes were moderated by peer-valued characteristics and, in many cases, gender. For example, anxious-withdrawal was related positively to overt victimization for all adolescents who were high in prosocial behavior. But, anxious-withdrawal was related negatively to popularity for adolescent boys who were high in prosocial behavior and adolescent girls who were low in prosocial behavior. Anxious-withdrawal also predicted increases in acceptance for adolescent girls who were high in humor, but decreases in acceptance for adolescent boys who were high in humor. Several additional moderator effects were found for boys only. The findings highlight the importance of considering the unique constellation of characteristics displayed by anxious-withdrawn young adolescents in studies on peer experiences at the group-level of social complexity.

Romantic Relationship Patterns from Adolescence to Emerging Adulthood: Associations with Family and Peer Experiences in Early Adolescence.

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Boisvert, Stéphanie; Poulin, François

2016-05-01

The present study identifies and describes romantic relationship patterns from adolescence to adulthood and examines their associations with family and peer experiences in early adolescence. In a 13-year longitudinal study, 281 youth (58 % girls) identified all their romantic partners each year from the ages of 16-24. Dimensions of family relationships (family cohesion, parent-child conflict) and peer relationships (peer likeability, social withdrawal, close friendships, other-sex friendships) were assessed at age 12. Latent class analyses brought out five distinct romantic relationship patterns and significant associations were found with family and peer relationships in early adolescence. These five romantic relationship patterns appeared to follow a continuum of romantic involvement, with romantic relationship patterns situated a both ends of this continuum (later involvement pattern and intense involvement pattern) being associated with more interpersonal experiences in early adolescence.

Peer Involvement in University Students' Education

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Zlatka Cugmas

2016-12-01

Full Text Available We investigated the correlations between peer involvement in students’ education and their self-perception, attachment style, relationships with peers, personality and well-being. We used the Inventory of parent and peer attachment (Armsden & Greenberg, 1987, Relationship questionnaire (Bartholomew & Horowitz, 1991, Questionnaire of the subjects’ self-perceptions (Cugmas, 2012 and The big five questionnaire (BFQ; Caprara et al, 2002. We developed the questionnaires of peer involvement and subjects’ well-being. Positive relationships with peers, secure attachment style, positive self-perceptions, some personal characteristics and well-being were positively associated with peer support, and negatively with peer pressure.

A peer mentoring group for junior clinician educators: four years' experience.

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Lord, Julie A; Mourtzanos, Emmanuel; McLaren, Kimberly; Murray, Suzanne B; Kimmel, Ryan J; Cowley, Deborah S

2012-03-01

To study the effect of a peer mentoring group (PMG). Six junior clinician educator faculty and one senior faculty at the University of Washington Medical Center's Department of Psychiatry formed a PMG in 2006. The PMG had 30 meetings during 2006-2010. Group format, goals, and meeting agendas were determined solely by participants. Feedback about positive and negative outcomes of participation in the PMG was determined by open-ended response to three sets of questions; qualitative analysis was performed by an outside research consultant. Program evaluation revealed benefits and undesirable or unintended outcomes. Reported benefits were increased workplace satisfaction; improved social connection; increased professional productivity and personal growth/development through accountability, collaboration, mutual learning, support, and information sharing; synergy, collaboration, and diversity of thought; increased involvement in professional activities; opportunity for peer discussions in a safe environment; and increased accountability and motivation. Undesirable or unintentional outcomes were exclusivity, lack of hierarchy, scheduling of meetings, absence of an intentional curriculum, diverse and competing interests, personal-professional enmeshment, and occasional loss of focus due to overemphasis on personal matters. Every member of the PMG was retained, and scholarly productivity increased, as did collaboration with other group members. Participants in this PMG experienced qualitative benefits and perceived advantages in career advancement and scholarly productivity. Negative consequences did not deter participation in the PMG or outweigh benefits. The self-sufficient and low-cost structure makes it particularly portable.

Peer relationships: Differences considering intellectual abilities and age

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Jelić Marija M.

2016-01-01

Full Text Available Problems with peers are more common among children with intellectual disabilities (ID than typical development (TD children. As a lack of research in this field states the heterogeneity of the samples in relation to the level of disability and age, which is important for the ability to plan preventive programs and targeted interventions. The aim of this study was to examine the association between intellectual status and age with peer relationships. The study included 206 students aged 12 to 18 years, of which 76 with mild ID and 130 TD. Peer relationships were measured by Rahim Organizational Conflict Inventory (compromise, problem solving, yielding, avoidance and domination and by The Strenghts and Difficulties Questionnaires, subscale Problems with peers, form for teachers. The main findings showed that students with mild ID have more problems with peers than TD students. Unlike TD students, students with mild IO at secondary school more often yielding and avoidance conflicts. At later age dominance is less frequent in both groups of students, and problem solving and compromise are statistically more frequent in students with mild ID group than in TD peers group. It was concluded that negative social experience of young people with mild ID simultaneously motivate to constructive and destructive ways of resolving conflicts.

Qualitative exploration of relationships between peers in residential addiction treatment.

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Neale, Joanne; Tompkins, Charlotte N E; Strang, John

2018-01-01

Relationships between peers are often considered central to the therapeutic process, yet there is relatively little empirical research either on the nature of peer-to-peer relationships within residential treatment or on how those relationships generate positive behaviour change or facilitate recovery. In this paper, we explore relationships between peers in residential addiction treatment, drawing upon the concept of social capital to frame our analyses. Our study was undertaken during 2015 and 2016 in two English residential treatment services using the same therapeutic community-informed model of treatment. We conducted 22 in-depth interviews with 13 current and 9 former service residents. All interviews were audio-recorded, transcribed verbatim, coded in MAXQDA, and analysed using Iterative Categorisation. Residents reported difficult relationship histories and limited social networks on entry into treatment. Once in treatment, few residents described bonding with their peers on the basis of shared experiences and lifestyles. Instead, interpersonal differences polarised residents in ways that undermined their social capital further. Some senior peers who had been in residential treatment longer acted as positive role models, but many modelled negative behaviours that undermined others' commitment to treatment. Relationships between peers could generate feelings of comfort and connectedness, and friendships developed when residents found things in common with each other. However, residents more often reported isolation, loneliness, wariness, bullying, manipulation, intimidation, social distancing, tensions and conflict. Overall, relationships between peers within residential treatment seemed to generate some positive but more negative social capital; undermining the notion of the community as a method of positive behaviour change. With the caveat that our data have limitations and further research is needed, we suggest that residential treatment providers should

Using peer-assisted learning to teach basic surgical skills: medical students’ experiences

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Mahdi Saleh

2013-08-01

Full Text Available Standard medical curricula in the United Kingdom (UK typically provide basic surgical-skills teaching before medical students are introduced into the clinical environment. However, these sessions are often led by clinical teaching fellows and/or consultants. Depending on the roles undertaken (e.g., session organizers, peer tutors, a peer-assisted learning (PAL approach may afford many benefits to teaching surgical skills. At the University of Keele's School of Medicine, informal PAL is used by the Surgical Society to teach basic surgical skills to pre-clinical students. As medical students who assumed different roles within this peer-assisted model, we present our experiences and discuss the possible implications of incorporating such sessions into UK medical curricula. Our anecdotal evidence suggests that a combination of PAL sessions – used as an adjunct to faculty-led sessions – may provide optimal learning opportunities in delivering a basic surgical skills session for pre-clinical students.

Female peer mentors early in college increase women's positive academic experiences and retention in engineering.

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Dennehy, Tara C; Dasgupta, Nilanjana

2017-06-06

Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women's experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students ( n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women's belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college-the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women's success and retention in engineering, yielding dividends over time.

Sexual experience among emotionally and behaviorally disordered students in therapeutic day schools: an ecological examination of adolescent risk.

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Donenberg, Geri R; Emerson, Erin; Brown, Larry K; Houck, Christopher; Mackesy-Amiti, Mary Ellen

2012-09-01

This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes. A total of 417 13- to 20-year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior. For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys' but not girls' sexual experiences. Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.

The Quality of Experience of Students with and without Special Educational Needs in Everyday Life and When Relating to Peers

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Zurbriggen, Carmen L. A.; Venetz, Martin; Hinni, Chantal

2018-01-01

The aim of this paper is to investigate the quality of experience of students with and without SEN in everyday life in general and when relating to peers in particular: (1) How do they experience everyday school life vs. leisure time? (2) How much time per week do they spend with peers outside school? and (3) How do they experience those peer…

From Racial Discrimination to Risky Sex: Prospective Relations Involving Peers and Parents

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Roberts, Megan E.; Gibbons, Frederick X.; Gerrard, Meg; Weng, Chih-Yuan; Murry, Velma M.; Simons, Leslie G.; Simons, Ronald L.; Lorenz, Frederick O.

2012-01-01

This study investigated how early experience with racial discrimination affected the subsequent risky sexual behaviors of a diverse sample of African American youths (N = 745). The analyses focused on 3 risk-promoting factors thought to mediate the hypothesized discrimination--risky sex relation: negative affect, affiliation with deviant peers,…

Which peer teaching methods do medical students prefer?

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Jayakumar, Nithish; Srirathan, Danushan; Shah, Rishita; Jakubowska, Agnieszka; Clarke, Andrew; Annan, David; Albasha, Dekan

2016-01-01

The beneficial effects of peer teaching in medical education have been well-described in the literature. However, it is unclear whether students prefer to be taught by peers in small or large group settings. This study's aim was to identify differences in medical students' preferences and perceptions of small-group versus large-group peer teaching. Questionnaires were administered to medical students in Year 3 and Year 4 (first 2 years of clinical training) at one institution in the United Kingdom to identify their experiences and perceptions of small-and large-group peer teaching. For this study, small-group peer teaching was defined as a tutorial, or similar, taught by peer tutor to a group of 5 students or less. Large-group peer teaching was defined as a lecture, or similar, taught by peer tutors to a group of more than 20 students. Seventy-three students (81% response rate) completed the questionnaires (54% males; median age of 23). Nearly 55% of respondents reported prior exposure to small-group peer teaching but a larger proportion of respondents (86%) had previously attended large-group peer teaching. Of all valid responses, 49% did not have a preference of peer teaching method while 47% preferred small-group peer teaching. The majority of Year 3 students preferred small-group peer teaching to no preference (62.5% vs 37.5%, Fisher's exact test; P = 0.035) whereas most Year 4 students did not report a particular preference. Likert-scale responses showed that the majority of students held negative perceptions about large-group peer teaching, in comparison with small-group peer teaching, with respect to (1) interactivity, (2) a comfortable environment to ask questions, and (3) feedback received. Most respondents in this study did not report a preference for small-versus large-group settings when taught by peers. More Year 3 respondents were likely to prefer small-group peer teaching as opposed to Year 4 respondents.

Peer Education from the Perspective of Peer Educators

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Karaca, Aysel; Akkus, Dilek; Sener, Dilek Konuk

2018-01-01

Peer educators (PEs) have a significant role in providing education on various health issues like smoking, alcohol, and other substance use. This study aimed to determine the experiences and opinions of PEs regarding a peer education program. Using the qualitative research method, data were collected from the study sample, which consisted of 23…

Minority acculturation and peer rejection: Costs of acculturation misfit with peer-group norms.

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Celeste, Laura; Meeussen, Loes; Verschueren, Karine; Phalet, Karen

2016-09-01

How do minority adolescents' personal acculturation preferences and peer norms of acculturation affect their social inclusion in school? Turkish and Moroccan minority adolescents (N = 681) reported their preferences for heritage culture maintenance, mainstream culture adoption, and their experiences of peer rejection as a key indicator of adjustment problems. Additionally, we aggregated peer acculturation norms of maintenance and adoption within ethnically diverse classrooms (N = 230 in 50 Belgian schools), distinguishing between co-ethnic (Turkish or Moroccan classmates only, N = 681) and cross-ethnic norms (also including N = 1,930 other classmates). Cross-ethnic peer-group norms (of adoption and maintenance) and co-ethnic norms (of maintenance, marginally) predicted minority experiences of peer rejection (controlling for ethnic composition). Moreover, misfit of minorities' own acculturation preferences with both cross-ethnic and co-ethnic peer-group norms was harmful. When cross-ethnic norms stressed adoption, 'integrationist' minority youth - who combined culture adoption with maintenance - experienced most peer rejection. Yet, when co-ethnic peers stressed maintenance, 'assimilationist' minority youth experienced most rejection. In conclusion, acculturation misfit with peer-group norms is a risk factor for minority inclusion in ethnically diverse environments. © 2016 The British Psychological Society.

Implementing mental health peer support: a South Australian experience.

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Franke, Carmen C D; Paton, Barbara C; Gassner, Lee-Anne J

2010-01-01

Mental illness is among the greatest causes of disability, diminished quality of life and reduced productivity. Mental health policy aims to reform services to meet consumers' needs and one of the strategies is to increase the number of consumers working in the mental health service system. In South Australia, the Peer Work Project was established to provide a program for the training of consumers to work alongside mental health services. The project developed a flexible training pathway that consisted of an information session, the Introduction to Peer Work (IPW) course and further training pathways for peer workers. External evaluation indicated that the IPW course was a good preparation for peer workers, but a crucial factor in the implementation process of employing peer workers was commitment and leadership within the organisation in both preparing the organisation and supporting peer workers in their role. To assist organisations wanting to employ peer workers, a three step model was developed: prepare, train and support. The project has been successful in establishing employment outcomes for IPW graduates. The outcomes increased with time after graduation and there was a shift from voluntary to paid employment.

Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

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McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students

Innovating the Experience of Peer Learning and Earth Science Education in the Field

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Scoates, J. S.; Hanano, D. W.; Weis, D.; Bilenker, L.; Sherman, S. B.; Gilley, B.

2017-12-01

The use of active learning and collaborative strategies is widely gaining momentum at the university level and is ideally suited to field instructional settings. Peer learning, when students learn with and from each other, is based on the principle that students learn in a more profound way by explaining their ideas to others and by participating in activities in which they can learn from their peers. The Multidisciplinary Applied Geochemistry Network (MAGNET), an NSERC Collaborative Research and Training Experience (CREATE) initiative in Canada, recently experimented with this approach during its fourth annual workshop in August 2016. With a group of 25 geochemistry graduate students from universities across Canada, three remarkable field sites in Montana and Wyoming were explored: the Stillwater Complex, the Beartooth Mountains, and Yellowstone National Park. Rather than developing a rigorous teaching curriculum led by faculty, groups of students were tasked with designing and delivering half-day teaching modules that included field activities at each of the locations. Over the course of two months and with feedback from mentors, the graduate students transformed their ideas into formal lesson plans, complete with learning goals, a schedule of teaching activities, equipment lists, and plans for safety and environmental mitigation. This shift, from teacher-centered to learner-centered education, requires students to take greater initiative and responsibility for their own learning and development. We highlight the goals, structure and implementation of the workshop, as well as some of the successes and challenges. We also present the results of participant feedback taken immediately after each lesson and both pre- and post-trip surveys. The outdoor classroom and hands-on activities accelerated learning of field techniques and enhanced understanding of complex geological systems and processes. The trainee-led format facilitated peer knowledge transfer and the

The "peer" in "peer review"

Science.gov (United States)

Perry, Gad; Bertoluci, Jaime; Bury, R. Bruce; Hansen, Robert W.; Jehle, Robert; Measey, John; Moon, Brad R.; Muths, Erin L.; Zuffi, Marco A.L.

2011-01-01

Peer review is the best available mechanism for assessing and improving the quality of scientific work. As herpetology broadens its disciplinary and geographic boundaries, high-quality external review is ever more essential. We are writing this editorial jointly because the review process has become increasingly difficult. The resulting delays slow publication times, negatively affect performance reviews, tenure, promotions, and grant proposal success. It harms authors, agencies, and institutions (Ware 2011).

The Influence of Self-Ratings versus Peer Ratings on Supervisors' Performance Judgments.

Science.gov (United States)

Makiney; Levy

1998-06-01

This study investigated the extent to which supervisors use feedback from outside sources in making performance judgments. A simulation was conducted in which participants with organizational supervisory experience made an initial performance judgment about a profiled employee. Participants then received additional information that was discrepant from their initial judgment (positive or negative) from one of two sources (the profiled employee himself or one of his peers). The direction of the discrepant information and its source interacted in determining final ratings, such that, participants were more likely to use discrepant information to alter their performance judgments in a consistent direction when the source was a peer than when the source was the employee himself. Furthermore, participants' opinions about the usefulness of peer information for performance judgments moderated this interaction. Specifically, participants who believed that information from an employee's peers was useful, were more likely to use discrepant information provided by a peer when making final performance judgments than were participants who did not believe that information from an employee's peers was useful. Copyright 1998 Academic Press.

Dataset of two experiments of the application of gamified peer assessment model into online learning environment MeuTutor.

Science.gov (United States)

Tenório, Thyago; Bittencourt, Ig Ibert; Isotani, Seiji; Pedro, Alan; Ospina, Patrícia; Tenório, Daniel

2017-06-01

In this dataset, we present the collected data of two experiments with the application of the gamified peer assessment model into online learning environment MeuTutor to allow the comparison of the obtained results with others proposed models. MeuTutor is an intelligent tutoring system aims to monitor the learning of the students in a personalized way, ensuring quality education and improving the performance of its members (Tenório et al., 2016) [1]. The first experiment evaluated the effectiveness of the peer assessment model through metrics as final grade (result), time to correct the activities and associated costs. The second experiment evaluated the gamification influence into peer assessment model, analyzing metrics as access number (logins), number of performed activities and number of performed corrections. In this article, we present in table form for each metric: the raw data of each treatment; the summarized data; the application results of the normality test Shapiro-Wilk; the application results of the statistical tests T -Test and/or Wilcoxon. The presented data in this article are related to the article entitled "A gamified peer assessment model for on-line learning environments in a competitive context" (Tenório et al., 2016) [1].

Adolescents, peers, and motor vehicles: the perfect storm?

Science.gov (United States)

Allen, Joseph P; Brown, B Bradford

2008-09-01

Motor-vehicle crashes are a leading cause of death among teenagers and in many instances appear linked to negative peer influences on adolescent driving behavior. This article examines a range of developmental and structural factors that potentially increase the risks associated with adolescent driving. Developmental risk factors for adolescents include a propensity toward engaging in deviant and risky behavior, a desire to please peers, and the potential cost to an adolescent of alienating peers with his or her behavior while driving. Structural features of the driving situation that create risks for negative peer influences on driving behavior include the inability of adolescents to look at peers who may be pressuring them, divided attention, the need to behave in a conventional manner among peers who may not value conventional behavior, and the lack of accountability by peers for the effects of any risky driving they promote. A range of potential peer influences are considered, including passive and active distraction and direct disruption of driving, as well as more positive influences, such as peer modeling of good driving behavior and positive reinforcement of good driving. Although the range of risk factors created by peers is large, this range presents a number of promising targets for intervention to improve teen driving safety.

The learner as co-creator: A new peer review and self-assessment feedback form created by student nurses.

Science.gov (United States)

Duers, Lorraine E

2017-11-01

Engagement with peer review and self-assessment is not always regarded by student nurses as an activity that results in a positive learning experience. Literature indicates that withdrawal from the learning process becomes attractive to individuals affected by a negative experience of peer review. Literature also provides examples of student nurses' feeling 'torn to shreds' during the process of peer review, resulting in loss of confidence and self-esteem. An influencing factor in such situations appears to be the absence of specific learner-driven criteria against which student nurses can assess peer and self-performance. The idea was thus ignited, that creation and utilisation of a learner-driven feedback form might potentially prevent, or at least minimise, the possibility of negative peer review experience. Set within the context of a pre-registration nursing programme, within a Higher Education institution, student nurses (n=25), created a peer review/self-assessment feedback form. Its potential cross-discipline, global applicability is reasonably speculated. Purposive sampling, followed by Stratified Random sampling, maximised participant variation. Data collection took place on 34 occasions, utilising focus group discussions using Nominal Group Technique, a practical task which was video recorded for mediating artefact purposes, and individual interviews. Analysis was concept and theme driven. The study found that participants desired a new feedback form that specifically asks the evaluator to judge human qualities, such as 'compassion' and 'kindness', in addition to the skills and knowledge criteria that any peer review or self-assessment form used currently had incorporated. Providing the participants with the opportunity to develop criteria, against which performance could be measured, with emphasis being afforded to student inclusivity and resultant shift in power balance from the educator to the learner, embraces the idea of teaching and learning in the

Female peer mentors early in college increase women’s positive academic experiences and retention in engineering

Science.gov (United States)

Dasgupta, Nilanjana

2017-01-01

Scientific and engineering innovation is vital for American competitiveness, quality of life, and national security. However, too few American students, especially women, pursue these fields. Although this problem has attracted enormous attention, rigorously tested interventions outside artificial laboratory settings are quite rare. To address this gap, we conducted a longitudinal field experiment investigating the effect of peer mentoring on women’s experiences and retention in engineering during college transition, assessing its impact for 1 y while mentoring was active, and an additional 1 y after mentoring had ended. Incoming women engineering students (n = 150) were randomly assigned to female or male peer mentors or no mentors for 1 y. Their experiences were assessed multiple times during the intervention year and 1-y postintervention. Female (but not male) mentors protected women’s belonging in engineering, self-efficacy, motivation, retention in engineering majors, and postcollege engineering aspirations. Counter to common assumptions, better engineering grades were not associated with more retention or career aspirations in engineering in the first year of college. Notably, increased belonging and self-efficacy were significantly associated with more retention and career aspirations. The benefits of peer mentoring endured long after the intervention had ended, inoculating women for the first 2 y of college—the window of greatest attrition from science, technology, engineering, and mathematics (STEM) majors. Thus, same-gender peer mentoring for a short period during developmental transition points promotes women’s success and retention in engineering, yielding dividends over time. PMID:28533360

Brief report: personality correlates of susceptibility to peer influence in adolescence.

Science.gov (United States)

Stautz, Kaidy; Cooper, Andrew

2014-06-01

Adolescents show a heightened susceptibility to peer influence compared to adults. Individual differences in this susceptibility exist, yet there has been little effort to link these with broader personality processes. Reward sensitivity and impulsive behaviour are also heightened in adolescence and could affect the tendency to be influenced by peers. This study examined associations between self-reported resistance to peer influence, facets of reward sensitivity and impulsivity, and subjective social status in a sample of 269 British sixth form students (mean age 16.79). Multiple regression analyses showed that negative and positive urgency were significantly negatively associated with resistance to peer influence. The relationship between negative urgency and resistance was moderated by subjective social status, such that individuals reporting low status showed a stronger negative relationship. Results suggest that a susceptibility to peer influence is linked with a tendency to act impulsively when in heightened emotional states. Adolescents high in negative urgency who feel lower in their social hierarchy may be particularly vulnerable. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

A peer-led approach to promoting health education in schools: The views of peers

Directory of Open Access Journals (Sweden)

JM Frantz

2015-02-01

Full Text Available Peer-led health promotion strategies in schools have been found to be effective in promoting healthy behaviours amongst youth. This study aimed to evaluate the views of the peer educators in implementing a health education programme using a qualitative approach. Informal discussions and eight in-depth interviews were used to explore the views of the 10 peer educators. Information from the interviews was transcribed verbatim, analysed, and coded thematically. The themes that emerged from the analysis of the informal discussion and in-depth interviews were grouped into categories, which included peer educators' experience of implementing the intervention, personal growth and experience with interacting with young people, and personal reflection on the presentation of the intervention. The role of peer educators was shown to be crucial to the success of peer-led programmes, but it is clear that equipping and supporting them through the process of implementation is essential.

Time spent with friends in adolescence relates to less neural sensitivity to later peer rejection.

Science.gov (United States)

Masten, Carrie L; Telzer, Eva H; Fuligni, Andrew J; Lieberman, Matthew D; Eisenberger, Naomi I

2012-01-01

Involvement with friends carries many advantages for adolescents, including protection from the detrimental effects of being rejected by peers. However, little is known about the mechanisms through which friendships may serve their protective role at this age, or the potential benefit of these friendships as adolescents transition to adulthood. As such, this investigation tested whether friend involvement during adolescence related to less neural sensitivity to social threats during young adulthood. Twenty-one adolescents reported the amount of time they spent with friends outside of school using a daily diary. Two years later they underwent an fMRI scan, during which they were ostensibly excluded from an online ball-tossing game by two same-age peers. Findings from region of interest and whole brain analyses revealed that spending more time with friends during adolescence related to less activity in the dorsal anterior cingulate cortex and anterior insula--regions previously linked with negative affect and pain processing--during an experience of peer rejection 2 years later. These findings are consistent with the notion that positive relationships during adolescence may relate to individuals being less sensitive to negative social experiences later on.

"Peer Pressure" and the Group Process: Building Cultures of Concern

Science.gov (United States)

Tate, Thomas F.; Copas, Randall L.

2010-01-01

Peer group treatment has been subject to two main lines of criticism. Some suggest any program which aggregates antisocial youth inevitably fosters negative peer influence. Others are concerned that certain peer programs are based on coercive peer confrontation. Positive Peer Culture [PPC] is an antidote to both of these varieties of toxic group…

Undergraduate nursing student mentors' experiences of peer mentoring in Korea: A qualitative analysis.

Science.gov (United States)

Won, Mi-Ra; Choi, Yun-Jung

2017-04-01

Although mentoring involves the achievement of a mutual relationship between mentors and mentees, most studies have focused on the effects of mentoring on the mentees rather than that on the mentors, which necessitates the need to identify mentors' experiences to provide original resources for mentoring. The purpose of this study was to explore the mentoring experience of nursing students who participated as mentors in a mentoring learning program, to offer evidence-based resources for nursing educators to develop mentoring programs and to use mentorship as an educational method. A qualitative content analysis of transcribed focus groups was conducted to describe and explore the undergraduate nursing students' mentoring experiences. This study was conducted in two nursing schools in South Korea. Fifteen student mentors from the peer mentoring program participated in the present study. They were aged between 21 and 24years, and 87% of the participants were female. The experiences of the mentors were explored through focus groups, and the collected data were analyzed by content analysis. The mentors' experiences could be summarized by the core theme, "Self-growth as a leader," consisting of the following themes: taking pride, guiding mentees, coping with conflicts, and building leadership. The themes and codes derived from mentors' experiences would provide evidence-based guidelines and resources for nursing educators and professionals in related disciplines regarding successful peer mentoring, which could facilitate self-growth and foster the development of leadership skills in undergraduate students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Two decades of external peer review of cancer care in general hospitals; the Dutch experience.

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Kilsdonk, Melvin J; Siesling, Sabine; Otter, Rene; van Harten, Wim H

2016-03-01

External peer review was introduced in general hospitals in the Netherlands in 1994 to assess and improve the multidisciplinary team approach in cancer care. This paper aims to explore the value, perceived impact, and (future) role of external peer review in cancer care. Semistructured interviews were held with clinicians, oncology nurses, and managers from fifteen general hospitals that participated in three rounds of peer review over a period of 16 years. Interviewees reflected on the goals and expectations, experiences, perceived impact, and future role of external peer review. Transcriptions of the interviews were coded to discover recurrent themes. Improving clinical care and organization were the main motives for participation. Positive impact was perceived on multiple aspects of care such as shared responsibilities, internal prioritization of cancer care, improved communication, and a clear structure and position of cancer care within general hospitals. Establishing a direct relationship between the external peer review and organizational or clinical impact proved to be difficult. Criticism was raised on the content of the program being too theoretical and organization-focussed after three rounds. According to most stakeholders, external peer review can improve multidisciplinary team work in cancer care; however, the acceptance is threatened by a perceived disbalance between effort and visible clinical impact. Leaner and more clinically focused programs are needed to keep repeated peer reviews challenging and worthwhile. © 2015 The Authors. Cancer Medicine published by John Wiley & Sons Ltd.

Re-Viewing Peer Review

Science.gov (United States)

Flynn, Elizabeth A.

2011-01-01

In this article, the author revisits her essay, "Students as Readers of Their Classmates' Writing," by providing a review of the literature on peer review over the past three decades and comments on patterns she sees in waves of peer review research and theorizing. She describes her subsequent experience with peer review in her own classes, and…

Financial services employees' experience of peer-led and clinician-led critical incident stress debriefing following armed robberies.

Science.gov (United States)

Simms-Ellis, R; Madill, A

2001-01-01

This study investigates financial services employees' experience of critical incident stress debriefing (CISD) and their views about peers and clinicians as facilitators. Semi-structured interview accounts of four participants who had experienced both peer-led and clinician-led CISD were analyzed using grounded theory. A core category, ambivalence, permeated each interview and divided into two poles: pathologizing and normalizing. The most frequently occurring sub-category was a dislike of professionalism. Participants preferred the peer debriefer who was perceived to have more personal involvement and with whom they felt more empowered and understood. The findings suggest that the status of the debriefer as 'peer' or 'clinician' may be a crucial variable in the effectiveness of CISD and should be considered when reviewing the outcome literature.

Impact of physical maltreatment on the regulation of negative affect and aggression.

Science.gov (United States)

Shackman, Jessica E; Pollak, Seth D

2014-11-01

Physically maltreated children are at risk for developing externalizing behavioral problems characterized by reactive aggression. The current experiment tested the relationships between individual differences in a neural index of social information processing, histories of child maltreatment, child negative affect, and aggressive behavior. Fifty boys (17 maltreated) performed an emotion recognition task while the P3b component of the event-related potential was recorded to index attention allocation to angry faces. Children then participated in a peer-directed aggression task. Negative affect was measured by recording facial electromyography, and aggression was indexed by the feedback that children provided to a putative peer. Physically maltreated children exhibited greater negative affect and more aggressive behavior, compared to nonmaltreated children, and this relationship was mediated by children's allocation of attention to angry faces. These data suggest that physical maltreatment leads to inappropriate regulation of both negative affect and aggression, which likely place maltreated children at increased risk for the development and maintenance of externalizing behavior disorders.

Dataset of two experiments of the application of gamified peer assessment model into online learning environment MeuTutor

Directory of Open Access Journals (Sweden)

Thyago Tenório

2017-06-01

Full Text Available In this dataset, we present the collected data of two experiments with the application of the gamified peer assessment model into online learning environment MeuTutor to allow the comparison of the obtained results with others proposed models. MeuTutor is an intelligent tutoring system aims to monitor the learning of the students in a personalized way, ensuring quality education and improving the performance of its members (Tenório et al., 2016 [1]. The first experiment evaluated the effectiveness of the peer assessment model through metrics as final grade (result, time to correct the activities and associated costs. The second experiment evaluated the gamification influence into peer assessment model, analyzing metrics as access number (logins, number of performed activities and number of performed corrections. In this article, we present in table form for each metric: the raw data of each treatment; the summarized data; the application results of the normality test Shapiro–Wilk; the application results of the statistical tests T-Test and/or Wilcoxon. The presented data in this article are related to the article entitled “A gamified peer assessment model for on-line learning environments in a competitive context” (Tenório et al., 2016 [1].

Positive Youth Psychology: Lessons from Positive Peer Culture

Science.gov (United States)

Steinebach, Christoph; Steinebach, Ursula; Brendtro, Larry K.

2013-01-01

Positive Peer Culture (PPC) is a strength-oriented approach developed by Vorrath and Brendtro (1985) to prevent or reverse negative peer influence by building a climate of peer concern and respect. PPC operates in a range of settings including residential treatment, alternative schools, juvenile justice, and youth leadership groups. It is an…

Friends' drinking norms and male adolescents' alcohol consumption: The moderating role of performance-based peer influence susceptibility.

Science.gov (United States)

Teunissen, Hanneke A; Kuntsche, Emmanuel; Scholte, Ron H J; Spijkerman, Renske; Prinstein, Mitchell J; Engels, Rutger C M E

2016-12-01

This study examined whether the relationship between friends' drinking norms and male adolescents' alcohol use is moderated by performance-based peer influence susceptibility. Seventy-three male adolescents (M = 17 years) from three schools in the Netherlands were exposed to the drinking norms of "peers" (electronic confederates) in a chat room experiment. These peers were either popular or unpopular, and conveyed pro- or anti-alcohol norms. Peer influence susceptibility was defined as the change in adolescents' answers before and after exposure to the peer norms. Multilevel regression analyses indicated that the relationship between friends' drinking norms and adolescents' alcohol use (assessed during eight weekends) was moderated by susceptibility to the pro-alcohol norms of popular peers. This relationship was stronger for adolescents who were highly susceptible. These findings suggest that a behavioral measure of peer influence susceptibility could be useful in alcohol prevention programs to select adolescents at risk for negative peer socialization. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. All rights reserved.

Online Peer-to-Peer Communities in the Daily Lives of People With Chronic Illness

DEFF Research Database (Denmark)

Kingod, Natasja; Cleal, Bryan; Wahlberg, Ayo

2017-01-01

This qualitative systematic review investigated how individuals with chronic illness experience online peer-to-peer support and how their experiences influence daily life with illness. Selected studies were appraised by quality criteria focused upon research questions and study design, participant...... selection, methods of data collection, and methods of analysis. Four themes were identified: (a) illness-associated identity work, (b) social support and connectivity, (c) experiential knowledge sharing, and (d) collective voice and mobilization. Findings indicate that online peer-to-peer communities...... everyday life with illness. This type of knowledge was perceived as extending far beyond medical care. Online communities were also used to mobilize and raise collective awareness about illness-specific concerns....

The Influence of Peers During Adolescence: Does Homophobic Name Calling by Peers Change Gender Identity?

Science.gov (United States)

DeLay, Dawn; Lynn Martin, Carol; Cook, Rachel E; Hanish, Laura D

2018-03-01

Adolescents actively evaluate their identities during adolescence, and one of the most salient and central identities for youth concerns their gender identity. Experiences with peers may inform gender identity. Unfortunately, many youth experience homophobic name calling, a form of peer victimization, and it is unknown whether youth internalize these peer messages and how these messages might influence gender identity. The goal of the present study was to assess the role of homophobic name calling on changes over the course of an academic year in adolescents' gender identity. Specifically, this study extends the literature using a new conceptualization and measure of gender identity that involves assessing how similar adolescents feel to both their own- and other-gender peers and, by employing longitudinal social network analyses, provides a rigorous analytic assessment of the impact of homophobic name calling on changes in these two dimensions of gender identity. Symbolic interaction perspectives-the "looking glass self"-suggest that peer feedback is incorporated into the self-concept. The current study tests this hypothesis by determining if adolescents respond to homophobic name calling by revising their self-view, specifically, how the self is viewed in relation to both gender groups. Participants were 299 6th grade students (53% female). Participants reported peer relationships, experiences of homophobic name calling, and gender identity (i.e., similarity to own- and other-gender peers). Longitudinal social network analyses revealed that homophobic name calling early in the school year predicted changes in gender identity over time. The results support the "looking glass self" hypothesis: experiencing homophobic name calling predicted identifying significantly less with own-gender peers and marginally more with other-gender peers over the course of an academic year. The effects held after controlling for participant characteristics (e.g., gender), social

Gender nonconformity, sexual orientation, and Dutch adolescents' relationship with peers

NARCIS (Netherlands)

Bos, H.; Sandfort, T.

2015-01-01

Same-sex attraction and gender nonconformity have both been shown to negatively affect the relationships of adolescents with their peers. It is not clear, though, whether same-sex attracted adolescents are more likely to have negative peer relationships because they are same-sex attracted or because

Peer Influence on Aggressive Behavior, Smoking, and Sexual Behavior: A Study of Randomly-assigned College Roommates.

Science.gov (United States)

Li, Yi; Guo, Guang

2016-09-01

Identifying casual peer influence is a long-standing challenge to social scientists. Using data from a natural experiment of randomly-assigned college roommates (N = 2,059), which removes the threat of friend selection, we investigate peer effects on aggressive behavior, smoking, and concurrent sexual partnering. The findings suggest that the magnitude and direction of peer influence depend on predisposition, gender, and the nature of the behavior. Peer effects on individuals predisposed toward a given behavior tend to be larger than peer effects on individuals without such a predisposition. We find that the influence of roommates on aggressive behavior is more pronounced among male students than among female students; roommate effects on smoking are negative among female students and male students who did not smoke before college. For concurrent sexual partnering, a highly private behavior, we find no evidence of peer effects. © American Sociological Association 2016.

