Training mildly handicapped peers to facilitate changes in the social interaction skills of autistic children.

PubMed Central

Shafer, M S; Egel, A L; Neef, N A

1984-01-01

We evaluated the effects of a peer-training strategy, consisting of direct prompting and modeling, on the occurrence and duration of interactions between autistic students and nonautistic peer-trainers. Data were obtained in both training and generalization settings. The results of a multiple-baseline design across students demonstrated that:the direct prompting procedure produced immediate and substantial increases in the occurrences and durations of positive social interactions between the peer-trainers and autistic students; these increases were maintained across time at levels above baseline during subsequent free-play probes; these findings were judged by teachers to be socially valid; untrained peers increased their interactions with the autistic students in three of the four groups; generalization of behavior change across settings occurred only after specific programming; and interactions between untrained peers and peer-trainers decreased following training. Variables that may account for the results and the implications of these findings for peer-mediated interventions are discussed. PMID:6526767

Enactment of Teacher Identity in Resolving Student Disagreements in Small Group Peer Interactions

ERIC Educational Resources Information Center

Sharma, Bal Krishna

2013-01-01

This study presents a sequential analysis of the enactment of teacher identity in closing disagreements among students in small group peer interactions in an advanced academic writing class. In doing so, it discusses: (a) the micro-details of how oppositional stances and opinions are constructed, challenged and/or defended; (b) the sequential…

Examining Negotiation in Peer Group Oral Assessment: What Are the Implications?

ERIC Educational Resources Information Center

Gan, Zhengdong

2008-01-01

This article reports on a case study of negotiation that occurred in peer group oral interactions under assessment conditions. Discourse analysis was used to illustrate how participants negotiated and co-constructed the assessment format itself as well as meaning exchange sequences. Analyses of the data point to the advantage of using peer group…

Why Machiavellianism Matters in Childhood: The Relationship Between Children's Machiavellian Traits and Their Peer Interactions in a Natural Setting.

PubMed

Abell, Loren; Qualter, Pamela; Brewer, Gayle; Barlow, Alexandra; Stylianou, Maria; Henzi, Peter; Barrett, Louise

2015-08-01

The current study investigated the association between Machiavellianism and children's peer interactions in the playground using observational methods. Primary school children (N = 34; 17 female), aged 9 to 11 years, completed the Kiddie Mach scale and were observed in natural play during 39 recesses (average observed time = 11.70 hours) over a full school year. Correlations for boys revealed that Machiavellianism was related to more time engaging in direct and indirect aggression, being accepted into other peer groups, and accepting peers into their own social group. Correlations revealed that for girls, Machiavellianism was associated with lower levels of indirect aggression, less time being accepted into other groups and less time accepting and rejecting other children into their own group. This preliminary pilot study indicates that Machiavellianism is associated with children's observed social behaviour and aims to promote future observational research in this area.

Why Machiavellianism Matters in Childhood: The Relationship Between Children's Machiavellian Traits and Their Peer Interactions in a Natural Setting

PubMed Central

Abell, Loren; Qualter, Pamela; Brewer, Gayle; Barlow, Alexandra; Stylianou, Maria; Henzi, Peter; Barrett, Louise

2015-01-01

The current study investigated the association between Machiavellianism and children’s peer interactions in the playground using observational methods. Primary school children (N = 34; 17 female), aged 9 to 11 years, completed the Kiddie Mach scale and were observed in natural play during 39 recesses (average observed time = 11.70 hours) over a full school year. Correlations for boys revealed that Machiavellianism was related to more time engaging in direct and indirect aggression, being accepted into other peer groups, and accepting peers into their own social group. Correlations revealed that for girls, Machiavellianism was associated with lower levels of indirect aggression, less time being accepted into other groups and less time accepting and rejecting other children into their own group. This preliminary pilot study indicates that Machiavellianism is associated with children’s observed social behaviour and aims to promote future observational research in this area. PMID:27247672

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

PubMed

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.

Children's attitudes toward interaction with an unfamiliar peer with complex communication needs: comparing high- and low-technology devices.

PubMed

Dada, Shakila; Horn, Tenille; Samuels, Alecia; Schlosser, Ralf W

2016-12-01

This study examined the attitudes of children with typical development towards an unfamiliar peer with complex communication needs using augmentative and alternative communication (AAC) systems. Specifically, the study aimed to compare attitudes when the peer used mobile technology (i.e., iPad © 1 ) with an AAC-specific application (Proloquo2Go™ 2 ) versus a low-technology communication board. A within-group crossover design was utilized involving 78 children. Half of the participants (i.e., Group 1) viewed Video 1 of an unfamiliar peer with complex communication needs in a scripted communication interaction using an iPad with Proloquo2Go followed by Video 2 of the same interaction using a communication board. The other half of the participants (Group 2) viewed these videos in the reverse sequence. The Communication Aid/Device Attitudinal Questionnaire (CADAQ) was completed after watching each video. Results indicated that both groups were more positive towards Video 1 (iPad with Prologuo2Go) on certain dimensions of the CADAQ. The results are discussed and recommendations for future research provided.

Using a Dialogical Approach to Examine Peer Feedback During Chemistry Investigative Task Discussion

NASA Astrophysics Data System (ADS)

Gan Joo Seng, Mark; Hill, Mary

2014-10-01

Peer feedback is an inherent feature of classroom collaborative learning. Students invariably turn to their peers for feedback when carrying out an investigative task, and this feedback is usually implicit, unstructured and may positively or negatively influence students' learning when they work on a task. This study explored the characteristics of verbal peer feedback during a collaborative investigative chemistry task involving New Zealand Year 13 students. During the planning stage of the students' investigation, the discussions of five pairs of students were recorded and then transcribed. Analysis of transcribed verbal data focused on interactions that involved peer feedback along two dimensions, interactive/non-interactive and dialogic/authoritative (Mortimer and Scott, 2003). The findings indicated that although students adopted a predominantly interactive/authoritative communicative approach, with peer feedback as confirmation or evaluation, they are also capable of a more interactive/dialogic exchange, characterised by elaborative peer feedback. We discuss how this dialogic perspective on peer feedback provides an alternative approach to the analysis and study of student-student interactions during science investigations. The findings should be interpreted in light of the limitations in terms of sample size, grouping and specificity of the coding scheme. Implications for teacher practice are discussed in relation to facilitating peer feedback discourse in the science classroom.

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

PubMed

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.

Young Children's Trust Beliefs in Peers: Relations to Social Competence and Interactive Behaviors in a Peer Group

ERIC Educational Resources Information Center

Chin, Jui-Chih

2014-01-01

Research Findings: The aim of this study was to explore the relations between children's trust beliefs and social competence as well as social preference. In addition, this study examined how children with different trust belief profiles may differ in their peer interactive behaviors. A total of 47 children ages 5 to 6 participated in this study.…

Examining the Components of Children's Peer Liking as Antecedents of School Adjustment

ERIC Educational Resources Information Center

Betts, Lucy R.; Rotenberg, Ken J.; Trueman, Mark; Stiller, James

2012-01-01

Children's social interactions with their peers influence their psychosocial adjustment; consequently, the relationship between class-wide peer liking, same-gender peer liking, and school adjustment was explored in two age groups. Peer liking was analysed using the social relations model (SRM). In Study 1, 205 children (103 female and 102 male,…

Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms.

PubMed

Carter, Erik W; Sisco, Lynn G; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A

2008-11-01

We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed.

Sensation seeking, peer deviance, and genetic influences on adolescent delinquency: Evidence for person-environment correlation and interaction.

PubMed

Mann, Frank D; Patterson, Megan W; Grotzinger, Andrew D; Kretsch, Natalie; Tackett, Jennifer L; Tucker-Drob, Elliot M; Harden, K Paige

2016-07-01

Both sensation seeking and affiliation with deviant peer groups are risk factors for delinquency in adolescence. In this study, we use a sample of adolescent twins (n = 549), 13 to 20 years old (M age = 15.8 years), in order to test the interactive effects of peer deviance and sensation seeking on delinquency in a genetically informative design. Consistent with a socialization effect, affiliation with deviant peers was associated with higher delinquency even after controlling for selection effects using a co-twin-control comparison. At the same time, there was evidence for person-environment correlation; adolescents with genetic dispositions toward higher sensation seeking were more likely to report having deviant peer groups. Genetic influences on sensation seeking substantially overlapped with genetic influences on adolescent delinquency. Finally, the environmentally mediated effect of peer deviance on adolescent delinquency was moderated by individual differences in sensation seeking. Adolescents reporting high levels of sensation seeking were more susceptible to deviant peers, a Person × Environment interaction. These results are consistent with both selection and socialization processes in adolescent peer relationships, and they highlight the role of sensation seeking as an intermediary phenotype for genetic risk for delinquency. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Repetition, response mobilization, and face: Analysis of group interactions with a 19-year-old with Asperger syndrome.

PubMed

Bottema-Beutel, Kristen; Louick, Rebecca; White, Rachael

2015-01-01

This Conversation Analytic study examined the talk of an adolescent with Asperger syndrome (under previously used diagnostic criteria), Nathan, as he interacts with peers in a small group setting. We focused on Nathan's repetition aimed at pursuing response, and rely on analytical frameworks including response mobilization, face-work, and agreement preference. We found that while Nathan's repetitions resembled 'topic perseveration' previously described in the literature, they showed evidence of interactional awareness as they were employed when peers offered little or no response to his original utterance. However, we also found that while much of Nathan's talk was sophisticatedly structured, his repetition to pursue response eschewed interaction rituals that work to maintain social cohesion. As a result, Nathan's interactional priorities appeared mis-aligned with those of his peers, and failed to produce extended interactions in most cases. Readers will be able to describe features of conversational interaction, including response mobilization, agreement preference, and face work. They will understand the relevance of conversation analysis to the study of interaction in individuals with autism spectrum disorder. Lastly, they will be able to describe the conditions under which the subject used repetition within peer interactions, and the effects of his repetition on interaction. Copyright © 2015 Elsevier Inc. All rights reserved.

Which peer teaching methods do medical students prefer?

PubMed

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.

Exploration of Peer-Facilitator Dynamics in Two Contrasting Groups

ERIC Educational Resources Information Center

Chen, Fei-ching; Jiang, Huo-ming

2004-01-01

Utilizing an integration of social-cognitivist and socio-cultural approaches, this study--comparing the interactive processes among peers and their mentor in two contrasting groups--was designed to explore the reasons why two learning groups, engaged in an inquiry-based learning project with comparatively sustained discussion, produced vastly…

How Cultural Differences Affect Written and Oral Communication: The Case of Peer Response Groups.

ERIC Educational Resources Information Center

Nelson, Gayle L.

1997-01-01

Peer response groups contribute to students' effectiveness as writers in any field, but cultural differences in communication affect interactions within the group. Culture-based dimensions on which communication may differ include individualism/collectivism, power distance, concept of "face," and communication style. Recommendations are…

Exploring Peer-to-Peer Library Content and Engagement on a Student-Run Facebook Group

ERIC Educational Resources Information Center

van Beynen, Kaya; Swenson, Camielle

2016-01-01

Student-run Facebook groups offer librarians a new means of interacting with students in their native digital domain. Facebook groups, a service launched in 2010 enables university students to create a virtual forum to discuss their concerns, issues, and promote events. While still a relatively new feature, these groups are increasingly being…

Peer Group Norms and Accountability Moderate the Effect of School Norms on Children's Intergroup Attitudes

ERIC Educational Resources Information Center

McGuire, Luke; Rutland, Adam; Nesdale, Drew

2015-01-01

The present study examined the interactive effects of school norms, peer norms, and accountability on children's intergroup attitudes. Participants (n = 229) aged 5-11 years, in a between-subjects design, were randomly assigned to a peer group with an inclusion or exclusion norm, learned their school either had an inclusion norm or not, and were…

Adolescent Deviant Peer Clustering as an Amplifying Mechanism Underlying the Progression from Early Substance Use to Late Adolescent Dependence

ERIC Educational Resources Information Center

Van Ryzin, Mark J.; Dishion, Thomas J.

2014-01-01

Background: Early substance use co-occurs with youths' self-organization into deviant peer groups in which substance use is central to social interaction. We hypothesized that the social dynamics of deviant peer groups amplify the risk of progressing from early use to later dependence, and that this influence occurs over and above escalations…

Long-Term Social Reintegration Outcomes for Burn Survivors With and Without Peer Support Attendance: A Life Impact Burn Recovery Evaluation (LIBRE) Study.

PubMed

Grieve, Brian; Shapiro, Gabriel D; Wibbenmeyer, Lucy; Acton, Amy; Lee, Austin; Marino, Molly; Jette, Alan; Schneider, Jeffrey C; Kazis, Lewis E; Ryan, Colleen M

2017-10-31

To examine differences in long-term social reintegration outcomes for burn survivors with and without peer support attendance. Cross-sectional survey. Community-dwelling burn survivors. Burn survivors (N=601) aged ≥18 years with injuries to ≥5% total body surface area (TBSA) or burns to critical areas (hands, feet, face, or genitals). Not applicable. The Life Impact Burn Recovery Evaluation Profile was used to examine the following previously validated 6 scale scores of social participation: Family and Friends, Social Interactions, Social Activities, Work and Employment, Romantic Relationships, and Sexual Relationships. Burn support group attendance was reported by 330 (55%) of 596 respondents who responded to this item. Attendees had larger burn size (43.4%±23.6% vs 36.8%±23.4% TBSA burned, P<.01) and were more likely to be >10 years from injury (50% vs 42.5%, P<.01). Survivors who attended at least 1 support group scored significantly higher on 3 of the scales: Social Interactions (P=.01), Social Activities (P=.04), and Work and Employment (P=.05). In adjusted analyses, peer support attendance was associated with increased scores on the Social Interactions scale, increasing scores by 17% of an SD (95% confidence interval, 1%-33%; P=.04). Burn survivors who reported peer support attendance had better social interaction scores than those who did not. This is the first reported association between peer support group attendance and improvements in community reintegration in burn survivors. This cross-sectional study prompts further exploration into the potential benefits of peer support groups on burn recovery with future intervention studies. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Lack of assertion, peer victimization and risk for depression in girls: Testing a diathesis-stress model

PubMed Central

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

Comparing acceptance and rejection in the classroom interaction of students who stutter and their peers: A social network analysis.

PubMed

Adriaensens, Stefanie; Van Waes, Sara; Struyf, Elke

2017-06-01

Recent work has reported adverse effects of students' stuttering on their social and emotional functioning at school. Yet, few studies have provided an in-depth examination of classroom interaction of students who stutter (SWS). The current study uses a network perspective to compare acceptance and rejection in the classroom interaction between SWS and their peers in secondary education. The sample comprised 22 SWS and 403 non-stuttering peers (22 classes) of secondary education in Flanders (Belgium). Students' nominations regarding three acceptance and three rejection criteria were combined. Social network analysis offered procedures that considered direct and indirect interaction between all classmates. We found few significant differences: SWS and their peers were distributed similarly across positive and negative status groups. Both considered and were considered by, on average, six or seven classmates as 'a friend', who they liked and could count on, and nominated or were nominated by one or two classmates as 'no friend', somebody who they disliked and could not count on. On average, SWS and their classmates also did not differ in terms of structural position in the class group (degree, closeness and betweenness), reciprocated rejection, and clique size. However, SWS do tend to be slightly more stringent or more careful in nominating peers, which led to fewer reciprocated friendships. Our results suggest that SWS are quite accepted by peers in secondary education in Flanders. Such positive peer interaction can create a supportive and encouraging climate for SWS to deal with specific challenges. Copyright © 2017 Elsevier Inc. All rights reserved.

Associations of group level popularity with observed behavior and influence in a dyadic context.

PubMed

Lansu, Tessa A M; Cillessen, Antonius H N

2015-12-01

This study examined the association between popularity in the peer group and adolescents' behavior in a dyadic context. After collecting peer nominations for popularity, 218 early adolescents (M(age) = 11.0 years) in 109 randomly composed same-sex dyads participated in a discussion task where they planned a party for their classroom. From digital recordings of the sessions, each participant's influence, involvement, skillful leadership, coercive resource control, submissiveness, positivity, and negativity were observed. Analyses with the actor-partner interdependence model (APIM) demonstrated that for girls high group level popularity was associated with a socially sensitive interaction style and influence in the dyadic context. For both boys and girls, the interaction partner's group level popularity negatively predicted their use of coercive resource control strategies and negative behavior in the dyad. For girls, in addition, the interaction partner's group level popularity also positively predicted their submissiveness and negatively predicted their task influence. These results indicate that, in particular for girls, adolescents' group level popularity plays an important role in the behavior of both peers in a cooperative dyadic context. Copyright © 2015 Elsevier Inc. All rights reserved.

Rethinking Adolescent Risk-Taking Behavior and the Peer Leader Dynamic.

ERIC Educational Resources Information Center

Carter, D. S. G.; And Others

The nature of the interactions that occur among peer leaders, peer influence, and the dynamics of the peer reference group in the context of health, interpersonal relations and lifestyle choice were the subjects of this study. Its first stage (of two) employed a case study of a single metropolitan senior high school in Australia. Adolescent peer…

Peer-based control in self-managing teams: linking rational and normative influence with individual and group performance.

PubMed

Stewart, Greg L; Courtright, Stephen H; Barrick, Murray R

2012-03-01

The authors use a multilevel framework to introduce peer-based control as a motivational state that emerges in self-managing teams. The authors specifically describe how peer-based rational control, which is defined as team members perceiving the distribution of economic rewards as dependent on input from teammates, extends and interacts with the more commonly studied normative control force of group cohesion to explain both individual and collective performance in teams. On the basis of data from 587 factory workers in 45 self-managing teams at 3 organizations, peer-based rational control corresponded with higher performance for both individuals and collective teams. Results further demonstrated that the rational and normative mechanism of peer-based control interacted to explain performance at both the individual and team levels. Increased peer-based rational control corresponded with higher individual and collective performance in teams with low cohesion, but the positive effects on performance were attenuated in cohesive teams.

Online Peer-to-Peer Support for Young People With Mental Health Problems: A Systematic Review.

PubMed

Ali, Kathina; Farrer, Louise; Gulliver, Amelia; Griffiths, Kathleen M

2015-01-01

Adolescence and early adulthood are critical periods for the development of mental disorders. Online peer-to-peer communication is popular among young people and may improve mental health by providing social support. Previous systematic reviews have targeted Internet support groups for adults with mental health problems, including depression. However, there have been no systematic reviews examining the effectiveness of online peer-to-peer support in improving the mental health of adolescents and young adults. The aim of this review was to systematically identify available evidence for the effectiveness of online peer-to peer support for young people with mental health problems. The PubMed, PsycInfo, and Cochrane databases were searched using keywords and Medical Subject Headings (MeSH) terms. Retrieved abstracts (n=3934) were double screened and coded. Studies were included if they (1) investigated an online peer-to-peer interaction, (2) the interaction discussed topics related to mental health, (3) the age range of the sample was between 12 to 25 years, and (4) the study evaluated the effectiveness of the peer-to-peer interaction. Six studies satisfied the inclusion criteria for the current review. The studies targeted a range of mental health problems including depression and anxiety (n=2), general psychological problems (n=1), eating disorders (n=1), and substance use (tobacco) (n=2). The majority of studies investigated Internet support groups (n=4), and the remaining studies focused on virtual reality chat sessions (n=2). In almost all studies (n=5), the peer support intervention was moderated by health professionals, researchers or consumers. Studies employed a range of study designs including randomized controlled trials (n=3), pre-post studies (n=2) and one randomized trial. Overall, two of the randomized controlled trials were associated with a significant positive outcome in comparison to the control group at post-intervention. In the remaining four studies, peer-to-peer support was not found to be effective. This systematic review identified an overall lack of high-quality studies examining online peer-to-peer support for young people. Given that peer support is frequently used as an adjunct to Internet interventions for a variety of mental health conditions, there is an urgent need to determine the effectiveness of peer support alone as an active intervention.

Male Peer Support to Hostile Sexist Attitudes Influences Rape Proclivity.

PubMed

Durán, Mercedes; Megías, Jesús L; Moya, Miguel

2018-07-01

Sexual assault affects a large proportion of women in the world. Although most rapes are committed by one man, the act itself may be influenced by many (e.g., the peer group). Hostile sexism (HS) has repeatedly been associated with men's rape proclivity, but the influence exerted by the HS of the peer group on rape proclivity has not been investigated. In this study, we explored the impact of perceived male peer support to HS on participants' rape proclivity. A sample of Spanish undergraduate students from a university in the south of Spain ( N = 134) completed the Ambivalent Sexism Inventory. Immediately afterwards, they received feedback on the supposed sexist responses of a peer group (high vs. low in HS); we kept the benevolent sexism (BS) of the peer group at medium levels. Next, we assessed participants' rape proclivity using acquaintance rape scenarios. Results showed an interaction between participants' own levels of HS and information about the HS of the peer group. Men high in HS reported higher rape proclivity in the high-HS peer-group condition than in the low-HS peer-group condition. By contrast, information on the peer group did not affect self-reported rape proclivity of men low in HS. Results also corroborated the relationship between participants' levels of HS and rape proclivity, and expanded the literature by revealing an unexpected influence of participants' BS on rape proclivity.

Children with obesity: peer influence as a predictor of body dissatisfaction.

PubMed

Amaya-Hernández, Adriana; Ortega-Luyando, Mayaro; Bautista-Díaz, María Leticia; Alvarez-Rayón, Georgina L; Mancilla-Díaz, Juan Manuel

2017-03-07

To analyze self-esteem, as well as the different peer influence components (messages, interactions and likability) as predictors of body dissatisfaction in children with obesity. A total of 123 children aged between 10 and 12 years were divided into two groups according to their body mass index. The group with obesity was comprised of 36 boys and 21 girls and the group with normal weight of 32 boys and 34 girls. All of the participants answered the Body Shape Questionnaire-16, the Inventory of Peer Influence on Eating Concerns, and the Rosenberg Self-Esteem Scale. The hierarchical multiple regression analysis for each group showed that likability and peer messages explain 67% of the body dissatisfaction variance in children with obesity and 54% in children with normal weight. Peer influence predicted body dissatisfaction in children; however, children with obesity assimilate messages from their peers differently compared with children with normal weight.

Play Chronotopes: Laughter-Talk in Peer Group Conversation

ERIC Educational Resources Information Center

Liang, Mei-Ya

2015-01-01

Although research has investigated laughter in professional communication settings, fewer studies have explored laughter-talk in second language (L2) classrooms. This study examines L2 university students' use of laughter-talk in peer group conversation to understand the linguistics of affect and its interactional effects. The author draws upon…

Participation, Interaction and Social Presence: An Exploratory Study of Collaboration in Online Peer Review Groups

ERIC Educational Resources Information Center

Zhao, Huahui; Sullivan, Kirk P. H.; Mellenius, Ingmarie

2014-01-01

A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated…

Peer-group affiliation and adolescent self-esteem: an integration of ego-identity and symbolic-interaction theories.

PubMed

Brown, B B; Lohr, M J

1987-01-01

To evaluate expectations derived from ego-identity theory and symbolic-interaction theories about the association between self-concept and peer-group affiliations in adolescence, we examined the self-esteem of 221 7th through 12th graders associated by peers with one of five major school crowds and 106 students relatively unknown by classmates and not associated with any school crowd. Among crowd members, self-esteem was directly related to the position of one's crowd in the peer-group status hierarchy (based on both peer-rated and self-perceived crowd affiliation). Outsiders' self-esteem differed in relation to the accuracy of their reflected appraisal of and the salience they attached to crowd affiliation. Crowd members as a whole exhibited higher self-esteem than outsiders as a whole. Differences, however, were mediated by crowd status, salience of crowd affiliation, and the accuracy of reflected appraisals. An adequate interpretation of the findings required an integration of Festinger's (1954, 1957) social comparisons and cognitive-dissonance theories, Cooley's (1902) notions of reflected appraisal, and Newman and Newman's (1976) extrapolations from ego-identity theory.

Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

PubMed

McComas, Martha J; Inglehart, Marita R

2016-09-01

The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (p<0.001). Dental students also had the least positive attitudes about clinical interactions between dental hygiene and dental students (p<0.001) and perceived the fewest benefits of dental hygiene student peer teaching (p<0.001) before experiencing peer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about intraprofessional care.

A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study.

PubMed

Pålsson, Ylva; Mårtensson, Gunilla; Swenne, Christine Leo; Ädel, Eva; Engström, Maria

2017-04-01

Studies of peer learning indicate that the model enables students to practice skills useful in their future profession, such as communication, cooperation, reflection and independence. However, so far most studies have used a qualitative approach and none have used a quasi-experimental design to study effects of nursing students' peer learning in clinical practice. To investigate the effects of peer learning in clinical practice education on nursing students' self-rated performance. Quasi-experimental. The study was conducted during nursing students' clinical practice. All undergraduate nursing students (n=87) attending their first clinical practice were approached. Seventy students out of 87 answered the questionnaires at both baseline and follow-up (42 of 46 in the intervention group and 28 of 39 in the comparison group). During the first two weeks of the clinical practice period, all students were supervised traditionally. Thereafter, the intervention group received peer learning the last two weeks, and the comparison group received traditional supervision. Questionnaire data were collected on nursing students' self-rated performance during the second (baseline) and last (follow-up) week of their clinical practice. Self-efficacy was improved in the intervention group and a significant interaction effect was found for changes over time between the two groups. For the other self-rated variables/tests, there were no differences in changes over time between the groups. Studying each group separately, the intervention group significantly improved on thirteen of the twenty variables/tests over time and the comparison group improved on four. The results indicate that peer learning is a useful method which improves nursing students' self-efficacy to a greater degree than traditional supervision does. Regarding the other self-rated performance variables, no interaction effects were found. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Interaction and Performance within Cooperative Groups: Effects on Nonhandicapped Students' Attitudes toward Their Mildly Mentally Retarded Peers.

ERIC Educational Resources Information Center

Acton, Heather M.; Zarbatany, Lynne

1988-01-01

Preferences of 40 nonretarded children, aged 7-12, for 40 mildly mentally retarded schoolmates were assessed before and after participating in a cooperative game together. Participation improved nonretarded children's preferences for and attitudes toward their retarded peers, regardless of the level of interaction permitted or the performance…

The Interaction of Attitudes toward Racial Membership and Learning Ability in School-Age Children

ERIC Educational Resources Information Center

Nowicki, Elizabeth A.

2008-01-01

Although prejudice exists during childhood, it is unclear how attitudes toward peers of lower or higher academic ability and from one's own or a different racial group interact. This study qualifies previous research by showing that prejudice varies according to whether children are asked to evaluate peers based on academic ability, racial…

Utilizing Peer Moderating in Online Discussions: Addressing the Controversy between Teacher Moderation and Nonmoderation

ERIC Educational Resources Information Center

Seo, Kay Kyeongju

2007-01-01

This study focused on the effects of peer moderation on meaningful interactions in online discussions. A meaningful interaction was defined as a message relating to a discussion topic, responding to a previous message, and adding substance to the discussion. A randomized-subject, posttest-only control group design was used to test the first…

Brief Report: An Online Support Intervention--Perceptions of Adolescents with Physical Disabilities

ERIC Educational Resources Information Center

Stewart, Miriam; Barnfather, Alison; Magill-Evans, Joyce; Ray, Lynne; Letourneau, Nicole

2011-01-01

Adolescents with cerebral palsy and spina bifida report restricted interactions with peers and gaps in social support. A pilot online support intervention offered interactions with peers. Five mentors with cerebral palsy or spina bifida and 22 adolescents with the same disabilities met weekly online for 25 group sessions over six months.…

Does Your Cohort Matter? Measuring Peer Effects in College Achievement. NBER Working Paper No. 14032

ERIC Educational Resources Information Center

Carrell, Scott E.; Fullerton, Richard L.; West, James E.

2008-01-01

To estimate peer effects in college achievement we exploit a unique dataset in which individuals have been exogenously assigned to peer groups of about 30 students with whom they are required to spend the majority of their time interacting. This feature enables us to estimate peer effects that are more comparable to changing the entire cohort of…

The Relations between Infant Negative Reactivity, Non-Maternal Childcare, and Children’s Interactions with Familiar and Unfamiliar Peers

PubMed Central

Almas, Alisa N.; Phillips, Deborah A.; Henderson, Heather A.; Hane, Amie Ashley; Degnan, Kathryn Amey; Moas, Olga L.; Fox, Nathan A.

2012-01-01

The present study examined the influence of children’s experiences during non-maternal childcare on their behavior towards unfamiliar peers. Participants included children classified as negatively reactive at 4 months of age (n = 52) and children not negatively reactive (n = 61), who were further divided into those who experienced non-maternal care and those who did not. Children were observed during childcare at 24 months of age and in the laboratory with an unfamiliar peer at 24 and 36 months of age, where their wariness, dysregulation and social engagement were assessed. Within the negatively reactive childcare group, children’s positive interactions with peers during childcare at 24 months predicted lower levels of wariness towards an unfamiliar peer at 36 months. This relation was not significant for children not classified as negatively reactive. The findings suggest that the influence of non-maternal childcare is dependent on a child’s temperament and the nature of peer interactions during care. PMID:22563147

Peer Interaction Patterns among Adolescents with Autistic Spectrum Disorders (ASDs) in Mainstream School Settings

ERIC Educational Resources Information Center

Humphrey, Neil; Symes, Wendy

2011-01-01

The aim of the current study was to document the peer interaction patterns of students with autistic spectrum disorders in mainstream settings. Structured observations of a group of 38 adolescents with ASD drawn from 12 mainstream secondary schools were conducted over a two-day period and data compared with those of school, age, and gender matched…

Social interaction in type 2 diabetes computer-mediated environments: How inherent features of the channels influence peer-to-peer interaction.

PubMed

Lewinski, Allison A; Fisher, Edwin B

2016-06-01

Interventions via the internet provide support to individuals managing chronic illness. The purpose of this integrative review was to determine how the features of a computer-mediated environment influence social interactions among individuals with type 2 diabetes. A combination of MeSH and keyword terms, based on the cognates of three broad groupings: social interaction, computer-mediated environments, and chronic illness, was used to search the PubMed, PsychInfo, Sociology Research Database, and Cumulative Index to Nursing and Allied Health Literature databases. Eleven articles met the inclusion criteria. Computer-mediated environments enhance an individual's ability to interact with peers while increasing the convenience of obtaining personalized support. A matrix, focused on social interaction among peers, identified themes across all articles, and five characteristics emerged: (1) the presence of synchronous and asynchronous communication, (2) the ability to connect with similar peers, (3) the presence or absence of a moderator, (4) personalization of feedback regarding individual progress and self-management, and (5) the ability of individuals to maintain choice during participation. Individuals interact with peers to obtain relevant, situation-specific information and knowledge about managing their own care. Computer-mediated environments facilitate the ability of individuals to exchange this information despite temporal or geographical barriers that may be present, thus improving T2D self-management. © The Author(s) 2015.

Applying Dynamic Assessment Principles to Online Peer Revisions in Written English for Specific Purposes

ERIC Educational Resources Information Center

Thouësny, Sylvie; Bradley, Linda

2014-01-01

The aim of this paper is to explore the extent of the applicability of dynamic assessment with respect to peer written student online revisions. More specifically, it observes how groups of Swedish computer engineering students learning English for Specific Purposes engage in cooperative interactions and negotiations with their peers as they work…

Testing Peer Effects among College Students: Evidence from an Unusual Admission Policy Change in China

ERIC Educational Resources Information Center

Lu, Fangwen

2014-01-01

This paper studies a natural experiment due to an unusual change in the college admission policy at a Chinese university, which brought a large number of low-score students into several academic departments in the university. Exploiting large variations in peer characteristics and strong interactions among peer groups, the analysis finds that…

Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths' Most "Influential" Peer Relationships

ERIC Educational Resources Information Center

Molloy, Lauren E.; Gest, Scott D.; Rulison, Kelly L.

2011-01-01

The present study examines the relative role of three distinct types of peer relationships (reciprocated friendships, frequent interactions, and shared group membership) in within-year changes in academic self-concept and engagement before and after the transition to middle school (fifth and seventh grade). In a series of linear regression…

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

PubMed Central

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.

PubMed

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.

The Peer Social Networks of Young Children with Down Syndrome in Classroom Programmes

PubMed Central

Guralnick, Michael J.; Connor, Robert T.; Johnson, L. Clark

2010-01-01

Background The nature and characteristics of the peer social networks of young children with Down syndrome in classroom settings were examined within a developmental framework. Method Comparisons were made with younger typically developing children matched on mental age and typically developing children matched on chronological age. Results Similar patterns were found for all three groups for most peer social network measures. However, group differences were obtained for measures of teacher assistance and peer interactions in unstructured situations. Conclusions Positive patterns appeared to be related to the social orientation of children with Down syndrome and the special efforts of teachers to support children’s peer social networks. Findings also suggested that fundamental peer competence problems for children with Down syndrome remain and may best be addressed within the framework of contemporary models of peer-related social competence. PMID:21765644

Examining the components of children's peer liking as antecedents of school adjustment.

PubMed

Betts, Lucy R; Rotenberg, Ken J; Trueman, Mark; Stiller, James

2012-06-01

Children's social interactions with their peers influence their psychosocial adjustment; consequently, the relationship between class-wide peer liking, same-gender peer liking, and school adjustment was explored in two age groups. Peer liking was analysed using the social relations model (SRM). In Study 1, 205 children (103 female and 102 male, M(age) = 7.15, SD= 7 months) completed measures of peer liking and school adjustment, and teachers completed the Short-Form Teacher Rating Scale of School Adjustment (Short-Form TRSSA). In Study 2, 197 children (98 female and 90 male, M(age) = 9.87, SD= 5.9 months) completed measures of peer liking and school adjustment. Both studies yielded evidence of reciprocal liking and individual differences in the ratings of liking awarded to, and elicited from, both peer groups. Multigroup path analysis, with groups created according to gender, revealed that elements of liking predicted different aspects of school adjustment with some variation according to age and gender. Together, these findings suggest that the SRM can be used to examine peer liking and underscore the importance of children's peers for school adjustment. © 2011 The British Psychological Society.

Fittin' in: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions?

ERIC Educational Resources Information Center

Strayhorn, Terrell L.

2008-01-01

Prior research on interacting with diverse peers focuses on pooled samples including all racial/ethnic groups or specific subpopulations such as women and White men. Research on sense of belonging has tended to include part-time learners, Asians, and Latinos, but no studies were readily uncovered that focus on Black men. Addressing this gap in the…

The Effects of Follow-up and Peer Interaction on Quality of Performance and Completion of Online Professional Development

ERIC Educational Resources Information Center

Green, Marybeth; Cifuentes, Lauren

2011-01-01

This study examined the effects of the inclusion of online follow-up and online peer interaction with a face-to face workshop on quality of support plan and completion of a support plan by Texas school librarians. The study used a posttest-only control group experimental design with randomly assigned self-selected participants. Three online…

Developing an Instrument to Characterise Peer-Led Groups in Collaborative Learning Environments: Assessing Problem-Solving Approach and Group Interaction

ERIC Educational Resources Information Center

Pazos, Pilar; Micari, Marina; Light, Gregory

2010-01-01

Collaborative learning is being used extensively by educators at all levels. Peer-led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi-phase research study we describe the development of an observation instrument that can be used to…

Exploring Peer Relationships, Friendships and Group Work Dynamics in Higher Education: Applying Social Network Analysis

ERIC Educational Resources Information Center

Mamas, Christoforos

2018-01-01

This study primarily applied social network analysis (SNA) to explore the relationship between friendships, peer social interactions and group work dynamics within a higher education undergraduate programme in England. A critical case study design was adopted so as to allow for an in-depth exploration of the students' voice. In doing so, the views…

Power Structure in the Peer Group: The Role of Classroom Cohesion and Hierarchy in Peer Acceptance and Rejection of Victimized and Aggressive Students

ERIC Educational Resources Information Center

Martín Babarro, Javier; Díaz-Aguado, María José; Martínez Arias, Rosario; Steglich, Christian

2017-01-01

This study addresses the interacting effects of classroom cohesion and hierarchy on the relationships between victimization and aggression with peer acceptance and rejection. Classroom cohesion and hierarchy were constructed from friendship nominations. Multilevel analysis conducted in a sample of seventh- and eighth-grade students from the…

Domestic Violence and Vagal Reactivity to Peer Provocation

PubMed Central

Katz, Lynn Fainsilber

2007-01-01

This paper examined whether individual differences in children’s vagal reactivity to peer provocation was related to domestic violence within the family. It also examined the question of whether conduct-problem children who show vagal augmentation to peer provocation come from families with high levels of domestic violence. During the peer provocation, children were expecting to interact with a difficult peer while vagal reactivity was assessed. Groups were divided into children who showed vagal augmentation and vagal suppression to the stressful peer interaction. Findings indicated that conduct-problem children who showed vagal augmentation to interpersonal challenge came from families with the highest levels of domestic violence. Vagal augmentation was also associated with a greater number of conduct-related problems for those children exposed to high levels of domestic violence. Discussion highlights the role of individual differences in physiological reactivity in understanding children’s behavior problems in relation to domestic violence. PMID:17118516

A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships.

PubMed

Chou, Calvin L; Johnston, C Bree; Singh, Bobby; Garber, Jonathan D; Kaplan, Elizabeth; Lee, Kewchang; Teherani, Arianne

2011-12-01

The value of continuity in medical education, particularly during clerkships, is increasingly recognized. Previous clerkship-based models have described changes that emphasize continuity in patient care, learner supervision, and curriculum. The creation of continuous student peer groups can foster interactions that enhance mutual support through uncomfortable professional transitions during the clerkship years. Here, the authors describe a third-year clerkship model based at the San Francisco Veterans Affairs (VA) Medical Center called VA Longitudinal Rotations (VALOR), designed explicitly to establish a supportive learning environment for small peer groups.Seven groups of medical students (42 total) completed VALOR across three academic years between 2007 and 2009. On clerkships during VALOR, one hour per week was designated for faculty-facilitated sessions amongst peer groups. Students' perceptions of peer group support and overall program satisfaction were determined with immediate post surveys and focus groups at the end of VALOR, and with follow-up surveys 5 to 27 months after completing VALOR. Students strongly valued several elements of VALOR peer groups, including support through clerkship challenges, meeting for facilitated reflection, and appreciating patient experiences across the continuum of care. Students' appreciation for their peer group experiences persisted well after the conclusion of VALOR. VALOR students performed the same as or better than traditional clerkship students on knowledge and skill-based outcomes. The authors demonstrate that their third-year clerkship program using peer groups has built supportive learning networks and facilitated reflection, allowing students to develop critical professional skills. Student communication around patient care was also feasible and highly valued.

Peer interactions of normal and attention-deficit-disordered boys during free-play, cooperative task, and simulated classroom situations.

PubMed

Cunningham, C E; Siegel, L S

1987-06-01

Groups of 30 ADD-H boys and 90 normal boys were divided into 30 mixed dyads composed of a normal and an ADD-H boy, and 30 normal dyads composed of 2 normal boys. Dyads were videotaped interacting in 15-minute free-play, 15-minute cooperative task, and 15-minute simulated classroom settings. Mixed dyads engaged in more controlling interaction than normal dyads in both free-play and simulated classroom settings. In the simulated classroom, mixed dyads completed fewer math problems and were less compliant with the commands of peers. ADD-H children spent less simulated classroom time on task and scored lower on drawing tasks than normal peers. Older dyads proved less controlling, more compliant with peer commands, more inclined to play and work independently, less active, and more likely to remain on task during the cooperative task and simulated classroom settings. Results suggest that the ADD-H child prompts a more controlling, less cooperative pattern of responses from normal peers.

Examining the relationship between face processing and social interaction behavior in children with and without autism spectrum disorder

PubMed Central

2014-01-01

Background Children with autism spectrum disorder (ASD) show impairment in reciprocal social communication, which includes deficits in social cognition and behavior. Since social cognition and social behavior are considered to be interdependent, it is valuable to examine social processes on multiple levels of analysis. Neuropsychological measures of face processing often reveal deficits in social cognition in ASD including the ability to identify and remember facial information. However, the extent to which neuropsychological measures are associated with or predictive of real-world social behavior is unclear. Methods The study investigated 66 children (ASD 34, typically developing (TD) 32) using neuropsychological measures of face processing (identity, affect, and memory). Children also participated in a peer interaction paradigm, which allowed observation and coding of natural social interaction behaviors during play with peers (e.g., Self-Play, Cooperative Play, Verbal Bout). ANCOVA, regression, and correlation models analyzed between-group differences, the ability of neuropsychological measures to predict social behavior, and the strength of the associations. Results Between-group differences were shown on Memory for Faces Delayed and the peer interaction variables Self-Play and Verbal Bout. Regression models indicated that Memory for Faces Delayed predicted the amount of Self-Play, Equipment use alone, and Cooperative Play with peers on the playground. Autism symptomology only predicted verbal exchange with peers. Conclusions Face memory strongly predicts relevant social engagement patterns in both children with and without ASD. Impairment in facial memory is associated with reduced ‘real-world’ social interaction and more self-play, whereas higher performance in face memory predicts more cooperative play. Results highlight the strong connection between face memory and reciprocal social interaction, suggesting that improvement in one may benefit the other. PMID:25180050

Efficient and Effective Use of Peer Teaching for Medical Student Simulation.

PubMed

House, Joseph B; Choe, Carol H; Wourman, Heather L; Berg, Kristin M; Fischer, Jonathan P; Santen, Sally A

2017-01-01

Simulation is increasingly used in medical education, promoting active learning and retention; however, increasing use also requires considerable instructor resources. Simulation may provide a safe environment for students to teach each other, which many will need to do when they enter residency. Along with reinforcing learning and increasing retention, peer teaching could decrease instructor demands. Our objective was to determine the effectiveness of peer-taught simulation compared to physician-led simulation. We hypothesized that peer-taught simulation would lead to equivalent knowledge acquisition when compared to physician-taught sessions and would be viewed positively by participants. This was a quasi-experimental study in an emergency medicine clerkship. The control group was faculty taught. In the peer-taught intervention group, students were assigned to teach one of the three simulation-based medical emergency cases. Each student was instructed to master their topic and teach it to their peers using the provided objectives and resource materials. The students were assigned to groups of three, with all three cases represented; students took turns leading their case. Three groups ran simultaneously. During the intervention sessions, one physician was present to monitor the accuracy of learning and to answer questions, while three physicians were required for the control groups. Outcomes compared pre-test and post-test knowledge and student reaction between control and intervention groups. Both methods led to equally improved knowledge; mean score for the post-test was 75% for both groups (p=0.6) and were viewed positively. Students in the intervention group agreed that peer-directed learning was an effective way to learn. However, students in the control group scored their simulation experience more favorably. In general, students' response to peer teaching was positive, students learned equally well, and found peer-taught sessions to be interactive and beneficial.

How to Structure Group Work? Conditions of Efficacy and Methodological Considerations in Physical Education

ERIC Educational Resources Information Center

Lafont, Lucile; Rivière, Camille; Darnis, Florence; Legrain, Pascal

2017-01-01

This article is grounded in social constructivist perspectives of learning: its purpose is to provide an overview of the "Interactions Sociales et Acquisition" (ISA) [Social Interactions and Acquisition] French group's research that examines how a peer-assisted learning (PAL) group context facilitates students' acquisition of motor and…

Interactive Performance and Focus Groups with Adolescents: The Power of Play

PubMed Central

Norris, Anne E.; Aroian, Karen J.; Warren, Stefanie

2012-01-01

Conducting focus groups with adolescents can be challenging given their developmental needs, particularly with sensitive topics. These challenges include intense need for peer approval, declining social trust, short attention span, and reliance on concrete operations thinking. In this article we describe an adaptation of interactive performance as an alternative to traditional focus group method. We used this method in a study of discrimination experienced by Muslims (ages 13-17) and of peer pressure to engage in sexual behavior experienced by Hispanic girls (ages 10-14). Recommendations for use of this method include using an interdisciplinary team, planning for large amounts of disclosure towards the end of the focus group, and considering the fit of this method to the study topic. PMID:22949032

The Mother-Child Playgroup as Socialisation Context: A Short-Term Longitudinal Study of Mother-Child-Peer Relationship Dynamics

ERIC Educational Resources Information Center

Mize, Jacquelyn; Pettit, Gregory S.

2010-01-01

This study employed mother-child playgroups as a context for examining mothers' supervision of child-peer interactions and children's adaptation to a new peer-group setting. Six playgroups, consisting of quartets of mothers and their 24- to 54-month-old children (n = 23), were observed in ten 90-minute sessions. All mothers attended the first two…

Social Relationships of Pupils with Special Educational Needs in the Mainstream Primary Class: Peer Group Membership and Peer-Assessed Social Behaviour

ERIC Educational Resources Information Center

Avramidis, Elias

2010-01-01

One of the major aims for the inclusion of pupils with special educational needs (SEN) within the mainstream classroom is to reduce prejudice and increase social interaction among children. Nevertheless, research has consistently shown that pupils with SEN remain less accepted by and may experience greater loneliness than their non-SEN peers. This…

An Evaluation of the Small Group Norms Challenging Model: Changing Substance Use Misperceptions in Five Urban High Schools

ERIC Educational Resources Information Center

Ott, Carol H.; Doyle, Lynn H.

2005-01-01

According to social norms theory, when high school students overestimate the use of alcohol, tobacco, and other drugs (ATOD) by their peers, they tend to use more themselves. The purpose of this study was to determine whether these over estimations (misperceptions) could be corrected through a similar age peer-to-peer interactive social norms…

Peer Social Skills and Theory of Mind in Children with Autism, Deafness, or Typical Development

ERIC Educational Resources Information Center

Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M.

2016-01-01

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…

Exploring nursing students’ experience of peer learning in clinical practice

PubMed Central

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

Measuring Student Interactions Using Networks: Insights into the Learning Community of a Large Active Learning Course

ERIC Educational Resources Information Center

Buchenroth-Martin, Cynthia; DiMartino, Trevor; Martin, Andrew P.

2017-01-01

Collaborative learning in small groups is commonly implemented as a part of student-centered curricula. In large-enrollment courses, details of the interactions among students as a consequence of working in collaborative groups are often unknown but are important because how students interact influences the effectiveness of peer learning. We…

Multiple Peer Group Self-Identification and Adolescent Tobacco Use

PubMed Central

Fuqua, Juliana L.; Gallaher, Peggy E.; Unger, Jennifer B.; Trinidad, Dennis R.; Sussman, Steve; Ortega, Enrique; Johnson, C. Anderson

2014-01-01

Associations between peer group self-identification and smoking were examined among 2,698 ethnically diverse middle school students in Los Angeles who self-identified with groups such as Rockers, Skaters, and Gamers. The sample was 47.1% male, 54.7% Latino, 25.4% Asian, 10.8% White, 9.1% Other ethnicity, and 59.3% children of immigrant parents. Multiple group self-identification was common: 84% identified with two or more groups and 65% identified with three or more groups. Logistic regression analyses indicated that as students endorsed more high-risk groups, the greater their risk of tobacco use. A classification tree analysis identified risk groups based on interactions among ethnicity, gender, and group self-identification. Psychographic targeting based on group self-identification could be useful to design more relevant smoking prevention messages for adolescents who identify with high-risk peer groups. PMID:22458850

Empowering peer group leaders for HIV prevention in Malawi.

