Social knowledge in children with language impairments: examination of strategies, predicted consequences, and goals in peer conflict situations.

PubMed

Timler, Geralyn R

2008-09-01

This study investigated social knowledge in school-age children, aged 8-12 years, with and without language impairment (LI and TD groups). A hypothetical peer conflict task was administered to examine the relationship among prosocial responses and parent/teacher ratings of children's social behaviours. Stimuli included 12 hypothetical peer conflict vignettes presented in an open-ended and forced choice condition. The LI group generated (open-ended) and selected (forced choice) fewer prosocial strategies. When asked to predict a friend's reaction to a selected conflict resolution strategy, the LI group predicted fewer positive consequences; however, the proportion of prosocial strategies followed by prediction of a positive peer consequence was similar across groups. Both groups identified more self-interest than relationship goals as the rationale for selected strategies. In the LI group, teacher ratings of children's social skills and problems in peer provocation situations were associated with selection of prosocial strategies. Implications for clinical service providers are discussed.

Risk-taking, peer-influence and child maltreatment: a neurocognitive investigation

PubMed Central

Hoffmann, Ferdinand; Puetz, Vanessa B; Viding, Essi; Sethi, Arjun; Palmer, Amy

2018-01-01

Abstract Maltreatment is associated with increased risk of a range of psychiatric disorders, many of which are characterized by altered risk-taking propensity. Currently, little is known about the neural correlates of risk-taking in children exposed to maltreatment, nor whether their risk-taking is atypically modulated by peer influence. Seventy-five 10- to 14-year-old children [maltreated (MT) group: N = 41; non-maltreated Group (NMT): N = 34] performed a Balloon Analogue Risk Task (BART), under three different peer influence conditions: while alone, while being observed by a peer and while being encouraged by a peer to take risks. The MT group engaged in less risk-taking irrespective of peer influence. There was no differential effect of peer influence on risk-taking behaviour across groups. At the neural level, the right anterior insula (rAI) exhibited altered risk sensitivity across conditions in the MT group. Across groups and conditions, rAI risk sensitivity was negatively associated with risk-taking and within the MT group greater rAI risk sensitivity was related to more anxiety symptoms. These findings suggest that children with a history of maltreatment show reduced risk-taking but typical responses to peer influence. Abnormal rAI functioning contributes to the pattern of reduced risk-taking and may predispose children exposed to maltreatment to develop future psychopathology. PMID:29069467

Risk-taking, peer-influence and child maltreatment: a neurocognitive investigation.

PubMed

Hoffmann, Ferdinand; Puetz, Vanessa B; Viding, Essi; Sethi, Arjun; Palmer, Amy; McCrory, Eamon J

2018-01-01

Maltreatment is associated with increased risk of a range of psychiatric disorders, many of which are characterized by altered risk-taking propensity. Currently, little is known about the neural correlates of risk-taking in children exposed to maltreatment, nor whether their risk-taking is atypically modulated by peer influence. Seventy-five 10- to 14-year-old children [maltreated (MT) group: N = 41; non-maltreated Group (NMT): N = 34] performed a Balloon Analogue Risk Task (BART), under three different peer influence conditions: while alone, while being observed by a peer and while being encouraged by a peer to take risks. The MT group engaged in less risk-taking irrespective of peer influence. There was no differential effect of peer influence on risk-taking behaviour across groups. At the neural level, the right anterior insula (rAI) exhibited altered risk sensitivity across conditions in the MT group. Across groups and conditions, rAI risk sensitivity was negatively associated with risk-taking and within the MT group greater rAI risk sensitivity was related to more anxiety symptoms. These findings suggest that children with a history of maltreatment show reduced risk-taking but typical responses to peer influence. Abnormal rAI functioning contributes to the pattern of reduced risk-taking and may predispose children exposed to maltreatment to develop future psychopathology. © The Author (2017). Published by Oxford University Press.

The value "social responsibility" as a motivating factor for adolescents' readiness to participate in different types of political actions, and its socialization in parent and peer contexts.

PubMed

Schmid, Christine

2012-06-01

Based on a sample of tetrads (N = 839), including 16 year-old adolescents, their mothers, fathers, and same-sex friends, it was analyzed in which way the value social responsibility is related to adolescents' readiness for different types of political participation. Results showed that social responsibility was positively linked to readiness for participation in legal protest actions. No relationships with readiness for participation in federal elections or with readiness for participation in illegal protest actions occurred, and a negative relationship with readiness for participation in political violent actions was found. In a second step, the socialization of the value social responsibility in the parents and peer context was the focus. Value similarities between adolescents, their parents and friends, as well as other contextual factors were considered. Multiple regression analyses revealed differential effects for male and female adolescents. In male adolescents, authoritative parenting and political discussions with parents were positively linked to social responsibility. Furthermore, peer-group membership had a negative impact. For female adolescents, significant value similarities with their parents, especially with their mothers, occurred. Value similarities with their friend were found in both gender groups, but appeared to be higher in the female group. Also, in both gender groups, a positive parent-child relationship quality was linked to higher social responsibility. In sum, findings show that parents as well as peer contextual factors were contributing to the adolescents' value acquisition. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program

ERIC Educational Resources Information Center

Laugeson, Elizabeth A.; Frankel, Fred; Gantman, Alexander; Dillon, Ashley R.; Mogil, Catherine

2012-01-01

The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social…

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.

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.

Doing It Differently: The Ups and Downs of Peer Group Learning

ERIC Educational Resources Information Center

Belward, Shaun; Balatti, Jo

2012-01-01

Peer group learning is the name we have given to a particular type of collaborative learning that has been implemented as part of an action research project designed to improve teaching and learning of first year university mathematics at James Cook University. Using an innovation-decision process model we analysed the response of academics to the…

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.

Maturation, Peer Context, and Indigenous Girls' Early-Onset Substance Use

ERIC Educational Resources Information Center

Walls, Melissa L.; Whitbeck, Les B.

2011-01-01

This article examines a biosocial model of the impact of puberty on indigenous girls' early-onset substance use by considering the potential mediating role of peer context (i.e., mixed-sex peer groups and substance use prototypes) on the puberty and substance use relationship. Data include responses from 360 girls of a common indigenous cultural…

An fMRI investigation of responses to peer rejection in adolescents with autism spectrum disorders.

PubMed

Masten, Carrie L; Colich, Natalie L; Rudie, Jeffrey D; Bookheimer, Susan Y; Eisenberger, Naomi I; Dapretto, Mirella

2011-07-01

Peer rejection is particularly pervasive among adolescents with autism spectrum disorders (ASD). However, how adolescents with ASD differ from typically developing adolescents in their responses to peer rejection is poorly understood. The goal of the current investigation was to examine neural responses to peer exclusion among adolescents with ASD compared to typically developing adolescents. Nineteen adolescents with ASD and 17 typically developing controls underwent fMRI as they were ostensibly excluded by peers during an online game called Cyberball. Afterwards, participants reported their distress about the exclusion. Compared to typically developing adolescents, those with ASD displayed less activity in regions previously linked with the distressing aspect of peer exclusion, including the subgenual anterior cingulate and anterior insula, as well as less activity in regions previously linked with the regulation of distress responses during peer exclusion, including the ventrolateral prefrontal cortex and ventral striatum. Interestingly, however, both groups self-reported equivalent levels of distress. This suggests that adolescents with ASD may engage in differential processing of social experiences at the neural level, but be equally aware of, and concerned about, peer rejection. Overall, these findings contribute new insights about how this population may differentially experience negative social events in their daily lives.

An fMRI investigation of responses to peer rejection in adolescents with autism spectrum disorders

PubMed Central

Masten, Carrie L.; Colich, Natalie L.; Rudie, Jeffrey D.; Bookheimer, Susan Y.; Eisenberger, Naomi I.; Dapretto, Mirella

2011-01-01

Peer rejection is particularly pervasive among adolescents with autism spectrum disorders (ASD). However, how adolescents with ASD differ from typically developing adolescents in their responses to peer rejection is poorly understood. The goal of the current investigation was to examine neural responses to peer exclusion among adolescents with ASD compared to typically developing adolescents. Nineteen adolescents with ASD and 17 typically developing controls underwent fMRI as they were ostensibly excluded by peers during an online game called Cyberball. Afterwards, participants reported their distress about the exclusion. Compared to typically developing adolescents, those with ASD displayed less activity in regions previously linked with the distressing aspect of peer exclusion, including the subgenual anterior cingulate and anterior insula, as well as less activity in regions previously linked with the regulation of distress responses during peer exclusion, including the ventrolateral prefrontal cortex and ventral striatum. Interestingly, however, both groups self-reported equivalent levels of distress. This suggests that adolescents with ASD may engage in differential processing of social experiences at the neural level, but be equally aware of, and concerned about, peer rejection. Overall, these findings contribute new insights about how this population may differentially experience negative social events in their daily lives. PMID:22318914

Children's feedback preferences in response to an experimentally manipulated peer evaluation outcome: the role of depressive symptoms.

PubMed

Reijntjes, Albert; Dekovic, Maja; Vermande, Marjolijn; Telch, Michael J

2007-06-01

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

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

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

The growth of peer support: an international charter.

PubMed

Stratford, Anthony C; Halpin, Matt; Phillips, Keely; Skerritt, Frances; Beales, Anne; Cheng, Vincent; Hammond, Magdel; O'Hagan, Mary; Loreto, Catherine; Tiengtom, Kim; Kobe, Benon; Harrington, Steve; Fisher, Dan; Davidson, Larry

2017-07-06

While mental health peer support originated in its contemporary form in English-speaking countries, it is now spreading rapidly across the globe. This rapid growth presents two major challenges. The first pertains to "role integrity" and the second to the possible culture-bound nature of peer support; a concern which has attended the emergence of peer support in countries that have significantly different worldviews. Recognizing the growth of peer support and the resulting challenges, this report results from the convening of an international consortium of peer leaders from six continents (all but Antarctica). Following an environmental scan of the state of peer support globally, this group moved to develop consensus on a common, core set of guiding principles and values to ensure a robust future for the development of effective, culturally responsive forms of peer support. Key principles, values and practices considered essential to peer support are presented. Assuming that sufficient political and community support are generated, there can be considerable enthusiasm for the expansion of peer support around the globe. Peer leaders are encouraged, however, to develop and deliver peer support both with integrity to its founding values in a civil rights and social justice framework and with responsiveness to local cultural worldviews.