Naturally Occurring Peer Support through Social Media: The Experiences of Individuals with Severe Mental Illness Using YouTube

Science.gov (United States)

Naslund, John A.; Grande, Stuart W.; Aschbrenner, Kelly A.; Elwyn, Glyn

2014-01-01

Increasingly, people with diverse health conditions turn to social media to share their illness experiences or seek advice from others with similar health concerns. This unstructured medium may represent a platform on which individuals with severe mental illness naturally provide and receive peer support. Peer support includes a system of mutual giving and receiving where individuals with severe mental illness can offer hope, companionship, and encouragement to others facing similar challenges. In this study we explore the phenomenon of individuals with severe mental illness uploading videos to YouTube, and posting and responding to comments as a form of naturally occurring peer support. We also consider the potential risks and benefits of self-disclosure and interacting with others on YouTube. To address these questions, we used qualitative inquiry informed by emerging techniques in online ethnography. We analyzed n = 3,044 comments posted to 19 videos uploaded by individuals who self-identified as having schizophrenia, schizoaffective disorder, or bipolar disorder. We found peer support across four themes: minimizing a sense of isolation and providing hope; finding support through peer exchange and reciprocity; sharing strategies for coping with day-to-day challenges of severe mental illness; and learning from shared experiences of medication use and seeking mental health care. These broad themes are consistent with accepted notions of peer support in severe mental illness as a voluntary process aimed at inclusion and mutual advancement through shared experience and developing a sense of community. Our data suggest that the lack of anonymity and associated risks of being identified as an individual with severe mental illness on YouTube seem to be overlooked by those who posted comments or uploaded videos. Whether or not this platform can provide benefits for a wider community of individuals with severe mental illness remains uncertain. PMID:25333470

Naturally occurring peer support through social media: the experiences of individuals with severe mental illness using YouTube.

Directory of Open Access Journals (Sweden)

John A Naslund

Full Text Available Increasingly, people with diverse health conditions turn to social media to share their illness experiences or seek advice from others with similar health concerns. This unstructured medium may represent a platform on which individuals with severe mental illness naturally provide and receive peer support. Peer support includes a system of mutual giving and receiving where individuals with severe mental illness can offer hope, companionship, and encouragement to others facing similar challenges. In this study we explore the phenomenon of individuals with severe mental illness uploading videos to YouTube, and posting and responding to comments as a form of naturally occurring peer support. We also consider the potential risks and benefits of self-disclosure and interacting with others on YouTube. To address these questions, we used qualitative inquiry informed by emerging techniques in online ethnography. We analyzed n = 3,044 comments posted to 19 videos uploaded by individuals who self-identified as having schizophrenia, schizoaffective disorder, or bipolar disorder. We found peer support across four themes: minimizing a sense of isolation and providing hope; finding support through peer exchange and reciprocity; sharing strategies for coping with day-to-day challenges of severe mental illness; and learning from shared experiences of medication use and seeking mental health care. These broad themes are consistent with accepted notions of peer support in severe mental illness as a voluntary process aimed at inclusion and mutual advancement through shared experience and developing a sense of community. Our data suggest that the lack of anonymity and associated risks of being identified as an individual with severe mental illness on YouTube seem to be overlooked by those who posted comments or uploaded videos. Whether or not this platform can provide benefits for a wider community of individuals with severe mental illness remains uncertain.

Naturally occurring peer support through social media: the experiences of individuals with severe mental illness using YouTube.

Science.gov (United States)

Naslund, John A; Grande, Stuart W; Aschbrenner, Kelly A; Elwyn, Glyn

2014-01-01

Increasingly, people with diverse health conditions turn to social media to share their illness experiences or seek advice from others with similar health concerns. This unstructured medium may represent a platform on which individuals with severe mental illness naturally provide and receive peer support. Peer support includes a system of mutual giving and receiving where individuals with severe mental illness can offer hope, companionship, and encouragement to others facing similar challenges. In this study we explore the phenomenon of individuals with severe mental illness uploading videos to YouTube, and posting and responding to comments as a form of naturally occurring peer support. We also consider the potential risks and benefits of self-disclosure and interacting with others on YouTube. To address these questions, we used qualitative inquiry informed by emerging techniques in online ethnography. We analyzed n = 3,044 comments posted to 19 videos uploaded by individuals who self-identified as having schizophrenia, schizoaffective disorder, or bipolar disorder. We found peer support across four themes: minimizing a sense of isolation and providing hope; finding support through peer exchange and reciprocity; sharing strategies for coping with day-to-day challenges of severe mental illness; and learning from shared experiences of medication use and seeking mental health care. These broad themes are consistent with accepted notions of peer support in severe mental illness as a voluntary process aimed at inclusion and mutual advancement through shared experience and developing a sense of community. Our data suggest that the lack of anonymity and associated risks of being identified as an individual with severe mental illness on YouTube seem to be overlooked by those who posted comments or uploaded videos. Whether or not this platform can provide benefits for a wider community of individuals with severe mental illness remains uncertain.

Social Skills as a Mediator between Anxiety Symptoms and Peer Interactions among Children and Adolescents

Science.gov (United States)

Motoca, Luci M.; Williams, Sandra; Silverman, Wendy K.

2012-01-01

Objective The present study used a cross-sectional design to examine the relations among youth anxiety symptoms, positive and negative peer interactions, and social skills. Also examined was the mediating role of social skills in the relations between youth anxiety symptoms and positive and negative peer interactions. Youth sex and age were examined as moderators. Method The sample consisted of 397 children and adolescents (M = 10.11 years; 53.4% boys; 74.8% Hispanic Latino) referred to an anxiety disorders clinic. Anxiety symptoms, positive and negative peer interactions, and social skills were assessed using youth and parent ratings. Results Structural equation modeling results indicated that for youth ratings only, youth anxiety symptoms were negatively related to positive peer interactions controlling for primary social phobia and comorbid depressive disorders. For both youth and parent ratings, youth anxiety symptoms were positively related to negative peer interactions and negatively related to social skills. Also for both youth and parent ratings, social skills mediated the relations between youth anxiety symptoms and positive and negative peer interactions. For parent ratings only, the effects of youth anxiety symptoms and social skills on peer interactions were significantly moderated by youth age. Youth sex was not a significant moderator using youth and parent ratings. Conclusions Findings suggest difficulties with social skills and peer interactions are problematic features of youth referred for anxiety problems. Findings highlight the need to improve understanding of anxiety symptoms, social skills, and peer interactions in this population. PMID:22471319

Social skills as a mediator between anxiety symptoms and peer interactions among children and adolescents.

Science.gov (United States)

Motoca, Luci M; Williams, Sandra; Silverman, Wendy K

2012-01-01

The present study used a cross-sectional design to examine the relations among youth anxiety symptoms, positive and negative peer interactions, and social skills. Also examined was the mediating role of social skills in the relations between youth anxiety symptoms and positive and negative peer interactions. Youth sex and age were examined as moderators. The sample consisted of 397 children and adolescents (M = 10.11 years; 53.4% boys; 74.8% Hispanic Latino) referred to an anxiety disorders clinic. Anxiety symptoms, positive and negative peer interactions, and social skills were assessed using youth and parent ratings. Structural equation modeling results indicated that for youth ratings only, youth anxiety symptoms were negatively related to positive peer interactions controlling for primary social phobia and comorbid depressive disorders. For both youth and parent ratings, youth anxiety symptoms were positively related to negative peer interactions and negatively related to social skills. Also for both youth and parent ratings, social skills mediated the relations between youth anxiety symptoms and positive and negative peer interactions. For parent ratings only, the effects of youth anxiety symptoms and social skills on peer interactions were significantly moderated by youth age. Youth sex was not a significant moderator using youth and parent ratings. Findings suggest that difficulties with social skills and peer interactions are problematic features of youth referred for anxiety problems. Findings highlight the need to improve understanding of anxiety symptoms, social skills, and peer interactions in this population.

Peer Influence, Peer Status, and Prosocial Behavior: An Experimental Investigation of Peer Socialization of Adolescents' Intentions to Volunteer.

Science.gov (United States)

Choukas-Bradley, Sophia; Giletta, Matteo; Cohen, Geoffrey L; Prinstein, Mitchell J

2015-12-01

Peer influence processes have been documented extensively for a wide range of maladaptive adolescent behaviors. However, peer socialization is not inherently deleterious, and little is known about whether adolescents influence each other's prosocial behaviors, or whether some peers are more influential than others towards positive youth outcomes. This study addressed these questions using an experimental "chat room" paradigm to examine in vivo peer influence of prosocial behavior endorsement. A school-based sample of 304 early adolescents (55% female, 45% male; M(age) = 12.68) believed they were interacting electronically with same-gender grademates (i.e., "e-confederates"), whose peer status was experimentally manipulated. The participants' intent to engage in prosocial behaviors was measured pre-experiment and in subsequent "public" and "private" experimental sessions. Overall, the adolescents conformed to the e-confederates' prosocial responses in public; yet, these peer influence effects were moderated by the peer status of the e-confederates, such that youth more strongly conformed to the high-status e-confederates than to the low-status ones. There also was some evidence that these peer influence effects were maintained in the private session, indicating potential internalization of prosocial peer norms. These findings help bridge the positive youth development and peer influence literatures, with potential implications for campaigns to increase prosocial behaviors.

Peer Mentoring Experiences of Psychology Students at the London Metropolitan University Writing Centre

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Bakhshi, Savita; Harrington, Kathy; O'Neill, Peter

2008-01-01

"It really helps knowing that you are going to have someone around to help you..." This short article reports on research taking place into peer writing tutorials at London Metropolitan University and examines in particular, the experiences of psychology students who have taken part in the scheme. Some of the implications of this…

In vivo social comparison to a thin-ideal peer promotes body dissatisfaction: a randomized experiment.

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Krones, Pamela G; Stice, Eric; Batres, Carla; Orjada, Kendra

2005-09-01

Although social comparison with media-portrayed thin-ideal images has been found to increase body dissatisfaction and negative affect, research has not yet tested whether social comparison with attractive peers in the real world produces similar effects. We randomly assigned 119 young women to interact either with a confederate who conformed to the thin ideal or one who conformed to the average body dimensions of women, within the context of an ostensive dating study. Exposure to the thin-ideal confederate resulted in an increase in body dissatisfaction but not negative affect or heart rate. Initial thin-ideal internalization, perceived sociocultural pressure, self-esteem, and observer-rated attractiveness did not moderate these effects. Results suggest that social comparative pressure to be thin fosters body dissatisfaction but may not promote negative affect. 2005 by Wiley Periodicals, Inc.

Experiments with positive, negative and topical relevance feedback

NARCIS (Netherlands)

Kaptein, R.; Kamps, J.; Li, R.; Hiemstra, D.

2008-01-01

This document contains a description of experiments for the 2008 Relevance Feedback track. We experiment with different amounts of feedback, including negative relevance feedback. Feedback is implemented using massive weighted query expansion. Parsimonious query expansion using Dirichlet smoothing

Do Peers Matter? Resistance to Peer Influence as a Mediator between Self-esteem and Procrastination among Undergraduates

Directory of Open Access Journals (Sweden)

Bin-Bin Chen

2016-10-01

Full Text Available This study examined the relationship between self-esteem and procrastination and the mediating role of resistance to peer influence on this relationship among undergraduates. One hundred and ninety-nine Chinese undergraduate students completed the measures of procrastination, resistance to peer influence, and self-esteem. Structural Equation Modelling analyses indicated that self-esteem was negatively related to procrastination, and resistance to peer influence acted as a mediator of this relationship. The results suggest that the peer may be a key to understanding procrastination among undergraduates. Implications for future research and limitations of the current study are discussed.

Peer review and competition in the Art Exhibition Game.

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Balietti, Stefano; Goldstone, Robert L; Helbing, Dirk

2016-07-26

To investigate the effect of competitive incentives under peer review, we designed a novel experimental setup called the Art Exhibition Game. We present experimental evidence of how competition introduces both positive and negative effects when creative artifacts are evaluated and selected by peer review. Competition proved to be a double-edged sword: on the one hand, it fosters innovation and product diversity, but on the other hand, it also leads to more unfair reviews and to a lower level of agreement between reviewers. Moreover, an external validation of the quality of peer reviews during the laboratory experiment, based on 23,627 online evaluations on Amazon Mechanical Turk, shows that competition does not significantly increase the level of creativity. Furthermore, the higher rejection rate under competitive conditions does not improve the average quality of published contributions, because more high-quality work is also rejected. Overall, our results could explain why many ground-breaking studies in science end up in lower-tier journals. Differences and similarities between the Art Exhibition Game and scholarly peer review are discussed and the implications for the design of new incentive systems for scientists are explained.

A Liberation Health Approach to Examining Challenges and Facilitators of Peer-to-Peer Human Milk Sharing.

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McCloskey, Rebecca J; Karandikar, Sharvari

2018-04-01

Human milk sharing between peers is a common and growing practice. Although human milk has been unequivocally established as the ideal food source for infants, much stigma surrounds the practice of human milk sharing. Furthermore, there is little research examining peer-to-peer human milk sharing. Research Aim: We used the liberation health social work model to examine the experiences of mothers who have received donated human milk from a peer. Research questions were as follows: (a) What challenges do recipient mothers experience in peer-to-peer human milk sharing? (b) What supports do recipient mothers identify in peer-to-peer human milk sharing? Researchers conducted in-depth interviews with mothers ( N = 20) in the United States and Canada who were recipients of peer-to-peer human milk sharing. Researchers independently reviewed transcripts and completed open, axial, and selective coding. The authors discussed conflicts in theme identification until agreement was reached. Challenges to peer-to-peer human milk sharing were (a) substantial effort required to secure human milk; (b) institutional barriers; (c) milk bank specific barriers; and (d) lack of societal awareness and acceptance of human milk sharing. Facilitators included (a) informed decision making and transparency and (b) support from healthcare professionals. Despite risks and barriers, participants continued to pursue peer-to-peer human milk sharing. Informed by a liberation health framework, healthcare professionals-rather than universally discouraging human milk sharing between peers-should facilitate open dialogue with parents about the pros and cons of this practice and about screening recommendations to promote safety and mitigate risk.

"Understanding my ALS". Experiences and reflections of persons with amyotrophic lateral sclerosis and relatives on participation in peer group rehabilitation.

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Madsen, Louise Sofia; Jeppesen, Jørgen; Handberg, Charlotte

2018-01-26

The aim of this study was to gain insight into experiences and reflections of persons with amyotrophic lateral sclerosis and relatives concerning the peer group rehabilitation programme "More Life - Less Illness". This qualitative study used the Interpretive Description methodology with Symbolic Interactionism as the analytical framework. Eighteen programme participants representing persons with amyotrophic lateral sclerosis (n = 8) and relatives (n = 10) were included. Data consisted of individual interviews and participant observation. The analysis revealed two categorical themes, "Sense of Community Building" and "Understanding my ALS", which represented the participants' experiences and reflections on peer group rehabilitation. Through the analysis, it became apparent that "Sense of Community Building" gave rise to an increased and personalised understanding of amyotrophic lateral sclerosis among the participants. As a part of the continuous processing of the knowledge gained, "Facing Facts" and "Retaining Normality" appeared as subthemes regarding the participants' ability to live a less dependent and more meaningful life. This study of peer group rehabilitation for persons with amyotrophic lateral sclerosis and relatives indicates that programme participation leads to positive experiences in terms of living a shared meaningful life despite severe disability. The findings may guide practice to develop longitudinal peer group rehabilitation programmes with joint inclusion of persons with amyotrophic lateral sclerosis and relatives. Implications for Rehabilitation Peer group rehabilitation may facilitate an increased and personalised understanding of what it means to live with amyotrophic lateral sclerosis. A programme design with six months of sequential sessions enables a continuous processing of shared experiences and gained knowledge. Joint participation of persons with amyotrophic lateral sclerosis and their relatives supports both their internal

Turning Experience into Learning: Educational Contributions of Collaborative Peer Songwriting during Music Therapy Training

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Baker, Felicity; Krout, Robert

2012-01-01

This article reports on a study of 21 Australian and United States (US) tertiary/university students involved in training to become professional music therapists. The study aimed to identify the learning outcomes--musical, professional, and personal--that occurred when students participated in collaborative peer songwriting experiences. Student…

Experiences of undergraduate nursing students in peer assisted learning in clinical practice: a qualitative systematic review.

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Carey, Matthew C; Kent, Bridie; Latour, Jos M

2018-05-01

The objective of this qualitative systematic review was to identify and synthesize the best available evidence on experiences of peer assisted learning (PAL) among student nurses in clinical practice so as to understand the value of PAL for this population. Peer-assisted learning considers the benefits of peers working in collaboration and supporting each other in professional roles. This approach to facilitate learning is effective within universities, but there is limited exploration within the clinical practice environment. Within the UK, 50% of student nurses' learning is undertaken within clinical practice, providing a large portion of student allocation within these areas, but is unexplored in relation to PAL. Therefore, existing evidence examining PAL in clinical practice needs further exploration for a better understanding of its value to student nurses' learning. The systematic review considered studies that included male and female nursing students aged 18-50 years that explored undergraduate nursing students' experiences of PAL within the clinical practice environment. Studies that utilized designs such as phenomenology, grounded theory, ethnography, action research and feminist research were considered. Other text such as opinion papers and reports were to be considered if no qualitative studies could be located. The review excluded quantitative studies, as well as those addressing PAL outside the nursing profession and students within the nursing profession but not including undergraduate student nurses. This review considered studies that included aspects related to experiences of PAL in the clinical practice setting, as seen by undergraduate nursing students and the researcher. A three-step search strategy was undertaken to find both published and unpublished studies in English from 2003 to 2017 in various databases, and included searching of reference lists within articles selected for appraisal. Each of the included studies were assessed for

Peer Influence, Peer Status, and Prosocial Behavior: An Experimental Investigation of Peer Socialization of Adolescents’ Intentions to Volunteer

Science.gov (United States)

Giletta, Matteo; Cohen, Geoffrey L.

2018-01-01

Peer influence processes have been documented extensively for a wide range of maladaptive adolescent behaviors. However, peer socialization is not inherently deleterious, and little is known about whether adolescents influence each other’s prosocial behaviors, or whether some peers are more influential than others towards positive youth outcomes. This study addressed these questions using an experimental “chat room” paradigm to examine in vivo peer influence of prosocial behavior endorsement. A school-based sample of 304 early adolescents (55 % female, 45 % male; Mage = 12.68) believed they were interacting electronically with same-gender grademates (i.e., “e-confederates”), whose peer status was experimentally manipulated. The participants’ intent to engage in prosocial behaviors was measured pre-experiment and in subsequent “public” and “private” experimental sessions. Overall, the adolescents conformed to the e-confederates’ prosocial responses in public; yet, these peer influence effects were moderated by the peer status of the e-confederates, such that youth more strongly conformed to the high-status e-confederates than to the low-status ones. There also was some evidence that these peer influence effects were maintained in the private session, indicating potential internalization of prosocial peer norms. These findings help bridge the positive youth development and peer influence literatures, with potential implications for campaigns to increase prosocial behaviors. PMID:26525387

The bereavement experience of adolescents and early young adults with cancer: Peer and parental loss due to death is associated with increased risk of adverse psychological outcomes.

Directory of Open Access Journals (Sweden)

Liza-Marie Johnson

Full Text Available Adolescents commonly experience loss due to death, and perceived closeness to the deceased can often increase the intensity of bereavement. Adolescents and early young adult (AeYA oncology patients may recall previous losses or experience new losses, possibly of other children with cancer, while coping with their own increased risk of mortality. The bereavement experiences of AeYA patients are not well described in the literature.This analysis of bereavement sought to describe the prevalence and types of losses, the support following a death, and the impact of loss on AeYAs aged 13-21 years with malignant disease (or a hematologic disorder requiring allogeneic transplant. Participants were receiving active oncologic therapy or had completed therapy within the past 3 years. Participants completed a bereavement questionnaire and inventories on depression, anxiety, and somatization. The cross-sectional study enrolled 153 AeYAs (95% participation, most (88% of whom had experienced a loss due to death. The most commonly reported losses were of a grandparent (58% or friend (37%. Peer deaths were predominantly cancer related (66%. Many participants (39% self-identified a loss as "very significant." As loss significance increased, AeYAs were more likely to report that it had changed their life "a lot/enormously" (P<0.0001, that they were grieving "slowly or never got over it" (P<0.0001, and that they felt a need for more professional help (P = 0.026. Peer loss was associated with increased risk of adverse psychological outcomes (P = 0.029, as was parental loss (P = 0.018.Most AeYAs with serious illness experience the grief process as slow or ongoing. Peer or parental loss was associated with increased risk of negative mental health outcomes. Given the high prevalence of peer loss, screening for bereavement problems is warranted in AeYAs with cancer, and further research on grief and bereavement is needed in AeYAs with serious illness.

Women's and men's negative experience of child birth-A cross-sectional survey.

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Nystedt, Astrid; Hildingsson, Ingegerd

2018-04-01

A negative birth experience may influence both women and men and can limit their process of becoming a parent. This study aimed to analyze and describe women's and men's perceptions and experiences of childbirth. A cross-sectional study of women and their partners living in one Swedish county were recruited in mid pregnancy and followed up two months after birth. Women (n=928) and men (n=818) completed the same questionnaire that investigated new parents' birth experiences in relation to socio-demographic background and birth related variables. Women (6%) and men (3%) with a negative birth experiences, experienced longer labours and more often emergency caesarean section compared to women (94%) and men (97%) with a positive birth experience. The obstetric factors that contributed most strongly to a negative birth experience were emergency caesarean and was found in women (OR 4.7, 95% CI 2.0-10.8) and men (OR 4.5, Cl 95% 1.4-17.3). In addition, pain intensity and elective caesarean section were also associated with a negative birth experiences in women. Feelings during birth such as agreeing with the statement; 'It was a pain to give birth' were a strong contributing factor for both women and men. A negative birth experience is associated with obstetric factors such as emergency caesarean section and negative feelings. The content of negative feelings differed between women and men. It is important to take into account that their feelings differ in order to facilitate the processing of the negative birth experience for both partners. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Transformation of Adolescent Peer Relations in the Social Media Context: Part 1-A Theoretical Framework and Application to Dyadic Peer Relationships.

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Nesi, Jacqueline; Choukas-Bradley, Sophia; Prinstein, Mitchell J

2018-04-07

Investigators have long recognized that adolescents' peer experiences provide a crucial context for the acquisition of developmental competencies, as well as potential risks for a range of adjustment difficulties. However, recent years have seen an exponential increase in adolescents' adoption of social media tools, fundamentally reshaping the landscape of adolescent peer interactions. Although research has begun to examine social media use among adolescents, researchers have lacked a unifying framework for understanding the impact of social media on adolescents' peer experiences. This paper represents Part 1 of a two-part theoretical review, in which we offer a transformation framework to integrate interdisciplinary social media scholarship and guide future work on social media use and peer relations from a theory-driven perspective. We draw on prior conceptualizations of social media as a distinct interpersonal context and apply this understanding to adolescents' peer experiences, outlining features of social media with particular relevance to adolescent peer relations. We argue that social media transforms adolescent peer relationships in five key ways: by changing the frequency or immediacy of experiences, amplifying experiences and demands, altering the qualitative nature of interactions, facilitating new opportunities for compensatory behaviors, and creating entirely novel behaviors. We offer an illustration of the transformation framework applied to adolescents' dyadic friendship processes (i.e., experiences typically occurring between two individuals), reviewing existing evidence and offering theoretical implications. Overall, the transformation framework represents a departure from the prevailing approaches of prior peer relations work and a new model for understanding peer relations in the social media context.

The effects of peer influence on adolescent pedestrian road-crossing decisions.

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Pfeffer, K; Hunter, E

2013-01-01

Adolescence is a high-risk period for pedestrian injury. It is also a time of heightened susceptibility to peer influence. The aim of this research was to examine the effects of peer influence on the pedestrian road-crossing decisions of adolescents. Using 10 videos of road-crossing sites, 80 16- to 18-year-olds were asked to make pedestrian road-crossing decisions. Participants were assigned to one of 4 experimental conditions: negative peer (influencing unsafe decisions), positive peer (influencing cautious decisions), silent peer (who observed but did not comment), and no peer (the participant completed the task alone). Peers from the adolescent's own friendship group were recruited to influence either an unsafe or a cautious decision. Statistically significant differences were found between peer conditions. Participants least often identified safe road-crossing sites when accompanied by a negative peer and more frequently identified dangerous road-crossing sites when accompanied by a positive peer. Both cautious and unsafe comments from a peer influenced adolescent pedestrians' decisions. These findings showed that road-crossing decisions of adolescents were influenced by both unsafe and cautious comments from their peers. The discussion highlighted the role that peers can play in both increasing and reducing adolescent risk-taking.

Do differences make the heart grow fonder? Associations between differential peer experiences on adolescent sibling conflict and relationship quality.

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Greer, Kelly Bassett; Campione-Barr, Nicole; Debrown, Brina; Maupin, Cynthia

2014-01-01

Though it is known that different familial relationships influence one another (e.g., Yu & Gamble, 2008) the influence of outside relationships (i.e., peers) on family dynamics (i.e., sibling relationships) is less clear. Thus, the authors examined the association differential peer experiences had on the conflict frequency, conflict intensity, and relationship quality of the sibling relationship. A 1-year longitudinal design measured first-born siblings in Grades 8, 10, and 12 along with their second-born siblings. In the first year, participants were brought to the university to complete questionnaires and in the following year, siblings again participated by completing online questionnaires at home. Results partially confirmed the study hypotheses that adolescents would show greater sibling conflict and poorer relationship quality with greater peer group differences, revealing that when peer group differences between siblings were greater, the youngest siblings reported more intense sibling conflicts (pe = -.10 p siblings reported greater relationship positivity (pe = .13 p siblings' differential experiences beyond familial influence to focus on outside sources to better understand developmental fluctuations in siblings' relationships.

Selling a service: experiences of peer supporters while promoting exclusive infant feeding in three sites in South Africa

Directory of Open Access Journals (Sweden)

Nkonki Lungiswa L

2010-10-01

Full Text Available Abstract Background Even though it has been shown that peer support to mothers at home helps to increase exclusive breastfeeding, little is known about the experiences of peer supporters themselves and what is required of them to fulfil their day-to-day tasks. Therefore, a community-based randomised control trial using trained "lay" women to support exclusive infant feeding at home was implemented in three different sites across South Africa. The aim of this paper is to describe the experiences of peer supporters who promote exclusive infant feeding. Methods Three focus group discussions were held, in a language of their choice, with peer supporters. These meetings focused on how the peer educators utilised their time in the process of delivering the intervention. Data from the discussions were transcribed, with both verbatim and translated transcripts being used in the analysis. Results Unlike the services provided by mainstream health care, peer supporters had to market their services. They had to negotiate entry into the mother's home and then her life. Furthermore, they had to demonstrate competence and come across as professional and trustworthy. An HIV-positive mother's fear of being stigmatised posed an added burden - subsequent disclosure of her positive status would lead to an increased workload and emotional distress. Peer supporters spent most of their time in the field and had to learn the skill of self-management. Their support-base was enhanced when supervision focused on their working conditions as well as the delivery of their tasks. Despite this, they faced other insurmountable issues, such as mothers being compelled to offer their infants mixed feeding simultaneously due to normative practices and working in the fields postpartum. Conclusion Designers of peer support interventions should consider the skills required for delivering health messages and the skills required for selling a service. Supportive supervision should be

Selling a service: experiences of peer supporters while promoting exclusive infant feeding in three sites in South Africa.

Science.gov (United States)

Nkonki, Lungiswa L; Daniels, Karen L

2010-10-26

Even though it has been shown that peer support to mothers at home helps to increase exclusive breastfeeding, little is known about the experiences of peer supporters themselves and what is required of them to fulfil their day-to-day tasks. Therefore, a community-based randomised control trial using trained "lay" women to support exclusive infant feeding at home was implemented in three different sites across South Africa. The aim of this paper is to describe the experiences of peer supporters who promote exclusive infant feeding. Three focus group discussions were held, in a language of their choice, with peer supporters. These meetings focused on how the peer educators utilised their time in the process of delivering the intervention. Data from the discussions were transcribed, with both verbatim and translated transcripts being used in the analysis. Unlike the services provided by mainstream health care, peer supporters had to market their services. They had to negotiate entry into the mother's home and then her life. Furthermore, they had to demonstrate competence and come across as professional and trustworthy. An HIV-positive mother's fear of being stigmatised posed an added burden - subsequent disclosure of her positive status would lead to an increased workload and emotional distress. Peer supporters spent most of their time in the field and had to learn the skill of self-management. Their support-base was enhanced when supervision focused on their working conditions as well as the delivery of their tasks. Despite this, they faced other insurmountable issues, such as mothers being compelled to offer their infants mixed feeding simultaneously due to normative practices and working in the fields postpartum. Designers of peer support interventions should consider the skills required for delivering health messages and the skills required for selling a service. Supportive supervision should be responsive both to the health care task and the challenges faced in

A comparison of well-peer mentored and non-peer mentored athletes' perceptions of satisfaction.

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Hoffmann, Matt D; Loughead, Todd M

2016-01-01

The purpose of the present study was to compare well-peer mentored and non-peer mentored athletes' perceptions of satisfaction. A total of 444 intercollegiate athletes (272 well-peer mentored and 172 non-peer mentored) from a variety of sport teams participated in the study. Athletes from both well-peer mentored and non-peer mentored groups reported their satisfaction levels using the Athlete Satisfaction Questionnaire. The results of a MANOVA and follow-up post hoc ANOVAs showed that well-peer mentored athletes were significantly more satisfied than their non-peer mentored counterparts in terms of individual performance, personal dedication, team task contribution, team social contribution, team integration, ethics, ability utilisation and training and instruction. Overall, the findings suggest that athletes who are well-peer mentored by a teammate perceive higher satisfaction levels with various aspects of their athletic experience than athletes who are not peer mentored by a teammate. Given these positive findings, practitioners (i.e., coaches, sport psychology consultants) should inform athletes on the benefits of peer-to-peer mentoring. The practical implications of the results and strategies to promote peer athlete mentoring relationships in sport are highlighted.

The Relations of Mothers' Negative Expressivity to Children's Experience and Expression of Negative Emotion

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Valiente, Carlos; Eisenberg, Nancy; Shepard, Stephanie A.; Fabes, Richard A.; Cumberland, Amanda J.; Losoya, Sandra H.; Spinrad, Tracy L.

2004-01-01

Guided by the heuristic model proposed by Eisenberg et al. [Psychol. Inq. 9 (1998) 241], we examined the relations of mothers' reported and observed negative expressivity to children's (N = 159; 74 girls; M age = 7.67 years) experience and expression of emotion. Children's experience and/or expression of emotion in response to a distressing film…

Peer Popularity and Peer Communication Patterns: Hyperactive versus Active but Normal Boys.

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King, Cheryl A.; Young, Richard David

1981-01-01

Classroom peer perceptions of 18 teacher-nominated hyperactive and 18 teacher-nominated active but normal elementary school-age boys were compared. Results indicated that hyperactives were significantly different from actives on all sociometric measures in that they were perceived more negatively. (Author/SB)

Exploring Adult Learners Usage of Information Communication Technology during a Virtual Peer Coaching Experience

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Ladyshewsky, Richard; Pettapiece, Ronald G.

2015-01-01

The purpose of this study was to explore how post-graduate students in a fully online business course used information communication technology during a virtual peer coaching experience. In this exploration of technology use it was found students required additional guidance in the use of technologies such as email, telephone calling, and more…

APPLICATION OF PEER-TO-PEER ASSESSMENT OF WRITTEN WORKS OF STUDENTS IN STREAM INTERNAL COURSES

Directory of Open Access Journals (Sweden)

Д А Королев

2016-12-01

Full Text Available At reduction of contact time in subject matters the instruments of preservation of active forms of studying for students assuming independent research work are required. One of such forms is peer-to- peer evaluation of works (peer assessment allowing to go beyond a narrow framework of automaticallychecked tests for the level of small research works. In article results of a two-year experiment on use of a piring on a stream course are given in MIEM Higher School of Economics National Research University taking into account specifics of audience rather mass online of courses.The received results and conclusions have formed a basis for modeling of ways of estimation of written works at peer-to-peer check without participation of the teacher. In an experiment schemes of estimation and motivation for management of a ratio of number of authors and reviewers have been fulfilled, and also the general questions of use of the offered system of assessment it is aware.

Perceived social pressure not to experience negative emotion is linked to selective attention for negative information.

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Bastian, Brock; Pe, Madeline Lee; Kuppens, Peter

2017-02-01

Social norms and values may be important predictors of how people engage with and regulate their negative emotional experiences. Previous research has shown that social expectancies (the perceived social pressure not to feel negative emotion (NE)) exacerbate feelings of sadness. In the current research, we examined whether social expectancies may be linked to how people process emotional information. Using a modified classical flanker task involving emotional rather than non-emotional stimuli, we found that, for those who experienced low levels of NE, social expectancies were linked to the selective avoidance of negative emotional information. Those who experienced high levels of NE did not show a selective avoidance of negative emotional information. The findings suggest that, for people who experience many NEs, social expectancies may lead to discrepancies between how they think they ought to feel and the kind of emotional information they pay attention to.

The future of mental health care: peer-to-peer support and social media.

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Naslund, J A; Aschbrenner, K A; Marsch, L A; Bartels, S J

2016-04-01

People with serious mental illness are increasingly turning to popular social media, including Facebook, Twitter or YouTube, to share their illness experiences or seek advice from others with similar health conditions. This emerging form of unsolicited communication among self-forming online communities of patients and individuals with diverse health concerns is referred to as peer-to-peer support. We offer a perspective on how online peer-to-peer connections among people with serious mental illness could advance efforts to promote mental and physical wellbeing in this group. In this commentary, we take the perspective that when an individual with serious mental illness decides to connect with similar others online it represents a critical point in their illness experience. We propose a conceptual model to illustrate how online peer-to-peer connections may afford opportunities for individuals with serious mental illness to challenge stigma, increase consumer activation and access online interventions for mental and physical wellbeing. People with serious mental illness report benefits from interacting with peers online from greater social connectedness, feelings of group belonging and by sharing personal stories and strategies for coping with day-to-day challenges of living with a mental illness. Within online communities, individuals with serious mental illness could challenge stigma through personal empowerment and providing hope. By learning from peers online, these individuals may gain insight about important health care decisions, which could promote mental health care seeking behaviours. These individuals could also access interventions for mental and physical wellbeing delivered through social media that could incorporate mutual support between peers, help promote treatment engagement and reach a wider demographic. Unforeseen risks may include exposure to misleading information, facing hostile or derogatory comments from others, or feeling more uncertain

Prosocial skills may be necessary for better peer functioning in children with symptoms of disruptive behavior disorders

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Browne, Dillon T.; Tannock, Rosemary

2014-01-01

Children with disruptive behavior disorders experience substantial social challenges; however, the factors that account for (i.e., mediate), or influence (i.e., moderate), peer problems are not well understood. This study tested whether symptoms of Oppositional Defiant Disorder and Conduct Disorder were associated with peer impairment and whether prosocial skills mediated or moderated these associations. Teacher ratings were gathered for 149 children (Mage = 9.09, SD = 1.71, 26% female) referred for behavioral concerns to an urban child psychiatry clinic. Path-analytic linear regressions testing mediation and moderation effects showed that prosocial skills significantly moderated the negative effects of symptoms of Conduct Disorder on peer impairment. Children showed less peer impairment only when they had relatively few conduct symptoms and high prosocial skills. Measurement of prosocial skills, in addition to conduct problems, may best capture factors which contribute to peer problems of children with disruptive behaviors. PMID:25083349

Prosocial skills may be necessary for better peer functioning in children with symptoms of disruptive behavior disorders.