PubMed

McCreary, Linda L; Kaponda, Chrissie P N; Davis, Kristina; Kalengamaliro, Mary; Norr, Kathleen F

2013-09-01

Behavioral change interventions using peer group leaders are effective and widely used, but few studies have examined how being a peer group leader affects the leaders. This study describes how participants felt being a peer group leader affected their lives. This descriptive qualitative study interviewed 18 experienced peer group leaders who had conducted a multisession human immunodeficiency virus (HIV) prevention peer group intervention in rural Malawi. We used inductive content analysis and comparisons within and between cases. Three major themes were identified. All leaders said they experienced personal changes in their knowledge, attitudes, or HIV prevention behaviors. They described interacting with family, neighbors, and friends, and speaking at church or community meetings, to discuss HIV prevention issues. They increased their self-efficacy to engage others in sensitive HIV prevention issues, developed a self-identity as a change agent, and came to be recognized in their community as trustworthy advisors about HIV and acquired immunodeficiency syndrome. These three themes, taken together, form the meta-theme of psychological empowerment. Being a peer group leader empowered the leaders as change agents for HIV prevention and had impacts in the community after the intervention ended, potentially increasing the long-term effectiveness and cost effectiveness of peer group interventions. Healthcare workers and community volunteers who led HIV prevention sessions continued HIV prevention activities in the community and workplace after the program ended. Training health workers as volunteer HIV prevention leaders offers a strategy to bring HIV prevention to limited-resource settings, despite health worker shortages. © 2013 Sigma Theta Tau International.

Adolescent peer-rejection persistently alters pain perception and CB1 receptor expression in female rats.

PubMed

Schneider, Peggy; Hannusch, Christin; Schmahl, Christian; Bohus, Martin; Spanagel, Rainer; Schneider, Miriam

2014-02-01

Peer-interactions are particularly important during adolescence and teenagers display enhanced sensitivity toward rejection by peers. Social rejection has been shown to induce alterations in pain perception in humans. However, the neurobiological consequences of adolescent social rejection have yet to be extensively characterized, and no appropriate animal model is available. Here, we propose inadequate playful interactions in adolescent rats as a novel animal model for social peer-rejection and examine potential long-term consequences into adulthood. Acute social pairing of female adolescent Wistar rats with an age-matched rat from the less playful Fischer344 strain was found to alter social play and decrease pain reactivity, indicating Fischer rats as inadequate social partners for Wistar animals. Therefore, in a second experiment, adolescent female Wistar rats were either reared with another Wistar rat (adequate social rearing; control) or with a Fischer rat (inadequate social rearing; play-deprived). Beginning on day 50, all Wistar rats were group housed with same-strain partners and tested for behavioral, neurobiological and endocrine differences in adulthood. Playful peer-interactions were decreased during adolescence in play-deprived animals, without affecting social contact behavior. Consequently, adult play-deprived rats showed decreased pain sensitivity and increased startle reactivity compared to controls, but did not differ in activity, anxiety-related behavior or social interaction. Both groups also differed in their endocrine stress-response, and expression levels of the cannabinoid CB1 receptor were increased in the thalamus, whereas FAAH levels were decreased in the amygdala. The present animal model therefore represents a novel approach to assess the long-term consequences of peer-rejection during adolescence. Copyright © 2013 Elsevier B.V. and ECNP. All rights reserved.

Peer Interaction: A Social Perspective towards the Development of Foreign Language Learning (Interacción entre pares: una perspectiva social hacia el desarrollo del aprendizaje en una lengua extranjera)

ERIC Educational Resources Information Center

Gómez Lobatón, July Carolina

2011-01-01

This pedagogical innovation aims at discovering new ways of interaction that go beyond the unidirectional relationship that is presented in the classrooms most of the times. The innovation considers peers to be active agents in the construction of knowledge and proposes new ways to arrange groups in the classroom so that the arrangement can…

The effect of peer interactions on Newtonian thinking in secondary physics: What are they saying? How does it help?

NASA Astrophysics Data System (ADS)

Crowe, Jacalyn

Many studies in the field of Physics Education Research (PER) have demonstrated that courses which include a component of interaction among peers achieve significantly higher gains in conceptual understanding. Few of those studies have closely examined the content of those interactions and the role that they play in achieving those gains. This study evaluates the role of peer interaction in children's understanding of Newtonian physics and analyzes the characteristics of peer interaction that are conducive to better learning. The current study took place in a suburban public high school, in a college-preparatory, introductory course in physics. One hundred and seventy eight students were randomly placed in the eight classes participating in the study. Two of the classes were randomly chosen to constitute the treatment group and were taught by the principal investigator. The remaining six classes were taught by five other instructors in the department and served as a control or comparison group. One class session of each instructor was videotaped to assess how class time was typically utilized. In all classes, students used the same textbook, and completed the same problem sets and laboratory investigations. Students in the treatment group participated in peer instruction activities, approximately twice per week, over the course of the semester. Results showed a significant effect of treatment on achievement from pre- to post-test, based on scores on the Force and Motion Conceptual Evaluation (FMCE). Employing peer instruction methods did not require additional instructional time overall. Analysis of classroom videotapes demonstrated that a greater portion of class time is dedicated to active student discussion in classes where peer instruction methods are employed. Conversational data revealed that, in peer discussions, students were routinely involved in conversational mechanisms such as articulating their own thinking, questioning, and explanation. Each of these behaviors is believed to support improved conceptual understanding. Correlating the quantity of total comments and number of substantive comments to achievement on the FMCE post-test produced mixed results, with some significant positive correlations and other positive but non-significant ones. Failure to reach significance for these correlations may have resulted from the small sample size. A focus on changes in students' conceptions about force and motion, as identified by analysis of clusters of FMCE questions, revealed significant differences in changes in those conceptions between the treatment and control groups. Anecdotal evidence from transcripts supports the assertion that, in their conversations, students routinely articulated and discussed their own ideas about these relationships. In conclusion, the study provided evidence that peer instruction methods are an effective and efficient method of supporting improved conceptual understanding for students in a first course in mechanics, but no specific factors present in the discussions could be identified as playing a role for every student. Instead, different aspects of the discussions' format and content may have contributed to the overall achievement of students participating in the discussions.

Emotional coping differences among breast cancer patients from an online support group: a cross-sectional study.

PubMed

Batenburg, Anika; Das, Enny

2014-02-05

Due to mixed findings in research on the effect of online peer-to-peer support on psychological well-being, there is a need for studies explaining why and when online support communities are beneficial for cancer patients. Previous studies have typically not taken into account individual coping differences, despite the fact that patients have different strategies to cope with cancer-related emotions. In the current study, it was predicted that the effects of online support group participation would partly depend on patients' ability to cope with thoughts and emotions regarding the illness. For this study, 184 Dutch breast cancer patients filled out a questionnaire assessing activity within a peer-led online support community, coping with emotions and thoughts regarding the illness (cognitive avoidance, emotional processing, and expression) and psychological well-being (depression, breast cancer-related concerns, and emotional well-being). Of these, 163 patients were visiting an online peer-led support community. Results showed interactions of the intensity of support group participation and coping style on psychological well-being. Specifically, we found an interaction of online activity and emotional expression on depression (beta=-.17, P=.030), a marginally significant interaction of online activity and emotional expression on emotional well-being (beta=.14, P=.089), and an interaction of online activity and cognitive avoidance on breast cancer-related concerns (beta=.15, P=.027). For patients who actively dealt with their emotions and thoughts, active online support group participation was positively related to psychological well-being. For patients high on avoidance of illness-related thoughts or low on emotional expression, active participation was negatively related to measures of well-being. The current study revealed the role of individual differences in coping in online support group participation. Results suggest that breast cancer patients' ability to cope with emotions and thoughts regarding the illness influence the relationship between online support group participation and psychological well-being.

Emotional Coping Differences Among Breast Cancer Patients From an Online Support Group: A Cross-Sectional Study

PubMed Central

2014-01-01

Background Due to mixed findings in research on the effect of online peer-to-peer support on psychological well-being, there is a need for studies explaining why and when online support communities are beneficial for cancer patients. Objective Previous studies have typically not taken into account individual coping differences, despite the fact that patients have different strategies to cope with cancer-related emotions. In the current study, it was predicted that the effects of online support group participation would partly depend on patients’ ability to cope with thoughts and emotions regarding the illness. Methods For this study, 184 Dutch breast cancer patients filled out a questionnaire assessing activity within a peer-led online support community, coping with emotions and thoughts regarding the illness (cognitive avoidance, emotional processing, and expression) and psychological well-being (depression, breast cancer-related concerns, and emotional well-being). Of these, 163 patients were visiting an online peer-led support community. Results Results showed interactions of the intensity of support group participation and coping style on psychological well-being. Specifically, we found an interaction of online activity and emotional expression on depression (beta=–.17, P=.030), a marginally significant interaction of online activity and emotional expression on emotional well-being (beta=.14, P=.089), and an interaction of online activity and cognitive avoidance on breast cancer–related concerns (beta=.15, P=.027). For patients who actively dealt with their emotions and thoughts, active online support group participation was positively related to psychological well-being. For patients high on avoidance of illness-related thoughts or low on emotional expression, active participation was negatively related to measures of well-being. Conclusions The current study revealed the role of individual differences in coping in online support group participation. Results suggest that breast cancer patients’ ability to cope with emotions and thoughts regarding the illness influence the relationship between online support group participation and psychological well-being. PMID:24499687

Behavior Patterns of Antisocial Teenagers Interacting with Parents and Peers: A Longitudinal Study

PubMed Central

Cabrera, Francisco J. P.; Herrera, Ana del Refugio C.; Rubalcava, San J. A.; Martínez, Kalina I. M.

2017-01-01

Antisocial behavior may begin during childhood and if maintained during adolescence, is likely to continue and escalate during adulthood. During adolescence, in particular, it has been established that antisocial behavior may be reinforced and shaped by exchanges between the teenager and his parents and peers, although the molecular process of these relations is as yet unknown. This paper explores the patterns of social interaction established by adolescents with and without the risk of engaging in antisocial behavior in order to understand the exchanges of them with their most important social groups, during 2 years. The study involved a sample of 70 adolescents classified into these two groups (with risk of antisocial behavior and control group). They were video-recorded interacting with one of their parents and one of their peers, independently. The interaction was done about the negotiation of conflictive conversational topics. Those video-records were registered by pairs of trained observers, using an observational catalog with nineteen behavioral categories, to know about the molecular interactional patterns characteristics. Thirty participants were evaluated only once, 30 were evaluated two times, and the other 10 were evaluated three times, the evaluations were performed annually. It was found that a higher occurrence of eye contact and use of open questions and elaborate answers appears to act as a protective factor for engaging in antisocial behavior. PMID:28626430

Behavior Patterns of Antisocial Teenagers Interacting with Parents and Peers: A Longitudinal Study.

PubMed

Cabrera, Francisco J P; Herrera, Ana Del Refugio C; Rubalcava, San J A; Martínez, Kalina I M

2017-01-01

Antisocial behavior may begin during childhood and if maintained during adolescence, is likely to continue and escalate during adulthood. During adolescence, in particular, it has been established that antisocial behavior may be reinforced and shaped by exchanges between the teenager and his parents and peers, although the molecular process of these relations is as yet unknown. This paper explores the patterns of social interaction established by adolescents with and without the risk of engaging in antisocial behavior in order to understand the exchanges of them with their most important social groups, during 2 years. The study involved a sample of 70 adolescents classified into these two groups (with risk of antisocial behavior and control group). They were video-recorded interacting with one of their parents and one of their peers, independently. The interaction was done about the negotiation of conflictive conversational topics. Those video-records were registered by pairs of trained observers, using an observational catalog with nineteen behavioral categories, to know about the molecular interactional patterns characteristics. Thirty participants were evaluated only once, 30 were evaluated two times, and the other 10 were evaluated three times, the evaluations were performed annually. It was found that a higher occurrence of eye contact and use of open questions and elaborate answers appears to act as a protective factor for engaging in antisocial behavior.

Internet peer support for individuals with psychiatric disabilities: A randomized controlled trial.

PubMed

Kaplan, Katy; Salzer, Mark S; Solomon, Phyllis; Brusilovskiy, Eugene; Cousounis, Pamela

2011-01-01

Despite the prevalence of Internet support groups for individuals with mental illnesses little is known about the potential benefits, or harm, of participating in such groups. Therefore, this randomized controlled trial sought to determine the impact of unmoderated, unstructured Internet peer support, similar to what is naturally occurring on the Internet, on the well-being of individuals with psychiatric disabilities. Three hundred individuals resident in the USA diagnosed with a Schizophrenia Spectrum or an Affective Disorder were randomized into one of three conditions: experimental Internet peer support via a listserv, experimental Internet peer support via a bulletin board, or a control condition. Three measurement time points, baseline, 4- and 12 months post-baseline, assessed well-being by examining measures of recovery, quality of life, empowerment, social support, and distress. Time × group interactions in the repeated measures ANOVA showed no differences between conditions on the main outcomes. Post-hoc repeated measures ANOVAs found that those individuals who participated more in Internet peer support reported higher levels of distress than those with less or no participation (p = 0.03). Those who reported more positive experiences with the Internet peer support group also reported higher levels of psychological distress than those reporting less positive experiences (p = 0.01). Study results therefore do not support the hypothesis that participation in an unmoderated, unstructured Internet listserv or bulletin board peer support group for individuals with psychiatric disabilities enhances well-being. Counterintuitive findings demonstrating those who report more positive experiences also experienced higher levels of distress are discussed but we also point to the need for additional research. Future research should explore the various structures, formats, and interventions of Internet support, as well as the content and quality of interactions. Knowledge generated from such research can help to inform policies and guidelines for safely navigating online resources and supports to gain maximum benefit. Copyright © 2010 Elsevier Ltd. All rights reserved.

Impact of Sensory Sensitivity on Physiological Stress Response and Novel Peer Interaction in Children with and without Autism Spectrum Disorder.

PubMed

Corbett, Blythe A; Muscatello, Rachael A; Blain, Scott D

2016-01-01

For many children with Autism Spectrum Disorder (ASD), social interactions can be stressful. Previous research shows that youth with ASD exhibit greater physiological stress response during peer interaction, compared to typically developing (TD) peers. Heightened sensory sensitivity may contribute to maladaptive patterns of stress and anxiety. The current study investigated between-group differences in stress response to peer interaction, as well as the role of sensory sensitivity. Participants included 80 children (40 ASD) between 8 and 12 years. Children participated in the peer interaction paradigm (PIP), an ecologically valid protocol that simulates real-world social interaction. Salivary cortisol was collected before and after the 20 min PIP. Parents completed questionnaires pertaining to child stress (Stress Survey Schedule) and sensory sensitivity (Short Sensory Profile). Statistical analyses included t-tests and ANCOVA models to examine between-group differences in cortisol and play; Pearson correlations to determine relations between cortisol, play, and questionnaire scores; and moderation analyses to investigate interactions among variables. Controlling for baseline cortisol values, children with ASD showed significantly higher cortisol levels than TD peers, in response to the PIP [F (1, 77) = 5.77, p = 0.02]. Cortisol during play was negatively correlated with scores on the SSP (r = -0.242, p = 0.03), and positively correlated with SSS (r = 0.273, p = 0.02) indicating that higher cortisol was associated with greater sensory sensitivity (lower SSP reflects more impairment) and enhanced stress in various contexts (higher SSS reflects more stress). Furthermore, diagnosis was a significant moderator of the relation between cortisol and SSP, at multiple time points during the PIP (p < 0.05). The current study extends previous findings by showing that higher physiological arousal during play is associated with heightened sensory sensitivity and a pattern of increased stress in various contexts. RESULTS are discussed in a broader context, emphasizing the need to examine relationships between social, behavioral, and physiological profiles in ASD to enhance understanding and improve treatments aimed at ameliorating stress and sensory dysfunction, while enhancing social skills.

Attributional bias and reactive aggression.

PubMed

Hudley, C; Friday, J

1996-01-01

This article looks at a cognitive behavioral intervention designed to reduce minority youths' (Latino and African-American boys) levels of reactive peer-directed aggression. The BrainPower Program trains aggressive boys to recognize accidental causation in ambiguous interactions with peers. The objective of this research is to evaluate the effectiveness of this attribution retraining program in reducing levels of reactive, peer-directed aggression. This research hypothesizes that aggressive young boys' tendency to attribute hostile intentions to others in ambiguous social interactions causes display of inappropriate, peer-directed aggression. A reduction in attributional bias should produce a decrease in reactive physical and verbal aggression directed toward peers. A 12-session, attributional intervention has been designed to reduce aggressive students' tendency to infer hostile intentions in peers following ambiguous peer provocations. The program trains boys to (1) accurately perceive and categorize the available social cues in interactions with peers, (2) attribute negative outcomes of ambiguous causality to accidental or uncontrollable causes, and (3) generate behaviors appropriate to these retrained attributions. African-American and Latino male elementary-school students (N = 384), in grades four-six, served as subjects in one of three groups: experimental attribution retraining program, attention training, and no-attention control group. Three broad categories of outcome data were collected: teacher and administrator reports of behavior, independent observations of behavior, and self-reports from participating students. Process measures to assess implementation fidelity include videotaped training sessions, observations of intervention sessions, student attendance records, and weekly team meetings. The baseline data indicated that students who were evenly distributed across the four sites were not significantly different on the baseline indicators: student cognitions, teacher perceptions of behavior, and student suspension rates. Substantial evidence has shown that aggressive boys tend to attribute hostile intentions to peers, often resulting in inappropriate retaliatory aggression. The BrainPower Program was designed to determine whether psychoeducational strategies in a school context are effective in reducing attributional bias and whether such reductions significantly reduce aggressive behavior.

Mothers, Fathers, Peers, and Mexican-Origin Adolescents' Sexual Intentions

ERIC Educational Resources Information Center

Killoren, Sarah E.; Updegraff, Kimberly A.; Christopher, F. Scott; Umana-Taylor, Adriana J.

2011-01-01

Drawing on a symbolic-interaction perspective and a compensation model, the processes linking mother- and father-adolescent relationship qualities, deviant peer affiliations, and adolescents' sexual intentions were investigated for 246 Mexican-origin youths born in the United States and in Mexico using multiple-group structural equation models.…

Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

PubMed Central

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2014-01-01

This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers were higher in teacher-structured settings, such as large group. On average, children’s interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions. PMID:25717282

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

PubMed

Booren, Leslie M; Downer, Jason T; Vitiello, Virginia E

2012-07-01

This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions.

Interactive performance and focus groups with adolescents: the power of play.

PubMed

Norris, Anne E; Aroian, Karen J; Warren, Stefanie; Wirth, Jeff

2012-12-01

Conducting focus groups with adolescents can be challenging given their developmental needs, particularly with sensitive topics. These challenges include intense need for peer approval, declining social trust, short attention span, and reliance on concrete operations thinking. In this article, we describe an adaptation of interactive performance as an alternative to traditional focus group method. We used this method in a study of discrimination experienced by Muslims (ages 13-17) and of peer pressure to engage in sexual behavior experienced by Hispanic girls (ages 10-14). Recommendations for use of this method include using an interdisciplinary team, planning for large amounts of disclosure towards the end of the focus group, and considering the fit of this method to the study topic. Copyright © 2012 Wiley Periodicals, Inc.

Improving Online Interactions: Lessons from an Online Anatomy Course with a Laboratory for Undergraduate Students.

PubMed

Attardi, Stefanie M; Barbeau, Michele L; Rogers, Kem A

2018-03-01

An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Fostering interprofessional teamwork in an academic medical center: Near-peer education for students during gross medical anatomy.

PubMed

Shields, Richard K; Pizzimenti, Marc A; Dudley-Javoroski, Shauna; Schwinn, Debra A

2015-01-01

The purpose of this report is to describe student satisfaction with a near-peer interprofessional education (IPE) session for physical therapy and medical students. Ten senior physical therapy students worked in peer-groups to develop a musculoskeletal anatomy demonstration for first-semester medical students. Together with their classmates, they demonstrated observation, palpation, and musculoskeletal assessment of the shoulder and scapular-thoracic articulation to medical student dissection groups in the Gross Anatomy laboratory. The medical students were encouraged to consider the synergistic function of shoulder structures and the potential impact of a selected pathology: rotator cuff injury. The session provided the medical students with an opportunity to integrate their new anatomical knowledge into a framework for clinical musculoskeletal evaluation. The experience offered senior physical therapy students an opportunity to work in teams with their peers, internalize and adapt to constructive feedback, and seek common ground with members of another profession. Both student groups reported a high degree of satisfaction with the sessions and expressed a desire for further interaction. These positive perceptions by student stakeholders have prompted us to consider additional IPE exchanges for the anatomy course in the upcoming school year. Given the positive outcome of this descriptive study, we now plan to systematically test whether near-peer IPE interactions can enhance the degree that students learn key anatomical concepts. © 2014 American Association of Anatomists.

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

Purpose When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. Method We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. Results In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Conclusions Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre-Based, Peer-Mediated Intervention

PubMed Central

Corbett, Blythe A.; Swain, Deanna M.; Coke, Catherine; Simon, David; Newsom, Cassandra; Houchins-Juarez, Nea; Jenson, Ashley; Wang, Lily; Song, Yanna

2013-01-01

Objective SENSE Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Method Typically developing peers were trained and paired with ASD youth (8–17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest-posttest design for within-group comparisons was used, and pre-specified pairwise comparisons were achieved using a nonparametric Wilcoxon signed rank test. Results Significant differences were observed in face processing, social awareness, and social cognition (p<0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (p<0.05) while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared to home values yet declined by the end of treatment and further reduced during post-treatment play with peers. Conclusions Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. PMID:24150989

When Age Matters: Differences in Facial Mimicry and Autonomic Responses to Peers' Emotions in Teenagers and Adults

PubMed Central

Ardizzi, Martina; Sestito, Mariateresa; Martini, Francesca; Umiltà, Maria Alessandra; Ravera, Roberto; Gallese, Vittorio

2014-01-01

Age-group membership effects on explicit emotional facial expressions recognition have been widely demonstrated. In this study we investigated whether Age-group membership could also affect implicit physiological responses, as facial mimicry and autonomic regulation, to observation of emotional facial expressions. To this aim, facial Electromyography (EMG) and Respiratory Sinus Arrhythmia (RSA) were recorded from teenager and adult participants during the observation of facial expressions performed by teenager and adult models. Results highlighted that teenagers exhibited greater facial EMG responses to peers' facial expressions, whereas adults showed higher RSA-responses to adult facial expressions. The different physiological modalities through which young and adults respond to peers' emotional expressions are likely to reflect two different ways to engage in social interactions with coetaneous. Findings confirmed that age is an important and powerful social feature that modulates interpersonal interactions by influencing low-level physiological responses. PMID:25337916

Peer-Assisted History-Taking Groups: A Subjective Assessment of their Impact Upon Medical Students' Interview Skills

PubMed Central

Keifenheim, Katharina Eva; Petzold, Ernst Richard; Junne, Florian; Erschens, Rebecca Sarah; Speiser, Natalie; Herrmann-Werner, Anne; Zipfel, Stephan; Teufel, Martin

2017-01-01

Background and Objectives: Among the clinical skills needed by all physicians, history taking is one of the most important. The teaching model for peer-assisted history-taking groups investigated in the present study consists of small-group courses in which students practice conducting medical interviews with real patients. The purpose of this pilot study was to investigate the expectations, experiences, and subjective learning progress of participants in peer-assisted history-taking groups. Methods: The 42 medical student participants completed a 4-month, peer-assisted, elective history-taking course, which both began and ended with a subjective assessment of their interview skills by way of a pseudonymized questionnaire. Measures comprised the students’ self-assessment of their interview skills, their expectations of, and their experiences with the course and especially with the peer tutors. Results: Medical students’ most important motivations in attending peer-assisted history-taking groups were becoming able to complete a structured medical interview, to mitigate difficult interviewing situations, and to address patients’ emotional demands appropriately. By the end of the course, students’ self-assessment of both their interview skills and management of emotional issues improved significantly. Students especially benefitted from individual feedback regarding interview style and relationship formation, as well as generally accepted and had their expectations met by peer tutors. Conclusions: To meet the important learning objectives of history-taking and management of emotional issues, as well as self-reflection and reflection of student–patient interactions, students in the field greatly appreciate practicing medical interviewing in small, peer-assisted groups with real patients. At the same time, peer tutors are experienced to be helpful and supportive and can help students to overcome inhibitions in making contact with patients. PMID:28890926

Peer-Assisted History-Taking Groups: A Subjective Assessment of their Impact Upon Medical Students' Interview Skills.

PubMed

Keifenheim, Katharina Eva; Petzold, Ernst Richard; Junne, Florian; Erschens, Rebecca Sarah; Speiser, Natalie; Herrmann-Werner, Anne; Zipfel, Stephan; Teufel, Martin

2017-01-01

Background and Objectives: Among the clinical skills needed by all physicians, history taking is one of the most important. The teaching model for peer-assisted history-taking groups investigated in the present study consists of small-group courses in which students practice conducting medical interviews with real patients. The purpose of this pilot study was to investigate the expectations, experiences, and subjective learning progress of participants in peer-assisted history-taking groups. Methods: The 42 medical student participants completed a 4-month, peer-assisted, elective history-taking course, which both began and ended with a subjective assessment of their interview skills by way of a pseudonymized questionnaire. Measures comprised the students' self-assessment of their interview skills, their expectations of, and their experiences with the course and especially with the peer tutors. Results: Medical students' most important motivations in attending peer-assisted history-taking groups were becoming able to complete a structured medical interview, to mitigate difficult interviewing situations, and to address patients' emotional demands appropriately. By the end of the course, students' self-assessment of both their interview skills and management of emotional issues improved significantly. Students especially benefitted from individual feedback regarding interview style and relationship formation, as well as generally accepted and had their expectations met by peer tutors. Conclusions: To meet the important learning objectives of history-taking and management of emotional issues, as well as self-reflection and reflection of student-patient interactions, students in the field greatly appreciate practicing medical interviewing in small, peer-assisted groups with real patients. At the same time, peer tutors are experienced to be helpful and supportive and can help students to overcome inhibitions in making contact with patients.

Coaching Paraprofessionals to Promote Engagement and Social Interactions during Small Group Activities

ERIC Educational Resources Information Center

Ledford, Jennifer R.; Zimmerman, Kathleen N.; Chazin, Kate T.; Patel, Natasha M.; Morales, Vivian A.; Bennett, Brittany P.

2017-01-01

Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in-situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by…

Coaching Paraprofessionals to Promote Engagement and Social Interactions during Small Group Activities

ERIC Educational Resources Information Center

Ledford, Jennifer R.; Zimmerman, Kathleen N.; Chazin, Kate T.; Patel, Natasha M.; Morales, Vivian A.; Bennett, Brittany P.

2017-01-01

Paraprofessionals need adequate training and supports to assist young children with autism spectrum disorders to engage in appropriate social interactions during small group activities with their peers. In this study, we used in situ coaching and brief post-session feedback to improve the use of environmental arrangement, prompting, and praise by…

Differences in Coverbal Behavior between Blind and Sighted Persons during Dyadic Communication.

ERIC Educational Resources Information Center

Parke, Kathy Levai; And Others

1980-01-01

Among findings were that the blind Ss spend more time smiling than their sighted peers, that the percentage of interaction time spent raising the eyebrows was almost identical for both groups, and that the mean percentage of interaction time spent on head nods was smaller for the blind group. (Author/PHR)

`Opening up' a science task: an exploration of shifting embodied participation of a multilingual primary student

NASA Astrophysics Data System (ADS)

Gómez Fernández, Roberto; Siry, Christina

2018-05-01

Culturally and linguistically diverse (CLD) students have different home languages and cultures from many of their peers, In our context, these students suffer from higher school drop-out rates than their peers and are far behind their peers in sciences. This study investigates the interactions of a nine-year-old child whose home language is Portuguese and who learns science in this specific case in a diglossic environment in the Luxembourgish school system, in which his teacher used German for written tasks and Luxembourgish for oral communication. We examine, moment-by-moment, the interactions around a task regarding environmental protection. The role of this Lusoburguês (Luxembourgish and Portuguese identities and nationalities combined) student and his embodiment and participation changes when his group is confronted with an activity that requires an increased amount of manipulation. His identity evolves in interaction, as he becomes the leader in his group, and through a playful stance, manages to open the task so that his peers can further explore. Implications include the value of including more open-ended investigations in the teaching and learning of science as well as implications for further study concerning practice-based approaches in science classrooms with CLD students, particularly in increasingly multilingual/cultural and/or diglossic or heteroglossic school contexts.

"She's Weird!"--The Social Construction of Bullying in School: A Review of Qualitative Research

ERIC Educational Resources Information Center

Thornberg, Robert

2011-01-01

Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants' perspectives on peer harassment as…

Deviant Peer Influences in Programs for Youth Problems and Solutions

ERIC Educational Resources Information Center

Dodge, Kenneth A., Ed.; Dishion, Thomas J., Ed.; Lansford, Jennifer E., Ed.

2006-01-01

Most interventions for at-risk youth are group based. Yet, emerging research indicates that young people often learn to become deviant by interacting with deviant peers. In this important volume, leading intervention and prevention experts from psychology, education, criminology, and related fields analyze how, and to what extent, programs that…

Interactive Learning through Web-Mediated Peer Review of Student Science Reports

ERIC Educational Resources Information Center

Trautmann, Nancy M.

2009-01-01

Two studies analyzed impacts of writing and receiving web-mediated peer reviews on revision of research reports by undergraduate science students. After conducting toxicology experiments, 77 students posted draft reports and exchanged double-blind reviews. The first study randomly assigned students to four groups representing full, partial, or no…

Italian Preschoolers' Peer-Status Linkages with Sociability and Subtypes of Aggression and Victimization

ERIC Educational Resources Information Center

Nelson, David A.; Robinson, Clyde C.; Hart, Craig H.; Albano, Anthony D.; Marshall, Shawna J.

2010-01-01

Little is known about the behavior of preschool children belonging to peer sociometric status groups (popular, average, rejected, neglected, and controversial) in cultural contexts outside North America. This study examined the social interactions of Italian preschoolers. The sample consisted of 266 Italian preschoolers (mean age of 64 months).…

Negotiating Power in L2 Synchronous Online Peer Response Groups

ERIC Educational Resources Information Center

Tsai, Mei-Hsing

2017-01-01

Many synchronous computer-mediated communication (SCMC) studies have been conducted on the nature of online interaction across a range of pragmatic issues. However, the detailed analyses of resistance to advice have received less attention. Using the methodology of conversation analysis (CA), the present study focuses on L2 peer review activities…

Let Social Interaction Flourish

ERIC Educational Resources Information Center

Case, Anny Fritzen

2016-01-01

The author describes lessons learned--through a high school project that grouped English language learners with native speakers to create a video--about ways to foster respectful, productive interaction among English learners and peers who are native speakers. The potential benefits of students who are just learning English interacting socially…

Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD.

PubMed

Kaboski, Juhi R; Diehl, Joshua John; Beriont, Jane; Crowell, Charles R; Villano, Michael; Wier, Kristin; Tang, Karen

2015-12-01

This pilot study evaluated a novel intervention designed to reduce social anxiety and improve social/vocational skills for adolescents with autism spectrum disorder (ASD). The intervention utilized a shared interest in robotics among participants to facilitate natural social interaction between individuals with ASD and typically developing (TD) peers. Eight individuals with ASD and eight TD peers ages 12-17 participated in a weeklong robotics camp, during which they learned robotic facts, actively programmed an interactive robot, and learned "career" skills. The ASD group showed a significant decrease in social anxiety and both groups showed an increase in robotics knowledge, although neither group showed a significant increase in social skills. These initial findings suggest that this approach is promising and warrants further study.

Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention.

PubMed

Corbett, Blythe A; Swain, Deanna M; Coke, Catherine; Simon, David; Newsom, Cassandra; Houchins-Juarez, Nea; Jenson, Ashley; Wang, Lily; Song, Yanna

2014-02-01

Social Emotional NeuroScience Endocrinology Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Typically developing peers were trained and paired with ASD youth (8-17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest-posttest design for within-group comparisons was used, and prespecified pairwise comparisons were achieved using a nonparametric Wilcoxon signed-rank test. Significant differences were observed in face processing, social awareness, and social cognition (P < 0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (P < 0.05), while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared with home values yet declined by the end of treatment and further reduced during posttreatment play with peers. Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

Language Choice and Identity Construction in Peer Interactions: Insights from a Multilingual University in Hong Kong

ERIC Educational Resources Information Center

Gu, Mingyue

2011-01-01

Informed by linguistic ecological theory and the notion of identity, this study investigates language uses and identity construction in interactions among students with different linguistic and cultural backgrounds in a multilingual university. Individual and focus-group interviews were conducted with two groups of students: Hong Kong (HK) and…

JXTA: A Technology Facilitating Mobile P2P Health Management System

PubMed Central

Rajkumar, Rajasekaran; Nallani Chackravatula Sriman, Narayana Iyengar

2012-01-01

Objectives Mobile JXTA (Juxtapose) gaining momentum and has attracted the interest of doctors and patients through P2P service that transmits messages. Audio and video can also be transmitted through JXTA. The use of mobile streaming mechanism with the support of mobile hospital management and healthcare system would enable better interaction between doctors, nurses, and the hospital. Experimental results demonstrate good performance in comparison with conventional systems. This study evaluates P2P JXTA/JXME (JXTA functionality to MIDP devices.) which facilitates peer-to-peer application+ using mobile-constraint devices. Also a proven learning algorithm was used to automatically send and process sorted patient data to nurses. Methods From December 2010 to December 2011, a total of 500 patients were referred to our hospital due to minor health problems and were monitored. We selected all of the peer groups and the control server, which controlled the BMO (Block Medical Officer) peer groups and BMO through the doctor peer groups, and prescriptions were delivered to the patient’s mobile phones through the JXTA/ JXME network. Results All 500 patients were registered in the JXTA network. Among these, 300 patient histories were referred to the record peer group by the doctors, 100 patients were referred to the external doctor peer group, and 100 patients were registered as new users in the JXTA/JXME network. Conclusion This system was developed for mobile streaming applications and was designed to support the mobile health management system using JXTA/ JXME. The simulated results show that this system can carry out streaming audio and video applications. Controlling and monitoring by the doctor peer group makes the system more flexible and structured. Enhanced studies are needed to improve knowledge mining and cloud-based M health management technology in comparison with the traditional system. PMID:24159509

By the Book: An Analysis of Adolescents with Autism Spectrum Condition Co-Constructing Fictional Narratives with Peers

ERIC Educational Resources Information Center

Bottema-Beutel, Kristen; White, Rachael

2016-01-01

In this discourse analytic study, we examine interactions between adolescents with autism spectrum condition (ASC) and their typically developing (TD) peers during the construction of fictional narratives within a group intervention context. We found participants with ASC contributed fewer narrative-related turns at talk than TD participants. The…

Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach

ERIC Educational Resources Information Center

Gan, Zhengdong; Davison, Chris; Hamp-Lyons, Liz

2009-01-01

This study examines the production of topical talk in peer collaborative negotiation in an interactive assessment innovation context. The ability to stay on topic, to move from topic to topic and to introduce new topics appropriately is at the core of communicative competence. Applying conversation analysis (CA), we describe and analyze how one…

Infusing a Peer-to-Peer Support Program with Adventure Therapy for Adolescent Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Karoff, Maggie; Tucker, Anita R.; Alvarez, Tony; Kovacs, Patricia

2017-01-01

Background: Key findings from the literature on treatment interventions with youth with Autism Spectrum Disorder (ASD) indicate that the most successful approaches allow frequent opportunities for uncontrived social interactions and are customizable to the needs of individuals and the group. Adventure therapy meets these criteria while providing…

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

NASA Astrophysics Data System (ADS)

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 the peer instruction experience. Students with no previous subject experience were more likely to describe a level of discomfort being assigned a stranger for a discussion partner and were more likely to report communication issues with their partner. Most group members, regardless of previous subject experience, related deeper discussions occurring when partners did not initially have the same answer to the clicker questions.

The Two Faces Of Adolescents’ Success With Peers: Adolescent Popularity, Social Adaptation, and Deviant Behavior

PubMed Central

Allen, Joseph P.; Porter, Maryfrances R.; McFarland, F. Christy; Marsh, Penny; McElhaney, Kathleen Boykin

2006-01-01

This study assessed the hypothesis that popularity in adolescence takes on a twofold role, both marking high levels of concurrent psychosocial adaptation, but also predicting increases over time in both positive and negative behaviors sanctioned by peer norms. This hypothesis was tested with multi-method, longitudinal data obtained on a diverse community sample of 185 adolescents. Sociometric popularity data were examined in relation to data from interview-based assessments of attachment security and ego development, observations of mother-adolescent interactions, and repeated self- and peer-report assessments of delinquency and alcohol use. Results indicated that popular adolescents displayed higher concurrent levels of ego development, secure attachment and more adaptive interactions with mothers and best friends. Longitudinal analyses supported a “popularity-socialization” hypothesis, however, in which popular adolescents were more likely to increase in behaviors that receive approval in the peer group (e.g., minor levels of drug use and delinquency) and decrease in behaviors unlikely to be well-received by peers (e.g., hostile behavior with peers). PMID:15892790

Social interactions and college enrollment: A combined school fixed effects/instrumental variables approach.

PubMed

Fletcher, Jason M

2015-07-01

This paper provides some of the first evidence of peer effects in college enrollment decisions. There are several empirical challenges in assessing the influences of peers in this context, including the endogeneity of high school, shared group-level unobservables, and identifying policy-relevant parameters of social interactions models. This paper addresses these issues by using an instrumental variables/fixed effects approach that compares students in the same school but different grade-levels who are thus exposed to different sets of classmates. In particular, plausibly exogenous variation in peers' parents' college expectations are used as an instrument for peers' college choices. Preferred specifications indicate that increasing a student's exposure to college-going peers by ten percentage points is predicted to raise the student's probability of enrolling in college by 4 percentage points. This effect is roughly half the magnitude of growing up in a household with married parents (vs. an unmarried household). Copyright © 2015 Elsevier Inc. All rights reserved.

Metaperception in Adolescents With and Without Autism Spectrum Disorder

PubMed Central

Burrows, Catherine A.; Messinger, Daniel S.; Henderson, Heather A.

2018-01-01

This study compared how adolescents with and without autism spectrum disorder (ASD) evaluated unfamiliar peers (i.e., perceptions), as well as how adolescents believed they were evaluated by peers (i.e., metaperceptions). The Perceptions and Metaperceptions Questionnaire was designed to quantify perceptions and metaperceptions following a live interaction. For all adolescents, more positive perceptions of the peer were associated with more positive metaperceptions. Adolescents with ASD exhibited more accurate metaperceptions than did typically developing adolescents. More positive perceptions and metaperceptions were associated with higher levels of observed social competence across groups. Findings extend our understanding of typically and atypically developing adolescents' impressions of unfamiliar peers and their ability to discern what peers think of them. PMID:29080926

Familism Values as a Protective Factor for Mexican-origin Adolescents Exposed to Deviant Peers

PubMed Central

Germán, Miguelina; Gonzales, Nancy A.; Dumka, Larry

2009-01-01

This study examined interactive relations between adolescent, maternal and paternal familism values and deviant peer affiliations in predicting adolescent externalizing problems within low-income, Mexican-origin families (N = 598). Adolescent, maternal and paternal familism values interacted protectively with deviant peer affiliations to predict lower levels of externalizing problems according to two independent teacher reports. These relations were not found with parent reports of adolescent externalizing problems although these models showed a direct, protective effect of maternal familism values. Consistent with the view that traditional cultural values are protective for Latino adolescents, these results suggest that supporting familism values among Mexican-origin groups is a useful avenue for improving adolescent conduct problems, particularly in a school context. PMID:21776180

Student use of a Learning Management System for group projects: A case study investigating interaction, collaboration, and knowledge construction

NASA Astrophysics Data System (ADS)

Lonn, Steven D.

Web-based Learning Management Systems (LMS) allow instructors and students to share instructional materials, make class announcements, submit and return course assignments, and communicate with each other online. Previous LMS-related research has focused on how these systems deliver and manage instructional content with little concern for how students' constructivist learning can be encouraged and facilitated. This study investigated how students use LMS to interact, collaborate, and construct knowledge within the context of a group project but without mediation by the instructor. The setting for this case study was students' use in one upper-level biology course of the local LMS within the context of a course-related group project, a mock National Institutes of Health grant proposal. Twenty-one groups (82 students) voluntarily elected to use the LMS, representing two-thirds of all students in the course. Students' peer-to-peer messages within the LMS, event logs, online surveys, focus group interviews, and instructor interviews were used in order to answer the study's overarching research question. The results indicate that students successfully used the LMS to interact and, to a significant extent, collaborate, but there was very little evidence of knowledge construction using the LMS technology. It is possible that the ease and availability of face-to-face meetings as well as problems and limitations with the technology were factors that influenced whether students' online basic interaction could be further distinguished as collaboration or knowledge construction. Despite these limitations, students found several tools and functions of the LMS useful for their online peer interaction and completion of their course project. Additionally, LMS designers and implementers are urged to consider previous literature on computer-supported collaborative learning environments in order to better facilitate independent group projects within these systems. Further research is needed to identify the best types of scaffolds and overall technological improvements in order to provide support for online collaboration and knowledge construction.

An Online, Moderated Peer-to-Peer Support Bulletin Board for Depression: User-Perceived Advantages and Disadvantages

PubMed Central

Reynolds, Julia; Vassallo, Sara

2015-01-01

Background Online, peer-to-peer support groups for depression are common on the World Wide Web and there is some evidence of their effectiveness. However, little is known about the mechanisms by which Internet support groups (ISGs) might work. Objective This study aimed to investigate consumer perceptions of the benefits and disadvantages of online peer-to-peer support by undertaking a content analysis of the spontaneous posts on BlueBoard, a well-established, moderated, online depression bulletin board. Methods The research set comprised all posts on the board (n=3645) for each of 3 months selected at 4 monthly intervals over 2011. The data were analyzed using content analysis and multiple coders. Results A total of 586 relevant posts were identified, 453 (77.3%) reporting advantages and 133 (22.7%) reporting disadvantages. Positive personal change (335/453, 74.0%) and valued social interactions and support (296/453, 65.3%) emerged as perceived advantages. Other identified benefits were valued opportunities to disclose/express feelings or views (29/453, 6.4%) and advantages of the BlueBoard environment (45/453, 9.9%). Disadvantages were negative personal change (50/133, 37.6%), perceived disadvantages of board rules/moderation (42/133, 31.6%), unhelpful social interactions/contact with other members (40/133, 30.1%), and technical obstacles to using the board (14/133, 10.5%). Conclusions Consumers value the opportunity to participate in an online mutual support group for mental health concerns. Further research is required to better understand how and if these perceived advantages translate into positive outcomes for consumers, and whether the perceived disadvantages of such boards can be addressed without compromising the safety and positive outcomes of the board. PMID:26543919

An Online, Moderated Peer-to-Peer Support Bulletin Board for Depression: User-Perceived Advantages and Disadvantages.

PubMed

Griffiths, Kathleen Margaret; Reynolds, Julia; Vassallo, Sara

2015-01-01

Online, peer-to-peer support groups for depression are common on the World Wide Web and there is some evidence of their effectiveness. However, little is known about the mechanisms by which Internet support groups (ISGs) might work. This study aimed to investigate consumer perceptions of the benefits and disadvantages of online peer-to-peer support by undertaking a content analysis of the spontaneous posts on BlueBoard, a well-established, moderated, online depression bulletin board. The research set comprised all posts on the board (n=3645) for each of 3 months selected at 4 monthly intervals over 2011. The data were analyzed using content analysis and multiple coders. A total of 586 relevant posts were identified, 453 (77.3%) reporting advantages and 133 (22.7%) reporting disadvantages. Positive personal change (335/453, 74.0%) and valued social interactions and support (296/453, 65.3%) emerged as perceived advantages. Other identified benefits were valued opportunities to disclose/express feelings or views (29/453, 6.4%) and advantages of the BlueBoard environment (45/453, 9.9%). Disadvantages were negative personal change (50/133, 37.6%), perceived disadvantages of board rules/moderation (42/133, 31.6%), unhelpful social interactions/contact with other members (40/133, 30.1%), and technical obstacles to using the board (14/133, 10.5%). Consumers value the opportunity to participate in an online mutual support group for mental health concerns. Further research is required to better understand how and if these perceived advantages translate into positive outcomes for consumers, and whether the perceived disadvantages of such boards can be addressed without compromising the safety and positive outcomes of the board.

Co-rumination and co-problem solving in the daily lives of adolescents with major depressive disorder.

PubMed

Waller, Jennifer M; Silk, Jennifer S; Stone, Lindsey B; Dahl, Ronald E

2014-08-01

This study examines differences in the prevalence and nature of co-rumination during real-world social interactions with peers and parents among adolescents with major depressive disorder (MDD) compared to healthy controls. A total of 60 youth (29 with current MDD and 31 controls without psychopathology) completed a self-report measure of co-rumination and a 3-week ecological momentary assessment (EMA) protocol that measured the nature of face-to-face social interactions with peers and parents after a negative event in the adolescents' daily lives. Specifically, EMA was used to assess rates of problem talk, including both co-rumination and co-problem solving. Group differences in self-report and EMA measures were examined. Adolescents with MDD reported co-ruminating more often than adolescents with no Axis 1 disorders during daily interactions with both parents (Cohen's d = 0.78) and peers (d = 1.14), and also reported more co-rumination via questionnaire (d = 0.58). Adolescents with MDD engaged in co-problem solving with peers less often than did healthy controls (d = 0.78), but no group differences were found for rates of co-problem solving with parents. Results are consistent with previous research linking co-rumination and depression in adolescence and extend these self-report-based findings to assessment in an ecologically valid context. Importantly, the results support that MDD youth tend to co-ruminate more and to problem-solve less with peers in their daily lives compared to healthy youth, and that co-rumination also extends to parental relationships. Interventions focused on decreasing co-rumination with peers and parents and improving problem-solving skills with peers may be helpful for preventing and treating adolescent depression. Copyright © 2014 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

THE TELEOANALYTIC APPROACH TO GROUP COUNSELING.

ERIC Educational Resources Information Center

DREIKURS, RUDOLF; SONSTEGARD, MANFORD

THIS PAPER PRESENTS THE PROCEDURES FOR A GROUP COUNSELING PROGRAM ON FOUR LEVELS--(1) COUNSELING WITHIN PEER GROUPS AS CHILDREN LEARN FROM EACH OTHER IN INTERACTION, (2) TEACHER SEMINARS WHERE TEACHERS CAN SHARE IDEAS ON SPECIFIC PROBLEMS AND GAIN INSIGHT ON THE OTHER COUNSELING GROUPS, (3) PARENT GROUPS WHERE ONE PARENT COUNSELED IN FRONT OF THE…

Bridging the gap: the roles of social capital and ethnicity in medical student achievement.