BABY EMPATHY: INFANT DISTRESS AND PEER PROSOCIAL RESPONSES.

PubMed

Liddle, Mitzi-Jane E; Bradley, Ben S; Mcgrath, Andrew

2015-01-01

Empathy is an important competence in our social world, a motivator of prosocial behavior, and thought to develop throughout the second year of life. The current study examined infants' responses to naturalistic peer distress to explore markers of empathy and prosocial behavior in young babies. Seventeen 8-month-old infants participated in a repeated measures design using the "babies-in-groups" paradigm, with maternal presence as the independent variable. Significant differences were found between response types: Gaze was the standard response to infant distress, followed by socially directed behaviors and affect, with self-distress rarely occurring. Maternal presence was not found to impact the nature or frequency of babies' responses to peer distress. During distress episodes, babies looked preferentially at the distressed peer, then other mothers, and least to their own mother. Data revealed that infant responses to peer distress resulted in a successful cessation of that distress episode over one third of the time. Case studies are provided to illustrate the quantitative data. The results provided evidence of empathic concern and prosocial behavior in the first year of life, and provoke a challenge to developmental theories of empathy. © 2015 Michigan Association for Infant Mental Health.

Dependencies between Questions and Responses during Small-Group Instruction in Two Preschool Programs.

ERIC Educational Resources Information Center

Fowell, Nancy; Lawton, Joseph T.

1992-01-01

Examined the language used by teachers and children during small group discussion in two preschools. Found associations between teachers' questions and children's verbal responses, children's questions to classmates and peers' immediate responses, and teachers' questions about learning processes and children's verbal references to their mental…

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

PubMed Central

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

2007-01-01

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

Transactional Associations Between Youths’ Responses to Peer Stress and Depression: The Moderating Roles of Sex and Stress Exposure

PubMed Central

Agoston, Anna Monica; Rudolph, Karen D.

2011-01-01

This study examined transactional associations between responses to peer stress and depression in youth. Specifically, it tested the hypotheses that (a) depression would predict fewer effortful responses and more involuntary, dysregulated responses to peer stress over time; and (b) fewer adaptive and more maladaptive responses would predict subsequent depression. Youth (M age = 12.41; SD = 1.19; 86 girls, 81 boys) and their maternal caregivers completed semi-structured interviews and questionnaires at three annual waves. Multi-group comparison path analyses were conducted to examine sex and stress-level differences in the proposed reciprocal-influence model. In girls and in youth exposed to high levels of peer stress, maladaptive stress responses predicted more depressive symptoms and adaptive stress responses predicted fewer depressive symptoms at each wave. These findings suggest the utility of preventive interventions for depression designed to enhance the quality of girls’ stress responses. In boys, depression predicted less adaptive and more maladaptive stress responses, but only at the second wave. These findings suggest that interventions designed to reduce boys’ depressive symptoms may help them develop more adaptive stress responses. PMID:20852929

Feasibility of patient and peer surveys for Maintenance of Certification among diplomates of the American Board of Anesthesiology.

PubMed

Warner, David O; Sun, Huaping; Harman, Ann E; Culley, Deborah J

2015-06-01

The initial developmental standards for Maintenance of Certification programs proposed by the American Board of Medical Specialties included the administration of patient and peer surveys by the diplomate every 5 years. The aim of this pilot study was to determine the feasibility of Maintenance of Certification in Anesthesiology Program (MOCA) patient and peer surveys in a selected group of American Board of Anesthesiology (ABA) diplomates. The design was a pilot test of survey instruments-MOCA Patient Care Survey and MOCA Peer Survey. The setting was the ABA, Raleigh, NC. The subjects were ABA-certified anesthesiologists who were active examiners for the primary certification oral examination as of January 2013. Fifty-one participating physicians in the patient survey group distributed brochures, which included a link to the MOCA Patient Care Survey, to up to 100 consecutive patients at the point of care. Fifty-one participating physicians in the peer survey group distributed invitations to MOCA Peer Survey via e-mail to 20 peers in a variety of roles. Participants developed and evaluated a practice improvement plan based on survey results. Participants were also surveyed on their opinions on the feasibility of implementing the piloted survey instrument in their practices. Response rates for the patient care and the peer surveys were 15% and 75%, respectively. Both surveys indicated a high level of satisfaction with the diplomates; approximately two-thirds of physicians could not identify practice areas in need of improvement. These results suggest that threats to the validity of these surveys include distribution bias for peer surveys and response bias for patient surveys and that surveys often do not provide actionable information useful for practice improvement. Alternative approaches, such as including anesthesiologists within an integrated institutional evaluation system, could be explored to maximize the benefits of physician assessments provided by peers and patients. Copyright © 2015 Elsevier Inc. All rights reserved.

Pre-university Chemistry Students in a Mimicked Scholarly Peer Review

NASA Astrophysics Data System (ADS)

van Rens, Lisette; Hermarij, Philip; Pilot, Albert; Beishuizen, Jos; Hofman, Herman; Wal, Marjolein

2014-10-01

Peer review is a significant component in scientific research. Introducing peer review into inquiry processes may be regarded as an aim to develop student understanding regarding quality in inquiries. This study examines student understanding in inquiry peer reviews among pre-university chemistry students, aged 16-17, when they enact a design of a mimicked scholarly peer review. This design is based on a model of a human activity system. Twenty-five different schools in Brazil, Germany, Poland and The Netherlands participated. The students (n = 880) conducted in small groups (n = 428) open inquiries on fermentation. All groups prepared an inquiry report for peer review. These reports were published on a website. Groups were randomly paired in an internet symposium, where they posted review comments to their peers. These responses were qualitatively analyzed on small groups' level of understanding regarding seven categories: inquiry question, hypothesis, management of control variables, accurate measurement, presenting results, reliability of results, discussion and conclusion. The mimicked scholarly review prompted a collective practice. Student understanding was significantly well on presenting results, discussion and conclusion, and significantly less on inquiry question and reliability of results. An enacted design, based on a model of a human activity system, created student understanding of quality in inquiries as well as an insight in a peer-reviewing practice. To what extent this model can be applied in a broader context of design research in science education needs further study.

7 CFR 3401.16 - Proposal review.

Code of Federal Regulations, 2011 CFR

2011-01-01

... RESEARCH GRANTS PROGRAM Scientific Peer Review of Research Applications for Funding § 3401.16 Proposal... preliminary review will be made for responsiveness to the request for proposals (e.g., relationship of... provided by peer review group members prior to recommending applications for funding. Applications will be...

7 CFR 3401.16 - Proposal review.

Code of Federal Regulations, 2012 CFR

2012-01-01

... RESEARCH GRANTS PROGRAM Scientific Peer Review of Research Applications for Funding § 3401.16 Proposal... preliminary review will be made for responsiveness to the request for proposals (e.g., relationship of... provided by peer review group members prior to recommending applications for funding. Applications will be...

7 CFR 3401.16 - Proposal review.

Code of Federal Regulations, 2013 CFR

2013-01-01

... RESEARCH GRANTS PROGRAM Scientific Peer Review of Research Applications for Funding § 3401.16 Proposal... preliminary review will be made for responsiveness to the request for proposals (e.g., relationship of... provided by peer review group members prior to recommending applications for funding. Applications will be...

7 CFR 3401.16 - Proposal review.

Code of Federal Regulations, 2014 CFR

2014-01-01

... RESEARCH GRANTS PROGRAM Scientific Peer Review of Research Applications for Funding § 3401.16 Proposal... preliminary review will be made for responsiveness to the request for proposals (e.g., relationship of... provided by peer review group members prior to recommending applications for funding. Applications will be...

Adolescents' responses to online peer conflict: How self‐evaluation and ethnicity matter

PubMed Central

Bos, Marieke G.N.; Stevenson, Claire E.

2017-01-01

Abstract 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. Highlights 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. PMID:29780286

Impact of near-peer teaching rounds on student satisfaction in the basic surgical clerkship.

PubMed

Lin, Joseph A; Farrow, Norma; Lindeman, Brenessa M; Lidor, Anne O

2017-06-01

Teaching rounds are rarely featured in the surgery clerkship. Senior students interested in surgery are suited to precept teaching rounds. Near-peer teaching can provide benefits to both learners and preceptors. Near-peer teaching rounds consisted of senior student-precetors leading groups of 3 clerkship students on teaching rounds once during the clerkship. We prospectively surveyed student satisfaction before and after instituting near-peer teaching rounds. We retrospectively gathered qualitative narratives from student-preceptors. The survey response rate was 93% before near-peer teaching rounds were instituted and 85% after. Satisfaction with the learning environment and the quality and amount of small-group teaching were significantly higher after the institution of near-peer teaching rounds (P ≤ .001 for all 3). Satisfaction with the overall clerkship and baseline interest in surgery were not significantly different. Student-preceptors reported gaining valuable experience for future roles in academia as residents and attending surgeons. Student satisfaction with small-group teaching and the learning environment increased after the institution of near-peer teaching rounds in the surgery clerkship. Student-preceptors gained early experience for careers in academic surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

Psychological and physiological responses following repeated peer death.

PubMed

Andersen, Judith Pizarro; Silver, Roxane Cohen; Stewart, Brandon; Koperwas, Billie; Kirschbaum, Clemens

2013-01-01

Undergraduates at a university in the United States were exposed - directly and indirectly - to 14 peer deaths during one academic year. We examined how individual and social factors were associated with psychological (e.g., anxiety, depression, somatization) and physiological (i.e., cortisol) distress responses following this unexpected and repeated experience with loss. Two to three months after the final peer death, respondents (N = 122, 61% female, 18-23 years, M = 20.13, SD = 1.14) reported prior adverse experiences, degree of closeness with the deceased, acute responses to the peer deaths, ongoing distress responses, social support, support seeking, and media viewing. A subset (n = 24) returned hair samples for evaluation of cortisol responses during the previous 3 months. Ongoing psychological distress was associated with a) prior interpersonal trauma, b) fewer social supports, and c) media exposure to news of the deaths (p's<.05). Participants who had no prior bereavements showed, on average, high cortisol (>25 p/mg) compared to individuals with one or two prior bereavement experiences (who were, on average, within the normal range, 10 to 25 p/mg) (p<.05). Only 8% of the sample utilized available university psychological or physical health resources and support groups. Limited research has examined the psychological and physiological impact of exposure to chronic, repeated peer loss, despite the fact that there are groups of individuals (e.g., police, military soldiers) that routinely face such exposures. Prior adversity appears to play a role in shaping psychological and physiological responses to repeated loss. This topic warrants further research given the health implications of repeated loss for individuals in high-risk occupations and university settings.