Science.gov (United States)

Andrade, Brendan F; Browne, Dillon T; Tannock, Rosemary

2014-01-01

Children with disruptive behavior disorders experience substantial social challenges; however, the factors that account for (i.e., mediate), or influence (i.e., moderate), peer problems are not well understood. This study tested whether symptoms of Oppositional Defiant Disorder and Conduct Disorder were associated with peer impairment and whether prosocial skills mediated or moderated these associations. Teacher ratings were gathered for 149 children (Mage = 9.09, SD = 1.71, 26% female) referred for behavioral concerns to an urban child psychiatry clinic. Path-analytic linear regressions testing mediation and moderation effects showed that prosocial skills significantly moderated the negative effects of symptoms of Conduct Disorder on peer impairment. Children showed less peer impairment only when they had relatively few conduct symptoms and high prosocial skills. Measurement of prosocial skills, in addition to conduct problems, may best capture factors which contribute to peer problems of children with disruptive behaviors.

Prosocial skills may be necessary for better peer functioning in children with symptoms of disruptive behavior disorders

Directory of Open Access Journals (Sweden)

Brendan F. Andrade

2014-07-01

Full Text Available Children with disruptive behavior disorders experience substantial social challenges; however, the factors that account for (i.e., mediate, or influence (i.e., moderate, peer problems are not well understood. This study tested whether symptoms of Oppositional Defiant Disorder and Conduct Disorder were associated with peer impairment and whether prosocial skills mediated or moderated these associations. Teacher ratings were gathered for 149 children (Mage = 9.09, SD = 1.71, 26% female referred for behavioral concerns to an urban child psychiatry clinic. Path-analytic linear regressions testing mediation and moderation effects showed that prosocial skills significantly moderated the negative effects of symptoms of Conduct Disorder on peer impairment. Children showed less peer impairment only when they had relatively few conduct symptoms and high prosocial skills. Measurement of prosocial skills, in addition to conduct problems, may best capture factors which contribute to peer problems of children with disruptive behaviors.

Installation and first operation of the negative ion optimization experiment

International Nuclear Information System (INIS)

De Muri, Michela; Cavenago, Marco; Serianni, Gianluigi; Veltri, Pierluigi; Bigi, Marco; Pasqualotto, Roberto; Barbisan, Marco; Recchia, Mauro; Zaniol, Barbara; Kulevoy, Timour; Petrenko, Sergey; Baseggio, Lucio; Cervaro, Vannino; Agostini, Fabio Degli; Franchin, Luca; Laterza, Bruno; Minarello, Alessandro; Rossetto, Federico; Sattin, Manuele; Zucchetti, Simone

2015-01-01

Highlights: • Negative ion sources are key components of the neutral beam injectors. • The NIO1 experiment is a RF ion source, 60 kV–135 mA hydrogen negative ion beam. • NIO1 can contribute to beam extraction and optics thanks to quick replacement and upgrading of parts. • This work presents installation, status and first experiments results of NIO1. - Abstract: Negative ion sources are key components of the neutral beam injectors for thermonuclear fusion experiments. The NIO1 experiment is a radio frequency ion source generating a 60 kV–135 mA hydrogen negative ion beam. The beam is composed of nine beamlets over an area of about 40 × 40 mm"2. This experiment is jointly developed by Consorzio RFX and INFN-LNL, with the purpose of providing and optimizing a test ion source, capable of working in continuous mode and in conditions similar to those foreseen for the larger ion sources of the ITER neutral beam injectors. At present research and development activities on these ion sources still address several important issues related to beam extraction and optics optimization, to which the NIO1 test facility can contribute thanks to its modular design, which allows for quick replacement and upgrading of components. This contribution presents the installation phases, the status of the test facility and the results of the first experiments, which have demonstrated that the source can operate in continuous mode.

International Survey of Peer Leadership (ISPL: An Emerging Snapshot of the Status of Peer Leadership in South Africa

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Frade Nelia

2017-12-01

Full Text Available The power and importance of peer influence in educational settings has been well documented (Cuseo, 2010; Ender & Kay, 2001; Keup, 2010. In South Africa, research supports international trends that student involvement in peer-led activities contributes to student success and ultimate throughput (Layton & McKenna, 2015; Loots, 2009; Underhill & McDonald, 2010. A plethora of research exists attesting to the benefits for students who are the recipients of peer-led activities. In South Africa, however, knowledge gaps exist pertaining to a national perspective on the experiences and, to some extent, on the benefits of peer leadership activities for peer leaders themselves. The purpose of this study is to provide an initial national snapshot of the development and experiences of peer leaders at six South African institutions of higher education, using the International Survey of Peer Leaders (ISPL. The research design adopted was a non-probability purposive sampling technique, with a sample size of N=466. Data were analysed using descriptive analyses. Findings validate previous findings and provide a more comprehensive picture of the types of peer leadership positions held, the training and support peer leaders receive, levels of engagement, and the benefits of being involved in peer-led activities.

Can Near-Peer Teaching Improve Academic Performance?

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Williams, Brett; Fowler, James

2014-01-01

Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit…

Parent and Peer Influence on Sexual Behavior, Contraceptive Use, and Pregnancy Experience of Young Women.

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Shah, Farida; Zelnik, Melvin

1981-01-01

Analyzed data from a national probability sample of 15 through 19-year-old women to determine the influence of parents and peers on premarital sexual behavior, contraceptive use, and premarital pregnancy. Results show women with views resembling those of parents have low levels of premarital experience. (Author)

Transition From Peer Review to Peer Learning: Experience in a Radiology Department.

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Donnelly, Lane F; Dorfman, Scott R; Jones, Jeremy; Bisset, George S

2017-10-18

To describe the process by which a radiology department moved from peer review to peer collaborative improvement (PCI) and review data from the first 16 months of the PCI process. Data from the first 16 months after PCI were reviewed: number of case reviews performed, number of learning opportunities identified, percentage yield of learning opportunities identified, type of learning opportunities identified, and comparison of the previous parameters between case randomly reviewed versus actively pushed (issues actively identified and entered). Changes in actively pushed cases were also assessed as volume per month over the 16 months (run chart). Faculty members were surveyed about their perception of the conversion to PCI. In all, 12,197 cases were peer reviewed, yielding 1,140 learning opportunities (9.34%). The most common types of learning opportunities for all reviewed cases included perception (5.1%) and reporting (1.9%). The yield of learning opportunities from actively pushed cases was 96.3% compared with 3.88% for randomly reviewed cases. The number of actively pushed cases per month increased over the course of the period and established two new confidence intervals. The faculty survey revealed that the faculty perceived the new PCI process as positive, nonpunitive, and focused on improvement. The study demonstrates that a switch to PCI is perceived as nonpunitive and associated with increased radiologist submission of learning opportunities. Active entering of identified learning opportunities had a greater yield and perceived value, compared with random review of cases. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Surfing Peer-to-Peer IPTV: Distributed Channel Switching

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Kermarrec, A.-M.; Le Merrer, E.; Liu, Y.; Simon, G.

It is now common for IPTV systems attracting millions of users to be based on a peer-to-peer (P2P) architecture. In such systems, each channel is typically associated with one P2P overlay network connecting the users. This significantly enhances the user experience by relieving the source from dealing with all connections. Yet, the joining process resulting in a peer to be integrated in channel overlay usually requires a significant amount of time. As a consequence, switching from one channel to another is far to be as fast as in IPTV solutions provided by telco operators. In this paper, we tackle the issue of efficient channel switching in P2P IPTV system. This is to the best of our knowledge the first study on this topic. First, we conducted and analyzed a set of measurements of one of the most popular P2P systems (PPlive). These measurements reveal that the set of contacts that a joining peer receives from the central server are of the utmost importance in the start-up process. On those neigbors, depends the speed to acquire the first video frames to play. We then formulate the switching problem, and propose a simple distributed algorithm, as an illustration of the concept, which aims at leveraging the presence of peers in the network to fasten the switch process. The principle is that each peer maintains as neighbors peers involved in other channels, providing peers with good contacts upon channel switching. Finally, simulations show that our approach leads to substantial improvements on the channel switching time. As our algorithmic solution does not have any prerequisite on the overlays, it appears to be an appealing add-on for existing P2P IPTV systems.

Aggressiveness, social support and school experiences as dimensions differentiating negative and positive adaptation among adolescents

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Marzanna Agnieszka Farnicka

2017-10-01

Full Text Available Background The study results presented below lie within a field of study which seeks to identify appropriate risk indicators for risky behaviours in the group of adolescents. The study drew on the tenets of developmental psychopathology. Adaptation assessment was performed on the basis of an objective indicator which comprised adolescents’ problems with social functioning. Participants and procedure The main determinants of the observed changes in behaviour and the development of adaptation pathways during the period of adolescence were considered to include bio-psycho-social temperamental factors (Buss & Plomin, 1984, attachment patterns (Armsden & Greenberg, 1987, trait of aggressiveness (Buss & Perry, 1992, conditions created by the environment (support of family members, peers and teachers [Malecki & Demaray, 2002] as well as previous experiences such as being a victim of violence (Osterman & Bjorqvist, 2008 or the level of school success. The final study group comprised a total of 140 positively and 140 negatively adapted teenagers (N = 280 between the ages of 12 and 19. The study was carried out in Poland. Results The study confirmed the gender effect, demonstrating a higher frequency of involvement in risky behaviours among boys. The results from searching for differences between positively and negatively adapted teens showed that in the negatively adapted group there were lower grades at school and more frequent aggressive behaviour. Conclusions The main conclusion that can be drawn from the study is that the potential prophylactic and therapeutic interventions require consideration of factors such as age, educational success, aggressiveness and social support.

Peer to peer mentoring: Outcomes of third-year midwifery students mentoring first-year students.

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Hogan, Rosemarie; Fox, Deborah; Barratt-See, Georgina

2017-06-01

Undergraduate midwifery students commonly experience anxiety in relation to their first clinical placement. A peer mentoring program for midwifery students was implemented in an urban Australian university. The participants were first-year mentee and third-year mentor students studying a three-year Bachelor degree in midwifery. The program offered peer support to first-year midwifery students who had little or no previous exposure to hospital clinical settings. Mentors received the opportunity to develop mentoring and leadership skills. The aim was to explore the benefits, if any, of a peer mentoring program for midwifery students. The peer mentoring program was implemented in 2012. Sixty-three peer mentors and 170 mentees participated over three academic years. Surveys were distributed at the end of each academic year. Quantitative survey data were analysed descriptively and qualitative survey data were analysed thematically using NVivo 10 software. Over 80% of mentors and mentees felt that the program helped mentees adjust to their midwifery clinical placement. At least 75% of mentors benefited, in developing their communication, mentoring and leadership skills. Three themes emerged from the qualitative data, including 'Receiving start-up advice'; 'Knowing she was there' and 'Wanting more face to face time'. There is a paucity of literature on midwifery student peer mentoring. The findings of this program demonstrate the value of peer support for mentees and adds knowledge about the mentor experience for undergraduate midwifery students. The peer mentor program was of benefit to the majority of midwifery students. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

The effect of negative experiences on delinquent behavior of youth in a social withdrawal situation.

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Chan, Gloria Hongyee; Lo, T Wing

2016-07-01

This study examines the relationship between negative experiences, negative emotions, and delinquent behavior among young people in a social withdrawal situation. There were 533 participants in this study and various quantitative analyses were utilized. Results showed that participants with a longer period of social withdrawal were generally less affected by negative experiences, while those with a higher level of social withdrawal were more affected by negative experiences, particularly negative relationships with other people. Also, both negative emotions and higher level of social withdrawal mediated the relationship between negative experiences and involvement in delinquent behavior, with negative emotions displaying a higher mediating effect. This reflects that the root of delinquent behavior is the negative experiences which arouse negative emotions, rather than the social withdrawal behavior itself. Results imply that practitioners should first explore the negative experiences suffered by these young people, so as to provide them the most appropriate support. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Peer-tutoring educational experiences about meteorological and climatological issues in Friuli Venezia Giulia (Italy)

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Nordio, Sergio; Flapp, Federica

2017-04-01

The aim of this work is to present some experiences of intergenerational education about meteorology and climatology issues carried out with school pupils from 6 to 19 years old, through peer-tutoring methodology. These experiences started in 2003 and each year the project involves about 500 students in Friuli Venezia Giulia region (about 8.000 km2) in northeastern Italy. A group of volunteers (older students from upper secondary school, 17-19 years old) play the role of "tutor": they receive supplementary training on meteorology and climatology, and then, during students' meetings and/or public events, they teach younger pupils how to use meteorological instruments (thermometer, hygrometer, barometer, anemometer, rain gages, etc.) and they carry out interactive experiences such as "game-experiments", to better understand some meteorological concepts, like density of fluids, and some climatological notions, like the effects of climate change with an exhibit that simulates the greenhouse effect. They also do some meteorological forecasting exercises, using meteorological maps, as if they were actual forecasters. All these activities are addressed to pupils from primary (age 6-11) and lower secondary schools (age 11-14), and both tutors and their younger "apprentices" are not only cognitively, but also emotionally involved in such learning experiences. As a second step of this educational process, after consolidating the above mentioned peer-tutoring activities, high school students hare being actively involved in developing visual tools - e.g. video-clips, interviews and cartoons - in order to communicate climate change issues in the most effective way to younger pupils. Keywords: meteorology, climatology, climate change, schools, education, communication.

The Impact of Peer Mentoring on Marketing Content Mastery

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Metcalf, Lynn E.; Neill, Stern; Simon, Lisa R.; Dobson, Sharon; Davis, Brennan

2016-01-01

This article describes and assesses a course design that uses peer mentors to facilitate a collaborative, hands-on learning experience in an introductory marketing course. Results demonstrate that peer mentoring increased content mastery and had a positive effect on students' perceptions of the learning experience. Peer marketing mentors, along…

A negative association between video game experience and proactive cognitive control.

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Bailey, Kira; West, Robert; Anderson, Craig A

2010-01-01

Some evidence demonstrates that video game experience has a beneficial effect on visuospatial cognition. In contrast, other evidence indicates that video game experience may be negatively related to cognitive control. In this study we examined the specificity of the influence of video game experience on cognitive control. Participants with high and low video game experience performed the Stroop task while event-related brain potentials were recorded. The behavioral data revealed no difference between high and low gamers for the Stroop interference effect and a reduction in the conflict adaptation effect in high gamers. The amplitude of the medial frontal negativity and a frontal slow wave was attenuated in high gamers, and there was no effect of gaming status on the conflict slow potential. These data lead to the suggestion that video game experience has a negative influence on proactive, but not reactive, cognitive control.

Agent-oriented Modeling for Collaborative Learning Environments: A Peer-to-Peer Helpdesk Case Study

NARCIS (Netherlands)

Guizzardi-Silva Souza, R.; Wagner, G.; Aroyo, L.M.

2002-01-01

In this paper, we present the analysis and modelling of Help&Learn, an agent-based peer-to-peer helpdesk system to support extra-class interactions among students and teachers. Help&Learn expands the student’s possibility of solving problems, getting involved in a cooperative learning experience

Clarifying the role of the mental health peer specialist in Massachusetts, USA: insights from peer specialists, supervisors and clients.

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Cabral, Linda; Strother, Heather; Muhr, Kathy; Sefton, Laura; Savageau, Judith

2014-01-01

Mental health peer specialists develop peer-to-peer relationships of trust with clients to improve their health and well-being, functioning in ways similar to community health workers. Although the number of peer specialists in use has been increasing, their role in care teams is less defined than that of the community health worker. This qualitative study explored how the peer specialist role is defined across different stakeholder groups, the expectations for this role and how the peer specialist is utilised and integrated across different types of mental health services. Data were collected through interviews and focus groups conducted in Massachusetts with peer specialists (N = 44), their supervisors (N = 14) and clients (N = 10) between September 2009 and January 2011. A consensus coding approach was used and all data outputs were reviewed by the entire team to identify themes. Peer specialists reported that their most important role is to develop relationships with clients and that having lived mental health experience is a key element in creating that bond. They also indicated that educating staff about the recovery model and peer role is another important function. However, they often felt a lack of clarity about their role within their organisation and care team. Supervisors valued the unique experience that peer specialists bring to an organisation. However, without a defined set of expectations for this role, they struggled with training, guiding and evaluating their peer specialist staff. Clients reported that the shared lived experience is important for the relationship and that working with a peer specialist has improved their mental health. With increasing support for person-centred integrated healthcare delivery models, the demand for mental health peer specialist services will probably increase. Therefore, clearer role definition, as well as workforce development focused on team orientation, is necessary for peer specialists to be fully integrated

Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

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Julie Lisa Dunne

2014-10-01

Full Text Available This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained. The second year saw the introduction of a more rigorous and easier to manage peer evaluation though use of the online Comprehensive Assessment for Team-Member Effectiveness (CATME tool. The most recent revision has included a Project Wiki hosted on Blackboard to facilitate the organisation, communication, assessment and feedback of student-generated resources.More recently, the final-year students who had participated in the peer-teaching Food Chemistry labs when in third year have been evaluated. This evaluation took place following their research projects, and suggests that the peer-teaching model better prepared them for these activities, compared to traditional laboratories.

Peer-to-peer shadowing as a technique for the development of nurse middle managers clinical leadership : an explorative study

NARCIS (Netherlands)

Pieterbas Lalleman; G.A.C. Smid; J. Rasiah; J. Bouma; M.J. Schuurmans

2017-01-01

The purpose of this study was to explore the experiences and impact of peer-to-peer shadowing as a technique to develop nurse middle managers’ clinical leadership practices. A qualitative descriptive study was conducted to gain insight into the experiences of nurse middle managers using

Prosocial behavior as a protective factor for children's peer victimization.

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Griese, Emily R; Buhs, Eric S

2014-07-01

A majority of peer victimization research focuses on its associations with negative outcomes, yet efforts to understand possible protective factors that may mitigate these negative outcomes also require attention. The present study was an investigation of the potential moderating effect of prosocial behaviors on loneliness for youth who are peer victimized. Participants were fourth and fifth grade students (511 total; 49 % boys) who were primarily European American (43.4 %) and Hispanic (48.2 %). Structural Equation Modeling was used to test the interaction of prosocial behavior and peer victimization (relational and overt forms) on loneliness 1 year later. The results indicated that prosocial behavior significantly moderated the relationship between peer victimization (for the relational form only) and loneliness while controlling for levels of perceived peer support. A multi-group comparison by gender further indicated the moderation was significant for boys only. Potential implications for intervention/prevention efforts focused on developing children's prosocial skills as a possible protective factor for relationally victimized youth are discussed.

Random Versus Nonrandom Peer Review: A Case for More Meaningful Peer Review.

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Itri, Jason N; Donithan, Adam; Patel, Sohil H

2018-05-10

Random peer review programs are not optimized to discover cases with diagnostic error and thus have inherent limitations with respect to educational and quality improvement value. Nonrandom peer review offers an alternative approach in which diagnostic error cases are targeted for collection during routine clinical practice. The objective of this study was to compare error cases identified through random and nonrandom peer review approaches at an academic center. During the 1-year study period, the number of discrepancy cases and score of discrepancy were determined from each approach. The nonrandom peer review process collected 190 cases, of which 60 were scored as 2 (minor discrepancy), 94 as 3 (significant discrepancy), and 36 as 4 (major discrepancy). In the random peer review process, 1,690 cases were reviewed, of which 1,646 were scored as 1 (no discrepancy), 44 were scored as 2 (minor discrepancy), and none were scored as 3 or 4. Several teaching lessons and quality improvement measures were developed as a result of analysis of error cases collected through the nonrandom peer review process. Our experience supports the implementation of nonrandom peer review as a replacement to random peer review, with nonrandom peer review serving as a more effective method for collecting diagnostic error cases with educational and quality improvement value. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Beauty premium: Event-related potentials evidence of how physical attractiveness matters in online peer-to-peer lending.

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Jin, Jia; Fan, Bonai; Dai, Shenyi; Ma, Qingguo

2017-02-15

Although it is well known that attractiveness-based impressions affect the labor market, election outcomes and many other social activities, little is known about the role physical attractiveness plays in financial transactions. With the development of online finance, peer-to-peer lending has become one of the most important ways in which businesses or individuals raise capital. However, because of information asymmetry, the lender must decide whether or not to lend money to a stranger based on limited information, resulting in their decision being influenced by many other factors. In the current study, we investigated how potential borrowers' facial attractiveness influenced lenders' attitudes toward borrowers' repayment behavior at the brain level by using event-related potentials. At the priming stage, photos of attractive borrowers induced smaller N200 amplitude than photos of unattractive borrowers. Meanwhile, at the feedback stage, compared with the condition of repaying on time, breach of repayment from unattractive borrowers induced larger feedback-related negativity (FRN) amplitude, which was a frontal-central negative deflection and would be enhanced by the unexpected outcome. Furthermore, smaller P300 amplitude was also elicited by the condition of not repaying on time. These differences in the FRN and P300 amplitudes were not observed between negative and positive feedback from attractive borrowers. Therefore, our findings suggest that the beauty premium phenomenon is present in online peer-to-peer lending and that lenders were more tolerant toward attractive borrowers' dishonest behavior. Copyright © 2017 Elsevier B.V. All rights reserved.

Peer-mentors Reflect on the Benefits of Mentoring: An Autoethography

Directory of Open Access Journals (Sweden)

Sarah R Booth

2016-11-01

Full Text Available Many PhD candidates bring with them a wealth of knowledge and skills; however, these may not sufficiently prepare candidates to work with high autonomy on a project with often limited interaction with the wider research community. A peer-mentor program model, in which a mentor delivers dyadic and group support to higher degree by research students from different disciplines and backgrounds, has the potential to enhance candidates’ knowledge and skills. However, the mentors themselves can experience significant advantages, as peer-mentoring can also have a positive effect on the mentors’ research experience. In order to further understanding of the potential benefits of peer-mentoring for mentors, three researchers explore their experiences as peer-mentors through an autoethnographic framework. Through discussing their personal experiences as peer-mentors, the researchers identified a range of benefits for themselves. These benefits in-volved finding that peer- mentoring enhanced their own learning, fostered reflective practice, and provided current tertiary teaching and research support experience. Peer mentoring also gave them broad exposure to a breadth of disciplines, theories, and methods; provided project management insights; created opportunities for professional networking; supported their social needs; and gave them invaluable insight into other candidate/supervisor relationships. Their role in a peer-mentor model has shaped their experiences as PhD candidates and also informed their decisions after graduation.

The mechanisms underpinning peer support: a literature review.

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Watson, Emma

2017-12-20

The employment of Peer Support Workers, who themselves have experience of significant emotional distress, can promote recovery at an individual and organisational level. While research examining the benefits of peer support within mental health services continues to grow, an understanding of how, and through what processes, these benefits are reached remains under-developed. To review the published research literature relating to the process of peer support and its underpinning mechanisms to better understand how and why it works. A scoping review of published literature identified studies relating to peer support mechanisms, processes and relationships. Studies were summarised and findings analysed. Five mechanisms were found to underpin peer support relationships (lived experience, love labour, the liminal position of the peer worker, strengths-focussed social and practical support, and the helper role). The identified mechanisms can underpin both the success and difficulties associated with peer support relationships. Further research should review a broader range of literature and clarify how these mechanisms contribute to peer support in different contexts.

Negative Interest Rates: Central Banks Initiated an Experiment

OpenAIRE

Aleksey N. Burenin

2016-01-01

Negative interest rates appeared as a consequence of economic problems that countries with market economy came across after the crises of2007-2008. The attempts of monetary authorities to stimulate economies with the help of quantitative easing didn't bring the desired result. That's why the central banks once again resorted to a traditional tool of their monetary policy of changing interest rates. But this time they launched an experiment, they used negative interest rates. The European Cent...

Adolescents' explicit and implicit evaluations of hypothetical and actual peers with different bullying participant roles.

Science.gov (United States)

Pouwels, J Loes; Lansu, Tessa A M; Cillessen, Antonius H N

2017-07-01

This study examined how adolescents evaluate bullying at three levels of specificity: (a) the general concept of bullying, (b) hypothetical peers in different bullying participant roles, and (c) actual peers in different bullying participant roles. Participants were 163 predominantly ethnic majority adolescents in The Netherlands (58% girls; M age =16.34years, SD=0.79). For the hypothetical peers, we examined adolescents' explicit evaluations as well as their implicit evaluations. Adolescents evaluated the general concept of bullying negatively. Adolescents' explicit evaluations of hypothetical and actual peers in the bullying roles depended on their own role, but adolescents' implicit evaluations of hypothetical peers did not. Adolescents' explicit evaluations of hypothetical peers and actual peers were different. Hypothetical bullies were evaluated negatively by all classmates, whereas hypothetical victims were evaluated relatively positively compared with the other roles. However, when adolescents evaluated their actual classmates, the differences between bullies and the other roles were smaller, whereas victims were evaluated the most negatively of all roles. Further research should take into account that adolescents' evaluations of hypothetical peers differ from their evaluations of actual peers. Copyright © 2017 Elsevier Inc. All rights reserved.

Student Voices: Perspectives on Peer-to-Peer Sexual Health Education.

Science.gov (United States)

Layzer, Carolyn; Rosapep, Lauren; Barr, Sherry

2017-07-01

This process study is a companion to a randomized evaluation of a school-based, peer-led comprehensive sexual health education program, Teen Prevention Education Program (Teen PEP), in which 11th- and 12th-grade students are trained by school health educators to conduct informative workshops with ninth-grade peers in schools in North Carolina. The process study was designed to understand youth participants' perspectives on the program in order to gain insight into program effectiveness. This is a mixed-methods study in 7 schools, with online surveys (N = 88) and 8 focus groups with peer educators (N = 116), end-of-program surveys (N = 1122), 8 focus groups with ninth-grade workshop participants (N = 89), and observations of the Teen PEP class and workshops during the semester of implementation in each school, 2012-2014. Both peer educators and ninth graders perceived benefits of participating in Teen PEP across a range of domains, including intentions, skills, and knowledge and that the peer education modality was important in their valuation of the experience. Our findings suggest that the peer-led comprehensive sexual health education approach embodied in Teen PEP can be an important educational mechanism for teaching students information and skills to promote sexual health. © 2017, American School Health Association.

Transformation of Adolescent Peer Relations in the Social Media Context: Part 2-Application to Peer Group Processes and Future Directions for Research.

Science.gov (United States)

Nesi, Jacqueline; Choukas-Bradley, Sophia; Prinstein, Mitchell J

2018-04-07

As social media use becomes increasingly widespread among adolescents, research in this area has accumulated rapidly. Researchers have shown a growing interest in the impact of social media on adolescents' peer experiences, including the ways that the social media context shapes a variety of peer relations constructs. This paper represents Part 2 of a two-part theoretical review. In this review, we offer a new model for understanding the transformative role of social media in adolescents' peer experiences, with the goal of stimulating future empirical work that is grounded in theory. The transformation framework suggests that the features of the social media context transform adolescents' peer experiences by changing their frequency or immediacy, amplifying demands, altering their qualitative nature, and/or offering new opportunities for compensatory or novel behaviors. In the current paper, we consider the ways that social media may transform peer relations constructs that often occur at the group level. Our review focuses on three key constructs: peer victimization, peer status, and peer influence. We selectively review and highlight existing evidence for the transformation of these domains through social media. In addition, we discuss methodological considerations and key conceptual principles for future work. The current framework offers a new theoretical perspective through which peer relations researchers may consider adolescent social media use.

Counteracting the Influence of Peer Smoking on YouTube.

Science.gov (United States)

Romer, Daniel; Jamieson, Patrick E; Jamieson, Kathleen Hall; Jones, Christopher; Sherr, Susan

2017-04-01

YouTube, a popular online site for user-generated content, is emerging as a powerful source of peer modeling of smoking. Previous research suggests that in counteracting such influence, health messages may inadvertently increase the perceived prevalence of drug use (a descriptive norm) without reducing its acceptability (injunctive norm). This research tested the ability of health messages to reduce the social acceptability of peer smoking on YouTube despite enhancing its perceived prevalence. In an online experiment with 999 adolescents, participants were randomly assigned to view one of two videos: (a) a mosaic displaying a variety of YouTube videos of adolescents smoking followed by a message about the mortality risk to those smokers, or (b) a control video on a health topic unrelated to smoking. Although exposure to the adolescent YouTube smokers increased perceived prevalence among some participants, it simultaneously increased beliefs about smoking's adverse health outcomes and negative attitudes toward smoking, effects that were associated with reductions in injunctive norms of social acceptability. Interventions that communicate the severity and scope of health risks associated with smoking may undercut the descriptive normative effects of peer modeling of smoking on social media sites such as YouTube.

Students helping students: vertical peer mentoring to enhance the medical school experience.

Science.gov (United States)

Andre, Christine; Deerin, Jessica; Leykum, Luci

2017-05-02

Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.

Perceived positive and negative consequences after surviving cancer and their relation to quality of life.

Science.gov (United States)

Castellano-Tejedor, Carmina; Eiroa-Orosa, Francisco-José; Pérez-Campdepadrós, Marta; Capdevila, Lluís; Sánchez de Toledo, José; Blasco-Blasco, Tomás

2015-06-01

Surviving childhood cancer has multiple implications on both physical and psychological domains of the individual. However, its study and possible effects on health-related quality of life (HRQoL) outcomes of adolescent survivors has been understudied. The objective of this study was twofold; to assess positive and negative cancer-related consequences (psychosocial and physical) in a sample of adolescent cancer survivors and to explore their relationship with HRQoL outcomes. Forty-one participants answered two questions about positive and negative consequences in the aftermath of cancer and filled in the KIDSCREEN-52 self-reported version. Data were analysed using mixed methods approach. Overall, 87.8% of the studied sample identified positive consequences and 63.4% negative consequences in survivorship. Four positive categories and five negative categories with regard to cancer-related consequences were found. Changed perspectives in life narratives seem to be the positive consequence more related to HRQoL (physical well-being, mood & emotions, autonomy, social support & peers), followed by useful life experience (physical well-being, autonomy, social support & peers). Psychological impact was the most referred negative consequence with a significant detrimental effect on social support and peers HRQoL dimension. Even if the majority of survivors reported benefit finding in the aftermath of cancer, concomitant positive and negative consequences have been found. However, findings only reveal a significant relationship between positive narratives and HRQoL, and negative consequences do not seem to have a significant influence on overall HRQoL in survivorship. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Affective associations with negativity: Why popular peers attract youths' visual attention

NARCIS (Netherlands)

Lansu, T.A.M.; Troop-Gordon, W.

2017-01-01

Visual attention to high-status peers is well documented, but whether this attentional bias is due to high-status individuals' leadership and prosocial characteristics or due to their more agonistic behaviors has yet to be examined. To identify the affective associations that may underlie visual

Expertise-based peer selection in Peer-to-Peer networks

NARCIS (Netherlands)

Haase, Peter; Siebes, Ronny; Harmelen, van Frank

2007-01-01

Peer-to-Peer systems have proven to be an effective way of sharing data. Modern protocols are able to efficiently route a message to a given peer. However, determining the destination peer in the first place is not always trivial. We propose a model in which peers advertise their expertise in

Development of self and peer performance assessment on iodometric titration experiment

Science.gov (United States)

Nahadi; Siswaningsih, W.; Kusumaningtyas, H.

2018-05-01

This study aims to describe the process in developing of reliable and valid assessment to measure students’ performance on iodometric titration and the effect of the self and peer assessment on students’ performance. The self and peer-instrument provides valuable feedback for the student performance improvement. The developed assessment contains rubric and task for facilitating self and peer assessment. The participants are 24 students at the second-grade student in certain vocational high school in Bandung. The participants divided into two groups. The first 12 students involved in the validity test of the developed assessment, while the remain 12 students participated for the reliability test. The content validity was evaluated based on the judgment experts. Test result of content validity based on judgment expert show that the developed performance assessment instrument categorized as valid on each task with the realibity classified as very good. Analysis of the impact of the self and peer assessment implementation showed that the peer instrument supported the self assessment.

Expertise-based peer selection in Peer-to-Peer networks

NARCIS (Netherlands)

Haase, Peter; Siebes, Ronny; Harmelen, van Frank

2007-01-01

Peer-to-Peer systems have proven to be an effective way of sharing data. Modern protocols are able to efficiently route a message to a given peer. However, determining the destination peer in the first place is not always trivial. We propose a a message to a given peer. However, determining the

Motivations of persons with psychiatric disabilities to work in mental health peer services: a qualitative study using self-determination theory.

Science.gov (United States)

Moran, Galia Sharon; Russinova, Zlatka; Yim, Jung Yeon; Sprague, Catherine

2014-03-01

Individuals with psychiatric disabilities have low rates of employment and occupational rehabilitation success. Mental health peer services are a new occupational modality that opened a promising occupational path: persons with serious mental illnesses employed to provide support to others with psychiatric conditions. However challenges to successful peer work exist. Work motivation is central to understanding and supporting peer workers, yet little is known about sources of motivation to work as mental health peer providers. The aim of this study was to identify what drives individuals to mental health peer work using self determination theory (SDT). Motivations of 31 mental health peer workers were explored as part of a larger study. A theory driven approach was employed to emerging qualitative data using SDT concepts: external motivation and internally regulated motivations derived from basic needs (autonomy, competence, relatedness). External motivations included generic occupational goals and getting away from negative work experiences. Internal motivations corresponded with SDT basic needs: autonomy met-needs was reflected in having freedom to disclose and finding that work accords with personal values; competence met-needs was reflected in using personal experience as a resource to help others; and relatedness met-needs were reflected in having opportunity to connect intimately and reciprocate with consumers. This study identified external and internal motivations of persons with psychiatric disabilities to work as peer providers-a novel occupation in mental health. Employing personal experience and enabling peer contact emerge as major motivational tenets of mental health peer work. According to SDT instrumental occupational goals are considered more external than satisfaction of basic psychological needs. The study demonstrates the applicability of SDT in the design of autonomy supported environments to promote work engagement and sustenance of mental

Can Peer Mentors Improve First-Year Experiences of University Students?

Science.gov (United States)

Yomtov, Dani; Plunkett, Scott W.; Efrat, Rafi; Marin, Adriana Garcia

2017-01-01

The effectiveness of a peer-mentoring program was examined at a university in California. Previous studies suggest university peer mentoring might increase students' feelings of engagement, which can contribute to their retention. Pretest and posttest data were collected from 304 freshmen (mentored and nonmentored) during the fall of 2012 in a…

Learners' Experiences of Peer Tutoring in the Context of Outdoor ...

African Journals Online (AJOL)

The article explores peer tutoring in the context of outdoor learning at a primary school in Lesotho. The peer-tutoring approach was trialled to explore its effectiveness in promoting learning in large class sizes which characterise primary and secondary schools in Lesotho. An urban primary school was purposively selected ...

Depressive realism and the effect of intertrial interval on judgements of zero, positive, and negative contingencies

OpenAIRE

Msetfi, Rachel M.; Murphy, Robin, A.; Simpson, Jane

2007-01-01

peer-reviewed In three experiments we tested how the spacing of trials during acquisition of zero, positive, and negative event–outcome contingencies differentially affected depressed and nondepressed students’ judgements. Experiment 1 found that nondepressed participants’ judgements of zero contingencies increased with longer intertrial intervals (ITIs) but not simply longer procedure durations. Depressed groups’ judgements were not sensitive to either manipulation, producing an effect kn...

Gendered-peer relationships in educational contexts.

Science.gov (United States)

Martin, Carol Lynn; Fabes, Richard A; Hanish, Laura D

2014-01-01

The goals of this chapter are to discuss the theories and evidence concerning the roles of gendered-peer interactions and relationships in children's lives at school. We begin by discussing the tendency of boys and girls to separate into same-sex peer groups and consider the theories and evidence concerning how gender segregation occurs and how peers influence children's learning and development. We then turn to the important and understudied question of why some children have more exposure to same-sex peers than others. We consider factors that contribute to variability in children's experiences with gender segregation such as the types of schools children attend and the kinds of classroom experiences they have with teachers. Finally, we review new evidence concerning the cognitive and affective factors that illustrate that children are actively involved in constructing the social world that surrounds them.