PubMed

Vaughan, Suzanne; Sanders, Tom; Crossley, Nick; O'Neill, Paul; Wass, Val

2015-01-01

Within medical education, there is a discrepancy between the achievement level of White students and that of their ethnic minority peers. The processes underlying this disparity have not been adequately investigated or explained. This study utilises social network analysis to investigate the impact of relationships on medical student achievement by ethnicity, specifically by examining homophily (the tendency to interact with others in the same group) by ethnicity, age and role. Data from a cross-sectional social network study conducted in one UK medical school are presented and are analysed alongside examination records obtained from the medical school. Participants were sampled across the four hospital placement sites; a total of 158 medical students in their clinical phase (Years 3 and 4) completed the survey. The research was designed and analysed using social capital theory. Although significant patterns of ethnic and religious homophily emerged, no link was found between these factors and achievement. Interacting with problem-based learning (PBL) group peers in study-related activities, and having seniors in a wider academic support network were directly linked to better achievement. Students in higher academic quartiles were more likely to be named by members of their PBL group in study activities and to name at least one tutor or clinician in their network. Students from lower-achieving groups were least likely to have the social capital enabling, and resulting from, interactions with members of more expert social groups. Lower levels of the social capital that mediates interaction with peers, tutors and clinicians may be the cause of underperformance by ethnic minority students. Because of ethnic homophily, minority students may be cut off from potential and actual resources that facilitate learning and achievement. © 2014 John Wiley & Sons Ltd.

Effects of ICT Group Work on Interactions and Social Acceptance of a Primary Pupil with Asperger's Syndrome

ERIC Educational Resources Information Center

Lewis, Lynda; Trushell, John; Woods, Pat

2005-01-01

The aim of this study was to ascertain whether collaborative group work on a computer, facilitated by an adult, could provide a means for a primary schoolboy with Asperger's Syndrome (AS) -- moderately-highly affected in all areas of the "triad of impairments" -- to develop appropriate task-related interactions with his peers. Data were gathered…

Teachers' Promotion or Inhibition of Children's Aggression Depends on Peer-Group Characteristics.

PubMed

Peets, Kätlin; Kikas, Eve

2017-01-01

Researchers have increasingly started to pay attention to how contextual factors, such as the classroom peer context and the quality of student-teacher interactions, influence children's aggressive behavior. This longitudinal study was designed to examine the degree to which benefits and costs of different teaching practices (child-centered and child-dominated) would be dependent on the initial peer-group composition (aggregate levels of aggression and victimization at the beginning of first grade). Teachers provided ratings of aggression and victimization (N = 523 first-grade students; M age at the beginning of first grade = 7.49 years, SD = 0.52). Information about different teaching practices was obtained via observations. Our results show that whereas child-centered practices are beneficial in high-victimization classrooms, child-dominated practices inhibit the development of aggression in low-victimization classroom contexts. Our findings highlight the importance of moving beyond main-effect models to studying how different contextual influences interact to promote, or inhibit, the development of aggression.

Productive whole-class discussions: A qualitative analysis of peer leader behaviors in general chemistry

NASA Astrophysics Data System (ADS)

Eckart, Teresa Mcclain

The intention of this research was to describe behaviors and characteristics of General Chemistry I peer leaders using a pedagogical reform method referred to as Peer-led Guided Inquiry (PLGI), and to discuss the ways in which these peer leaders created productive whole-class discussions. This reform technique engaged students to work on guided inquiry activities while working cooperatively in small groups, led by undergraduate peer leaders. These sessions were video recorded and transcribed. The data was evaluated using grounded theory methods of analysis. This study examined the dialog between students and peer leaders, paying specific attention to question types and observed patterns of interactions. The research took shape by examining the kinds of questions asked by peer leaders and the purposes these questions served. In addition to looking at questions, different kinds of behaviors displayed by peer leaders during their small group sessions were also observed. A close examination of peer leader questions and behaviors aided in developing an answer to the overall research question regarding what factors are associated with productive whole-class discussions. Five major categories of peer leader behaviors evolved from the data and provided a means to compare and contrast productive whole-class discussions. While no category single-handedly determined if a discussion was good or bad, there was a tendency for peer leaders who exhibited positive traits in at least three of the following categories to have consistently better whole-class discussions: Procedural Practices, Supervisory Qualities, Questioning Techniques, Feedback/Responses, and Interpersonal Skills. Furthermore, each of the major categories is tied directly to Interpersonal, Communication, and Leadership skills and their interactions with each other. This study also addressed applications that each of these categories has on instructional practices and their need in peer leader training. In addition, a scale was developed for rating the relative effectiveness of whole-class discussions in terms of student participation. This study provides a tool for measuring productive whole-class discussions, as well as practical applications for peer leader (or teacher) training.

Examining the Effects of Adapted Peer Tutoring on Social and Language Skills of Young English Language Learners

ERIC Educational Resources Information Center

Xu, Yaoying

2015-01-01

The purpose of this study was to examine the effects of adapted peer tutoring (APT) on social interactions and early language and literacy skills of pre-school-age children who were English language learners (ELLs). APT was the treatment for this study. Quasi-experimental group comparison design was applied. Two inclusive pre-school classrooms…

The Influence of Online Comments on Perceptions of Antimarijuana Public Service Announcements on YouTube

ERIC Educational Resources Information Center

Walther, Joseph B.; DeAndrea, David; Kim, Jinsuk; Anthony, James C.

2010-01-01

Web-based media often present multiple sources of influence, such as mass media and peers, within one interface. When individuals identify with peers who are visually anonymous and with whom they do not directly interact, they should be susceptible to social influence from that group. This study examined the interplay among antimarijuana public…

Reading Buddies: A Strategy to Increase Peer Interaction in Students with Autism

ERIC Educational Resources Information Center

Simpson, Lisa A.; Bui, Yvonne

2017-01-01

Students with autism spectrum disorder (ASD) are often challenged by social interaction and may require substantial support to interact with peers even in inclusive settings. Having adults support students with ASD during peer interactions, however, may ostracize the student from peers without disabilities. Peer-mediated strategies are needed so…

The effect of peer support groups on family adaptation from the perspective of wives of war veterans with posttraumatic stress disorder.

PubMed

Vagharseyyedin, Seyyed Abolfazl; Gholami, Mojtaba; Hajihoseini, Morteza; Esmaeili, Aliakbar

2017-11-01

The aim of this study was to examine the effect of peer group support on family adaptation of wives of war veterans suffering from post-traumatic stress disorder (PTSD). In this randomized controlled trial, 80 wives of war veterans with PTSD were incorporated, and selected participants were randomly assigned into intervention and control groups (n = 40 per group). The intervention group was divided into four subgroups, with each participating in eight weekly based 1.5-hr peer support group sessions and the control group received no intervention. Demographics form and Family Adaptation Scale (FAS) developed by Antonovsky and Sourani (1988) were applied. The total mean scores of family adaptation increased significantly more in the intervention group than in the control group (p = .033). Furthermore, the time × group interaction effects were significant for internal family fit (p = .013) and a combination of both family fit and family community fit (p = .020) dimensions. Nonetheless family fit dimensions mean scores had no significant increase in the intervention group than the control group over time (p = .948). Peer support group can be a useful tool for health care professionals to enhance family adaptation in spouses of war veterans with PTSD. © 2017 Wiley Periodicals, Inc.

Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder.

PubMed

Corbett, Blythe A; Blain, Scott D; Ioannou, Sara; Balser, Maddie

2017-04-01

Increased anxiety and stress are frequently found in children with autism spectrum disorder and are associated with social challenges. Recently, we reported changes in social competence following peer-mediated, theatre-based intervention. The purpose of this study was to examine the impact of the intervention on reducing anxiety and stress. Participants included 30 youth with autism spectrum disorder (8-14 years old) randomly assigned to the experimental (17) or waitlist control (13) group. Pretest adjusted, between-group differences were analyzed for state-anxiety, trait-anxiety, play-based cortisol, and diurnal cortisol. Pearson correlations were conducted between anxiety, cortisol, and group play. Significant pretest-adjusted between-group differences at posttest were observed on trait-anxiety (F(1, 27) = 9.16, p = 0.005) but not state-anxiety (F(1, 27) = 0.03, p = 0.86), showing lower trait-anxiety in the experimental group. There were no between-group differences on cortisol. There was a significant negative correlation between group play and trait-anxiety (r = -0.362, p = 0.05). Playground cortisol correlated with group play, for the experimental group (r = 0.55, p = 0.03). The theatre-based, peer-mediated intervention not only contributes to improvement in social competence in youth with autism spectrum disorder but also contributes to reductions in trait-anxiety associated with more social interaction with peers. Results suggest that some degree of physiological arousal is essential for social interaction.

Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder

PubMed Central

Corbett, Blythe A.; Blain, Scott D.; Ioannou, Sara; Balser, Maddie

2017-01-01

Increased anxiety and stress are frequently found in children with autism spectrum disorder and are associated with social challenges. Recently, we reported changes in social competence following peer-mediated, theatre-based intervention. The purpose of this study was to examine the impact of the intervention on reducing anxiety and stress. Participants included 30 youth with autism spectrum disorder (8–14years old) randomly assigned to the experimental (17) or waitlist control (13) group. Pretest adjusted, between-group differences were analyzed for state-anxiety, trait-anxiety, play-based cortisol, and diurnal cortisol. Pearson correlations were conducted between anxiety, cortisol, and group play. Significant pretest-adjusted between-group differences at posttest were observed on trait-anxiety (F(1, 27) = 9.16, p=0.005) but not state-anxiety (F(1, 27)=0.03, p=0.86), showing lower trait-anxiety in the experimental group. There were no between-group differences on cortisol. There was a significant negative correlation between group play and trait-anxiety (r=−0.362, p=0.05). Playground cortisol correlated with group play, for the experimental group (r=0.55, p=0.03). The theatre-based, peer-mediated intervention not only contributes to improvement in social competence in youth with autism spectrum disorder but also contributes to reductions in trait-anxiety associated with more social interaction with peers. Results suggest that some degree of physiological arousal is essential for social interaction. PMID:27154909

Descriptive and Evaluative Language in Group Tutorials.

ERIC Educational Resources Information Center

Gilewicz, Magdalena; Thonus, Terese

One advantage of writing center tutorial groups over individual tutoring is that in groups students have the opportunity to become readers of others' writing and to provide feedback to their peers. In such groups, it is assumed that the tutor as facilitator serves as an interactional and linguistic model for students. To test this hypothesis, over…

Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry

NASA Astrophysics Data System (ADS)

Kulatunga, Ushiri Kumarihamy

This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation. The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors. The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry , is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments. A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies. This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.

The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder.

PubMed

Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

2007-01-01

This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play.

The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder

PubMed Central

Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

2007-01-01

This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play. PMID:17624077

Investigating Science Collaboratively: A Case Study of Group Learning

ERIC Educational Resources Information Center

Zinicola, Debra A.

2009-01-01

Discussions of one urban middle school group of students who were investigating scientific phenomena were analyzed; this study was conducted to discern if and how peer interaction contributes to learning. Through a social constructivist lens, case study methodology, we examined conceptual change among group members. Data about science talk was…

Mothers, Fathers, Peers, and Mexican-Origin Adolescents’ Sexual Intentions

PubMed Central

Killoren, Sarah E.; Updegraff, Kimberly A.; Christopher, F. Scott; Umaña-Taylor, Adriana J.

2011-01-01

Drawing on a symbolic-interaction perspective and a compensation model, the processes linking mother-and father-adolescent relationship qualities, deviant peer affiliations, and adolescents’ sexual intentions were investigated for 246 Mexican-origin youths born in the United States and in Mexico using multiple-group structural equation models. Deviant peer affiliations significantly mediated the relations between paternal acceptance and sexual intentions and between disclosure to mothers and sexual intentions for U.S.-born youths but not for Mexico-born youths. Findings highlight the importance of examining variability as a function of youth nativity. PMID:21278903

Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Plavnick, Joshua B.; Dueñas, Ana D.

2018-01-01

Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All…

Estimating peer density effects on oral health for community-based older adults.

PubMed

Chakraborty, Bibhas; Widener, Michael J; Mirzaei Salehabadi, Sedigheh; Northridge, Mary E; Kum, Susan S; Jin, Zhu; Kunzel, Carol; Palmer, Harvey D; Metcalf, Sara S

2017-12-29

As part of a long-standing line of research regarding how peer density affects health, researchers have sought to understand the multifaceted ways that the density of contemporaries living and interacting in proximity to one another influence social networks and knowledge diffusion, and subsequently health and well-being. This study examined peer density effects on oral health for racial/ethnic minority older adults living in northern Manhattan and the Bronx, New York, NY. Peer age-group density was estimated by smoothing US Census data with 4 kernel bandwidths ranging from 0.25 to 1.50 mile. Logistic regression models were developed using these spatial measures and data from the ElderSmile oral and general health screening program that serves predominantly racial/ethnic minority older adults at community centers in northern Manhattan and the Bronx. The oral health outcomes modeled as dependent variables were ordinal dentition status and binary self-rated oral health. After construction of kernel density surfaces and multiple imputation of missing data, logistic regression analyses were performed to estimate the effects of peer density and other sociodemographic characteristics on the oral health outcomes of dentition status and self-rated oral health. Overall, higher peer density was associated with better oral health for older adults when estimated using smaller bandwidths (0.25 and 0.50 mile). That is, statistically significant relationships (p < 0.01) between peer density and improved dentition status were found when peer density was measured assuming a more local social network. As with dentition status, a positive significant association was found between peer density and fair or better self-rated oral health when peer density was measured assuming a more local social network. This study provides novel evidence that the oral health of community-based older adults is affected by peer density in an urban environment. To the extent that peer density signifies the potential for social interaction and support, the positive significant effects of peer density on improved oral health point to the importance of place in promoting social interaction as a component of healthy aging. Proximity to peers and their knowledge of local resources may facilitate utilization of community-based oral health care.

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

PubMed Central

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P.; Pianta, Robert C.; Lun, Janetta

2012-01-01

We investigated the effects of My Teaching Partner—Secondary (MTP-S), a teacher professional development intervention, on students’ peer relationships in middle and high school classrooms. MTP-S targets increasing teachers’ positive interactions with students and sensitive instructional practices and has demonstrated improvements in students’ academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain—that is, the ecology of teachers’ behaviors towards students should also influence the ecology of students’ behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed. PMID:22736890

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms.

PubMed

Mikami, Amori Yee; Gregory, Anne; Allen, Joseph P; Pianta, Robert C; Lun, Janetta

2011-01-01

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.

Facebook Usage Amongst Those Who Have Received Treatment for an Eating Disorder in a Group Setting

PubMed Central

Saffran, Kristina; Fitzsimmons-Craft, Ellen E.; Kass, Andrea E.; Wilfley, Denise E.; Taylor, C. Barr; Trockel, Mickey

2017-01-01

Objective This study explored Facebook use among individuals with a history of receiving treatment for an eating disorder (ED) in a group setting (e.g., inpatient, residential, outpatient group), focusing primarily on comparisons individuals make about their bodies, eating, or exercise to those of their peers from treatment on Facebook and the relation between these comparisons and ED pathology. Method Individuals (N = 415; mean age 28.15 years ± 8.41; 98.1% female) who self-reported receipt of ED treatment in a group setting were recruited via email and social media to complete an online survey. Results Participants reported having an average of 10–19 Facebook friends from treatment and spending up to 30 minutes per day interacting on Facebook with individuals from treatment or ED-related organizations. More comparison to treatment peers on Facebook was associated with greater ED psychopathology and ED-related impairment. Conversely, positive interaction with treatment peers on Facebook was associated with lower ED psychopathology and ED-related impairment. Individuals who had been in treatment longer, more times, and more recently had more Facebook friends from treatment and ED-related organizations as well as spent more time in ED groups’ pages on Facebook. Few participants (19.5%) reported that a therapist asked about the impact of Facebook on pathology. Discussion Interactions on Facebook could affect patients’ recovery and potential for relapse. It may be helpful for treatment providers to discuss Facebook use and its potential benefits and drawbacks with patients preparing for discharge from group treatment. PMID:27302908

Cortisol Responsivity Differences in Children with Autism Spectrum Disorders During Free and Cooperative Play

PubMed Central

Schupp, Clayton; Simon, David; Corbett, Blythe A.

2013-01-01

Children with ASD demonstrate significant heterogeneity in their profiles of social interaction and stress responsivity. We evaluated behavior and stress response in 52 male children ages 8 to 12 in a naturalistic playground interaction paradigm involving a child with autism spectrum disorder, a typically developing peer, and a same-age confederate. Younger children in the ASD group engaged in 5.8 times more approach behavior and showed a lower cortisol response than their older peers. Those that verbally initiated with their peers also showed a higher cortisol response. Older children with ASD exhibited the highest stress responsivity, while younger children with ASD showed more willingness to approach others without apparent stress. Intervening early and often may contribute to improvements in social engagement in youth with ASD. PMID:23430177

Precious "MeTL": Reflections on the Use of Tablet PCs and Collaborative Interactive Software in Peer- Assisted Study Sessions

ERIC Educational Resources Information Center

Devey, Adrian; Hicks, Marianne; Gunaratnam, Shaminka; Pan, Yijun; Plecan, Alexandru

2012-01-01

Peer-Assisted Study Sessions (PASS) is an academic mentoring program, where high achieving senior students assist small groups of first years in study sessions throughout semester. One of the challenges PASS Leaders face at Monash in conducting their classes is the limited time they have with their students. The current paper explores, through…

From antisocial behavior to violence: a model for the amplifying role of coercive joining in adolescent friendships.

PubMed

Van Ryzin, Mark J; Dishion, Thomas J

2013-06-01

Aggression is one of the more stable characteristics of child and adolescent development, and violent behavior in early adulthood is often foreshadowed by aggressive behavior in childhood and early adolescence. Considerable evidence has linked coercive family interactions to aggressive behavior in childhood, but less research has been conducted on the joint role of family and peer interaction in the escalation of aggression to violence in adulthood. We coded family interactions at age 12-13 and friendship interaction at age 16-17 in a multiethnic sample of youth and families. Violence in young adulthood (age 22-23) was measured using self-report, criminal records, and parent report. We tested the hypothesis that a process of 'coercive joining' in friendship interactions mediated the relationship between coercive family interactions and serious violence. We found that observed coercive joining in friendships at age 16-17 predicted early-adulthood violent behavior over and above an established tendency toward antisocial behavior. We also found that observed coercive family interactions at age 12 predicted early-adulthood violence, and that coercive joining with friends fully mediated this link. These results significantly extend coercion theory by suggesting that coercive joining in the context of peer groups is an additional mechanism by which coercive processes in the family are extended and amplified to violent behavior in early adulthood. Our findings suggest the importance of addressing both individual interpersonal skills and self-organizing peer groups when intervening to prevent violent behavior. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

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

PubMed Central

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

2011-01-01

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 emotionality (especially for girls) and decreased negative emotionality (especially for boys) in later peer interactions. These findings held when initial levels of the emotion were controlled and were found above and beyond variations in classroom levels of prosociality. The findings suggest that peers exert influence in early childhood and that these effects can positively affect the quality of young children’s later peer interactions. PMID:23039333

The effect of peer tutoring on interaction behaviors in inclusive physical education.

PubMed

Klavina, Aija; Block, Martin E

2008-04-01

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical education settings under three instructional support conditions for students with SMD: (a) teacher-directed, (b) peer-mediated, and (c) voluntary peer support. During peer-mediated and voluntary peer support conditions, the instructional and physical interaction behaviors between students with SMD and their peers increased, while social interactions remained low. The activity engagement time data increased for all target students throughout intervention sessions. Interactions between students with SMD and teachers decreased toward the end of intervention.

Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use

ERIC Educational Resources Information Center

Biggs, Elizabeth E.; Carter, Erik W.; Gustafson, Jenny

2017-01-01

Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms.…

What’s about Peer Tutoring Learning Model?

NASA Astrophysics Data System (ADS)

Muthma'innah, M.

2017-09-01

Mathematics learning outcomes in Indonesia in general is still far from satisfactory. One effort that could be expected to solve the problem is to apply the model of peer tutoring learning in mathematics. This study aims to determine whether the results of students’ mathematics learning can be enhanced through peer tutoring learning models. This type of research is the study of literature, so that the method used is to summarize and analyze the results of relevant research that has been done. Peer tutoring learning model is a model of learning in which students learn in small groups that are grouped with different ability levels, all group members to work together and help each other to understand the material. By paying attention to the syntax of the learning, then learning will be invaluable peer tutoring for students who served as teachers and students are taught. In mathematics, the implementation of this learning model can make students understand each other mathematical concepts and help students in solving mathematical problems that are poorly understood, due to the interaction between students in learning. Then it will be able to improve learning outcomes in mathematics. The impact, it can be applied in mathematics learning.

Facebook usage among those who have received treatment for an eating disorder in a group setting.

PubMed

Saffran, Kristina; Fitzsimmons-Craft, Ellen E; Kass, Andrea E; Wilfley, Denise E; Taylor, Craig Barr; Trockel, Mickey

2016-08-01

This study explored Facebook use among individuals with a history of receiving treatment for an eating disorder (ED) in a group setting (e.g., inpatient, residential, outpatient group), focusing primarily on comparisons individuals make about their bodies, eating, or exercise to those of their peers from treatment on Facebook and the relation between these comparisons and ED pathology. Individuals (N = 415; mean age 28.15 years ± 8.41; 98.1% female) who self-reported receipt of ED treatment in a group setting were recruited via e-mail and social media to complete an online survey. Participants reported having an average of 10-19 Facebook friends from treatment and spending up to 30 min per day interacting on Facebook with individuals from treatment or ED-related organizations. More comparison to treatment peers on Facebook was associated with greater ED psychopathology and ED-related impairment. Conversely, positive interaction with treatment peers on Facebook was associated with lower ED psychopathology and ED-related impairment. Individuals who had been in treatment longer, more times, and more recently had more Facebook friends from treatment and ED-related organizations as well as spent more time in ED groups' pages on Facebook. Few participants (19.5%) reported that a therapist asked about the impact of Facebook on pathology. Interactions on Facebook could affect patients' recovery and potential for relapse. It may be helpful for treatment providers to discuss Facebook use and its potential benefits and drawbacks with patients preparing for discharge from group treatment. © 2016 Wiley Periodicals, Inc. (Int J Eat Disord 2016; 49:764-777). © 2016 Wiley Periodicals, Inc.

If you're high status and you know it: Teasing apart the within- and between-person effects of peer- and self-reported status in the drinking group on alcohol-related outcomes.

PubMed

Dumas, Tara M; Davis, Jordan P; Merrin, Gabriel J; Puccia, Maria; Blustein, Dayna

2018-05-01

In this longitudinal study, we disentangled within- and between-persons effects in the relationship between university students' status in their drinking group and alcohol-related behavior. We further examined the role of self-perceived and peer-reported status, with the hypothesis that only when students' peers reported them as of a higher status, and they were aware of their high status (via self-report), would they experience increased heavy episodic drinking (HED). University students (N = 118; Mage = 19.40, SD = 1.49; 60.2% women) were recruited in their natural drinking groups (N = 27). All group members completed surveys at 3 time points during the school year, each 2 months apart. We fitted a taxonomy of multilevel growth curve models predicting students' self-reported HED and the extent to which they encouraged other group members to consume alcohol (peer-reported). Between-persons results demonstrated that students who reported higher status compared to their group members experienced more HED on average and students who were peer-reported as of a higher status relative to their group members played a more salient role in encouraging others to drink. Notably, and consistent with hypotheses, a within-person interaction revealed that at time points when students were higher in peer-reported status relative to their average, and they were aware of their increase in status (via self-reports), they also engaged in more HED. Results emphasize the importance of considering within-person effects and highlight the need for university alcohol-prevention programming to focus on students' status-related motives and concerns. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Group Playing by Ear in Higher Education: The Processes That Support Imitation, Invention and Group Improvisation

ERIC Educational Resources Information Center

Varvarigou, Maria

2017-01-01

This article explores how group playing by ear (GEP) through imitation of recorded material and opportunities for inventive work during peer interaction was used to support first year undergraduate western classical music students' aural, group creativity and improvisation skills. The framework that emerged from the analysis of the data describes…

Schools and Social Emotional Learning

ERIC Educational Resources Information Center

Usakli, Hakan; Ekici, Kubra

2018-01-01

In classrooms, the students spend lots of time by interacting each other. This paper debates the role of importance of the schools for rising students' social relations. Interaction between students is inevitable. That is because, they are together in projects, class discussion and peer working groups. Multicultural diverse school climates demand…

Emotional Identification with Teacher Identities in Student Teachers' Narrative Interaction

ERIC Educational Resources Information Center

Karlsson, Marie

2013-01-01

The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis…

Young friendship in HFASD and typical development: friend versus non-friend comparisons.

PubMed

Bauminger-Zviely, Nirit; Agam-Ben-Artzi, Galit

2014-07-01

This study conducted comparative assessment of friendship in preschoolers with high-functioning autism spectrum disorder (HFASD, n = 29) versus preschoolers with typical development (n = 30), focusing on interactions with friends versus acquaintances. Groups were matched on SES, verbal/nonverbal MA, IQ, and CA. Multidimensional assessments included: mothers' and teachers' reports about friends' and friendship characteristics and observed individual and dyadic behaviors throughout interactions with friends versus non-friends during construction, drawing, and free-play situations. Findings revealed group differences in peer interaction favoring the typical development group, thus supporting the neuropsychological profile of HFASD. However, both groups' interactions with friends surpassed interactions with acquaintances on several key socio-communicative and intersubjective capabilities, thus suggesting that friendship may contribute to enhancement and practice of social interaction in HFASD.

The Building Bridges Project: Involving Older Adults in the Design of a Communication Technology to Support Peer-to-Peer Social Engagement

NASA Astrophysics Data System (ADS)

Wherton, Joseph; Prendergast, David

There are a variety of factors that can lead to social isolation and loneliness in old age, including decline in physical and mental health, as well as change to social environment. The Building Bridges project explores how communication technology can help older adults remain socially connected. This paper will first provide an overview of a prototype communication system designed to support peer-to-peer group interaction. A description of the user-centered design process will be provided to demonstrate the importance of involving older adults at the earliest stages. The implications for designing new technology for older adults are discussed.

The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school.

PubMed

Sigstad, Hanne Marie Høybråten

2017-01-01

Students with intellectual disabilities may lack sufficiently developed skills to initiate qualitatively good social interactions; thus, they might be in need of assistance. This study examined special education teachers' role in facilitating peer relationships among students with mild intellectual disabilities in a mainstream school context. The study was based on qualitative semi-structured interviews with nine special education teachers who belong to special education groups in lower secondary schools. A thematic structural analysis was used to identify themes. The teachers made substantial efforts to promote social competence and ensure optimal conditions to foster peer interactions. An "academic-oriented" education, divergent attitudes, challenges in teacher collaboration, and organizational constraints may be barriers. In a mainstream school, the role of special education teachers appears to be dependent on the basic values of the school management in terms of real opportunities to foster peer relationships among students with mild intellectual disabilities.

Speech Acts during Friends' and Non-Friends' Spontaneous Conversations in Preschool Dyads with High-Functioning Autism Spectrum Disorder versus Typical Development

ERIC Educational Resources Information Center

Bauminger-Zviely, Nirit; Golan-Itshaky, Adi; Tubul-Lavy, Gila

2017-01-01

In this study, we videotaped two 10-min. free-play interactions and coded speech acts (SAs) in peer talk of 51 preschoolers (21 ASD, 30 typical), interacting with friend versus non-friend partners. Groups were matched for maternal education, IQ (verbal/nonverbal), and CA. We compared SAs by group (ASD/typical), by partner's friendship status…

Ties That Work: The Interaction between Group Assignment Method and a Culturally-Relevant Curriculum in the Context of Middle School Anti-Tobacco Program

ERIC Educational Resources Information Center

Carolan, Brian V.; Unger, Jennifer B.; Johnson, C. Anderson; Valente, Thomas W.

2007-01-01

Peer-led programs that employ classroom-based group exercises have been shown to be the most effective in preventing adolescent tobacco use. In addition, health promotion programs that include cultural referents have also been shown to be advantageous. The purpose of this study was to test the interaction between the method by which leaders and…

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

PubMed

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 about one's health condition. However, given the evidence to date, the benefits of online peer-to-peer support appear to outweigh the potential risks. Future research must explore these opportunities to support and empower people with serious mental illness through online peer networks while carefully considering potential risks that may arise from online peer-to-peer interactions. Efforts will also need to address methodological challenges in the form of evaluating interventions delivered through social media and collecting objective mental and physical health outcome measures online. A key challenge will be to determine whether skills learned from peers in online networks translate into tangible and meaningful improvements in recovery, employment, or mental and physical wellbeing in the offline world.

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

PubMed Central

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

2016-01-01

Aims 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. Methods 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 well-being. Results 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 about one’s health condition. However, given the evidence to date, the benefits of online peer-to-peer support appear to outweigh the potential risks. Conclusion Future research must explore these opportunities to support and empower people with serious mental illness through online peer networks while carefully considering potential risks that may arise from online peer-to-peer interactions. Efforts will also need to address methodological challenges in the form of evaluating interventions delivered through social media and collecting objective mental and physical health outcome measures online. A key challenge will be to determine whether skills learned from peers in online networks translate into tangible and meaningful improvements in recovery, employment, or mental and physical wellbeing in the offline world. PMID:26744309

Dynamic electronic institutions in agent oriented cloud robotic systems.

PubMed

Nagrath, Vineet; Morel, Olivier; Malik, Aamir; Saad, Naufal; Meriaudeau, Fabrice

2015-01-01

The dot-com bubble bursted in the year 2000 followed by a swift movement towards resource virtualization and cloud computing business model. Cloud computing emerged not as new form of computing or network technology but a mere remoulding of existing technologies to suit a new business model. Cloud robotics is understood as adaptation of cloud computing ideas for robotic applications. Current efforts in cloud robotics stress upon developing robots that utilize computing and service infrastructure of the cloud, without debating on the underlying business model. HTM5 is an OMG's MDA based Meta-model for agent oriented development of cloud robotic systems. The trade-view of HTM5 promotes peer-to-peer trade amongst software agents. HTM5 agents represent various cloud entities and implement their business logic on cloud interactions. Trade in a peer-to-peer cloud robotic system is based on relationships and contracts amongst several agent subsets. Electronic Institutions are associations of heterogeneous intelligent agents which interact with each other following predefined norms. In Dynamic Electronic Institutions, the process of formation, reformation and dissolution of institutions is automated leading to run time adaptations in groups of agents. DEIs in agent oriented cloud robotic ecosystems bring order and group intellect. This article presents DEI implementations through HTM5 methodology.

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

PubMed

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.

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

PubMed Central

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

Music listening in families and peer groups: benefits for young people's social cohesion and emotional well-being across four cultures

PubMed Central

Boer, Diana; Abubakar, Amina

2014-01-01

Families are central to the social and emotional development of youth, and most families engage in musical activities together, such as listening to music or talking about their favorite songs. However, empirical evidence of the positive effects of musical family rituals on social cohesion and emotional well-being is scarce. Furthermore, the role of culture in the shaping of musical family rituals and their psychological benefits has been neglected entirely. This paper investigates musical rituals in families and in peer groups (as an important secondary socialization context) in two traditional/collectivistic and two secular/individualistic cultures, and across two developmental stages (adolescence vs. young adulthood). Based on cross-sectional data from 760 young people in Kenya, the Philippines, New Zealand, and Germany, our study revealed that across cultures music listening in families and in peer groups contributes to family and peer cohesion, respectively. Furthermore, the direct contribution of music in peer groups on well-being appears across cultural contexts, whereas musical family rituals affect emotional well-being in more traditional/collectivistic contexts. Developmental analyses show that musical family rituals are consistently and strongly related to family cohesion across developmental stages, whereas musical rituals in peer groups appear more dependent on the developmental stage (in interaction with culture). Contributing to developmental as well as cross-cultural psychology, this research elucidated musical rituals and their positive effects on the emotional and social development of young people across cultures. The implications for future research and family interventions are discussed. PMID:24847296

Music listening in families and peer groups: benefits for young people's social cohesion and emotional well-being across four cultures.

PubMed

Boer, Diana; Abubakar, Amina

2014-01-01

Families are central to the social and emotional development of youth, and most families engage in musical activities together, such as listening to music or talking about their favorite songs. However, empirical evidence of the positive effects of musical family rituals on social cohesion and emotional well-being is scarce. Furthermore, the role of culture in the shaping of musical family rituals and their psychological benefits has been neglected entirely. This paper investigates musical rituals in families and in peer groups (as an important secondary socialization context) in two traditional/collectivistic and two secular/individualistic cultures, and across two developmental stages (adolescence vs. young adulthood). Based on cross-sectional data from 760 young people in Kenya, the Philippines, New Zealand, and Germany, our study revealed that across cultures music listening in families and in peer groups contributes to family and peer cohesion, respectively. Furthermore, the direct contribution of music in peer groups on well-being appears across cultural contexts, whereas musical family rituals affect emotional well-being in more traditional/collectivistic contexts. Developmental analyses show that musical family rituals are consistently and strongly related to family cohesion across developmental stages, whereas musical rituals in peer groups appear more dependent on the developmental stage (in interaction with culture). Contributing to developmental as well as cross-cultural psychology, this research elucidated musical rituals and their positive effects on the emotional and social development of young people across cultures. The implications for future research and family interventions are discussed.

Class Sizes and Dissadvantaged Schools.

ERIC Educational Resources Information Center

Warner, David

1978-01-01

Describes a program in which smaller class groups for socially and culturally deprived children resulted in enhanced social attitudes and more responsive, mature behavior in interaction with both adults and peers. (Author/IRT)

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

ERIC Educational Resources Information Center

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…

Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders.

PubMed

Plavnick, Joshua B; Dueñas, Ana D

2018-06-01

Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All participants demonstrated an increase in both social interaction skills, replicating previous research on video-based group instruction for adolescents with ASD. The results suggest the procedure may be useful for teaching social skills that occur under natural conditions.

Analysis of oral narratives of children who stutter and their fluent peers: kindergarten through second grade.

PubMed

Bajaj, Amit

2007-03-01

Measures of language sample length (in c-units) and morphological, syntactic, and narrative abilities were obtained from oral narrative transcripts of 22 children who stutter and 22 children who do not stutter; participants attended kindergarten, first, and second grades. A two-way MANOVA yielded significant main effects for grade, with significant differences on some measures evidenced between participants in kindergarten and second grades. No significant differences between groups or group-grade interaction effects on the measures were obtained. Grade-wise comparisons (through t-tests) indicated that the performance of children who stutter did not differ significantly from their typically fluent peers on all dependent measures; however, kindergarten children who stutter obtained the most discrepant (lower) scores than their grade-matched fluent peers on the Narrative Scoring Scheme measure, with group differences approaching statistical significance on this measure. The findings suggest that children who do and do not stutter evidence similar expressive language abilities, even as subgroups of children who stutter may lag behind their grade-matched fluent peers in particular language domains.

Neural sensitivity to social deviance predicts attentive processing of peer-group judgment.

PubMed

Schnuerch, Robert; Trautmann-Lengsfeld, Sina Alexa; Bertram, Mario; Gibbons, Henning

2014-01-01

The detection of one's deviance from social norms is an essential mechanism of individual adjustment to group behavior and, thus, for the perpetuation of norms within groups. It has been suggested that error signals in mediofrontal cortex provide the neural basis of such deviance detection, which contributes to later adjustment to the norm. In the present study, we used event-related potentials (ERPs) to demonstrate that, across participants, the strength of mediofrontal brain correlates of the detection of deviance from a peer group's norms was negatively related to attentive processing of the same group's judgments in a later task. We propose that an individual's perception of social deviance might bias basic cognitive processing during further interaction with the group. Strongly perceiving disagreement with a group could cause an individual to avoid or inhibit this group's judgments.

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

PubMed

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 providers should provide support, respect and offer coping strategies regarding peer interaction based on an understanding of the social dynamics of such peer interactions. © 2016 John Wiley & Sons Ltd.

Effects of the Caregiver Interaction Profile Training on Caregiver-Child Interactions in Dutch Child Care Centers: A Randomized Controlled Trial.

PubMed

Helmerhorst, Katrien O W; Riksen-Walraven, J Marianne A; Fukkink, Ruben G; Tavecchio, Louis W C; Gevers Deynoot-Schaub, Mirjam J J M

2017-01-01

Previous studies underscore the need to improve caregiver-child interactions in early child care centers. In this study we used a randomized controlled trial to examine whether a 5-week video feedback training can improve six key interactive skills of caregivers in early child care centers: Sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions. A total of 139 caregivers from 68 early child care groups for 0- to 4-year-old children in Dutch child care centers participated in this RCT, 69 in the intervention condition and 70 in the control condition. Caregiver interactive skills during everyday interactions with the children were rated from videotape using the Caregiver Interaction Profile (CIP) scales at pretest, posttest, and follow-up 3 months after the posttest. Results at posttest indicate a significant positive training effect on all six caregiver interactive skills. Effect sizes of the CIP training range between d  = 0.35 and d  = 0.79. Three months after the posttest, caregivers in the intervention group still scored significantly higher on sensitive responsiveness, respect for autonomy, verbal communication, and fostering positive peer interactions than caregivers in the control group with effect sizes ranging between d  = 0.47 and d  = 0.70. This study shows that the quality of caregiver-child interactions can be improved for all six important caregiver skills, with a relatively short training program. Possible ways to further improve the training and to implement it in practice and education are discussed.

Spinal Cord Injury Peer Mentorship: Applying Self-Determination Theory to Explain Quality of Life and Participation.

PubMed

Sweet, Shane N; Michalovic, Emilie; Latimer-Cheung, Amy E; Fortier, Michelle; Noreau, Luc; Zelaya, Walter; Martin Ginis, Kathleen A

2018-03-01

To investigate the role of spinal cord injury (SCI) peer mentorship on quality of life (QoL)/participation, and test a self-determination theory model that explains the role of SCI peer mentorship on these outcomes. A static group comparison design. Community. A convenience sample of mentees (individuals receiving peer mentorship) (n=68) and nonmentees (n=63) who had an SCI, were older than 18 years, and spoke either English or French. Mentees: at least 4 peer mentorship sessions over the past 5 years; nonpeer mentees: 0 or 1 brief introductory session. QoL (ie, life satisfaction and positive and negative affect), participation (eg, autonomous indoor; family role), and the psychological needs of autonomy, competence, and relatedness. No group differences were found, but years since injury was a moderator indicating that, generally, peer mentees living with SCI for longer (∼30y) appear to benefit more from peer mentorship interactions compared with nonmentees and mentees living with SCI for approximately 6 years. Competence and relatedness mediated the peer mentorship-outcome relationship for QoL and some participation variables, indicating that peer mentorship predicted competence and relatedness, which in turn were related to the outcomes. Satisfaction of competence and relatedness needs requires greater attention in SCI peer mentorship. Years since injury modified the relationship between peer mentorship and outcomes, which provided new insights on the role of SCI peer mentorship. Further studies are needed to determine SCI peer mentorship-specific outcomes that are important across the years-since-injury spectrum. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

45 CFR 1306.33 - Home-based program option.

Code of Federal Regulations, 2010 CFR

2010-10-01

... necessary to meet the minimums stated above. Medical or social service appointments may not replace home... for the children is to emphasize peer group interaction through age appropriate activities in a Head...

Analysis of Peer Interaction in Learning Activities with Personal Handhelds and Shared Displays

ERIC Educational Resources Information Center

Liu, Chen-Chung; Chung, Chen-Wei; Chen, Nian-Shing; Liu, Baw-Jhiune

2009-01-01

Collaborative learning is extensively applied in classroom activities, but the screens on handheld devices are designed for individual-user mobile applications and may constrain interaction among group learners. The small screen size may lead to fragmented and tete-a-tete communication patterns and frequently obstruct the externalization of the…

Promoting Interaction through Blogging in Language Classrooms

ERIC Educational Resources Information Center

Gunduz, Muge

2016-01-01

This study aims to explore the university students' perception on integration of blogging in EFL classes. In this study, the participants were first year university students (n=103) who created their group blogs in order to share their blog entries during their oral communication classes. Students interacted with their peers via blogs simply by…

How Aboriginal Peer Interactions in Upper Primary School Sport Support Aboriginal Identity

ERIC Educational Resources Information Center

Kickett-Tucker, Cheryl S.

2008-01-01

This ethnographic study tested the hypothesis that positive social interactions in sport will contribute positively to the Aboriginal identity of urban, Australian Aboriginal children. Nine male and female children aged 11-12 years were observed and interviewed. Significant responses were extracted and meanings were identified and grouped into…

Learning Tasks, Peer Interaction, and Cognition Process: An Online Collaborative Design Model

ERIC Educational Resources Information Center

Du, Jianxia; Durrington, Vance A.

2013-01-01

This paper illustrates a model for Online Group Collaborative Learning. The authors based the foundation of the Online Collaborative Design Model upon Piaget's concepts of assimilation and accommodation, and Vygotsky's theory of social interaction. The four components of online collaborative learning include: individual processes, the task(s)…

The Social Construction of Authority among Peers and Its Implications for Collaborative Mathematics Problem Solving

ERIC Educational Resources Information Center

Langer-Osuna, Jennifer M.

2016-01-01

This article describes a study of how students construct relations of authority during dyadic mathematical work and how teachers' interactions with students during small group conferences affect subsequent student dynamics. Drawing on the influence framework (Engle, Langer-Osuna, & McKinney de Royston, 2014), I examined interactions when…

HistoViewer: An Interactive E-learning Platform Facilitating Group and Peer Group Learning

ERIC Educational Resources Information Center

Sander, Bjoern; Golas, Mariola Monika

2013-01-01

Understanding tissue architecture and the morphological characteristics of cells is a central prerequisite to comprehending the basis of physiological tissue function in healthy individuals and relating this to disease states. Traditionally, medical curricula include courses where students examine glass slides of cytological or tissue samples…

Children's Use of Objects in an Early Years Playground

ERIC Educational Resources Information Center

Bateman, Amanda; Church, Amelia

2017-01-01

Early childhood research has investigated children's use of objects largely focusing on cognitive and motor development. Yet members of a particular culture, such as young children's peer groups, use objects that have cultural relevance as "conversational" items, as a means to interacting with other members of the group. This article…

Brief Report: Group Social-Multimodal Intervention for HFASD

ERIC Educational Resources Information Center

Bauminger, Nirit

2007-01-01

Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children's ability to interact cooperatively with peers during structured and non-structured social situations. Direct…

Gendered-peer relationships in educational contexts.

PubMed

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.

The impact of expert- and peer feedback on communication skills of undergraduate dental students - a single-blinded, randomized, controlled clinical trial.

PubMed

Krause, Felix; Schmalz, Gerhard; Haak, Rainer; Rockenbauch, Katrin

2017-12-01

To evaluate the effect of peer- and expert feedback on communication skills of undergraduate dental students. All students of the first clinical treatment course (n=46) were randomly assigned into two groups. For three times a medical-dental interview/consultation of each student with a real patient was videotaped. After every consultation the videos were assessed either by a person experienced in communication (expert group) or by a fellow student (peer group), giving the students feedback regarding their chairside performed communication skills. Before and after the feedback-interventions all students conducted an interview with simulated patients, which was rated using a validated global rating and analyzed statistically. Global ratings mean scores after feedback-intervention were significantly improved (p<0.05). Thereby, no significant differences in the overall assessment could be observed between expert and peer feedback (p>0.05). During this study students improved their communication skills in dentist-patient interactions. The communication experience of the feedback provider seems not to have any impact on the communication skills in undergraduate dental students. The clinical courses in dentistry offer the opportunity to implement peer-feedback interventions in real treatment situation as part of communication training to longitudinally improve communication skills. Copyright © 2017 Elsevier B.V. All rights reserved.

Peer social skills and theory of mind in children with autism, deafness, or typical development.

PubMed

Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M

2016-01-01

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in both ToM understanding (with late-signing deaf children especially delayed even relative to autistic children) and peer social skills (with autistic children especially delayed even relative to deaf late signers). Crucially, for the typically developing hearing children and deaf children alike, ToM understanding independently predicted peer social skills over and above age, gender, language ability, and, for deaf children, status as native- or late-signer. These novel findings offer some of the best evidence to date of the relevance of ToM cognitions to real-world social behavior for both these groups. However, for those with autism spectrum disorders (ASD) the pattern was different. The apparent link of ToM to peer competence was not a direct one but instead was significantly mediated by language ability. Several possible explanations for this intriguing autism-specific result were also discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Effects of a videotape feedback package on the peer interactions of children with serious behavioral and emotional challenges.

PubMed Central

Kern-Dunlap, L; Dunlap, G; Clarke, S; Childs, K E; White, R L; Stewart, M P

1992-01-01

Peer interactions are among the greatest challenges experienced by children who have severe emotional and behavioral problems. This study evaluated an intervention package designed to increase the ratio of these children's desirable to undesirable interactions. The package included three principal components: (a) observation of videotapes following regularly scheduled peer activity sessions; (b) self-evaluation of the children's peer interactions observed on the videotapes; and (c) delayed feedback and reinforcement for desirable peer interactions. Five students from two elementary schools participated. Multiple baseline designs and one reversal were used to evaluate the effects of the intervention package. The results showed that the intervention produced lower levels of undesirable peer interactions and higher ratios of desirable to undesirable interactions for all participants. The results are discussed in regard to their conceptual and applied implications and in terms of specific directions for future research. PMID:1634428

Peer Mediation to Increase Communication and Interaction at Recess for Students with Autism Spectrum Disorders

PubMed Central

Mason, Rose; Kamps, Debra; Turcotte, Amy; Cox, Suzanne; Feldmiller, Sarah; Miller, Todd

2015-01-01

Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed. PMID:26180543

Paternal/maternal attachment, peer support, social expectations of peer interaction, and depressive symptoms.

PubMed

Liu, Yih-Lan

2006-01-01

The aim of this study was to investigate how paternal and maternal attachment might relate to adolescents' peer support, social expectations of peer interaction, and depressive symptoms; 1,144 8th graders in Taiwan participated in the study. The relationships were examined through a structural equating modeling. Consistent with theoretical formulations, adolescents with secure attachments to parents reported higher peer support, fewer negative expectations, and fewer depressive symptoms. Paternal and maternal attachment contribute almost equally to adolescents' social expectations of peer interaction and depressive symptoms. Attachment to the same-sex parent was related to adolescents' perceived peer support.

Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction.

PubMed

King, Kevin M; McLaughlin, Katie A; Silk, Jennifer; Monahan, Kathryn C

2017-11-21

Adolescence is a critical period for the development of self-regulation, and peer interactions are thought to strongly influence regulation ability. Simple exposure to peers has been found to alter decisions about risky behaviors and increase sensitivity to rewards. The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction (e.g., rejection or acceptance). Little is known about how the nature of interactions with peers influences different dimensions of self-regulation. We examined how randomization to acceptance or rejection by online "virtual" peers influenced multiple dimensions of self-regulation in a multisite community sample of 273 adolescents aged 16-17 years. Compared to a neutral condition, exposure to peers produced increases in cold cognitive control, but decreased hot cognitive control. Relative to peer acceptance, peer rejection reduced distress tolerance and increased sensitivity to losses. These findings suggest that different dimensions of adolescent self-regulation are influenced by the nature of the peer context: basic cognitive functions are altered by mere exposure to peers, whereas more complex decision making and emotion regulation processes are influenced primarily by the quality of that exposure.

Internet chameleons: an experimental study on imitating smoking peers through digital interaction.