7 CFR 3400.14 - Proposal review.

Code of Federal Regulations, 2011 CFR

2011-01-01

... RESEARCH GRANTS PROGRAM Scientific Peer Review of Research Grant Applications § 3400.14 Proposal review. (a... review will be made for responsiveness to the request for proposals (e.g., relationship of application to... peer review group, and ad hoc reviewers, as required. Written comments will be solicited from ad hoc...

The social environment influences the behavioural responses of beef cattle to handling.

PubMed

Grignard; Boissy; Boivin; Garel; Le Neindre P

2000-05-05

In cattle, a gregarious species, the social group influences individual stress responses to fear-eliciting situations. As handling can be stressful for farm animals, it can be hypothesised that social partners modify individual responses to handling. The present experiment investigated the effect of the presence or absence of social partners on behavioural reactions of beef calves in a handling test. At the age of 10 months, 38 calves from two breeds (Salers and Limousine) were individually subjected to the docility test, once while in visual contact with four familiar peers, and once in the absence of peers, following a crossover design. The docility test procedure included physical separation from peers (30 s; period 1), exposition to a stationary human (30 s; period 2), and handling by human (30 s-2.5 min, according to the success in handling; period 3). In absence of human (period 1), calves in visual contact with their peers spent more time motionless than when peers were totally absent (P<0.001). The social environment also influenced the duration of handling (period 3); the human required more time to successfully handle calves when peers were present (P<0.05). In conclusion, the presence of peers affects individual calves' reactions to the docility test.

Effects of Peer-Facilitated, Video-Based and Combined Peer-and-Video Education on Anxiety Among Patients Undergoing Coronary Angiography: Randomised controlled trial.

PubMed

Habibzadeh, Hosein; Milan, Zahra D; Radfar, Moloud; Alilu, Leyla; Cund, Audrey

2018-02-01

Coronary angiography can be stressful for patients and anxiety-caused physiological responses during the procedure increase the risk of dysrhythmia, coronary artery spasms and rupture. This study therefore aimed to investigate the effects of peer, video and combined peer-and-video training on anxiety among patients undergoing coronary angiography. This single-blinded randomised controlled clinical trial was conducted at two large educational hospitals in Iran between April and July 2016. A total of 120 adult patients undergoing coronary angiography were recruited. Using a block randomisation method, participants were assigned to one of four groups, with those in the control group receiving no training and those in the three intervention groups receiving either peer-facilitated training, video-based training or a combination of both. A Persian-language validated version of the State-Trait Anxiety Inventory was used to measure pre- and post-intervention anxiety. There were no statistically significant differences in mean pre-intervention anxiety scores between the four groups (F = 0.31; P = 0.81). In contrast, there was a significant reduction in post-intervention anxiety among all three intervention groups compared to the control group (F = 27.71; P <0.01); however, there was no significant difference in anxiety level in terms of the type of intervention used. Peer, video and combined peer-and-video education were equally effective in reducing angiography-related patient anxiety. Such techniques are recommended to reduce anxiety amongst patients undergoing coronary angiography in hospitals in Iran.

An evaluation of a school-based suicide awareness intervention.

PubMed

Kalafat, J; Elias, M

1994-01-01

This study employed a self-report questionnaire in a Solomon four-groups design to assess the efficacy of suicide intervention classes in achieving their instructional objectives. Because adolescents are often the first to know of a peer's suicidal thoughts or plans, the goal of the classes was to increase the likelihood that students who come into contact with potentially suicidal peers can more readily identify them and will be consistently inclined to take responsible action on their behalf. Students who participated in the classes as compared to controls showed significant gains in relevant knowledge about suicidal peers and significantly more positive attitudes toward help seeking and intervening with troubled peers. Results of this study will be used to strengthen components of the lessons aimed at enhancing the likelihood of performance of responsible interventions.

The Phenomenon of Aggressive Behavior of Learners in the School Situation

ERIC Educational Resources Information Center

Venter, M.; Poggenpoel, M.; Myburgh, C. P. H.

2005-01-01

Aggressive behaviour of learners in the relationship with peers and educators might influence their social, academic performance, professional relationship, and their mental health. Peers are a group of people who socialise together. The educator is a person who is having knowledge and skills therefore responsible for guiding and teaching others.

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…

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.

Using Second Life to Facilitate Peer Storytelling for Grieving Oncology Nurses

PubMed Central

Rice, Karen L.; Bennett, Marsha J.; Billingsley, Luanne

2014-01-01

Background Oncology nurses often experience intense emotional reactions to patient deaths but may be forced to ignore or hide their feelings because of work-related responsibilities. The complexity of nurses' work and personal lives creates obstacles for participating in traditional support groups where grieving nurses can bond and share. We hypothesized that using a web-based, three-dimensional (3-D) virtual world technology (Second Life) may provide a venue to facilitate peer storytelling to support nurses dealing with grief. Methods We used a mixed-methods approach involving focus groups and surveys to explore the use of peer storytelling for grieving oncology nurses. Nine acute and ambulatory oncology nurses in groups of 3 participated using avatars in 5 group moderator-guided sessions lasting 1 hour each in a private 3-D outdoor virtual meeting space within Second Life. Baseline information was collected using a 12-item demographic and professional loss survey. At the end of the study, a 20-item survey was administered to measure professional losses during the study, exchange of support during sessions, and meaning-making and to evaluate peer storytelling using Second Life. Results Overall, nurses reported peer storytelling sessions in Second Life were helpful in making sense of and in identifying a benefit of their grief experience. They felt supported by both the group moderator and group members and were able to personally support group members during storytelling. Although nurses reported Second Life was helpful in facilitating storytelling sessions and expressed overall satisfaction with using Second Life, open-ended comments registered difficulties encountered, mostly with technology. Three central themes emerged in sessions, representing a dynamic relationship between mental, spiritual, and emotional-behavioral responses to grief: cognitive readiness to learn about death, death really takes death experience, and emotional resilience. Conclusion This study suggests a potential benefit in using peer storytelling sessions in Second Life to facilitate oncology nurses' grief resolution. In particular, Second Life provides a nonthreatening venue for participating nurses to share their innermost feelings and accrue their own inventory of stories. Through these stories, each nurse's relational experience in expressing and coping with grief is realized. PMID:25598720

Using second life to facilitate peer storytelling for grieving oncology nurses.

PubMed

Rice, Karen L; Bennett, Marsha J; Billingsley, Luanne

2014-01-01

Oncology nurses often experience intense emotional reactions to patient deaths but may be forced to ignore or hide their feelings because of work-related responsibilities. The complexity of nurses' work and personal lives creates obstacles for participating in traditional support groups where grieving nurses can bond and share. We hypothesized that using a web-based, three-dimensional (3-D) virtual world technology (Second Life) may provide a venue to facilitate peer storytelling to support nurses dealing with grief. We used a mixed-methods approach involving focus groups and surveys to explore the use of peer storytelling for grieving oncology nurses. Nine acute and ambulatory oncology nurses in groups of 3 participated using avatars in 5 group moderator-guided sessions lasting 1 hour each in a private 3-D outdoor virtual meeting space within Second Life. Baseline information was collected using a 12-item demographic and professional loss survey. At the end of the study, a 20-item survey was administered to measure professional losses during the study, exchange of support during sessions, and meaning-making and to evaluate peer storytelling using Second Life. Overall, nurses reported peer storytelling sessions in Second Life were helpful in making sense of and in identifying a benefit of their grief experience. They felt supported by both the group moderator and group members and were able to personally support group members during storytelling. Although nurses reported Second Life was helpful in facilitating storytelling sessions and expressed overall satisfaction with using Second Life, open-ended comments registered difficulties encountered, mostly with technology. Three central themes emerged in sessions, representing a dynamic relationship between mental, spiritual, and emotional-behavioral responses to grief: cognitive readiness to learn about death, death really takes death experience, and emotional resilience. This study suggests a potential benefit in using peer storytelling sessions in Second Life to facilitate oncology nurses' grief resolution. In particular, Second Life provides a nonthreatening venue for participating nurses to share their innermost feelings and accrue their own inventory of stories. Through these stories, each nurse's relational experience in expressing and coping with grief is realized.

Improving health consciousness and life skills in young people through peer-leadership in Thailand.

PubMed

Teerachote, C; Kessomboon, P; Rattanasiri, A; Koju, R

2013-01-01

Peer leadership is widely recognized as an effective approach to health promotion and empowerment among people of similar ages, especially the youth. Such programs build peer leaders who in turn help empower the youths in their groups to improve their health and life skills related to health. Most previous studies have focused on the effectiveness of such activities in target groups but have neglected to effectively address and explore the transformations in peer leaders themselves. This descriptive study aimed to investigate the level of social change and health consciousness among student peer leaders in three Youth health promotion programs in Thailand: Friend's Corner, Smart Consumer and Volunteer Minded Young Dentists, and to compare them with the general students. The study was conducted using a self-administered questionnaire, which was developed based on Tyree's Social Change Model of leadership, Gould's concept and Dutta-Bergman's concept. The study population comprised of 11th grade students (N=660) from Kalasin Province in Thailand, 320 of whom were peer leaders. The findings revealed that the peer leaders scored higher than non peer leaders in all domains. Among the peer leaders, it was found that Volunteer Minded Young Dentists group had the highest scores in "controversy with civility", "social change agent" characteristics, "holistic health perceptions" and "responsibility for one's own health" regarding health consciousness. The results of this study confirmed that the peer leadership approach can help young people to develop life skills through social transformation and increase health consciousness for better status of health in the community.

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.

Social Knowledge in Children with Language Impairments: Examination of Strategies, Predicted Consequences, and Goals in Peer Conflict Situations

ERIC Educational Resources Information Center

Timler, Geralyn R.

2008-01-01

This study investigated social knowledge in school-age children, aged 8-12 years, with and without language impairment (LI and TD groups). A hypothetical peer conflict task was administered to examine the relationship among prosocial responses and parent/teacher ratings of children's social behaviours. Stimuli included 12 hypothetical peer…

Pacifists and Revenge-Seekers in Response to Unambiguous Peer Provocation.