PENGEMBANGAN MODEL PEER COUNSELING SEBAGAI MEDIA PENGALAMAN PRAKTIK KONSELING

Directory of Open Access Journals (Sweden)

muslikah muslikah

2017-03-01

Full Text Available Practical experience is an important component of counselor education program. Through the experience student counseling practice, counselor candidate  given the experience to apply the skills and knowledge they acquired in the lecture. Peer Counseling in this research defined as the involvement of youth in peer groups to provide particular input for the development of personality and social of adolescents. Thus, peer counseling can be utilized in the process of lectures, so counselors candidate can be optimized to obtain practical experience supervised by a professional counselor. This research aims to develop a peer counseling model as an experience counseling practice media in basic skills counseling subject. The design used is research and development. Subjects were students of BK FIP UNNES. Data collected through in-depth interviews, questionnaires and  document studies. Data analysis technique used is  interactive model of Miles and Huberman. Results of the research is a model of peer counseling as an experience counseling practice media in basic skills of counseling subject include: (a rational, (b Definition, (c Interest, (d assuming, (e materials, (f the stages of peer counseling implementation, (g the evaluation and succes indicators, and function of group members, (h the phase of the service, (i the evaluation and follow-up. Based on  results expert validation obtained that the model is feasible and can be applied.

Factors Supporting the Employment of Young Adult Peer Providers: Perspectives of Peers and Supervisors.

Science.gov (United States)

Delman, Jonathan; Klodnick, Vanessa V

2017-10-01

Peer providers are a promising practice for transition-age youth community mental health treatment engagement and support, yet little is known about the experience of being a young adult peer provider or what helps to make an individual in this role successful. Utilizing a capital theory lens, this study uses data from focus groups (two with young adult peer providers and two with their supervisors) to examine facilitators of young adult peer provider success in community mental health treatment settings. Eight factors were identified as critical to young adult peer provider on-the-job success: persistence, job confidence, resilience, job training, skilled communications with colleagues, regular and individualized supervision, support from colleagues, and family support. Findings suggest that young adult peer providers may benefit immensely from an agency level focus on fostering social organizational capital as well as more individualized efforts to increase cultural, social, and psychological capital through training and supervision.

Gender Nonconformity, Sexual Orientation, and Dutch Adolescents' Relationship with Peers.

Science.gov (United States)

Bos, Henny; Sandfort, Theo

2015-07-01

Same-sex attraction and gender nonconformity have both been shown to negatively affect the relationships of adolescents with their peers. It is not clear, though, whether same-sex attracted adolescents are more likely to have negative peer relationships because they are same-sex attracted or because they are more likely to be gender nonconforming. It is also possible that both stressors affect peer relationships independently or amplify each other in their impact. We explored these questions in a sample of 486 Dutch adolescents (M age = 14.02 years). We found that same-sex attraction and gender nonconformity both had an independent effect and that gender nonconformity moderated, but not mediated, the associations between same-sex attraction and peer relationships at school. Same-sex attraction was more strongly associated with poorer relationships with peers in adolescents who were more gender nonconforming. These findings indicate the importance of including gender nonconformity in the understanding of same-sex attracted adolescents' relationships and suggest that in order to improve same-sex attracted adolescents' social position at school, acceptance of gender diversity should be promoted as well.

The Role of Feared Possible Selves on the Relationship Between Peer Influence and Delinquency

Science.gov (United States)

Pierce, Jennifer; Schmidt, Carissa; Stoddard, Sarah

2014-01-01

This study explores the impact of a feared delinquent possible self on the relationship between exposure to negative peer behaviors and violent and non-violent self-reported delinquency. Previous research strongly supports that deviant peers influence adolescents’ delinquent behavior. Yet, few studies have explored intrapersonal factors that may moderate this influence. Possible selves include what one hopes, expects and fears becoming and are believed to motivate behavior. Thus, it was hypothesized that adolescents who were exposed to deviant peers and also feared engaging in delinquency would be more likely to self-report delinquency. Seventh grade students (n = 176) identified feared possible selves in the future, their exposure to negative peer behavior and self-reported violent and non-violent delinquent behavior. Findings suggest that exposure to negative peer behavior is associated with self-reported delinquent behavior. For violent behavior, possessing a feared delinquent possible self moderates this relationship. Implications and suggestions for future research are discussed. PMID:25460676

Associations of Peer Acceptance and Perceived Popularity with Bullying and Victimization in Early Adolescence

Science.gov (United States)

de Bruyn, Eddy H.; Cillessen, Antonius H. N.; Wissink, Inge B.

2010-01-01

This study examined the role of peer acceptance and perceived popularity in bullying and victimization in early adolescent peer groups. Peer acceptance is the degree to which adolescents are well liked by their peers; perceived popularity indicates visibility, dominance, and prestige. It was hypothesized that acceptance negatively predicts…

Peer working time, labour supply, and happiness for male workers

OpenAIRE

Collewet, M.M.F.; de Grip, A.; Koning, J.d.

2015-01-01

This paper uncovers ‘conspicuous work’ as a new form of status seeking that can explain social interactions in labour supply. We analyse how peer working time relates to both labour supply and happiness for Dutch male workers. Using a unique measure of peer weekly working time, we find that men’s working time increases with that of their peers and that peer working time is negatively related to men’s happiness. These findings are consistent with a ‘conspicuous work’ model, in which individual...

Peer-to-peer shadowing as a technique for the development of nurse middle managers clinical leadership.

Science.gov (United States)

Lalleman, Pieterbas; Bouma, Joanne; Smid, Gerhard; Rasiah, Jananee; Schuurmans, Marieke

2017-10-02

Purpose The purpose of this study was to explore the experiences and impact of peer-to-peer shadowing as a technique to develop nurse middle managers' clinical leadership practices. Design/methodology/approach A qualitative descriptive study was conducted to gain insight into the experiences of nurse middle managers using semi-structured interviews. Data were analysed into codes using constant comparison and similar codes were grouped under sub-themes and then into four broader themes. Findings Peer-to-peer shadowing facilitates collective reflection-in-action and enhances an "investigate stance" while acting. Nurse middle managers begin to curb the caring disposition that unreflectively urges them to act, to answer the call for help in the here and now, focus on ad hoc "doings", and make quick judgements. Seeing a shadowee act produces, via a process of social comparison, a behavioural repertoire of postponing reactions and refraining from judging. Balancing the act of stepping in and doing something or just observing as well as giving or withholding feedback are important practices that are difficult to develop. Originality/value Peer-to-peer shadowing facilitates curbing the caring disposition, which is essential for clinical leadership development through unlocking a behavioural repertoire that is not easy to reveal because it is, unreflectively, closely knit to the professional background of the nurse managers. Unlike most leadership development programmes, that are quite introspective and detached from context, peer-to-peer shadowing does have the potential to promote collective learning while acting, which is an important process.

Adolescents' Experiences of Victimization: The Role of Attribution Style and Generalized Trust

Science.gov (United States)

Betts, Lucy R.; Houston, James E.; Steer, Oonagh L.; Gardner, Sarah E.

2017-01-01

Positive attribution style, negative attribution style, and generalized peer trust beliefs were examined as mediators in the relationship between adolescents' peer victimization experiences and psychosocial and school adjustment. A total of 280 (150 female and 130 males, M[subscript age] = 13 years 4 months, SD[subscript age] = 1 year 1 month)…

Peer Influence on Managerial Honesty

DEFF Research Database (Denmark)

Brunner, Markus; Ostermaier, Andreas

2018-01-01

peers’ reports are higher than they have expected, the opposite is not true. Third, partial transparency reinforces this asymmetry in peer influence. Unlike full transparency, it allows managers to substitute self-serving assumptions for missing information and to thus justify their own dishonesty more......We investigate peer influence on managerial honesty under varying levels of transparency. In a laboratory experiment, managers report their costs to a superior to request budget. We manipulate whether the managers learn each other’s report and cost (full transparency) or the report but not the cost...... (partial transparency). The results show, first, that managers are susceptible to peer influence, as they join peers in reporting honestly and dishonestly both under full and partial transparency. Second, however, the effect of peer influence is asymmetric. While managers’ dishonesty increases much when...

Application of Calibrated Peer Review (CPR) Writing Assignments to Enhance Experiments with an Environmental Chemistry Focus

Science.gov (United States)

Margerum, Lawrence D.; Gulsrud, Maren; Manlapez, Ronald; Rebong, Rachelle; Love, Austin

2007-01-01

The browser-based software program, Calibrated Peer Review (CPR) developed by the Molecular Science Project enables instructors to create structured writing assignments in which students learn by writing and reading for content. Though the CPR project covers only one experiment in general chemistry, it might provide lab instructors with a method…

Peer-to-peer mentoring for individuals with early inflammatory arthritis: feasibility pilot.

Science.gov (United States)

Sandhu, Sharron; Veinot, Paula; Embuldeniya, Gayathri; Brooks, Sydney; Sale, Joanna; Huang, Sicong; Zhao, Alex; Richards, Dawn; Bell, Mary J

2013-03-01

To examine the feasibility and potential benefits of early peer support to improve the health and quality of life of individuals with early inflammatory arthritis (EIA). Feasibility study using the 2008 Medical Research Council framework as a theoretical basis. A literature review, environmental scan, and interviews with patients, families and healthcare providers guided the development of peer mentor training sessions and a peer-to-peer mentoring programme. Peer mentors were trained and paired with a mentee to receive (face-to-face or telephone) support over 12 weeks. Two academic teaching hospitals in Toronto, Ontario, Canada. Nine pairs consisting of one peer mentor and one mentee were matched based on factors such as age and work status. Mentee outcomes of disease modifying antirheumatic drugs (DMARDs)/biological treatment use, self-efficacy, self-management, health-related quality of life, anxiety, coping efficacy, social support and disease activity were measured using validated tools. Descriptive statistics and effect sizes were calculated to determine clinically important (>0.3) changes. Peer mentor self-efficacy was assessed using a self-efficacy scale. Interviews conducted with participants examined acceptability and feasibility of procedures and outcome measures, as well as perspectives on the value of peer support for individuals with EIA. Themes were identified through constant comparison. Mentees experienced improvements in the overall arthritis impact on life, coping efficacy and social support (effect size >0.3). Mentees also perceived emotional, informational, appraisal and instrumental support. Mentors also reported benefits and learnt from mentees' fortitude and self-management skills. The training was well received by mentors. Their self-efficacy increased significantly after training completion. Participants' experience of peer support was informed by the unique relationship with their peer. All participants were unequivocal about the need for

Peer-to-peer mentoring for individuals with early inflammatory arthritis: feasibility pilot

Science.gov (United States)

Sandhu, Sharron; Veinot, Paula; Embuldeniya, Gayathri; Brooks, Sydney; Sale, Joanna; Huang, Sicong; Zhao, Alex; Richards, Dawn; Bell, Mary J

2013-01-01

Objectives To examine the feasibility and potential benefits of early peer support to improve the health and quality of life of individuals with early inflammatory arthritis (EIA). Design Feasibility study using the 2008 Medical Research Council framework as a theoretical basis. A literature review, environmental scan, and interviews with patients, families and healthcare providers guided the development of peer mentor training sessions and a peer-to-peer mentoring programme. Peer mentors were trained and paired with a mentee to receive (face-to-face or telephone) support over 12 weeks. Setting Two academic teaching hospitals in Toronto, Ontario, Canada. Participants Nine pairs consisting of one peer mentor and one mentee were matched based on factors such as age and work status. Primary outcome measure Mentee outcomes of disease modifying antirheumatic drugs (DMARDs)/biological treatment use, self-efficacy, self-management, health-related quality of life, anxiety, coping efficacy, social support and disease activity were measured using validated tools. Descriptive statistics and effect sizes were calculated to determine clinically important (>0.3) changes. Peer mentor self-efficacy was assessed using a self-efficacy scale. Interviews conducted with participants examined acceptability and feasibility of procedures and outcome measures, as well as perspectives on the value of peer support for individuals with EIA. Themes were identified through constant comparison. Results Mentees experienced improvements in the overall arthritis impact on life, coping efficacy and social support (effect size >0.3). Mentees also perceived emotional, informational, appraisal and instrumental support. Mentors also reported benefits and learnt from mentees’ fortitude and self-management skills. The training was well received by mentors. Their self-efficacy increased significantly after training completion. Participants’ experience of peer support was informed by the unique

Near-Peer Teaching Strategy in a Large Human Anatomy Course: Perceptions of Near-Peer Instructors

Science.gov (United States)

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School…

PowerFolder – Peer-to-Peer powered Sync and Share

CERN Multimedia

CERN. Geneva

2014-01-01

PowerFolder is a peer-to-peer (P2P) sync and share solution which started as spin-off from the University of Cologne and University of Applied Science Niederrhein in 2007. It is available as commercial and open-source solution and in use by hundreds of education and research organization and several thousand businesses. The software enables datacenter providers, NRENs or any education and research organization to operate its own PowerFolder cloud as alternative to public clouds while preserving the same end-user experience: Access to data anywhere on any device (Windows, Linux, Apple, Web, Android and iOS). While approaches to sync and share data from/to a single central location have several drawbacks the PowerFolder solution offers a unique peer-to-peer algorithm to replicate and transfer data between sites, users and devices with the freedom to choose whether to store or not to store files at the central hub. This is archived by intelligent; decentralize meta- and binary-data handling between nodes in a se...

A mixed methods study of peer-to-peer support in a group-based lifestyle intervention for adults with serious mental illness.

Science.gov (United States)

Aschbrenner, Kelly A; Naslund, John A; Bartels, Stephen J

2016-12-01

There is potential for peer support to enhance healthy lifestyle interventions targeting changes in body weight and fitness for adults with serious mental illness. The purpose of this study was to explore peer-to-peer support among individuals participating in a group lifestyle intervention that included social media to enhance in-person weight management sessions. A mixed methods study design was used to explore participants' perceptions and experiences of support from other group members during a 6-month group lifestyle intervention. Twenty-five individuals with serious mental illness reported their perceptions of the peer group environment and social support during the intervention. Seventeen of these individuals also participated in focus group interviews further exploring their experiences with group members. More than 80% of participants agreed that other group members were trustworthy and dependable, and 92% reported a high level of shared purpose and active participation in the group. Participants described how shared learning and group problem-solving activities fostered friendships and provided essential support for health behavior change. Sharing information, personal successes and challenges, and "being in the same boat" as other group members were key features of peer-to-peer support. Findings from this exploratory study suggest that participants enrolled in a group-based lifestyle intervention for people with serious mental illness experience peer-to-peer support in various ways that promote health behavior change. These findings highlight opportunities to enhance future lifestyle interventions with collaborative learning and social network technologies that foster peer support among participants. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Peer Pressure in Multi-Dimensional Work Tasks

OpenAIRE

Felix Ebeling; Gerlinde Fellner; Johannes Wahlig

2012-01-01

We study the influence of peer pressure in multi-dimensional work tasks theoretically and in a controlled laboratory experiment. Thereby, workers face peer pressure in only one work dimension. We find that effort provision increases in the dimension where peer pressure is introduced. However, not all of this increase translates into a productivity gain, since the effect is partly offset by a decrease of effort in the work dimension without peer pressure. Furthermore, this tradeoff is stronger...

Peer Tutoring and Clinical Stage: analysis of experience and potential applications in the First Level Degree Course in Nursing, section of Desenzano Del Garda.

Science.gov (United States)

Lo Biondo, Paolo; Avino, Nicola; Podavini, Enrica; Prandelli, Matteo

2015-01-01

Among the various methods of learning and experience in the literature, the methodology of Peer Tutoring is particularly important for the formation of the student nurses. The Peer Tutoring identifies a model of cooperative learning, aiming to activate a spontaneous process to transfer knowledge, emotions and experiences from some members of a group to other members of equal status but with a difference in the knowledge and cognitive skills or relational. The First level degree course in Nursing, section of Desenzano del Garda (Brescia, Italy) has been applying a methodology that can be defined as Peer Tutoring for the last four years. The applicability of the method is based on the coupling of an expert student of the 3rd year of the course to a group of students from the 1st or 2nd year. The study has the main objective to analyze the experience in the branch of Desenzano del Garda and see if the learning method of the Peer Tutoring is valid within the context of clinical internship. The study, of descriptive-observational type, was conducted in the academic year 2013-2014. The samples in the research are two: the first sample consisted of 53 students in their first year of studies, 46 students of the 2nd year of the course and 30 students of the 3rd year of the course who attended the experience as tutoring students (students tutors), for a total of 129 students; the second sample consisted of 15 students of the 3rd year of the course who attended the experience of the Peer Tutoring applied to the Stage clinical students as tutors (students Tutor). The research allowed important information to be gathered regarding the utility and interventions to improve the quality of the project of Peer tutoring. Peer Tutoring is a learning methodology that works and that can be applied in learning pathways for nursing students. The training of students Tutor is a matter of considerable importance: in fact the students ask to be trained to respect the structure and functions

7 CFR 3401.13 - Composition of peer review groups.

Science.gov (United States)

2010-01-01

... 7 Agriculture 15 2010-01-01 2010-01-01 false Composition of peer review groups. 3401.13 Section... Peer Review of Research Applications for Funding § 3401.13 Composition of peer review groups. Peer review group members will be selected based upon their training or experience in relevant scientific or...

Social Anxiety and Peer Helping in Adolescent Addiction Treatment

Science.gov (United States)

Pagano, Maria E.; Wang, Alexandra R.; Rowles, Brieana M.; Lee, Matthew T.; Johnson, Byron R.

2015-01-01

The developmental need to fit in may lead to higher alcohol and other drug use among socially anxious youths which exacerbates the drink/trouble cycle. In treatment, youths with social anxiety disorder (SAD) may avoid participating in therapeutic activities with risk of negative peer appraisal. Peer-helping is a low-intensity, social activity in…

Developing Peer Mentoring through Evaluation

Science.gov (United States)

Hall, Ralph; Jaugietis, Zarni

2011-01-01

Peer mentoring programs are an important component in the strategy to enhance the first year undergraduate experience. The operation of these programs needs to be informed by evidence as to their effectiveness. In this article we report on a six-year study of the development of a peer mentoring program in which feedback is used to improve program…

The Impact of Sibling Warmth and Conflict on Children's Social Competence with Peers.

Science.gov (United States)

Lockwood, Rebecca L.; Kitzmann, Katherine M.; Cohen, Robert

2001-01-01

Examined links between children's sibling and peer relationships. Found that sibling warmth was associated with more positive peer relations; sibling conflict was associated with both positive and negative peer outcomes, independent of sibling warmth; and sibling relationships were not more strongly associated with measures of friendships quality…

The impact of negative childbirth experience on future reproductive decisions: A quantitative systematic review.

Science.gov (United States)

Shorey, Shefaly; Yang, Yen Yen; Ang, Emily

2018-06-01

The aim of this study was to systematically retrieve, critique and synthesize available evidence regarding the association between negative childbirth experiences and future reproductive decisions. A child's birth is often a joyous event; however, there is a proportion of women who undergo negative childbirth experiences that have long-term implications on their reproductive decisions. A systematic review of quantitative studies was undertaken using Joanna Briggs Institute's methods. A search was carried out in CINAHL Plus with Full Text, Embase, PsycINFO, PubMed, Scopus and Web of Science from January 1996 - July 2016. Studies that fulfilled the inclusion criteria were assessed by two independent reviewers using the Joanna Briggs Institute's Critical Appraisal Tools. Data were extracted under subheadings adapted from the institute's data extraction forms. Twelve studies, which examined either one or more influences of negative childbirth experiences, were identified. The included studies were either cohort or cross-sectional designs. Five studies observed positive associations between prior negative childbirth experiences and decisions to not have another child, three studies found positive associations between negative childbirth experiences and decisions to delay a subsequent birth and six studies concluded positive associations between negative childbirth experiences and maternal requests for caesarean section in subsequent pregnancies. To receive a holistic understanding on negative childbirth experiences, a suitable definition and validated measuring tools should be used to understand this phenomenon. Future studies or reviews should include a qualitative component and/or the exploration of specific factors such as cultural and regional differences that influence childbirth experiences. © 2018 John Wiley & Sons Ltd.

Escalating risk and the moderating effect of resistance to peer influence on the P200 and feedback-related negativity.

Science.gov (United States)

Kiat, John; Straley, Elizabeth; Cheadle, Jacob E

2016-03-01

Young people frequently socialize together in contexts that encourage risky decision making, pointing to a need for research into how susceptibility to peer influence is related to individual differences in the neural processing of decisions during sequentially escalating risk. We applied a novel analytic approach to analyze EEG activity from college-going students while they completed the Balloon Analogue Risk Task (BART), a well-established risk-taking propensity assessment. By modeling outcome-processing-related changes in the P200 and feedback-related negativity (FRN) sequentially within each BART trial as a function of pump order as an index of increasing risk, our results suggest that analyzing the BART in a progressive fashion may provide valuable new insights into the temporal neurophysiological dynamics of risk taking. Our results showed that a P200, localized to the left caudate nucleus, and an FRN, localized to the left dACC, were positively correlated with the level of risk taking and reward. Furthermore, consistent with our hypotheses, the rate of change in the FRN was higher among college students with greater self-reported resistance to peer influence. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Are peer specialists happy on the job?

Science.gov (United States)

Jenkins, Sarah; Chenneville, Tiffany; Salnaitis, Christina

2018-03-01

This study was designed to examine the impact of role clarity and job training on job satisfaction among peer specialists. A 3-part survey assessing job training, job satisfaction, and role clarity was administered online to 195 peer specialists who are members of the International Association of Peer Specialists. Data was analyzed using descriptive statistics, correlational analyses to include multiple linear regressions and analysis of variance. Self-study and online training methods were negatively correlated with job satisfaction while job shadowing was positively correlated with job satisfaction. Role clarity was positively correlated with job satisfaction and job training satisfaction as well as job shadowing and one-on-one training. The use of self-study and online training for peer specialists is contraindicated by current findings, which suggest the need to utilize job shadowing or training methods that allow for personal interaction between peer specialists and their colleagues. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Children’s Feedback Preferences in Response to an Experimentally Manipulated Peer Evaluation Outcome: The Role of Depressive Symptoms

Science.gov (United States)

Dekovic, Maja; Vermande, Marjolijn; Telch, Michael J.

2007-01-01

The present study examined the linkage between pre-adolescent children’s depressive symptoms and their preferences for receiving positive vs. negative feedback subsequent to being faced with an experimentally manipulated peer evaluation outcome in real time. Participants (n = 142) ages 10 to 13, played a computer contest based on the television show Survivor and were randomized to either a peer rejection (i.e., receiving the lowest total ‘likeability’ score from a group of peer-judges), a peer success (i.e., receiving the highest score), or a control peer evaluation condition. Children’s self-reported feedback preferences were then assessed. Results revealed that participants assigned to the negative evaluation outcome, relative to either the success or the control outcome, showed a significantly higher subsequent preference for negatively tuned feedback. Contrary to previous work and predictions derived from self-verification theory, children higher in depressive symptoms were only more likely to prefer negative feedback in response to the negative peer evaluation outcome. These effects for depression were not accounted for by either state mood at baseline or mood change in response to the feedback manipulation. PMID:17279340

A Peer-Reviewed Research Assignment for Large Classes.

Science.gov (United States)

Henderson, LaRhee; Buising, Charisse

2000-01-01

Introduces a writing exercise students work on in collaborative groups. Aims to enhance students' scientific research paper writing skills and provide experience working in collaborative groups. Presents evaluation criteria for peer-group evaluation of a poster presentation, intra-group evaluation of peer performance, and peer-group evaluation of…

How Online Peer-to-Peer Conversation Shapes the Effects of a Message About Healthy Sleep.

Science.gov (United States)

Robbins, Rebecca; Niederdeppe, Jeff

2017-02-01

Conversation about health messages and campaigns is common, and message-related conversations are increasingly recognized as a consequential factor in shaping message effects. The evidence base is limited, however, about the conditions under which conversation may help or hinder health communication efforts. In this study, college students (N = 301) first watched a short sleep video and were randomly assigned to either talk with a partner in an online chat conversation or proceed directly to a short survey. Unknown to participants, the chat partner was a confederate coached to say positive things about sleep and the message ('positive' chat condition), negative things ('negative' chat condition), or unrelated things ('natural' chat condition). All respondents completed a short survey on beliefs about sleep, reactions to the message, and intentions to get adequate sleep. Respondents had greater intentions to engage in healthy sleep when they engaged in positive conversation following message exposure than when they engaged in negative conversation after the message (p chat perceptions were significant predictors (p < 0.05) of intentions to achieve healthy sleep. Health message designers may benefit from understanding how messages are exchanged in peer-to-peer conversation to better predict and explain their effects.

Communication with Parents and Peers on Sexual Matters: the Experience of Adolescents in the Northeastern of China

Institute of Scientific and Technical Information of China (English)

Li-ying ZHANG; Iqbal Shah; Wendy Baldwin

2006-01-01

Objective To analyze the status of parent-child communication on sexual matters and its relationship to the sexual behaviors of adolescents.Methods The data were obtained from a study which was conducted in Changchun city of China in 2001. Unmarried adolescents aged 15-19 years old(322 males and 360 females) were selected for this analysis.Results Ten percent of adolescents reported having experience of sexual intercourse (16% of male and 5% of female). The percentages of adolescents communicating with peers, mothers and fathers were 35%, 30% and 17%, respectively. Males were more likely to talk about sexual issues with peer, while females were more likely to talk with mothers. Significant difference was also noted between the ratio of communication on sexual matters and having a girl/boy friend with peers and with parents. There was a statistically significant relationship between sexual experience and communication with fathers among male adolescents. Despite the fact that parents are the most closest care providers, adolescents obtained most of the sex information from "reading materials"and from "teachers ", but not from their parents. There was an age difference in the main source of obtaining sexual information. Younger adolescents obtained sexual information mainly from teachers while older adolescents mainly from reading materials.Conclusion In addition to schools and reading materials, parents should serve as an important source of information on sexual education as well.

Peer Sexual Harassment and Disordered Eating in Early Adolescence

Science.gov (United States)

Petersen, Jennifer L.; Hyde, Janet S.

2013-01-01

Peer sexual harassment is a pervasive problem in schools and is associated with a variety of negative mental health outcomes. Objectification theory suggests that sexual attention in the form of peer harassment directs unwanted attention to the victim's body and may lead to a desire to alter the body via disordered eating. In the current study, we…

Gender Nonconformity, Sexual Orientation, and Dutch Adolescents’ Relationship with Peers

Science.gov (United States)

Bos, Henny; Sandfort, Theo

2017-01-01

Same-sex attraction and gender nonconformity have both been shown to negatively affect the relationships of adolescents with their peers. It is not clear, though, whether same-sex attracted adolescents are more likely to have negative peer relationships because they are same-sex attracted or because they are more likely to be gender nonconforming. It is also possible that both stressors affect peer relationships independently or amplify each other in their impact. We explored these questions in a sample of 486 Dutch adolescents (M age = 14.02 years). We found that same-sex attraction and gender nonconformity both had an independent effect and that gender nonconformity moderated, but not mediated, the associations between same-sex attraction and peer relationships at school. Same-sex attraction was more strongly associated with poorer relationships with peers in adolescents who were more gender nonconforming. These findings indicate the importance of including gender nonconformity in the understanding of same-sex attracted adolescents’ relationships and suggest that in order to improve same-sex attracted adolescents’ social position at school, acceptance of gender diversity should be promoted as well. PMID:25548066

The role of feared possible selves in the relationship between peer influence and delinquency.

Science.gov (United States)

Pierce, Jennifer; Schmidt, Carissa; Stoddard, Sarah A

2015-01-01

This study explores the impact of a feared delinquent possible self on the relationship between exposure to negative peer behaviors and violent and non-violent self-reported delinquency. Previous research strongly supports that deviant peers influence adolescents' delinquent behavior. Yet, few studies have explored intrapersonal factors that may moderate this influence. Possible selves include what one hopes, expects and fears becoming and are believed to motivate behavior. Thus, it was hypothesized that adolescents who were exposed to deviant peers and also feared engaging in delinquency would be more likely to self-report delinquency. Seventh grade students (n = 176) identified feared possible selves in the future, their exposure to negative peer behavior and self-reported violent and non-violent delinquent behavior. Findings suggest that exposure to negative peer behavior is associated with self-reported delinquent behavior. For violent behavior, possessing a feared delinquent possible self moderates this relationship. Implications and suggestions for future research are discussed. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

Science.gov (United States)

Snyder, Julia J.; Wiles, Jason R.

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups. PMID:25629311

Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

Directory of Open Access Journals (Sweden)

Julia J Snyder

Full Text Available This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

Science.gov (United States)

Snyder, Julia J; Wiles, Jason R

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

STUDENT NURSES' EXPERIENCE OF A SYSTEM OF PEER ...

African Journals Online (AJOL)

support

A system of peer group supervision and accompaniment for student nurses has been in place at a ... The themes that were identified indicated that certain elements motivated nursing stu- dents to ..... tutors receive a financial incentive.

Explaining the paradoxical rejection-aggression link: the mediating effects of hostile intent attributions, anger, and decreases in state self-esteem on peer rejection-induced aggression in youth.

Science.gov (United States)

Reijntjes, Albert; Thomaes, Sander; Kamphuis, Jan H; Bushman, Brad J; de Castro, Bram Orobio; Telch, Michael J

2011-07-01

People are strongly motivated to feel accepted by others. Yet when faced with acute peer rejection they often aggress against the very peers they desire acceptance from, which may lead to further rejection. The present experiment tests three potential mediators of aggressive responses to acute peer rejection in the critical developmental stage of early adolescence. Participants (N=185, M(age)=11.5 years) completed personal profiles that were allegedly evaluated online by peers. After receiving negative or neutral peer feedback, participants could aggress against the same peers who had evaluated them. Rejected participants attributed more hostile intent to the peers, were angrier, showed a greater reduction in state self-esteem, and were more aggressive. Mediational analyses showed that hostile intent attributions mediated the acute peer rejection-aggression relationship, whereas increases in anger and decreases in state self-esteem did not. Thus, acute peer rejection evokes hostile intent attributions that, in turn, lead to aggressive reactions. © 2011 by the Society for Personality and Social Psychology, Inc

Indirect Effects of Emotion Regulation on Peer Acceptance and Rejection: The Roles of Positive and Negative Social Behaviors

Science.gov (United States)

Blair, Bethany L.; Gangel, Meghan J.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly

2016-01-01

A growing body of literature indicates that childhood emotion regulation predicts later success with peers, yet little is known about the processes through which this association occurs. The current study examined mechanisms through which emotion regulation was associated with later peer acceptance and peer rejection, controlling for earlier…

Popularity, likeability, and peer conformity : Four field experiments. Journal of Experimental Social Psychology

NARCIS (Netherlands)

Gommans, R.; Sandstrom, Marlene J.; Stevens, G.W.J.M.; ter Bogt, T.F.M.; Cillessen, Toon

2017-01-01

Adolescents tend to alter their attitudes and behaviors to match those of others; a peer influence process named peer conformity. This study investigated to what extent peer conformity depended on the status (popularity and likeability) of the influencer and the influencee. The study consisted of

Do Peers Matter? Resistance to Peer Influence as a Mediator between Self-Esteem and Procrastination among Undergraduates.

Science.gov (United States)

Chen, Bin-Bin; Shi, Zeyi; Wang, Yan

2016-01-01

This study examined the relationship between self-esteem and procrastination and the mediating role of resistance to peer influence (RPI) on this relationship among undergraduates. One hundred and ninety-nine Chinese undergraduate students completed the measures of procrastination, RPI, and self-esteem. Structural Equation Modeling analyses indicated that self-esteem was negatively related to procrastination, and RPI acted as a mediator of this relationship. The results suggest that the peer may be a key to understanding procrastination among undergraduates. Implications for future research and limitations of the current study are discussed.

Moderators of Negative Peer Influence on Early Adolescent Externalizing Behaviors: Individual Behavior, Parenting, and School Connectedness

Science.gov (United States)

Mrug, Sylvie; Windle, Michael

2009-01-01

This study examined the extent to which antisocial behavior, parenting, and school connectedness moderated the association between peer deviancy in preadolescence and externalizing problems in early adolescence. The participants included 500 boys and girls, most of them African Americans. Peer deviancy was measured with teacher reports of…

Developmental cascade models linking peer victimization, depression, and academic achievement in Chinese children.

Science.gov (United States)

Liu, Junsheng; Bullock, Amanda; Coplan, Robert J; Chen, Xinyin; Li, Dan; Zhou, Ying

2018-03-01

This study explored the longitudinal relations among peer victimization, depression, and academic achievement in Chinese primary school students. Participants were N = 945 fourth-grade students (485 boys, 460 girls; M age  = 10.16 years, SD = 2 months) attending elementary schools in Shanghai, People's Republic of China. Three waves of data on peer victimization, depression, and academic achievement were collected from peer nominations, self-reports, and school records, respectively. The results indicated that peer victimization had both direct and indirect effects on later depression and academic achievement. Depression also had both direct and indirect negative effects on later academic achievement, but demonstrated only an indirect effect on later peer victimization. Finally, academic achievement had both direct and indirect negative effects on later peer victimization and depression. The findings show that there are cross-cultural similarities and differences in the various transactions that exist among peer victimization, depression, and academic achievement. Statement of contribution What is already known on this subject? Peer victimization directly and indirectly relates to depression and academic achievement. Depression directly and indirectly relates to academic achievement. Academic achievement directly and indirectly relates to depression. What the present study adds? A developmental cascade approach was used to assess the interrelations among peer victimization, depression, and academic achievement. Academic achievement mediates the relation between peer victimization and depression. Depression is related to peer victimization through academic achievement. Academic achievement directly and indirectly relates to peer victimization. Academic achievement is related to depression through peer victimization. © 2017 The British Psychological Society.

Family-Peer Linkages for Children with Intellectual Disability and Children with Learning Disabilities.

Science.gov (United States)

Floyd, Frank J; Olsen, Darren L

2017-09-01

Family interactions are potential contexts for children with intellectual and learning disabilities to develop skillful social behaviors needed to relate effectively with peers. This study examined problem solving interactions within families of elementary school-age children (7-11 years) with intellectual disability (n = 37), specific learning disabilities (n =48), and without disabilities (n = 22). After accounting for group differences in children's behaviors and peer acceptance, across all groups, mothers' behaviors that encouraged egalitarian problem solving predicted more engaged and skillful problem solving by the children. However, mothers' controlling, directive behaviors predicted fewer of these behaviors by the children. Fathers' behaviors had mixed associations with the children's actions, possibly because they were reactive to children's unengaged and negative behaviors. For the children, greater involvement, more facilitative behaviors, and less negativity with their families were associated with greater acceptance from their peers, supporting family-peer linkages for children at risk for peer rejection.

A digital peer-to-peer learning platform for clinical skills development.

Science.gov (United States)

Basnak, Jesse; Ortynski, Jennifer; Chow, Meghan; Nzekwu, Emeka

2017-02-01

Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs). A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience. Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use. Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.

Naturally Occurring Peer Support through Social Media: The Experiences of Individuals with Severe Mental Illness Using YouTube

NARCIS (Netherlands)

Naslund, J.A.; Grande, S.W.; Aschbrenner, K.A.; Elwyn, G.