PubMed

Harakeh, Zeena; Vollebergh, Wilma A M

2012-03-01

Existing experimental studies indicate that young adults are more likely to smoke in the company of real-life smoking peers. However, it is still unclear whether imitation can explain these findings or whether alternatively the mere smell and not the smoking behavior may have been the trigger to smoke. One way to study this issue is by analyzing the exposure to real-life smoking peers without the possibility of smelling the smoker's cigarette, for example, during digital interaction on the Internet. Although many youngsters meet and interact with each other online, research on exposure to smoking peers through the Internet has not yet been investigated. This experiment was conducted among 36 daily smoking young people aged 16-24 years. Smoking behavior was observed during a 30-min joint music assignment. During this assignment, the confederate and participant sat in 2 separate rooms and interacted with each other online and via webcam. The findings show that young adults interacting with heavy-smoking peers on the Internet and via webcam smoked significantly more cigarettes than those who interacted with nonsmoking peers. Young adult smokers strongly imitate smoking in interaction with peers in online communication via webcam, without smelling the smoker's cigarette. Antismoking policies and smoking cessation programs should focus on (raising awareness of) avoiding smoking peers, even during digital interaction.

How Do Learning Outcomes, Assessments and Student Engagement in a Fully Online Geoscience Laboratory Compare to Those Of The Original Hands-on Exercise?

NASA Astrophysics Data System (ADS)

Jones, F. M.

2015-12-01

In a third year geoscience elective for BSc majors, we adapted several active f2f learning strategies for an equivalent fully online version of the course. In particular, we converted a hands-on laboratory including analysis and interpretation of hand-specimens, sketching results and peer-to-peer discussion of scientific implications. This study compares learning outcomes in both formats and describes resources that make engaging, effective and efficient learning experiences for large classes in an asynchronous online environment. Our two hypotheses are: 1) a hands-on geology lab exercise can be converted for efficient fully online use without sacrificing feedback and assessment opportunities; 2) students find either the f2f or DE versions equally effective and enjoyable as learning experiences. Key components are an authentic context, interactive resources including sketching, strategies that enable efficient assessment and feedback on solo and group work, and asynchronous yet productive interaction with peers. Students in the f2f class handle real rock and fossil specimens, work with peers in the lab and classroom, and deliver most results including annotated figures on paper. DE students complete identical tasks using interactive high resolution figures and videos of specimens. Solo work is first delivered for automated assessment and feedback, then students engage asynchronously in small groups to improve results and discuss implications. Chronostratigraphy and other interpretations are sketched on prepared template images using a simple open-source sketching app that ensures equal access and consistent results that are efficient to assess by peers and instructors. Learning outcomes based on subsequent quizzes, sketches, and lab results (paper for f2f students and automated data entry for DE students), show that f2f and online students demonstrate knowledge and scientific interpretations of comparable quality. Effective engagement and group work are demonstrated for f2f students using video and survey data, and for DE students using learning management system tracking data and similar survey data. Finally, these initiatives are shown to be scalable to classes of many students by comparing the time required for instructors to run and grade the lab in both settings.

The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging.

PubMed

Sultan, Amber Shamim

2018-04-01

Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities.

Social Behaviors Increase in Children with Autism in the Presence of Animals Compared to Toys

PubMed Central

O'Haire, Marguerite E.; McKenzie, Samantha J.; Beck, Alan M.; Slaughter, Virginia

2013-01-01

Background Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys. Methods Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling. Results Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys. Conclusions These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD. PMID:23468902

Use of LEGO as a therapeutic medium for improving social competence.

PubMed

LeGoff, Daniel B

2004-10-01

A repeated-measures, waiting list control design was used to assess efficacy of a social skills intervention for autistic spectrum children focused on individual and group LEGO play. The intervention combined aspects of behavior therapy, peer modeling and naturalistic communication strategies. Close interaction and joint attention to task play an important role in both group and individual therapy activities. The goal of treatment was to improve social competence (SC) which was construed as reflecting three components: (1) motivation to initiate social contact with peers; (2) ability to sustain interaction with peers for a period of time: and (3) overcoming autistic symptoms of aloofness and rigidity. Measures for the first two variables were based on observation of subjects in unstructured situations with peers; and the third variable was assessed using a structured rating scale, the SI subscale of the GARS. Results revealed significant improvement on all three measures at both 12 and 24 weeks with no evidence of gains during the waiting list period. No gender differences were found on outcome, and age of clients was not correlated with outcome. LEGO play appears to be a particularly effective medium for social skills intervention, and other researchers and clinicians are encouraged to attempt replication of this work, as well as to explore use of LEGO in other methodologies, or with different clinical populations.

Social behaviors increase in children with autism in the presence of animals compared to toys.

PubMed

O'Haire, Marguerite E; McKenzie, Samantha J; Beck, Alan M; Slaughter, Virginia

2013-01-01

Previous research has demonstrated the capacity of animal presence to stimulate social interaction among humans. The purpose of this study was to examine the interactions of children with autism spectrum disorder (ASD) with an adult and their typically-developing peers in the presence of animals (two guinea pigs) compared to toys. Ninety-nine children from 15 classrooms in 4 schools met the inclusion criteria and participated in groups of three (1 child with ASD and 2 typically-developing peers). Each group was video-recorded during three 10-minute, free-play sessions with toys and three 10-minute, free-play sessions with two guinea pigs. Two blinded observers coded the behavior of children with ASD and their peers. To account for the nested study design, data were analyzed using hierarchical generalized linear modeling. Participants with ASD demonstrated more social approach behaviors (including talking, looking at faces, and making tactile contact) and received more social approaches from their peers in the presence of animals compared to toys. They also displayed more prosocial behaviors and positive affect (i.e., smiling and laughing) as well as less self-focused behaviors and negative affect (i.e., frowning, crying, and whining) in the presence of animals compared to toys. These results suggest that the presence of an animal can significantly increase positive social behaviors among children with ASD.

Playing the Fertility Game at Work: An Equilibrium Model of Peer Effects.

PubMed

Ciliberto, Federico; Miller, Amalia R; Nielsen, Helena Skyt; Simonsen, Marianne

2016-08-01

We study workplace peer effects in fertility decisions using a game theory model of strategic interactions among coworkers that allows for multiple equilibria. Using register-based data on fertile-aged women working in medium sized establishments in Denmark, we uncover negative average peer effects. Allowing for heterogeneous effects by worker type, we find that positive effects dominate across worker types defined by age or education. Negative effects dominate within age groups and among low-education types. Policy simulations show that these estimated effects make the distribution of where women work an important consideration, beyond simply if they work, in predicting population fertility.

Playing the Fertility Game at Work: An Equilibrium Model of Peer Effects

PubMed Central

Ciliberto, Federico; Miller, Amalia R.; Nielsen, Helena Skyt; Simonsen, Marianne

2016-01-01

We study workplace peer effects in fertility decisions using a game theory model of strategic interactions among coworkers that allows for multiple equilibria. Using register-based data on fertile-aged women working in medium sized establishments in Denmark, we uncover negative average peer effects. Allowing for heterogeneous effects by worker type, we find that positive effects dominate across worker types defined by age or education. Negative effects dominate within age groups and among low-education types. Policy simulations show that these estimated effects make the distribution of where women work an important consideration, beyond simply if they work, in predicting population fertility. PMID:27605729

Social Capital in Promoting the Psychosocial Adjustment of Chinese Migrant Children: Interaction across Contexts

ERIC Educational Resources Information Center

Wu, Qiaobing; Palinkas, Lawrence A.; He, Xuesong

2011-01-01

Drawing upon a sample of 772 migrant children and their parents in Shanghai, China, this study investigated how the interactions of social capital embedded in a range of social contexts (i.e., family, school, peer, and community) influenced the psychosocial adjustment of Chinese migrant children. Results of multiple-group structural equation…

Peer e-Tutoring: Effects on Students' Participation and Interaction Style in Online Courses

ERIC Educational Resources Information Center

Sansone, Nadia; Ligorio, Maria Beatrice; Buglass, Sarah L.

2018-01-01

In this paper, we describe a procedure to promote active participation in online courses by supporting students in performing the role of an e-Tutor during group activities. A case study, conducted to explore the procedural effects both on students' interactions and on their perceptions about the role, is discussed. Eighteen university students…

Electronic [Re]Constitution of Groups: Group Dynamics from Face-to-Face to an Online Setting

ERIC Educational Resources Information Center

Clouder, Lynn; Dalley, Jayne; Hargreaves, Julian; Parkes, Sally; Sellars, Julie; Toms, Jane

2006-01-01

The authors work as online tutors for a BSc (Hons) physiotherapy programme at Coventry University in the United Kingdom. This paper represents a stage in our developing understanding, over a 3 year period, of the impact of group dynamics on online interaction among physiotherapy students engaged in sharing with their peers their first experiences…

A randomised controlled trial of peer-adult-led intervention on improvement of knowledge, attitudes and behaviour of university students regarding HIV/AIDS in Malaysia.

PubMed

Jahanfar, S; Lye, M S; Rampal, L

2009-02-01

The aim of this study was to investigate the knowledge, attitudes and behaviour of university students regarding acquired immunodeficiency syndrome (AIDS) and the human immunodeficiency virus (HIV). A randomised controlled trial of 530 university students was done using peer-adult facilitators. Participants completed a questionnaire before and after the intervention, which was a four-hour group session. A prevention programme was developed by local experts, health educators and peer facilitators. The peer-adult-led programme was designed to provide a conceptual model of HIV risk reduction through information, motivational and behavioural skills, a harm reduction module and health promotion theme. The main outcome measured was the level of knowledge, attitudes and behaviour scores. The results suggest that relative to the control group, participants in the intervention group had higher levels of knowledge (30.37 vs. 25.40; p-value is 0.001) and a better attitude (12.27 vs. 10.84; p-value is 0.001). However, there was no difference in the behavioural score (9.47 vs. 9.41; p-value is 0.530). The correlation between the level of knowledge and age and the level of education was found in the intervention group, but not in the control group (p-value is 0.01). Attitude and gender were found to be correlated in the intervention group only (p-value is 0.01). Our programme was successful in increasing knowledge and improving attitudes towards AIDS and HIV. However, it did not improve risk-taking behaviour. Peer-adult-led educational programmes for youth using various interactional activities, such as small group discussions, poster activity and empathy exercises, can be successful in changing the prevailing youth perceptions of AIDS and HIV.

Children's Narrative Accounts and Judgments of Their Own Peer-Exclusion Experiences

ERIC Educational Resources Information Center

Wainryb, Cecilia; Komolova, Masha; Brehl, Beverly

2014-01-01

Although exclusion is commonly thought of as a form of relational or social aggression, it often reflects attempts at maintaining friendships, drawing group boundaries, and optimizing group functioning and can thus also be considered an inevitable feature of normative social interactions. This study examines the narrative accounts and judgments of…

38 CFR 63.15 - Duties of, and standards applicable to, non-VA community-based providers.

Code of Federal Regulations, 2013 CFR

2013-07-01

...) Adequate meals must be provided in a setting that encourages social interaction; nutritious snacks between... group therapy, social skills training, self-help group meetings or peer counseling. (2) Professional... environment that promotes a lifestyle free of substance abuse. (2) The environment must be conducive to social...

38 CFR 63.15 - Duties of, and standards applicable to, non-VA community-based providers.

Code of Federal Regulations, 2014 CFR

2014-07-01

...) Adequate meals must be provided in a setting that encourages social interaction; nutritious snacks between... group therapy, social skills training, self-help group meetings or peer counseling. (2) Professional... environment that promotes a lifestyle free of substance abuse. (2) The environment must be conducive to social...

38 CFR 63.15 - Duties of, and standards applicable to, non-VA community-based providers.

Code of Federal Regulations, 2012 CFR

2012-07-01

...) Adequate meals must be provided in a setting that encourages social interaction; nutritious snacks between... group therapy, social skills training, self-help group meetings or peer counseling. (2) Professional... environment that promotes a lifestyle free of substance abuse. (2) The environment must be conducive to social...

Learning through Group Work in Physical Education: A Symbolic Interactionist Approach

ERIC Educational Resources Information Center

Barker, Dean; Quennerstedt, Mikael; Annerstedt, Claes

2015-01-01

In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in…

Small-group, computer-mediated argumentation in middle-school classrooms: the effects of gender and different types of online teacher guidance.

PubMed

Asterhan, Christa S C; Schwarz, Baruch B; Gil, Julia

2012-09-01

Research has shown the importance of careful teacher support during collaborative group work to promote productive discourse between students (Webb, 2009). However, this research has traditionally focused on face-to-face communication. The role of online teacher guidance of small-group computer-mediated discussions has received little attention, especially in secondary school classroom settings. Researchers of computer-supported collaborative learning (CSCL), on the other hand, have traditionally focused on software-embedded features, such as scripts, to support a-synchronous peer dialogue, and less so on human guidance of synchronous group discussions. The main aim of the present in vivo, experimental study is to examine whether online teacher guidance can improve the quality of small-group synchronous discussions, and whether different types of guidance (epistemic or interaction guidance) affect these discussions differently, when compared to an unguided condition. The second goal of this study is to explore potential differences between all-female and all-male discussion groups. Eighty-two 9th graders (three classrooms) and six teachers from a rural high school in Israel. Whereas epistemic guidance only improved aspects of the argumentative quality of the discussion, interaction guidance only improved aspects of collaboration. Discussions of all-girls groups scored higher on aspects of collaboration and argumentative quality, compared to all-boys groups. The findings show that teacher guidance of synchronous, online discussions in classrooms is realizable and reasonably reaches its intended goals. Training should be focused on acquiring various guidance strategies to augment their beneficial effects. Furthermore, future research should pay more attention to potential gender differences in peer-to-peer argumentation. ©2011 The British Psychological Society.

Peer Relationships of Deaf Children with Cochlear Implants: Predictors of Peer Entry and Peer Interaction Success

ERIC Educational Resources Information Center

Martin, Daniela; Bat-Chava, Yael; Lalwani, Anil; Waltzman, Susan B.

2011-01-01

This study investigated factors that affect the development of positive peer relationships among deaf children with cochlear implants. Ten 5- to 6-year-old deaf children with implants were observed under conditions varying peer context difficulty in a Peer Entry task. Results revealed better outcomes for deaf children interacting in one-on-one…

Peer Interaction in Three Collaborative Learning Environments

ERIC Educational Resources Information Center

Staarman, Judith Kleine; Krol, Karen; Meijden, Henny van der

2005-01-01

The aim of the study was to gain insight into the occurrence of different types of peer interaction and particularly the types of interaction beneficial for learning in different collaborative learning environments. Based on theoretical notions related to collaborative learning and peer interaction, a coding scheme was developed to analyze the…

SOCIAL PSYCHOLOGICAL DYNAMICS OF ENHANCED HIV RISK REDUCTION AMONG PEER INTERVENTIONISTS

PubMed Central

Dickson-Gomez, Julia; Weeks, Margaret R.; Convey, Mark; Li, Jianghong

2014-01-01

The authors present a model of interactive social psychological and relational feedback processes leading to human immunodeficiency virus (HIV) risk reduction behavior change among active drug users trained as Peer Health Advocates (PHAs). The model is supported by data from qualitative interviews with PHAs and members of their drug-using networks in the Risk Avoidance Partnership (RAP) project. Results suggest three mutually reinforcing social psychological processes that motivate PHAs to provide HIV prevention intervention to their peers and to reduce their own risk behaviors: development of a prosocial identity, positive social reinforcement from drug users and community members, and cognitive dissonance associated with continued risk behavior while engaging in health advocacy. These processes directly influence peer interventionists’ motivation and efficacy to continue giving intervention to their peers, and to reduce their HIV risk behaviors. The authors discuss implications of the model for continued research on effective HIV prevention in high-risk groups. PMID:25414528

Peer effects in adolescent BMI: evidence from Spain.

PubMed

Mora, Toni; Gil, Joan

2013-05-01

This paper extends the recent literature on the influence of peers on adolescent weight on three new fronts. First, based on a survey of secondary school students in Spain in which peers are formed by nominated classmate friends, we find a more powerful positive and significant causal effect of friends' mean BMI on adolescent BMI than previous US-based research. These results are in line with international data, which show that peer group contact tends to vary across countries. Our findings cover a large set of controls, fixed effects, the testing of correlated unobservables, contextual influences and instrumental variables. Second, social interactions are identified through the property of intransitivity in network relationships. Finally, we report evidence of a strong, positive effect of peer pressure on several subgroups of adolescents in an attempt to study their vulnerability to social influences. Copyright © 2012 John Wiley & Sons, Ltd.

Sharing and giving across adolescence: an experimental study examining the development of prosocial behavior

PubMed Central

Güroğlu, Berna; van den Bos, Wouter; Crone, Eveline A.

2014-01-01

In this study we use economic exchange games to examine the development of prosocial behavior in the form of sharing and giving in social interactions with peers across adolescence. Participants from four age groups (9-, 12-, 15-, and 18-year-olds, total N = 119) played three types of distribution games and the Trust game with four different interaction partners: friends, antagonists, neutral classmates, and anonymous peers. Nine- and 12-year-olds showed similar levels of prosocial behavior to all interaction partners, whereas older adolescents showed increasing differentiation in prosocial behavior depending on the relation with peers, with most prosocial behavior toward friends. The age related increase in non-costly prosocial behavior toward friends was mediated by self-reported perspective-taking skills. Current findings extend existing evidence on the developmental patterns of fairness considerations from childhood into late adolescence. Together, we show that adolescents are increasingly better at incorporating social context into decision-making. Our findings further highlight the role of friendships as a significant social context for the development of prosocial behavior in early adolescence. PMID:24782796

Sharing and giving across adolescence: an experimental study examining the development of prosocial behavior.

PubMed

Güroğlu, Berna; van den Bos, Wouter; Crone, Eveline A

2014-01-01

In this study we use economic exchange games to examine the development of prosocial behavior in the form of sharing and giving in social interactions with peers across adolescence. Participants from four age groups (9-, 12-, 15-, and 18-year-olds, total N = 119) played three types of distribution games and the Trust game with four different interaction partners: friends, antagonists, neutral classmates, and anonymous peers. Nine- and 12-year-olds showed similar levels of prosocial behavior to all interaction partners, whereas older adolescents showed increasing differentiation in prosocial behavior depending on the relation with peers, with most prosocial behavior toward friends. The age related increase in non-costly prosocial behavior toward friends was mediated by self-reported perspective-taking skills. Current findings extend existing evidence on the developmental patterns of fairness considerations from childhood into late adolescence. Together, we show that adolescents are increasingly better at incorporating social context into decision-making. Our findings further highlight the role of friendships as a significant social context for the development of prosocial behavior in early adolescence.

Validation of the Penn Interactive Peer Play Scale with Preschool Children in Low-Income Families in Hong Kong

ERIC Educational Resources Information Center

Leung, Chi-Hung

2014-01-01

Play is a primary context for fostering young children's positive peer interactions. Through play, children develop the social, emotional, cognitive and language skills that contribute to the ability to establish effective relationships with peers. The Penn Interactive Peer Play Scale (PIPPS) was first developed by Fantuzzo to assess the quality…

Psychosocial predictors of cannabis use in adolescents at risk.

PubMed

Hüsler, Gebhard; Plancherel, Bernard; Werlen, Egon

2005-09-01

This research has tested a social disintegration model in conjunction with risk and protection factors that have the power to differentiate relative, weighted interactions among variables in different socially disintegrated groups. The model was tested in a cross-sectional sample of 1082 at-risk youth in Switzerland. Structural equation analyses show significant differences between the social disintegration (low, moderate, high) groups and gender, indicating that the model works differently for groups and for gender. For the highly disintegrated adolescents results clearly show that the risk factors (negative mood, peer network, delinquency) are more important than the protective factors (family relations, secure sense of self). Family relations lose all protective value against negative peer influence, but personal variables, such as secure self, gain protective power.

Design and evaluation of a peer network to support adherence to a web-based intervention for adolescents

PubMed Central

Ho, Joyce; Corden, Marya E.; Caccamo, Lauren; Tomasino, Kathryn Noth; Duffecy, Jenna; Begale, Mark; Mohr, David C.

2016-01-01

Background Depression during adolescence is common but can be prevented. Behavioral intervention technologies (BITs) designed to prevent depression in adolescence, especially standalone web-based interventions, have shown mixed outcomes, likely due to poor intervention adherence. BIT research involving adults has shown that the presence of coaches or peers promotes intervention use. Developmentally, adolescence is a time when peer-based social relationships take precedence. This study examines whether peer-networked support may promote adherence to BITs in this age group. Objective Adopting the framework of the Supportive Accountability model, which defines the types of human support and interactions required to maintain engagement and persistence with BITs, this paper presents a feasibility study of a peer-networked online intervention for depression prevention among adolescents. We described the development of the peer network, the evaluation of participant use of the peer networking features, and qualitative user feedback to inform continued BIT development. Method Two groups of adolescents (N = 13) participated in 10-week programs of the peer networked based online intervention. Adolescents had access to didactic lessons, CBT based mood management tools, and peer networking features. The peer networking features are integrated into the site by making use expectations explicit, allow network members to monitor the activities of others, and to supportively hold each other accountable for meeting use expectations. The study collected qualitative feedback from participants as well as usage of site features and tools. Results Participants logged in an average of 12.8 sessions over an average of 10.4 unique days during the 10-week program. On average, 66% of all use sessions occurred within the first 3 weeks of use. The number of “exchange comments”, that is, comments posted that were part of an exchange between two or more participants, was significantly positively correlated with mean time spent on site (r = 0.62, p = 0.032), use of the Activity Tracker (r = 0.70, p = 0.012) and Didactic Lesson (r = 0.73, p = 0.007). Qualitative interviews revealed that adolescents generally liked and were motivated by the peer networking features during the first weeks of the intervention when general site use by group members was high. However, the decrease of site use by group members during the subsequent weeks negatively affected participants’ desire to log on or engage with group members. Conclusions This pilot study highlights the potential that a BIT designed to harness the connection among a peer network, thereby promoting supportive accountability, may improve adolescent adherence to BITs for depression prevention. PMID:27722095

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

PubMed

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.

The impact of intimate partner violence on preschool children's peer problems: An analysis of risk and protective factors☆

PubMed Central

Bowen, Erica

2015-01-01

It is unclear whether there is variation in the impact of intimate partner violence (IPV) on child peer problems, and which individual and environmental factors might predict such variation. This study uses data from 7,712 children (3,974, 51.5% boys) aged 4 from the Avon Longitudinal Study of Parents and Children (ALSPAC). Children were cross-categorized based on exposure to IPV from birth to 3 years, and mother-rated peer problems at age 4, into 4 groups: Resilient, Non-resilient, Vulnerable and Competent. Between-group differences in maternal depression, maternal life events, parenting, attachment, and temperament were analyzed, and these variables were also examined as predictors of group membership. Girls were more likely to be identified as resilient. In contrast to the non-resilient group, resilient boys were less emotional, had more secure attachment to their mothers, more interaction with their mothers’ partner, and their mothers reported fewer life events. For girls, the resilient group was less emotional, more sociable, and their mothers reported less depression. Temperament played a stronger role in resilience for girls than boys. There are sex differences in predictors of resilience to IPV within the peer problems outcome domain, which suggests that different approaches to intervention may be needed to foster resilience in boys and girls exposed to IPV. PMID:26410625

The mental health consumer movement and peer providers in Israel.

PubMed

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.

Children with PIMD in interaction with peers with PIMD or siblings.

PubMed

Nijs, S; Vlaskamp, C; Maes, B

2016-01-01

The complex disabilities of children with profound intellectual and multiple disabilities (PIMD) impede their presentation of peer directed behaviours. Interactions with typically developing peers have been observed to be more frequent than those with peers with PIMD. The typically developing peers with whom people with PIMD have frequent contact are their siblings. In this study, the amount of peer directed behaviours was compared between an interaction with a sibling and an interaction with a peer with PIMD. In addition, the attention directing strategies of the siblings, and how these affect the presentation of peer directed behaviours, were examined. Thirteen children and young people with PIMD, who had a typically developing sibling, were identified. For each of these thirteen children, a peer with PIMD and a sibling were selected. The child with PIMD was observed together with a peer with PIMD and together with a sibling. In both conditions, video observations were conducted. A coding scheme for the peer directed behaviours of the children and young people with PIMD and a coding scheme for the attention directing behaviours of the siblings were used. Descriptive, comparative and sequential analyses were conducted. Significantly, more peer directed behaviours of the children with PIMD were observed in the condition with the sibling (30.76%) compared with that of the condition with the peer with PIMD (13.73%). The siblings presented attention directing behaviours in 30% of the time; the most frequently used was nonverbal behaviour. When the siblings presented a combination of verbal and nonverbal attention directing behaviours, they elicited multiple peer directed behaviours in the children and young people with PIMD. Persons with PIMD interact more with their siblings compared with their peers with PIMD. Interacting with siblings may probably be more motivating and encouraging. Presenting a combination of verbal and nonverbal behaviours attracts more attention of the persons with PIMD. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Gendered Peer Involvement in Girls with Congenital Adrenal Hyperplasia: Effects of Prenatal Androgens, Gendered Activities, and Gender Cognitions.

PubMed

Berenbaum, Sheri A; Beltz, Adriene M; Bryk, Kristina; McHale, Susan

2018-05-01

A key question in understanding gender development concerns the origins of sex segregation. Children's tendencies to interact with same-sex others have been hypothesized to result from gender identity and cognitions, behavioral compatibility, and personal characteristics. We examined whether prenatal androgen exposure was related to time spent with boys and girls, and how that gendered peer involvement was related to sex-typed activities and gender identity and cognitions. We studied 54 girls with congenital adrenal hyperplasia (CAH) aged 10-13 years varying in degree of prenatal androgen exposure: 40 girls with classical CAH (C-CAH) exposed to high prenatal androgens and 14 girls with non-classical CAH (NC-CAH) exposed to low, female-typical, prenatal androgens. Home interviews and questionnaires provided assessments of gendered activity interests and participation, gender identity, and gender cognitions. Daily phone calls over 7 days assessed time spent in gendered activities and with peers. Girls with both C-CAH and NC-CAH interacted more with girls than with boys, with no significant group differences. The groups did not differ significantly in gender identity or gender cognitions, but girls with C-CAH spent more time in male-typed activities and less time in female-typed activities than did girls with NC-CAH. Time spent with girls reflected direct effects of gender identity/cognitions and gender-typed activities, and an indirect effect of prenatal androgens (CAH type) through gender-typed activities. Our results extend findings that prenatal androgens differentially affect gendered characteristics and that gendered peer interactions reflect combined effects of behavioral compatibility and feelings and cognitions about gender. The study also shows the value of natural experiments for testing hypotheses about gender development.

Bids for joint attention by parent-child dyads and by dyads of young peers in interaction.

PubMed

Ninio, Anat

2016-01-01

Before they are 3;0-3;6, children typically do not engage with peers in focused interaction, although they do with adults. With parents, children interact around the 'here-and-now'. We hypothesize that young peers do not attempt to establish joint attention to present objects. Using the CHILDES database, we compared attention-directives produced by parents to children, children to peers, and children to parents. Of 391 English-speaking parents, 88% generated attention-directives, mostly Look!, See!, and Watch! Of 15 children (2;10-3;7) engaging in dyadic peer-interaction, only 26% produced such utterances. By comparison, 62% of 268 children (1;2-3;3) addressed such directives to parents. Interaction with peers in young children does not involve joint attention to a shared environmental focus, although it does with parents. The reason may be pragmatic: shared attention in parent-child dyads is a means to get information or help; it may seem pointless for a child to address such directives to a peer.

The intersection of antiretroviral therapy, peer support programmes, and economic empowerment with HIV stigma among HIV-positive women in West Nile Uganda.

PubMed

Kellett, Nicole Coffey; Gnauck, Katherine

2016-12-01

HIV stigma remains a major problem of the AIDS epidemic in sub-Saharan Africa. Women fear impending social stigma including blame, isolation and abuse. HIV infection and HIV stigma interact cyclically, creating and reinforcing economic and social exclusion for individuals living with HIV. Evidence suggests that interventions for people living with HIV infection that include, in combination, antiretroviral therapy (ART), peer support and economic empowerment are likely to be more effective than if used alone. We report a qualitative study in West Nile Uganda that explored perceptions of HIV stigma among fifty-four HIV-positive women who had similar access to ART and HIV peer support programmes, but varying levels of participation (full-time, intermittent, none) in economic empowerment programmes. Our study found that access to ART, peer support groups, and economic empowerment programmes helped to curb perceptions of deep-seated HIV stigma for participants. More expressions of usefulness, hope and psychological well-being prevailed with participants who had increased participation in economic empowerment programmes. Our findings underscore the value of HIV outreach programmes which combine ART, peer support and economic empowerment to alleviate HIV stigma. Further research to quantify the interaction of these factors is warranted.

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

PubMed

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

2016-01-01

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 on boys and studies investigating girls are scant. Those studies that did examine girls, often used a male comparison sample, disregarding the inherent gender differences between girls and boys. Previous studies have highlighted this limitation and recommended the need for comparisons between ADHD females and typical females, in order to elucidate the picture of female ADHD with regards to problematic peer functioning. The aim of this literature review was to gain insight into peer functioning difficulties in school-aged girls with ADHD. PsychINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing school-aged girls with ADHD to typically developing girls (TDs) in relation to peer functioning. The peer relationship domains were grouped into 'friendship', 'peer status', 'social skills/competence', and 'peer victimisation and bullying'. In total, thirteen studies were included in the review. All of the thirteen studies included reported that girls with ADHD, compared to TD girls, demonstrated increased difficulties in the domains of friendship, peer interaction, social skills and functioning, peer victimization and externalising behaviour. Studies consistently showed small to medium effects for lower rates of friendship participation and stability in girls with ADHD relative to TD girls. Higher levels of peer rejection with small to large effect sizes were reported in all studies, which were predicted by girls' conduct problems. Peer rejection in turn predicted poor social adjustment and a host of problem behaviours. Very high levels of peer victimisation were present in girls with ADHD with large effect sizes. Further, very high levels of social impairment and social skills deficits, with large effect sizes, were found across all studies. Levels of pro-social behaviour varied across studies, but were mostly lower in girls with ADHD, with small to large effect sizes. Overall, social disability was significantly higher among girls with ADHD than among TD girls. Congruous evidence was found for peer functioning difficulties in the peer relationship domains of friendship, peer status, social skills/competence, and peer victimisation and bullying in girls with ADHD.

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

PubMed Central

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 on boys and studies investigating girls are scant. Those studies that did examine girls, often used a male comparison sample, disregarding the inherent gender differences between girls and boys. Previous studies have highlighted this limitation and recommended the need for comparisons between ADHD females and typical females, in order to elucidate the picture of female ADHD with regards to problematic peer functioning. The aim of this literature review was to gain insight into peer functioning difficulties in school-aged girls with ADHD. Methods PsychINFO, PubMed, and Web of Knowledge were searched for relevant literature comparing school-aged girls with ADHD to typically developing girls (TDs) in relation to peer functioning. The peer relationship domains were grouped into ‘friendship’, ‘peer status’, ‘social skills/competence’, and ‘peer victimisation and bullying’. In total, thirteen studies were included in the review. Results All of the thirteen studies included reported that girls with ADHD, compared to TD girls, demonstrated increased difficulties in the domains of friendship, peer interaction, social skills and functioning, peer victimization and externalising behaviour. Studies consistently showed small to medium effects for lower rates of friendship participation and stability in girls with ADHD relative to TD girls. Higher levels of peer rejection with small to large effect sizes were reported in all studies, which were predicted by girls’ conduct problems. Peer rejection in turn predicted poor social adjustment and a host of problem behaviours. Very high levels of peer victimisation were present in girls with ADHD with large effect sizes. Further, very high levels of social impairment and social skills deficits, with large effect sizes, were found across all studies. Levels of pro-social behaviour varied across studies, but were mostly lower in girls with ADHD, with small to large effect sizes. Overall, social disability was significantly higher among girls with ADHD than among TD girls. Conclusion Congruous evidence was found for peer functioning difficulties in the peer relationship domains of friendship, peer status, social skills/competence, and peer victimisation and bullying in girls with ADHD. PMID:27870862

Linking Family Characteristics with Poor Peer Relations: The Mediating Role of Conduct Problems

PubMed Central

Bierman, Karen Linn; Smoot, David L.

2012-01-01

Parent, teacher, and peer ratings were collected for 75 grade school boys to test the hypothesis that certain family interaction patterns would be associated with poor peer relations. Path analyses provided support for a mediational model, in which punitive and ineffective discipline was related to child conduct problems in home and school settings which, in turn, predicted poor peer relations. Further analyses suggested that distinct subgroups of boys could be identified who exhibited conduct problems at home only, at school only, in both settings, or in neither setting. Boys who exhibited cross-situational conduct problems were more likely to experience multiple concurrent problems (e.g., in both home and school settings) and were more likely than any other group to experience poor peer relations. However, only about one-third of the boys with poor peer relations in this sample exhibited problem profiles consistent with the proposed model (e.g., experienced high rates of punitive/ineffective home discipline and exhibited conduct problems in home and school settings), suggesting that the proposed model reflects one common (but not exclusive) pathway to poor peer relations. PMID:1865049

The Overrepresentation of African Americans in Special Education Programs: A Literature Review

ERIC Educational Resources Information Center

Jackson, Clarence H.; Wilson, Carolyn H.

2006-01-01

Opportunities to interact with their school-aged peers gives young people an avenue for learning the social skills necessary to build healthy relationships, to interact at an acceptable level in a group structure and respect for the individual differences of others around them. These skills take on a greater importance after high school due to …

The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools

ERIC Educational Resources Information Center

Petry, Katja

2018-01-01

Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A…

Observational analysis of near-peer and faculty tutoring in problem-based learning groups.

PubMed

Cianciolo, Anna T; Kidd, Bryan; Murray, Sean

2016-07-01

Near-peer and faculty staff tutors may facilitate problem-based learning (PBL) through different means. Near-peer tutors are thought to compensate for their lack of subject matter expertise with greater adeptness at group facilitation and a better understanding of their learners. However, theoretical explanations of tutor effectiveness have been developed largely from recollections of tutor practices gathered through student evaluation surveys, focus groups and interviews. A closer look at what happens during PBL sessions tutored by near-peers and faculty members seems warranted to augment theory from a grounded perspective. We conducted an observational study to explore interactional practices during PBL tutorials at our medical school, at which near-peer tutoring of Year 2 students is an established practice. Between October 2014 and May 2015, video-recordings were made of nine purposively sampled tutor groups using three tutor types (near-peer, clinical faculty and basic science faculty staff) across three systems-based units. An investigator team comprising a Year 2 student, a Year 4 student and a behavioural scientist independently analysed the videos until their observations reached saturation and then met face to face to discuss their detailed field notes. Through constant comparison, narratives of tutor practices and group dynamics were generated for each of the nine tutor groups, representing the collective impressions of the members of the investigator team. Variation was greater within than across tutor types. Tutors' practices idiosyncratically and sometimes substantially diverged from PBL principles, yet all tutors attempted to convey authority or 'insider' status with respect to the short- and long-term goals of medical education. Students prompted these status demonstrations by expressing gratitude, asking questions and exhibiting analogous status demonstrations themselves. Understanding the socio-cognitive nature of tutoring from a grounded perspective may provide a means to develop faculty staff of all types to better meet learner needs in a principled fashion. © 2016 John Wiley & Sons Ltd.

Preteen-parent experiences with PREP-T1 feasibility intervention.

PubMed

Hughes, Patricia; Johnson, Kim; Ramchandani, Neesha; Quinn, Diane; D'Alesandro, Bianca; Streisand, Randi; Sullivan-Bolyai, Susan

2015-08-01

The purpose of this article is to report the focus group perspectives of preteens' and parents' experiences with a feasibility intervention entitled PREP-T1 (Preteen Re-Education with Parents-Type 1 Diabetes), an interactive education and peer mentoring intervention. The parent and preteen focus groups were conducted by the principal investigator, coinvestigator, and note takers at 2 sites. The preteen-parent groups were conducted concurrently with a total of 11 preteens and 11 parents. Note-based qualitative content analysis was used, resulting in preteen-parent perspectives on reeducation and strategies for families to work more effectively in managing type 1 diabetes (T1DM). The findings suggest that the preteens enjoyed learning about their diabetes management from a teen educator mentor in conjunction with a human patient simulator. They reported this type of peer support would benefit other preteens with T1DM. Parents were overwhelmingly positive about their interactions with the parent educator mentor in conjunction with the psychologist and about focusing on how to better collaborate with their preteens on diabetes management decision making. Further recommendations about the timing and intervention dose were also discussed. Moderated peer mentoring with technology has potential as a means for teaching preteens and their parents shared diabetes management. These data will be used to inform the PREP-T1 fully powered intervention study. © 2015 The Author(s).

Academic-Centered Peer Interactions and Retention in Undergraduate Mathematics Programs

ERIC Educational Resources Information Center

Callahan, Kadian M.

2009-01-01

Peer interactions are a critical component of students' academic success and retention in undergraduate programs. Scholars argue that peer interactions influence students' cognitive development, identity development, self-confidence and self-efficacy, and social and academic integration into the university environment (Pascarella & Terenzini,…

A Community of Peer Interactions as a Resource to Prepare Music Teacher Educators

ERIC Educational Resources Information Center

Shin, Jihae

2013-01-01

The purpose of this study was to investigate interactions between two doctoral students and their colleagues in a graduate music education program and determine how a community of peer interactions functions as a resource to prepare music teacher educators. Results of this study showed that peer interactions between two participants and other…

Peer-relationship difficulties in children with brain injuries: comparisons with children in mental health services and healthy controls.

PubMed

Tonks, James; Yates, Phil; Williams, W Huw; Frampton, Ian; Slater, Alan

2010-12-01

Positive peer relationships are essential in healthy development. The prevalence of peer-relationship problems in children after acquired brain injury (ABI) has yet to be explored, although ABI does inevitably impact upon peer interactions. We aimed to explore how peer-relationships and emotional distress after ABI may differ from the levels reported by healthy children or mental health controls. Parents of 214 children (137 "healthy" children, 27 children using mental health services and 40 children with ABI) aged 9-15 years participated. A questionnaire measure of peer-relationship functioning and emotional distress was completed. Children with ABI experienced a greater degree of peer-relationship difficulties and emotional distress than healthy controls. No difference was found in reported peer relationship difficulties or emotional distress between ABI children and the children accessing mental health services. We conclude that emotional distress and co-occurring peer-relationship difficulties are as prevalent in a population of children after ABI as may be expected in a population of children under the care of mental health services, yet, unlike the latter group, appropriate intervention services are not commonly available. Interventions that aim to enhance peer relationships after childhood ABI may provide an essential resource to the benefit of outcome.

The salience of social referents: a field experiment on collective norms and harassment behavior in a school social network.

PubMed

Paluck, Elizabeth Levy; Shepherd, Hana

2012-12-01

Persistent, widespread harassment in schools can be understood as a product of collective school norms that deem harassment, and behavior allowing harassment to escalate, as typical and even desirable. Thus, one approach to reducing harassment is to change students' perceptions of these collective norms. Theory suggests that the public behavior of highly connected and chronically salient actors in a group, called social referents, may provide influential cues for individuals' perception of collective norms. Using repeated, complete social network surveys of a public high school, we demonstrate that changing the public behavior of a randomly assigned subset of student social referents changes their peers' perceptions of school collective norms and their harassment behavior. Social referents exert their influence over peers' perceptions of collective norms through the mechanism of everyday social interaction, particularly interaction that is frequent and personally motivated, in contrast to interaction shaped by institutional channels like shared classes. These findings clarify the development of collective social norms: They depend on certain patterns of and motivations for social interactions within groups across time, and are not static but constantly reshaped and reproduced through these interactions. Understanding this process creates opportunities for changing collective norms and behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

How we developed a trainee-led book group as a supplementary education tool for psychiatric training in the 21st century.

PubMed

Kan, Carol; Harrison, Simon; Robinson, Benjamin; Barnes, Anna; Chisolm, Margaret S; Conlan, Lisa

2015-01-01

Postgraduate medical education has, in recent years, become a dynamic field with the increasing availability of innovative and interactive teaching techniques. Anecdotal evidence suggests that the current focus of psychiatric training on the acquisition of scientific and clinical knowledge is inadequate to address the multidimensional nature of psychiatry. Supplementary teaching tools may be usefully applied to address this need. A group of trainees at the Maudsley Hospital and Institute of Psychiatry (UK) pioneered the use of a book group as an innovative teaching tool to enhance the psychiatric training experience by, amongst other aspects, facilitating dialogue between peers on fundamental epistemological issues raised by critical engagement with seminal psychiatric texts. Feedback from members suggested that participation in the book group broadened the overall learning potential and experience of psychiatry. The key ingredients were identified as: (i) collaborative peer-to-peer learning; (ii) the use of 'flipped classroom' model; and (iii) joint ownership. The book group has demonstrated real potential to facilitate direct trainee engagement with the multi-faceted nature of psychiatry as a complex humanistic discipline within an informal learning space.

Neural Activation during Anticipated Peer Evaluation and Laboratory Meal Intake in Overweight Girls with and without Loss of Control Eating

PubMed Central

Jarcho, Johanna; Tanofsky-Kraff, Marian; Nelson, Eric E.; Engel, Scott G.; Vannucci, Anna; Field, Sara E.; Romer, Adrienne; Hannallah, Louise; Brady, Sheila M.; Demidowich, Andrew P.; Shomaker, Lauren B.; Courville, Amber B.; Pine, Daniel S.; Yanovski, Jack A.

2015-01-01

The interpersonal model of loss of control (LOC) eating proposes that socially distressing situations lead to anxious states that trigger excessive food consumption. Self-reports support these links, but the neurobiological underpinnings of these relationships remain unclear. We therefore examined brain regions associated with anxiety in relation to LOC eating and energy intake in the laboratory. Twenty-two overweight and obese (BMIz: 1.9±0.4) adolescent (15.8±1.6y) girls with LOC eating (LOC+, n=10) and without LOC eating (LOC−, n=12) underwent functional magnetic resonance imaging (fMRI) during a simulated peer interaction chatroom paradigm. Immediately after the fMRI scan, girls consumed lunch ad libitum from a 10,934-kcal laboratory buffet meal with the instruction to “let yourself go and eat as much as you want.” Pre-specified hypotheses regarding activation of five regions of interest were tested. Analysis of fMRI data revealed a significant group by peer feedback interaction in the ventromedial prefrontal cortex (vmPFC), such that LOC+ had less activity following peer rejection (vs. acceptance), while LOC− had increased activity (p <.005). Moreover, functional coupling between vmPFC and striatum for peer rejection (vs. acceptance) interacted with LOC status: coupling was positive for LOC+, but negative in LOC− (p <.005). Activity of fusiform face area (FFA) during negative peer feedback from high-value peers also interacted with LOC status (p < .005). A positive association between FFA activation and intake during the meal was observed among only those with LOC eating. In conclusion, overweight and obese girls with LOC eating may be distinguished by a failure to engage regions of prefrontal cortex implicated in emotion regulation in response to social distress. The relationship between FFA activation and food intake supports the notion that heightened sensitivity to incoming interpersonal cues and perturbations in socio-emotional neural circuits may lead to overeating in order to cope with negative affect elicited by social discomfort in susceptible youth. PMID:25550068

On valuing peers: theories of learning and intercultural competence

NASA Astrophysics Data System (ADS)

Cajander, Åsa; Daniels, Mats; McDermott, Roger

2012-12-01

This paper investigates the links between the contributing student pedagogy and other forms of peer-mediated learning models, e.g. open-ended group projects and communities of practice. We find that a fundamental concern in each of these models is the attribution of value; specifically, recognition of the value of learning that is enabled by peer interaction, and the way in which value is created and assessed within a learning community. Value is also central to theories of intercultural competence. We examine the role that the concept of value plays in the development cycle of intercultural competence and relate it to its function in peer-mediated learning models. We also argue that elements of social learning theory, principally recent work on value creation in communities of practice, are very relevant to the construction and assessment of the type of activities proposed within the contributing student pedagogy. Our theoretical analysis is situated within the context of a globally distributed open-ended group project course unit and our conclusions are illustrated with reference to student practice in this environment.

Physical Appearance Cues and Interpersonal Attraction in Children

ERIC Educational Resources Information Center

Kleck, Robert E.; And Others

1974-01-01

Two studies are reported which demonstrate a positive relationship between sociometric status (after two weeks of intense social interaction) and social acceptance judged from photographs by an independent group of peers. Acceptance was found to be related to physical attractiveness. (ST)

Improving Social Engagement and Initiations between Children with Autism Spectrum Disorder and Their Peers in Inclusive Settings

PubMed Central

Koegel, Lynn Kern; Vernon, Ty; Koegel, Robert L.; Koegel, Brittany L.; Paullin, Anne W.

2013-01-01

Children with Asperger’s Disorder often have difficulty with peer relationships and socialization. The current study assessed whether peer social interactions would improve in school settings if an intervention was designed that incorporated the children with Asperger’s interests. Three children who were fully-included in regular education classes but did not interact with peers prior to intervention participated in this research. Social lunch clubs, open to both the study participants and their typical peers, were implemented twice weekly during regular lunchtime periods. Results showed that all three children increased their time engaged with peers as a result of the clubs. While their initiations greatly improved over baseline levels and approximated their peers, they were often initiating below the level of most of their peers. Implications for improving peer social interactions for children with Asperger’s Disorder are discussed. PMID:25328380

Social Skills of Children with Specific Language Impairment: Peer Relationships.

ERIC Educational Resources Information Center

Craig, Holly K.

1993-01-01

This paper reviews literature on peer relationships of children with specific language impairment and provides a clinical case to illustrate the social-interactional difficulties encountered. The paper analyzes the quantity and quality of peer interactions, child's knowledge of interactive access behaviors, disputes, responsiveness, assertiveness,…

Temperament and Preschool Children's Peer Interactions

ERIC Educational Resources Information Center

Acar, Ibrahim H.; Rudasill, Kathleen Moritz; Molfese, Victoria; Torquati, Julia; Prokasky, Amanda

2015-01-01

Research Findings: The current study is an examination of children's temperament as a predictor of their interactions with peers in preschool, with a particular focus on children's regulatory temperament characteristics (i.e., inhibitory control and attentional focusing) as moderators of associations between shyness and interactions with peers.…

Peer Victimization and Depressive Symptoms Among Rural-to-Urban Migrant Children in China: The Protective Role of Resilience

PubMed Central

Ye, Zhi; Chen, Lihua; Harrison, Sayward E.; Guo, Haiying; Li, Xiaoming; Lin, Danhua

2016-01-01

Peer victimization can have a profound effect on children’s wellbeing and is a known risk factor for depression in childhood. Migrant children experience peer victimization at higher rates than non-migrant peers; however, limited research has examined psychological factors that may serve to reduce depression risk for this group. In particular, no studies have yet investigated whether resilience, including personal characteristics, and a strong social support network, may moderate the relationship between peer victimization and depressive symptoms for migrant children. This study utilized a latent interaction model to examine the effect of resilience on the relationship between peer victimization and depressive symptoms among 721 rural-to-urban migrant children in Beijing, China. Results indicated that peer victimization was positively associated with depressive symptoms. Resilience was found to be a protective factor for depressive symptoms and also mitigated the effects of peer victimization on depressive symptoms. Exploratory analyses suggest that enrollment in private migrant schools may be linked with poorer psychosocial outcomes for Chinese migrant children. Strengthening the internal resilience and social supports for all migrant children may be an effective strategy to lower their risk for depression. Implications for intervention are discussed. PMID:27757098

Peer Victimization and Depressive Symptoms Among Rural-to-Urban Migrant Children in China: The Protective Role of Resilience.