PubMed

McDonald, Kristina L; Asher, Steven R

2018-01-19

In order to better understand why some children retaliate when they feel provoked and others do not, the present study identified "pacifistically-oriented" children who made negative interpretations in response to unambiguous provocations, yet did not endorse revenge goals, and compared them to "revenge-seeking" children who also made negative interpretations but did endorse revenge goals. Groups were identified based on seventh graders' (N = 367; 54.77% male; 22.89% racial/ethnic minority) responses to hypothetical situations in which a peer excluded and insulted them. Comparing these groups revealed that Pacifists endorsed relationship-maintaining goals and emotion regulation goals more highly than Revenge-Seekers. Revenge-Seekers reported more anger and endorsed beliefs about negative reciprocity and aggression being legitimate more highly than Pacifists. Additionally, Revenge-Seekers were more disrespect sensitive than were Pacifists, based on a measure of vigilance for signs of disrespect and expectations that others would disrespect them. Together these findings point to social-cognitive and emotion-related processes that may inhibit revenge-seeking in unambiguous provocation situations, even when children interpret the peer's behavior quite negatively.

Informal Peer Interaction and Practice Type as Predictors of Physician Performance on Maintenance of Certification Examinations.

PubMed

Valentine, Melissa A; Barsade, Sigal; Edmondson, Amy C; Gal, Amit; Rhodes, Robert

2014-06-01

Physicians can demonstrate mastery of the knowledge that supports continued clinical competence by passing a maintenance of certification examination (MOCEX). Performance depends on professional learning and development, which may be enhanced by informal routine interactions with colleagues. Some physicians, such as those in solo practice, may have less opportunity for peer interaction, thus negatively influencing their examination performance. To determine the relationship among level of peer interaction, group and solo practice, and MOCEX performance. Longitudinal cohort study of 568 surgeons taking the 2008 MOCEX. Survey responses reporting the level of physicians' peer interactions and their practice type were related to MOCEX scores, controlling for initial qualifying examination scores, practice type, and personal characteristics. Solo practice and amount of peer interaction. Scores on the MOCEX and pass-fail status. Of the 568 surgeons in the study sample, 557 (98.1%) passed the examination. Higher levels of peer interaction were associated with a higher score (β = 0.91 [95% CI, 0.31-1.52]) and higher likelihood of passing the examination (odds ratio, 2.58 [1.08-6.16]). Physicians in solo (vs group) practice had fewer peer interactions (β = -0.49 [95% CI, -0.64 to -0.33), received lower scores (β = -1.82 [-2.94 to -0.82]), and were less likely to pass the examination (odds ratio, 0.22 [0.06-0.77]). Level of peer interaction moderated the relationship between solo practice and MOCEX score; solo practitioners with high levels of peer interaction achieved an MOCEX performance on a par with that of group practitioners. Physicians in solo practice had poorer MOCEX performance. However, solo practitioners who reported high levels of peer interaction performed as well as those in group practice. Peer interaction is important for professional learning and quality of care.

Empirically Derived Lessons Learned about What Makes Peer-Led Exercise Groups Flourish.

PubMed

Fletcher, Kathlyn E; Ertl, Kristyn; Ruffalo, Leslie; Harris, LaTamba; Whittle, Jeff

2017-01-01

Physical exercise confers many health benefits, but it is difficult to motivate people to exercise. Although community exercise groups may facilitate initiation and persistence in an exercise program, reports regarding factors that allow such groups to flourish are limited. We performed a prospective qualitative evaluation of our experience starting a program of community-based, peer-led exercise groups for military veterans to identify important lessons learned. We synthesized data from structured observations, post-observation debriefings, and focus groups. Our participants were trained peer leaders and exercise group members. Our main outcomes consisted of empirically derived lessons learned during the implementation of a peer-led group exercise program for veterans at multiple community sites. We collected and analyzed data from 40 observation visits (covering 14 sites), 7 transcribed debriefings, and 5 focus groups. We identified five lessons learned. (1) The camaraderie and social aspect of the exercise groups provided motivation for people to stay involved. (2) Shared responsibility and commitment to each other by the group members was instrumental to success. (3) Regular meeting times encouraged participation. (4) Variety, especially getting outdoors, was very popular for some groups. (5) Modest involvement of professionals encouraged ongoing engagement with the program. Both social and programmatic issues influence implementation of group exercise programs for older, predominantly male, veterans. These results should be confirmed in other settings.

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.

Communication: Vary Writing Instruction with Group Writing Format.

ERIC Educational Resources Information Center

Holder, Birdie H.

1979-01-01

If the instructor carefully plans for formation of small groups and the writing sessions, group writing in a business communications course offers such advantages as rapid feedback, peer response, and a variety of evaluative comments. Small group sessions in composing, evaluating, and synthesizing are described. (MF)

Teaching undergraduates the process of peer review: learning by doing.

PubMed

Rangachari, P K

2010-09-01

An active approach allowed undergraduates in Health Sciences to learn the dynamics of peer review at first hand. A four-stage process was used. In stage 1, students formed self-selected groups to explore specific issues. In stage 2, each group posted their interim reports online on a specific date. Each student read all the other reports and prepared detailed critiques. In stage 3, each report was discussed at sessions where the lead discussant was selected at random. All students participated in the peer review process. The written critiques were collated and returned to each group, who were asked to resubmit their revised reports within 2 wk. In stage 4, final submissions accompanied by rebuttals were graded. Student responses to a questionnaire were highly positive. They recognized the individual steps in the standard peer review, appreciated the complexities involved, and got a first-hand experience of some of the inherent variabilities involved. The absence of formal presentations and the opportunity to read each other's reports permitted them to study issues in greater depth.

Me, us, and them: Testing sociometer theory in a socially diverse real-life context.

PubMed

Reitz, Anne K; Motti-Stefanidi, Frosso; Asendorpf, Jens B

2016-06-01

Although numerous studies have emphasized the role evaluations by others play for people's self-esteem, the perspective of others and the social diversity of real-life contexts have largely been ignored. In a large-scale longitudinal study, we examined the link between adolescents' self-esteem and their self- and peer-perceived popularity in socially diverse classrooms. First, we tested the competing directions of effects predicted by sociometer theory (i.e., peer-perceived popularity affects self-esteem, mediated by self-perceived popularity) and the self-broadcasting perspective (i.e., self-esteem affects peer-perceived popularity). Second, we examined differential effects of popularity in the own social group ("us") versus others ("them") by using immigrant status groups (i.e., immigrants versus host-nationals). We examined 1,057 13-year-old students in 3 annual waves. Cross-lagged analyses revealed that popularity among peers of the in-group but not among peers of the out-group prospectively predicted self-esteem, which was mediated by self-perceived popularity. Self-esteem in turn prospectively predicted self- but not peer-perceived popularity. In sum, the findings provide support for sociometer theory and a conscious sociometer mechanism but no support for the self-broadcasting perspective. The findings further demonstrate that the sociometer was more responsive to popularity in immigrant status in- than out-groups. In conclusion, the findings underscore the need to consider the perspective of others and their social group memberships to better understand the complexities of the link between self-esteem and popularity. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Peer Assessment of an Individual's Contribution to a Group Project.

ERIC Educational Resources Information Center

Conway, Robert; And Others

1993-01-01

In response to optometry student complaints about group scores as an inadequate reflection of individual effort, two different procedures for assessing individual contributions to a group learning project were investigated, one based on evaluations by students outside the group and one using student evaluations of their fellow group members'…

Emergence of Yalom's therapeutic factors in a peer-led, asynchronous, online support group for family caregivers.

PubMed

Diefenbeck, Cynthia A; Klemm, Paula R; Hayes, Evelyn R

2014-01-01

Support groups fill a critical void in the health care system, harnessing the power of shared experiences to provide support to group members. Likewise, family caregivers fill a void in the health care system, providing billions in unpaid care to the chronically ill. Caregiver support groups offer an opportunity for alleviating the psychological burden of caregiving. The power of any group, including a support group, to foster psychological well-being lies in its ability to cultivate Yalom's therapeutic factors. Gaps in the literature remain regarding the ability of non-prototypical groups to promote therapeutic mechanisms of change. The purpose of this study was to determine if and when Yalom's therapeutic group factors emerged in a peer-led support group delivered in an asynchronous, online format. Qualitative content analysis utilizing deductive category application was employed. Participants' responses were coded and frequency counts were conducted. Results revealed that 9 of 11 therapeutic factors emerged over the course of the group, with Group Cohesiveness, Catharsis, Imparting of Information, and Universality occurring most often. Several factors, including Interpersonal Learning, Corrective Recapitulation of the Primary Family Group, Imitative Behavior, and Development of Socializing Techniques were absent or virtually absent, likely due to the peer-led format of the group. Progression of therapeutic factors over the course of the group is presented. Findings demonstrate the presence of a variety of Yalom's therapeutic factors in an asynchronous, peer-led online support group.

Pre-Service Teachers' Views of Inquiry Teaching and Their Responses to Teacher Educators' Feedback on Teaching Practice

ERIC Educational Resources Information Center

Yoon, Hye-Gyoung; Kim, Mijung; Kim, Byoung Sug; Joung, Yong Jae; Park, Young-Shin

2013-01-01

This study attempted to explore 15 Korean elementary pre-service teachers' views of inquiry teaching. During a science teaching methods course, pre-service teachers implemented a peer teaching lesson, had a group discussion to reflect on five teacher educators' comments on their first peer teaching practice, and revised and re-taught the lesson as…

Hidden benefits of a peer-mentored 'Hospital Orientation Day': first-year medical students' perspectives.

PubMed

Barker, Thomas A; Ngwenya, Nothando; Morley, David; Jones, Ellen; Thomas, Cathryn P; Coleman, Jamie J

2012-01-01

Entering the clinical environment is potentially stressful for junior medical students. We evaluated first-year medical student feedback on a peer-mentored 'Hospital Orientation Day' designed to provide insight into future clinical training. Using a mixed methodology approach data were collected from first-year medical students. Responses to a questionnaire were used to develop a topic guide for focus groups held the next academic year. The questionnaire was completed by 230 first-year students and 32 second years participated in the interviews. Thematic analysis was used to draw conclusions. Analysis of questionnaire responses indicated that students gained insight into future learning. Focus groups then generated five themes: (1) entering the hospital without fear, (2) linking the present with the future, (3) understanding the culture of learning in the clinical years, (4) a 'Backstage Pass' to the clinical world and (5) peer mentors make or break the day. Using peer mentors during the Hospital Orientation Day allowed insight into future learning. We highlight the importance of student Mentors in the success of hospital orientation. To maximise the benefits for first years, we recommend a mentor selection procedure, mentor training opportunities and incentives to optimise mentor performance.

Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms

ERIC Educational Resources Information Center

Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.; Cornelius, Kyena E.

2016-01-01

Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated small-group instruction is ideal for students with learning disabilities, whole-group instruction continues to be the predominant instructional model in inclusive classrooms. This can create major…

Vicarious Learning and Reduction of Fear in Children via Adult and Child Models.

PubMed

Dunne, Güler; Askew, Chris

2017-06-01

Children can learn to fear stimuli vicariously, by observing adults' or peers' responses to them. Given that much of school-age children's time is typically spent with their peers, it is important to establish whether fear learning from peers is as effective or robust as learning from adults, and also whether peers can be successful positive models for reducing fear. During a vicarious fear learning procedure, children (6 to 10 years; N = 60) were shown images of novel animals together with images of adult or peer faces expressing fear. Later they saw their fear-paired animal again together with positive emotional adult or peer faces. Children's fear beliefs and avoidance for the animals increased following vicarious fear learning and decreased following positive vicarious counterconditioning. There was little evidence of differences in learning from adults and peers, demonstrating that for this age group peer models are effective models for both fear acquisition and reduction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Linguistic Predictors of Peer Responsiveness in an Online Cancer Support Group

ERIC Educational Resources Information Center

Lewallen, Andrea

2013-01-01

Introduction: Little is known about how group cohesion develops in online support group communities. Previous research suggests that message content, self-disclosure, and emotional expression may be central to this process. The purpose of this study was to identify linguistic and qualitative characteristics of participants' messages that…

Unlike adults, children and adolescents show predominantly increased neural activation to social exclusion by members of the opposite gender

PubMed Central

Bolling, Danielle Z.; Pelphrey, Kevin A.; Vander Wyk, Brent C.

2016-01-01

The effects of group membership on brain responses to social exclusion have been investigated in adults, revealing greater anterior cingulate responses to exclusion by members of one’s in-group (e.g. same-gender). However, social exclusion is a critical aspect of peer relations in youth and reaches heightened salience during adolescence, a time when social anxiety disorders are also emergent. While the behavioral and neural correlates of social exclusion in adolescence have been extensively explored, the effects of group membership on peer rejection are less clear. The current study used functional magnetic resonance imaging (fMRI) to investigate the differential neural correlates of being excluded by peers of one’s same-versus opposite-gender during an online ball-toss game. Participants were a group of typically developing children and adolescents (7–17 years). As predicted, anterior cingulate cortex showed a main effect of social exclusion versus fair play. However, unlike a previous adult study, this region did not show increased activation to same-gender exclusion. Instead, several regions differentiating same-versus opposite-gender exclusion were exclusively more sensitive to exclusion by one’s opposite gender. These results are discussed in the context of adolescent socioemotional development. PMID:26592311

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

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.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

Improving orientation in head injured adults by repeated practice, multi-sensory input and peer participation.

PubMed

Zencius, A H; Wesolowski, M D; Rodriguez, I M

1998-01-01

The efficacy of using antecedent control procedures (practice, multi-sensory input and peer participation) in facilitating orientation to person, place and time with two survivors of traumatic brain injuries were tested in two studies. In the first investigation, a 23-year-old male was treated by presenting the orientation questions orally while being shown questions on written flashcards. Results suggest that correct responses to orientation questions only occurred when flashcards were coupled with oral questioning. The participant responded correctly to nearly 100% of all orientation questions within 2 weeks of initiating flashcards. In the second study, a 19-year-old male was asked to respond in writing to 20 orientation questions in a small group. The group had a leader and 4 TBI patients. Following this, group members who correctly answered the orientation questions, took turns reading orientation questions and providing the correct responses.

Stigmatization and Suicide Bereavement

ERIC Educational Resources Information Center

Feigelman, William; Gorman, Bernard S.; Jordan, John R.

2009-01-01

With survey data collected primarily from peer support group participants, the authors compared stigmatization responses of 462 parents losing children to suicide with 54 other traumatic death survivors and 24 child natural death survivors. Parents who encountered harmful responses and strained relations with family members and non-kin reported…

Familial social support predicts a reduced cortisol response to stress in sexual minority young adults.

PubMed

Burton, C L; Bonanno, G A; Hatzenbuehler, M L

2014-09-01

Social support has been repeatedly associated with mental and physical health outcomes, with hypothalamic-pituitary-adrenocortical (HPA) axis activity posited as a potential mechanism. The influence of social bonds appears particularly important in the face of stigma-related stress; however, there is a dearth of research examining social support and HPA axis response among members of a stigmatized group. To address this gap in the literature, we tested in a sample of 70 lesbian, gay, and bisexual (LGB) young adults whether family support or peer support differentially predict cortisol reactivity in response to a laboratory stressor, the Trier Social Stress Test. While greater levels of family support were associated with reduced cortisol reactivity, neither peer support nor overall support satisfaction was associated with cortisol response. These findings suggest that the association between social support and neuroendocrine functioning differs according to the source of support among members of one stigmatized group. Copyright © 2014 Elsevier Ltd. All rights reserved.

Effect of Peer Instruction on the Likelihood for Choosing the Correct Response to a Physiology Question

ERIC Educational Resources Information Center

Relling, Alejandro E.; Giuliodori, Mauricio J.

2015-01-01

The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2-4 students) on the odds for change and for correctness after peer…

Effect of peer-based low back pain information and reassurance at the workplace on sick leave: a cluster randomized trial.

PubMed

Odeen, Magnus; Ihlebæk, Camilla; Indahl, Aage; Wormgoor, Marjon E A; Lie, Stein A; Eriksen, Hege R

2013-06-01

To evaluate whether information and reassurance about low back pain (LBP) given to employees at the workplace could reduce sick leave. A Cluster randomized controlled trial with 135 work units of about 3,500 public sector employees in two Norwegian municipalities, randomized into two intervention groups; Education and peer support (EPS) (n = 45 units), education and "peer support and access to an outpatient clinic" (EPSOC) (n = 48 units), and a control group (n = 42 units). Both interventions consisted of educational meetings based on a "non-injury model" and a "peer adviser" appointed by colleagues. Employees in the EPSOC group had access to an outpatient clinic for medical examination and further education. The control group received no intervention. The main outcome was sick leave based on municipal records. Secondary outcomes were self-reported pain, pain related fear of movement, coping, and beliefs about LBP from survey data of 1,746 employees (response rate about 50 %). EPS reduced sick leave by 7 % and EPSOC reduced sick leave by 4 % during the intervention year, while sick leave in the control group was increased by 7 % during the same period. Overall, Rate Ratios (RR) were statistically significant for EPSOC (RR = .84 (C.I = 0.71-.99) but not EPS (RR = .92 (C.I = 0.78-1.09)) in a mixed Poisson regression analysis. Faulty beliefs about LBP were reduced in both intervention groups. Educational meetings, combined with peer support and access to an outpatient clinic, were effective in reducing sick leave in public sector employees.

Effective Communication in Adolescent Group Psychotherapy.

ERIC Educational Resources Information Center

Azima, Fern J.

This paper defines a useful strategy for therapists working with adolescents which includes: (1) a general model of the group leader's responsibilities and (2) a cataloguing of some of the specific impediments for both adolescent peers and the therapist that prevent effective communication. The goal of the group therapy is to identify the specific…

7 CFR 3400.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... the grant application and approved by the Director who is responsible for the scientific and technical... instruments has been delegated. (j) Peer review group means an assembled group of experts or consultants qualified by training and experience in particular scientific or technical fields to give expert advice, in...

7 CFR 3400.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... the grant application and approved by the Director who is responsible for the scientific and technical... instruments has been delegated. (j) Peer review group means an assembled group of experts or consultants qualified by training and experience in particular scientific or technical fields to give expert advice, in...

7 CFR 3400.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... the grant application and approved by the Director who is responsible for the scientific and technical... instruments has been delegated. (j) Peer review group means an assembled group of experts or consultants qualified by training and experience in particular scientific or technical fields to give expert advice, in...

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.

Medical students hierarchy of values and sense of responsibility.

PubMed

Pawelczyk, Agnieszka; Pawelczyk, Tomasz; Rabe-Jablonska, Jolanta

2012-01-01

Ethical skills and personal values contribute to making students competent and humane physicians. However, there is not much research done on medical students' personal values and sense of responsibility. The study was designed to examine differences in personal values and sense of responsibility between medical students and their peers. The students performed demographic survey and reliable tests: Scheler's Value Scale and Responsibility Scale. Medical students scored higher in responsibility, also in values of hedonism and truth, and scored lower in values of holy, both religion and secularism. They did not differ from the control group in values of vitality, aesthetics, morals, physical fitness as well as strength and stamina. Medical students differ from their peers from other faculties at the level of responsibility and hierarchy of values. They rate higher at such values as hedonism and truth and lower values of holy.

An Active-Learning Assignment Involving Peer-to-Peer Presentations to Improve Pharmacy Students’ Attitudes and Knowledge of Dietary Supplements

PubMed Central

Singh, Renu F.; Best, Brookie M.; Freedman, Beverley A.; Morello, Candis M.

2012-01-01

Objective. To design and implement a small-group self-guided active-learning format for a complementary and alternative medicine (CAM) curriculum, and assess changes in first-year doctor of pharmacy (PharmD) students' attitudes and knowledge of CAM. Design. Students received an overview CAM lecture from a faculty member, and brief presentations with defined parameters on natural products from their peers. Assessment. Based on pre- and post-intervention survey responses, the percentage of students who strongly agreed about the importance of CAM in pharmacy practice increased from 28% to 55% and the percentage of students who agreed or strongly agreed about the harmful effects of dietary supplements increased from 60% to 96%. Overall, students' attitude toward and self-assessed knowledge of dietary supplements improved significantly from pre- to post-intervention survey. Conclusion. Small-group self-guided learning of CAM, followed by peer presentations on dietary supplements, was successful in significantly improving pharmacy students' attitude toward and knowledge of CAM. PMID:22919089

An active-learning assignment involving peer-to-peer presentations to improve pharmacy students' attitudes and knowledge of dietary supplements.