2014-01-01

Increasingly, people with diverse health conditions turn to social media to share their illness experiences or seek advice from others with similar health concerns. This unstructured medium may represent a platform on which individuals with severe mental illness naturally provide and receive peer

Peer Victimization and Harsh Parenting Predict Cognitive Diatheses for Depression in Children and Adolescents

Science.gov (United States)

Cole, David A.; Sinclair-McBride, Keneisha R.; Zelkowitz, Rachel; Bilsky, Sarah A.; Roeder, Kathryn; Spinelli, Tawny

2015-01-01

Objective The current study examined peer victimization and harsh parenting as longitudinal predictors of broadband and narrowband cognitions associated with the etiology of depression in children and adolescents. Method The sample consisted of 214 elementary and middle school students. At the start of the study, their average age was 12.2 years (SD = 1.0). The sex ratio was 112 girls to 102 boys. The sample was ethnically diverse (58.9% Caucasian, 34.1% African American, 10.7% Hispanic, 3.3% Asian, and 5.2% other). Children and their parents completed measures of peer victimization and harsh parenting. At two waves one year apart, children also completed questionnaire measures of negative and positive broadband cognitive style (e.g., personal failure, global self-worth) and narrowband self-perceptions (e.g., perceived social threat, social acceptance). Results Every wave 2 cognitive variable was predicted by peer victimization or harsh parenting or both, even after controlling for a wave 1 measure of the same cognitive variable. Peer victimization more consistently predicted narrowband social/interpersonal cognitions, whereas harsh parenting more consistently predicted broadband positive and negative cognitions. Furthermore, controlling for positive and negative self-cognitions eliminated a statistically significant effect of harsh parenting and peer victimization on depressive symptoms. Conclusions Support emerged for the social learning of negative self-cognitions. Support also emerged for negative self-cognitions as a mediator of depressive symptoms. Implications for theory and practice are discussed. PMID:25751612

Peer Victimization and Harsh Parenting Predict Cognitive Diatheses for Depression in Children and Adolescents.

Science.gov (United States)

Cole, David A; Sinclair-McBride, Keneisha R; Zelkowitz, Rachel; Bilsk, Sarah A; Roeder, Kathryn; Spinelli, Tawny

2016-01-01

The current study examined peer victimization and harsh parenting as longitudinal predictors of broadband and narrowband cognitions associated with the etiology of depression in children and adolescents. The sample consisted of 214 elementary and middle school students. At the start of the study, their average age was 12.2 years (SD = 1.0). The sex ratio was 112 girls to 102 boys. The sample was ethnically diverse (58.9% Caucasian, 34.1% African American, 10.7% Hispanic, 3.3% Asian, and 5.2% other). Children and their parents completed measures of peer victimization and harsh parenting. At two waves 1 year apart, children also completed questionnaire measures of negative and positive broadband cognitive style (e.g., personal failure, global self-worth) and narrowband self-perceptions (e.g., perceived social threat, social acceptance). Every Wave 2 cognitive variable was predicted by peer victimization or harsh parenting or both, even after controlling for a Wave 1 measure of the same cognitive variable. Peer victimization more consistently predicted narrowband social/interpersonal cognitions, whereas harsh parenting more consistently predicted broadband positive and negative cognitions. Furthermore, controlling for positive and negative self-cognitions eliminated a statistically significant effect of harsh parenting and peer victimization on depressive symptoms. Support emerged for the social learning of negative self-cognitions. Support also emerged for negative self-cognitions as a mediator of depressive symptoms. Implications for theory and practice are discussed.

Training Drug Treatment Patients to Conduct Peer-Based HIV Outreach: An Ethnographic Perspective on Peers' Experiences

Science.gov (United States)

Guarino, Honoria; Deren, Sherry; Mino, Milton; Kang, Sung-Yeon; Shedlin, Michele

2010-01-01

From 2005 to 2008, the Bienvenidos Project trained Puerto Rican patients of New York City and New Jersey methadone maintenance treatment programs to conduct peer-based community outreach to migrant Puerto Rican drug users to reduce migrants' HIV risk behaviors. Ethnographic research, including focus groups, individual interviews and observations, was conducted with a subset of the patients trained as peers (n=49; 67% male; mean age 40.3 years) to evaluate the self-perceived effects of the intervention. Results of the ethnographic component of this study are summarized. The role of ethnographic methods in implementing and evaluating this kind of intervention is also discussed. PMID:20141456

Peer effects in unethical behavior: standing or reputation?

Directory of Open Access Journals (Sweden)

David Pascual-Ezama

Full Text Available Recent empirical evidence shows that working in an unsupervised, isolated situation under competition, can increase dishonest behavior to achieve prestige. However, could working in a common space, in the presence of colleagues affect cheating? Here, we examine how familiar-peer influence, supervision and social incentives affect worker performance and dishonest behavior. First, we show that working in the presence of peers is an effective mechanism to constrain honest/dishonest behavior compared to an isolated work situation (experiment 1. Second, we demonstrate that the mere suspicion of dishonesty from another peer is not enough to affect individual cheating behavior (experiment 2, suggesting that reputation holds great importance in a worker's self-image acting as a strong social incentives. Third, we show that when the suspicion of dishonesty increases with multiple peers behaving dishonestly, the desire to increase standing is sufficient to nudge individuals' behavior back to cheating at the same levels as isolated situations (experiment 3.

Peer play, emotion understanding, and socio-moral explanation: the role of gender.

Science.gov (United States)

Mathieson, Kay; Banerjee, Robin

2011-06-01

Engagement in peer play is an important factor in young children’s adjustment as they make the transition to school. We evaluated individual differences in peer play within a sample of 58 children aged 4–5 years. Among boys, but not among girls, emotion understanding and verbal ability independently served as positive predictors of interactive peer play and negative predictors of disconnected play. Among girls, but not among boys, interactive peer play and socio-moral reasoning about peer conflict situations independently predicted sociometric most-like nominations. The results provide a foundation for further research on divergence in the early peer play of girls and boys.

Mentored peer reviewing for PhD faculty and students.

Science.gov (United States)

Xu, Jiayun; Kim, Kyounghae; Kurtz, Melissa; Nolan, Marie T

2016-02-01

There is a need for scholars to be prepared as peer reviewers in order to ensure the continual publication of quality science. However, developing the skills to craft a constructive critique can be difficult. In this commentary, we discuss the use of a group peer review mentoring model for PhD students to gain experience in peer review from a faculty member who is experienced in peer review. Central to this model, was the opportunity for each student and faculty mentor to openly discuss their critique of the manuscript. Through this enriching experience, novice researchers were able to learn the elements of a good peer review, better determine a manuscript's substantive contribution to science, and advance the quality of their own manuscript writing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Reducing Peer Sexual Harassment in Schools

Science.gov (United States)

Eckes, Suzanne

2006-01-01

Studies have indicated that as many as 80% of students experience some form of sexual harassment in public schools. Such statistics are troublesome, considering that peer sexual harassment can have long-term psychological effects on student victims. Public schools have a responsibility to provide a safe educational environment free of peer sexual…

Positive and negative caregiver experiences in first-episode psychosis

DEFF Research Database (Denmark)

Jansen, Jens Einar; Lysaker, Paul H.; Harder, Susanne

2014-01-01

influenced their reports of both positive and negative caregiving experiences. Design A prospective consecutive cross-sectional study. Methods Forty caregivers of patients with first-episode psychosis were interviewed using semi-structured interview and questionnaires. Results Greater levels of distress...

Self-perception but not peer reputation of bullying victimization is associated with non-clinical psychotic experiences in adolescents

NARCIS (Netherlands)

Gromann, P.M.; Goossens, F.A.; Olthof, T.; Pronk, J.; Krabbendam, L.

2013-01-01

Background Bullying victimization may be linked to psychosis but only self-report measures of victimization have been used so far. This study aimed (a) to investigate the differential associations of peer-nominated versus self-reported victim status with non-clinical psychotic experiences in a

Parental and Peer Factors Associated with Body Image Discrepancy among Fifth-Grade Boys and Girls

Science.gov (United States)

Wentzel, Kathryn; Elliott, Marc N.; Dittus, Patricia J.; Kanouse, David E.; Wallander, Jan L.; Pasch, Keryn E.; Franzini, Luisa; Taylor, Wendell C.; Qureshi, Tariq; Franklin, Frank A.; Schuster, Mark A.

2015-01-01

Many young adolescents are dissatisfied with their body due to a discrepancy between their ideal and actual body size, which can lead to weight cycling, eating disorders, depression, and obesity. The current study examined the associations of parental and peer factors with fifth-graders’ body image discrepancy, physical self-worth as a mediator between parental and peer factors and body image discrepancy, and how these associations vary by child’s sex. Body image discrepancy was defined as the difference between young adolescents’ self-perceived body size and the size they believe a person their age should be. Data for this study came from Healthy Passages, which surveyed 5,147 fifth graders (51 % females; 34 % African American, 35 % Latino, 24 % White, and 6 % other) and their primary caregivers from the United States. Path analyses were conducted separately for boys and girls. The findings for boys suggest father nurturance and getting along with peers are related negatively to body image discrepancy; however, for girls, fear of negative evaluation by peers is related positively to body image discrepancy. For both boys and girls, getting along with peers and fear of negative evaluation by peers are related directly to physical self-worth. In addition, mother nurturance is related positively to physical self-worth for girls, and father nurturance is related positively to physical self-worth for boys. In turn, physical self-worth, for both boys and girls, is related negatively to body image discrepancy. The findings highlight the potential of parental and peer factors to reduce fifth graders’ body image discrepancy. PMID:23334988

How School Norms, Peer Norms, and Discrimination Predict Interethnic Experiences among Ethnic Minority and Majority Youth

Science.gov (United States)

Tropp, Linda R.; O'Brien, Thomas C.; González Gutierrez, Roberto; Valdenegro, Daniel; Migacheva, Katya; de Tezanos-Pinto, Pablo; Berger, Christian; Cayul, Oscar

2016-01-01

This research tests how perceived school and peer norms predict interethnic experiences among ethnic minority and majority youth. With studies in Chile (654 nonindigenous and 244 Mapuche students, M = 11.20 and 11.31 years) and the United States (468 non-Hispanic White and 126 Latino students, M = 11.66 and 11.68 years), cross-sectional results…

Using Negative Emotions to Trace the Experience of Borderline Personality Pathology: Interconnected Relationships Revealed in an Experience Sampling Study.

Science.gov (United States)

Law, Mary Kate; Fleeson, William; Arnold, Elizabeth Mayfield; Furr, R Michael

2016-02-01

While emotional difficulties are highly implicated in borderline personality disorder (BPD), the dynamic relationships between emotions and BPD symptoms that occur in everyday life are unknown. The current paper examined the function of negative emotions as they relate to BPD symptoms in real time. Experience sampling methodology with 281 participants measured negative emotions and borderline symptoms, expressed as a spectrum of experiences, five times daily for two weeks. Overall, having a BDP diagnosis was associated with experiencing more negative emotions. Multilevel modeling supported positive concurrent relationships between negative emotions and BPD symptoms. Lagged models showed that even after 3 hours negative emotions and several symptoms continued to influence each other. Therefore, results indicated that negative emotions and BPD symptoms are intricately related; some evidenced long-lasting relationships. This research supports emotion-symptom contingencies within BPD and provides insight regarding the reactivity and functionality of negative emotions in borderline pathology.

Mentor Service Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

Science.gov (United States)

Ward, Elijah G.; Thomas, Earl E.; Disch, William B.

2014-01-01

Little research has focused carefully on the means by which peer mentors foster development in undergraduate protégés. Two faculty members developed a holistic, peer-mentoring project in which 26 upperclassmen mentored 74 underclassmen at a midsize, 4-year institution. Mentor journal notes, open-ended protégé responses, and participant…

Conspicuous Work: Peer Working Time, Labour Supply and Happiness for Male Workers

OpenAIRE

Collewet, Marion; de Grip, Andries; de Koning, Jaap

2015-01-01

This paper uncovers 'conspicuous work' as a new form of status seeking that can explain social interactions in labour supply. We analyse how peer working time relates to both labour supply and happiness for Dutch male workers. Using a unique measure of peer weekly working time, we find that men's working time increases with that of their peers and that peer working time is negatively related to men's happiness. These findings are consistent with a 'conspicuous work' model, in which individual...

Online Peer-to-Peer Communities in the Daily Lives of People With Chronic Illness: A Qualitative Systematic Review.

Science.gov (United States)

Kingod, Natasja; Cleal, Bryan; Wahlberg, Ayo; Husted, Gitte R

2017-01-01

This qualitative systematic review investigated how individuals with chronic illness experience online peer-to-peer support and how their experiences influence daily life with illness. Selected studies were appraised by quality criteria focused upon research questions and study design, participant selection, methods of data collection, and methods of analysis. Four themes were identified: (a) illness-associated identity work, (b) social support and connectivity, (c) experiential knowledge sharing, and (d) collective voice and mobilization. Findings indicate that online peer-to-peer communities provide a supportive space for daily self-care related to chronic illness. Online communities provided a valued space to strengthen social ties and exchange knowledge that supported offline ties and patient-doctor relationships. Individuals used online communities to exchange experiential knowledge about everyday life with illness. This type of knowledge was perceived as extending far beyond medical care. Online communities were also used to mobilize and raise collective awareness about illness-specific concerns. © The Author(s) 2016.

A Multi-Informant Longitudinal Study on the Relationship between Aggression, Peer Victimization, and Dating Status in Adolescence

Directory of Open Access Journals (Sweden)

Steven Arnocky

2012-04-01

Full Text Available Adolescent peer-aggression has recently been considered from the evolutionary perspective of intrasexual competition for mates. We tested the hypothesis that peer-nominated physical aggression, indirect aggression, along with self-reported bullying behaviors at Time 1 would predict Time 2 dating status (one year later, and that Time 1 peer- and self-reported peer victimization would negatively predict Time 2 dating status. Participants were 310 adolescents who were in grades 6 through 9 (ages 11–14 at Time 1. Results showed that for both boys and girls, peer-nominated indirect aggression was predictive of dating one year later even when controlling for age, peer-rated attractiveness, and peer-perceived popularity, as well as initial dating status. For both sexes, self-reported peer victimization was negatively related to having a dating partner at Time 2. Findings are discussed within the framework of intrasexual competition.

The Relationship of Facilitative Functioning to Effective Peer Supervision

Science.gov (United States)

Seligman, Linda

1978-01-01

This study investigates peer supervision. The criterion used was counselor trainees' growth in facilitative functioning. The study sought to ascertain whether the facilitative counselor trainee was also the effective peer supervisor, to provide information on evaluating peer-supervisory experience, and to shed light on the most effective…

Adolescents, Peers, and Motor Vehicles The Perfect Storm?

OpenAIRE

Allen, Joseph P.; Brown, B. Bradford

2008-01-01

Motor-vehicle crashes are a leading cause of death among teenagers and in many instances appear linked to negative peer influences on adolescent driving behavior. This article examines a range of developmental and structural factors that potentially increase the risks associated with adolescent driving. Developmental risk factors for adolescents include a propensity toward engaging in deviant and risky behavior, a desire to please peers, and the potential cost to an adolescent of alienating p...

It's not going to be that fun: negative experiences can add meaning to life.

Science.gov (United States)

Vohs, Kathleen D; Aaker, Jennifer L; Catapano, Rhia

2018-04-22

People seek to spend time in positive experiences, enjoying and savoring. Yet there is no escaping negative experiences, from the mundane (e.g. arguing) to the massive (e.g. death of a child). Might negative experiences confer a hidden benefit to well-being? We propose that they do, in the form of enhanced meaning in life. Research suggests that negative experiences can serve to boost meaning because they stimulate comprehension (understanding how the event fits into a broader narrative of the self, relationships, and the world), a known pillar of meaning in life. Findings on counterfactual thinking, reflecting on events' implications, and encompassing experiences into broad-based accounts of one's identity support the role of comprehension in contributing to life's meaning from unwanted, unwelcome experiences. Copyright © 2018 Elsevier Ltd. All rights reserved.

Partnerships Enhancing Practice: A Preliminary Model of Technology-Based Peer-to-Peer Evaluations of Teaching in Higher Education

Science.gov (United States)

Servilio, Kathryn L.; Hollingshead, Aleksandra; Hott, Brittany L.

2017-01-01

In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career…

A peer-led approach to promoting health education in schools: The ...

African Journals Online (AJOL)

Hennie

peer educators' experience of implementing the intervention, personal growth and experience with interacting with young people, and .... aimed to improve the knowledge of high school ..... peer leadership can result in changes of attitude in.

Stress exposure and generation: A conjoint longitudinal model of body dysmorphic symptoms, peer acceptance, popularity, and victimization.

Science.gov (United States)

Webb, Haley J; Zimmer-Gembeck, Melanie J; Mastro, Shawna

2016-09-01

This study examined the bidirectional (conjoint) longitudinal pathways linking adolescents' body dysmorphic disorder (BDD) symptoms with self- and peer-reported social functioning. Participants were 367 Australian students (45.5% boys, mean age=12.01 years) who participated in two waves of a longitudinal study with a 12-month lag between assessments. Participants self-reported their symptoms characteristic of BDD, and perception of peer acceptance. Classmates reported who was popular and victimized in their grade, and rated their liking (acceptance) of their classmates. In support of both stress exposure and stress generation models, T1 victimization was significantly associated with more symptoms characteristic of BDD at T2 relative to T1, and higher symptom level at T1 was associated with lower perceptions of peer acceptance at T2 relative to T1. These results support the hypothesized bidirectional model, whereby adverse social experiences negatively impact symptoms characteristic of BDD over time, and symptoms also exacerbate low perceptions of peer-acceptance. Copyright © 2016 Elsevier Ltd. All rights reserved.

Breastfeeding peer support: are there additional benefits?

Science.gov (United States)

Wade, Deborah; Haining, Shona; Day, Ann

2009-12-01

Anecdotal discussion among breastfeeding peer supporters and the infant-feeding co-ordinator suggested that breastfeeding peer support provided by breastfeeding peer supporters may offer benefits to breastfeeding women and their families other than increasing breastfeeding initiation and sustainability. The aim of this research was to determine whether there was evidence to support this. The research team used focus groups to obtain information from 16 local women who had received breastfeeding peer support from breastfeeding peer supporters. The key themes that emerged were--improved mental health, increased self-esteem or confidence, parenting skills, improved family diet, breastfeeding sustainability and poor hospital experience.The findings suggest that breastfeeding peer supporters supporting mothers to breastfeed, with the intention of increasing both breastfeeding rates and sustainability, may have additional benefits in several aspects of families' lives. Breastfeeding peer support may play an important role in helping to attain targets such as reducing obesity and postnatal depression.

Peer Observation of Teaching: A Decoupled Process

Science.gov (United States)

Chamberlain, John Martyn; D'Artrey, Meriel; Rowe, Deborah-Anne

2011-01-01

This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher's continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also…

The Effects of Group Stereotypes on Adolescents' Reasoning about Peer Retribution.

Science.gov (United States)

Pitner, Ronald O.; Astor, Ron Avi; Benbenishty, Rami; Haj-Yahia, Muhammad M.; Zeira, Anat

2003-01-01

Examined effects of negative group stereotypes on reasoning about peer retribution (child hits another child in response to name calling) among 2,604 Arab and Jewish adolescents in Israel. Found evidence that Arab and Jewish students hold stereotypes about one another and that in-group bias affected approval and reasoning about peer retribution…

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

240 INFLUENCES OF PEER RELATIONS AND LOCUS OF ...

African Journals Online (AJOL)

Financial recklessness is a behavior that has far reaching negative .... between consumer financial knowledge, income and locus of control on financial ... Their interactions with their peers increased their internal motivations and thus helped.

Peer Review in a Social Policy Course: Lessons Learned

Directory of Open Access Journals (Sweden)

Shauna P. Acquavita

2013-04-01

Full Text Available Peer review is a tool that provides students with a sense of how their work is perceived by others. Built on refection and feedback, peer review assesses the quality of academic processes and products based on well-understood criteria. Peer review was implemented in a baccalaureate social work policy course to enhance writing and critical thinking skills. Students were surveyed on their experiences and indicated that peer review activities provided beneficial learning exercises. The information gathered suggests methods for future implementation of peer review in social work education.

Qualitative study of peer workers within the 'Partners in Recovery' programme in regional Australia.

Science.gov (United States)

Hurley, John; Cashin, Andrew; Mills, Jem; Hutchinson, Marie; Kozlowski, Desiree; Graham, Iain

2018-02-01

In Australia and internationally, Peer Workers are increasingly being incorporated into the mental health workforce. Underpinning this trend is the conviction that the inclusion of workers with lived experience in overcoming mental health challenges is central to transforming service delivery. Given there are few identified Australian studies into the experiences of Peer Workers, this paper reports findings from qualitative interviews conducted in a Partners In Recovery programme in one regional area in Australia. The interviews formed part of a larger mixed-method study evaluating Peer Worker roles in the programme. Thematic analysis of interview transcripts with Peer Workers and other staff employed in the programme (n = 22) was undertaken. Central to the five themes that emerged was the concept of lived experience expertise in overcoming mental health challenges. The themes were: (i) role variance, (ii) the challenges and opportunities for Peer Worker, (iii) the processes Peer Workers employed as they attempted to shape an identify and language, (iv) the inconsistencies and challenges of employing lived experience as a defining feature of the peer worker role, and (v) the nature of trust arising from lived experience relationships. From this study, it is evident that the Peer Worker role remains underdeveloped. The difficulties experienced by Peer Workers in establishing a homogenous identity and role is not unique. The process and lack of clarity around role identity revealed from the narratives, parallels the experiences of Mental Health Nursing. © 2016 Australian College of Mental Health Nurses Inc.

Leadership Development Through Peer-Facilitated Simulation in Nursing Education.

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Brown, Karen M; Rode, Jennifer L

2018-01-01

Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. [J Nurs Educ. 2018;57(1):53-57.]. Copyright 2018, SLACK Incorporated.

Achievement Emotions and Peer Acceptance Get Together in Game Design at School

Directory of Open Access Journals (Sweden)

Margherita BRONDINO

2014-12-01

Full Text Available This paper presents a game design experience in primary schools, with children creating game design ideas and prototypes. Children were organized in cooperative groups. Game design tasks were organized following gamification principles, with ad-hoc gamified material. Cooperative learning and gamification served to elicit emotions and social inclusion. This paper measures them as follows. It operationalizes social inclusion with peer acceptance in three different social contexts, measured before and after the game design activity. It tracks achievement emotions experienced during game design at school. Then the paper examines the relationships between achievement emotions and peer acceptance. In this manner, it tackles an open problem in the literature concerning the links between emotions and social well-being in a game design experience. Path analyses indicate that, respectively for received choices and mutual friendships, positive emotions played a significant role in improving children’s social relations, and negative emotions were associated with a significant deterioration of social relations, but only for the extra-school leisure context. The paper concludes assessing the study limits and results in relation to game design with and for children.

Inhibition and Exuberance in Preschool Classrooms: Associations with Peer Social Experiences and Changes in Cortisol across the Preschool Year

Science.gov (United States)

Tarullo, Amanda R.; Mliner, Shanna; Gunnar, Megan R.

2011-01-01

Associations between behavioral inhibition and activity of the hypothalamic-pituitary-adrenocortical (HPA) system, a stress-sensitive neuroendocrine system indexed by salivary cortisol, have varied widely across studies. In the current study, we examined the role of peer social experiences in moderating patterns of association between…

SCI peer health coach influence on self-management with peers: a qualitative analysis.

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Skeels, S E; Pernigotti, D; Houlihan, B V; Belliveau, T; Brody, M; Zazula, J; Hasiotis, S; Seetharama, S; Rosenblum, D; Jette, A

2017-11-01

A process evaluation of a clinical trial. To describe the roles fulfilled by peer health coaches (PHCs) with spinal cord injury (SCI) during a randomized controlled trial research study called 'My Care My Call', a novel telephone-based, peer-led self-management intervention for adults with chronic SCI 1+ years after injury. Connecticut and Greater Boston Area, MA, USA. Directed content analysis was used to qualitatively examine information from 504 tele-coaching calls, conducted with 42 participants with SCI, by two trained SCI PHCs. Self-management was the focus of each 6-month PHC-peer relationship. PHCs documented how and when they used the communication tools (CTs) and information delivery strategies (IDSs) they developed for the intervention. Interaction data were coded and analyzed to determine PHC roles in relation to CT and IDS utilization and application. PHCs performed three principal roles: Role Model, Supporter, and Advisor. Role Model interactions included CTs and IDSs that allowed PHCs to share personal experiences of managing and living with an SCI, including sharing their opinions and advice when appropriate. As Supporters, PHCs used CTs and IDSs to build credible relationships based on dependability and reassuring encouragement. PHCs fulfilled the unique role of Advisor using CTs and IDSs to teach and strategize with peers about SCI self-management. The SCI PHC performs a powerful, flexible role in promoting SCI self-management among peers. Analysis of PHC roles can inform the design of peer-led interventions and highlights the importance for the provision of peer mentor training.

Willingness to Drink as a Function of Peer Offers and Peer Norms in Early Adolescence

Science.gov (United States)

Jackson, Kristina M; Roberts, Megan E; Colby, Suzanne M; Barnett, Nancy P; Abar, Caitlin C; Merrill, Jennifer E

2014-01-01

Objective: The goal of this study was to explore the effect of subjective peer norms on adolescents’ willingness to drink and whether this association was moderated by sensitivity to peer approval, prior alcohol use, and gender. Method: The sample was 1,023 middle-school students (52% female; 76% White; 12% Hispanic; Mage = 12.22 years) enrolled in a prospective study of drinking initiation and progression. Using web-based surveys, participants reported on their willingness to drink alcohol if offered by (a) a best friend or (b) a classmate, peer norms for two referent groups (close friends and classmates), history of sipping or consuming a full drink of alcohol, and sensitivity to peer approval (extreme peer orientation). Items were re-assessed at two follow-ups (administered 6 months apart). Results: Multilevel models revealed that measures of peer norms were significantly associated with both willingness outcomes, with the greatest prediction by descriptive norms. The association between norms and willingness was magnified for girls, those with limited prior experience with alcohol, and youths with low sensitivity to peer approval. Conclusions: Social norms appear to play a key role in substance use decisions and are relevant when considering more reactive behaviors that reflect willingness to drink under conducive circumstances. Prevention programs might target individuals with higher willingness, particularly girls who perceive others to be drinking and youths who have not yet sipped alcohol but report a higher perceived prevalence of alcohol consumption among both friends and peers. PMID:24766752

Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

Science.gov (United States)

Sullivan, Kevin; Marshall, Kevin; Tangney, Brendan

2015-01-01

This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the…

Negative health care experiences of immigrant patients: a qualitative study

Directory of Open Access Journals (Sweden)

Stronks Karien

2011-01-01

Full Text Available Abstract Background Negative events are abusive, potentially dangerous or life-threatening health care events, as perceived by the patient. Patients' perceptions of negative events are regarded as a potentially important source of information about the quality of health care. We explored negative events in hospital care as perceived by immigrant patients. Methods Semi-structured individual and group interviews were conducted with respondents about negative experiences of health care. Interviews were transcribed and analyzed using a framework method. A total of 22 respondents representing 7 non-Dutch ethnic origins were interviewed; each respondent reported a negative event in hospital care or treatment. Results Respondents reported negative events in relation to: 1 inadequate information exchange with care providers; 2 different expectations between respondents and care providers about medical procedures; 3 experienced prejudicial behavior on the part of care providers. Conclusions We identified three key situations in which negative events were experienced by immigrant patients. Exploring negative events from the immigrant patient perspective offers important information to help improve health care. Our results indicate that care providers need to be trained in adequately exchanging information with the immigrant patient and finding out specific patient needs and perspectives on illness and treatment.

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...

Adolescent Loneliness and Social Skills: Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations.

Science.gov (United States)

Lodder, G M A; Goossens, L; Scholte, R H J; Engels, R C M E; Verhagen, M

2016-12-01

Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased negative perceptions. In this study, we compared self-reported social skills evaluations with peer-reported social skills and meta-evaluations of social skills (i.e., adolescents' perceptions of how they believe their classmates evaluate them). Based on the social skills view, we expected negative relations between loneliness and these three forms of social skills evaluations. Based on the bias view, we expected lonely adolescents to have more negative self- and meta-evaluations compared to peer-evaluations of social skills. Participants were 1342 adolescents (48.64 % male, M age  = 13.95, SD = .54). All classmates rated each other in a round-robin design to obtain peer-evaluations. Self- and meta-evaluations were obtained using self-reports. Data were analyzed using polynomial regression analyses and response surface modeling. The results indicated that, when self-, peer- and meta-evaluations were similar, a greater sense of loneliness was related to poorer social skills. Loneliness was also related to larger discrepancies between self- and peer-evaluations of loneliness, but not related to the direction of these discrepancies. Thus, for some lonely adolescents, loneliness may be related to an actual social skills deficit, whereas for others a biased negative perception of one's own social skills or a mismatch with the environment may be related to their loneliness. This implies that different mechanisms may underlie loneliness, which has implications for interventions.

Peer-led small groups: Are we on the right track?

Science.gov (United States)

Moore, Fraser

2017-10-01

Peer tutor-led small group sessions are a valuable learning strategy but students may lack confidence in the absence of a content expert. This study examined whether faculty reinforcement of peer tutor-led small group content was beneficial. Two peer tutor-led small group sessions were compared with one faculty-led small group session using questionnaires sent to student participants and interviews with the peer tutors. One peer tutor-led session was followed by a lecture with revision of the small group content; after the second, students submitted a group report which was corrected and returned to them with comments. Student participants and peer tutors identified increased discussion and opportunity for personal reflection as major benefits of the peer tutor-led small group sessions, but students did express uncertainty about gaps in their learning following these sessions. Both methods of subsequent faculty reinforcement were perceived as valuable by student participants and peer tutors. Knowing in advance that the group report would be corrected reduced discussion in some groups, potentially negating one of the major benefits of the peer tutor-led sessions. Faculty reinforcement of peer-tutor led small group content benefits students but close attention should be paid to the method of reinforcement.

The promotive effects of peer support and active coping on the relationship between bullying victimization and depression among chinese boarding students.

Science.gov (United States)

Yin, Xue-Qin; Wang, Li-Hui; Zhang, Guo-Dong; Liang, Xiao-Bing; Li, Jason; Zimmerman, Marc A; Wang, Jin-Liang

2017-10-01

We examined the relationship between bully victimization experience and depression in rural adolescents and analyzed the moderating roles of peer support and active coping in male and female students. The sample comprised N=755 adolescents (376 females) with a mean age of 13.52 years. Through structural model and multi-group analysis, the results indicated: (1) a significant gender difference on the positive association between bullying victimization and depression; (2) peer support had a directly negative effect on depression among all boarding adolescents; and (3) significant moderating effect of active coping on the association between victimization and depression, without significant gender difference. We discuss enhancing active coping and peer support as a prevention strategy to reduce adverse mental health outcomes in adolescents due to bullying victimization. Copyright © 2017 Elsevier B.V. All rights reserved.

Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.

Science.gov (United States)

Hulsman, Robert L; van der Vloodt, Jane

2015-03-01

Self-evaluation and peer-feedback are important strategies within the reflective practice paradigm for the development and maintenance of professional competencies like medical communication. Characteristics of the self-evaluation and peer-feedback annotations of medical students' video recorded communication skills were analyzed. Twenty-five year 4 medical students recorded history-taking consultations with a simulated patient, uploaded the video to a web-based platform, marked and annotated positive and negative events. Peers reviewed the video and self-evaluations and provided feedback. Analyzed were the number of marked positive and negative annotations and the amount of text entered. Topics and specificity of the annotations were coded and analyzed qualitatively. Students annotated on average more negative than positive events. Additional peer-feedback was more often positive. Topics most often related to structuring the consultation. Students were most critical about their biomedical topics. Negative annotations were more specific than positive annotations. Self-evaluations were more specific than peer-feedback and both show a significant correlation. Four response patterns were detected that negatively bias specificity assessment ratings. Teaching students to be more specific in their self-evaluations may be effective for receiving more specific peer-feedback. Videofragmentrating is a convenient tool to implement reflective practice activities like self-evaluation and peer-feedback to the classroom in the teaching of clinical skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Negative effects of internet interventions: a qualitative content analysis of patients' experiences with treatments delivered online.

Science.gov (United States)

Rozental, Alexander; Boettcher, Johanna; Andersson, Gerhard; Schmidt, Brad; Carlbring, Per

2015-01-01

Internet interventions are defined as the delivery of health care-related treatments via an online or a smartphone interface, and have been shown to be a viable alternative to face-to-face treatments. However, not all patients benefit from such treatments, and it is possible that some may experience negative effects. Investigations of face-to-face treatments indicate that deterioration occurs in 5-10% of all patients. The nature and scope of other negative effects of Internet interventions is, however, largely unknown. Hence, the current study explored patients' reported negative experiences while undergoing treatments delivered via the Internet. Data from four large clinical trials (total N = 558) revealed that 9.3% of patients reported some type of negative effects. Qualitative content analysis was used to explore the patients' responses to open-ended questions regarding their negative experiences. Results yielded two broad categories and four subcategories of negative effects: patient-related negative effects (insight and symptom) and treatment-related negative effects (implementation and format). Results emphasize the importance of always considering negative effects in Internet-based interventions, and point to several ways of preventing such experiences, including regular assessment of negative events, increasing the flexibility of treatment schedules and therapist contact, as well as prolonging the treatment duration.

Peer influence processes for youth delinquency and depression.

Science.gov (United States)

Reynolds, Andrew D; Crea, Thomas M

2015-08-01

This study explores the multiple factors that account for peer influence processes of adolescent delinquency and depression using data from Waves I and II of the National Longitudinal Study of Adolescent to Adult Health (Add Health). Random-effects longitudinal negative binomial models were used to predict depression and delinquency, controlling for social connection variables to account for selection bias. Findings suggest peer depression and delinquency are both predictive of youth delinquency, while peer influences of depression are much more modest. Youth who are more connected to parents and communities and who are more popular within their networks are more susceptible to peer influence, while self-regulating youth are less susceptible. We find support for theories of popularity-socialization as well as weak-ties in explaining social network factors that amplify or constrain peer influence. We argue that practitioners working with youth should consider network-informed interventions to improve program efficacy and avoid iatrogenic effects. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Using the Positive and Negative Syndrome Scale (PANSS) to Define Different Domains of Negative Symptoms: Prediction of Everyday Functioning by Impairments in Emotional Expression and Emotional Experience.

Science.gov (United States)

Harvey, Philip D; Khan, Anzalee; Keefe, Richard S E

2017-12-01

Background: Reduced emotional experience and expression are two domains of negative symptoms. The authors assessed these two domains of negative symptoms using previously developed Positive and Negative Syndrome Scale (PANSS) factors. Using an existing dataset, the authors predicted three different elements of everyday functioning (social, vocational, and everyday activities) with these two factors, as well as with performance on measures of functional capacity. Methods: A large (n=630) sample of people with schizophrenia was used as the data source of this study. Using regression analyses, the authors predicted the three different aspects of everyday functioning, first with just the two Positive and Negative Syndrome Scale factors and then with a global negative symptom factor. Finally, we added neurocognitive performance and functional capacity as predictors. Results: The Positive and Negative Syndrome Scale reduced emotional experience factor accounted for 21 percent of the variance in everyday social functioning, while reduced emotional expression accounted for no variance. The total Positive and Negative Syndrome Scale negative symptom factor accounted for less variance (19%) than the reduced experience factor alone. The Positive and Negative Syndrome Scale expression factor accounted for, at most, one percent of the variance in any of the functional outcomes, with or without the addition of other predictors. Implications: Reduced emotional experience measured with the Positive and Negative Syndrome Scale, often referred to as "avolition and anhedonia," specifically predicted impairments in social outcomes. Further, reduced experience predicted social impairments better than emotional expression or the total Positive and Negative Syndrome Scale negative symptom factor. In this cross-sectional study, reduced emotional experience was specifically related with social outcomes, accounting for essentially no variance in work or everyday activities, and being the

The Meaning of Older Adults' Peer Teaching: A Phenomenological Study

Science.gov (United States)

Choi, Ilseon

2009-01-01

This study investigated older adults' peer teaching experiences at a Lifelong Learning Institute through interviews with eight teachers and observations of their classes. Thematic analysis revealed themes of peer-to-peer teaching, volunteer teaching, and explorative teaching. Discussion of the themes examines the meaning of older adults' peer…

Dental Students' Perceived Value of Peer-Mentoring Clinical Leadership Experiences.