PubMed

Ye, Zhi; Chen, Lihua; Harrison, Sayward E; Guo, Haiying; Li, Xiaoming; Lin, Danhua

2016-01-01

Peer victimization can have a profound effect on children's wellbeing and is a known risk factor for depression in childhood. Migrant children experience peer victimization at higher rates than non-migrant peers; however, limited research has examined psychological factors that may serve to reduce depression risk for this group. In particular, no studies have yet investigated whether resilience, including personal characteristics, and a strong social support network, may moderate the relationship between peer victimization and depressive symptoms for migrant children. This study utilized a latent interaction model to examine the effect of resilience on the relationship between peer victimization and depressive symptoms among 721 rural-to-urban migrant children in Beijing, China. Results indicated that peer victimization was positively associated with depressive symptoms. Resilience was found to be a protective factor for depressive symptoms and also mitigated the effects of peer victimization on depressive symptoms. Exploratory analyses suggest that enrollment in private migrant schools may be linked with poorer psychosocial outcomes for Chinese migrant children. Strengthening the internal resilience and social supports for all migrant children may be an effective strategy to lower their risk for depression. Implications for intervention are discussed.

Opposites Detract: Middle School Peer Group Antipathies

PubMed Central

Laursen, Brett; Bukowski, William M.; Nurmi, Jari-Eri; Marion, Donna; Salmela-Aro, Katariina; Kiuru, Noona

2010-01-01

This study examines variability in patterns of peer group antipathy. Same-grade adolescent peer groups were identified from sociometric nominations of preferred affiliates in a community sample of 600 Finnish 9th grade middle school students (M = 15.0 years-old). Hierarchical linear modeling determined characteristics of youth in actor groups (nominators) that predicted antipathy for youth in target groups (nominatees) on the basis of target group characteristics. Most antipathies were based on dissimilarity between groups representing the mainstream culture and groups opposed to it. The higher a peer group's school burnout, the more its members disliked students in peer groups with higher school grades and students in peer groups with higher sports participation. Conversely, the higher a peer group's school grades, the more its members disliked students in peer groups with higher school burnout. Students in peer groups with less problem behavior disliked students in peer groups with more problem behavior. There was some evidence of rivalry within the mainstream culture: The higher a group's school grades, the more its members disliked those in groups whose members participated in sports. PMID:20378125

Student involvement in learning: Collaboration in science for PreService elementary teachers

NASA Astrophysics Data System (ADS)

Roychoudhury, Anita; Roth, Wolff-Michael

1992-03-01

The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide insightful experience for students when conducted in a group setting that demanded interactive participation from all its members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here, students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations; students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted by the group members motivated to work toward understanding rather than simply generating answers for task completion. The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually among their own students.

School, Family, and Peer Factors and Their Association with Substance Use in Hispanic Adolescents

PubMed Central

Wang, Wei; Schwartz, Seth J.; Prado, Guillermo; Huang, Shi; Brown, C. Hendricks; Pantin, Hilda; Szapocznik, José

2010-01-01

The purpose of the present study was to examine how relationships among family, school, and peer factors relate to likelihood of substance use in Hispanic adolescents. Results indicated that only perceived peer substance use was directly related to adolescents’ own substance use. A significant interaction was found between parental monitoring and peer use vis-à-vis substance use, which suggests that the relationship between parental monitoring and the adolescents’ own use was significantly stronger among youth who reported that more of their friends used substances. Implications of these results for the design of substance use preventive interventions are discussed. Editors’ Strategic Implications: This research is promising both in terms of the implications for targets of prevention programming and for the application of ecodevelopmental theory, which might guide similar efforts with different cultural groups. PMID:19949868

On the Use of a Student Response System and Peer Tutors in Team Learning at the University of Kansas

NASA Astrophysics Data System (ADS)

Shawl, S. J.

2004-05-01

The author has used peer tutors as an important component of his teaching of "Astro 101" since the late 1970's. The ways in which the students in "Astro 101" gain from them, the ways in which the peer tutors themselves gain from the experience, and the ways in which the instructor benefits from the peer tutors will be briefly discussed. A computerized student response system (specifically the HyperInteractive Teaching Technology system: www.h-itt.com) replaced a previously used analog system beginning in the spring 2003 semester. The system has been used both for graded group-based reading quizzes and for in-class questions during the class period. They have been integrated into class within a pedagogical model called "Team Learning," which will be briefly described.

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

PubMed Central

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials. PMID:24229729

Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial.

PubMed

Worm, Bjarne Skjødt; Jensen, Kenneth

2013-01-01

Background and aims The fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students' learning ability. Methods One hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions. Results All students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05). Conclusions This study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels. While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

The Health and Recovery Peer (HARP) Program: A Peer-Led Intervention to Improve Medical Self-Management for Persons with Serious Mental Illness

PubMed Central

Druss, Benjamin G.; Zhao, Liping; von Esenwein, Silke A.; Bona, Joseph R.; Fricks, Larry; Jenkins-Tucker, Sherry; Sterling, Evelina; DiClemente, Ralph; Lorig, Kate

2010-01-01

Objectives Persons with serious mental illnesses (SMI) have elevated rates of comorbid medical conditions, but may also face challenges in effectively managing those conditions. Methods The study team developed and pilot-tested the Health and Recovery Program (HARP), an adaptation of the Chronic Disease Self-Management Program (CDSMP) for mental health consumers. A manualized, six-session intervention, delivered by mental health peer leaders, helps participants become more effective managers of their chronic illnesses. A pilot trial randomized 80 consumers with one or more chronic medical illness to either the HARP program or usual care. Results At six month follow-up, participants in the HARP program had a significantly greater improvement in patient activation than those in usual care (7.7% relative improvement vs. 5.7% decline, p=0.03 for group*time interaction), and in rates of having one or more primary care visit (68.4% vs. 51.9% with one or more visit, p=0.046 for group*time interaction). Intervention advantages were observed for physical health related quality of life (HRQOL), physical activity, medication adherence, and, and though not statistically significant, had similar effect sizes as those seen for the CDSMP in general medical populations. Improvements in HRQOL were largest among medically and socially vulnerable subpopulations. Conclusions This peer-led, medical self-management program was feasible and showed promise for improving a range of health outcomes among mental health consumers with chronic medical comorbidities. The HARP intervention may provide a vehicle for the mental health peer workforce to actively engage in efforts to reduce morbidity and mortality among mental health consumers. PMID:20185272

Children Who Are Deaf or Hard of Hearing in Inclusive Educational Settings: A Literature Review on Interactions with Peers

ERIC Educational Resources Information Center

Xie, Yu-Han; Potmešil, Milon; Peters, Brenda

2014-01-01

This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of…

Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers.

PubMed Central

Dugan, E; Kamps, D; Leonard, B

1995-01-01

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention. PMID:7601803

Learning by Peers: An Alternative Learning Model for Digital Inclusion of Elderly People

NASA Astrophysics Data System (ADS)

de Sales, Márcia Barros; Silveira, Ricardo Azambuja; de Sales, André Barros; de Cássia Guarezi, Rita

This paper presents a model of digital inclusion for the elderly people, using learning by peers methodology. The model’s goal was valuing and promoting the potential capabilities of the elderly people by promoting some of them to instruct other elderly people to deal with computers and to use several software tools and internet services. The project involved 66 volunteering elderly people. However, 19 of them acted effectively as multipliers and the others as students. The process was observed through the empirical technique of interaction workshops. This technique was chosen for demanding direct participation of the people involved in real interaction. We worked with peer learning to facilitate the communication between elderly-learners and elderly-multipliers, due to the similarity in language, rhythm and life history, and because they felt more secure to develop the activities with people in their age group. This multiplying model can be used in centers, organizations and other entities that work with elderly people for their digital inclusion.

Social Interactions and College Enrollment: A Combined School Fixed Effects/Instrumental Variables Approach

PubMed Central

Fletcher, Jason M.

2015-01-01

This paper provides some of the first evidence of peer effects in college enrollment decisions. There are several empirical challenges in assessing the influences of peers in this context, including the endogeneity of high school, shared group-level unobservables, and identifying policy-relevant parameters of social interactions models. This paper addresses these issues by using an instrumental variables/fixed effects approach that compares students in the same school but different grade-levels who are thus exposed to different sets of classmates. In particular, plausibly exogenous variation in peers’ parents’ college expectations are used as an instrument for peers’ college choices. Preferred specifications indicate that increasing a student’s exposure to college-going peers by ten percentage points is predicted to raise the student’s probability of enrolling in college by 4 percentage points. This effect is roughly half the magnitude of growing up in a household with married parents (vs. an unmarried household). PMID:26004476

Forming first impressions of children: the role of attention-deficit/hyperactivity disorder symptoms and emotion dysregulation.

PubMed

Lee, Christine A; Milich, Richard; Lorch, Elizabeth P; Flory, Kate; Owens, Julie Sarno; Lamont, Andrea E; Evans, Steven W

2018-05-01

Previous research on peer status of children with attention-deficit/hyperactivity disorder (ADHD) has focused on already-established peer groups, rendering the specific social behaviors that influence peers' initial impressions largely unknown. Recently, theorists have argued that emotion dysregulation is a key aspect of ADHD, with empirical work finding relations between emotion dysregulation and social outcomes. Therefore, the current study focuses on the initial interactions among children varying in ADHD symptoms duringh a novel playgroup, proposing that emotion dysregulation displayed during the playgroup may serve as a possible pathway between ADHD symptoms and peers' initial negative impressions. Participants were 233 elementary-age children ranging from 8 to 10 years old (M = 8.83, 70% male). Parents and teachers rated children's ADHD symptoms and related impairment; 51% of the children met criteria for an ADHD diagnosis. Then, children participated with unfamiliar peers in a three-hour playgroup that included three structured and two unstructured tasks. After the tasks, children and staff rated each child on social outcomes. Coders unaware of child's diagnostic status watched videos of the groups and rated each child's global emotion dysregulation during each task. Using multiple raters and methods, ADHD severity was associated with more negative peer ratings, through observed emotion dysregulation. Results were consistent for both parent and teacher ratings of ADHD severity as well as for both peer ratings of likeability and staff ratings of perceived peer likeability. When focusing on improving peers' initial impressions of children with ADHD symptoms, emotion dysregulation may be a valuable target for intervention. © 2017 Association for Child and Adolescent Mental Health.

Can small group education and peer review improve care for patients with asthma/chronic obstructive pulmonary disease?

PubMed Central

Smeele, I. J.; Grol, R. P.; van Schayck, C. P.; van den Bosch, W. J.; van den Hoogen, H. J.; Muris, J. W.

1999-01-01

OBJECTIVE: To study the effectiveness of an intensive small group education and peer review programme aimed at implementing national guidelines on asthma/chronic obstructive pulmonary disease (COPD) on care provision by general practitioners (GPs) and on patient outcomes. DESIGN: A randomised experimental study with pre-measurement and post- measurement (after one year) in an experimental group and a control group in Dutch general practice. SUBJECTS AND INTERVENTION: Two groups of GPs were formed and randomised. The education and peer review group (17 GPs with 210 patients) had an intervention consisting of an interactive group education and peer review programme (four sessions each lasting two hours). The control group consisted of 17 GPs with 223 patients (no intervention). MAIN OUTCOME MEASURES: Knowledge, skills, opinion about asthma and COPD care, presence of equipment in practice; actual performance about peakflow measurement, non-pharmacological and pharmacological treatment; asthma symptoms (Dutch Medical Research Council), smoking habits, exacerbation ratio, and disease specific quality of life (QOL-RIQ). Data were collected by a written questionnaire for GPs, by self recording of consultations by GPs, and by a written self administered questionnaire for adult patients with asthma/COPD. RESULTS: Data from 34 GP questionnaires, 433 patient questionnaires, and recordings from 934 consultations/visits and 350 repeat prescriptions were available. Compared with the control group there were only significant changes for self estimated skills (+16%, 95% confidence interval 4% to 26%) and presence of peakflow meters in practice (+18%, p < 0.05). No significant changes were found for provided care and patient outcomes compared with the control group. In the subgroup of more severe patients, the group of older patients, and in the group of patients not using anti-inflammatory medication at baseline, no significant changes compared with the control group were seen in patient outcomes. CONCLUSION: Except for two aspects, intensive small group education and peer review in asthma and COPD care do not seem to be effective in changing relevant aspects of the provided care by GPs in accordance with guidelines, nor in changing patients' health status. PMID:10557684

Peer support of a faculty "writers' circle" increases confidence and productivity in generating scholarship.

PubMed

Brandon, Catherine; Jamadar, David; Girish, Gandikota; Dong, Qian; Morag, Yoav; Mullan, Patricia

2015-04-01

Publishing is critical for academic medicine career advancement. Rejection of manuscripts can be demoralizing. Obstacles faced by clinical faculty may include lack of time, confidence, and optimal writing practices. This study describes the development and evaluation of a peer-writing group, informed by theory and research on faculty development and writing. Five clinical-track radiology faculty members formed a "Writers' Circle" to promote scholarly productivity and reflection on writing practices. Members decided to work with previously rejected manuscripts. After members' initial meeting, interactions were informal, face to face during clinical work, and online. After the first 6 months, an anonymous survey asked members about the status of articles and evaluations of the writing group. Ten previously rejected articles, at least one from each member, were submitted to the Circle. In 6 months, four manuscripts were accepted for publication, five were in active revision, and one was withdrawn. All participants (100%) characterized the program as worth their time, increasing their motivation to write, their opportunities to support scholarly productivity of colleagues, and their confidence in generating scholarship. Peer-support writing groups can facilitate the pooling of expertise and the exchange of recommended writing practices. Our peer-support group increased scholarly productivity and provided a collegial approach to academic writing. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

An Example of Large-group Drama and Cross-year Peer Assessment for Teaching Science in Higher Education

NASA Astrophysics Data System (ADS)

Sloman, Katherine; Thompson, Richard

2010-09-01

Undergraduate students pursuing a three-year marine biology degree programme (n = 86) experienced a large-group drama aimed at allowing them to explore how scientific research is funded and the associated links between science and society. In the drama, Year 1 students played the "general public" who decided which environmental research areas should be prioritised for funding, Year 2 students were the "scientists" who had to prepare research proposals which they hoped to get funded, and Year 3 students were the "research panel" who decided which proposals to fund with input from the priorities set by the "general public". The drama, therefore, included an element of cross-year peer assessment where Year 3 students evaluated the research proposals prepared by the Year 2 students. Questionnaires were distributed at the end of the activity to gather: (1) student perceptions on the cross-year nature of the exercise, (2) the use of peer assessment, and (3) their overall views on the drama. The students valued the opportunity to interact with their peers from other years of the degree programme and most were comfortable with the use of cross-year peer assessment. The majority of students felt that they had increased their knowledge of how research proposals are funded and the perceived benefits of the large-group drama included increased critical thinking ability, confidence in presenting work to others, and enhanced communication skills. Only one student did not strongly advocate the use of this large-group drama in subsequent years.

The Effect of Activity Type on the Engagement and Interaction of Young Children with Disabilities in Inclusive Childcare Settings

ERIC Educational Resources Information Center

Kemp, Coral; Kishida, Yuriko; Carter, Mark; Sweller, Naomi

2013-01-01

The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in…

Enhancing Peer Interaction: An Aspect of a High-Quality Learning Environment in Finnish Early Childhood Special Education

ERIC Educational Resources Information Center

Syrjämäki, Marja; Sajaniemi, Nina; Suhonen, Eira; Alijoki, Alisa; Nislin, Mari

2017-01-01

The aim of this article is to investigate the pedagogical learning environment in early childhood special education (ECSE). The theoretical framework is based on a conception of interaction being as well a basic human need as, according to sociocultural theories, the basis of learning. Our study was conducted in ECSE kindergarten groups (N = 17)…

Permissive norms and young adults' alcohol and marijuana use: the role of online communities.

PubMed

Stoddard, Sarah A; Bauermeister, Jose A; Gordon-Messer, Deborah; Johns, Michelle; Zimmerman, Marc A

2012-11-01

Young adults are increasingly interacting with their peer groups online through social networking sites. These online interactions may reinforce or escalate alcohol and other drug (AOD) use as a result of more frequent and continuous exposure to AOD promotive norms; however, the influence of young adults' virtual networks on AOD use remains untested. The purpose of this study was to examine the association between the presence of AOD use content in online social networking, perceived norms (online norms regarding AOD use and anticipated regret with AOD use postings), and alcohol and marijuana use in a sample of 18- to 24-year-olds. Using an adapted web version of respondent-driven sampling (webRDS), we recruited a sample of 18- to 24-year-olds (N = 3,448) in the United States. Using multivariate regression, we explored the relationship between past-30-day alcohol and marijuana use, online norms regarding AOD use, peer substance use, and online and offline peer support. Alcohol use was associated with more alcohol content online. Anticipated regret and online peer support were associated with less alcohol use. Anticipated regret was negatively associated with marijuana use. Peer AOD use was positively associated with both alcohol and marijuana use. Peers play an important role in young adult alcohol and marijuana use, whether online or in person. Our findings highlight the importance of promoting online network-based AOD prevention programs for young adults in the United States.

Personalized Education; Solving a Group Formation and Scheduling Problem for Educational Content

ERIC Educational Resources Information Center

Bahargam, Sanaz; Erdos, Dóra; Bestavros, Azer; Terzi, Evimaria

2015-01-01

Whether teaching in a classroom or a Massive Online Open Course it is crucial to present the material in a way that benefits the audience as a whole. We identify two important tasks to solve towards this objective; (1) group students so that they can maximally benefit from peer interaction and (2) find an optimal schedule of the educational…

Paternal/Maternal Attachment, Peer Support, Social Expectations of Peer Interaction, and Depressive Symptoms

ERIC Educational Resources Information Center

Liu, Yih-Lan

2006-01-01

The aim of this study was to investigate how paternal and maternal attachment might relate to adolescents' peer support, social expectations of peer interaction, and depressive symptoms; 1,144 8th graders in Taiwan participated in the study. The relationships were examined through a structural equating modeling. Consistent with theoretical…

Interactive Contributions of Cumulative Peer Stress and Executive Function Deficits to Depression in Early Adolescence

ERIC Educational Resources Information Center

Agoston, Anna M.; Rudolph, Karen D.

2016-01-01

Exposure to peer stress contributes to adolescent depression, yet not all youth experience these effects. Thus, it is important to identify individual differences that shape the consequences of peer stress. This research investigated the interactive contribution of cumulative peer stress during childhood (second-fifth grades) and executive…

Exploring Peer Interaction among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning

ERIC Educational Resources Information Center

Martin-Beltrán, Melinda

2017-01-01

Peer interactions are central to student experiences and present tremendous opportunities for language learning and consequences for educational equity, yet these opportunities have often been unrecognized and under-examined. This special issue offers new perspectives examining the potential of peer interaction to foster language, literacy and…

Students' Peer Interactions within a Cohort and in Host Countries during a Short-Term Study Abroad

ERIC Educational Resources Information Center

Jessup-Anger, Jody E.; Aragones, Aileen

2013-01-01

In this qualitative case study, we explored students' peer interactions within their cohort and in the host countries during a short-term study abroad. Framed by Bronfenbrenner's (1993) ecological systems theory, findings revealed that students spent considerable energy reflecting on interactions with peers. The students considered themselves…

The Effect of Conversation Engagement on L2 Learning Opportunities

ERIC Educational Resources Information Center

Chen, Wenxue

2017-01-01

This article reviews patterns of interaction (i.e. learner role relationships) in peer communicative tasks, and uses data collected from different tasks to explain what happens in peer interaction and its impact on the learning opportunities interlocutors create for each other. It proposes that, with L2 peer interaction gaining popularity in…

Temperament in early childhood and peer interactions in third grade: the role of teacher-child relationships in early elementary grades.

PubMed

Rudasill, Kathleen Moritz; Niehaus, Kate; Buhs, Eric; White, Jamie M

2013-12-01

Children's interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children's success, there has been scant research linking child temperament, teacher-child relationship quality, and peer interactions in the same study. The purpose of this study is to examine children's early temperament, rated at preschool age, as a predictor of interactions with peers (i.e., aggression, relational aggression, victimization, and prosociality) in third grade while considering teacher-child relationship quality in kindergarten through second grades as a moderator and mediator of this association. The sample (N=1364) was drawn from the NICHD Study of Early Child Care and Youth Development. Results from structural equation models indicated that teacher-child conflict in early elementary grades mediated links between children's temperament and later peer interactions. Findings underscore the importance of considering children's temperament traits and teacher-child relationship quality when examining the mechanisms of the development of peer interactions. © 2013.

Cultural border crossing in three urban classrooms: A mixed methods study

NASA Astrophysics Data System (ADS)

Roopnarine, Rupnarain

This study examined the effects of the instruction of four youth cultural border crossing behaviors: flexibility, being at ease, playfulness, and citizenship as an intervention aimed at helping students to transition across three borders, student to student, student to science, and student to teacher. The research involved 12 ninth- and 10th-grade students in a large urban school district in three diverse classrooms, A, B, and C. Four students in each classroom volunteered for the study. The students in Groups A and B were in 9th grade Living Environment and students in Group B were in 10th grade chemistry. These students participated in this instructional intervention for three months. The study was conducted using both quantitative and qualitative methods based on participant observations, interviews, and questionnaire. The result indicated that there was no significant effect of the cultural border crossing instructions on the students' interactions across the three borders examined. However, the instructions helped Group A and Group B to be more flexible but not group C. Also, the instructions helped Group A to be more playful and at ease but not Group B and C. The instructions also helped Group A to show more citizenship but not Group B and C. In addition, there was no difference between the pretest and posttest cultural bother crossing behavior. Moreover, qualitative data analysis showed that the participants were more flexible, at ease, and playful among peers than across student to teacher and student to science borders. Also, the use of citizenship in the three groups showed no effect on the participants' interaction with peers. Although, the findings showed no effect of cultural border crossing instructions on students' interactions, it is suggested that we continue to find ways to help students feel more comfortable in science.

Children who are deaf or hard of hearing in inclusive educational settings: a literature review on interactions with peers.

PubMed

Xie, Yu-Han; Potměšil, Miloň; Peters, Brenda

2014-10-01

This review is conducted to describe how children who are deaf or hard of hearing (D/HH) interact with hearing peers in inclusive settings, illustrate the difficulties and challenges faced by them in interacting with peers, and identify effective interventions that promote their social interaction in inclusive education. A systematic search of databases and journals identified 21 papers that met the inclusion criteria. Two broad themes emerged from an analysis of the literatures, which included processes and outcomes of interactions with peers and intervention programs. The research indicates that children who are D/HH face great difficulties in communicating, initiating/entering, and maintaining interactions with hearing peers in inclusive settings. The co-enrollment and social skills training programs are considered to be effective interventions for their social interaction. Communication abilities and social skills of children who are D/HH, responses of children with normal hearing, and the effect of environment are highlighted as crucial aspects of social interactions. In addition, future research is needed to study the interaction between children who are D/HH and hearing peers in natural settings, at different stages of school life, as well as improving social interaction and establishing an inclusive classroom climate for children who are D/HH. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Peer Assisted Learning Strategy for Improving Students’ Physiologic Literacy

NASA Astrophysics Data System (ADS)

Diana, S.

2017-09-01

Research about the implementation of the Peer Assisted Learning (PAL) strategy in Plant Physiology lecture has carried out, in which it aims to improve students’ physiologic literacy. The PAL strategy began with a briefing by the lecturers to the students tutor about pretest questions, followed by the interaction between student tutors with their peers to discuss response problems, terminated by answering responsiveness questions individually. This study used a quasi-experimental method, one - group pre-test post-test design. This design includes a group of students observed in the pre-test phase (tests carried out before PAL treatment) which is then followed by treatment with PAL and ends with post-test. The other students group (control) was given the pre-test and post-test only. The results showed that the PAL strategy can increase student’s physiologic literacy significantly. One of the weaknesses of students’ physiologic literacy is that they have not been able to read the graph. The faculties are encouraged to begin introducing and teaching material using a variety of strategies with scientific literacy aspects, for example teaching research-based material. All students respond positively to the PAL strategy.

A peer adherence support intervention to improve the antiretroviral treatment outcomes of HIV patients in South Africa: the moderating role of family dynamics.

PubMed

Wouters, Edwin; Masquillier, Caroline; Ponnet, Koen; le Roux Booysen, Frederik

2014-07-01

Given the severe shortage of human resources in the healthcare sector in many countries with high HIV prevalence, community-based peer adherence support is being increasingly cited as an integral part of a sustainable antiretroviral treatment (ART) strategy. However, the available scientific evidence on this topic reports discrepant findings on the effectiveness of peer adherence support programmes. These conflicting findings to some extent can be attributed to the lack of attention to the social contexts in which peer adherence support programmes are implemented. This study explores the potential moderating role of family dynamics by assessing the differential impact of peer adherence support in different types of families, based on the theoretical underpinnings of the family functioning framework. These relationships were explored with the aid of multivariate statistical analysis of cross-sectional, post-trial data for a sample of 340 patients interviewed as part of the Effectiveness of Aids Treatment and Support in the Free State (FEATS) study conducted in the public-sector ART programme of the Free State Province of South Africa. The analysis reveals no significant overall differences in CD4 cell count between the intervention group accessing additional peer adherence support and the control group receiving standard care. When controlling for the potential moderating role of family dynamics, however, the outcomes clearly reveal a significant interaction effect between the adherence intervention and the level of family functioning with regard to treatment outcomes. Multi-group analysis demonstrates that peer adherence support has a positive effect on immunological restoration in well-functioning families, while having a negative effect in dysfunctional families. The study outcomes stress the need for peer adherence interventions that are sensitive to the suboptimal contexts in which they are often implemented. Generic, broad-based interventions do not necessarily facilitate the treatment adherence of the most vulnerable patient groups, particularly those without supportive family contexts. Tailoring interventions aimed at creating a health-enabling environment to the needs of these at-risk patients should therefore be a priority for both research and policy. Copyright © 2014. Published by Elsevier Ltd.

Peer tutoring in a medical school: perceptions of tutors and tutees.

PubMed

Burgess, Annette; Dornan, Tim; Clarke, Antonia J; Menezes, Audrey; Mellis, Craig

2016-03-08

Peer tutoring has been described as "people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching". Peer tutoring is well accepted as a source of support in many medical curricula, where participation and learning involve a process of socialisation. Peer tutoring can ease the transition of the junior students from the university class environment to the hospital workplace. In this paper, we apply the Experienced Based Learning (ExBL) model to explore medical students' perceptions of their experience of taking part in a newly established peer tutoring program at a hospital based clinical school. In 2014, all students at Sydney Medical School - Central, located at Royal Prince Alfred Hospital were invited to voluntarily participate in the peer tutoring program. Year 3 students (n = 46) were invited to act as tutors for Year 1 students (n = 50), and Year 4 students (n = 60) were invited to act as tutors for Year 2 students (n = 51). Similarly, the 'tutees' were invited to take part on a voluntary basis. Students were invited to attend focus groups, which were held at the end of the program. Framework analysis was used to code and categorise data into themes. In total, 108/207 (52 %) students participated in the program. A total of 42/106 (40 %) of Year 3 and 4 students took part as tutors; and of 66/101 (65 %) of Year 1 and 2 students took part as tutees. Five focus groups were held, with 50/108 (46 %) of students voluntarily participating. Senior students (tutors) valued the opportunity to practice and improve their medical knowledge and teaching skills. Junior students (tutees) valued the opportunity for additional practice and patient interaction, within a relaxed, small group learning environment. Students perceived the peer tutoring program as affording opportunities not otherwise available within the curriculum. The peer teaching program provided a framework within the medical curriculum for senior students to practice and improve their medical knowledge and teaching skills. Concurrently, junior students were provided with a valuable learning experience that they reported as being qualitatively different to traditional teaching by faculty.

Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

PubMed Central

Kamps, D M; Barbetta, P M; Leonard, B R; Delquadri, J

1994-01-01

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance. PMID:8188563

Shifting Timescales in Peer Group Interactions: A Multilingual Classroom Perspective

ERIC Educational Resources Information Center

Erduyan, Isil

2017-01-01

In his model of classroom social identification and learning, Wortham (2006. "Learning Identity". New York: Cambridge University Press) conceptualizes identity processes as enveloped within multiple timescales unfolding simultaneously in varying paces. For Wortham (2008. "Shifting Identities in the Classroom." In "Identity…

Treatment Model for the Adolescent Sex Offender.

ERIC Educational Resources Information Center

Margolin, Leslie

1983-01-01

Defines the adolescent sex offender as an individual whose problem is primarily moral and social. Discusses how individuals adopt and internalize social norms, emphasizing peer interactions, role taking, and collective behavior. Describes a treatment program which emphasizes the functions of labeling, group therapy, and structured living…

Postpartum depression peer support: maternal perceptions from a randomized controlled trial.

PubMed

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 support; (b) improve matching of volunteers to participants based on age, number of children, and breastfeeding status; and (c) ensure participating mothers want to receive peer support in order to facilitate the development of relationships with their assigned peers. Copyright 2009 Elsevier Ltd. All rights reserved.

Fitting In: Segregation, Social Class, and the Experiences of Black Students at Selective Colleges and Universities

PubMed Central

Torres, Kimberly

2013-01-01

We analyzed qualitative data gathered at a selective urban university with a large black student body. We found that black students from integrated backgrounds welcomed the chance to establish friendships with same-race peers even though they were at ease in white settings, whereas students from segregated backgrounds saw same-race peers as a source of comfort and refuge from a white world often perceived as hostile. These contrasting perceptions set up both groups for shock upon matriculation. Students from an integrated background were better prepared academically and socially, but were unfamiliar with urban black culture and uncomfortable interacting with students of lower class standing. Students from a segregated background were surprised to find they had little in common with more affluent students from integrated backgrounds. Although both groups were attracted to campus for the same reason—to interact with a critical mass of same-race peers—their contrasting expectations produced a letdown as the realities of intraracial diversity set in. PMID:23560028

A community support program for children with autism and their typically developing siblings: Initial investigation.

PubMed

Kryzak, Lauren A; Cengher, Mirela; Feeley, Kathleen M; Fienup, Daniel M; Jones, Emily A

2015-06-01

Siblings are a critical part of lifelong support for individuals with autism spectrum disorder (ASD). But siblings face their own social-emotional adjustment needs. These needs may be addressed through programs that include support groups specifically for the siblings. This study examined the effects of a community program on typical siblings' depression, anxiety, ASD knowledge, and peer network as well as reciprocal interactions between the typical sibling and sibling with ASD. The program provided a sibling support group, a skills intervention for children with ASD, and an inclusive recreation time. Siblings reported significant decreases in depression and physiological anxiety and improvements in their peer network. Autism knowledge increased but only approached significance. Direct observations revealed improvement in reciprocal interactions by most children that did not reach statistical significance. Parents, typical siblings, and interventionists indicated positive reactions to the program and its goals and outcomes. Findings are discussed in terms of the need to continue to explore interventions for siblings of children with ASD. © The Author(s) 2014.

Comparison of three instructional strategies in food and nutrition education: developing a diet plan for a diabetic case

NASA Astrophysics Data System (ADS)

Darabi, Aubteen; Pourafshar, Shirin; Suryavanshi, Rinki; `Logan'Arrington, Thomas

2016-05-01

This study examines the performance of dietitians-in-training on developing a diet plan for a diabetic patient either independently or after peer discussion. Participants (n = 58) from an undergraduate program in food and nutrition were divided into two groups based on their prior knowledge before being randomly assigned into three conditions: (1) peer discussion with just-in-time information (JIT information), (2) peer discussion without JIT information), and (3) independent performers. The learners' performance in the three conditions was analyzed. The results presented here describe the role of prior knowledge and JIT information across the conditions and the interaction of the two factors as well as the instructional implications of the findings.

An Examination of the Contributions of Interactive Peer Play to Salient Classroom Competencies for Urban Head Start Children

ERIC Educational Resources Information Center

Fantuzzo, John; Sekino, Yumiko; Cohen, Heather L.

2004-01-01

Relations between children's peer play competence and other relevant competencies were investigated using two samples of urban Head Start children. Dimensions of peer play were examined concurrently with emotion regulation, autonomy, and language. Children exhibiting high levels of peer play interaction were found to demonstrate more competent…

The Effects of Social Skills Training on the Peer Interactions of a Nonnative Toddler

ERIC Educational Resources Information Center

Wu, Cheng-Hsien; Hursh, Daniel E.; Walls, Richard T.; Stack, Samuel F., Jr.; Lin, I-An

2012-01-01

The purpose of the present study was to increase peer interactions of a toddler who is nonnative. A 30-month old boy evidenced social withdrawal when playing at playgrounds. Social skills training served as the intervention to increase social initiations by this participant. Targeted social skills included greeting peers, gesturing to peers,…

Scaffolding scientific discussion using socially relevant representations in networked multimedia

NASA Astrophysics Data System (ADS)

Hoadley, Christopher M.

1999-11-01

How do students make use of social cues when learning on the computer? This work examines how students in a middle-school science course learned through on-line peer discussion. Cognitive accounts of collaboration stress interacting with ideas, while socially situated accounts stress the interpersonal context. The design of electronic environments allows investigation into the interrelation of cognitive and social dimensions. I use on-line peer discussion to investigate how socially relevant representations in interfaces can aid learning. First, I identify some of the variables that affect individual participation in on-line discussion, including interface features. Individual participation is predicted by student attitudes towards learning from peers. Second, I describe the range of group outcomes for these on-line discussions. There is a large effect of discussion group on learning outcomes which is not reducible to group composition or gross measures of group process. Third, I characterize how students (individually) construct understanding from these group discussions. Learning in the on-line discussions is shown to be a result of sustained interaction over time, not merely encountering or expressing ideas. Experimental manipulations in the types of social cues available to students suggest that many students do use socially relevant representations to support their understanding of multiple viewpoints and science reasoning. Personalizing scientific disputes can afford reflection on the nature of scientific discovery and advance. While there are many individual differences in how social representations are used by students in learning, overall learning benefits for certain social representations can be shown. This work has profound implications for design of collaborative instructional methods, equitable access to science learning, design of instructional technology, and understanding of learning and cognition in social settings.

Teaching Communicative Turn Taking Using the IPAD© to Promote Social Interaction for Preschool Children with Complex Communication Needs and Their Peers

ERIC Educational Resources Information Center

Therrien, Michelle Christine Stephen

2016-01-01

Positive interactions with peers impact future success in many domains, including language development and relationship development. Children with complex communication needs (CCN), especially those with characteristics of autism spectrum disorder (ASD), confront many barriers to successful interactions with peers. These include personal barriers,…

Patterns of Kindergarten Children's Social Interaction with Peers in the Computer Area

ERIC Educational Resources Information Center

Lim, Eun Mee

2012-01-01

This study explored how young children interact with their peers in the computer area of a public kindergarten classroom. Children's social interaction, as defined in this study, is the action of giving and taking information that results in children's knowledge construction and cognitive development that can be accomplished through peer-to-peer…

A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

ERIC Educational Resources Information Center

Watkins, Laci; O'Reilly, Mark; Kuhn, Michelle; Gevarter, Cindy; Lancioni, Giulio E.; Sigafoos, Jeff; Lang, Russell

2015-01-01

This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI…

Preschool Peer Interactions and Readiness To Learn: Relationships between Classroom Peer Play and Learning Behaviors and Conduct.

ERIC Educational Resources Information Center

Coolahan, Kathleen; Fantuzzo, John; Mendez, Julia; McDermott, Paul

2000-01-01

Examines whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of…

Increasing Social Interaction Skills of Secondary School Students with Autism and/or Intellectual Disability: A Review of Interventions

ERIC Educational Resources Information Center

Hughes, Carolyn; Kaplan, Lauren; Bernstein, Rebekah; Boykin, Michaela; Reilly, Caitlin; Brigham, Nicolette; Cosgriff, Joseph; Heilingoetter, Jamie; Harvey, Michelle

2012-01-01

We reviewed studies to identify strategies effective at increasing social interaction skills across a range of secondary school students with autism and/or intellectual disability who experienced limited peer interaction. We were particularly interested in identifying strategies that involved peers and were effective at increasing peer interaction…

Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Carter, Tracy M.; Dietrich, Sandy L. R.

2014-01-01

Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within…

Comparing Student Interaction in Asynchronous Online Discussions and in Face-to-Face Settings: A Network Perspective

ERIC Educational Resources Information Center

Javadi, Elahe; Gebauer, Judith; Novotny, Nancy L.

2017-01-01

Online discussions enable peer-learning by allowing students to communicate ideas on what they have learned in and beyond the classroom. Peer-learning through online discussions is fostered when online discussions are interactive. Interactivity occurs when students refer to and use perspectives shared by peers, and elaborate, respond to, or…

Maximizing Social Model Principles in Residential Recovery Settings

PubMed Central

Polcin, Douglas; Mericle, Amy; Howell, Jason; Sheridan, Dave; Christensen, Jeff

2014-01-01

Abstract Peer support is integral to a variety of approaches to alcohol and drug problems. However, there is limited information about the best ways to facilitate it. The “social model” approach developed in California offers useful suggestions for facilitating peer support in residential recovery settings. Key principles include using 12-step or other mutual-help group strategies to create and facilitate a recovery environment, involving program participants in decision making and facility governance, using personal recovery experience as a way to help others, and emphasizing recovery as an interaction between the individual and their environment. Although limited in number, studies have shown favorable outcomes for social model programs. Knowledge about social model recovery and how to use it to facilitate peer support in residential recovery homes varies among providers. This article presents specific, practical suggestions for enhancing social model principles in ways that facilitate peer support in a range of recovery residences. PMID:25364996

Impact of Interactive Video Communication Versus Text-Based Feedback on Teaching, Social, and Cognitive Presence in Online Learning Communities.

PubMed

Seckman, Charlotte

A key element to online learning is the ability to create a sense of presence to improve learning outcomes. This quasi-experimental study evaluated the impact of interactive video communication versus text-based feedback and found a significant difference between the 2 groups related to teaching, social, and cognitive presence. Recommendations to enhance presence should focus on providing timely feedback, interactive learning experiences, and opportunities for students to establish relationships with peers and faculty.

Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model

ERIC Educational Resources Information Center

Sato, Masatoshi

2017-01-01

This classroom-based study explored links among second language (L2) learners' interaction mindsets, interactional behaviors, and L2 development in the context of peer interaction. While peer interaction research has revealed that certain interactional behaviors (e.g., receiving corrective feedback and engaging in collaborative interaction) assist…

A Social-Constructivist Approach in Physical Education: Influence of Dyadic Interactions on Tactical Choices in an Instructional Team Sport Setting

ERIC Educational Resources Information Center

Damis-Paraboschi, Florence; Lafont, Lucile; Menaut, Andre

2005-01-01

The purpose of this study was to analyze the role of dyadic verbal peer interactions in a team sport such as handball. Participants, 20 boys and 20 girls aged between 11 and 12, were assigned to two learning condition groups. The task was an instructional setting in team handball (2 attackers against 1 defender in each half court). The…

The nature of peer-directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker.

PubMed

Nijs, S; Vlaskamp, C; Maes, B

2016-01-01

The multiple and complex disabilities of persons with profound intellectual and multiple disabilities (PIMD) form a barrier for peer interactions and peer-directed behaviours. In this study, we further explore the nature of peer-directed behaviours in persons with PIMD and its relationship with social scaffolding behaviour of direct support workers (DSWs). Fourteen dyads of children with PIMD, who knew each other for at least 12 months, participated. They were sitting in close proximity while they were filmed with and without the presence of the DSW. Video recordings were coded continuously making use of observation schemes for the peer-directed behaviours of the children and the peer interaction influencing behaviours of the DSW. Significantly more singular peer-directed behaviour (without DSW: 18.00%; with DSW: 3.81%) was observed than multiple peer-directed behaviour (without DSW: 4.01%; with DSW: 0.52%). The amount of time the singular and multiple peer-directed behaviours were observed was significantly lower in the presence of a DSW. When the DSW shows peer interaction influencing behaviour, it was mostly social scaffolding behaviour (2.17%). The conditional probability of observing social scaffolding behaviour in the 10 s following on singular peer-directed behaviour was 0.02 with a Yule's Q of 0.04 and following on multiple peer-directed behaviour 0.04 with a Yule's Q of 0.33. The way in which peer interactions in children with PIMD are defined could have an impact on the amount of observed peer-directed behaviours and on the effect of the social scaffolding behaviours presented by DSW. © 2015 John Wiley & Sons Ltd.

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

PubMed

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.

Expert Voices in Learning Improvisation: Shaping Regulation Processes through Experiential Influence

ERIC Educational Resources Information Center

de Bruin, Leon R.

2017-01-01

Interpersonal and collaborative activity plays an important role in the social aspects of self-regulated learning (SRL) development. Peer, teacher and group interactions facilitate support for self-regulation, co-regulation and socially shared regulatory processes. Situated and experiential interplay facilitates personal, co-constructed and…

45 CFR 1306.33 - Home-based program option.

Code of Federal Regulations, 2011 CFR

2011-10-01

... as the child's primary learning environment. The home visitor must work with parents to help them provide learning opportunities that enhance their child's growth and development. (2) Home visits must... for the children is to emphasize peer group interaction through age appropriate activities in a Head...

Safer sex in tourist resorts.

PubMed

Ford, N; Inman, M

1992-01-01

A survey in Torbay, England, indicated substantial sexual interaction of an unsafe kind between young residents and tourists. A pilot programme is described which sought to promote safer sexual behaviour: the attention of both tourists and local people who frequented nightclubs was engaged by peer groups who conveyed educational messages.

Social Skills Training for Young Adolescents.

ERIC Educational Resources Information Center

Wise, Kathryn L.; And Others

1991-01-01

Six-session systematic assertiveness training program based on social cognitive theory and focusing on peer interactions and social responsibility was presented to 22 sixth graders. Compared to control group, students who received training performed significantly better on test of cognitive acquisition of the information at posttest and six-month…

Social Interaction of Children with and without Learning Disabilities in Dyads and Small Groups.

ERIC Educational Resources Information Center

Wiener, Judith; Harris, P. J.

To investigate differences in social behavior between learning disabled (LD) and non-learning disabled (NLD) children in different size groups and to examine the association between children's social behavior and acceptance by their peers, a study was conducted of 44 LD and 50 NLD boys and 7 LD and 13 NLD girls from fourth, fifth, and sixth grade…

Bids for Joint Attention by Parent-Child Dyads and by Dyads of Young Peers in Interaction

ERIC Educational Resources Information Center

Ninio, Anat

2016-01-01

Before they are 3;0-3;6, children typically do not engage with peers in focused interaction, although they do with adults. With parents, children interact around the "here-and-now". We hypothesize that young peers do not attempt to establish joint attention to present objects. Using the CHILDES database, we compared attention-directives…

Peer Interaction and Corrective Feedback for Accuracy and Fluency Development: Monitoring, Practice, and Proceduralization

ERIC Educational Resources Information Center

Sato, Masatoshi; Lyster, Roy

2012-01-01

This quasi-experimental study is aimed at (a) teaching learners how to provide corrective feedback (CF) during peer interaction and (b) assessing the effects of peer interaction and CF on second language (L2) development. Four university-level English classes in Japan participated (N = 167), each assigned to one of four treatment conditions. Of…

Residents' Interaction with Their College Living-Learning Peer Mentor: A Grounded Theory

ERIC Educational Resources Information Center

Wylie, Jonathan Patrick

2012-01-01

This study used Strauss and Corbin's (1998) grounded theory model to describe and explain the stories of residents' interactions with their peer mentor, in a health, education, and human development living-learning community (LLC). The question answered in this study was: What is the impact of the interaction between a peer mentor and…

Validating justifications in preschool girls' and boys' friendship group talk: implications for linguistic and socio-cognitive development.

PubMed

Kyratzis, Amy; Ross, Tamara Shuqum; Koymen, S Bahar

2010-01-01

Children are believed to construct their causal theories through talk and interaction, but with the exception of a few studies, little or nothing is known about how young children justify and build theories of the world together with same-age peers through naturally occurring interaction, Children's sensitivity to when a pair or group of interlocutors who interact frequently together feel that a justification is needed, is an index of developing pragmatic competence (Goetz & Shatz, 1999) and may be influenced by interactive goals and gender identity positioning. Studies suggest that salient contexts for justifications for young children are disagreement and control (e.g. Veneziano & Sinclair, 1995) but researchers have been less recognizant of 'situations in which partners verbally assist in the construction of justifications as a means to maintain contact or create solidarity' (Goetz & Shatz, 1999: 722) as contexts for justifications. The present study examined the spontaneously produced justification constructions in the naturally occurring free play of five friendship groups of preschool-aged children (aged from 3 ; 6 to 5 ; 4), in terms of the motivating context of the justification, marking of the causal relationship with a connective, and causal theories accessed in the talk. Partner expansion (validating justifications) was a salient motivating context for justifications, especially in the talk of friendship groups of girls, and seemed to privilege greater marking of the causal relationship with a connective and less arbitrary reasoning. One group of girls varied their use of validating justifications depending on the theme of play. Results are discussed in terms of the implications of use of validating justifications for children's causal theory building with peers, linguistic development, and pragmatic development.

Peer relationships of deaf children with cochlear implants: predictors of peer entry and peer interaction success.

PubMed

Martin, Daniela; Bat-Chava, Yael; Lalwani, Anil; Waltzman, Susan B

2011-01-01

This study investigated factors that affect the development of positive peer relationships among deaf children with cochlear implants. Ten 5- to 6-year-old deaf children with implants were observed under conditions varying peer context difficulty in a Peer Entry task. Results revealed better outcomes for deaf children interacting in one-on-one situations compared to interactions including two other hearing children and better performance among girls than boys. In addition, longer duration of implant use and higher self-esteem were associated with better performance on the Peer Task, which was in turn related to parental reports of children's social functioning outside the experimental situation. These findings contribute to the growing literature describing the benefits of cochlear implantation in the areas of communication and socialization, while pointing to interventions that may enhance deaf children's social competence.

Roles of temperamental arousal and gender-segregated play in young children's social adjustment.

PubMed

Fabes, R A; Shepard, S A; Guthrie, I K; Martin, C L

1997-07-01

The hypothesis that gender differences in children's adjustment is partially influenced by differences in temperament and interactions with same-sex peers was examined. Fifty-seven predominantly White, middle-class preschoolers (29 boys and 28 girls, M age = 54.5 months) participated. Measures were taken of children's arousability, problem behaviors, and tendencies to play with same-sex peers. A semester later, children's peer status was assessed. Analyses revealed that arousability and same-sex peer play interacted to predict problem behaviors. For boys high in arousability, play with same-sex peers increased problem behaviors. In contrast, arousable girls who played with other girls were relatively unlikely to show problem behaviors. Moreover, the interaction of arousability and same-sex peer play predicted boys' (but not girls') peer status, and this relation was partially mediated by problem behaviors. The role of gender-related processes is discussed.

The importance of mutual positive expressivity in social adjustment: understanding the role of peers and gender.