PubMed

Atayee, Rabia S; Singh, Renu F; Best, Brookie M; Freedman, Beverley A; Morello, Candis M

2012-08-10

To design and implement a small-group self-guided active-learning format for a complementary and alternative medicine (CAM) curriculum, and assess changes in first-year doctor of pharmacy (PharmD) students' attitudes and knowledge of CAM. Students received an overview CAM lecture from a faculty member, and brief presentations with defined parameters on natural products from their peers. Based on pre- and post-intervention survey responses, the percentage of students who strongly agreed about the importance of CAM in pharmacy practice increased from 28% to 55% and the percentage of students who agreed or strongly agreed about the harmful effects of dietary supplements increased from 60% to 96%. Overall, students' attitude toward and self-assessed knowledge of dietary supplements improved significantly from pre- to post-intervention survey. Small-group self-guided learning of CAM, followed by peer presentations on dietary supplements, was successful in significantly improving pharmacy students' attitude toward and knowledge of CAM.

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)

Temperament and Parenting Styles in Early Childhood Differentially Influence Neural Response to Peer Evaluation in Adolescence.

PubMed

Guyer, Amanda E; Jarcho, Johanna M; Pérez-Edgar, Koraly; Degnan, Kathryn A; Pine, Daniel S; Fox, Nathan A; Nelson, Eric E

2015-07-01

Behavioral inhibition (BI) is a temperament characterized by social reticence and withdrawal from unfamiliar or novel contexts and conveys risk for social anxiety disorder. Developmental outcomes associated with this temperament can be influenced by children's caregiving context. The convergence of a child's temperamental disposition and rearing environment is ultimately expressed at both the behavioral and neural levels in emotional and cognitive response patterns to social challenges. The present study used functional neuroimaging to assess the moderating effects of different parenting styles on neural response to peer rejection in two groups of adolescents characterized by their early childhood temperament (M(age) = 17.89 years, N = 39, 17 males, 22 females; 18 with BI; 21 without BI). The moderating effects of authoritarian and authoritative parenting styles were examined in three brain regions linked with social anxiety: ventrolateral prefrontal cortex (vlPFC), striatum, and amygdala. In youth characterized with BI in childhood, but not in those without BI, diminished responses to peer rejection in vlPFC were associated with higher levels of authoritarian parenting. In contrast, all youth showed decreased caudate response to peer rejection at higher levels of authoritative parenting. These findings indicate that BI in early life relates to greater neurobiological sensitivity to variance in parenting styles, particularly harsh parenting, in late adolescence. These results are discussed in relation to biopsychosocial models of development.

Temperament and Parenting Styles in Early Childhood Differentially Influence Neural Response to Peer Evaluation in Adolescence

PubMed Central

Guyer, Amanda E.; Jarcho, Johanna M.; Pérez-Edgar, Koraly; Degnan, Kathryn A.; Pine, Daniel S.; Fox, Nathan A.; Nelson, Eric E.

2015-01-01

Behavioral inhibition (BI) is a temperament characterized by social reticence and withdrawal from unfamiliar or novel contexts and conveys risk for social anxiety disorder. Developmental outcomes associated with this temperament can be influenced by children’s caregiving context. The convergence of a child’s temperamental disposition and rearing environment is ultimately expressed at both the behavioral and neural levels in emotional and cognitive response patterns to social challenges. The present study used functional neuroimaging to assess the moderating effects of different parenting styles on neural response to peer rejection in two groups of adolescents characterized by their early childhood temperament (Mage = 17.89 years, N= 39, 17 males, 22 females; 18 with BI; 21 without BI). The moderating effects of authoritarian and authoritative parenting styles were examined in three brain regions linked with social anxiety: ventrolateral prefrontal cortex (vlPFC), striatum, and amygdala. In youth characterized with BI in childhood, but not in those without BI, diminished responses to peer rejection in vlPFC were associated with higher levels of authoritarian parenting. In contrast, all youth showed decreased caudate response to peer rejection at higher levels of authoritative parenting. These findings indicate that BI in early life relates to greater neurobiological sensitivity to variance in parenting styles, particularly harsh parenting, in late adolescence. These results are discussed in relation to biopsychosocial models of development. PMID:25588884

Supporting near-peer teaching in general practice: a national survey.

PubMed

van de Mortel, Thea F; Silberberg, Peter L; Ahern, Christine M; Pit, Sabrina W

2016-05-12

Training bodies see teaching by junior doctors and vocational trainees in general practice (family medicine) as integral to a doctor's role. While there is a body of literature on teacher training programs, and on peer and near-peer teaching in hospitals and universities, there has been little examination of near-peer teaching in general practice. Near-peer teaching is teaching to those close to oneself but not at the same level in the training continuum. This study investigated the perceptions of key stakeholders on near-peer teaching in general practice, their current near-peer teaching activities, and methods of recruitment and support. A national anonymous online survey was used to obtain data on Australian stakeholders' perceptions of, and processes related to, near-peer teaching in general practice. Recruitment occurred via electronic invitations sent by training providers and stakeholder associations. Separate questionnaires, which were validated via several cycles of review and piloting, were developed for supervisors and learners. The survey included both fixed response and open response questions. Responses (n = 1,122) were obtained from 269 general practitioner supervisors, 221 general practice registrars, 319 prevocational trainees, and 313 medical students. All stakeholder groups agreed that registrars should teach learners in general practice, and 72% of registrars, 68% of prevocational trainees, and 33% of medical students reported having done some teaching in this setting. Three-quarters of supervisors allowed learners to teach. Having another learner observe their consultations was the most common form of teaching for registrars and prevocational trainees. Eight percent of registrars received some remuneration for teaching. The approach used to determine teaching readiness and quality varied greatly between supervisors. Near-peer teaching was supported by the majority of stakeholders, but is underutilised and has poor structural support. Guidelines may be required to help supervisors better support learners in this role and manage quality issues related to teaching.

A Randomized Controlled Trial to Improve Social Skills in Young Adults with Autism Spectrum Disorder: The UCLA PEERS(®) Program.

PubMed

Laugeson, Elizabeth A; Gantman, Alexander; Kapp, Steven K; Orenski, Kaely; Ellingsen, Ruth

2015-12-01

Research suggests that impaired social skills are often the most significant challenge for those with autism spectrum disorder (ASD), yet few evidence-based social skills interventions exist for adults on the spectrum. This replication trial tested the effectiveness of PEERS, a caregiver-assisted social skills program for high-functioning young adults with ASD. Using a randomized controlled design, 22 young adults 18-24 years of age were randomly assigned to a treatment (n = 12) or delayed treatment control (n = 10) group. Results revealed that the treatment group improved significantly in overall social skills, frequency of social engagement, and social skills knowledge, and significantly reduced ASD symptoms related to social responsiveness following PEERS. Most treatment gains were maintained at a 16-week follow-up assessment with new improvements observed.

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.

Differential brain responses to social exclusion by one's own versus opposite-gender peers.

PubMed

Bolling, Danielle Z; Pelphrey, Kevin A; Vander Wyk, Brent C

2012-07-01

Human peer relations provide tangible benefits, including food and protection, as well as emotional benefits. While social exclusion poses a threat to all of these benefits, the psychological threat is particularly susceptible to modulation by the relation of the excluders to the excluded person. The current study used functional magnetic resonance imaging to explore the effects of manipulating the gender relation of participants to their excluders during an interactive ball-toss game. Ventral anterior cingulate cortex activation was higher during exclusion by same-gender peers, while right ventrolateral prefrontal cortex activation negatively correlated with self-reported distress in other-gender exclusion. Results imply that exclusion by one's own gender is fundamentally different from exclusion by the opposite gender, and suggest a regulatory role for ventrolateral prefrontal cortex in response to out-group exclusion. Individual differences in implicit gender attitudes modulated neural responses to exclusion. The importance of these findings to investigations of social cognition is discussed.

Differential brain responses to social exclusion by one’s own versus opposite gender peers

PubMed Central

Bolling, Danielle Z.; Pelphrey, Kevin A.; Wyk, Brent C. Vander

2015-01-01

Human peer relations provide tangible benefits including food and protection, as well as emotional benefits. While social exclusion poses a threat to all of these benefits, the psychological threat is particularly susceptible to modulation by the relation of the excluders to the excluded person. The current study used functional magnetic resonance imaging to explore the effects of manipulating the gender relation of participants to their excluders during an interactive ball toss game. Ventral anterior cingulate cortex activation was higher during exclusion by same-gender peers, while right ventrolateral prefrontal cortex activation negatively correlated with self-reported distress in other-gender exclusion. Results imply that exclusion by one’s own gender is fundamentally different from exclusion by the opposite gender, and suggest a regulatory role for ventrolateral prefrontal cortex in response to out-group exclusion. Individual differences in implicit gender attitudes modulated neural responses to exclusion. The importance of these findings to investigations of social cognition is discussed. PMID:21981758

The domino effect: adolescent girls' response to human papillomavirus vaccination.

PubMed

Bernard, Diana M; Cooper Robbins, Spring C; McCaffery, Kirsten J; Scott, Caroline M; Skinner, S Rachel

2011-03-21

To examine the experience of fear, the fear response, and factors affecting fear in adolescents undergoing school-based human papillomavirus (HPV) vaccination. A purposive sampling strategy and qualitative methods, including observation and face-to-face interviews. Focus groups comprised adolescent girls who were involved in HPV vaccination in 2007 at schools in Sydney, New South Wales. Individual interviews were conducted with parents, teachers and vaccination nurses. Data from observing vaccination days at three schools and from interviewing 130 adolescents in 20 focus groups, 38 parents, 10 teachers and seven nurses were included in the analysis. All participants discussed the issue of fear and distress experienced by adolescent girls in relation to HPV vaccination. Observations corroborated the focus group and interview data. Our results indicated that fear was promoted by witnessing the fear reactions of peers; perceived judgement by peers; lack of information or misinformation; and being vaccinated later in the day. Fear was moderated by procedural factors, the support of peers, appropriate knowledge, and nurses' distraction techniques or approach. Fear also affected acceptance of HPV vaccination. Fear of HPV vaccination was a near universal experience among adolescents in the school setting and was often associated with significant distress that had an adverse impact on the vaccination process. School vaccination could be improved by proactively managing fear and distress.

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

Peer-led team learning in an online course on controversial medication issues and the US healthcare system.

PubMed

Pittenger, Amy L; LimBybliw, Amy L

2013-09-12

To implement peer-led team learning in an online course on controversial issues surrounding medications and the US healthcare system. The course was delivered completely online using a learning management system. Students participated in weekly small-group discussions in online forums, completed 3 reflective writing assignments, and collaborated on a peer-reviewed grant proposal project. In a post-course survey, students reported that the course was challenging but meaningful. Final projects and peer-reviewed assignments demonstrated that primary learning goals for the course were achieved and students were empowered to engage in the healthcare debate. A peer-led team-learning is an effective strategy for an online course offered to a wide variety of student learners. By shifting some of the learning and grading responsibility to students, the instructor workload for the course was rendered more manageable.