Science.gov (United States)

Sheridan, Rachel A; Hammaker, Daniel J; de Peralta, Tracy L; Fitzgerald, Mark

2016-03-01

This pilot study compared second- and fourth-year dental students' perceived values of newly implemented clinical leadership experiences (CLEs) at one U.S. dental school during the 2012-13 academic year. In the CLEs, fourth-year (D4) students mentored second-year (D2) dental students during faculty-supervised patient treatment. The two cohorts' perceived value of the experiences was measured with questionnaires consisting of five-point Likert scale questions and open text responses. Out of a total of 114 D2 and 109 D4 students, 46 D2 students and 35 D4 students participated (response rates of 40.4% and 32.1%, respectively). While responses from both cohorts showed they highly valued the CLEs, the D2s perceived greater value: 4.07 (0.53) v. 3.51 (0.95), pmentor D2s, that the CLEs had educational benefits, and that the CLEs increased their comfort with peer communication. Theme analysis of open text questions revealed that the respondents perceived the D4s were more accessible than faculty and provided guidance and individual attention; the CLEs increased student comfort; the CLEs reinforced D4 skills, knowledge, and confidence; and the CLEs provided management, leadership, and collaborative work experience. Theme analysis also highlighted student concerns about a lack of program structure. Overall, the majority of both groups valued CLEs in their dental education. Particular advantages they perceived were increased comfort, guidance, and attention. Further program development should address student concerns. These results suggest that similar programs should be considered and/or expanded in other dental schools' curricula.

Problematic Peer Functioning in Girls with ADHD : A Systematic Literature Review

NARCIS (Netherlands)

Kok, Francien M; Groen, Yvonne; Fuermaier, Anselm B M; Tucha, Oliver

2016-01-01

OBJECTIVE: Children with attention deficit hyperactivity disorder (ADHD) experience many peer interaction problems and are at risk of peer rejection and victimisation. Although many studies have investigated problematic peer functioning in children with ADHD, this research has predominantly focused

The Protective Role of Teacher-Student Relationships against Peer Victimization and Psychosocial Distress

Science.gov (United States)

Sulkowski, Michael L.; Simmons, Jessica

2018-01-01

This study examined whether teacher-student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher-student relationships, peer relationships, and students' perceptions of school order and discipline was investigated as these variables…

Peer to Peer Information Retrieval: An Overview

NARCIS (Netherlands)

Tigelaar, A.S.; Hiemstra, D.; Trieschnigg, D.

2012-01-01

Peer-to-peer technology is widely used for file sharing. In the past decade a number of prototype peer-to-peer information retrieval systems have been developed. Unfortunately, none of these have seen widespread real- world adoption and thus, in contrast with file sharing, information retrieval is

Peer to Peer Information Retrieval: An Overview

NARCIS (Netherlands)

Tigelaar, A.S.; Hiemstra, Djoerd; Trieschnigg, Rudolf Berend

Peer-to-peer technology is widely used for file sharing. In the past decade a number of prototype peer-to-peer information retrieval systems have been developed. Unfortunately, none of these have seen widespread real- world adoption and thus, in contrast with file sharing, information retrieval is

Communities, Classrooms, and Peers: Examining How Local Contexts Shape Female Students' STEM Intentions

Science.gov (United States)

Riegle-Crumb, Catherine

2017-01-01

Despite being the focus of decades of research as well as interventions, gender inequality in representation in many STEM fields, including physics, engineering, and computer science remains. Recent research indicates that high school is a particularly important time point to investigate regarding the roots of inequality, as this is when many young women decide that they are not interested in pursuing degrees in these STEM fields. This presentation will focus on the role of local contexts, including communities, classrooms, and peers, in contributing to such decisions. Specifically, sociological theories suggest that role models and peers within young people's immediate environment can send both implicit and explicit messages that contradict larger social stereotypes, and promote perceptions and experiences of inclusion. Alternatively, adults and peers can endorse and behave in a manner consistent with stereotypes, leading to overtly exclusionary messages and actions. Utilizing data from a large urban district in the Southwest, as well as a national sample of high school students, this presentation will examine how such factors within local contexts can work in both positive and negative ways to shape girls' interests and expectations in STEM fields.

Peer work in Open Dialogue: A discussion paper.

Science.gov (United States)

Bellingham, Brett; Buus, Niels; McCloughen, Andrea; Dawson, Lisa; Schweizer, Richard; Mikes-Liu, Kristof; Peetz, Amy; Boydell, Katherine; River, Jo

2018-03-25

Open Dialogue is a resource-oriented approach to mental health care that originated in Finland. As Open Dialogue has been adopted across diverse international healthcare settings, it has been adapted according to contextual factors. One important development in Open Dialogue has been the incorporation of paid, formal peer work. Peer work draws on the knowledge and wisdom gained through lived experience of distress and hardship to establish mutual, reciprocal, and supportive relationships with service users. As Open Dialogue is now being implemented across mental health services in Australia, stakeholders are beginning to consider the role that peer workers might have in this model of care. Open Dialogue was not, initially, conceived to include a specific role for peers, and there is little available literature, and even less empirical research, in this area. This discussion paper aims to surface some of the current debates and ideas about peer work in Open Dialogue. Examples and models of peer work in Open Dialogue are examined, and the potential benefits and challenges of adopting this approach in health services are discussed. Peer work in Open Dialogue could potentially foster democracy and disrupt clinical hierarchies, but could also move peer work from reciprocal to a less symmetrical relationship of 'giver' and 'receiver' of care. Other models of care, such as lived experience practitioners in Open Dialogue, can be conceived. However, it remains uncertain whether the hierarchical structures in healthcare and current models of funding would support any such models. © 2018 Australian College of Mental Health Nurses Inc.

Peer-to-Peer Service Sharing Platforms

DEFF Research Database (Denmark)

Andersson, Magnus; Hjalmarsson, Anders; Avital, Michel

2013-01-01

The sharing economy has been growing continuously in the last decade thanks to the proliferation of internet-based platforms that allow people to disintermediate the traditional commercial channels and to share excess resources and trade with one another effectively at a reasonably low transaction...... cost. Whereas early peer-to-peer platforms were designed to enable file sharing and goods trading, we recently witness the emergence of a new breed of peer-to-peer platforms that are designed for ordinary service sharing. Ordinary services entail intangible provisions and are defined as an economic...... activity that generates immaterial benefits and does not result in ownership of material goods. Based on a structured analysis of 41 internet-based rideshare platforms, we explore and layout the unique characteristics of peer-to-peer service sharing platforms based on three distinct temporal patterns...

The Effectiveness of Peer Review of Teaching When Performed between Early-Career Academics

Science.gov (United States)

Woodman, Richard J.; Parappilly, Maria B.

2015-01-01

The success of peer review of teaching (PRT) in shaping teaching practice during an academic's formative years may depend on the peers' teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic…

Negative Interest Rates: Central Banks Initiated an Experiment

Directory of Open Access Journals (Sweden)

Aleksey N. Burenin

2016-01-01

Full Text Available Negative interest rates appeared as a consequence of economic problems that countries with market economy came across after the crises of2007-2008. The attempts of monetary authorities to stimulate economies with the help of quantitative easing didn't bring the desired result. That's why the central banks once again resorted to a traditional tool of their monetary policy of changing interest rates. But this time they launched an experiment, they used negative interest rates. The European Central Bank, the Swedish Riksbank, the Bank of Japan, and the National Bank of Hungary introduced negative rates in order to stimulate economic growth and fight the threat of deflation, the Danish National Bank and the Swiss National Bank tried to deter appreciation of their currencies. Negative rates of the central banks brought about negative yields of government and nongovernment securities in several countries. The problem acquires an aggravated form due to the fact that negative rates appeared in several European countries simultaneously at the moment when global financial markets were not in crises. Some questions arise concerning the negative rates, for example, how low can central banks bring down the rates in the future, what is their influence on the stock markets, what is the reaction of depositors to the introduction of negative deposit rates by commercial banks, must one consider a negative rate as a rate of interest or payment to store money of the depositor, in which circumstances negative rates can be justified to fight deflation. The last question plays an important role, because recent studies find that positive economic growth is possible during deflation. If central banks don't take this nuance into consideration, they can create economic imbalances by increasing liquidity. Negative rates are not as inoffensive as it may seem at first glance. Not far ago an investor, who tried to averse risk, was buying government securities. Their yields

Jupiter: Peer-to-Peer Networking Platform over Heterogeneous Networks

Directory of Open Access Journals (Sweden)

Norihiro Ishikawa

2006-10-01

Full Text Available Peer-to-peer has entered the public limelight over the last few years. Several research projects are underway on peer-to-peer technologies, but no definitive conclusion is currently available. Compared with traditional Internet technologies, peer-to-peer has the potential to realize highly scalable, extensible, and efficient distributed applications. This is because its basic functions realize resource discovery, resource sharing, and load balancing in a highly distributed manner. An easy prediction is the emergence of an environment in which many sensors, people, and many different kinds of objects exist, move, and communicate with one another. Peer-to-peer is one of the most important and suitable technologies for such networking since it supports discovery mechanisms, simple one-to-one communication between devices, free and extensible distribution of resources, and distributed search to handle the enormous number of resources. The purpose of this study is to explore a universal peer-to-peer network architecture that will allow various devices to communicate with one another across various networks. We have been designing architecture and protocols for realizing peer-to-peer networking among various devices. We are currently designing APIs that are available for various peer-to-peer applications and are implementing a prototype called "Jupiter" as a peer-to-peer networking platform over heterogeneous networks.

The influence of anonymous peers on prosocial behavior.

Directory of Open Access Journals (Sweden)

Soowon Park

Full Text Available Peer influence on students' maladaptive behaviors has been well documented; however, the influence on positive development is less acknowledged.The purpose of this study was to examine anonymous peer influence on college students' prosocial behavior, specifically behavior for the improvement of society (i.e., donating money or participating in social campaigns via an experimental approach. The effects of indirect peer influence (IP and direct peer influence (DP on college students' prosocial behavior were examined.A total of 125 college students participated in an online survey and laboratory experiment. Self-reported helping behavior, social concern goals, and empathy were measured by the online survey. In the laboratory experiments, reading of a prosocial paragraph (IP and confederates' prosocial behavior (DP were manipulated. Participation in a signature campaign and money donation for illness were observed. Furthermore, 19 participants among those who donated were asked about their reasons for participating in such prosocial behavior.Prosocial behavior of anonymous peers (confederates exerts a profound influence on college students' participation in a signature campaign and money donation, whereas the reading of a prosocial paragraph has no effect. Furthermore, no participants reported peer influence as a reason for engaging in prosocial behavior.This finding supports and extends recent research examining the positive impacts of anonymous peers on prosocial behavior. Prosocial behavior is not only a foundational and consistent aspect of personality, as previous studies report, but is also highly malleable and unstable in response to immediate situations.

The influence of anonymous peers on prosocial behavior

Science.gov (United States)

Shin, Jongho

2017-01-01

Background Peer influence on students’ maladaptive behaviors has been well documented; however, the influence on positive development is less acknowledged. Purpose The purpose of this study was to examine anonymous peer influence on college students’ prosocial behavior, specifically behavior for the improvement of society (i.e., donating money or participating in social campaigns) via an experimental approach. The effects of indirect peer influence (IP) and direct peer influence (DP) on college students’ prosocial behavior were examined. Methods A total of 125 college students participated in an online survey and laboratory experiment. Self-reported helping behavior, social concern goals, and empathy were measured by the online survey. In the laboratory experiments, reading of a prosocial paragraph (IP) and confederates’ prosocial behavior (DP) were manipulated. Participation in a signature campaign and money donation for illness were observed. Furthermore, 19 participants among those who donated were asked about their reasons for participating in such prosocial behavior. Results Prosocial behavior of anonymous peers (confederates) exerts a profound influence on college students’ participation in a signature campaign and money donation, whereas the reading of a prosocial paragraph has no effect. Furthermore, no participants reported peer influence as a reason for engaging in prosocial behavior. Conclusion This finding supports and extends recent research examining the positive impacts of anonymous peers on prosocial behavior. Prosocial behavior is not only a foundational and consistent aspect of personality, as previous studies report, but is also highly malleable and unstable in response to immediate situations. PMID:29016612

Collaborations That Promote Growth: Music Student Teachers as Peer Mentors

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Draves, Tami J.

2017-01-01

The purpose of this research was to explore the experiences of four music student teachers engaged in peer mentoring. This was an intrinsic case study with a focus on the peer-mentoring programme. Data included reflections on peer-mentoring activities and individual and focus group interviews. Five themes resulted from data analysis: expanding…

Peer-facilitated cognitive dissonance versus healthy weight eating disorders prevention: A randomized comparison.

Science.gov (United States)

Becker, Carolyn Black; Wilson, Chantale; Williams, Allison; Kelly, Mackenzie; McDaniel, Leda; Elmquist, Joanna

2010-09-01

Research supports the efficacy of both cognitive dissonance (CD) and healthy weight (HW) eating disorders prevention, and indicates that CD can be delivered by peer-facilitators, which facilitates dissemination. This study investigated if peer-facilitators can deliver HW when it is modified for their use and extended follow-up of peer-facilitated CD as compared to previous trials. Based on pilot data, we modified HW (MHW) to facilitate peer delivery, elaborate benefits of the healthy-ideal, and place greater emphasis on consuming nutrient dense foods. Female sorority members (N=106) were randomized to either two 2-h sessions of CD or MHW. Participants completed assessment pre- and post-intervention, and at 8-week, 8-month, and 14-month follow-up. Consistent with hypotheses, CD decreased negative affect, thin-ideal internalization, and bulimic pathology to a greater degree post-intervention. Both CD and MHW reduced negative affect, internalization, body dissatisfaction, dietary restraint, and bulimic pathology at 14 months. Copyright © 2010 Elsevier Ltd. All rights reserved.

Simple Peer-to-Peer SIP Privacy

Science.gov (United States)

Koskela, Joakim; Tarkoma, Sasu

In this paper, we introduce a model for enhancing privacy in peer-to-peer communication systems. The model is based on data obfuscation, preventing intermediate nodes from tracking calls, while still utilizing the shared resources of the peer network. This increases security when moving between untrusted, limited and ad-hoc networks, when the user is forced to rely on peer-to-peer schemes. The model is evaluated using a Host Identity Protocol-based prototype on mobile devices, and is found to provide good privacy, especially when combined with a source address hiding scheme. The contribution of this paper is to present the model and results obtained from its use, including usability considerations.

Characterizing Positive and Negative Emotional Experiences in Young Adults With Borderline Personality Disorder Symptoms.

Science.gov (United States)

Chu, Carol; Victor, Sarah E; Klonsky, E David

2016-09-01

Some researchers suggest that borderline personality disorder (BPD) is characterized by elevated negative emotion; others argue that BPD involves both reduced positive and increased negative emotion. This study characterizes the emotional experiences of individuals with BPD symptoms in a combined university and community sample. Participants (N = 150) completed a clinical interview assessing BPD symptoms and self-report measures of positive and negative emotion. A subset (n = 106) completed a measure of emotion daily for 2 weeks. Pearson's correlations and multilevel modeling were used to examine the cross-sectional and longitudinal relationships between BPD symptoms and emotions. BPD symptoms were robustly related to increased negative emotion; this relationship remained after accounting for positive emotion. BPD symptoms were weakly related to decreased positive emotion; this relationship was no longer significant after accounting for negative emotion. BPD symptoms predicted higher levels of negative and not positive emotion over 14 days. These patterns held for subscales assessing intensity, frequency, and duration of negative and positive emotions. Findings suggest that individuals with BPD features are chiefly distinguished by elevated negative emotional experience. © 2016 Wiley Periodicals, Inc.

Maintaining Live Discussion in Two-Stage Open Peer Review

Science.gov (United States)

Sandewall, Erik

2011-01-01

Open peer review has been proposed for a number of reasons, in particular, for increasing the transparency of the article selection process for a journal, and for obtaining a broader basis for feedback to the authors and for the acceptance decision. The review discussion may also in itself have a value for the research community. These goals rely on the existence of a lively review discussion, but several experiments with open-process peer review in recent years have encountered the problem of faltering review discussions. The present article addresses the question of how lively review discussion may be fostered by relating the experience of the journal Electronic Transactions on Artificial Intelligence (ETAI) which was an early experiment with open peer review. Factors influencing the discussion activity are identified. It is observed that it is more difficult to obtain lively discussion when the number of contributed articles increases, which implies difficulties for scaling up the open peer review model. Suggestions are made for how this difficulty may be overcome. PMID:22363282

Simulating Peer Support for Victims of Cyberbullying

NARCIS (Netherlands)

Van der Zwaan, J.M.; Dignum, M.V.; Jonker, C.M.

2010-01-01

This paper proposes a design for an Embodied Conversational Agent (ECA) that empowers victims of cyberbullying by simulating peer support. The anti-cyberbullying buddy helps a child to cope with negative emotions due to a cyberbullying incident and it shows the child how to deal with future

CAUSAL PEER EFFECTS IN FINANCIAL DECISION MAKING

Directory of Open Access Journals (Sweden)

Ana Njegovanović

2016-03-01

Full Text Available The research paper connects three key elements from the study (conducted using neural database of experimental asset market that have tested the fundamental mechanisms that generate peer effect, the neural database was measured using functional magnetic resonance imaging (fMRI; Cary Frydman, 2015- University of Southern California-Marshall School of Business relating to: experimental control in the laboratory of random peer assignment,; neural activity in testing new prediction explaining peer effect and neural activity in the conduct of trade. The methodology used in the research of peer effect relies on the theory of predicting error, the signal which measures changes in anticipation of the net present value which generates new information. Cognitive neuroscience shows that the prediction error is measured in a certain part of the brain known as the ventral striatum. Measuring the potential value gives insights to economists on which factors affecting the subjective utility. Testing is constructed with 48 patients who were given $ 100 of experimental money and they were given the opportunity to invest in two separate assets in over two hundred experiments. The experiment showed that subjects converted their final portfolio from experimental currency to real dollars using the exchange rate of 5: 1. In addition to profits from the experiment, subjects were paid a fixed "show-up" fee of $ 20. There are two difficulties in identifying causal peer effect in economic behavior (Minsk, 1993. Correlated behavior between two representatives may potentially be the engine by common shocks of the peer group or endogenous election in the peer group. In addition to the prediction that deals with causal peer effect, there have been further developed predictions that generate different mechanisms of peer effects using neural database. Focus on neural prediction is the neural activity that generates the moment when peers allocation investment is published

What do peer support workers do? A job description.

Science.gov (United States)

Jacobson, Nora; Trojanowski, Lucy; Dewa, Carolyn S

2012-07-19

The extant literature suggests that poorly defined job roles make it difficult for peer support workers to be successful, and hinder their integration into multi-disciplinary workplace teams. This article uses data gathered as part of a participatory evaluation of a peer support program at a psychiatric tertiary care facility to specify the work that peers do. Data were gathered through interviews, focus groups, and activity logs and were analyzed using a modified grounded theory approach. Peers engage in direct work with clients and in indirect work that supports their work with clients. The main types of direct work are advocacy, connecting to resources, experiential sharing, building community, relationship building, group facilitation, skill building/mentoring/goal setting, and socialization/self-esteem building. The main types of indirect work are group planning and development, administration, team communication, supervision/training, receiving support, education/awareness building, and information gathering and verification. In addition, peers also do work aimed at building relationships with staff and work aimed at legitimizing the peer role. Experience, approach, presence, role modeling, collaboration, challenge, and compromise can be seen as the tangible enactments of peers' philosophy of work. Candidates for positions as peer support workers require more than experience with mental health and/or addiction problems. The job description provided in this article may not be appropriate for all settings, but it will contribute to a better understanding of the peer support worker position, the skills required, and the types of expectations that could define successful fulfillment of the role.

Peers at work: Evidence from the lab

Science.gov (United States)

Oosterbeek, Hessel; Sonnemans, Joep

2018-01-01

This paper reports the results of a lab experiment designed to study the role of observability for peer effects in the setting of a simple production task. In our experiment, participants in the role of workers engage in a team real-effort task. We vary whether they can observe, or be observed by, one of their co-workers. In contrast to earlier findings from the field, we find no evidence that low-productivity workers perform better when they are observed by high-productivity co-workers. Instead, our results imply that peer effects in our experiment are heterogeneous, with some workers reciprocating a high-productivity co-worker but others taking the opportunity to free ride. PMID:29408863

Peers at work: Evidence from the lab.

Directory of Open Access Journals (Sweden)

Roel van Veldhuizen

Full Text Available This paper reports the results of a lab experiment designed to study the role of observability for peer effects in the setting of a simple production task. In our experiment, participants in the role of workers engage in a team real-effort task. We vary whether they can observe, or be observed by, one of their co-workers. In contrast to earlier findings from the field, we find no evidence that low-productivity workers perform better when they are observed by high-productivity co-workers. Instead, our results imply that peer effects in our experiment are heterogeneous, with some workers reciprocating a high-productivity co-worker but others taking the opportunity to free ride.

To Whistleblow or Not to Whistleblow: Affective and Cognitive Differences in Reporting Peers and Advisors.

Science.gov (United States)

McIntosh, Tristan; Higgs, Cory; Turner, Megan; Partlow, Paul; Steele, Logan; MacDougall, Alexandra E; Connelly, Shane; Mumford, Michael D

2017-09-20

Traditional whistleblowing theories have purported that whistleblowers engage in a rational process in determining whether or not to blow the whistle on misconduct. However, stressors inherent to whistleblowing often impede rational thinking and act as a barrier to effective whistleblowing. The negative impact of these stressors on whistleblowing may be made worse depending on who engages in the misconduct: a peer or advisor. In the present study, participants are presented with an ethical scenario where either a peer or advisor engages in misconduct, and positive and the negative consequences of whistleblowing are either directed to the wrongdoer, department, or university. Participant responses to case questions were evaluated for whistleblowing intentions, moral intensity, metacognitive reasoning strategies, and positive and negative, active and passive emotions. Findings indicate that participants were less likely to report the observed misconduct of an advisor compared to a peer. Furthermore, the findings also suggest that when an advisor is the source of misconduct, greater negative affect results. Post-hoc analyses were also conducted examining the differences between those who did and did not intend to blow the whistle under the circumstances of either having to report an advisor or peer. The implications of these findings for understanding the complexities involved in whistleblowing are discussed.

Measurement properties of a peer-teaching scale for nursing education.

Science.gov (United States)

Williams, Brett; McKenna, Lisa; French, Jill; Dousek, Simon

2013-09-01

Teaching is a key role for nurses in contemporary clinical practice. Consequently, peer-assisted learning continues to gather momentum in nursing education in tertiary and professional education settings. In this study, we investigated the factor structure of the Peer Teaching Experience Questionnaire when completed by a group of nursing undergraduates from a large Australian university. Data from the 14-item Peer Teaching Experience Questionnaire completed by third year undergraduate nursing students were analyzed using factor analysis. A total of 257 final (third)-year undergraduate nursing students participated in the study. Factor analysis of the 14 items revealed three factors with eigenvalues above 1, accounting for 47.3% of the total variance. Items with loadings greater than ± 0.40, with the factor in question, were used to characterize the factor solutions. Findings from the exploratory factor analysis provide preliminary results that the Peer Teaching Experience Questionnaire has adequate dimensionality and reliability. © 2013 Wiley Publishing Asia Pty Ltd.

Personalised Peer-Supported Learning: The Peer-to-Peer Learning Environment (P2PLE)

Science.gov (United States)

Corneli, Joseph; Mikroyannidis, Alexander

2011-01-01

The Peer-to-Peer Learning Environment (P2PLE) is a proposed approach to helping learners co-construct their learning environment using recommendations about people, content, and tools. The work draws on current research on PLEs, and participant observation at the Peer-to-Peer University (P2PU). We are particularly interested in ways of eliciting…

Performance Evaluation of Peer-to-Peer Progressive Download in Broadband Access Networks

Science.gov (United States)

Shibuya, Megumi; Ogishi, Tomohiko; Yamamoto, Shu

P2P (Peer-to-Peer) file sharing architectures have scalable and cost-effective features. Hence, the application of P2P architectures to media streaming is attractive and expected to be an alternative to the current video streaming using IP multicast or content delivery systems because the current systems require expensive network infrastructures and large scale centralized cache storage systems. In this paper, we investigate the P2P progressive download enabling Internet video streaming services. We demonstrated the capability of the P2P progressive download in both laboratory test network as well as in the Internet. Through the experiments, we clarified the contribution of the FTTH links to the P2P progressive download in the heterogeneous access networks consisting of FTTH and ADSL links. We analyzed the cause of some download performance degradation occurred in the experiment and discussed about the effective methods to provide the video streaming service using P2P progressive download in the current heterogeneous networks.

Child Pornography in Peer-to-Peer Networks

Science.gov (United States)

Steel, Chad M. S.

2009-01-01

Objective: The presence of child pornography in peer-to-peer networks is not disputed, but there has been little effort done to quantify and analyze the distribution and nature of that content to-date. By performing an analysis of queries and query hits on the largest peer-to-peer network, we are able to both quantify and describe the nature of…

Group marking and peer assessment during a group poster presentation: the experiences and views of midwifery students.

Science.gov (United States)

Ohaja, Magdalena; Dunlea, Margaret; Muldoon, Kathryn

2013-09-01

Traditionally, written examination and clinical practice assessments are the main ways of deeming midwifery students fit and competent for practice. Contemporary academics in an effort to engage the students in the learning process have employed alternative teaching and assessment strategies. Among the alternative strategies are group projects after which members of the group are awarded the same grade, and peer assessment. With the purpose of informing the midwifery curricular, we utilised a qualitative descriptive approach to explore midwifery students' experiences and views on the use of group poster presentation for learning and assessment. The participants consisted of a purposive sample of 14 higher diploma midwifery students who were registered in a third level institution in Ireland. Semi-structured individual interviews were conducted following the completion of the poster presentation assessment. Permission to undertake the study was obtained from the college ethics committee. In this paper, we focus on the participants' views of group marking and peer assessment which are among the key elements that emerged in this study. While awarding a group mark was overall accepted, peer assessment proved a more contentious issue. Most of the participants found it challenging marking their friends. Reactions to group marks were very much influenced by the group dynamics. Copyright © 2012 Elsevier Ltd. All rights reserved.

Marital conflict and the quality of young children's peer play behavior: the mediating and moderating role of parent-child emotional reciprocity and attachment security.

Science.gov (United States)

Lindsey, Eric W; Caldera, Yvonne M; Tankersley, Laura

2009-04-01

Parent-child attachment security and dyadic measures of parent-child positive and negative emotional reciprocity were examined as possible mediators and moderators of the connection between marital conflict and children's peer play behavior. Eighty parents were observed in a laboratory play session with their 15- to 18-month-old child. Subsequently, at 36 months children were observed interacting with peers at their child care setting. Connections between marital conflict and children's positive peer interaction were mediated by mother-child attachment security, mother-child positive emotional reciprocity, and father-child negative emotional reciprocity. Connections between marital conflict and children's negative peer interaction were mediated by mother-child positive emotional reciprocity and father-child attachment security. Parent-child attachment security and negative emotional reciprocity emerged as important moderators of the connection between marital conflict and children's peer play behavior.

Adult Willingness to Use Email and Social Media for Peer-to-Peer Cancer Screening Communication: Quantitative Interview Study.

Science.gov (United States)

Cutrona, Sarah L; Roblin, Douglas W; Wagner, Joann L; Gaglio, Bridget; Williams, Andrew E; Torres Stone, Rosalie; Field, Terry S; Mazor, Kathleen M

2013-11-28

Adults over age 40 are increasing their use of email and social media, raising interest in use of peer-to-peer Internet-based messaging to promote cancer screening. The objective of our study was to assess current practices and attitudes toward use of email and other e-communication for peer-to-peer dialogues on cancer screening. We conducted in-person interviews with 438 insured adults ages 42-73 in Georgia, Hawaii, and Massachusetts. Participants reported on use of email and other e-communication including social media to discuss with peers routine health topics including breast and colorectal cancer (CRC). We ascertained willingness to share personal CRC screening experiences via conversation, postcard, email, or other e-communication. Health literacy scores were measured. Email had been used by one-third (33.8%, 148/438) to discuss routine health topics, by 14.6% (64/438) to discuss breast cancer screening, and by 12.6% (55/438) to discuss CRC screening. Other e-communication was used to discuss routine health topics (11.6%, 51/438), screening for breast cancer (3.9%, 17/438), and CRC (2.3%, 10/438). In the preceding week, 84.5% (370/438) of participants had used email, 55.9% (245/438) had used e-communication of some type; 44.3% (194/438) text, 32.9% (144/438) Facebook, 12.3% (54/438) instant message, 7.1% (31/438) video chat, and 4.8% (21/438) Twitter. Many participants were willing to share their CRC screening experiences via email (32.4%, 142/438 might be willing; 36.3%, 159/438 very willing) and via other e-communication (15.8%, 69/438 might be willing; 14.4%, 63/438 very willing). Individuals willing to send CRC screening emails scored significantly higher on tests of health literacy compared to those willing to send only postcards (Pcommunication to promote cancer screening to peers. Optimal approaches for encouraging peer-to-peer transmission of accurate and appropriate cancer screening messages must be studied.

Perceived Discrimination, Peer Influence and Sexual Behaviors in Mexican American Preadolescents.

Science.gov (United States)

Sanchez, Delida; Whittaker, Tiffany A; Hamilton, Emma

2016-05-01

Both discrimination and sexual health disparities have significant negative health implications for Latina/o preadolescent youth, including negative mental health outcomes, STIs/HIV, unintended pregnancy, and ongoing poverty. Studying these links within this population, therefore, has significant public health relevance, both in terms of promoting sexual health in general as well as serving the specific needs of Latina/o youth. This study explored the relationship between perceived discrimination, peer influence and sexual behaviors among 438 Mexican American preadolescents in the Southwest United States (55.3 % male). Additionally, this study examined whether psychological distress, substance use, and sexual motives mediated and whether gender moderated these relations. A multiple-group path analysis of the analytical model was performed to examine the hypothesized relations between perceived discrimination, peer influence, psychological distress, substance use, sexual motives and sexual behaviors. The findings indicated that perceived discrimination was directly linked to sexual behaviors among participants and indirectly linked via substance use. The findings also indicated that peer influence was indirectly linked to sexual behaviors via substance use among participants and via sexual motives among boys. This study underscores the importance of substance use in the perceived discrimination, peer influence and sexual behavior link in Mexican American preadolescents. Additionally, it highlights the importance of sexual motives in the link between peer influence and sexual behaviors of Mexican American boys.

Peer teaching experience of the first year medical students from Turkey.

Science.gov (United States)

Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

2015-02-01

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

HyperPeer

DEFF Research Database (Denmark)

Larsen, R.D.; Bouvin, N.O.

2004-01-01

This paper presents HyperPeer, a framework for developing peer-to-peer based hypermedia. The distribution of hypermedia structures is handled through a peer-to-peer (P2P) network, allowing for highly scalable sharing between users. A central challenge of all decentralized systems is to locate...

Peer punishment promotes enforcement of bad social norms.

Science.gov (United States)

Abbink, Klaus; Gangadharan, Lata; Handfield, Toby; Thrasher, John

2017-09-20

Social norms are an important element in explaining how humans achieve very high levels of cooperative activity. It is widely observed that, when norms can be enforced by peer punishment, groups are able to resolve social dilemmas in prosocial, cooperative ways. Here we show that punishment can also encourage participation in destructive behaviours that are harmful to group welfare, and that this phenomenon is mediated by a social norm. In a variation of a public goods game, in which the return to investment is negative for both group and individual, we find that the opportunity to punish led to higher levels of contribution, thereby harming collective payoffs. A second experiment confirmed that, independently of whether punishment is available, a majority of subjects regard the efficient behaviour of non-contribution as socially inappropriate. The results show that simply providing a punishment opportunity does not guarantee that punishment will be used for socially beneficial ends, because the social norms that influence punishment behaviour may themselves be destructive.Punishment by peers can enforce social norms, such as contributing to a public good. Here, Abbink and colleagues show that individuals will enforce norms even when contributions reduce the net benefit of the group, resulting in the maintenance of wasteful contributions.

Experience of the United States in Hosting and Supporting IAEA Peer Review Missions

International Nuclear Information System (INIS)

Mamish, N.

2016-01-01

The International Atomic Energy Agency (IAEA) provides a number of peer review services to its Member States. The United States has strongly supported these peer reviews since their inception. In 2010, the United States hosted an Integrated Regulatory Review Service (IRRS) mission, with a follow-up mission completed in 2014. The missions provided valuable recommendations and suggestions, identified a number of best practices, and acknowledged the prompt and effective actions taken by the NRC following the Fukushima Daiichi accident. Through hosting an International Physical Protection Advisory Service (IPPAS) mission in 2013, the United States benefited both from the insights provided by the team, as well as the U.S. Government’s gap analyses and preparatory efforts in advance of the mission. The United States strongly supports the IAEA’s Operational Safety Review Team (OSART) program, inviting a peer review mission to a U.S. nuclear power plant every 3 years. Although OSART is an operational, not regulatory, peer review, the NRC provides funding for the mission and gives inspection credit to operators that host them. The United States also contributes significant technical expertise to IAEA peer review missions hosted by other Member States. With the IRRS and IPPAS reaching their 10th and 20th anniversaries respectively, these programs have improved as they have matured. However, it remains critical for Member States to continue to support these programs, and provide feedback to the IAEA Secretariat on their effectiveness and areas where IAEA might enhance them. Doing so will ensure peer reviews remain an effective tool for strengthening nuclear safety and security worldwide. (author)

A peer-to-peer traffic safety campaign program.

Science.gov (United States)

2014-06-01

The purpose of this project was to implement a peer-to-peer drivers safety program designed for high school students. : This project builds upon an effective peer-to-peer outreach effort in Texas entitled Teens in the Driver Seat (TDS), the : nati...

Peer influence on youth's snack purchases: a laboratory analog of convenience store shopping.

Science.gov (United States)

Salvy, Sarah-Jeanne; Kluczynski, Melissa A; Nitecki, Lauren A; O'Connor, Briannon C

2012-08-01

This paper reports the results of two experiments using a laboratory analog to examine the influence of taxes and subsidies on youth's snack food purchases when alone (Experiment 1) and when in the presence of a same-gender peer (Experiment 2). Adolescents (12-14-years-old) completed a purchasing task, during which prices of snack foods were manipulated, either alone in Experiment 1 (N=37) or in the presence of an unfamiliar peer in Experiment 2 (N=52). In both experiments, purchases of unhealthy snacks decreased and purchases of healthy snacks increased when the price of unhealthy snacks were taxed (increased). In Experiment 1 (alone), participants did not purchase more healthy snacks when the price of these snacks were subsidized (decreased). However, in Experiment 2 (when participants were in the presence of a peer), participants purchased more healthy snacks when these snacks were subsidized. Taxes and subsidies affect adolescents' snack purchasing, as does the presence of peers. The results of this study highlight factors that influence healthy and unhealthy snack purchasing behavior in young adolescents. Copyright © 2012. Published by Elsevier Ltd.

Diffusion of Innovations Theory: A Unifying Framework for HIV Peer Education

Science.gov (United States)

Ramseyer Winter, Virginia

2013-01-01

Peer education programs are a popular approach to preventing HIV infection among adolescents. While the programs show promise for effectively preventing HIV among the peers who are provided education, little evaluation research has been conducted to determine if the peer educators themselves experience knowledge, attitude, and behavior changes. A…

Adolescent Susceptibility to Peer Influence in Sexual Situations.