PubMed

Sallquist, Julie; DiDonato, Matthew D; Hanish, Laura D; Martin, Carol Lynn; Fabes, Richard A

2012-04-01

The relations between young children's mutual (reciprocated) and overall positive emotion (PE) with same- and other-gender peers and their social adjustment were explored. Children's PE and peers' PE were observed across the preschool year during peer interactions (N = 166; 46% girls; M age = 52 months). Results revealed that girls and boys had similar frequencies of overall PE and mutual PE when interacting with same-gender peers, but girls were marginally higher compared with boys in overall and mutual PE when interacting with other-gender peers. Girls and boys did not have greater rates of either type of PE after controlling for gender segregation during same- or other-gender interactions. Using structural equation modeling, children's mutual PE, regardless of their gender, positively predicted indicators of positive adjustment (e.g., prosocial behavior, cooperation) and negatively predicted indicators of negative adjustment (e.g., hyperactivity, disruption, exclusion by peers). Children's overall PE did not predict either type of adjustment. Findings support the importance of mutual PE for children's development. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

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

PubMed

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.

Creating a social world: a developmental twin study of peer-group deviance.

PubMed

Kendler, Kenneth S; Jacobson, Kristen C; Gardner, Charles O; Gillespie, Nathan; Aggen, Steven A; Prescott, Carol A

2007-08-01

Peer-group deviance is strongly associated with externalizing behaviors. We have limited knowledge of the sources of individual differences in peer-group deviance. To clarify genetic and environmental contributions to peer-group deviance in twins from midchildhood through early adulthood. Retrospective assessments using a life-history calendar. Analysis by biometric growth curves. General community. Members of male-male pairs from the population-based Virginia Twin Registry personally interviewed in 1998-2004 (n = 1802). Self-reported peer-group deviance at ages 8 to 11, 12 to 14, 15 to 17, 18 to 21, and 22 to 25 years. Mean and variance of peer-group deviance increased substantially with age. Genetic effects on peer-group deviance showed a strong and steady increase over time. Family environment generally declined in importance over time. Individual-specific environmental influences on peer-group deviance levels were stable in the first 3 age periods and then increased as most twins left home. When standardized, the heritability of peer-group deviance is approximately 30% at ages 8 to 11 years and rises to approximately 50% across the last 3 time periods. Both genes and shared environment contributed to individual differences in the developmental trajectory of peer-group deviance. However, while the correlation between childhood peer-group deviance levels and the subsequent slope of peer-group deviance over time resulting from genetic factors was positive, the same relationship resulting from shared environmental factors was negative. As male twins mature and create their own social worlds, genetic factors play an increasingly important role in their choice of peers, while shared environment becomes less influential. The individual-specific environment increases in importance when individuals leave home. Individuals who have deviant peers in childhood, as a result of genetic vs shared environmental influences, have distinct developmental trajectories. Understanding the risk factors for peer-group deviance will help clarify the etiology of a range of externalizing psychopathology.

Adolescent peer group identification and characteristics: A review of the literature

PubMed Central

Sussman, Steve; Pokhrel, Pallav; Ashmore, Richard D.; Brown, B. Bradford

2011-01-01

This study provides an exhaustive review of 44 peer-reviewed quantitative or qualitative data-based peer-reviewed studies completed on adolescent peer group identification. Adolescent peer group identification is one’s self-perceived or other-perceived membership in discrete teenage peer groups. The studies reviewed suggest that adolescent peer groups consist of five general categories differentiable by lifestyle characteristics: Elites, Athletes, Academics, Deviants, and Others. We found that the Deviant adolescent group category reported relatively greater participation in drug use and other problem behaviors across studies, whereas Academics and Athletes exhibited the least participation in these problem behaviors. Additional research is needed in this arena to better understand the operation of adolescent group labels. PMID:17188815

The Multiple Meanings of Peer Groups in Social Cognitive Mapping

ERIC Educational Resources Information Center

Neal, Jennifer Watling; Neal, Zachary P.

2013-01-01

Social cognitive mapping (SCM) is a common approach to identifying peer groups in developmental research. However, this approach involves three stages that each implies a unique conception of peer group. This article aims to bring conceptual clarity to the identification of peer groups using SCM by demonstrating how the meaning of peer groups…

Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children's Sociodramatic Play

ERIC Educational Resources Information Center

Stanton-Chapman, Tina L.

2015-01-01

Teachers play an important role in expanding and supporting children's play and interactions with peers. This manuscript provides specific guidelines for interventions teachers can use to promote successful peer interactions in preschool settings. The strategies discussed include: (a) preparing the physical environment for play (e.g., toy…

Grazing behaviour of sheep in a situation of conflict between feeding and social motivations.

PubMed

Dumont; Boissy

2000-06-23

We investigated how food preferences and social bonds interact to determine the choice of grazing location in sheep. Ewes of INRA 401 breed were grazed in plots in which taller areas, i.e. preferred feeding sites, were left to grow at 15 or 50 m from a socially attractive site, i.e. familiar ewes placed in a public pen at one end of the plot. Eight experimental ewes were tested either alone or in groups with one, three or six accompanying animals chosen amongst 20 other familiar ewes. We used a Latin square design, in which the eight treatments (two distancesxfour group sizes) were balanced in 8 measurement days. We recorded, in 20-min tests, the behaviour of the experimental ewes by focal sampling, and the location of each animal in the groups by scan sampling. Foraging location, dietary choices and vigilance behaviour of ewes were affected by both the distance between the group of public peers and the preferred feeding site, and the size of their own group. Our results suggest that a sheep will move whether alone or with a few peers to a preferred feeding site located close to the core of its social group. In a small sub-group, its frequency of vigilance behaviour increases, probably to maintain social contact with the rest of the group. Conversely, a sheep will not leave its group to reach a preferred feeding site located further away unless it is followed by several other peers.

Influence of Deviant Behaviours in Workgroups in Relation with Group Composition

ERIC Educational Resources Information Center

Desbiens, Nadia; Levasseur, Caroline; Roy, Normand

2016-01-01

The potential for behaviourally challenged students to negatively impact typically developing students is a concern shared by many parents and teachers. However, deviant peer influence during workgroup activities has not been thoroughly investigated through systematic observation of deviant interactions. This study compares sequences of deviant…

Student Attitudes toward Information Systems Graduate Program Design and Delivery

ERIC Educational Resources Information Center

Thouin, Mark F.; Hefley, William E.; Raghunathan, Srinivasan

2018-01-01

This study examines student preferences regarding graduate management information systems (MIS) education. One hundred and eighty four graduate students responded to a survey exploring student attitudes towards degree program content, delivery format, and peer group interaction. Study results indicate that students prefer a program with an even…

Assessing and Managing Caregiver Stress: Development of a Teaching Tool for Medical Residents

ERIC Educational Resources Information Center

Famakinwa, Abisola; Fabiny, Anne

2008-01-01

Forty medical residents from major teaching hospitals in Boston, Massachusetts, participated in small group teaching sessions about caregiver stress. A teaching tool was developed that included a teaching handout, interactive cases, standard instruments for assessing caregiver stress, peer-reviewed articles about caregiving, and a list of…

Social Involvement and Commuter Students: The First-Year Student Voice

ERIC Educational Resources Information Center

Krause, Kerri-Lee D.

2007-01-01

This qualitative study explores the nature of undergraduate commuter students' social involvement with peers during the transitional first six months of their university experience. Focus group interviews with 46 participants provided a student perspective of the role of social interactions in students' transition to university life. Findings…

Engaging Students in Learning: An Application with Quantitative Psychology

ERIC Educational Resources Information Center

Harlow, Lisa L.; Burkholder, Gary J.; Morrow, Jennifer A.

2006-01-01

In response to calls for more engaging and interactive pedagogy, we simultaneously implemented 4 rousing learning activities: peer-mentored learning, student reports of what was clear (or not) from a previous lecture, consult corners where student groups provided course-informed solutions to problem-based scenarios, and applied projects presented…

Helping Students Value Cultural Diversity through Research-Based Teaching

ERIC Educational Resources Information Center

Deakins, Eric

2009-01-01

Although international students studying in New Zealand desire and expect contact with their domestic peers, the level of cross-national interactions remains generally low. This paper describes an initiative to promote more and better intercultural understanding within a target group of students having similar needs and interests in a higher…

Scaffolding Productive Language Skills through Sociodramatic Play

ERIC Educational Resources Information Center

Galeano, Rebecca

2011-01-01

This article reviews how a receptive, bilingual four-year-old increased her Spanish productive-language skills over five weeks as she engaged in Spanish-language play sessions with bilingual peers. The data show her growing participation in group verbal interactions along with her growing production of her weaker language. In addition, a…

Making Oneself Heard--Children's Experiences of Empowerment in Swedish Preschools

ERIC Educational Resources Information Center

Almqvist, Anna-Lena; Almqvist, Lena

2015-01-01

Children's experiences of empowerment in relation to preschool peers and in child-adult interactions were studied, involving 25 four- to six-year-olds from four Swedish preschools. Group interviews using puppets comprised pre-constructed scenarios to examine preschools' activities. Children took photos of indoor and outdoor preschool environments,…

Self-Presentation and Gender on MySpace

ERIC Educational Resources Information Center

Manago, Adriana M.; Graham, Michael B.; Greenfield, Patricia M.; Salimkhan, Goldie

2008-01-01

Within the cultural context of MySpace, this study explores the ways emerging adults experience social networking. Through focus group methodology, the role of virtual peer interaction in the development of personal, social, and gender identities was investigated. Findings suggest that college students utilize MySpace for identity exploration,…

Cooperative Learning and Teaching

ERIC Educational Resources Information Center

Jacobs, G. M.; Kimura, H.

2013-01-01

In and out of the classroom, life would be unthinkable without interacting with fellow humans. This book urges more cooperative and group activities in the English language classroom for all the advantages: students use the target language more, help each other with comprehension, receive attention from peers as well as the teacher, are motivated…

Antagonists in Mutual Antipathies: A Person-Oriented Approach

ERIC Educational Resources Information Center

Guroglu, Berna; Haselager, Gerbert J. T.; van Lieshout, Cornelis F. M.; Scholte, Ron H. J.

2009-01-01

This study investigated the heterogeneity of mutual antipathy relationships. Separate cluster analyses of peer interactions of early adolescents (mean age 11 years) and adolescents (mean age of 14) yielded 3 "types of individuals" in each age group, namely Prosocial, Antisocial, and Withdrawn. Prevalence analysis of the 6 possible combinations of…

Online interprofessional learning: the student experience.

PubMed

Miers, Margaret E; Clarke, Brenda A; Pollard, Katherine C; Rickaby, Caroline E; Thomas, Judith; Turtle, Ann

2007-10-01

Health and social care students in a faculty in the United Kingdom learn together in an interprofessional module through online discussion boards. The module assessment encourages engagement with technology and with group members through peer review. An evaluation of student experience of the module gathered data from 48 students participating in 10 online groups. Analysis of contributions to discussion boards, and transcripts of interviews with 20 students revealed differing levels of participation between individuals and groups. Many students were apprehensive about the technology and there were different views about the advantages and disadvantages of online learning. Students interacted in a supportive manner. Group leadership was seen as associated with maintaining motivation to complete work on time. Students reported benefiting from the peer review process but were uncomfortable with critiquing each other's work. Sensitivity about group process may have inhibited the level of critical debate. Nevertheless the module brought together students from different professions and different sites. Examples of sharing professional knowledge demonstrated successful interprofessional collaboration online.

The role of peer group aggression in predicting adolescent dating violence and relationship quality.

PubMed

Ellis, Wendy E; Chung-Hall, Janet; Dumas, Tara M

2013-04-01

Past research has shown that adolescent peer groups make a significant contribution to shaping behavior but less is known about the role of peer groups in adolescent dating relationships. This longitudinal study examined the contribution of aggressive peer group norms on relationship quality and dating violence among dating adolescents. At the beginning of the school year (T1) and 6 months later (T2), participants (n = 1,070; M(age) = 15.45; 49 % Female) provided self-reports of attitudes towards aggression, and physically- and relationally-aggressive behaviors. Peer groups were identified using a peer-nomination technique and aggressive behaviors and attitudes were averaged across peer groups. Participants with dating experience (n = 598) reported on the frequency of their experience with dating violence (both as a victim and perpetrator). Multilevel analyses indicated that peer group relational aggression at T1 positively predicted dating abuse victimization and perpetration, and negatively predicted relationship quality at T2, beyond individual predictions. An unexpected finding was that membership in physically aggressive peer groups at T1 was associated positively with relationship quality at T2. Results point to the importance of the peer group in shaping adolescent dating experiences.

Promoting evidence-based childhood fever management through a peer education programme based on the theory of planned behaviour.

PubMed

Edwards, Helen; Walsh, Anne; Courtney, Mary; Monaghan, Sarah; Wilson, Jenny; Young, Jeanine

2007-10-01

This study examined effectiveness of a theoretically based education programme in reducing inappropriate antipyretic use in fever management. Paediatric nurses' inconsistent, ritualistic antipyretic use in fever management is influenced by many factors including inconsistent beliefs and parental requests. Determinants of antipyretic administration, identified by the theory of planned behaviour, were belief-based attitudes and subjective norms. A quasi-experiment explored group effects of a peer education programme, based on the theory of planned behaviour, on factors influencing paediatric nurses' antipyretic administration. Surveys and chart audits collected data from medical wards at experimental and control hospitals one month pre and one and four months postpeer education programme. All nurses employed in targeted wards were eligible to participate in surveys and all eligible charts were audited. The peer education programme consisted of four one-hour sessions targeting evidence-based knowledge, myths and misconceptions, normative, attitudinal and control influences over and rehearsal of evidence-based fever management. All nurses in experimental hospital targeted wards were eligible to attend. Peer education and support facilitated session information reaching those unable to attend sessions. Two-way univariate anovas explored between subject, experimental and control group and within subject factors, pre, post and latency data. Significant interactions in normative influence (p = 0.01) and intentions (p = 0.01), a significant main group effect in control influence (p = 0.01) and a significant main effect between audit data across time points (p = 0.03) highlight peer education programme effectiveness in behaviour change. Normative, control and intention changes postpeer education programme were maintained in latency data; mean temperature was not. The peer education programme, based on a behaviour change theory, initiated and maintained evidence-based intentions for antipyretics use in fever management. The promotion of evidence-based change in organizational unit intentions and behaviour highlights the crucial role peer support and education can play in continuing educational programmes.

Who Says What's Correct and How Do You Say It? Multimodal Management of Oral Peer-Assessment in a Grammar Boardgame in a Foreign Language Classroom

ERIC Educational Resources Information Center

Konzett, Carmen

2015-01-01

This paper describes how a small group of students in a foreign language classroom manage the interactional task of orally assessing the correctness of verb forms while playing a board game aimed at revising verb conjugation. In their interaction, the students orient to the institutional context of this activity as a language learning exercise by…

Intersubjectivity in Theoretical and Practical Online Courses

ERIC Educational Resources Information Center

Lim, Janine; Hall, Barbara M.

2015-01-01

Rigorous interaction between peers has been an elusive goal in online asynchronous discussions. Intersubjectivity, the goal of peer-to-peer interaction, is a representation of a higher quality of synthesis. It is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of…

Understanding multiple levels of norms about teen pregnancy and their relationships to teens' sexual behaviors.

PubMed

Mollborn, Stefanie; Domingue, Benjamin W; Boardman, Jason D

2014-06-01

Researchers seeking to understand teen sexual behaviors often turn to age norms, but they are difficult to measure quantitatively. Previous work has usually inferred norms from behavioral patterns or measured group-level norms at the individual level, ignoring multiple reference groups. Capitalizing on the multilevel design of the Add Health survey, we measure teen pregnancy norms perceived by teenagers, as well as average norms at the school and peer network levels. School norms predict boys' perceived norms, while peer network norms predict girls' perceived norms. Peer network and individually perceived norms against teen pregnancy independently and negatively predict teens' likelihood of sexual intercourse. Perceived norms against pregnancy predict increased likelihood of contraception among sexually experienced girls, but sexually experienced boys' contraceptive behavior is more complicated: When both the boy and his peers or school have stronger norms against teen pregnancy he is more likely to contracept, and in the absence of school or peer norms against pregnancy, boys who are embarrassed are less likely to contracept. We conclude that: (1) patterns of behavior cannot adequately operationalize teen pregnancy norms, (2) norms are not simply linked to behaviors through individual perceptions, and (3) norms at different levels can operate independently of each other, interactively, or in opposition. This evidence creates space for conceptualizations of agency, conflict, and change that can lead to progress in understanding age norms and sexual behaviors.

Understanding multiple levels of norms about teen pregnancy and their relationships to teens’ sexual behaviors

PubMed Central

Mollborn, Stefanie; Domingue, Benjamin W.; Boardman, Jason D.

2014-01-01

Researchers seeking to understand teen sexual behaviors often turn to age norms, but they are difficult to measure quantitatively. Previous work has usually inferred norms from behavioral patterns or measured group-level norms at the individual level, ignoring multiple reference groups. Capitalizing on the multilevel design of the Add Health survey, we measure teen pregnancy norms perceived by teenagers, as well as average norms at the school and peer network levels. School norms predict boys’ perceived norms, while peer network norms predict girls’ perceived norms. Peer network and individually perceived norms against teen pregnancy independently and negatively predict teens’ likelihood of sexual intercourse. Perceived norms against pregnancy predict increased likelihood of contraception among sexually experienced girls, but sexually experienced boys’ contraceptive behavior is more complicated: When both the boy and his peers or school have stronger norms against teen pregnancy he is more likely to contracept, and in the absence of school or peer norms against pregnancy, boys who are embarrassed are less likely to contracept. We conclude that: (1) patterns of behavior cannot adequately operationalize teen pregnancy norms, (2) norms are not simply linked to behaviors through individual perceptions, and (3) norms at different levels can operate independently of each other, interactively, or in opposition. This evidence creates space for conceptualizations of agency, conflict, and change that can lead to progress in understanding age norms and sexual behaviors. PMID:25104920

Preschool children with gender normative and gender non-normative peer preferences: psychosocial and environmental correlates.

PubMed

Martin, Carol Lynn; DiDonato, Matthew D; Clary, Laura; Fabes, Richard A; Kreiger, Tyson; Palermo, Francisco; Hanish, Laura

2012-08-01

We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53 % boys; M age = 51 months; 66 % Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer's characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed.

An Agent-Based Model of Private Woodland Owner Management Behavior Using Social Interactions, Information Flow, and Peer-To-Peer Networks

PubMed Central

Huff, Emily Silver; Leahy, Jessica E.; Hiebeler, David; Weiskittel, Aaron R.; Noblet, Caroline L.

2015-01-01

Privately owned woodlands are an important source of timber and ecosystem services in North America and worldwide. Impacts of management on these ecosystems and timber supply from these woodlands are difficult to estimate because complex behavioral theory informs the owner’s management decisions. The decision-making environment consists of exogenous market factors, internal cognitive processes, and social interactions with fellow landowners, foresters, and other rural community members. This study seeks to understand how social interactions, information flow, and peer-to-peer networks influence timber harvesting behavior using an agent-based model. This theoretical model includes forested polygons in various states of ‘harvest readiness’ and three types of agents: forest landowners, foresters, and peer leaders (individuals trained in conservation who use peer-to-peer networking). Agent rules, interactions, and characteristics were parameterized with values from existing literature and an empirical survey of forest landowner attitudes, intentions, and demographics. The model demonstrates that as trust in foresters and peer leaders increases, the percentage of the forest that is harvested sustainably increases. Furthermore, peer leaders can serve to increase landowner trust in foresters. Model output and equations will inform forest policy and extension/outreach efforts. The model also serves as an important testing ground for new theories of landowner decision making and behavior. PMID:26562429

A Peer-Reviewed Research Assignment for Large Classes.

ERIC Educational Resources Information Center

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…

Peer Group Self-Identification as a Predictor of Relational and Physical Aggression among High School Students

ERIC Educational Resources Information Center

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2010-01-01

Background: Adolescent peer group self-identification refers to adolescents' affiliation with reputation-based peer groups such as "Goths" or "Jocks." These groups tend to vary on normative characteristics, including the group members' attitudes and behaviors. This article examined whether adolescents' baseline peer group…

The role of social networks in physical and relational aggression among young adolescents.

PubMed

Low, Sabina; Polanin, Joshua R; Espelage, Dorothy L

2013-07-01

Despite the veritable influence of the peer context on the elaboration of adolescent aggression, few studies of relational aggression have directly identified and measured peer groups, limiting our ability to draw formal conclusions about the level and nature of peer influence. The current study used a developmental framework to examine peer group influence on individual levels of physical and relational aggression over a year with 6th and 7th grade students (n = 346, 51 % female). A multilevel network approach was used in which peer groups were identified via social network analysis, and peer group influence was evaluated with hierarchical linear modeling (HLM). HLM analyses indicated that peer group aggression (physical and relational) at time 1 was predictive of individual aggression levels at time 2 after controlling for other peer group characteristics as well as other individual risk and protective factors. Although both forms of aggression were embedded in peer networks, findings suggest that physical aggression is relatively less endemic to peer networks, and is more likely to occur in smaller, predominantly male networks. The current study highlights the importance of understanding the influence of peer group membership on adolescent aggression and points to important implications for prevention.

Anticipation of peer evaluation in anxious adolescents: divergence in neural activation and maturation

PubMed Central

Jarcho, Johanna M.; Dahl, Ronald E.; Pine, Daniel S.; Ernst, Monique; Nelson, Eric E.

2015-01-01

Adolescence is the time of peak onset for many anxiety disorders, particularly Social Anxiety Disorder. Research using simulated social interactions consistently finds differential activation in several brain regions in anxious (vs non-anxious) youth, including amygdala, striatum and medial prefrontal cortex. However, few studies examined the anticipation of peer interactions, a key component in the etiology and maintenance of anxiety disorders. Youth completed the Chatroom Task while undergoing functional magnetic resonance imaging. Patterns of neural activation were assessed in anxious and non-anxious youth as they were cued to anticipate social feedback from peers. Anxious participants evidenced greater amygdala activation and rostral anterior cingulate (rACC)↔amygdala coupling than non-anxious participants during anticipation of feedback from peers they had previously rejected; anxious participants also evidenced less nucleus accumbens activation during anticipation of feedback from selected peers. Finally, anxiety interacted with age in rACC: in anxious participants, age was positively associated with activation to anticipated feedback from rejected peers and negatively for selected peers, whereas the opposite pattern emerged for non-anxious youth. Overall, anxious youth showed greater reactivity in anticipation of feedback from rejected peers and thus may ascribe greater salience to these potential interactions and increase the likelihood of avoidance behavior. PMID:25552568

Creating a Social World

PubMed Central

Kendler, Kenneth S.; Jacobson, Kristen C.; Gardner, Charles O.; Gillespie, Nathan; Aggen, Steven A.; Prescott, Carol A.

2014-01-01

Context Peer-group deviance is strongly associated with externalizing behaviors. We have limited knowledge of the sources of individual differences in peer-group deviance. Objective To clarify genetic and environmental contributions to peer-group deviance in twins from mid-childhood through early adulthood. Design Retrospective assessments using a life-history calendar. Analysis by biometric growth curves. Setting General community. Participants Members of male-male pairs from the population-based Virginia Twin Registry personally interviewed in 1998–2004 (n=1802). Main Outcome Measure Self-reported peer-group deviance at ages 8 to 11, 12 to 14, 15 to 17, 18 to 21, and 22 to 25 years. Results Mean and variance of peer-group deviance increased substantially with age. Genetic effects on peer-group deviance showed a strong and steady increase over time. Family environment generally declined in importance over time. Individual-specific environmental influences on peer-group deviance levels were stable in the first 3 age periods and then increased as most twins left home. When standardized, the heritability of peer-group deviance is approximately 30% at ages 8 to 11 years and rises to approximately 50% across the last 3 time periods. Both genes and shared environment contributed to individual differences in the developmental trajectory of peer-group deviance. However, while the correlation between childhood peer-group deviance levels and the subsequent slope of peer-group deviance over time resulting from genetic factors was positive, the same relationship resulting from shared environmental factors was negative. Conclusions As male twins mature and create their own social worlds, genetic factors play an increasingly important role in their choice of peers, while shared environment becomes less influential. The individual specific environment increases in importance when individuals leave home. Individuals who have deviant peers in childhood, as a result of genetic vs shared environmental influences, have distinct developmental trajectories. Understanding the risk factors for peer-group deviance will help clarify the etiology of a range of externalizing psychopathology. PMID:17679640

Evolution of cooperation by the introduction of the probabilistic peer-punishment based on the difference of payoff.

PubMed

Ohdaira, Tetsushi

2016-05-05

There are two types of costly punishment, i.e. peer-punishment and pool-punishment. While peer-punishment applies direct face to face punishment, pool-punishment is based on multi-point, collective interaction among group members. Regarding those two types of costly punishment, peer-punishment is especially considered to have the flaws that it lowers the average payoff of all players as well as pool-punishment does, and facilitates antisocial behaviour like retaliation of a defector on a cooperator. Here, this study proposes the new peer-punishment that punishment to an opponent player works at high probability when an opponent one is uncooperative, and the difference of payoff between a player and an opponent one becomes large in order to prevent such antisocial behaviour. It is natural to think that players of high payoff do not expect to punish others of lower payoff because they do not have any complaints regarding their economic wealth. The author shows that the introduction of the proposed peer-punishment increases both the number of cooperative players and the average payoff of all players in various types of topology of connections between players.

Evolution of cooperation by the introduction of the probabilistic peer-punishment based on the difference of payoff

PubMed Central

Ohdaira, Tetsushi

2016-01-01

There are two types of costly punishment, i.e. peer-punishment and pool-punishment. While peer-punishment applies direct face to face punishment, pool-punishment is based on multi-point, collective interaction among group members. Regarding those two types of costly punishment, peer-punishment is especially considered to have the flaws that it lowers the average payoff of all players as well as pool-punishment does, and facilitates antisocial behaviour like retaliation of a defector on a cooperator. Here, this study proposes the new peer-punishment that punishment to an opponent player works at high probability when an opponent one is uncooperative, and the difference of payoff between a player and an opponent one becomes large in order to prevent such antisocial behaviour. It is natural to think that players of high payoff do not expect to punish others of lower payoff because they do not have any complaints regarding their economic wealth. The author shows that the introduction of the proposed peer-punishment increases both the number of cooperative players and the average payoff of all players in various types of topology of connections between players. PMID:27146347

Evolution of cooperation by the introduction of the probabilistic peer-punishment based on the difference of payoff

NASA Astrophysics Data System (ADS)

Ohdaira, Tetsushi

2016-05-01

There are two types of costly punishment, i.e. peer-punishment and pool-punishment. While peer-punishment applies direct face to face punishment, pool-punishment is based on multi-point, collective interaction among group members. Regarding those two types of costly punishment, peer-punishment is especially considered to have the flaws that it lowers the average payoff of all players as well as pool-punishment does, and facilitates antisocial behaviour like retaliation of a defector on a cooperator. Here, this study proposes the new peer-punishment that punishment to an opponent player works at high probability when an opponent one is uncooperative, and the difference of payoff between a player and an opponent one becomes large in order to prevent such antisocial behaviour. It is natural to think that players of high payoff do not expect to punish others of lower payoff because they do not have any complaints regarding their economic wealth. The author shows that the introduction of the proposed peer-punishment increases both the number of cooperative players and the average payoff of all players in various types of topology of connections between players.

Short-term improvement in oral self-care of adolescents with social-cognitive theory-guided intervention.

PubMed

Hall-Scullin, Emma P

2015-12-01

Cluster randomised controlled trial. Clusters of adolescents (classrooms of 15- to 16-year-olds) in each school were allocated either into a control group or into an intervention group. The interventions consisted of peer cooperation (peer support) and peer interactive learning (observational learning) facilitated through feedback from a dentist (professional support). Three intervention sessions with preselected pairs of adolescents were delivered in the first three weeks. Gender, family socio-economic status (baseline) and different social-cognitive domain variables (baseline, six, and 12 months) were assessed using a questionnaire. Dental plaque levels were the primary outcome measure and they were measured at baseline, after the intervention measured only in the social-cognitive theory-guided group, at six and 12 months. At the six-month follow-up there was a statistically significant difference in means ± SD between the social-cognitive intervention group (27.4 ± 19.4) and the control group (35.1 ± 20.0). At the 12-month follow-up, there was no statistically significant difference in means ± SD between the social-cognitive intervention group (27.4 ± 18.5) and the control group (31.9 ± 17.8). Variations in dental plaque levels at different time periods were explained by the following predictors: family's socio-economic status, social-cognitive domain variables, group affiliation and baseline plaque levels. Social-cognitive theory-guided interventions improved oral self-care of adolescents in the short term. This improvement lasted only for five months after the intervention was discontinued.

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

PubMed Central

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

Procedural Justice in Family Conflict Resolution and Deviant Peer Group Involvement among Adolescents: The Mediating Influence of Peer Conflict

ERIC Educational Resources Information Center

Stuart, Jennifer; Fondacaro, Mark; Miller, Scott A.; Brown, Veda; Brank, Eve M.

2008-01-01

The involvement of adolescents with deviant peer groups is one of the strongest proximal correlates to juvenile delinquency and stems from a variety of causes. Past research has linked ineffective parenting with peer variables, including deviant peer group involvement and peer conflict during adolescence. In this study, adolescents' appraisals of…

Familism Values as a Protective Factor for Mexican-Origin Adolescents Exposed to Deviant Peers

ERIC Educational Resources Information Center

German, Miguelina; Gonzales, Nancy A.; Dumka, Larry

2009-01-01

This study examined interactive relations between adolescent, maternal, and paternal familism values and deviant peer affiliations in predicting adolescent externalizing problems within low-income, Mexican-origin families (N = 598). Adolescent, maternal, and paternal familism values interacted protectively with deviant peer affiliations to predict…

Peer Interaction: What Causes What?

ERIC Educational Resources Information Center

Hartup, Willard W.

2005-01-01

Peer interaction is examined as a source of behavior change in children and adolescents. The dynamics of peer influence are discussed in terms of six issues: characteristics of the influence source; characteristics of the child or adolescent being influenced; the relationship existing between influence source and the individual being influenced;…

Developmental continuity and change in physical, verbal, and relational aggression and peer victimization from childhood to adolescence.

PubMed

Ettekal, Idean; Ladd, Gary W

2017-09-01

To investigate the developmental course of aggression and peer victimization in childhood and adolescence, distinct subgroups of children were identified based on similarities and differences in their physical, verbal and relational aggression, and victimization. Developmental continuity and change were assessed by examining transitions within and between subgroups from Grades 1 to 11. This longitudinal study consisted of 482 children (50% females) and was based on peer report data on multiple forms of aggression and peer victimization. Using person-centered methods including latent profile and latent transition analyses, most of the identified subgroups were distinguishable by their frequencies (i.e., levels) of aggression and victimization, rather than forms (physical, verbal, and relational), with the exception of 1 group that appeared to be more form-specific. Across subgroups, multiple developmental patterns emerged characterized as early and late-onset, social interactional continuity, desistance, and heterotypic pathways. Collectively, these pathways support the perspective that the development of aggression and peer victimization in childhood and adolescence is characterized by heterogeneity. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Influence of Peer Groups on Academic Success

ERIC Educational Resources Information Center

Sallee, Margaret W.; Tierney, William G.

2007-01-01

The authors examine how peer relationships influence students' academic success. After defining peer groups, the article considers the ways in which students' peer networks facilitate or inhibit access to academic resources. The authors argue that the composition and purpose of a peer group influences academic achievement and students' likelihood…

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study.

PubMed

Rodríguez-Medina, Jairo; Martín-Antón, Luis J; Carbonero, Miguel A; Ovejero, Anastasio

2016-01-01

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.

Challenges in the doctor-patient relationship: 12 tips for more effective peer group discussion.

PubMed

Wilson, Hamish

2015-09-01

In New Zealand, almost all general practitioners are members of peer groups, which provide opportunities for both clinical discussion and collegial support. This article proposes that peer groups can also be a useful medium for exploring specific challenges within the doctor-patient relationship. However, the peer group culture needs to be receptive to this particular goal. Structured discussion can help peer group members explore interpersonal issues more thoroughly.

Preschool Children with Gender Normative and Gender Non-Normative Peer Preferences: Psychosocial and Environmental Correlates

PubMed Central

DiDonato, Matthew D.; Clary, Laura; Fabes, Richard A.; Kreiger, Tyson; Palermo, Francisco; Hanish, Laura

2013-01-01

We addressed several issues concerning children who show gender non-normative (GNN) patterns of peer play. First, do young children with GNN peer preferences differ from children with gender normative (GN) peer preferences in problem behaviors? Second, do GNN and GN children differ in sociability and isolation and do they have differential socialization opportunities with externalizing, internalizing, and socially competent peers? We employed a Bayesian approach for classifying children as GNN based on their peer preferences as compared to their peers using a sample of Head Start preschool children from a large Southwestern city (N = 257; 53% boys; M age = 51 months; 66% Mexican American). To calculate socialization opportunities, we assessed affiliation to each child in the class and weighted that by each peer’s characteristics to determine the exposure that each child had to different kinds of peers. GN children of both sexes interacted more with same-sex peers, which may limit learning of different styles of interaction. As compared to GN children, GNN children exhibited more engagement in other-sex activities and with other-sex play partners and GNN children experienced somewhat fewer peer interactions, but did not differ on problem behaviors or social competence. Boys with GNN peer preferences had increased exposure to peers with problem behaviors. GNN girls experienced little exposure to peers with problem behaviors, but they also had little exposure to socially competent peers, which may reduce learning social skills from peers. Implications of these findings for future socialization and development will be discussed. PMID:22528037

Comparison of individual answer and group answer with and without structured peer assessment

NASA Astrophysics Data System (ADS)

Kablan, Zeynel

2014-09-01

Background:Cooperative learning activities provide active participation of students leading to better learning. The literature suggests that cooperative learning activities need to be structured for a more effective and productive interaction. Purpose: This study aimed to test the differences among three instructional conditions in terms of science achievement. Sample:A total of 79 fifth-grade students, 42 males (53%) and 37 females (47%), participated in the study. Design and Methods:In the first condition, students answered the teacher's questions individually by raising hands. In the second condition, students discussed the answer in groups and came up with a single group answer. In this condition, the teacher provided only verbal directions to the groups without using any strategy or material. In the third condition, students used a 'peer assessment form' before giving the group answer. A pre-/post-test experimental design was used. Multiple-choice and open-ended tests were used for data collection. One-way analysis of variance (ANOVA) was conducted to test the differences in the test scores between the three groups (individual answer, unstructured group answer and structured group answer). Results:Results showed that there were no significant differences among the three learning conditions in terms of their multiple-choice test scores. In terms of the open-ended test scores, students in the structured group answer condition scored significantly higher than the students in the individual answer condition. Conclusions:Structuring the group work through peer assessment helped to monitor the group discussion, provided a better learning compared to the individual answer condition, and helped students to participate in the activity equally.

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

PubMed

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).

Origins and Predictors of Friendships in 6- to 8-Year-Old Children Born at Neonatal Risk.

PubMed

Heuser, Katharina M; Jaekel, Julia; Wolke, Dieter

2018-02-01

To test effects of gestational age (GA), early social experiences, and child characteristics on children's friendships and perceived peer acceptance. As part of the prospective Bavarian Longitudinal Study (1147 children, 25-41 weeks GA), children's friendships (eg, number of friends, frequency of meeting friends) and perceived peer acceptance were assessed before school entry (6 years of age) and in second grade (8 years of age) using child and parent reports. The parent-infant relationship was evaluated during the 5 months after birth. Child characteristics (ie, height, motor impairment, cognitive ability, behavioral problems) were measured at 6 years of age. Multiple regressions estimated effects of GA, parent-infant relationship, and child characteristics. Overall, children with higher GA had more friends, spent more time with friends, and were more accepted by peers at 6 years of age. Better parent-infant relationships, higher cognitive abilities, and fewer motor and behavioral problems predicted more friendships and higher peer acceptance after adjusting for sex, socioeconomic status, multiples, siblings, and special schooling. Across all GA groups, number of friends (child report: mean change, 1.77; 95% CI, 1.57-1.96) and peer acceptance (child report: mean change, 0.14; 95% CI, 0.09-0.19; parent report: mean change, 0.14; 95% CI, 0.11-0.17) increased with age, but the increase in number of friends was higher among preterm children (ie, interaction effect age*GA group: P = .034). Our results provide evidence of a dose-response effect of low GA on children's friendships and perceived peer acceptance. Improvements in early parenting and motor, cognitive, and behavioral development may facilitate friendships and peer acceptance for all children across the gestation spectrum. Copyright © 2017 Elsevier Inc. All rights reserved.

Harnessing Online Peer Education (HOPE): integrating C-POL and social media to train peer leaders in HIV prevention.

PubMed

Jaganath, Devan; Gill, Harkiran K; Cohen, Adam Carl; Young, Sean D

2012-01-01

Novel methods, such as Internet-based interventions, are needed to combat the spread of HIV. While past initiatives have used the Internet to promote HIV prevention, the growing popularity, decreasing digital divide, and multi-functionality of social networking sites, such as Facebook, make this an ideal time to develop innovative ways to use online social networking sites to scale HIV prevention interventions among high-risk groups. The UCLA Harnessing Online Peer Education study is a longitudinal experimental study to evaluate the feasibility, acceptability, and preliminary effectiveness of using social media for peer-led HIV prevention, specifically among African American and Latino Men who have Sex with Men (MSM). No curriculum currently exists to train peer leaders in delivering culturally aware HIV prevention messages using social media. Training was created that adapted the Community Popular Opinion Leader (C-POL) model, for use on social networking sites. Peer leaders are recruited who represent the target population and have experience with both social media and community outreach. The curriculum contains the following elements: discussion and role playing exercises to integrate basic knowledge of HIV/AIDS, awareness of sociocultural HIV/AIDS issues in the age of technology, and communication methods for training peer leaders in effective, interactive social media-based HIV prevention. Ethical issues related to Facebook and health interventions are integrated throughout the sessions. Training outcomes have been developed for long-term assessment of retention and efficacy. This is the first C-POL curriculum that has been adapted for use on social networking websites. Although this curriculum has been used to target African-American and Latino MSM, it has been created to allow generalization to other high-risk groups.

Harnessing Online Peer Education (HOPE): Integrating C-POL and Social Media to Train Peer Leaders in HIV Prevention

PubMed Central

Jaganath, Devan; Gill, Harkiran K.; Cohen, Adam Carl; Young, Sean D.

2011-01-01

Novel methods, such as Internet-based interventions, are needed to combat the spread of HIV. While past initiatives have used the Internet to promote HIV prevention, the growing popularity, decreasing digital divide, and multi-functionality of social networking sites, such as Facebook, make this an ideal time to develop innovative ways to use online social networking sites to scale HIV prevention interventions among high-risk groups. The UCLA HOPE [Harnessing Online Peer Education] study is a longitudinal experimental study to evaluate the feasibility, acceptability, and preliminary effectiveness of using social media for peer-led HIV prevention, specifically among African American and Latino Men who have Sex with Men (MSM). No curriculum currently exists to train peer leaders in delivering culturally aware HIV prevention messages using social media. Training was created that adapted the Community Popular Opinion Leader (C-POL) model, for use on social networking sites. Peer leaders are recruited who represent the target population and have experience with both social media and community outreach. The curriculum contains the following elements: discussion and role playing exercises to integrate basic knowledge of HIV/AIDS, awareness of sociocultural HIV/AIDS issues in the age of technology, and communication methods for training peer leaders in effective, interactive social media-based HIV prevention. Ethical issues related to Facebook and health interventions are integrated throughout the sessions. Training outcomes have been developed for long-term assessment of retention and efficacy. This is the first C-POL curriculum that has been adapted for use on social networking websites. Although this curriculum has been used to target African American and Latino MSM, it has been created to allow generalization to other high-risk groups. PMID:22149081

Sensitivity to Peer Evaluation and Its Genetic and Environmental Determinants: Findings from a Population-Based Twin Study.

PubMed

Klippel, Annelie; Reininghaus, Ulrich; Viechtbauer, Wolfgang; Decoster, Jeroen; Delespaul, Philippe; Derom, Cathérine; de Hert, Marc; Jacobs, Nele; Menne-Lothmann, Claudia; Rutten, Bart; Thiery, Evert; van Os, Jim; van Winkel, Ruud; Myin-Germeys, Inez; Wichers, Marieke

2018-02-23

Adolescents and young adults are highly focused on peer evaluation, but little is known about sources of their differential sensitivity. We examined to what extent sensitivity to peer evaluation is influenced by interacting environmental and genetic factors. A sample of 354 healthy adolescent twin pairs (n = 708) took part in a structured, laboratory task in which they were exposed to peer evaluation. The proportion of the variance in sensitivity to peer evaluation due to genetic and environmental factors was estimated, as was the association with specific a priori environmental risk factors. Differences in sensitivity to peer evaluation between adolescents were explained mainly by non-shared environmental influences. The results on shared environmental influences were not conclusive. No impact of latent genetic factors or gene-environment interactions was found. Adolescents with lower self-rated positions on the social ladder or who reported to have been bullied more severely showed significantly stronger responses to peer evaluation. Not genes, but subjective social status and past experience of being bullied seem to impact sensitivity to peer evaluation. This suggests that altered response to peer evaluation is the outcome of cumulative sensitization to social interactions.

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. We found significant differences among all three comparison arms on students' reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students' reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students' reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed Central

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Introduction Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. Methods/Analysis A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. Results We found significant differences among all three comparison arms on students’ reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students’ reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Discussion/Conclusions Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students’ reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects. PMID:27600828

Near-peer role modeling: Can fourth-year medical students, recognized for their humanism, enhance reflection among second-year students in a physical diagnosis course?

PubMed

McEvoy, Mimi; Pollack, Staci; Dyche, Lawrence; Burton, William

2016-01-01

Introduction Humanism is cultivated through reflection and self-awareness. We aimed to employ fourth-year medical students, recognized for their humanism, to facilitate reflective sessions for second-year medical students with the intention of positively influencing reflective process toward humanistic development. Methods/Analysis A total of 186 students were randomly assigned to one of three comparison arms: eight groups of eight students (64 students) were facilitated by a fourth-year student who was a Gold Humanism Honor Society member (GHHS); eight groups (64 students) by a volunteer non-GHHS student; and seven groups (58 students) were non-facilitated. Before sessions, second-year students set learning goals concerning interactions with patients; fourth-year students received training materials on facilitation. Groups met twice during their 10 clinical site visits. At the last session, students completed a reflective assignment on their goal progress. Comparative mixed method analyses were conducted among the three comparison arms on reflection (reflective score on in-session assignment) and session satisfaction (survey) in addition to a thematic analysis of responses on the in-session assignment. Results We found significant differences among all three comparison arms on students' reflective scores (p=0.0003) and satisfaction (p=0.0001). T-tests comparing GHHS- and non-GHHS-facilitated groups showed significantly higher mean reflective scores for GHHS-facilitated groups (p=0.033); there were no differences on session satisfaction. Thematic analysis of students' reflections showed attempts at self-examination, but lacked depth in addressing emotions. There was a common focus on achieving comfort and confidence in clinical skills performance. Discussion/Conclusions Near peers, recognized for their humanism, demonstrated significant influence in deepening medical students' reflections surrounding patient interactions or humanistic development. Overall, students preferred facilitated to non-facilitated peer feedback forums. This model holds promise for enhancing self-reflection in medical education, but needs further exploration to determine behavioral effects.

Characteristics of Socially Successful Elementary School-Aged Children with Autism

PubMed Central

Locke, Jill; Williams, Justin; Shih, Wendy; Kasari, Connie

2016-01-01

Background The extant literature demonstrates that children with autism spectrum disorder (ASD) often have difficulty interacting and socially connecting with typically developing classmates. However, some children with ASD have social outcomes that are consistent with their typically developing counterparts. Little is known about this subgroup of children with ASD. This study examined the stable (unlikely to change) and malleable (changeable) characteristics of socially successful children with ASD. Methods This study used baseline data from three intervention studies performed in public schools in the Southwestern United States. A total of 148 elementary-aged children with ASD in 130 classrooms in 47 public schools participated. Measures of playground peer engagement and social network salience (inclusion in informal peer groups) were obtained. Results The results demonstrated that a number of malleable factors significantly predicted playground peer engagement (class size, autism symptom severity, peer connections) and social network salience (autism symptom severity, peer connections, received friendships). In addition, age was the only stable factor that significantly predicted social network salience. Interestingly, two malleable (i.e., peer connections and received friendships) and no stable factors (i.e., age, IQ, sex) predicted overall social success (e.g., high playground peer engagement and social network salience) in children with ASD. Conclusions School-based interventions should address malleable factors such as the number of peer connections and received friendships that predict the best social outcomes for children with ASD. PMID:27620949

Who is the competent physics student? A study of students' positions and social interaction in small-group discussions

NASA Astrophysics Data System (ADS)

Due, Karin

2014-06-01

This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. The analysis was based on gender theory viewing gender both as a process and a discourse. Specifically discursive psychology analysis was used to examine how students position themselves and their peers within discourses of physics and gender. The results of the study reveal how images of physics and of "skilled physics student" were constructed in the context of the interviews. These discourses were reconstructed in the students' discussions and their social interactions within groups. Traditional gendered positions were reconstructed, for example with boys positioned as more competent in physics than girls. These positions were however also resisted and challenged.

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.

PubMed

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.

Peer reactions to early childhood aggression in a preschool setting: Defenders, encouragers, or neutral bystander.

PubMed

Rose, Chad A; Richman, David M; Fettig, Katharine; Hayner, Annamarie; Slavin, Carly; Preast, June L

2016-08-01

The purpose of the current study was to determine if peer reactions to aggression among preschool youth were consistent with those conceptualized in the adolescent bullying literature as defenders, encouragers, and neutral bystanders. Direct observations were used to document patterns for types of peer-directed aggression in early childhood settings to ascertain interaction differences between individuals involved within the bullying dynamic. Observations of 50 students in preschool were conducted over 5.5 months. Event recording procedures were used to document aggressive behaviors and reactions from peers and teachers. Results indicated that the majority of aggression was physical. Additionally, peer reactions, as described in the bullying literature for school-aged youth, occurred very infrequently. Peer aggression tended to be more physical, suggesting that early childhood educators should attend to these physical interactions, and cultivate a classroom community that emphasizes social supports and appropriate interactions.

Prediction of peer-rated adult hostility from autonomy struggles in adolescent–family interactions

PubMed Central

ALLEN, JOSEPH P.; HAUSER, STUART T.; O’CONNOR, THOMAS G.; BELL, KATHY L.