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…

Redesigning the Peer Audit Process to Enhance Clinical Dialogue.

PubMed

Orest, Marianne R; Eyler, Steven

This case report describes the process used to engage clinicians in redesigning the peer audit system and the outcome of this effort at the Rehabilitation Therapies department of the University of Vermont Medical Center in Burlington. A wide variety of peer audit processes, tools, and requirements have been used across disciplines and clinical sites. Rehabilitation therapy staff participated in a group project using a project charter to design the new approach to the peer audit. A single peer audit tool and unified audit process were developed for use across therapy disciplines and care settings. A survey was used to collect pre- and postrevision data. Responses to all survey questions indicated favorable change. Broad engagement of clinical staff in the redesign resulted in a peer audit process that was completed more consistently and was more likely to be perceived as resulting in meaningful discussion, encouraging critical thinking, and improving clinical skills. Copyright © 2018 by the American Occupational Therapy Association, Inc.

Peers versus professional training of basic life support in Syria: a randomized controlled trial.

PubMed

Abbas, Fatima; Sawaf, Bisher; Hanafi, Ibrahem; Hajeer, Mohammad Younis; Zakaria, Mhd Ismael; Abbas, Wafaa; Alabdeh, Fadi; Ibrahim, Nazir

2018-06-18

Peer training has been identified as a useful tool for delivering undergraduate training in basic life support (BLS) which is fundamental as an initial response in cases of emergency. This study aimed to (1) Evaluate the efficacy of peer-led model in basic life support training among medical students in their first three years of study, compared to professional-led training and (2) To assess the efficacy of the course program and students' satisfaction of peer-led training. A randomized controlled trial with blinded assessors was conducted on 72 medical students from the pre-clinical years (1st to 3rd years in Syria) at Syrian Private University. Students were randomly assigned to peer-led or to professional-led training group for one-day-course of basic life support skills. Sixty-four students who underwent checklist based assessment using objective structured clinical examination design (OSCE) (practical assessment of BLS skills) and answered BLS knowledge checkpoint-questionnaire were included in the analysis. There was no statistically significant difference between the two groups in delivering BLS skills to medical students in practical (P = 0.850) and BLS knowledge questionnaire outcomes (P = 0.900). Both groups showed statistically significant improvement from pre- to post-course assessment with significant statistical difference in both practical skills and theoretical knowledge (P-Value < 0.001). Students were satisfied with the peer model of training. Peer-led training of basic life support for medical students was beneficial and it provided a quality of education which was as effective as training conducted by professionals. This method is applicable and desirable especially in poor-resource countries and in crisis situation.

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.

The relative importance of family socioeconomic status and school-based peer hierarchies for morning cortisol in youth: an exporatory study.

PubMed

West, Patrick; Sweeting, Helen; Young, Robert; Kelly, Shona

2010-04-01

This paper examines the relative importance of family socioeconomic status (SES) and school-based peer hierarchies for young people's psychoneuroendocrine response, represented by cortisol level. Data are drawn from a study of 2824, 15-year-olds in 22 Scottish secondary schools in 2006 who provided information on family SES (parental occupation, material deprivation and family affluence) and social position in school hierarchies, together with two morning salivary cortisol samples. School social position was assessed by participants placing themselves on seven 'ladders', from which three factors were derived, termed scholastic, peer and sports hierarchies. Controlling for confounds, there was little or no variation in cortisol by any SES measure. By contrast, each school hierarchy was independently associated with cortisol, but in different ways. For the scholastic hierarchy, an inverse linear relationship was found for females, cortisol increasing with lower position. For peer hierarchy, an opposite (direct) linear relationship occurred for males, while for females elevated cortisol was associated only with 'top' position. For sports, elevated cortisol among males was associated with 'bottom' position, among females with all except the 'top'. These results are interpreted in the context of Sapolsky's (Sapolsky, 2005) predictions for stress responses to hierarchical position in stable and unstable social systems, the former represented by the scholastic hierarchy involving elevated cortisol in lower positions, the latter by peer hierarchy with elevated cortisol in higher positions. Overall, the results highlight the greater importance of school-based peer groups than family SES for young people's psychoneuroendocrine response. Copyright 2010 Elsevier Ltd. All rights reserved.

Basic steps in establishing effective small group teaching sessions in medical schools.

PubMed

Meo, Sultan Ayoub

2013-07-01

Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement.

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.

The outcomes and acceptability of near-peer teaching among medical students in clinical skills.

PubMed

Khaw, Carole; Raw, Lynne

2016-06-12

To determine the outcomes and acceptability of final-year students tutoring in Clinical Skills to Years 1-2 students in a 4-week Medical Education elective. A paper-based survey with 14 questions requiring responses on a Likert-like scale and 2 questions with free-text responses was used to investigate Year 6 student-tutor (n=45) and Years 1-2 tutee (n=348) perceptions of near-peer teaching in Clinical Skills. The independent t-test compared mean responses from student-tutors and tutees, and thematic analysis of free-text responses was conducted. Tutee perceptions were significantly higher than student-tutor self-perceptions in small-group teaching and facilitation skills (p=0.000), teaching history-taking skills (p=0.046) and teaching physical examination skills (p=0.000). Perceptions in aspects of 'Confidence in tutoring' were not significantly different for student-tutors and tutees, with both having lowest perceptions for identifying and providing remediation for underperforming tutees. Student-tutors rated all areas of personal and professional development highly. Main themes emerging from analysis of student comments were the benefits to student-tutors, benefits to tutees and areas needing improvement, with outcomes of this near-peer teaching relating well to cognitive and social theories in the literature. Both student tutors and their tutees perceived near-peer teaching in Clinical Skills to be acceptable and beneficial with particular implications for Medical Education.

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

Computer-based training (CBT) intervention reduces workplace violence and harassment for homecare workers.

PubMed

Glass, Nancy; Hanson, Ginger C; Anger, W Kent; Laharnar, Naima; Campbell, Jacquelyn C; Weinstein, Marc; Perrin, Nancy

2017-07-01

The study examines the effectiveness of a workplace violence and harassment prevention and response program with female homecare workers in a consumer driven model of care. Homecare workers were randomized to either; computer based training (CBT only) or computer-based training with homecare worker peer facilitation (CBT + peer). Participants completed measures on confidence, incidents of violence, and harassment, health and work outcomes at baseline, 3, 6 months post-baseline. Homecare workers reported improved confidence to prevent and respond to workplace violence and harassment and a reduction in incidents of workplace violence and harassment in both groups at 6-month follow-up. A decrease in negative health and work outcomes associated with violence and harassment were not reported in the groups. CBT alone or with trained peer facilitation with homecare workers can increase confidence and reduce incidents of workplace violence and harassment in a consumer-driven model of care. © 2017 Wiley Periodicals, Inc.

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…

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…

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.

An Investigation of the Information Sought by Caregivers of Alzheimer's Patients on Online Peer Support Groups.

PubMed

Scharett, Emma; Madathil, Kapil Chalil; Lopes, Snehal; Rogers, Hunter; Agnisarman, Sruthy; Narasimha, Shraddhaa; Ashok, Aparna; Dye, Cheryl

2017-10-01

Caregivers of Alzheimer's patients find respite in online communities for solutions and emotional support. This study aims to understand the characteristics of information caregivers of Alzheimer's patients are searching for and the kind of support they receive through Internet-based peer support communities. Using a Web crawler written in Python Web programming language, we retrieved publicly available 2,500 random posts and their respective solutions from April 2012 to October 2016 on the solutions category of the Caregiver's Forum on ALZConnected.org . A content analysis was conducted on these randomly selected posts and 4,219 responses to those posts based on a classification system were derived from initial analyses of 750 posts and related responses. The results showed most posts (26%) related to queries about Alzheimer's symptoms, and the highest percentage of responses (45.56%) pertained to caregiver well-being. The LIWC analyses generated an average tone rating of 27.27 for the posts, implying a negative tone and 65.17 for their responses, implying a slightly positive tone. The ALZConnected.org Web site has the potential of being an emotionally supportive tool for caregivers; however, a more user-friendly interface is required to accommodate the needs of most caregivers and their technological skills. Solutions offered on the peer support groups are often subjective opinions of other caregivers and should not be considered professional or comprehensive; further research on educating caregivers using online forums is necessary.

SmartRoads: training Indonesian workers to become road safety ambassadors in industrial and community settings.

PubMed

Montero, Kerry; Spencer, Graham; Ariens, Bernadette

2012-06-01

This paper reports on a programme to improve road safety awareness in an industrial community in the vicinity of Jakarta, in Indonesia. Adapting the model of a successful community and school-based programme in Victoria, in Australia, and using a peer education approach, 16 employees of a major manufacturing company were trained to implement road safety education programmes amongst their peers. Specific target groups for the educators were colleagues, schools and the local community. Over 2 days the employees, from areas as diverse as production, public relations, personnel services, administration and management, learned about road safety facts, causes of traffic casualties, prevention approaches and peer education strategies. They explored and developed strategies to use with their respective target groups and practised health education skills. The newly trained workers received certificates to acknowledge them as 'SmartRoads Ambassadors' and, with follow-up support and development, became road safety educators with a commitment and responsibility to deliver education to their respective work and local communities. This paper argues that the model has potential to provide an effective and locally relevant response to road safety issues in similar communities.

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).

Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style

ERIC Educational Resources Information Center

Ellis, Wendy; Zarbatany, Lynne; Chen, Xinyin; Kinal, Megan; Boyko, Lisa

2018-01-01

Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M[subscript age] = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were…

'Children are exposed to temptation all the time'- parents' lifestyle-related discussions in focus groups.