Science.gov (United States)

Widman, Laura; Choukas-Bradley, Sophia; Helms, Sarah W; Prinstein, Mitchell J

2016-03-01

One consistent predictor of adolescents' engagement in sexual risk behavior is their belief that peers are engaging in similar behavior; however, not all youth are equally susceptible to these peer influence effects. Understanding individual differences in susceptibility to peer influence is critical to identifying adolescents at risk for negative health outcomes. The purpose of this project was to identify predictors of susceptibility to peer influence using a novel performance-based measure of sexual risk taking. Participants were 300 early adolescents (Mage = 12.6 years; 53% female; 44% Caucasian) who completed (1) a pretest assessment of demographics, sexual attitudes, and hypothetical scenarios measuring the likelihood of engaging in sexual risk behavior and (2) a subsequent experimental procedure that simulated an Internet chat room in which youth believed that they were communicating with peers regarding these same hypothetical scenarios. In reality, these "peers" were computer-programmed e-confederates. Changes in responses to the sexual scenarios in the private pretest versus during the public chat room provided a performance-based measure of peer influence susceptibility. In total, 78% of youth provided more risky responses in the chat room than those in pretest. The most robust predictor of this change was gender, with boys significantly more susceptible to peer influence than girls. Significant interactions also were noted, with greater susceptibility among boys with later pubertal development and African-American boys. Results confirm that not all youth are equally susceptible to peer influence. Consistent with sexual script theory, boys evidence greater susceptibility to social pressure regarding sexual behavior than girls. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

An experimental study on the effects of peer drinking norms on adolescents’ drinker prototypes

Science.gov (United States)

Teunissen, Hanneke A.; Spijkerman, Renske; Cohen, Geoffrey L.; Prinstein, Mitchell J.; Engels, Rutger C.M.E.; Scholte, Ron H.J.

2015-01-01

Background Adolescents form impressions about the type of peers who drink (i.e., drinker prototypes). The evaluation of, and perceived similarity to these prototypes are related to adolescents’ drinking. Peer drinking norms play an important role in the formation of prototypes. We experimentally examined whether manipulation of peer norms changed the evaluation of and perceived similarity to drinker prototypes and whether these changes were moderated by peers’ popularity. Methods In a pre-test, we assessed heavy drinker, moderate drinker and abstainer prototypes, drinking behaviors and peer-perceived popularity among 599 adolescents. Additionally, 88 boys from this sample participated in a simulated chat room, in which they interacted with peers from school. These peers were in fact pre-programmed e-confederates, who were either popular or unpopular and who communicated either pro-alcohol or anti-alcohol norms. After the chat room interaction we assessed participants’ drinker prototypes. Results Participants exposed to anti-alcohol norms were more negative about, and perceived themselves as less similar to heavy drinker prototypes, than participants exposed to pro-alcohol norms. We found no effects of peer norms on moderate drinker and abstainer prototypes. Effects were not moderated by peers’ popularity. We did find a main effect of popularity on perceived similarity to all prototypes. This indicated that participants rated themselves as more similar to heavy and moderate drinker prototypes and less similar to abstainer prototypes when they interacted with unpopular peers than with popular peers. Conclusions Exposure to anti-alcohol norms of peers leads adolescents to form more negative prototypes of the heavy drinker. This could be an important finding for prevention and intervention programs aimed to reduce alcohol consumption among adolescents. PMID:24104050

Young People Smokers' Reactions on Peer Influence Not to Smoke.

Science.gov (United States)

Harakeh, Zeena; van Nijnatten, Carolus H C J

2016-11-09

Peers exert influence not to smoke but little is yet known on how this affects young people's behavior and cognitions. This experimental study investigates the impact of two types of peer influence not to smoke on the verbalized attitudes and responses of daily-smoking young people. Two conditions were conducted: 1) a peer confederate stating three times that s/he had quit smoking and was glad to have done so (covert peer influence); 2) a peer confederate making similar statements, but urging to quit smoking (overt peer influence). The participant performed a music task with the peer in order to disguise the true nature of the experiment. Thirty-one daily-smoking young people (16-24 years) participated; 44 responses in the overt and 34 responses in the covert condition were analyzed in a discourse analysis. The participants in the covert condition were more elaborative about smoking, i.e., taking an active role in a dialogue about the experiences of the peer or the participant in quitting smoking while in the overt condition participants showed more passive resistance, i.e., not showing an intention to follow the advice but avoid causing the peer embarrassment or discomfort. Open resistance, i.e., demonstration of being well-informed and indicating the redundancy of the advice, does not significantly differ in these two conditions but occurs, for both, primarily at the third discouragement. Overt and frequent discouragement seems to be less effective in stimulating young people to take an active role in the dialogue with their peers about smoking.

Transformational mentoring: Leadership behaviors of spinal cord injury peer mentors.

Science.gov (United States)

Shaw, Robert B; McBride, Christopher B; Casemore, Sheila; Martin Ginis, Kathleen A

2018-02-01

The purpose of this study was to investigate the leadership behaviors of spinal cord injury (SCI) peer mentors and examine whether behaviors of peer mentors align with the tenets of transformational leadership theory. A total of 12 SCI peer mentors aged 28-75 (M = 49.4) who had between 3 and 56 years (M = 13.9) of mentoring experience were recruited for the study. Utilizing a qualitative methodology (informed by a social constructionist approach), each mentor engaged in a semistructured interview about their experiences as a peer mentor. Interviews were transcribed verbatim and subjected to a directed content analysis. SCI peer mentors reported using mentorship behaviors and engaging with mentees in a manner that closely aligns with the core components of transformational leadership theory: idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation. A new subcomponent of inspirational motivation described as 'active promotion of achievement' was also identified and may be unique to the context of peer mentorship. SCI peer mentors inherently use behaviors associated with transformational leadership theory when interacting with mentees. The results from this study have the potential to inform SCI peer mentor training programs about specific leadership behaviors that mentors could be taught to use and could lead to more effective mentoring practices for people with SCI. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Peer-to-peer computing (Introduction to Topic 7)

NARCIS (Netherlands)

Montresor, A.; Epema, D.H.J.; Jelasity, M.; Jorba, J.; Luque, E.; Margalef, T.; Benítez, D.

2008-01-01

After a decade of intensive investigation, peer-to-peer computing has established itself as an accepted research field in the general area of distributed systems. peer-to-peer computing can be seen as the democratization of computing-overthrowing the old regime of hierarchies as in client-server

The African Peer Review Mechanism: The South African Experience ...

African Journals Online (AJOL)

This article compares the results of the African Peer Review Mechanism (APRM) report on South Africa with the evaluation done on the same issues by three academics from different health professions. Four areas which closely affect health and health care (democracy and good political governance; economic governance ...

Equity by Design: Using Peer-Mediated Learning to Advance Equity for All Students

Science.gov (United States)

Tan, Paulo; Macey, Erin M.; Thorius, Kathleen A. K.; Simon, Marsha

2013-01-01

The use of peer-mediated learning has emerged as a promising practice to transform the classroom experiences of both students with disabilities and their non-disabled peers. This brief summarizes the best practices for implementing peer-mediated learning and advocates situating peer-mediated learning in inclusive, interdependent learning…

Peer Exclusion During the Pubertal Transition: The Role of Social Competence.

Science.gov (United States)

Carter, Rona; Halawah, Amira; Trinh, Sarah L

2018-01-01

For some youth, early puberty is accompanied by peer exclusion. Yet early developers may experience less peer exclusion if they have social competence, which would bolster their ability to develop and maintain positive relationships with their peers. Accordingly, the present study tests whether pubertal timing and tempo predicts decrements in children's social competence and whether decrements in social competence account for associations between puberty (timing and tempo) and peer exclusion over time. Longitudinal data were drawn from 1364 families (48% female; 76% White; M = 9.32 years, SD = .48, at Wave 3) who participated in Waves 3-5 (i.e., grades 4-6) of Phase III of the NICHD-SECCYD. The results from latent growth curve models indicated that earlier pubertal timing and more rapid pubertal tempo among girls were associated with high initial levels of peer exclusion. Moreover, mediation analyses revealed that early developers' susceptibility to peer exclusion was associated with their initial level of social competence. In boys, pubertal timing and tempo were not directly associated with peer exclusion; instead, indirect effects of pubertal timing on peer exclusion (intercept, slope) occurred through initial levels of social competence. On average, early developers' who had low levels of social competence also had high initial levels of peer exclusion but experienced decrements in peer exclusion over time. The association between the intercepts for puberty and peer exclusion and the slopes for social competence and peer exclusion were stronger for boys than girls. Overall, our findings suggest that early developers' susceptibility to and experiences of peer exclusion are associated with their development of social competence.

What do peer support workers do? A job description

Directory of Open Access Journals (Sweden)

Jacobson Nora

2012-07-01

Full Text Available Abstract Background The extant literature suggests that poorly defined job roles make it difficult for peer support workers to be successful, and hinder their integration into multi-disciplinary workplace teams. This article uses data gathered as part of a participatory evaluation of a peer support program at a psychiatric tertiary care facility to specify the work that peers do. Methods Data were gathered through interviews, focus groups, and activity logs and were analyzed using a modified grounded theory approach. Results Peers engage in direct work with clients and in indirect work that supports their work with clients. The main types of direct work are advocacy, connecting to resources, experiential sharing, building community, relationship building, group facilitation, skill building/mentoring/goal setting, and socialization/self-esteem building. The main types of indirect work are group planning and development, administration, team communication, supervision/training, receiving support, education/awareness building, and information gathering and verification. In addition, peers also do work aimed at building relationships with staff and work aimed at legitimizing the peer role. Experience, approach, presence, role modeling, collaboration, challenge, and compromise can be seen as the tangible enactments of peers’ philosophy of work. Conclusions Candidates for positions as peer support workers require more than experience with mental health and/or addiction problems. The job description provided in this article may not be appropriate for all settings, but it will contribute to a better understanding of the peer support worker position, the skills required, and the types of expectations that could define successful fulfillment of the role.

Multiple Dimensions of Peer Influence in Adolescent Romantic and Sexual Relationships: A Descriptive, Qualitative Perspective

OpenAIRE

Suleiman, AB; Deardorff, J

2015-01-01

© 2014, Springer Science+Business Media New York. Adolescents undergo critical developmental transformations that increase the salience of peer influence. Peer interactions (platonic and romantic) have been found to have both a positive and negative influence on adolescent attitudes and behaviors related to romantic relationships and sexual behavior. This study used qualitative methodology to explore how peers influence romantic and sexual behavior. Forty adolescents participated in individua...

Course Evaluation Matters: Improving Students' Learning Experiences with a Peer-Assisted Teaching Programme

Science.gov (United States)

Carbone, Angela; Ross, Bella; Phelan, Liam; Lindsay, Katherine; Drew, Steve; Stoney, Sue; Cottman, Caroline

2015-01-01

In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in…

Beyond Bullying: Aggravating Elements of Peer Victimization Episodes

Science.gov (United States)

Turner, Heather A.; Finkelhor, David; Shattuck, Anne; Hamby, Sherry; Mitchell, Kimberly

2015-01-01

This study sought to identify features of peer victimization that aggravate negative outcomes in children. The features that were assessed include "power imbalance," a commonly used criterion in defining bullying, and 5 other characteristics: injury, weapon involvement, Internet involvement, sexual content, and bias content. Three…

Developing future nurse educators through peer mentoring

Directory of Open Access Journals (Sweden)

Rosenau PA

2015-01-01

Full Text Available Patricia A Rosenau, Rita F Lisella, Tracey L Clancy, Lorelli S NowellFaculty of Nursing, University of Calgary, Calgary, AB, CanadaBackground: The nursing workforce and nursing education demographic trends reinforce the urgency to cultivate future nursing leaders, educators, and mentors. The changing realities of health care environments, involving crowded student placements, overtaxed clinical mentors and preceptors, and inexperienced staff, hamper student learning and professional development. Peer mentoring has been used successfully in nursing education to enhance student engagement and the quality of the student learning experience. Although various terms like peer mentor have been used to describe the role of senior students facilitating junior student learning, the literature is silent about how peer mentoring fosters the development of future nursing education leaders.Objectives: The aim of this study was to understand how peer mentorship fosters the development of nursing education leadership in senior undergraduate nursing students enrolled in an elective undergraduate peer-mentoring credit course, Introductory Concepts in Nursing Education and Leadership Through Peer-Led Learning.Design and method: This phenomenological study explored the development of nursing education leadership in senior undergraduate students through the analysis of critical reflections of individual senior students and online discussions between triads of senior students teaching/learning across diverse junior-level theory and practice courses.Participants: Seventeen senior undergraduate nursing students enrolled in the elective course participated in the study.Results: From the critical reflections and online discussions, four themes emerged: "developing teaching philosophies and pedagogies", "learning teaching strategies", "supportive peer relationship", and "benefits of the peer mentorship program".Conclusion: The creation and promotion of peer leadership

SALTO Peer Review Guidelines. Guidelines for Peer Review of Safety Aspects of Long Term Operation of Nuclear Power Plants

International Nuclear Information System (INIS)

2014-01-01

International peer review is a useful tool for Member States to exchange experiences, learn from each other and apply good practices in the long term operation (LTO) of nuclear power plants (NPPs). The peer review is also an important mechanism through which the IAEA supports Member States in enhancing the safety of NPPs. The IAEA has conducted various types of safety review that indirectly address aspects of LTO, including safety reviews for design, engineering, operation and external hazards. Operational Safety Review Team (OSART) services include review of ageing management programmes. In addition, several Member States have requested Ageing Management Assessment Team (AMAT) missions. Through these experiences, it was recognized that a comprehensive peer review on LTO would be very useful to Member States. The Safety Aspects of Long Term Operation (SALTO) peer review addresses strategy and key elements for the safe LTO of NPPs, which includes AMAT objectives and complements OSART reviews. The SALTO peer review is designed to assist operating organizations in adopting a proper approach to LTP including implementing appropriate activities to ensure that plant safety will be maintained during the LTO period. The SALTO peer review can be tailored to focus on ageing management programmes (AMPs) or on other activities related to LTO to support the Member State in enhancing the safety of its NPPs. The SALTO peer review can also support regulators in establishing or improving regulatory and licensing strategies for the LTO of NPPs. The guidelines in this publication are primarily intended for members of a SALTO review team and provide a basic structure and common reference for peer reviews of LTO. Additionally, the guidelines also provide useful information to the operating organizations of NPPs (or technical support organizations) for carrying out their own self-assessments or comprehensive programme reviews. The guidelines are intended to be generic, as there are

How Do Peers Impact Learning? An Experimental Investigation of Peer-To-Peer Teaching and Ability Tracking

OpenAIRE

Kimbrough, Erik O.; McGee, Andrew; Shigeoka, Hitoshi

2017-01-01

Classroom peers are believed to influence learning by teaching each other, and the efficacy of this teaching likely depends on classroom composition in terms of peers' ability. Unfortunately, little is known about peer-to-peer teaching because it is never observed in field studies. Furthermore, identifying how peer-to-peer teaching is affected by ability tracking – grouping students of similar ability – is complicated by the fact that tracking is typically accompanied by changes in curriculum...

Peer learning in the UNSW Medicine program.

Science.gov (United States)

Scicluna, Helen A; O'Sullivan, Anthony J; Boyle, Patrick; Jones, Philip D; McNeil, H Patrick

2015-10-02

The UNSW Australia Medicine program explicitly structures peer learning in program wide mixing of students where students from two adjoining cohorts complete the same course together, including all learning activities and assessment. The purpose of this evaluation is to explore the student experience of peer learning and determine benefits and concerns for junior and senior students. All medical students at UNSW Australia in 2012 (n = 1608) were invited to complete the Peer Learning Questionnaire consisting of 26 fixed-response items and 2 open-ended items exploring vertical integration and near-peer teaching. Assessment data from vertically integrated and non-vertically integrated courses were compared for the period 2011-2013. We received valid responses from 20 % of medical students (n = 328). Eighty percent of respondents were positive about their experience of vertical integration. Year 1 students reported that second year students provided guidance and reassurance (87.8 %), whilst year 2 students reported that the senior role helped them to improve their own understanding, communication and confidence (84 %). Vertical integration had little effect on examination performance and failure rates. This evaluation demonstrates that vertical integration of students who are one year apart and completing the same course leads to positive outcomes for the student experience of learning. Students benefit through deeper learning and the development of leadership qualities within teams. These results are relevant not only for medical education, but also for other professional higher education programs.

What is popular? Distinguishing bullying and aggression as status correlates within specific peer normative contexts

Directory of Open Access Journals (Sweden)

Diego Palacios

2016-01-01

Full Text Available Abstract This study tested social status correlates of aggression and bullying and how these are influenced by peer groups’ normative beliefs about aggression and prosocial behavior among 1165 fourth, fifth and sixth graders in Chile. Associations between aggression and popularity (positive and social preference (negative were confirmed, whereas bullying was negatively associated with both dimensions. Normative beliefs about aggression and prosocial behavior were assessed at the group level, while social status was assessed at the classroom level through peer nominations. Hierarchical Linear Analyses showed that in groups with a higher value associated with aggression, classmates rated aggressive peers as less popular but also less disliked. The status correlates of bullying remained unaffected by peer normative beliefs. The discussion focuses on the social function of aggression as compared to the social sanction associated with bullying, and on the specificity of these associations at different layers of the social ecology.

Views on the peer review system of biomedical journals: an online survey of academics from high-ranking universities

Science.gov (United States)

2013-01-01

Background Peer review is the major method used by biomedical journals for making the decision of publishing an article. This cross-sectional survey assesses views concerning the review system of biomedical journals among academics globally. Methods A total of 28,009 biomedical academics from high-ranking universities listed by the 2009 Times Higher Education Quacquarelli Symonds (THE-QS) World University Rankings were contacted by email between March 2010 and August 2010. 1,340 completed an online survey which focused on their academic background, negative experiences and views on biomedical journal peer review and the results were compared among basic scientists, clinicians and clinician scientists. Results Fewer than half of the respondents agreed that the peer review systems of biomedical journals were fair (48.4%), scientific (47.5%), or transparent (25.1%). Nevertheless, 58.2% of the respondents agreed that authors should remain anonymous and 64.4% agreed that reviewers should not be disclosed. Most, (67.7%) agreed to the establishment of an appeal system. The proportion of native English-speaking respondents who agreed that the “peer review system is fair” was significantly higher than for non-native respondents (p = 0.02). Similarly, the proportion of clinicians stating that the “peer review system is fair” was significantly higher than that for basic scientists and clinician-scientists (p = 0.004). For females, (β = −0.1, p = 0.03), the frequency of encountering personal attacks in reviewers’ comments (β = −0.1, p = 0.002) and the frequency of imposition of unnecessary references by reviewers (β = −0.06, p = 0.04) were independently and inversely associated with agreement that “the peer review system is fair”. Conclusion Academics are divided on the issue of whether the biomedical journal peer review system is fair, scientific and transparent. A majority of academics agreed with the double-blind peer

Temperamental Differences in Children’s Reactions to Peer Victimization

Science.gov (United States)

Sugimura, Niwako; Rudolph, Karen D.

2015-01-01

Objective This research examined the hypothesis that temperament and sex moderate the contribution of peer victimization to children’s subsequent adjustment (aggression and depressive symptoms). Method Children (125 boys, 158 girls; M age = 7.95 years, SD = 0.32; 77.7% White, 22.3% minority) and teachers reported on overt and relational victimization. Parents rated children’s temperament (inhibitory control and negative emotionality) and depressive symptoms, and teachers reported on children’s overt and relational aggression. Results Across a one-year time period, (a) overt victimization predicted overt aggression in girls with poor inhibitory control; (b) overt and relational victimization predicted depressive symptoms in girls with high negative emotionality; and (c) relational victimization predicted depressive symptoms in boys with low negative emotionality. Conclusions This research helps to explain individual variation in children’s reactions to peer victimization, and has implications for person-by-environment models of development. Moreover, this research informs the development of targeted intervention programs for victimized youth that bolster specific resources depending on their temperament. PMID:22420650

Work stress and alcohol consumption among adolescents: moderation by family and peer influences.

Science.gov (United States)

Liu, Xianfang C; Keyes, Katherine M; Li, Guohua

2014-12-18

Excessive alcohol use in adolescence can be detrimental to health and academic performance. Few studies consider the moderating effects of parental and peer influence within the context of adolescent work outside of the school environment. This study aims to examine work stress among adolescents and the association with alcohol use and drunkenness, in the context of parental and peer influences. Grade 12 students who participated in Monitoring the Future surveys between 2005 and 2009 (n = 12,341) were included in this study. Independent variables included work stress (job satisfaction, perceived safety, and perceived safety of possessions), self-reported perceptions towards academics and influence from parents and peers. Frequency of alcohol use and drunkenness were measured for lifetime, last 30 days and 12 months. The moderating effects of academic aspiration, parental, and peer influence were assessed on the relationship between work stress and alcohol use. Any work stress was positively associated with alcohol use over the past 12 months (odds ratio = 1.12, 95% confidence interval (CI) 1.02-1.23). Stratified analysis found that peer influence significantly moderated the relationship between work stress and alcohol use over the lifetime and past 12 months. Among adolescents with work stress, odds ratios of alcohol use over the lifetime was 0.83 (95% CI 0.71-0.97) for those with low negative peer influence and 1.09 (95% CI 0.97-1.22) for those with high negative peer influence. Problematic drinking patterns were more apparent among high school students who experienced stress at work. Positive peer influence, however, may buffer the adverse effect of work stress on alcohol use.

Peer Assessment for Massive Open Online Courses (MOOCs

Directory of Open Access Journals (Sweden)

Hoi K. Suen

2014-07-01

Full Text Available The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC. Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.

Quitting and Peer Effects at Work

OpenAIRE

Rosaz , Julie; Slonim , Robert; Villeval , Marie Claire

2015-01-01

While peer effects have been shown to affect worker's productivity when workers are paid a fixed wage, there is little evidence on their influence on quitting decisions. This paper presents results from an experiment in which participants receive a piece-rate wage to perform a real-effort task. After completing a compulsory work period, the participants have the option at any time to continue working or quit. To study peer effects, we randomly assign participants to work alone or have one oth...

Collaborative learning: A next step in the training of peer support providers.

Science.gov (United States)

Cronise, Rita

2016-09-01

This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Peer-led training and assessment in basic life support for healthcare students: synthesis of literature review and fifteen years practical experience.

Science.gov (United States)

Harvey, P R; Higenbottam, C V; Owen, A; Hulme, J; Bion, J F

2012-07-01

In 1995, the University of Birmingham, UK, School of Medicine and Dentistry replaced lecture-based basic life support (BLS) teaching with a peer-led, practical programme. We present our 15-yr experience of peer-led healthcare undergraduate training and examination with a literature review. A literature review of healthcare undergraduate peer-led practical skills teaching was performed though Pubmed. The development of the Birmingham course is described, from its inception in 1995-2011. Training methods include peer-led training and assessment by senior students who complete an European Resuscitation Council-endorsed instructor course. Student assessors additionally undergo training in assessment and communication skills. The course has been developed by parallel research evaluation and peer-reviewed publication. Course administration is by an experienced student committee with senior clinician support. Anonymous feedback from the most recent courses and the current annual pass rates are reported. The literature review identified 369 publications of which 28 met our criteria for inclusion. Largely descriptive, these are highly positive about peer involvement in practical skills teaching using similar, albeit smaller, courses to that described below. Currently approximately 600 first year healthcare undergraduates complete the Birmingham course; participant numbers increase annually. Successful completion is mandatory for students to proceed to the second year of studies. First attempt pass rate is 86%, and close to 100% (565/566 students, 99.8%) following re-assessment the same day. 97% of participants enjoyed the course, 99% preferred peer-tutors to clinicians, 99% perceived teaching quality as "good" or "excellent", and felt they had sufficient practice. Course organisation was rated "good" or "excellent" by 91%. Each year 3-4 student projects have been published or presented internationally. The annual cost of providing the course is currently £15,594.70 (Eur 18

Managing the negatives of experience in physician teams.

Science.gov (United States)

Hoff, Timothy

2010-01-01

Experience is a key shaper of thought and action in the health care workplace and a fundamental component of management and professional policies dealing with improving quality of care. Physicians rely on experience to structure social interaction, to determine authority relations, and to resist organizational encroachments on their work and autonomy. However, an overreliance on experience within physician teams may paradoxically undermine learning, participation, and entrepreneurship, affecting organizational performance. Approximately 100 hours of direct observation of normal workdays for physician teams (n = 17 physicians) in two different work settings in a single academic medical center located in the Northeastern part of the United States. Qualitative data were collected from physician teams in the medical intensive care unit and trauma/general surgery settings. Data were transcribed and computer analyzed through an interactive process of open coding, theoretical sampling, and pattern recognition that proceeded longitudinally. Three particular experience-based schemas were identified that physician teams used to structure social relations and perform work. These schemas involved using experience as a commodity, trump card, and liberator. Each of these schemas consisted of strongly held norms, beliefs, and values that produced team dynamics with the potential for undermining learning, participation, and entrepreneurship in the group. Organizations may move to mitigate the negative impact of an overreliance on experience among physicians by promoting bureaucratic forms of control that enable physicians to engage learning, participation, and entrepreneurship in their work while not usurping existing and difficult-to-change cultural drivers of team behavior.

The mediatization of peer-to-peer health care

DEFF Research Database (Denmark)

Dindler, Camilla; Ahlmark, Nanna

2018-01-01

observations and qualitative interviews from a peer-to-peer programme for men in Copenhagen. The article analyses the tensions that occurred in the media coverage of the programme as well as in the municipal facilitation and management of the peer-to-peer health care programme defined partly...... by a democratization of health expertise and by a broader culture characterized by individualized, risk aware health promotion. We will argue that tensions between media logics and logics of care and of risk created a mediatized conception of health and of the peer programme that highlighted health care...

Give-and-take based peer-to-peer content distribution networks

Indian Academy of Sciences (India)

Compared to traditional content distribution schemes, peer- to-peer networks ... are shared among users who desire to download files. In a peer-to-peer ..... randomly generated data points, with 300 segments and 200 peers. From the figure ...

Qualities of Peer Relations on Social Networking Websites: Predictions from Negative Mother-Teen Interactions

Science.gov (United States)

Szwedo, David E.; Mikami, Amori Yee; Allen, Joseph P.

2011-01-01

This study examined associations between characteristics of teenagers' relationships with their mothers and their later socializing behavior and peer relationship quality online. At age 13, teenagers and their mothers participated in an interaction in which mothers' and adolescents' behavior undermining autonomy and relatedness was observed and…

Peer Influence, Genetic Propensity, and Binge Drinking: A Natural Experiment and a Replication.

Science.gov (United States)

Guo, Guang; Li, Yi; Wang, Hongyu; Cai, Tianji; Duncan, Greg J

2015-11-01

The authors draw data from the College Roommate Study (ROOM) and the National Longitudinal Study of Adolescent Health to investigate gene-environment interaction effects on youth binge drinking. In ROOM, the environmental influence was measured by the precollege drinking behavior of randomly assigned roommates. Random assignment safeguards against friend selection and removes the threat of gene-environment correlation that makes gene-environment interaction effects difficult to interpret. On average, being randomly assigned a drinking peer as opposed to a nondrinking peer increased college binge drinking by 0.5-1.0 episodes per month, or 20%-40% the average amount of binge drinking. However, this peer influence was found only among youths with a medium level of genetic propensity for alcohol use; those with either a low or high genetic propensity were not influenced by peer drinking. A replication of the findings is provided in data drawn from Add Health. The study shows that gene-environment interaction analysis can uncover social-contextual effects likely to be missed by traditional sociological approaches.

Perceived peer influence and peer selection on adolescent smoking.

Science.gov (United States)

Hoffman, Beth R; Monge, Peter R; Chou, Chih-Ping; Valente, Thomas W

2007-08-01

Despite advances in tobacco control, adolescent smoking remains a problem. The smoking status of friends is one of the highest correlates with adolescent smoking. This homophily (commonality of friends based on a given attribute) may be due to either peer pressure, where adolescents adopt the smoking behaviors of their friends, or peer selection, where adolescents choose friends based on their smoking status. This study used structural equation modeling to test a model of peer influence and peer selection on ever smoking by adolescents. The primary analysis of the model did not reach significance, but post hoc analyses did result in a model with good fit. Results indicated that both peer influence and peer selection were occurring, and that peer influence was more salient in the population than was peer selection. Implications of these results for tobacco prevention programs are discussed.

Efficient Skyline Computation in Structured Peer-to-Peer Systems

DEFF Research Database (Denmark)

Cui, Bin; Chen, Lijiang; Xu, Linhao

2009-01-01

An increasing number of large-scale applications exploit peer-to-peer network architecture to provide highly scalable and flexible services. Among these applications, data management in peer-to-peer systems is one of the interesting domains. In this paper, we investigate the multidimensional...... skyline computation problem on a structured peer-to-peer network. In order to achieve low communication cost and quick response time, we utilize the iMinMax(\\theta ) method to transform high-dimensional data to one-dimensional value and distribute the data in a structured peer-to-peer network called BATON....... Thereafter, we propose a progressive algorithm with adaptive filter technique for efficient skyline computation in this environment. We further discuss some optimization techniques for the algorithm, and summarize the key principles of our algorithm into a query routing protocol with detailed analysis...

Harsh parenting and peer acceptance in Chinese early adolescents: Three child aggression subtypes as mediators and child gender as moderator.

Science.gov (United States)

Wang, Mingzhong

2017-01-01

This study examined the mediating roles of three types of child aggression in the relation between harsh parenting and Chinese early adolescents' peer acceptance as well as the moderating role of child gender on this indirect relation. 833 children (mean age=13.58, 352 girls) with their parents were recruited as participants from two junior high schools in Shandong Province, People's Republic of China. The results showed that paternal harsh parenting was only associated with boys' aggressive behaviors and maternal harsh parenting was only associated with boys' and girls' verbal aggression. Adolescents' verbal and relational aggressions were negatively associated with their peer acceptance. Verbal aggression was more strongly and negatively associated with girls' peer acceptance. The results imply that in the Chinese cultural context, paternal harsh parenting may compromise boys' peer acceptance through boys' verbal and relational aggression as mediators, whereas maternal harsh parenting may impair children's peer acceptance through children's verbal aggression as a mediator, especially for girls. These results provide a theoretical basis for ameliorating the negative effect of harsh parenting on early adolescents' peer acceptance by reducing their aggressive behaviors, with different strategies between boys and girls. Copyright © 2016 Elsevier Ltd. All rights reserved.

Preventing DoS attacks in peer-to-peer media streaming systems

Science.gov (United States)

Conner, William; Nahrstedt, Klara; Gupta, Indranil

2006-01-01

This paper presents a framework for preventing both selfishness and denial-of-service attacks in peer-to-peer media streaming systems. Our framework, called Oversight, achieves prevention of these undesirable activities by running a separate peer-to-peer download rate enforcement protocol along with the underlying peer-to-peer media streaming protocol. This separate Oversight protocol enforces download rate limitations on each participating peer. These limitations prevent selfish or malicious nodes from downloading an overwhelming amount of media stream data that could potentially exhaust the entire system. Since Oversight is based on a peer-to-peer architecture, it can accomplish this enforcement functionality in a scalable, efficient, and decentralized way that fits better with peer-to-peer media streaming systems compared to other solutions based on central server architectures. As peer-to-peer media streaming systems continue to grow in popularity, the threat of selfish and malicious peers participating in such large peer-to-peer networks will continue to grow as well. For example, since peer-to-peer media streaming systems allow users to send small request messages that result in the streaming of large media objects, these systems provide an opportunity for malicious users to exhaust resources in the system with little effort expended on their part. However, Oversight addresses these threats associated with selfish or malicious peers who cause such disruptions with excessive download requests. We evaluated our Oversight solution through simulations and our results show that applying Oversight to peer-to-peer media streaming systems can prevent both selfishness and denial-of-service attacks by effectively limiting the download rates of all nodes in the system.

Cultural differences in emotion regulation during self-reflection on negative personal experiences.

Science.gov (United States)

Tsai, William; Lau, Anna S

2013-01-01

Reflecting on negative personal experiences has implications for mood that may vary as a function of specific domains (e.g., achievement vs. interpersonal) and cultural orientation (e.g., interdependence vs. independence). This study investigated cultural differences in the social-cognitive and affective processes undertaken as Easterners and Westerners reflected on negative interpersonal and performance experiences. One hundred Asian Americans and 92 European-American college students were randomly assigned to one of three conditions: interpersonal rejection, achievement failure, or a control condition. Results revealed that Asian Americans experienced greater distress than European Americans after self-reflecting over a failed interpersonal experience, suggesting cultural sensitivity in the relational domain. Consistent with theoretical predictions, analysis of the social cognitive and affective processes that participants engaged in during self-reflection provided some evidence that self-enhancement may buffer distress for European Americans, while emotion suppression may be adaptive for Asian Americans.

Perceptions of negative health-care experiences and self-reported health behavior change in three racial and ethnic groups.

Science.gov (United States)

Schwei, Rebecca J; Johnson, Timothy P; Matthews, Alicia K; Jacobs, Elizabeth A

2017-04-01

Our two study objectives were: (1) to understand the relationship between the perception of a previous negative health-care experience and race/ethnicity, and how socio-demographic, access-to-health-care, and self-reported health variables modified this relationship; and (2) to assess how many behaviors participants reported changing as a result of experiencing a perceived negative health-care experience, which behaviors they changed, and if there were differences in patterns of change across racial/ethnic groups. We conducted a cross-sectional survey of a convenience sample of 600 African-American, Mexican-Hispanic, and white adults in socioeconomically diverse neighborhoods in Chicago, IL. We used multivariable logistic regression to analyze the relationship between a perceived negative health-care experience in the last 5 years and race/ethnicity. We summed and then calculated the percentage of people who changed each of the 10 behaviors and evaluated whether or not there were differences in behavior change across racial/ethnic groups. More than 32% of participants reported a perceived negative health-care experience in the past 5 years. Participants who had a bachelor's degree or above (OR: 2.95, 95%CI: 1.01-8.63), avoided needed care due to cost (OR: 1.84, 95%CI: 1.11-3.06), or who reported fair/poor health (OR: 3.58, 95%CI: 1.66-7.80) had significantly increased odds of reporting a negative health-care experience. Of these people, 88% reported 'sometimes/always' changing at least one health-seeking behavior. There were no racial/ethnic differences in reporting negative experiences or in patterns of behavior change. Race/ethnicity was not related to reporting a perceived negative health-care experience or reported patterns of behavior change in response to that experience. However, those who avoided care due to cost were more highly educated, or who indicated poorer health status reported having a negative experience more often. Our findings suggest that the

Perceptions of Negative Health Care Experiences and Self-Reported Health Behavior Change in 3 Racial and Ethnic Groups

Science.gov (United States)

Schwei, Rebecca J.; Johnson, Timothy; Matthews, Alicia K.; Jacobs, Elizabeth A.

2017-01-01

Objectives Our two study objectives were: (1) to understand the relationship between the perception of a previous negative health care experience and race/ethnicity, and how socio-demographic, access-to-health-care, and self-reported health variables modified this relationship and (2) to assess how many behaviors participants reported changing as a result of experiencing a perceived negative health care experience, which behaviors they changed, and if there were differences in patterns of change across racial/ethnic groups. Design We conducted a cross-sectional survey of a convenience sample of 600 African American, Mexican-Hispanic, and white adults in socioeconomically diverse neighborhoods in Chicago, IL. We used multivariable logistic regression to analyze the relationship between a perceived negative health care experience in the last 5 years and race/ethnicity. We summed and then calculated the percentage of people who changed each of the 10 behaviors and evaluated whether or not there were differences in behavior change across racial/ethnic groups. Principal Findings More than 32% of participants reported a perceived negative health care experience in the past 5 years. Participants who had a bachelor’s degree or above (OR; 2.95,95%CI:1.01–8.63), avoided needed care due to cost (OR:1.84,95%CI:1.11–3.06), or who reported fair/poor health (OR:3.58,95%CI:1.66–7.80) had significantly increased odds of reporting a negative health care experience. Of these people, 88% reported “sometimes/always” changing at least one health seeking behavior. There were no racial/ethnic differences in reporting negative experiences or in patterns of behavior change. Conclusions Race/ethnicity was not related to reporting a perceived negative health care experience or reported patterns of behavior change in response to that experience. However those who avoided care due to cost, were more highly educated, or who indicated poorer health status reported having a negative

Body image and peer relationships: Unique associations of adolescents' social status and competence with peer- and self-reported appearance victimization.