2006-01-01

Observed parent–adolescent autonomy struggles were assessed as potential predictors of the development of peer-rated hostility over a decade later in young adulthood in both normal and previously psychiatrically hospitalized groups of adolescents. Longitudinal, multireporter data were obtained by coding family interactions involving 83 adolescents and their parents at age 16 years and then obtaining ratings by close friends of adolescents’ hostility at age 25 years. Fathers’ behavior undermining adolescents’ autonomy in interactions at age 16 years were predictive of adolescents-as-young-adults’ hostility, as rated by close friends at age 25 years. These predictions contributed additional variance to understanding young adult hostility even after accounting for concurrent levels of adolescent hostility at age 16 years and paternal hostility at this age, each of which also significantly contributed to predicting future hostility. Results are discussed as highlighting a pathway by which difficulties attaining autonomy in adolescence may presage the development of long-term difficulties in social functioning. PMID:11893089

Long-term effects of neonatal medial temporal ablations on socioemotional behavior in monkeys

PubMed Central

Málková, Ludise; Mishkin, Mortimer; Suomi, Stephen J.; Bachevalier, Jocelyne

2010-01-01

Socioemotional abnormalities, including low levels of social interaction and high levels of self-directed activity, were reported when rhesus monkeys with neonatal ablations of either the medial temporal lobe (AH) or the inferior temporal cortex (TE) were paired with unoperated peers at two and six months of age, though these abnormalities were more severe in the AH group (Bachevalier et al., 2001). As they reached adulthood (Experiment 1), the same monkeys were re-evaluated in the same dyads and their reactivity to novel toys, social status, and reactions to separation from age-matched peers were also assessed. Group TE now showed few if any of the abnormal behaviors observed when they were infants. By contrast, Group AH continued to display low levels of social interaction, high levels of self-directed activity and submissive behavior, and reduced responses to separation, although they reacted normally to novel toys. To determine whether this degree of socioemotional impairment was less severe than that produced by the same damage in adulthood, we assessed dyadic social interactions of monkeys raised until adulthood in laboratory conditions similar to those of the earlier groups and then given the AH ablation (Experiment 2). Two months postoperatively these adult-lesioned monkeys showed a small reduction in social interactions that became more pronounced six months postoperatively, yet remained less severe than that seen in the infant-lesioned monkeys. Also, except for an increase in food and water consumption throughout this 6-month period, they showed no other socioemotional effects. The finding that neonatal AH lesions produce more severe socioemotional disturbances than the same lesion in adulthood is the reverse of the effect commonly reported for other cognitive functions after cerebral damage. PMID:21133531

Communicative performance of adolescents with severe speech impairment: influence of context.

PubMed

Dalton, B M; Bedrosian, J L

1989-08-01

The communicative performance of 4 preoperational-level adolescents, using limited speech, gestures, and communication board techniques, was examined in a two-part investigation. In Part 1, each subject participated in an academic interaction with a teacher in a therapy room. Data were transcribed and coded for communication mode, function, and role. Two subjects were found to predominantly use the speech mode, while the remaining 2 predominantly used board and one other mode. The majority of productions consisted of responses to requests, and the initiator role was infrequently occupied. These findings were similar to those reported in previous investigations conducted in classroom settings. In Part 2, another examination of the communicative performance of these subjects was conducted in spontaneous interactions involving speaking and nonspeaking peers in a therapy room. Using the same data analysis procedures, gesture and speech modes predominated for 3 of the subjects in the nonspeaking peer interactions. The remaining subject exhibited minimal interaction. No consistent pattern of mode usage was exhibited across the speaking peer interactions. In the nonspeaking peer interactions, request predominated. In contrast, a variety of communication functions was exhibited in the speaking peer interactions. Both the initiator and the maintainer roles were occupied in the majority of interactions. Pertinent variables and clinical implications are discussed.

Pathways between Parent-Child Interactions and Peer Acceptance: The Role of Children's Social Information Processing

ERIC Educational Resources Information Center

Rah, Yumee; Parke, Ross D.

2008-01-01

This study examined the links among parents' interaction styles, their children's social information processing, and peer acceptance. Fourth-grade children (N = 159) and their parents were observed during family discussions. One year later peer acceptance and children's information processing choices (goals, strategies, and attributions) in…

Teacher-Student Interactions in Fifth Grade Classrooms: Relations with Children's Peer Behavior

ERIC Educational Resources Information Center

Luckner, Amy E.; Pianta, Robert C.

2011-01-01

This study investigates the extent to which teacher-student interactions in fifth grade classrooms are associated with peer behavior in fifth grade, accounting for prior peer functioning. Participants included 894 fifth grade students from the NICHD Study of Early Child Care and Youth Development. The quality of teacher-student interactions…

Mother--Child and Father--Child Emotional Expressiveness in Mexican-American Families and Toddlers' Peer Interactions

ERIC Educational Resources Information Center

Lindsey, Eric W.; Caldera, Yvonne M.; Rivera, Mitzie

2013-01-01

The present investigation explored the association of mother--child and father--child emotional expressiveness during toddlerhood to children's prosocial and aggressive behaviour with peers. Data were collected from 62 Mexican-American families with toddlers (29 females, 33 males) during a home visit. Children's peer interactions were also…

Effects of a Peer-Mediated Intervention on Social Interactions of Students with Low-Functioning Autism and Perceptions of Typical Peers

ERIC Educational Resources Information Center

Simpson, Lisa A.; Bui, Yvonne

2016-01-01

Students with autism display challenges acquiring friendships and participating in relationships with typical peers. Social interaction is further impacted in students with low-functioning autism, necessitating consideration of their unique characteristics when designing and implementing interventions. This single-subject study examined the…

Efficacy of Peer Support Interventions in General Education Classrooms for High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Carter, Erik W.; Gustafson, Jenny R.; Sreckovic, Melissa A.; Dykstra Steinbrenner, Jessica R.; Pierce, Nigel P.; Bord, Aimee; Stabel, Aaron; Rogers, Sally; Czerw, Alicia; Mullins, Teagan

2017-01-01

Even with inclusive general education classrooms, high school students with autism spectrum disorder (ASD) often have few social interactions with classmates. Peer support arrangements hold promise for increasing peer interactions and shared learning within general education classrooms. However, previous evaluations of this intervention have…

Cyber Peer-Led Team Learning (cPLTL): Development and Implementation

ERIC Educational Resources Information Center

Mauser, Kevin; Sours, John; Banks, Julianna; Newbrough, Randy; Janke, Tom; Shuck, Lorie; Zhu, Lin; Ammerman, Gina; Varma-Nelson, Pratibha

2011-01-01

The type and amount of student interaction with major socializing agents on campus--faculty and their peers--determine the impact of college on students. Much of the research on postsecondary education links the quality of peer interactions directly to student learning outcomes and satisfaction with the college experience, and Alexander Astin went…

The Effect of Peer Tutoring on Interaction Behaviors in Inclusive Physical Education

ERIC Educational Resources Information Center

Klavina, Aija; Block, Martin E.

2008-01-01

This study assessed the effect of peer tutoring on physical, instructional, and social interaction behaviors between elementary school age students with severe and multiple disabilities (SMD) and peers without disabilities. Additional measures addressed the activity time of students with SMD. The study was conducted in inclusive general physical…

Should Educators and Parents Encourage Other-Gender Interactions? Gender Segregation and Sexism

ERIC Educational Resources Information Center

Keener, Emily; Mehta, Clare; Strough, JoNell

2013-01-01

We investigated gender differences in the association between gender-segregated peer preferences and sexism in adolescents (15-17 years, 60 boys and 85 girls). To assess gender-segregated peer preferences, adolescents nominated peers for interaction in two contexts: "hanging out" at home and working on a school project. The Modern Sexism…

The Role of Peer Relationships and Interactions in Preschool Bilingual Children's Responses to Picture Books

ERIC Educational Resources Information Center

Kim, So Jung

2016-01-01

In spite of the emphasis on the importance of social contexts in children's literacy development, there is still a startling scarcity of studies examining the role of peer relationships in preschool bilinguals' literary practices. This qualitative case study investigates how peer relationships and interactions among preschool, Korean-English…

A Peer-Delivered Social Interaction Intervention for High School Students with Autism

ERIC Educational Resources Information Center

Hughes, Carolyn; Harvey, Michelle; Cosgriff, Joseph; Reilly, Caitlin; Heilingoetter, Jamie; Brigham, Nicolette; Kaplan, Lauren; Bernstein, Rebekah

2013-01-01

Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few published social interaction interventions have been conducted among high school students with autism and their general education classmates. Such studies…

Social Peer Interactions in Persons with Profound Intellectual and Multiple Disabilities: A Literature Review

ERIC Educational Resources Information Center

Nijs, Sara; Maes, Bea

2014-01-01

Social interactions may positively influence developmental and quality of life outcomes. Research in persons with profound intellectual and multiple disabilities (PIMD) mostly investigated interactions with caregivers. This literature review focuses on peer interactions of persons with PIMD. A computerized literature search of three databases was…

The Importance of Mutual Positive Expressivity in Social Adjustment: Understanding the Role of Peers and Gender

PubMed Central

Sallquist, Julie; DiDonato, Matthew D.; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.

2011-01-01

The relations between young children’s mutual (reciprocated) and overall positive emotion (PE) with same- and other-gender peers and their social adjustment were explored. Children’s PE and peers’ PE were observed across the preschool year during peer interactions (N = 166; 46% girls; M age = 52 months). Results revealed that girls and boys had similar frequencies of overall PE and mutual PE when interacting with same-gender peers, but girls were marginally higher compared to boys in overall and mutual PE when interacting with other-gender peers. Girls and boys did not have greater rates of either type of PE after controlling for gender segregation during same- or other-gender interactions. Using structural equation modeling, children’s mutual PE, regardless of their gender, positively predicted indicators of positive adjustment (e.g., prosocial behavior, cooperation) and negatively predicted indicators of negative adjustment (e.g., hyperactivity, disruption, exclusion by peers). Children’s overall PE did not predict either type of adjustment. Findings support the importance of mutual PE for children’s development. PMID:21859190

The Long-Term Effectiveness of the Family Check-up on Peer Preference: Parent-Child Interaction and Child Effortful Control as Sequential Mediators.

PubMed

Chang, Hyein; Shaw, Daniel S; Shelleby, Elizabeth C; Dishion, Thomas J; Wilson, Melvin N

2017-05-01

We examined the longitudinal effects of the Family Check-Up (FCU) intervention beginning in toddlerhood on children's peer preference at school-age. Specifically, a sequential mediational model was proposed in which the FCU was hypothesized to promote peer preference (i.e., higher acceptance and lower rejection by peers) in middle childhood through its positive effects on parent-child interaction and child effortful control in early childhood. Participants were 731 low-income families (49 % female). Qualities of parent-child interaction were observed during structured activities at 2 to 5 years, child effortful control was assessed using behavioral tasks at 5 years, and peer acceptance and rejection were rated by teachers at 7.5 to 10.5 years. Results indicated that the FCU indirectly predicted peer preference by sequentially improving parent-child interaction and child effortful control. The findings are discussed with respect to implications for understanding mechanisms by which early parenting-focused programs may enhance child functioning across time and context.

Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

PubMed

Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

2017-07-01

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

The Long-Term Effectiveness of the Family Check-up on Peer Preference: Parent-Child Interaction and Child Effortful Control as Sequential Mediators

PubMed Central

Shaw, Daniel S.; Shelleby, Elizabeth C.; Dishion, Thomas J.; Wilson, Melvin N.

2018-01-01

We examined the longitudinal effects of the Family Check-Up (FCU) intervention beginning in toddlerhood on children’s peer preference at school-age. Specifically, a sequential mediational model was proposed in which the FCU was hypothesized to promote peer preference (i.e., higher acceptance and lower rejection by peers) in middle childhood through its positive effects on parent-child interaction and child effortful control in early childhood. Participants were 731 low-income families (49 % female). Qualities of parent-child interaction were observed during structured activities at 2 to 5 years, child effortful control was assessed using behavioral tasks at 5 years, and peer acceptance and rejection were rated by teachers at 7.5 to 10.5 years. Results indicated that the FCU indirectly predicted peer preference by sequentially improving parent-child interaction and child effortful control. The findings are discussed with respect to implications for understanding mechanisms by which early parenting-focused programs may enhance child functioning across time and context. PMID:27558394

Peer-Assessing Peers' Contribution to EFL Group Presentations

ERIC Educational Resources Information Center

Saito, Hidetoshi; Fujita, Tomoko

2009-01-01

The aim of this study is three-fold: (1) to examine the similarities and differences between instructor and peer assessments of EFL group presentations; (2) to understand the utility of peer assessment for discriminating each group member's contribution to group presentations in college EFL classrooms; and (3) to investigate the relationship…

He-Said-She-Said: Talk as Social Organization among Black Children.

ERIC Educational Resources Information Center

Goodwin, Marjorie Harness

This book describes how talk is used to build social organization within face-to-face interaction among a group of urban black children, an analysis providing the opportunity to study language, culture, and social organization from an integrated perspective. Children from a southwest Philadelphia neighborhood were tape-recorded during peer-group…

Group Composition and Its Effect on Female and Male Problem-Solving in Science Education

ERIC Educational Resources Information Center

Harskamp, Egbert; Ding, Ning; Suhre, Cor

2008-01-01

Background: Cooperative learning may help students elaborate upon problem information through interpersonal discourse, and this may provoke a higher level of thinking. Interaction stimulates students to put forward and order their thoughts, and to understand the ideas or questions of their peer learner. However, partner gender is an important…

Do No Harm--A Comparison of the Effects of On-Line vs. Traditional Delivery Media on a Science Course.

ERIC Educational Resources Information Center

Schoenfeld-Tacher, Regina; McConnell, Sherry; Graham, Michele

2001-01-01

Presents the results of a study examining the effects of distance delivery on student performance and classroom interactions in an upper level Histology course. Finds that students in an on-line group significantly out-perform their peers in an on-campus section. (Author/MM)

Social Role Valorization Insights into the Social Integration Conundrum

ERIC Educational Resources Information Center

Lemay, Raymond

2006-01-01

More and more persons with mental retardation and psychiatric disabilities are present in mainstream society, yet have little interaction and few relationships outside their own peer groups of devalued persons. Social integration remains a desirable yet elusive goal for most human service organizations, and there continues to be a certain amount…

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

ERIC Educational Resources Information Center

McKinsey, Elizabeth

2016-01-01

Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…

The Behavior of Preschool Handicapped Children and Their Interaction with Model Children.

ERIC Educational Resources Information Center

Edwards, Elizabeth; Montemurro, Theodore J.

A demonstration preschool program based on Piagetian principles and integrating handicapped children with their normal peers is described. Findings on the behavior styles of the children are cited based on the Coping Analysis Schedule for Educational Settings. It is explained that as groups, the non-handicapped and handicapped Ss exhibit similar…

Structures and Dynamics of Social Networks: Selection, Influence, and Self-Organization

ERIC Educational Resources Information Center

Go, Myong-Hyun

2010-01-01

This dissertation studies the social structures and dynamics of human networks: how peers at the micro level and physical environments at the macro level interact with the individual preferences and attributes and shape social dynamics. It is composed of three parts. The first essay, "Friendship Choices and Group Effects in Adolescent…

Creating and Maintaining Online Communities of Practice in Malaysian Smart Schools: Challenging Realities

ERIC Educational Resources Information Center

Thang, Siew Ming; Hall, Carol; Murugaiah, Puvaneswary; Azman, Hazita

2011-01-01

Wenger describes an educational community of practice (CoP) as a group of professionals who share a passionate concern for practice-based issues and who voluntarily choose to deepen their knowledge, understanding and skills through collaborative and critical dialogue. Peer collaboration of this kind, which involves social interaction, reflection…

Children's Cooperative and Competitive Interactions in Limited Resource Situations: A Literature Review

ERIC Educational Resources Information Center

Green, Vanessa A.; Rechis, Ruth

2006-01-01

The ability to balance cooperative and competitive behaviors has important implications for a child's overall development. While socially competent children appear to learn highly successful strategies for entering peer groups and negotiating access to limited resources, the development of this level of social competence can be challenging for…

Exploring Adolescent-Parent Interaction Strategies for Accessing Alcohol at Home

ERIC Educational Resources Information Center

Dresler, Emma; Whitehead, Dean; Weaver, Kelly

2017-01-01

Purpose: The purpose of this paper is to determine the extent to which youth have ready access to alcohol and the extent to which immediate family influence affects consumption. Design/methodology/approach: This qualitative descriptive exploratory study undertook semi-structured peer-group interviews with 20 participants from four New Zealand high…

Writers Develop Skills through Collaboration: An Action Research Approach

ERIC Educational Resources Information Center

Ferguson-Patrick, Kate

2007-01-01

Collaborative approaches designed to increase writing productivity (amount written) as well as writing quality were implemented over a period of six months with a small group of 12 six-year-olds in a Primary School in Newcastle, NSW, Australia. The study demonstrated the positive nature of peer interactions with an increase in quality and…

Peer-to-Peer Instruction with Interactive Demonstrations in Upper Level Astronomy Courses

NASA Astrophysics Data System (ADS)

Gelderman, Richard

2013-06-01

Spectral and polarization properties of light are topics that most intro physics courses barely touch. Students therefore rarely have any useful experience to draw on when those topics come up in an upper level astronomy class. This means that they approach problems dealing with spectra or polarization as plug-and-chug mathematics applications, devoid of physical context. We have been addressing such dilemmas by using interactive demonstrations in the lecture meeting to give students direct experience with polarization filters, diffraction gratings, spectral sources, and situations requiring them to analyze sources based on the observed polarization of spectral properties. Each student individually predicts the outcomes for a demonstration. Students then collaborate within in a group of three to discuss their prediction, reporting the group’s consensus prediction. After observing the demonstration, students in the group compare their predictions to the results, and attempt to explain the phenomena. Based on curricular reforms in physics education, these methods have provided our students with the ability to much more than just manipulate equations related to spectroscopic and polarization analysis.

Peer substance use as a mediator between early pubertal timing and adolescent substance use: longitudinal associations and moderating effect of maltreatment.

PubMed

Negriff, Sonya; Trickett, Penelope K

2012-11-01

Early pubertal timing has received considerable empirical support as a risk for adolescent substance use. However, few studies have examined the mediators linking these variables. Therefore, the aims of this study were (1) to examine peer substance use as a mediator between pubertal timing and adolescent substance use longitudinally and (2) to test gender and maltreatment experience as moderators of the mediational model. Data were obtained from time 1, 2, and 3 of a longitudinal study of maltreatment and development. At time 1 the sample was comprised of 303 maltreated and 151 comparison children aged 9-13 years (213 females and 241 males). Longitudinal mediation was tested using structural equation modeling and moderating effects were tested using multiple group analysis. Peer substance use mediated the relationship between early pubertal timing and later adolescent substance use for the total sample. Moderation analyses indicated this significant indirect effect did not differ for males and females. However, it did differ for maltreated versus comparison adolescents with the mediational effect only remaining significant for the comparison group. This is one of the first studies to examine peer substance use as a mediator of pubertal timing and adolescent substance use using a longitudinal design. Early maturing males are at equal risk to early maturing females for interacting with peers that may draw them into substance use. Additionally, the findings indicate that while peers are mediators for comparison adolescents a different mechanism may link early puberty to substance use for maltreated adolescents. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Adolescents' responses to online peer conflict: How self-evaluation and ethnicity matter.

PubMed

Novin, Sheida; Bos, Marieke G N; Stevenson, Claire E; Rieffe, Carolien

2018-01-01

For parents, online platforms where their children interact with others often feel like a "black box" in terms of what exactly is happening. In this study, we developed an ecologically valid online computer game in which a (computer-generated) peer teammate tried to provoke frustration, in order to examine (a) adolescents' responses and (b) how indices of self-evaluation (i.e., sense of coherence and self-esteem) and demographic variables (i.e., gender and ethnicity) matter to these responses. Like gender, being a member of a minority or majority group may influence how provocations by peers are interpreted, influencing how one responds. Fifteen-year-old Dutch and Moroccan-Dutch adolescents (N = 167) completed self-reports and played the online computer game. The game indeed elicited frustration, with increased self-reported anger. Moreover, expressions of displeasure were much more common during and after provocation than before provocation. Crucially, perceived self-evaluation mattered; higher levels of sense of coherence but lower levels of self-esteem (only in Moroccan-Dutch group) contributed to fewer expressions of displeasure. Gender did not play a moderating role. Our findings provide initial insights into individual differences in adolescents' responses in an online peer-conflict situation. We studied Dutch and Moroccan-Dutch adolescents' responses during online peer provocation and how self-evaluation and demographic variables matter.Provocation by the (computer-generated) peer teammate increased expressions of displeasure.More sense of coherence but less self-esteem was associated with fewer expressions of displeasure, but ethnicity moderated the effect with self-esteem.

Group consensus peer review in radiation oncology: commitment to quality.

PubMed

Duggar, W Neil; Bhandari, Rahul; Yang, Chunli Claus; Vijayakumar, Srinivasan

2018-03-27

Peer review, especially prospective peer review, has been supported by professional organizations as an important element in optimal Radiation Oncology practice based on its demonstration of efficacy at detecting and preventing errors prior to patient treatment. Implementation of peer review is not without barriers, but solutions do exist to mitigate or eliminate some of those barriers. Peer review practice at our institution involves three key elements: new patient conference, treatment planning conference, and chart rounds. The treatment planning conference is an adaptation of the group consensus peer review model from radiology which utilizes a group of peers reviewing each treatment plan prior to implementation. The peer group in radiation oncology includes Radiation Oncologists, Physician Residents, Medical Physicists, Dosimetrists, and Therapists. Thus, technical and clinical aspects of each plan are evaluated simultaneously. Though peer review is held in high regard in Radiation Oncology, many barriers commonly exist preventing optimal implementation such as time intensiveness, repetition, and distraction from clinic time with patients. Through the use of automated review tools and commitment by individuals and administration in regards to staffing, scheduling, and responsibilities, these barriers have been mitigated to implement this Group Consensus Peer Review model into a Radiation Oncology Clinic. A Group Consensus Peer Review model has been implemented with strategies to address common barriers to effective and efficient peer review.

Do fourth year pharmacy students use Facebook to form workplace-based learning peer groups during rotations?

PubMed

Phillips, Jennifer; Gettig, Jacob; Goliak, Kristen; Allen, Sheila; Fjortoft, Nancy

2017-11-01

The objective of this study was to gain an understanding of whether pharmacy students are using Facebook ® to create formal or informal workplace-based peer groups to learn from each other and share information while completing their advanced pharmacy practice experiences (APPEs). Fourth-year pharmacy students from two colleges of pharmacy in the same geographical area were recruited by email to participate. Inclusion criteria were: completion of two or more APPEs, current assignment to an APPE rotation in the local area, and a Facebook ® profile. Two focus groups, of eight students each were conducted on each of the two colleges' campuses. An incentive to participate was provided. Thematic analysis was used to analyze responses. Students reported using Facebook ® to learn about rotation expectations, roles/responsibilities, and preceptors. However, frequency and depth of interactions varied among the participants. Most participants noted that they prefer more private methods of communication to learn about APPE experiences. Students found Facebook ® to be a good source of motivation and support during experiential learning. The use of social media sites like Facebook ® may help students form "virtual" workplace-based peer groups during APPEs. Pharmacy schools interested in providing support for formal workplace-based learning groups should consider using social media sites as one component of this program. Copyright © 2017 Elsevier Inc. All rights reserved.

Multi-Stage Open Peer Review: Scientific Evaluation Integrating the Strengths of Traditional Peer Review with the Virtues of Transparency and Self-Regulation

PubMed Central

Pöschl, Ulrich

2012-01-01

The traditional forms of scientific publishing and peer review do not live up to all demands of efficient communication and quality assurance in today’s highly diverse and rapidly evolving world of science. They need to be advanced and complemented by interactive and transparent forms of review, publication, and discussion that are open to the scientific community and to the public. The advantages of open access, public peer review, and interactive discussion can be efficiently and flexibly combined with the strengths of traditional scientific peer review. Since 2001 the benefits and viability of this approach are clearly demonstrated by the highly successful interactive open access journal Atmospheric Chemistry and Physics (ACP, www.atmos-chem-phys.net) and a growing number of sister journals launched and operated by the European Geosciences Union (EGU, www.egu.eu) and the open access publisher Copernicus (www.copernicus.org). The interactive open access journals are practicing an integrative multi-stage process of publication and peer review combined with interactive public discussion, which effectively resolves the dilemma between rapid scientific exchange and thorough quality assurance. Key features and achievements of this approach are: top quality and impact, efficient self-regulation and low rejection rates, high attractivity and rapid growth, low costs, and financial sustainability. In fact, ACP and the EGU interactive open access sister journals are by most if not all standards more successful than comparable scientific journals with traditional or alternative forms of peer review (editorial statistics, publication statistics, citation statistics, economic costs, and sustainability). The high efficiency and predictive validity of multi-stage open peer review have been confirmed in a series of dedicated studies by evaluation experts from the social sciences, and the same or similar concepts have recently also been adopted in other disciplines, including the life sciences and economics. Multi-stage open peer review can be flexibly adjusted to the needs and peculiarities of different scientific communities. Due to the flexibility and compatibility with traditional structures of scientific publishing and peer review, the multi-stage open peer review concept enables efficient evolution in scientific communication and quality assurance. It has the potential for swift replacement of hidden peer review as the standard of scientific quality assurance, and it provides a basis for open evaluation in science. PMID:22783183

Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component.

PubMed

Wilkes-Gillan, Sarah; Munro, Natalie; Cordier, Reinie; Cantrill, Alycia; Pearce, Wendy

The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies. Five children with ADHD (ages 6-11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-delivered intervention (Study 1). Participants then completed a parent-delivered intervention (Study 2). Blinded ratings of peer-to-peer play interactions documented changes in children's pragmatic language 18 mo after the Study 1 intervention and before, immediately after, and 1 mo after the Study 2 intervention. Nonparametric statistics and Cohen's d were used to measure change. Children's pragmatic language outcomes were maintained 18 mo after the therapist-delivered intervention and significantly improved from before to 1 mo after the parent-delivered intervention. Interventions involving occupational therapist and speech-language pathologist collaboration, play, and parent and peer involvement may facilitate children's pragmatic language skills. Copyright © 2017 by the American Occupational Therapy Association, Inc.

Creating peer groups for assessing and comparing nursing home performance.

PubMed

Byrne, Margaret M; Daw, Christina; Pietz, Ken; Reis, Brian; Petersen, Laura A

2013-11-01

Publicly reported performance data for hospitals and nursing homes are becoming ubiquitous. For such comparisons to be fair, facilities must be compared with their peers. To adapt a previously published methodology for developing hospital peer groupings so that it is applicable to nursing homes and to explore the characteristics of "nearest-neighbor" peer groupings. Analysis of Department of Veterans Affairs administrative databases and nursing home facility characteristics. The nearest-neighbor methodology for developing peer groupings involves calculating the Euclidean distance between facilities based on facility characteristics. We describe our steps in selection of facility characteristics, describe the characteristics of nearest-neighbor peer groups, and compare them with peer groups derived through classical cluster analysis. The facility characteristics most pertinent to nursing home groupings were found to be different from those that were most relevant for hospitals. Unlike classical cluster groups, nearest neighbor groups are not mutually exclusive, and the nearest-neighbor methodology resulted in nursing home peer groupings that were substantially less diffuse than nursing home peer groups created using traditional cluster analysis. It is essential that healthcare policy makers and administrators have a means of fairly grouping facilities for the purposes of quality, cost, or efficiency comparisons. In this research, we show that a previously published methodology can be successfully applied to a nursing home setting. The same approach could be applied in other clinical settings such as primary care.

Enacting cultural interests: how intergroup contact reduces prejudice by sparking interest in an out-group's culture.

PubMed

Brannon, Tiffany N; Walton, Gregory M

2013-10-01

In the present research, we examined the hypothesis that cues of social connectedness to a member of another social group can spark interest in the group's culture, and that such interest, when freely enacted, contributes to reductions in intergroup prejudice. In two pilot studies and Experiment 1, we found that extant and desired cross-group friendships and cues of social connectedness to an out-group member predicted increased interest in the target group's culture. In Experiments 2 and 3, we manipulated cues of social connectedness between non-Latino American participants and a Latino American (i.e., Mexican American) peer and whether participants freely worked with this peer on a Mexican cultural task. This experience reduced the participants' implicit bias against Latinos, an effect that was mediated by increased cultural engagement, and, 6 months later in an unrelated context, improved intergroup outcomes (e.g., interest in interacting with Mexican Americans; Experiment 4). The Discussion section addresses the inter- and intragroup benefits of policies that encourage people to express and share diverse cultural interests in mainstream settings.

Anticipation of peer evaluation in anxious adolescents: divergence in neural activation and maturation.

PubMed

Spielberg, Jeffrey M; Jarcho, Johanna M; Dahl, Ronald E; Pine, Daniel S; Ernst, Monique; Nelson, Eric E

2015-08-01

Adolescence is the time of peak onset for many anxiety disorders, particularly Social Anxiety Disorder. Research using simulated social interactions consistently finds differential activation in several brain regions in anxious (vs non-anxious) youth, including amygdala, striatum and medial prefrontal cortex. However, few studies examined the anticipation of peer interactions, a key component in the etiology and maintenance of anxiety disorders. Youth completed the Chatroom Task while undergoing functional magnetic resonance imaging. Patterns of neural activation were assessed in anxious and non-anxious youth as they were cued to anticipate social feedback from peers. Anxious participants evidenced greater amygdala activation and rostral anterior cingulate (rACC)↔amygdala coupling than non-anxious participants during anticipation of feedback from peers they had previously rejected; anxious participants also evidenced less nucleus accumbens activation during anticipation of feedback from selected peers. Finally, anxiety interacted with age in rACC: in anxious participants, age was positively associated with activation to anticipated feedback from rejected peers and negatively for selected peers, whereas the opposite pattern emerged for non-anxious youth. Overall, anxious youth showed greater reactivity in anticipation of feedback from rejected peers and thus may ascribe greater salience to these potential interactions and increase the likelihood of avoidance behavior. © The Author (2014). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

The Impact of Peers on College Preparation: A Review of the Literature

ERIC Educational Resources Information Center

Center for Higher Education Policy Analysis, University of Southern California, 2006

2006-01-01

This paper examines how peer relationships influence students' academic success. Beginning with a brief definition of peer groups, it turns to a more extensive discussion of a typology of peer groups and the ways in which peer groups function to influence academic success in general and college-going behavior specifically. To help all students…

Effect of women’s groups and volunteer peer counselling on rates of mortality, morbidity, and health behaviours in mothers and children in rural Malawi (MaiMwana): a factorial, cluster-randomised controlled trial

PubMed Central

Lewycka, Sonia; Mwansambo, Charles; Rosato, Mikey; Kazembe, Peter; Phiri, Tambosi; Mganga, Andrew; Chapota, Hilda; Malamba, Florida; Kainja, Esther; Newell, Marie-Louise; Greco, Giulia; Pulkki-Brännström, Anni-Maria; Skordis-Worrall, Jolene; Vergnano, Stefania; Osrin, David; Costello, Anthony

2013-01-01

Summary Background Women’s groups and health education by peer counsellors can improve the health of mothers and children. We assessed their effects on mortality and breastfeeding rates in rural Malawi. Methods We did a 2×2 factorial, cluster-randomised trial in 185 888 people in Mchinji district. 48 equal-sized clusters were randomly allocated to four groups with a computer-generated number sequence. 24 facilitators guided groups through a community action cycle to tackle maternal and child health problems. 72 trained volunteer peer counsellors made home visits at five timepoints during pregnancy and after birth to support breastfeeding and infant care. Primary outcomes for the women’s group intervention were maternal, perinatal, neonatal, and infant mortality rates (MMR, PMR, NMR, and IMR, respectively); and for the peer counselling were IMR and exclusive breastfeeding (EBF) rates. Analysis was by intention to treat. The trial is registered as ISRCTN06477126. Findings We monitored outcomes of 26 262 births between 2005 and 2009. In a factorial model adjusted only for clustering and the volunteer peer counselling intervention, in women’s group areas, for years 2 and 3, we noted non-significant decreases in NMR (odds ratio 0·93, 0·64–1·35) and MMR (0·54, 0·28–1·04). After adjustment for parity, socioeconomic quintile, and baseline measures, effects were larger for NMR (0·85, 0·59–1·22) and MMR (0·48, 0·26–0·91). Because of the interaction between the two interventions, a stratified analysis was done. For women’s groups, in adjusted analyses, MMR fell by 74% (0·26, 0·10–0·70), and NMR by 41% (0·59, 0·40–0·86) in areas with no peer counsellors, but there was no effect in areas with counsellors (1·09, 0·40–2·98, and 1·38, 0·75–2·54). Factorial analysis for the peer counselling intervention for years 1–3 showed a fall in IMR of 18% (0·82, 0·67–1·00) and an improvement in EBF rates (2·42, 1·48–3·96). The results of the stratified, adjusted analysis showed a 36% reduction in IMR (0·64, 0·48–0·85) but no effect on EBF (1·18, 0·63–2·25) in areas without women’s groups, and in areas with women’s groups there was no effect on IMR (1·05, 0·82–1·36) and an increase in EBF (5·02, 2·67–9·44) . The cost of women’s groups was US$114 per year of life lost (YLL) averted and that of peer counsellors was $33 per YLL averted, using stratified data from single intervention comparisons. Interpretation Community mobilisation through women’s groups and volunteer peer counsellor health education are methods to improve maternal and child health outcomes in poor rural populations in Africa. Funding Saving Newborn Lives, UK Department for International Development, and Wellcome Trust. PMID:23683639

Peer Group Influences on Adolescent Dating Aggression

ERIC Educational Resources Information Center

Connolly, Jennifer; Friedlander, Laura

2009-01-01

The peer group is a critical social context for dating and romantic relationships. Peer groups provide opportunities to meet potential dating partners and set norms for acceptable dating behaviors. This article explores how peer groups influence dating and dating aggression, as well as how they can be used in prevention efforts. It also reviews…

Injunctive and Descriptive Peer Group Norms and the Academic Adjustment of Rural Early Adolescents

ERIC Educational Resources Information Center

Hamm, Jill V.; Schmid, Lorrie; Farmer, Thomas W.; Locke, Belinda

2011-01-01

This study integrates diverse literatures on peer group influence by conceptualizing and examining the relationship of peer group injunctive norms to the academic adjustment of a large and ethnically diverse sample of rural early adolescents' academic adjustment. Results of three-level hierarchical linear modeling indicated that peer groups were…

Teaching children with autism to engage in peer-directed mands using a picture exchange communication system.

PubMed

Paden, Amber R; Kodak, Tiffany; Fisher, Wayne W; Gawley-Bullington, Elizabeth M; Bouxsein, Kelly J

2012-01-01

We evaluated differential reinforcement of alternative behavior (DRA) plus prompting to increase peer-directed mands for preferred items using a picture exchange communication system (PECS). Two nonvocal individuals with autism participated. Independent mands with a peer increased with the implementation of DRA plus prompting for both participants. In addition, peers engaged in brief social interactions following the majority of mands for leisure items. These results suggest that teaching children to use PECS with peers may be one way to increase manding and social interactions in individuals with limited or no vocal repertoire.

TEACHING CHILDREN WITH AUTISM TO ENGAGE IN PEER-DIRECTED MANDS USING A PICTURE EXCHANGE COMMUNICATION SYSTEM

PubMed Central

Paden, Amber R; Kodak, Tiffany; Fisher, Wayne W; Gawley-Bullington, Elizabeth M; Bouxsein, Kelly J

2012-01-01

We evaluated differential reinforcement of alternative behavior (DRA) plus prompting to increase peer-directed mands for preferred items using a picture exchange communication system (PECS). Two nonvocal individuals with autism participated. Independent mands with a peer increased with the implementation of DRA plus prompting for both participants. In addition, peers engaged in brief social interactions following the majority of mands for leisure items. These results suggest that teaching children to use PECS with peers may be one way to increase manding and social interactions in individuals with limited or no vocal repertoire. PMID:22844150

Socially Anxious and Peer-Victimized Preadolescents: "Doubly Primed" for Distress?

ERIC Educational Resources Information Center

Erath, Stephen A.; Tu, Kelly M.; El-Sheikh, Mona

2012-01-01

We examined independent and interactive associations linking preadolescents' socially anxious feelings and peer victimization experiences with their social behaviors (rated by parents and teachers) and psychophysiological arousal during lab simulations of salient peer stress situations in preadolescence (peer evaluation and peer rebuff).…

Social Network Centrality and Leadership Status

PubMed Central

Lansford, Jennifer E.; Costanzo, Philip R.; Grimes, Christina; Putallaz, Martha; Miller, Shari; Malone, Patrick S.

2009-01-01

Seventh-grade students (N = 324) completed social cognitive maps to identify peer groups and peer group leaders, sociometric nominations to describe their peers’ behaviors, and questionnaires to assess their own behaviors. Peer group members resembled one another in levels of direct and indirect aggression and substance use; girls’ cliques were more behaviorally homogenous than were boys’ cliques. On average, leaders (especially if they were boys) were perceived as engaging in more problem behaviors than were nonleaders. In girls’ cliques, peripheral group members were more similar to their group leader on indirect aggression than were girls who were more central to the clique. Peer leaders perceived themselves as being more able to influence peers but did not differ from nonleaders in their perceived susceptibility to peer influence. The findings contribute to our understanding of processes through which influence may occur in adolescent peer groups. PMID:19763241

Peer coaching to teach faculty surgeons an advanced laparoscopic skill: A randomized controlled trial.

PubMed

Palter, Vanessa N; Beyfuss, Kaitlyn A; Jokhio, Adam R; Ryzynski, Agnes; Ashamalla, Shady

2016-11-01

Preliminary evidence suggests that coaching is an effective adjunct in resident training. The learning needs of faculty, however, are different from those of trainees. Assessing the effectiveness of peer coaching at improving the technical proficiency of practicing surgeons is an area that remains largely unexplored. The purpose of this study was to assess the efficacy of a peer coaching program that teaches laparoscopic suturing to faculty surgeons. Surgeons inexperienced in laparoscopic suturing were randomized to either conventional training or peer coaching. Both groups performed a pretest on a box trainer. The conventional training group then received a web link to a tutorial for teaching laparoscopic suturing and a box trainer for independent practice. In addition to the web link and the box trainer, the peer coaching group received 2 half hour peer coaching sessions. Both groups then performed a stitch on the box trainer that was video recorded. The primary outcome measure was technical performance, which was assessed by a global rating scale. Eighteen faculty were randomized (conventional training n = 9; peer coaching n = 9). Initially, there was no difference in technical skills between the groups (conventional training median score 10 [interquartile range 8.5-15]; peer coaching 13 [10.5-14]; P = .64). After the intervention, the peer coaching group had improved technical performance (conventional training 11 [8.5-12.5]; peer coaching 18 [17-19]; P < .01). Comparing the pre- and postintervention scores within both groups, there was an improvement in technical proficiency in the peer coaching group, yet none in the conventional training group (before conventional training 10 [8.5-15], after conventional training 11 [8.5-12.5]; P = .56; before peer coaching 13 [10.5-14], after peer coaching 18 [17-19]; P < .01). This trial demonstrates that a structured peer coaching program can facilitate faculty surgeons learning a novel procedure. Copyright © 2016 Elsevier Inc. All rights reserved.

Enabling Microblogging-Based Peer Feedback in Face-to-Face Classrooms

ERIC Educational Resources Information Center

Luo, Tian

2016-01-01

The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience.…

Parenting and Peer Relationships: Reinvigorating Research on Family-Peer Linkages in Adolescence

ERIC Educational Resources Information Center

Brown, B. Bradford; Bakken, Jeremy P.

2011-01-01

Drawing energy from a debate about the efficacy of parental monitoring, research over the first decade of the 21st century has traced numerous ways in which parenting practices and parent-child relationship features affect adolescents' peer interactions, and how these 2 factors interact to affect adolescent adjustment. In reviewing this research,…

Effects of a Peer Engagement Program on Socially Withdrawn Children with a History of Maltreatment

ERIC Educational Resources Information Center

Mathews, Therese L.; Fawcett, Stephen B.; Sheldon, Jan B.

2009-01-01

Children with a history of child maltreatment often have limited social interactions with other children and adults. This study examined the effects of a Peer Engagement Program, consisting of peer mentoring and social skills training with positive reinforcement, in three children with low levels of oral and social interaction. A multiple…

Genetic and Behavioral Influences on Received Aggression during Observed Play among Unfamiliar Preschool-Aged Peers

ERIC Educational Resources Information Center

DiLalla, Lisabeth Fisher; John, Sufna Gheyara

2014-01-01

Peer victimization appears heritable, but it is unclear whether the traits that confer genetic risk require time and familiarity with a perpetrator to manifest or whether novel and brief interactions can lead to received aggression that demonstrates similar genetic risk. We examined 20-minute, peer-play interactions between 5-year-olds, pairing…

A case study on the communication of older adolescents.

PubMed

Davis, Lauren; Spencer, Elizabeth; Ferguson, Alison

2011-11-01

This study compared the communication of two older male adolescents (aged 17 and 19 years) with each other (peer interaction) and with a teacher (non-peer interaction) in three different types of activity (casual conversation, providing/listening to a recount and collaborative problem-solving). Conversation analysis, selected analyses from the perspective of systemic functional linguistics and social psychology (communication accommodation theory) were applied in data analysis. Peer interaction showed fewer questions, fewer challenging moves and the absence of divergent accommodation strategies. In the non-peer interaction, the teacher's higher number of turns, questions and interruptions appeared to influence the opportunity for adolescent contribution to the interactions. Some aspects of language use by each adolescent - mean turn length, use of one-word utterances and sarcasm - were consistent across communication partner and activity. The methodology is suggested to provide a suitable procedure for use in similar research with older adolescents who have traumatic brain injury.

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study

PubMed Central

Rodríguez-Medina, Jairo; Martín-Antón, Luis J.; Carbonero, Miguel A.; Ovejero, Anastasio

2016-01-01

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments. PMID:28066303

The Effect of Partner Reauditorization on Undergraduates' Attitudes Toward a Peer Who Communicates With Augmentative and Alternative Communication.

PubMed

Hyppa-Martin, Jolene; Reichle, Joe

2018-03-28

This study compared college students' attitudes toward a peer who used a nonelectronic augmentative and alternative communication (AAC) system with and without a partner reauditorization strategy and also examined the effect of reauditorization on reported (a) ease of understanding the peer who used AAC, (b) willingness to engage in interactions with the peer who used AAC, and (c) preferences regarding AAC systems. Sixty-four participants completed surveys after viewing each of 2 counterbalanced conditions involving a video of a peer who communicated using AAC. Mean survey ratings were compared between conditions. Participants reported (a) more positive attitudes toward, (b) a greater ease in understanding, and (c) an increased willingness to interact with the peer who used nonelectronic AAC with partner reauditorization. Participants indicated that reauditorization contributed positively to the observed conversation. Reported preferences for nonelectronic AAC systems did not vary as a function of reauditorization, and most participants reported a preference for an electronic speech-generating device when compared with a nonelectronic system. Partner reauditorization may play a role in improving attitudes that individuals hold about peers who use nonelectronic AAC and may contribute to ease of understanding the aided message and increased likelihood of peer interactions.

"Only you can play with me!" Children's inclusive decision making, reasoning, and emotions based on peers' gender and behavior problems.

PubMed

Peplak, Joanna; Song, Ju-Hyun; Colasante, Tyler; Malti, Tina

2017-10-01

This study examined the development of children's decisions, reasoning, and emotions in contexts of peer inclusion/exclusion. We asked an ethnically diverse sample of 117 children aged 4years (n=59; 60% girls) and 8years (n=58; 49% girls) to choose between including hypothetical peers of the same or opposite gender and with or without attention deficit/hyperactivity problems and aggressive behavior. Children also provided justifications for, and emotions associated with, their inclusion decisions. Both 4- and 8-year-olds predominantly chose to include the in-group peer (i.e., the same-gender peer and peers without behavior problems), thereby demonstrating a normative in-group inclusive bias. Nevertheless, children included the out-group peer more in the gender context than in the behavior problem contexts. The majority of children reported group functioning-related, group identity-related, and stereotype-related reasoning after their in-group inclusion decisions, and they associated happy feelings with such decisions. Although most children attributed sadness to the excluded out-group peer, they attributed more anger to the excluded out-group peer in the aggression context compared with other contexts. We discuss the implications of our findings for current theorizing about children's social-cognitive and emotional development in contexts of peer inclusion and exclusion. Copyright © 2017 Elsevier Inc. All rights reserved.

Dysphoria and children's processing of supportive interactions.

PubMed

Shirk, S R; Van Horn, M; Leber, D

1997-06-01

This study examined the processing of supportive interactions by dysphoric and nondysphoric preteens and early adolescents. Seventy-two youngsters between the ages of 10 and 13 evaluated the supportiveness and helpfulness of standardized, videotaped interactions between a distressed preadolescent and a maternal figure. The tape presentations varied in terms of the level of depicted maternal support and instructional condition (degree of self-reference). The results indicated that dysphoric youngsters evaluated both the supportiveness and helpfulness of interactions less positively than nondysphoric agemates. Group differences in support evaluations were most pronounced in the self-referenced condition. The level of depicted support did not affect processing differences. Dysphoric subjects reported lower levels of emotional support in prior relationships and a greater tendency to view supportive behavior as ingenuine than nondysphoric peers. Variation in prior support experiences accounted for group differences in the evaluation of the supportiveness of new interactions.

“They Were Just Making Jokes”: Ethnic/Racial Teasing and Discrimination Among Adolescents

PubMed Central

Douglass, Sara; Mirpuri, Sheena; English, Devin; Yip, Tiffany

2015-01-01

Objectives The effects of peer-based discrimination are especially harmful for adolescents given the heightened role of social feedback during this period. The current study aimed to understand the unique expressions of discrimination that adolescents experience between close peers and friends, as well as the daily influence of such experiences. Method Study 1 included semistructured interviews (10 interviews, 2 focus groups; Mage = 17.3) with an ethnic/racially diverse sample of adolescence. Study 2 (n = 79; Mage = 15.72) used a 21-day daily diary study with a different sample of ethnic/racially diverse adolescents. Results Study 1 found that, among close peers and friends, adolescents experienced “ethnic/racial teasing,” a unique form of discrimination characterized by humor. Additionally, adolescents consistently dismissed the negative messages as innocuous based on the supposedly humorous nature of such interactions. Study 2 found that when adolescents were targeted for ethnic/racial teasing, individuals who were already anxious experienced increased daily anxiety, and that increases in social anxiety persisted across days. Conclusions The current study suggests that among peers, ethnic/racial teasing is a common way that adolescents interact around ethnicity/race. Further, this study points to the complexity of these experiences; though they were largely considered normative and harmless, they also had negative psychological effects for some adolescents. Implications for our conceptual understanding of discrimination and teasing during adolescence are discussed. PMID:26009942

"They were just making jokes": Ethnic/racial teasing and discrimination among adolescents.

PubMed

Douglass, Sara; Mirpuri, Sheena; English, Devin; Yip, Tiffany

2016-01-01

The effects of peer-based discrimination are especially harmful for adolescents given the heightened role of social feedback during this period. The current study aimed to understand the unique expressions of discrimination that adolescents experience between close peers and friends, as well as the daily influence of such experiences. Study 1 included semistructured interviews (10 interviews, 2 focus groups; Mage = 17.3) with an ethnic/racially diverse sample of adolescence. Study 2 (n = 79; Mage = 15.72) used a 21-day daily diary study with a different sample of ethnic/racially diverse adolescents. Study 1 found that, among close peers and friends, adolescents experienced "ethnic/racial teasing," a unique form of discrimination characterized by humor. Additionally, adolescents consistently dismissed the negative messages as innocuous based on the supposedly humorous nature of such interactions. Study 2 found that when adolescents were targeted for ethnic/racial teasing, individuals who were already anxious experienced increased daily anxiety, and that increases in social anxiety persisted across days. The current study suggests that among peers, ethnic/racial teasing is a common way that adolescents interact around ethnicity/race. Further, this study points to the complexity of these experiences; though they were largely considered normative and harmless, they also had negative psychological effects for some adolescents. Implications for our conceptual understanding of discrimination and teasing during adolescence are discussed. (c) 2016 APA, all rights reserved).