Science.gov (United States)

Zimmer-Gembeck, Melanie J; Webb, Haley J

2017-12-01

Adolescents were asked to nominate peers who experience appearance-related victimization or engage in appearance-related aggression, in order to examine the peer social status and competency correlates of receiving more nominations. Moreover, the correlates of peer-report vs. self-report appearance-related victimization were considered. Participants were 371 young Australian adolescents (55% girls, M age  = 12.0 years) who completed surveys. Results showed that victimized adolescents were rated as less liked, prosocial, popular and good-looking, and perceived themselves to be less attractive, less competent at sport and more teased by peers about appearance. Aggressive adolescents were rated as more popular and better looking, but also less prosocial. Aggressive adolescents also perceived themselves to be less academically but more romantically competent, and reported more appearance anxiety symptoms. Findings from peer-report measures generally support previous research findings using self-report measures, but the significant correlates did appear to differ between peer- and self-report of appearance victimization. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Peer victimization and peer rejection during early childhood

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Godleski, Stephanie A.; Kamper, Kimberly E.; Ostrov, Jamie M.; Hart, Emily J.; Blakely-McClure, Sarah J.

2014-01-01

Objective The development and course of the subtypes of peer victimization is a relatively understudied topic despite the association of victimization with important developmental and clinical outcomes. Moreover, understanding potential predictors, such as peer rejection and emotion regulation, in early childhood may be especially important to elucidate possible bi-directional pathways between relational and physical victimization and rejection. The current study (N = 97) was designed to explore several gaps and limitations in the peer victimization and peer rejection literature. In particular, the prospective associations between relational and physical victimization and peer rejection over the course of 3.5 months during early childhood (i.e., 3- to 5- years-old) were investigated in an integrated model. Method The study consisted of 97 (42 girls) preschool children recruited from four early childhood schools in the northeast of the US. Using observations, research assistant report and teacher report, relational and physical aggression, relational and physical victimization, peer rejection, and emotion regulation were measured in a short-term longitudinal study. Path analyses were conducted to test the overall hypothesized model. Results Peer rejection was found to predict increases in relational victimization. In addition, emotion regulation was found to predict decreases in peer rejection and physical victimization. Conclusions Implications for research and practice are discussed, including teaching coping strategies for peer rejection and emotional distress. PMID:25133659

West Virginia Peer Exchange : Streamlining Highway Safety Improvement Program Project Delivery - An RSPCB Peer Exchange

Science.gov (United States)

2014-09-01

The West Virginia Division of Highways (WV DOH) hosted a Peer Exchange to share information and experiences for streamlining Highway Safety Improvement Program (HSIP) project delivery. The event was held September 23 to 24, 2014 in Charleston, West V...

School transitions, peer influence, and educational expectation formation: Girls and boys.

Science.gov (United States)

Andrew, Megan; Flashman, Jennifer

2017-01-01

School transitions are a regular feature of the educational career. While they are of general interest as instances of academic change, they also represent instances of peer environment and influence change. Previous theoretical and empirical work suggests peer influence is important for students' academic and educational outcomes, especially for the complex decision-making processes leading up to those outcomes. In this manuscript, we study the impact of peers on educational expectation formation at the 8th-to-9th-grade school transition. In doing so, we test a theoretical model that links institutional settings, social influence, and individual decision-making. We find the 9th grade transition likely represents a negative shock for students' college attendance expectations. Independent of this transition, however, stable peer environments further depress expectations. A more equal mixture of new and old peers in the 9th grade likely increases students' educational expectations in contrast. These effects of peer perturbations and the re-organization of social ties they imply mainly apply to female students. But, both male and female students revise their educational expectations in light of changing peer intelligence comparisons, albeit in countervailing ways. Copyright © 2016. Published by Elsevier Inc.

Female peer mentors early in college increase women���s positive academic experiences and retention in engineering

OpenAIRE

Dennehy, Tara C.; Dasgupta, Nilanjana

2017-01-01

The scarcity of women in the American science and engineering workforce is a well-recognized problem. However, field-tested interventions outside artificial laboratory settings are few. We provide evidence from a multiyear field experiment demonstrating that women in engineering who were assigned a female (but not male) peer mentor experienced more belonging, motivation, and confidence in engineering, better retention in engineering majors, and greater engineering career aspirations. Female m...

Patients' experiences of negative pressure wound therapy for the treatment of wounds: a review.

Science.gov (United States)

Upton, D; Stephens, D; Andrews, A

2013-01-01

To review the research on patients' experiences of undergoing negative pressure wound therapy (NPWT). A literature search was carried out using the following databases: Academic Search Complete, CINAHL, PsychINFO, MEDLINE, PubMed and PsyARTICLES. The search covered the period from 2001 to 2012, using the key words: ['negative pressure wound therapy' OR 'vacuum-assisted closure' OR 'topical negative therapy'] AND ['patients' experiences' OR 'psychological' OR 'stress' OR 'anxiety' OR 'wellbeing' OR 'pain' OR 'quality of life' OR 'physical']. Twenty-five relevant articles were included. NPWT is generally considered to be successful in reducing wound depth and facilitating healing. However, studies have highlighted a number of issues that need to be considered. For example, the type of dressing used during treatment can have a significant effect on patients' experience of pain. Furthermore, the NPWT system can cause patients to feel anxious due to both the patient and the health professional being unfamiliar with this form of treatment. It can also restrict patients' daily care and wider social life, which may result in a negative self-image and low self-esteem. Despite this, some studies have reported positive improvements to patients' quality of life. Additionally, since NPWT can lead to faster healing, any detrimental impact upon patients' wellbeing may be short-term and less prolonged than that of other treatments. Compared with other treatments, there is evidence to show that NPWT can lead to faster wound healing, and a reduced frequency of dressing changes and other treatments. However, there are a number of challenges with the use of NPWT, which need to be explored further so that improvements can be made. Specifically, certain aspects of NPWT may impact negatively on patients' wellbeing, albeit short-term. Therefore, research needs to explore patients' experience of NPWT throughout the treatment process and to consider how this can be improved to minimise any

Use of peer teaching to enhance student and patient education.

Science.gov (United States)

Priharjo, Robert; Hoy, Georgina

This article describes an evaluation of a peer-teaching project undertaken by second-year nursing students at a higher education institution in England. The initiative has enhanced the students' understanding of peer education. The importance of the nurse's role in patient education is emphasised. It is hoped that the experience of peer teaching will prepare nursing students for their future roles as nurse educators for patients, students and other staff.

PLATON: Peer-to-Peer load adjusting tree overlay networks

NARCIS (Netherlands)

Lymberopoulos, L.; Pittaras, C.; Grammatikou, M.; Papavassiliou, S.; Maglaris, V.

2011-01-01

Peer-to-Peer systems supporting multi attribute and range queries use a number of techniques to partition the multi dimensional data space among participating peers. Load-balancing of data accross peer partitions is necessary in order to avoid the presence of network hotspots which may cause

Promoting Residential Renewable Energy via Peer-to-Peer Learning

Science.gov (United States)

Heiskanen, Eva; Nissilä, Heli; Tainio, Pasi

2017-01-01

Peer-to-peer learning is gaining increasing attention in nonformal community-based environmental education. This article evaluates a novel modification of a concept for peer-to-peer learning about residential energy solutions (Open Homes). We organized collective "Energy Walks" visiting several homes with novel energy solutions and…

[Perspective of peer helpers regarding their experience animating a self-treatment program for panic disorders].

Science.gov (United States)

Perreault, Michel; Bouchard, Stéphane; Lapalme, Micheline; Laverdure, Anick; Audet, Denis; Cusson, Jean-Claude; Zacchia, Camillo; Milton, Diana; Sam Tion, Michaël; Chartier-Otis, Mariko; Marchand, André; Bélanger, Claude

2015-01-01

Support groups can help to reach individuals with anxiety disorders who are not or are only partly obtaining health services. The present study is based on a program that involves peer helpers as animators of a self-treatment group (Zéro-ATAQ). Their perspective has been documented in order to identify the aspects of the program which can be improved. Eleven peer helpers led the 12 sessions of the program, which was dispensed in four regions of Quebec for 32 persons having panic disorders with agoraphobia. The perspectives of ten peer animators were documented based on a semi-structured interview that took place at the end of the program, and a focus group that was held over six months later with peer animators from each of the groups. Their comments were transcribed and a thematic content analysis was conducted. All of the peer helper animators reported that they enjoyed participating in the program, that they appreciated being able to help others having an anxiety disorder, and that the program helped them in their role as animators of these types of activities. Nearly all of the peer helpers emphasized the importance of being able to count on the supervision of a professional when needed. This study revealed (1) the feasibility of implementing a program of this kind in partnership with peers, (2) the qualifications necessary to lead this type of program, (3) the requirements in terms of training and available material, and (4) the importance of supervision.

Peer-assisted teaching: An interventional study.

Science.gov (United States)

Williams, Brett; Olaussen, Alexander; Peterson, Evan L

2015-07-01

Peer-assisted learning (PAL) as an educational philosophy benefits both the peer-teacher and peer-learner. The changing role of paramedicine towards autonomous and professional practice demands future paramedics to be effective educators. Yet PAL is not formally integrated in undergraduate paramedic programs. We aimed to examine the effects of an educational intervention on students' PAL experiences as peer-teachers. Two one-hour workshops were provided prior to PAL teaching sessions including small group activities, individual reflections, role-plays and material notes. Peer-teachers completed the Teaching Style Survey, which uses a five-point Likert scale to measure participants' perceptions and confidence before and after PAL involvement. Thirty-eight students were involved in an average of 3.7 PAL sessions. The cohort was predominated by males (68.4%) aged ≤ 25 (73.7%). Following PAL, students reported feeling more confident in facilitating tutorial groups (p = 0.02). After the PAL project peer-teachers were also more likely to set high standards for their learners (p = 0.009). This PAL project yielded important information for the continual development of paramedic education. Although PAL increases students' confidence, the full role of PAL in education remains unexplored. The role of the university in this must also be clearly clarified. Copyright © 2015 Elsevier Ltd. All rights reserved.

Analysis of peer-to-peer locking of magnetrons

International Nuclear Information System (INIS)

Pengvanich, P.; Lau, Y. Y.; Cruz, E.; Gilgenbach, R. M.; Hoff, B.; Luginsland, J. W.

2008-01-01

The condition for mutual, or peer-to-peer, locking of two magnetrons is derived. This condition reduces to Adler's classical phase-locking condition in the limit where one magnetron becomes the ''master'' and the other becomes the ''slave.'' The formulation is extended to the peer-to-peer locking of N magnetrons, under the assumption that the electromagnetic coupling among the N magnetrons is modeled by an N-port network.

The problem of false positives and false negatives in violent video game experiments.

Science.gov (United States)

Ferguson, Christopher J

The problem of false positives and negatives has received considerable attention in behavioral research in recent years. The current paper uses video game violence research as an example of how such issues may develop in a field. Despite decades of research, evidence on whether violent video games (VVGs) contribute to aggression in players has remained mixed. Concerns have been raised in recent years that experiments regarding VVGs may suffer from both "false positives" and "false negatives." The current paper examines this issue in three sets of video game experiments, two sets of video game experiments on aggression and prosocial behaviors identified in meta-analysis, and a third group of recent null studies. Results indicated that studies of VVGs and aggression appear to be particularly prone to false positive results. Studies of VVGs and prosocial behavior, by contrast are heterogeneous and did not demonstrate any indication of false positive results. However, their heterogeneous nature made it difficult to base solid conclusions on them. By contrast, evidence for false negatives in null studies was limited, and little evidence emerged that null studies lacked power in comparison those highlighted in past meta-analyses as evidence for effects. These results are considered in light of issues related to false positives and negatives in behavioral science more broadly. Copyright © 2017 Elsevier Ltd. All rights reserved.

Some limits in peer assessment

Directory of Open Access Journals (Sweden)

Joan Domingo Penya

2014-03-01

Full Text Available Nowadays, the known as ‘peer assessment’ is one of the pillars of formative assessment in the different levels of the educational system buts, especially, in the University level. Last years, it has been considered in order to enhance students' meaningful learning, considering it as an element of social learning from the lessons learned by other classmates, and the ability to assess their quality, compared with the level of knowledge that each student has about the subject/course evaluated, and using common evaluation criteria. Relating to this, the experience presented in this paper has been developed with two groups of students. It allows to determine how many peer assessments is prudent to ask course students in order to make a serious and reliable activity, and not as a required and mandatory exercise that has to be carried out by students simply to pass the course; in this last case, the activity could become extremely trivial and banal. Statistical analysis of the results indicates that three-peer assessments per student appraised are a good lot. In addition, on the other hand, more than thirty-peer assessments do not provide learning nor serious activities.

The impact of contact on students' attitudes towards peers with disabilities.

Science.gov (United States)

Schwab, Susanne

2017-03-01

This study aimed to understand the relationship between contact with peers with Special Educational Needs (SEN) and students' attitudes towards their peers with SEN, by examining the inter-group contact theory in regular and inclusive classes. A total of 463 students in 8th grade, with a mean age of 14.42 years, from 25 secondary school classes in Styria (Austria) completed a self-report questionnaire regarding their contact with peers with SEN and their attitudes towards peers with disabilities. Contact was indicated by nominations for joint activities and examined in inclusive and regular classes. The German short version of the Chedoke-McMaster Attitudes towards Children with Handicaps scale (CATCH; Schwab, 2015b; Rosenbaum et al., 1986) was used to measure students' attitudes towards peers with learning disabilities and emotional disorders. Students with SEN are less frequently nominated by their peers for joint activities, such as working together on a school project. Students from inclusive and regular classes did not differ in their attitudes towards peers with SEN. However, those students who nominated at least one peer with SEN for a joint activity had more positive attitudes towards peers with disabilities. Freely choosing contact with a peer with SEN was associated with more positive attitudes towards disability while simply attending the same class may have no effect or even a negative impact on students' attitudes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Calibrated peer review assignments for the earth sciences

Science.gov (United States)

Rudd, J.A.; Wang, V.Z.; Cervato, C.; Ridky, R.W.

2009-01-01

Calibrated Peer Review ??? (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.

Adolescent Self-Regulation as Resilience: Resistance to Antisocial Behavior within the Deviant Peer Context

Science.gov (United States)

Gardner, Theodore W.; Dishion, Thomas J.; Connell, Arin M.

2008-01-01

This study tests the hypothesis that self-regulation serves as a resiliency factor in buffering youth from negative influences of peer deviance in middle to late adolescence. The interactive effects between peer deviance and self-regulation were investigated on change in antisocial behavior from age 17 to 19 years in an ethnically diverse sample…

Impact of Physical and Relational Peer Victimization on Depressive Cognitions in Children and Adolescents

Science.gov (United States)

Sinclair, Keneisha R.; Cole, David A.; Dukewich, Tammy; Felton, Julia; Weitlauf, Amy S.; Maxwell, Melissa A.; Tilghman-Osborne, Carlos; Jacky, Amy

2012-01-01

The purpose of this study is to find longitudinal evidence of the effect of targeted peer victimization (TPV) on depressive cognitions as a function of victimization type and gender. Prospective relations of physical and relational peer victimization to positive and negative self-cognitions were examined in a 1-year, 2-wave longitudinal study.…

Exploring experiences in peer mentoring as a strategy for capacity building in sexual reproductive health and HIV service integration in Kenya.

Science.gov (United States)

Ndwiga, Charity; Abuya, Timothy; Mutemwa, Richard; Kimani, James Kelly; Colombini, Manuela; Mayhew, Susannah; Baird, Averie; Muia, Ruth Wayua; Kivunaga, Jackline; Warren, Charlotte E

2014-03-01

The Integra Initiative designed, tested, and adapted protocols for peer mentorship in order to improve service providers' skills, knowledge, and capacity to provide quality integrated HIV and sexual and reproductive health (SRH) services. This paper describes providers' experiences in mentoring as a method of capacity building. Service providers who were skilled in the provision of FP or PNC services were selected to undergo a mentorship training program and to subsequently build the capacity of their peers in SRH-HIV integration. A qualitative assessment was conducted to assess provider experiences and perceptions about peer mentoring. In-depth interviews were conducted with twelve mentors and twenty-three mentees who were trained in SRH and HIV integration. Interviews were recorded, transcribed, and imported to NVivo 9 for analysis. Thematic analysis methods were used to develop a coding framework from the research questions and other emerging themes. Mentorship was perceived as a feasible and acceptable method of training among mentors and mentees. Both mentors and mentees agreed that the success of peer mentoring largely depended on cordial relationship and consensus to work together to achieve a specific set of skills. Mentees reported improved knowledge, skills, self-confidence, and team work in delivering integrated SRH and HIV services as benefits associated with mentoring. They also associated mentoring with an increase in the range of services available and the number of clients seeking those services. Successful mentorship was conditional upon facility management support, sufficient supplies and commodities, a positive work environment, and mentors selection. Mentoring was perceived by both mentors and mentees as a sustainable method for capacity building, which increased providers' ability to offer a wide range of and improved access to integrated SRH and HIV services.

Peer support and peer-led family support for persons living with schizophrenia.

Science.gov (United States)

Duckworth, Kenneth; Halpern, Lisa

2014-05-01

Peer support and peer-led family psychoeducation represent two distinct and complementary recovery-oriented models to support individuals who live with schizophrenia and their families, respectively. The goals of these models focus on improving knowledge, coping, self-care, social support, and self-management strategies. These models represent important capacity-building strategies for people who live with the illness and the people who love them. This brief article is intended to provide the practicing clinician, person living with schizophrenia, and policy maker with a working knowledge of the current state of the literature in these two related fields. Practitioners should consider these resources and integrate them into their care. A person living with schizophrenia could use this review to advocate for appropriate resources and to identify career opportunities. Policy makers could benefit from an understanding of the literature to mitigate financial and cultural barriers to adopting these practices. The last 5 years have seen a dramatic expansion of the application of randomized controlled trials (RCTs) to give evidence to match the experience of people in these programs. The field has seen Wellness Recovery Action Plan (WRAP) named as evidence-based practice by the National Registry of Evidence-Based Practices. A RCT was also conducted for another peer-developed and led program called Building Recovery of Individual Dreams & Goals through Education & Support. Family to Family, the largest peer-led family psychoeducation course, was also found to have significant impact after the study and also 6 months later in RCT. Family to Family has also been named as an evidence-based practice. The field of people who are living well with schizophrenia working as resources and supports to others living with the illness is an idea that is growing momentum. This momentum has been matched by the RCT evidence. Peer support as a professional role has an emerging literature

How you look versus how you feel: Associations between BMI z-score, body dissatisfaction, peer victimization, and self-worth for African American and white adolescents.

Science.gov (United States)

Sutter, Carolyn; Nishina, Adrienne; Adams, Ryan E

2015-08-01

Being overweight and having negative self-perceptions (body dissatisfaction) can have problematic consequences for adolescents physically, socially, and psychologically. Understanding associations between weight, self-perceptions, and peer experiences across ethnicities is particularly important given recent increases in obesity among ethnic minorities. The current study aimed to address these issues by examining Body Mass Index (BMI) z-scores and body dissatisfaction predicting change in general self-worth over time via peer victimization experiences in a diverse sample of 236 youth (ages 10-16 years). Body dissatisfaction predicted decreases in self-worth over time even after controlling for BMI z-score. BMI z-scores predicted decreases in self-worth over time only for white adolescents, whereas body dissatisfaction directly predicted decreases in self-worth for African American youth and indirectly via peer victimization for white youth. Associations were also considered by gender. Implications for intervention efforts for both white and African American adolescents are discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The mental health consumer movement and peer providers in Israel.

Science.gov (United States)

Moran, G S

2018-04-16

Self-help peer-support groups in Israel emerged in the 1980s and, over time, dynamically interacted and co-developed with the statutory mental health (MH) system. In this editorial, I outline historical milestones of how the evolution of the Israeli mental health system was influenced by the consumer movement. A brief depiction of the consumer movement history. At first, consumers operated outside of the mainstream MH system. Gradually, consumer groups and institutional personnel joined efforts towards community integration and enhancement of quality of life, pushing forward a person-centered recovery orientation. In turn, some administrators and key stakeholders in rehabilitation community services grew to value the impact of knowledge-by-experience in contemporary mental health care. In this context, over the past decade, peer roles were developed in the mental health system, including consumer-providers in community services and peer specialists in inpatient psychiatric hospitals. The insertion of peer roles into the mainstream MH system is far-reaching, including the placement of a peer-project coordinator within the ministry of health. I describe the unique contribution of peers, as experts-by-experience, to mainstream professional knowledge and practice. I also highlight the potential challenges involved when peer models of care are added to traditional medical models of care. The Israeli case demonstrates how the consumer movement can play an active role in MH systems and be acknowledged and recognised as a partner for changing policy, practice and reshaping formal institutions. In addition, they play a vital role in the development of peer-support services.

HOW DOES PEER PRESSURE AFFECT EDUCATIONAL INVESTMENTS?

Science.gov (United States)

Bursztyn, Leonardo; Jensen, Robert

When effort is observable to peers, students may try to avoid social penalties by conforming to prevailing norms. To test this hypothesis, we first consider a natural experiment that introduced a performance leaderboard into computer-based high school courses. The result was a 24 percent performance decline. The decline appears to be driven by a desire to avoid the leaderboard; top performing students prior to the change, those most at risk of appearing on the leaderboard, had a 40 percent performance decline, while poor performing students improved slightly. We next consider a field experiment that offered students complimentary access to an online SAT preparatory course. Sign-up forms differed randomly across students only in whether they said the decision would be kept private from classmates. In nonhonors classes, sign-up was 11 percentage points lower when decisions were public rather than private. Honors class sign-up was unaffected. For students taking honors and nonhonors classes, the response depended on which peers they were with at the time of the offer, and thus to whom their decision would be revealed. When offered the course in a nonhonors class (where peer sign-up rates are low), they were 15 percentage points less likely to sign up if the decision was public. But when offered the course in an honors class (where peer sign-up rates are high), they were 8 percentage points more likely to sign up if the decision was public. Thus, students are highly responsive to their peers are the prevailing norm when they make decisions.

Peer mentoring: evaluation of a novel programme in paediatrics.

Science.gov (United States)

Eisen, Sarah; Sukhani, Seema; Brightwell, Alex; Stoneham, Sara; Long, Andrew

2014-02-01

Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mentoring and to explore the benefits for both peer mentees and mentors. Junior postgraduate trainees, randomly selected from volunteers, received peer mentoring from more senior trainees for 1 year. Peer mentors were selected by competitive application and undertook tailored training followed by an experiential learning programme. The programme was evaluated using structured questionnaires. 90% (76/84) of first-year postgraduate trainees in paediatrics applied to participate, demonstrating high demand. 18 peer mentor-mentee pairs were matched. Peer mentors and mentees reported high satisfaction rates, acquisition of new and transferable skills and changed behaviours. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set. To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees.

When Physical Activity Participation Promotes Inactivity: Negative Experiences of Spanish Adolescents in Physical Education and Sport

Science.gov (United States)

Beltran-Carrillo, Vicente J.; Devis-Devis, Jose; Peiro-Velert, Carmen; Brown, David H. K.

2012-01-01

This article analyses negative experiences in physical education and sport reported during qualitative interviews of a group of inactive adolescent Spanish boys and girls. The purpose of this analysis is twofold. First and most important, it seeks to give voice to these young people reporting negative experiences and connect them to contexts of…

A Grounded Theory of Counseling Students Who Report Problematic Peers

Science.gov (United States)

Parker, Lindy K.; Chang, Catherine Y.; Corthell, Kimere K.; Walsh, Maggie E.; Brack, Greg; Grubbs, Natalie K.

2014-01-01

All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions…

In fatal pursuit of immortal fame: Peer competition and early mortality of music composers.

Science.gov (United States)

Borowiecki, Karol Jan; Kavetsos, Georgios

2015-06-01

We investigate the impact of peer competition on longevity using a unique historical data set of 144 prominent music composers born in the 19th century. We approximate for peer competition measuring (a) the number or (b) the share of composers located in the same area and time, (c) the time spent in one of the main cities for classical music, and (d) the quality of fellow composers. These measures suggest that composers' longevity is reduced, if they located in agglomerations with a larger group of peers or of a higher quality. The point estimates imply that, all else equal, a one percent increase in the number of composers reduces composer longevity by ∼ 7.2 weeks. Our analysis showed that the utilized concentration measures are stronger than the personal factors in determining longevity, indicating that individuals' backgrounds have minimal impact on mitigating the effect of experienced peer pressure. The negative externality of peer competition is experienced in all cities, fairly independent of their population size. Our results are reaffirmed using an instrumental variable approach and are consistent throughout a range of robustness tests. In addition to the widely known economic benefits associated with competition, these findings suggest that significant negative welfare externalities exist as well. Copyright © 2015 Elsevier Ltd. All rights reserved.

Risk-taking, peer-influence and child maltreatment: a neurocognitive investigation.

Science.gov (United States)

Hoffmann, Ferdinand; Puetz, Vanessa B; Viding, Essi; Sethi, Arjun; Palmer, Amy; McCrory, Eamon J

2018-01-01

Maltreatment is associated with increased risk of a range of psychiatric disorders, many of which are characterized by altered risk-taking propensity. Currently, little is known about the neural correlates of risk-taking in children exposed to maltreatment, nor whether their risk-taking is atypically modulated by peer influence. Seventy-five 10- to 14-year-old children [maltreated (MT) group: N = 41; non-maltreated Group (NMT): N = 34] performed a Balloon Analogue Risk Task (BART), under three different peer influence conditions: while alone, while being observed by a peer and while being encouraged by a peer to take risks. The MT group engaged in less risk-taking irrespective of peer influence. There was no differential effect of peer influence on risk-taking behaviour across groups. At the neural level, the right anterior insula (rAI) exhibited altered risk sensitivity across conditions in the MT group. Across groups and conditions, rAI risk sensitivity was negatively associated with risk-taking and within the MT group greater rAI risk sensitivity was related to more anxiety symptoms. These findings suggest that children with a history of maltreatment show reduced risk-taking but typical responses to peer influence. Abnormal rAI functioning contributes to the pattern of reduced risk-taking and may predispose children exposed to maltreatment to develop future psychopathology. © The Author (2017). Published by Oxford University Press.

Risk-taking, peer-influence and child maltreatment: a neurocognitive investigation

Science.gov (United States)

Hoffmann, Ferdinand; Puetz, Vanessa B; Viding, Essi; Sethi, Arjun; Palmer, Amy

2018-01-01

Abstract Maltreatment is associated with increased risk of a range of psychiatric disorders, many of which are characterized by altered risk-taking propensity. Currently, little is known about the neural correlates of risk-taking in children exposed to maltreatment, nor whether their risk-taking is atypically modulated by peer influence. Seventy-five 10- to 14-year-old children [maltreated (MT) group: N = 41; non-maltreated Group (NMT): N = 34] performed a Balloon Analogue Risk Task (BART), under three different peer influence conditions: while alone, while being observed by a peer and while being encouraged by a peer to take risks. The MT group engaged in less risk-taking irrespective of peer influence. There was no differential effect of peer influence on risk-taking behaviour across groups. At the neural level, the right anterior insula (rAI) exhibited altered risk sensitivity across conditions in the MT group. Across groups and conditions, rAI risk sensitivity was negatively associated with risk-taking and within the MT group greater rAI risk sensitivity was related to more anxiety symptoms. These findings suggest that children with a history of maltreatment show reduced risk-taking but typical responses to peer influence. Abnormal rAI functioning contributes to the pattern of reduced risk-taking and may predispose children exposed to maltreatment to develop future psychopathology. PMID:29069467

Multiple peer effects in the diffusion of innovations on social networks: a simulation study

OpenAIRE

Xiong, Hang; Wang, Puqing; Bobashev, Georgiy

2018-01-01

Peer effects in innovation adoption decisions have been extensively studied. However, the underlying mechanisms of peer effects are generally not explicitly accounted for. Gaps in this knowledge could lead to misestimation of peer effects and inefficient interventions. This study examined the role of two mechanisms—sharing experiences (namely, experience effect) and externalities—in the adoption of an agricultural innovation. By referring to the diffusion process of a new crop in Chinese vill...

Lack of assertion, peer victimization and risk for depression in girls: Testing a diathesis-stress model

Science.gov (United States)

Keenan, Kate; Hipwell, Alison; Feng, Xin; Rischall, Michal; Henneberger, Angela; Klosterman, Susan

2010-01-01

Purpose To apply a diathesis × stress model to testing the association between peer victimization and depression in a sample of preadolescent girls. Methods DSM-IV symptoms of depression symptoms were measured at ages 9 and 11, assertiveness and peer victimization were assessed by youth report at age 9. Results The interaction of low levels of assertiveness and high peer victimization at age 9 was predictive of depression symptoms at age 11, controlling for earlier depression symptoms. Conclusions The results extend the literature on peer relations and depression by identifying a group of girls who may be particularly vulnerable to the stress of negative peer interactions. PMID:20970089

o'Peer: open peer review

Science.gov (United States)

Brewer, J. H.

2014-12-01

I have built a "demonstration" website at http://oPeer.org to illustrate how peer review and publication might be improved relative to the current model, which was designed and implemented in an era when scientific communication was either face-to-face or relied upon human delivery of ink marks on dead trees.

Postpartum depression peer support: maternal perceptions from a randomized controlled trial.

Science.gov (United States)

Dennis, Cindy-Lee

2010-05-01

Peer support in the early postpartum period is effective in the prevention of postpartum depression among women identified as high-risk. To describe maternal perceptions of peer support received while participating in a trial. Cross-sectional survey of women participating in a randomized controlled trial to evaluate the effect of peer support in the prevention of postpartum depression. Seven health regions across Ontario Canada. 701 women were recruited between November 2004 and September 2006. Women eligible for the study were all mothers with an Edinburgh Postnatal Depression Scale score >9 who were within 2 weeks postpartum, at least 18 years of age, able to speak English, had a live birth, and had been discharged home from the hospital. Exclusion criteria included an infant not discharged home with the mother and current use of antidepressant or antipsychotic medication. Two hundred and twenty-one mothers completed the mailed questionnaire. Women were randomly allocated to receive usual postpartum care (control group) or usual postpartum care plus telephone-based peer support (intervention group). Maternal perceptions of peer support were evaluated at 12 weeks postpartum using the validated Peer Support Evaluation Inventory. Interactions provided by the peer volunteer included the provision of emotional (92.7%), informational (72.4%), and appraisal (72.0%) support. Mothers reported high levels of positive relationship qualities such as trust (83.6%) and perceived acceptance (79.1%). Most (80.5%) mothers indicated they were very satisfied with their peer support experience. Maternal satisfaction was associated with the number and duration of peer volunteer contacts. The majority of mothers perceived their peer volunteer experience positively lending further support to telephone-based peer support as a preventative strategy for postpartum depression. The following program modifications were suggested: (a) adapt training to enhance the provision of appraisal

Peer support for parents of disabled children part 2: how organizational and process factors influenced shared experience in a one-to-one service, a qualitative study.

Science.gov (United States)

Shilling, V; Bailey, S; Logan, S; Morris, C

2015-07-01

Parents of disabled children often seek support from their peers. The shared experience between parents appears to be a crucial mediating factor. Understanding how a sense of shared experience is fostered can help to design and evaluate services that seek to provide peer support. We carried out a qualitative study involving semi-structured interviews and focus groups. Participants were 12 parents and 23 befrienders who had contact with the Face2Face one-to-one befriending service in Devon and Cornwall during a 12-month period, and 10 professionals from health, social care and education. Formal structures and processes in place such as training and ongoing supervision and support were highly valued as was the highly personalized, confidential, flexible, one-to-one at-home nature of the service. Crucial to establishing rapport was putting the right people together and ensuring a good match between befrienders and parents. Clearly, the befriending parent has to be emotionally prepared to provide help. However, if the parent being offered support was not ready to accept help at the time it was offered or the type of support was not right for them, they are less likely to engage with the service. Organizational and process factors as well as characteristics of the parents offering and receiving support contribute to the sense of shared experience in one-to-one peer support. These factors interact to influence whether peer support is effective and should be explicitly considered when designing and evaluating services. © 2015 John Wiley & Sons Ltd.

Optimization of routing strategies for data transfer in peer-to-peer networks

International Nuclear Information System (INIS)

Morioka, Atsushi; Igarashi, Akito

2014-01-01

Since peer-to-peer file-sharing systems have become familiar recently, the information traffic in the networks is increasing. Therefore it causes various traffic problems in peer-to-peer networks. In this paper, we model some features of the peer-to-peer networks, and investigate the traffic problems. Peer-to-peer networks have two notable characters. One is that each peer frequently searches for a file and download it from a peer who has the requested file. To decide whether a peer has the requested file or not in modelling of the search and download process, we introduce file-parameter P j , which expresses the amount of files stored in peer j. It is assumed that if P j is large, peer j has many files and can meet other peers' requests with high probability. The other character is that peers leave and join into the network repeatedly. Many researchers address traffic problems of data transfer in computer communication networks. To our knowledge, however, no reports focus on those in peer-to-peer networks whose topology changes with time. For routing paths of data transfer, generally, the shortest paths are used in usual computer networks. In this paper, we introduce a new optimal routing strategy which uses weights of peers to avoid traffic congestion. We find that the new routing strategy is superior to the shortest path strategy in terms of congestion frequency in data transfer

The value of peer reviews to nuclear plant safety

International Nuclear Information System (INIS)

Subalusky, W.T. Jr.

1994-01-01

On a global basis, the nuclear utility industry has clearly demonstrated the value of peer reviews for improving nuclear safety and overall plant performance. Peer reviews are conducted by small teams of technical experts who review various aspects of plant operation, recognize strengths and recommend improvements, thereby stimulating a positive response to the recommendations. U.S. nuclear utilities initiated the operator-to-operator peer review process first through the Institute of Nuclear Power Operations (INPO). Now, voluntary peer reviews are an important activity of the World Association of Nuclear Operators (WANO). Formed just five years ago. WANO has made significant progress in its key activities of the operator-to-operator exchanges, operating experience exchange, monitoring of plant performance indicators and sharing of good practices worldwide. A fifth activity, peer review on a strictly voluntary basis, is pertinent to this paper

Social Support Seeking in Relation to Parental Attachment and Peer Relationships among Victims of Cyberbullying

Science.gov (United States)

Ševcíková, Anna; Machácková, Hana; Wright, Michelle F.; Dedková, Lenka; Cerná, Alena

2015-01-01

Victims use social support seeking (SSS) to buffer the negative effects of cyberbullying. It is unknown whether cybervictims' perceptions of harm and having poor peer and parental relationships influence SSS. Using a sample of 451 cyberbullying-victims, aged 12-18, 68% girls, this study examined relationships of gender, harm, peer rejection,…

Peer Mentoring During Practicum to Reduce Anxiety in First-Semester Nursing Students.

Science.gov (United States)

Walker, Danielle; Verklan, Terese

2016-11-01

The clinical setting creates significant anxiety for students that can decrease their ability to learn. This quasi-experimental study examined whether nursing students who participate in peer mentoring during their first clinical experience (n = 18) experienced less anxiety than those in traditional clinical experiences (n = 19). Anxiety was measured using the standardized State Trait Anxiety Index and the Clinical Experiences Anxiety Form (CEAF). Data were analyzed using descriptive and nonparametric statistics. A significant decrease was demonstrated in clinical situation-specific anxiety, as measured by the CEAF, among students who were peer mentored as compared with students who were not. Peer mentoring shows promise as an effective strategy to reduce anxiety among novice nursing students. [J Nurs Educ. 2016;55(11):651-654.]. Copyright 2016, SLACK Incorporated.