The Role of Peer Group Aggression in Predicting Adolescent Dating Violence and Relationship Quality

ERIC Educational Resources Information Center

Ellis, Wendy E.; Chung-Hall, Janet; Dumas, Tara M.

2013-01-01

Past research has shown that adolescent peer groups make a significant contribution to shaping behavior but less is known about the role of peer groups in adolescent dating relationships. This longitudinal study examined the contribution of aggressive peer group norms on relationship quality and dating violence among dating adolescents. At the…

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

ERIC Educational Resources Information Center

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…

Which Peers Matter: How Social Ties Affect Peer-Group Effects

ERIC Educational Resources Information Center

Poldin, Oleg; Valeeva, Diliara; Yudkevich, Maria

2016-01-01

We study how the achievements of university students are influenced by the characteristics and achievements of peers in individuals' social networks. Defining peer group in terms of friendship and study partner ties enables us to apply a network regression model and thereby disentangle the influence of peers' performance from that of peers'…

Seating Arrangement, Group Composition and Competition-driven Interaction: Effects on Students' Performance in Physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Roxas, R. M.; Monterola, C.; Carreon-Monterola, S. L.

2010-07-28

We probe the effect of seating arrangement, group composition and group-based competition on students' performance in Physics using a teaching technique adopted from Mazur's peer instruction method. Ninety eight lectures, involving 2339 students, were conducted across nine learning institutions from February 2006 to June 2009. All the lectures were interspersed with student interaction opportunities (SIO), in which students work in groups to discuss and answer concept tests. Two individual assessments were administered before and after the SIO. The ratio of the post-assessment score to the pre-assessment score and the Hake factor were calculated to establish the improvement in student performance.more » Using actual assessment results and neural network (NN) modeling, an optimal seating arrangement for a class was determined based on student seating location. The NN model also provided a quantifiable method for sectioning students. Lastly, the study revealed that competition-driven interactions increase within-group cooperation and lead to higher improvement on the students' performance.« less

Undergraduate Medical Students Using Facebook as a Peer-Mentoring Platform: A Mixed-Methods Study.

PubMed

Pinilla, Severin; Nicolai, Leo; Gradel, Maximilian; Pander, Tanja; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos

2015-10-27

Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students. We developed a coding scheme for peer mentoring and conducted a mixed-methods study in order to explore Facebook groups of undergraduate medical students from a peer-mentoring perspective. All major peer-mentoring categories were identified in Facebook groups of medical students. The relevance of these Facebook groups was confirmed through triangulation with focus groups and descriptive statistics. Medical students made extensive use of Facebook and wrote a total of 11,853 posts and comments in the respective Facebook groups (n=2362 total group members). Posting peaks were identified at the beginning of semesters and before exam periods, reflecting the formal curriculum milestones. Peer mentoring is present in Facebook groups formed by undergraduate medical students who extensively use these groups to seek advice from peers on study-related issues and, in particular, exam preparation. These groups also seem to be effective in supporting responsive and large-scale peer-mentoring structures; formal mentoring programs might benefit from integrating social media into their activity portfolio.

Developmental Pathways to Preference and Popularity in Middle Childhood.

PubMed

van den Berg, Yvonne H M; Deutz, Marike H F; Smeekens, Sanny; Cillessen, Antonius H N

2017-09-01

This study examined the associations between children's early life experiences with parents, ego resiliency and ego undercontrol, and peer group social status in a longitudinal, multimethod study from infancy to middle childhood. Participants were 129 children (52% boys) who were followed from 15 months of age to 9 years and their primary caregivers from the Nijmegen Longitudinal Study on Infant and Child Development. The measurements included observations of parent-child interaction, teacher ratings of ego resiliency and ego undercontrol, and peer-reported social status. Quality of parental interactive behavior was associated with ego resiliency and ego undercontrol. Ego resiliency and ego undercontrol were uniquely related to preference and popularity. The findings provide insight into the developmental pathways leading to the two distinct types of social status. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

The role of peer respect in linking abusive supervision to follower outcomes: Dual moderation of group potency.

PubMed

Schaubroeck, John M; Peng, Ann C; Hannah, Sean T

2016-02-01

We develop a model in which abusive supervision undermines individuals' perceptions of the level of respect they are accorded by their group peers, which in turn reduces their performance and disconnects them psychologically from the organization. High group potency strengthens each of these connections. We studied the theorized relationships across 3 periods during a 10-week residential organizational entry program. Group potency, representing shared group perceptions, moderated relationships at the individual level. These included the negative relationship between abusive supervision (Time 1) and perceived peer respect (Time 2) and the relationship between perceived peer respect and organizational commitment, organizational identification, and turnover intention (Time 3). We found stronger relationships between abusive supervision and perceived peer respect--and between peer respect and the attitudinal outcomes and turnover intention--among groups with higher potency. Perceived peer respect was also positively related to followers' task performance. We discuss implications of the conceptual framework and findings for future research and theory development concerning how groups and individuals respond to abusive supervision and to treatment by their peers. (c) 2016 APA, all rights reserved).

Will they like me? Adolescents’ emotional responses to peer evaluation

PubMed Central

Guyer, Amanda E.; Caouette, Justin D.; Lee, Clinton C.; Ruiz, Sarah K.

2014-01-01

Relative to children and adults, adolescents are highly focused on being evaluated by peers. This increased attention to peer evaluation has implications for emotion regulation in adolescence, but little is known about the characteristics of the evaluatee and evaluator that influence emotional reactions to evaluative outcomes. The present study used a computer-based social evaluation task to examine predictors of adolescents’ emotional responses to feedback from unknown peers. Nine-to-seventeen-year-olds (N = 36) completed the “chatroom task” and indicated the degree to which each peer would be interested in interacting with them and how good they felt after receiving acceptance and rejection feedback from peers. We examined whether adolescents’ age and gender impacted their emotional responses to being accepted or rejected by peers of different age groups (i.e., early or middle adolescence) and genders. We also tested whether expectations about peers’ interest was associated with variability in adolescents’ emotional responses to the evaluative outcome. Upon being accepted by middle adolescent male peers, females in the middle relative to early years of adolescence reported greater well-being, whereas males reported similar levels of well-being regardless of their own age. Following acceptance from middle adolescent female peers, females reported greater well-being than males. Adolescents with high expectations for being liked by peers felt better after being accepted versus rejected relative to those with low expectations. For adolescents with low expectations, acceptance and rejection were associated with similar levels of well-being. Adolescents’ emotional responses to peer evaluation are influenced by specific individual characteristics and antecedent preparation for evaluation that may serve an emotion regulatory purpose. PMID:25076803

Urban Early Adolescent Narratives on Sexuality: Accidental and Intentional Influences of Family, Peers, and the Media.

PubMed

Charmaraman, Linda; McKamey, Corinne

2011-01-01

In this paper, we examine the ways that early adolescents talked, interacted, and made references to events in their individual and collective lives during photography-based focus groups about sexuality and relationships. Twenty-three participants (10 boys and 13 girls) were recruited from three urban schools participating in a comprehensive sex education impact evaluation in the Northeast. We analyzed conversational narratives that were elicited in a group process while sharing photos of important people, contexts, and situations, showcasing participants' exploration of sexuality and relationships. Our analysis revealed four main themes: (a) direct and indirect family communication about sexuality, (b) accidental and intentional Internet usage, (c) shared and contested peer knowledge, and (d) school as a direct and indirect learning context. Implications and future directions for practice, research, and policy are explored.

Urban Early Adolescent Narratives on Sexuality: Accidental and Intentional Influences of Family, Peers, and the Media

PubMed Central

McKamey, Corinne

2012-01-01

In this paper, we examine the ways that early adolescents talked, interacted, and made references to events in their individual and collective lives during photography-based focus groups about sexuality and relationships. Twenty-three participants (10 boys and 13 girls) were recruited from three urban schools participating in a comprehensive sex education impact evaluation in the Northeast. We analyzed conversational narratives that were elicited in a group process while sharing photos of important people, contexts, and situations, showcasing participants’ exploration of sexuality and relationships. Our analysis revealed four main themes: (a) direct and indirect family communication about sexuality, (b) accidental and intentional Internet usage, (c) shared and contested peer knowledge, and (d) school as a direct and indirect learning context. Implications and future directions for practice, research, and policy are explored. PMID:22983141

Socialization of Physical and Social Aggression in Early Adolescents' Peer Groups: High-Status Peers, Individual Status, and Gender

ERIC Educational Resources Information Center

Shi, Bing; Xie, Hongling

2012-01-01

The influence of high-status peers on a target individual's physical and manipulative social aggression in peer groups was examined in a diverse sample of seventh-grade students. A total of 245 individual members belonging to 65 groups were included in analyses. Aggression was assessed by peer and victim nominations in the fall and spring…

A developmental dose-response analysis of the effects of methylphenidate on the peer interactions of attention deficit disordered boys.

PubMed

Cunningham, C E; Siegel, L S; Offord, D R

1985-11-01

Mixed dyads of 42 normal and 42 ADD boys were videotaped in free play, co-operative task, and simulated classrooms. ADD boys received placebo, 0.15 mg/kg, and 0.50 mg/kg of methylphenidate. ADD boys were more active and off task, watched peers less, and scored lower on mathematics and visual-motor tasks. Older boys interacted less, ignored peer interactions and play more frequently, were less controlling, and more compliant. In class, methylphenidate improved visual motor scores, and reduced the controlling behaviour, activity level, and off task behaviour of ADD boys. Normal peers displayed reciprocal reductions in controlling behaviour, activity level, and off task behaviour.

A Preliminary Study of Peer-to-Peer Human-Robot Interaction

NASA Technical Reports Server (NTRS)

Fong, Terrence; Flueckiger, Lorenzo; Kunz, Clayton; Lees, David; Schreiner, John; Siegel, Michael; Hiatt, Laura M.; Nourbakhsh, Illah; Simmons, Reid; Ambrose, Robert

2006-01-01

The Peer-to-Peer Human-Robot Interaction (P2P-HRI) project is developing techniques to improve task coordination and collaboration between human and robot partners. Our work is motivated by the need to develop effective human-robot teams for space mission operations. A central element of our approach is creating dialogue and interaction tools that enable humans and robots to flexibly support one another. In order to understand how this approach can influence task performance, we recently conducted a series of tests simulating a lunar construction task with a human-robot team. In this paper, we describe the tests performed, discuss our initial results, and analyze the effect of intervention on task performance.

Students' Perceptions of Relatedness in the Classroom: The Roles of Emotionally Supportive Teacher-Child Interactions, Children's Aggressive-Disruptive Behaviors, and Peer Social Preference

ERIC Educational Resources Information Center

Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.

2014-01-01

This study examines the roles of emotionally supportive teacher-child interactions and child characteristics (aggressive-disruptive behavior and low peer social preference) in first-, third, and fifth-grade children's perceptions of teacher closeness and sense of peer community. Results from a series of multilevel models suggest that emotionally…

Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers

ERIC Educational Resources Information Center

Simpson, Lisa A.

2013-01-01

Students with autism often display significant challenges when acquiring friendships and participating in ongoing relationships with typical peers. The social interaction deficits that characterize students with autism are further exacerbated by the severity of the disorder, such that students with low-functioning autism require significantly more…

Using embedded music therapy interventions to support outdoor play of young children with autism in an inclusive community-based child care program.

PubMed

Kern, Petra; Aldridge, David

2006-01-01

For young children with autism enrolled in community-based inclusive child care programs, outdoor play can be a major challenge. The aim of this music therapy intervention was to improve peer interactions and meaningful play on the playground for four boys with autism by adding an outdoor music center and using original songs composed for each participant. A collaborative approach was used to support the implementation of the intervention by the children's teachers, engaging classroom peers as formal and informal helpers. The effects of the interventions were examined using a multiple baseline design with four conditions replicated across the four children. The results indicate that the musical adaptation of the playground itself did not improve social interactions of children with autism significantly, but it facilitated their play and involvement with peers by attraction to the sound and opportunity to use the instruments. The song interventions produced desirable peer interaction outcomes, and the collaborative consultative approach enabled teachers to implement interventions successfully in ongoing playground routines. In addition, peer-mediated strategies increased peer interactions and meaningful play on the playground.

Effectiveness of peer-led dissonance-based eating disorder prevention groups: results from two randomized pilot trials.

PubMed

Stice, Eric; Rohde, Paul; Durant, Shelley; Shaw, Heather; Wade, Emily

2013-05-01

The present preliminary trials tested whether undergraduate peer leaders can effectively deliver a dissonance-based eating disorder prevention program, which could facilitate broad dissemination of this efficacious intervention. In Study 1, female undergraduates (N=171) were randomized to peer-led groups, clinician-led groups, or an educational brochure control condition. In Study 2, which improved a design limitation of Study 1 by using completely parallel outcome measures across conditions, female undergraduates (N=148) were randomized to either immediate peer-led groups or a waitlist control condition. In Study 1, participants in peer- and clinician-led groups showed significantly greater pre-post reductions in risk factors and eating disorder symptoms than controls (M d=.64 and .98 respectively), though clinician- versus peer-led groups had higher attendance and competence ratings, and produced stronger effects at posttest (M d=.32) and at 1-year follow-up (M d=.26). In Study 2, participants in peer-led groups showed greater pre-post reductions in all outcomes than waitlist controls (M d=.75). Results provide novel evidence that dissonance-based eating disorder prevention groups led by undergraduate peers are feasible and produce greater reductions in eating disorder risk factors and symptoms than minimal-intervention control conditions, but indicate that effects are smaller for peer- versus clinician-led groups. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Social Functions of Antisocial Behavior: Considerations for School Violence Prevention Strategies for Students with Disabilities

ERIC Educational Resources Information Center

Farmer, Thomas W.; Lane, Kathleen L.; Lee, David L.; Hamm, Jill V.; Lambert, Kerrylin

2012-01-01

Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based…

Read-Only Participants: A Case for Student Communication in Online Classes

ERIC Educational Resources Information Center

Nagel, L.; Blignaut, A. S.; Cronje, J. C.

2009-01-01

The establishment of an online community is widely held as the most important prerequisite for successful course completion and depends on an interaction between a peer group and a facilitator. Beaudoin reasoned that online students sometimes engage and learn even when not taking part in online discussions. The context of this study was an online…

Training Early Childhood Educators to Promote Peer Interactions: Effects on Children's Aggressive and Prosocial Behaviors

ERIC Educational Resources Information Center

Girard, Lisa-Christine; Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice

2011-01-01

Research Findings: This study examined the effects of educators' participation in an in-service training program on the aggressive and prosocial behaviors of preschool-age children. Seventeen early childhood educators were randomly assigned to experimental and control groups. A total of 68 preschool children, 4 from each educator's classroom, also…

Clinical Problem Solving Exercises for Pre-Clinical Medical Education: A Design, Implementation and Preliminary Evaluation.

ERIC Educational Resources Information Center

Bordage, Georges

Clinical problem solving exercises for preclinical medical education that were developed at Michigan State University School of Osteopathic Medicine are described. Two types of outcomes were set as priorities in the design and implementation of the problem solving sessions: small group peer interactions as instructional and evaluative resources;…

Property Rights and the Resolution of Social Conflict

ERIC Educational Resources Information Center

Ross, Hildy; Conant, Cheryl; Vickar, Marcia

2011-01-01

It has long been argued that ownership depends upon social groups' establishing and adhering to rights such as the right to use and to exclude others from using one's own property. The authors consider the application of such rights in the interactions of young peers and siblings, and the extent to which parents support their children in…

On Attitude and Language in Students' Talk and Their Impact on Students' Texts

ERIC Educational Resources Information Center

Lindahl, Mats Gunnar; Folkesson, Anne-Mari

2016-01-01

Students' learning is assumed to be promoted through peer-group discussion. Most studies show the presence of qualitative improvements in either oral or written reasoning as a result of such interactions. However, knowledge on the relationship between talk qualities and text qualities is scarce. We adopt an explorative design using statistical…

The Role of Informal Learning Spaces in Enhancing Student Engagement with Mathematical Sciences

ERIC Educational Resources Information Center

Waldock, Jeff; Rowlett, Peter; Cornock, Claire; Robinson, Mike; Bartholomew, Hannah

2017-01-01

By helping create a shared, supportive, learning community, the creative use of custom-designed spaces outside the classroom has a major impact on student engagement. The intention is to create spaces that promote peer interaction within and across year groups, encourage closer working relationships between staff and students and support specific…

Effects of a Group Teaching Interaction Procedure on the Social Skills of Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Peters, Brooks; Tullis, Christopher A.; Gallagher, Peggy A.

2016-01-01

One of the distinct characteristics of children with Autism Spectrum Disorders (ASD) is significant delays in socialization. Students with ASD often struggle to develop meaningful social relationships with their peers. Learning appropriate socialization skills is a necessary first step that is often taught using a systematic, direct instruction…

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

PubMed

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.

Supporting student nurses in practice with additional online communication tools.

PubMed

Morley, Dawn A

2014-01-01

Student nurses' potential isolation and difficulties of learning on placement have been well documented and, despite attempts to make placement learning more effective, evidence indicates the continuing schism between formal learning at university and situated learning on placement. First year student nurses, entering placement for the first time, are particularly vulnerable to the vagaries of practice. During 2012 two first year student nurse seminar groups (52 students) were voluntarily recruited for a mixed method study to determine the usage of additional online communication support mechanisms (Facebook, wiki, an email group and traditional methods of support using individual email or phone) while undertaking their first five week clinical placement. The study explores the possibility of strengthening clinical learning and support by promoting the use of Web 2.0 support groups for student nurses. Results indicate a high level of interactivity in both peer and academic support in the use of Facebook and a high level of interactivity in one wiki group. Students' qualitative comments voice an appreciation of being able to access university and peer support whilst working individually on placement. Recommendations from the study challenge universities to use online communication tools already familiar to students to complement the support mechanisms that exist for practice learning. This is tempered by recognition of the responsibility of academics to ensure their students are aware of safe and effective online communication. Copyright © 2013 Elsevier Ltd. All rights reserved.

Increased sexual abstinence among in-school adolescents as a result of school health education in Soroti district, Uganda.

PubMed

Shuey, D A; Babishangire, B B; Omiat, S; Bagarukayo, H

1999-06-01

A school health education programme in primary schools aimed at AIDS prevention in Soroti district of Uganda emphasized improved access to information, improved peer interaction and improved quality of performance of the existing school health education system. A cross-sectional sample of students, average age 14 years, in their final year of primary school was surveyed before and after 2 years of interventions. The percentage of students who stated they had been sexually active fell from 42.9% (123 of 287) to 11.1% (31 of 280) in the intervention group, while no significant change was recorded in a control group. The changes remained significant when segregated by gender or rural and urban location. Students in the intervention group tended to speak to peers and teachers more often about sexual matters. Increases in reasons given by students for abstaining from sex over the study period occurred in those reasons associated with a rational decision-making model rather than a punishment model. A primary school health education programme which emphasizes social interaction methods can be effective in increasing sexual abstinence among school-going adolescents in Uganda. The programme does not have to be expensive and can be implemented with staff present in most districts in the region.

Peer group self-identification as a predictor of relational and physical aggression among high school students.

PubMed

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2010-05-01

Adolescent peer group self-identification refers to adolescents' affiliation with reputation-based peer groups such as "Goths" or "Jocks." These groups tend to vary on normative characteristics, including the group members' attitudes and behaviors. This article examined whether adolescents' baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects' mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. Findings indicated that compared with self-identified "Regular" or "Normal" students, adolescents who identified with high-risk peer groups (eg, "Druggies,"Goths") tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents' self-identification with high-status peer groups (eg, "Jocks,"Populars") was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents' aggressive behavior.

Evaluating a cognitive/ecological program for the prevention of aggression among urban children.

PubMed

Huesmann, L R; Maxwell, C D; Eron, L; Dahlberg, L L; Guerra, N G; Tolan, P H; VanAcker, R; Henry, D

1996-01-01

The Metropolitan Area Child Study (MACS) is a multifaceted school- and family-based intervention and evaluation study designed to prevent and understand the development of aggressive behavior. The multifaceted interventions are grounded in combined social-cognitive and ecologic theories. Social-cognitive theories contend that cognitive scripts, attributions, and beliefs acquired early in life mediate the effects of ecological factors that influence the development of antisocial behavior. Prevention programs aimed at these cognitions must address multiple dimensions of the child's environment including family, peer, school, and community. The program has three levels of intervention delivered in two-year segments: (1) Level 1: a general enhancement classroom intervention that stresses culturally sensitive student and teacher interaction involving instructional and classroom management strategies and a social-cognitive curriculum that mitigates aggressive development; (2) Level 2: intensive small-group sessions designed to change children's cognitions and enhance peer relationship skills for at-risk children added to the general classroom enhancement program; and (3) Level 3: a one-year family relationship intervention that stresses parenting skill building and emotional responsiveness in family interactions added to the general enhancement and small-group training conditions. Sixteen Chicago-area schools are randomly assigned (four each) to a control group or one of the three intervention levels. Individual child assessment, peer assessments, classroom behavioral observations, and archival data are collected before the interventions begin, during the interventions, at the end of each intervention, and at a follow-up point. The pretests indicate that the children on average have higher levels of aggression than found nationally and elevated clinical levels of other psychopathologies. Across the four intervention levels there are no significant differences in ethnic composition, socio-economic status (SES), aggressive behavior, and normative beliefs about aggression.

Challenging gender stereotypes: Theory of mind and peer group dynamics.

PubMed

Mulvey, Kelly Lynn; Rizzo, Michael T; Killen, Melanie

2016-11-01

To investigate the social cognitive skills related to challenging gender stereotypes, children (N = 61, 3-6 years) evaluated a peer who challenged gender stereotypic norms held by the peer's group. Participants with false belief theory of mind (FB ToM) competence were more likely than participants who did not have FB ToM to expect a peer to challenge the group's stereotypes and propose that the group engage in a non-stereotypic activity. Further, participants with FB ToM rated challenging the peer group more positively. Participants without FB ToM did not differentiate between their own and the group's evaluation of challenges to the group's stereotypic norms, but those with ToM competence asserted that they would be more supportive of challenging the group norm than would the peer group. Results reveal the importance of social-cognitive competencies for recognizing the legitimacy of challenging stereotypes, and for understanding one's own and other group perspectives. © 2015 John Wiley & Sons Ltd.

Group participants' experiences of a patient-directed group-based education program for the management of type 2 diabetes mellitus.

PubMed

Odgers-Jewell, Kate; Isenring, Elisabeth A; Thomas, Rae; Reidlinger, Dianne P

2017-01-01

The objective of this study was to explore the experiences of individuals who participated in a group-based education program, including their motivators in relation to their diabetes management, and the perceived impact of group interactions on participants' experiences and motivation for self-management. Understanding individuals diagnosed with diabetes experiences of group-based education for the management of type 2 diabetes mellitus may guide the development and facilitation of these programs. Semi-structured interviews were conducted with all individuals who participated in the intervention. Using thematic analysis underpinned by self-determination theory, we developed themes that explored participants' motivators in relation to diabetes management and the impact of group interactions on their experiences and motivation. The key themes included knowledge, experience, group interactions and motivation. Participants perceived that the group interactions facilitated further learning and increased motivation, achieved through normalization, peer identification or by talking with, and learning from the experience of others. The results support the use of patient-centred programs that prioritize group interactions over the didactic presentation of content, which may address relevant psychological needs of people diagnosed with type 2 diabetes mellitus, and improve their motivation and health behaviours. Future group-based education programs may benefit from the use of self-determination theory as a framework for intervention design to enhance participant motivation.

Family bedside orientations: An innovative peer support model to enhance a culture of family-centred care at the Stollery Children's Hospital.

PubMed

Wodinski, Lindsay M; Mattson McCrady, Heather M; Oswald, Christie M; Lyste, Nicole J M; Forbes, Karen L L

2017-10-01

This paper presents family bedside orientations, an innovative bedside peer support model for families of paediatric patients piloted in one unit at the Stollery Children's Hospital in Edmonton, Alberta. The model invites family members of former patients back to the hospital as volunteer peer mentors responsible for meeting one-on-one with current inpatient families to provide a listening presence, discuss patient safety practices and encourage families to participate in their child's care. Using qualitative and quantitative data collection methods, the model was evaluated over 1 year (December 2014 to December 2015). Data sources included peer mentor field notes (from 163 visits) detailing the number of family bedside orientations completed by peer mentors and how they interacted with families, as well as post-visit family (n=35) surveys, Hospital-Child Inpatient Experience Survey data, peer mentor (n=6) questionnaires, focus groups with unit staff (n=10) and interviews with members of the project leadership team (n=5). Our findings indicated that family bedside orientations became an established practice in the pilot unit and positively impacted family care experiences. We attribute these successes to championing and support from unit staff and our multidisciplinary project leadership team. We discuss how our team addressed family privacy and confidentiality while introducing peer mentors in the unit. We also highlight strategies used to integrate peer mentors as part of the staff team and enhance peer support culture in the pilot unit. Practical considerations for implementing this model in other paediatric environments are provided.

Undergraduate Medical Students Using Facebook as a Peer-Mentoring Platform: A Mixed-Methods Study

PubMed Central

Gradel, Maximilian; Pander, Tanja; Fischer, Martin R; von der Borch, Philip; Dimitriadis, Konstantinos

2015-01-01

Background Peer mentoring is a powerful pedagogical approach for supporting undergraduate medical students in their learning environment. However, it remains unclear what exactly peer mentoring is and whether and how undergraduate medical students use social media for peer-mentoring activities. Objective We aimed at describing and exploring the Facebook use of undergraduate medical students during their first 2 years at a German medical school. The data should help medical educators to effectively integrate social media in formal mentoring programs for medical students. Methods We developed a coding scheme for peer mentoring and conducted a mixed-methods study in order to explore Facebook groups of undergraduate medical students from a peer-mentoring perspective. Results All major peer-mentoring categories were identified in Facebook groups of medical students. The relevance of these Facebook groups was confirmed through triangulation with focus groups and descriptive statistics. Medical students made extensive use of Facebook and wrote a total of 11,853 posts and comments in the respective Facebook groups (n=2362 total group members). Posting peaks were identified at the beginning of semesters and before exam periods, reflecting the formal curriculum milestones. Conclusions Peer mentoring is present in Facebook groups formed by undergraduate medical students who extensively use these groups to seek advice from peers on study-related issues and, in particular, exam preparation. These groups also seem to be effective in supporting responsive and large-scale peer-mentoring structures; formal mentoring programs might benefit from integrating social media into their activity portfolio. PMID:27731859

"Me, My Classmates and My Buddies": Analysing Peer Group Effects on Student Marijuana Consumption

ERIC Educational Resources Information Center

Duarte, Rosa; Escario, Jose-Julian; Molina, Jose-Alberto

2011-01-01

The aim of this paper is to explore the influence of peer behaviour on student marijuana consumption. Our hypothesis is that, in contrast to the traditional measures of peer group effects carried out at class or school level, the use of a closer peer group, which we relate to the group of friends, is more relevant in the explanation of marijuana…

Making Social Comparisons: Black and White Peer Group Influence in College. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Antonio, Anthony Lising

This study examined the influence of the African American college student peer group on its members, focusing on the extent to which the peer group impacts the education of its members, and how the process of peer influence occurs within the group. Using social comparison theory, the study drew on a subset of data from a national study sponsored…

Peer Group Influence and Selection in Adolescents' School Burnout: A Longitudinal Study

ERIC Educational Resources Information Center

Kiuru, Noona; Aunola, Kaisa; Nurmi, Jari-Erik; Leskinen, Esko; Salmela-Aro, Katariina

2008-01-01

The present study investigated the extent to which peer group similarity in school burnout is due to peer group influence and the extent to which it is due to peer group selection. Moreover, the roles of academic achievement and gender in school burnout were examined. A total of 611 ninth graders were examined at the beginning of the final term of…

Gesture production and comprehension in children with specific language impairment.

PubMed

Botting, Nicola; Riches, Nicholas; Gaynor, Marguerite; Morgan, Gary

2010-03-01

Children with specific language impairment (SLI) have difficulties with spoken language. However, some recent research suggests that these impairments reflect underlying cognitive limitations. Studying gesture may inform us clinically and theoretically about the nature of the association between language and cognition. A total of 20 children with SLI and 19 typically developing (TD) peers were assessed on a novel measure of gesture production. Children were also assessed for sentence comprehension errors in a speech-gesture integration task. Children with SLI performed equally to peers on gesture production but performed less well when comprehending integrated speech and gesture. Error patterns revealed a significant group interaction: children with SLI made more gesture-based errors, whilst TD children made semantically based ones. Children with SLI accessed and produced lexically encoded gestures despite having impaired spoken vocabulary and this group also showed stronger associations between gesture and language than TD children. When SLI comprehension breaks down, gesture may be relied on over speech, whilst TD children have a preference for spoken cues. The findings suggest that for children with SLI, gesture scaffolds are still more related to language development than for TD peers who have out-grown earlier reliance on gestures. Future clinical implications may include standardized assessment of symbolic gesture and classroom based gesture support for clinical groups.

Knee extension isometric torque production differences based on verbal motivation given to introverted and extroverted female children.

PubMed

McWhorter, J Wesley; Landers, Merrill; Young, Daniel; Puentedura, E Louie; Hickman, Robbin A; Brooksby, Candi; Liveratti, Marc; Taylor, Lisa

2011-08-01

To date, little research has been conducted to test the efficacy of different forms of motivation based on a female child's personality type. The purpose of this study was to evaluate the ability of female children to perform a maximal knee extension isometric torque test with varying forms of motivation, based on the child's personality type (introvert vs. extrovert). The subjects were asked to perform a maximal isometric knee extension test under three different conditions: 1) with no verbal motivation, 2) with verbal motivation from the evaluator only, and 3) with verbal motivation from a group of their peers and the evaluator combined. A 2×3 mixed ANOVA was significant for an interaction (F 2,62=17.530; p<0.0005). Post hoc testing for the introverted group showed that scores without verbal motivation were significantly higher than with verbal motivation from the evaluator or the evaluator plus the peers. The extroverted group revealed that scores with verbal motivation from the evaluator or the evaluator plus the peers were significantly higher than without verbal motivation. Results suggest that verbal motivation has a varying effect on isometric knee extension torque production in female children with different personality types. Extroverted girls perform better with motivation, whereas introverted girls perform better without motivation from others.

Possibilities and Limitations of Integrating Peer Instruction into Technical Creativity Education

ERIC Educational Resources Information Center

Wang, Shijuan; Murota, Masao

2016-01-01

The effects of active peer-peer interaction on the generation of new hypotheses or models and the increase of new solutions have attracted widespread attention. Therefore, the peer discussion portion of peer instruction is supposedly effective in developing students' creativity. However, few empirical research involves how to adapt peer…

7 CFR 3401.12 - Establishment and operation of peer review groups.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 15 2010-01-01 2010-01-01 false Establishment and operation of peer review groups... GRANTS PROGRAM Scientific Peer Review of Research Applications for Funding § 3401.12 Establishment and operation of peer review groups. Subject to § 3401.7, the Administrator will adopt procedures for the...

Changes in Children's Peer Interactions Following a Natural Disaster: How Predisaster Bullying and Victimization Rates Changed Following Hurricane Katrina

ERIC Educational Resources Information Center

Terranova, Andrew M.; Boxer, Paul; Morris, Amanda Sheffield

2009-01-01

Youth exposed to disasters experience stress and adjustment difficulties, which likely influence their interactions with peers. In this study, we examined changes in bullying and peer victimization in two cohorts of children. Youth from an area affected by Hurricane Katrina were assessed pre- and postdisaster (n = 96, mean [M] = 10.9 years old,…

The Effects of Social Stories and a Token Economy on Decreasing Inappropriate Peer Interactions with a Middle School Student

ERIC Educational Resources Information Center

White, Jacie; Caniglia, Cynthia; McLaughlin, T. F.; Bianco, LeAnn

2018-01-01

One of the many challenges that children with learning disabilities (LD) experience, apart from academics, is severe deficits in the areas of social skills and peer relations. The learning of social skills and appropriate ways to interact with peers are crucial for school-aged children with learning disabilities. Without these skills, it can be…

Does a peer model's task proficiency influence children's solution choice and innovation?

PubMed

Wood, Lara A; Kendal, Rachel L; Flynn, Emma G

2015-11-01

The current study investigated whether 4- to 6-year-old children's task solution choice was influenced by the past proficiency of familiar peer models and the children's personal prior task experience. Peer past proficiency was established through behavioral assessments of interactions with novel tasks alongside peer and teacher predictions of each child's proficiency. Based on these assessments, one peer model with high past proficiency and one age-, sex-, dominance-, and popularity-matched peer model with lower past proficiency were trained to remove a capsule using alternative solutions from a three-solution artificial fruit task. Video demonstrations of the models were shown to children after they had either a personal successful interaction or no interaction with the task. In general, there was not a strong bias toward the high past-proficiency model, perhaps due to a motivation to acquire multiple methods and the salience of other transmission biases. However, there was some evidence of a model-based past-proficiency bias; when the high past-proficiency peer matched the participants' original solution, there was increased use of that solution, whereas if the high past-proficiency peer demonstrated an alternative solution, there was increased use of the alternative social solution and novel solutions. Thus, model proficiency influenced innovation. Copyright © 2015 Elsevier Inc. All rights reserved.

Will Hospital Peer Grouping by Patient Socioeconomic Status Fix the Medicare Hospital Readmission Reduction Program or Create New Problems?

PubMed

Fuller, Richard L; Hughes, John S; Goldfield, Norbert I; Averill, Richard F

2018-04-01

In 2016 the U.S. Congress directed the Centers for Medicare & Medicaid Services (CMS) to implement the 21st Century Cures Act to fix a flaw in the Hospital Readmissions Reduction Program (HRRP). One section of the Act is intended to remove bias in calculating penalties for hospitals treating large percentages of low socioeconomic status (SES) patients. A study was conducted to analyze the effect of the introduction of SES hospital peer groups on the number and distribution of the hospitals being penalized. The CMS analysis files for the fiscal year 2017 HRRP final rule and Disproportionate Share Hospital adjustments were used to assign hospital peer groups. The median excess readmission ratios for hospital peer groups were calculated, and the resulting pattern of hospital penalties within peer groups was analyzed. The findings suggest that because CMS assigns individual HRRP penalties on six clinical conditions but proposes to assign hospitals to a single SES peer group based on all admissions, it will ignore substantial differences in the distribution of peer group medians across these conditions. For surgical cases, as expected, hospitals with fewer patients had higher readmission rates, while for medical cases, hospitals with fewer patients had fewer readmissions. These findings may result in distortion of the peer group adjustment intended to correct for SES. Hospital peer groups may create unintended redistributions of penalties through distortion of peer group medians. An observed relationship between lower-volume hospitals and fewer readmissions for medical conditions requires additional research to establish its basis. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

The Influence of Social Network Characteristics on Peer Clustering in Smoking: A Two-Wave Panel Study of 19- and 23-Year-Old Swedes.

PubMed

Miething, Alexander; Rostila, Mikael; Edling, Christofer; Rydgren, Jens

2016-01-01

The present study examines how the composition of social networks and perceived relationship content influence peer clustering in smoking, and how the association changes during the transition from late adolescence to early adulthood. The analysis was based on a Swedish two-wave survey sample comprising ego-centric network data. Respondents were 19 years old in the initial wave, and 23 when the follow-up sample was conducted. 17,227 ego-alter dyads were included in the analyses, which corresponds to an average response rate of 48.7 percent. Random effects logistic regression models were performed to calculate gender-specific average marginal effects of social network characteristics on smoking. The association of egos' and alters' smoking behavior was confirmed and found to be stronger when correlated in the female sample. For females, the associations decreased between age 19 and 23. Interactions between network characteristics and peer clustering in smoking showed that intense social interactions with smokers increase egos' smoking probability. The influence of network structures on peer clustering in smoking decreased during the transition from late adolescence to early adulthood. The study confirmed peer clustering in smoking and revealed that females' smoking behavior in particular is determined by social interactions. Female smokers' propensity to interact with other smokers was found to be associated with the quality of peer relationships, frequent social interactions, and network density. The influence of social networks on peer clustering in smoking decreased during the transition from late adolescence to early adulthood.

The Influence of Social Network Characteristics on Peer Clustering in Smoking: A Two-Wave Panel Study of 19- and 23-Year-Old Swedes

PubMed Central

Rostila, Mikael; Edling, Christofer; Rydgren, Jens

2016-01-01

Objectives The present study examines how the composition of social networks and perceived relationship content influence peer clustering in smoking, and how the association changes during the transition from late adolescence to early adulthood. Methods The analysis was based on a Swedish two-wave survey sample comprising ego-centric network data. Respondents were 19 years old in the initial wave, and 23 when the follow-up sample was conducted. 17,227 ego-alter dyads were included in the analyses, which corresponds to an average response rate of 48.7 percent. Random effects logistic regression models were performed to calculate gender-specific average marginal effects of social network characteristics on smoking. Results The association of egos’ and alters’ smoking behavior was confirmed and found to be stronger when correlated in the female sample. For females, the associations decreased between age 19 and 23. Interactions between network characteristics and peer clustering in smoking showed that intense social interactions with smokers increase egos’ smoking probability. The influence of network structures on peer clustering in smoking decreased during the transition from late adolescence to early adulthood. Conclusions The study confirmed peer clustering in smoking and revealed that females’ smoking behavior in particular is determined by social interactions. Female smokers’ propensity to interact with other smokers was found to be associated with the quality of peer relationships, frequent social interactions, and network density. The influence of social networks on peer clustering in smoking decreased during the transition from late adolescence to early adulthood. PMID:27727314

Social interaction recruits mentalizing and reward systems in middle childhood.

PubMed

Alkire, Diana; Levitas, Daniel; Warnell, Katherine Rice; Redcay, Elizabeth

2018-06-08

Social cognition develops in the context of reciprocal social interaction. However, most neuroimaging studies of mentalizing have used noninteractive tasks that may fail to capture important aspects of real-world mentalizing. In adults, social-interactive context modulates activity in regions linked to social cognition and reward, but few interactive studies have been done with children. The current fMRI study examines children aged 8-12 using a novel paradigm in which children believed they were interacting online with a peer. We compared mental and non-mental state reasoning about a live partner (Peer) versus a story character (Character), testing the effects of mentalizing and social interaction in a 2 × 2 design. Mental versus Non-Mental reasoning engaged regions identified in prior mentalizing studies, including the temporoparietal junction, superior temporal sulcus, and dorsomedial prefrontal cortex. Moreover, peer interaction, even in conditions without explicit mentalizing demands, activated many of the same mentalizing regions. Peer interaction also activated areas outside the traditional mentalizing network, including the reward system. Our results demonstrate that social interaction engages multiple neural systems during middle childhood and contribute further evidence that social-interactive paradigms are needed to fully capture how the brain supports social processing in the real world. © 2018 Wiley Periodicals, Inc.

Peer counselling for doctors in Norway: A qualitative study of the relationship between support and surveillance.

PubMed

Isaksson Rø, Karin; Veggeland, Frode; Aasland, Olaf G

2016-08-01

Peer support can entail collegial responsibility for counselling and support as well as reactions to academic or ethical failure. These considerations can be complementary, but also conflicting. This article focuses on how the peer support programme in Norway addresses these considerations. Focus group interviews held with Norwegian peer counsellors from August 2011 to June 2012 were analysed by a stepwise deductive-inductive method. Based on organisational theory, two "ideal types" of counsellors were identified from the data, and these were then used to reanalyse the text. We found that the organisational framework is associated with the peer counsellors' role conception and thereby the relationship between the counsellor and the help-seeking doctor. The relationship between informal frameworks like collegiality, confidence and discretion, and more formalized incentive-driven frameworks, appear to influence the accessibility to peer support, the mandate to provide relevant help and the understanding of what peer support represents. The study showed the need for a continuous awareness of a balance between the informal and the more formalized elements in the framework for peer support. This is of importance for how the service can contribute to better health among doctors and to secure quality and safety in the treatment of patients. The analysis can also be used to demonstrate the consequences of how the peer support program is designed - such as the degree of formalisation and the balance between "hard" and "soft" ways to regulate the interaction between peer counsellors and doctors - for the ability to achieve the stated objectives of the service. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Video modeling for children with dual diagnosis of deafness or hard of hearing and autism spectrum disorder to promote peer interaction.

PubMed

Thrasher, Amy

2014-11-01

This article describes an intervention program offered at the University of Colorado Boulder that supports peer interaction among young children with autism spectrum disorders and their typical peers using a multicomponent approach, including video modeling. Characteristics of autism that may interfere with the development of peer interaction in young children will be discussed. Components of the approach will be described and the evidence base for the application of these components examined in regards to children with autism and for the potential application to children with the dual diagnosis of autism and deafness or hard of hearing. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Peer Groups, Social Identity, and Children's Bullying Behavior

ERIC Educational Resources Information Center

Duffy, Amanda L.; Nesdale, Drew

2009-01-01

Drawing on social identity theory, this study explored the impact of the peer group on childhood bullying. Participants were 351 students, aged 8 to 13 years. Involvement in bullying, friendship group membership, norms of particular groups, and intra-group positions (prototypical vs. peripheral) were determined using peer reports. Results revealed…

Deflected Pathways: Becoming Aggressive, Socially Withdrawn, or Prosocial with Peers During the Transition to Adolescence

PubMed Central

Monahan, Kathryn C.; Booth-LaForce, Cathryn

2014-01-01

Although research has suggested strong continuity in children's adaptive or maladaptive behavior with peers across the transition to adolescence, less is known about deflected developmental pathways of peer social competence across this transition. This study investigates how mother-child and best friend relationship quality predict the deflection of youth from adaptive to maladaptive behavior with peers or the reverse. Using data from the NICHD Study of Early Child Care and Youth Development (N=1055), high-quality friendships were associated with changes in peer social competence from 3rd to 6th grade. More positive and fewer negative interactions with a friend were linked with becoming more prosocial with peers, whereas less positive interactions with a friend were linked to becoming aggressive or withdrawn. PMID:27231420

Translating learning into practice

PubMed Central

Armson, Heather; Kinzie, Sarah; Hawes, Dawnelle; Roder, Stefanie; Wakefield, Jacqueline; Elmslie, Tom

2007-01-01

PROBLEM ADDRESSED The need for effective and accessible educational approaches by which family physicians can maintain practice competence in the face of an overwhelming amount of medical information. OBJECTIVE OF PROGRAM The practice-based small group (PBSG) learning program encourages practice changes through a process of small-group peer discussion—identifying practice gaps and reviewing clinical approaches in light of evidence. PROGRAM DESCRIPTION The PBSG uses an interactive educational approach to continuing professional development. In small, self-formed groups within their local communities, family physicians discuss clinical topics using prepared modules that provide sample patient cases and accompanying information that distils the best evidence. Participants are guided by peer facilitators to reflect on the discussion and commit to appropriate practice changes. CONCLUSION The PBSG has evolved over the past 15 years in response to feedback from members and reflections of the developers. The success of the program is evidenced in effect on clinical practice, a large and increasing number of members, and the growth of interest internationally. PMID:17872876

Adolescent-Peer Relationships, Separation and Detachment from Parents, and Internalizing and Externalizing Behaviors: Linkages and Interactions

PubMed Central

Jager, Justin; Yuen, Cynthia X.; Putnick, Diane L.; Hendricks, Charlene; Bornstein, Marc H.

2018-01-01

Most research exploring the interplay between context and adolescent separation and detachment has focused on the family; in contrast, this investigation directs its attention outside of the family to peers. Utilizing a latent variable approach for modeling interactions and incorporating reports of behavioral adjustment from 14-year-old adolescents (N = 190) and their mothers, we examine how separation and detachment relate to adolescent peer relationships, and whether peer relationships moderate how separation and detachment relate to adolescent internalizing and externalizing behaviors. Positive peer relationships were both associated with lower detachment and sharply attenuated relations between detachment and higher adolescent internalizing and externalizing. Separation from parents was unrelated to peer relationships, and regardless of whether peer relationships were positive, separation was not related to adolescent internalizing and externalizing. We integrate these findings with those from family-focused investigations and discuss their substantive and clinical implications. PMID:29527086

The use of tools for learning science in small groups

NASA Astrophysics Data System (ADS)

Valdes, Rosa Maria

2000-10-01

"Hands-on" learning through the use of tools or manipulatives representative of science concepts has long been an important component of the middle school science curriculum. However, scarce research exists on the impact of tool use on learning of science concepts, particularly on the processes involved in such learning. This study investigated how the use of tools by students engaged in small group discussion about the concept of electrical resistance and the explanations that accompany such use leads to improved understandings of the concept. Specifically, the main hypothesis of the study was that students who observe explanations by their high-ability peers accompanied by accurate tool use and who are highly engaged in these explanations would show learning gains. Videotaped interactions of students working in small groups to solve tasks on electricity were coded using scales that measured the accuracy of the tool use, the accuracy of the explanations presented, and the level of engagement of target students. The data of 48 students whose knowledge of the concept of resistance was initially low and who also were determined to be low achievers as shown by their scores on a set of pretest, was analyzed. Quantitative and qualitative analyses showed that students who observed their peers give explanations using tools and who were engaged at least moderately made gains in their understandings of resistance. Specifically, the results of regression analyses showed that both the level of accuracy of a high-ability peer's explanation and the target student's level of engagement in the explanation significantly predicted target students' outcome scores. The number of presentations offered by a high-ability peer also significantly predicted outcome scores. Case study analyses of six students found that students who improved their scores the most from pretest to posttest had high-ability peers who tended to be verbal and who gave numerous explanations, whereas students who improved the least had high-ability peers who gave no explanations at all. Important implications of this study for teaching are that (1) teachers should group students heterogeneously and should monitor students' small groups to insure that students are producing content-oriented discussion, and (2) students should be allowed to manipulate tools that allow experimentation as students build understandings and promote communication of abstract ideas.

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

PubMed Central

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

2010-01-01

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 indicators of teens’ depressive symptoms and social anxiety were assessed. At age 20, youth self-reported on their online behaviors, youths’ social networking webpages were observationally coded to assess peer relationship quality online, and symptoms of depression and social anxiety were reassessed. Results suggested that problematic mother-teen relationships were predictive of youths’ later preference for online communication and greater likelihood of forming a friendship with someone met online, yet poorer quality in online relationships. Findings are discussed within a developmental framework suggesting the importance of considering youths’ family interactions during early adolescence as predictors of future online socializing behavior and online interactions with peers. PMID:21860584

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

PubMed

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

2011-09-01

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 indicators of teens' depressive symptoms and social anxiety were assessed. At age 20, youth self-reported on their online behaviors, youths' social networking webpages were observationally coded to assess peer relationship quality online, and symptoms of depression and social anxiety were reassessed. Results suggested that problematic mother-teen relationships were predictive of youths' later preference for online communication and greater likelihood of forming a friendship with someone met online, yet poorer quality in online relationships. Findings are discussed within a developmental framework suggesting the importance of considering youths' family interactions during early adolescence as predictors of future online socializing behavior and online interactions with peers.