PubMed

Stenhammar, C; Wells, M; Ahman, A; Wettergren, B; Edlund, B; Sarkadi, A

2012-02-01

To explore parents' perspectives on providing their preschool child with a healthy lifestyle, including obstacles and resources. Five semi-structured focus group interviews were conducted, with 30 parents of 4-year-olds in Sweden. Interviews were transcribed verbatim and analysed using Systematic Text Condensation. Four themes emerged from the qualitative analysis: Lifestyle -'The way you live is parents' responsibility', Challenges to promote children's healthy lifestyle, Support from professionals, and peers might facilitate, and Request for an overall responsibility from society. Parents felt that they were role models for their child's lifestyle, a concept including many factors. Attractive and tempting sedentary activities and unhealthy foods were perceived as obstacles, and parents were frustrated by the media's contradictory lifestyle messages. Child health services were expected to more actively invite parents to discuss their child's lifestyle issues. Parents desired some collective responsibility for children's lifestyles through agencies, services and media messages that support and promote healthy choices. Parents struggled to give their children a healthy lifestyle and the 'temptations' of daily unhealthy choices causing hassles and conflicts. Parents desired professional support from preschool, Child Health Care and a collective responsibility from society with uniform guidelines. Parents groups were mentioned as peer support. © 2011 The Author(s)/Acta Paediatrica © 2011 Foundation Acta Paediatrica.

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…

Responses to Interpersonal Stress: Normative Changes Across Childhood and the Impact of Peer Victimization

PubMed Central

Troop-Gordon, Wendy; Sugimura, Niwako; Rudolph, Karen D.

2016-01-01

This research examined the development of stress responses across 2nd to 6th grades and whether exposure to peer victimization alters stress response trajectories. Youth (338 girls; 298 boys; M age = 7.97 years, SD = .37) reported on stress responses; teachers and youth reported on peer victimization. Latent growth curve modeling revealed an increase in effortful engagement responses and a decrease in disengagement and involuntary engagement responses during this period. Peer victimization disrupted these normative trajectories, resulting in less effortful engagement and more effortful disengagement and involuntary stress responses in early adolescence. These findings suggest that early peer victimization sensitizes youth to stress by interfering with the development of effective coping and fostering maladaptive stress responses. PMID:27709602

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.

What Teaching Teaches: Mentoring and the Performance Gains of Mentors

NASA Astrophysics Data System (ADS)

Amaral, Katie E.; Vala, Martin

2009-05-01

A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the lecture while peer mentors handle the group problem-solving portion. Peer mentors, recruited from previous introductory chemistry course, are chosen for their knowledge of the material and their helpfulness in group activities. While a number of studies on peer mentoring have reported the benefits to the mentored students, the present study looks at the benefits to the mentors. Grade enhancement in the main-stream general chemistry sequence, withdrawal rates, and number of additional chemistry courses taken by the mentors have been compared to under-prepared students who took the introductory chemistry course but did not serve as mentors and well-prepared students who did not need the introductory chemistry course. Our results show that mentors earned higher grades, withdrew from chemistry courses at a lower rate, and took more courses in chemistry than their counterparts. The enhanced achievement and retention of the mentors in chemistry suggests that programs that encourage under-prepared students to mentor are worthwhile endeavors.

The effect of time on word learning: an examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment.

PubMed

Alt, Mary; Spaulding, Tammie

2011-01-01

The purpose of this study was to measure the effect of time to response in a fast-mapping word learning task for children with specific language impairment (SLI) and children with typically developing language skills (TD). Manipulating time to response allows us to examine decay of the memory trace, the use of vocal rehearsal, and their effects on word learning. Participants included 40 school-age children: half with SLI and half with TD. The children were asked to expressively and receptively fast-map 24 novel labels for 24 novel animated dinosaurs. They were asked to demonstrate learning either immediately after presentation of the novel word or after a 10-second delay. Data were collected on the use of vocal rehearsal and for recognition and production accuracy. Although the SLI group was less accurate overall, there was no evidence of decay of the memory trace. Both groups used vocal rehearsal at comparable rates, which did not vary when learning was tested immediately or after a delay. Use of vocal rehearsal resulted in better accuracy on the recognition task, but only for the TD group. A delay in time to response without interference was not an undue burden for either group. Despite the fact that children with SLI used a vocal rehearsal strategy as often as unimpaired peers, they did not benefit from the strategy in the same way as their peers. Possible explanations for these findings and clinical implications will be discussed. Readers will learn about how time to response affects word learning in children with specific language impairment and unimpaired peers. They will see how this issue fits into a framework of phonological working memory. They will also become acquainted with the effect of vocal rehearsal on word learning. Copyright © 2011 Elsevier Inc. All rights reserved.

Belonging to and Exclusion from the Peer Group in Schools: Influences on Adolescents' Moral Choices

ERIC Educational Resources Information Center

Feigenberg, Luba Falk; King, Melissa Steel; Barr, Dennis J.; Selman, Robert L.

2008-01-01

This paper reports on a mixed methods study of adolescents' responses to case material about social exclusion. First, a qualitative coding method is presented that describes the way adolescents choose and justify strategies to negotiate such situations. The responses were then analysed quantitatively using chi square tests and multinomial logistic…

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…

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…

77 FR 60777 - Endangered and Threatened Wildlife and Plants; Determination of Endangered Species Status for...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-04

... herbaceous wetland on the closed U.S. Naval Security Group Activity Sabana Seca (USNSGASS) property and the... comments we received were grouped into four general issues specifically relating to the proposed listing... responses from four of those individuals. We reviewed all comments we received from the peer reviewers for...

Unequal Competition as an Impediment to Personal Development: A Review of the Relative Age Effect in Sport.

ERIC Educational Resources Information Center

Musch, Jochen; Grodin, Simon

2001-01-01

Notes that children born shortly before the cutoff date for age grouping in youth sports suffer from being promoted to higher age groups earlier than later-born peers. Identifies physical and psychological mechanisms that may be responsible for the effect. Discusses negative consequences on personal development and possible remedies, and…

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.

Exploring kidney patients’ experiences of receiving individual peer support

PubMed Central

Hughes, Jane; Wood, Eleri; Smith, Gaynor

2009-01-01

Abstract Background  Peer support schemes of various types are commonly offered to patients as an adjunct to health and social care services provided by professionals. For patients with chronic illness, peer support interventions have recently become associated with more directive attempts to increase self management and improve healthcare outcomes. There is little qualitative research on patients’ experiences of one‐to‐one peer support. Purpose  To explore kidney patients’ experiences of receiving individual peer support. Setting  Two large teaching hospital renal units in South London, with peer support services for patients on the pre‐dialysis care pathway. Methods  Qualitative telephone interviews with a purposive, maximum variation sample of 20 people who had received peer support. Results  The majority of respondents were overwhelmingly positive about their experience of peer support and its benefits. They valued peer support because it had given them access to practical information about kidney disease, based on lived experience, which helped them reach decisions about treatment. Peer supporters offered patients empathy and understanding; confirmation that they were not alone in suffering; positive role models of coping with treatment for kidney disease; and hope for the future. Peer support helped patients adapt to chronic illness by normalizing adherence to demanding treatment regimes and increasing patients’ sense of empowerment and agency. Conclusions  A brief meeting with a peer supporter delivered similar perceived benefits to those described by participants in support groups. Possible explanations for this include selection and training of peer supporters; careful matching of patients with peer supporters; and responsiveness to individual user‐defined needs for information and psychosocial support. PMID:19691464

Does Feedback-Related Brain Response during Reinforcement Learning Predict Socio-motivational (In-)dependence in Adolescence?

PubMed Central

Raufelder, Diana; Boehme, Rebecca; Romund, Lydia; Golde, Sabrina; Lorenz, Robert C.; Gleich, Tobias; Beck, Anne

2016-01-01

This multi-methodological study applied functional magnetic resonance imaging to investigate neural activation in a group of adolescent students (N = 88) during a probabilistic reinforcement learning task. We related patterns of emerging brain activity and individual learning rates to socio-motivational (in-)dependence manifested in four different motivation types (MTs): (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT, (4) peer-and-teacher-independent MT. A multinomial regression analysis revealed that the individual learning rate predicts students’ membership to the independent MT, or the peer-and-teacher-dependent MT. Additionally, the striatum, a brain region associated with behavioral adaptation and flexibility, showed increased learning-related activation in students with motivational independence. Moreover, the prefrontal cortex, which is involved in behavioral control, was more active in students of the peer-and-teacher-dependent MT. Overall, this study offers new insights into the interplay of motivation and learning with (1) a focus on inter-individual differences in the role of peers and teachers as source of students’ individual motivation and (2) its potential neurobiological basis. PMID:27199873

Genetic and environmental influences on affiliation with deviant peers during adolescence and early adulthood.

PubMed

Tarantino, Nicholas; Tully, Erin C; Garcia, Sarah E; South, Susan; Iacono, William G; McGue, Matt

2014-03-01

Adolescence and early adulthood is a time when peer groups become increasingly influential in the lives of young people. Youths exposed to deviant peers risk susceptibility to externalizing behaviors and related psychopathology. In addition to environmental correlates of deviant peer affiliation, a growing body of evidence has suggested that affiliation with deviant peers is heritable. This study examined the magnitude of genetic and environmental influences on affiliation with deviant peers, changes in the relative importance of these factors, and which of these factors contribute to the stability of affiliation across this critical developmental period using a longitudinal twin study design that assessed same-sex twins (485 monozygotic pairs, 271 dizygotic pairs) at 3 discrete ages: 15, 18, and 21 years of age. Biometric models revealed that genetic influences increased with age. New genetic influences appeared during late adolescence, and no new genetic influences emerged by age 21. Environmental influences shared by sibling pairs decreased with age, while the proportion of nonshared environmental effects unique to each individual remained relatively stable over the course of development. Shared environmental influences were largely age-overlapping, whereas nonshared environmental influences were largely age-specific. In summary, this study found variance in affiliation with deviant peers is explained by shared and nonshared environment effects as well as by genetic influences (46% by age 21), supporting the role of genetically influenced selection factors. The shared environment was almost exclusively responsible for the stability in late adolescence, while genetic influences were primarily responsible for stability in early adulthood. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Genetic and Environmental Influences on Affiliation with Deviant Peers during Adolescence and Early Adulthood

PubMed Central

Tarantino, Nicholas; Tully, Erin C.; Garcia, Sarah E.; South, Susan; Iacono, William G.; McGue, Matt

2014-01-01

Adolescence and early adulthood is a time when peer groups become increasingly influential in the lives of young people. Youth exposed to deviant peers risk susceptibility to externalizing behaviors and related psychopathology. In addition to environmental correlates of deviant peer affiliation, a growing body of evidence suggests that affiliation with deviant peers is heritable. This study examined the magnitude of genetic and environmental influences on affiliation with deviant peers, changes in the relative importance of these factors, and which of these factors contribute to the stability of affiliation across this critical developmental period using a longitudinal twin study design that assessed same-sex twins (485 monozygotic pairs, 271 dizygotic pairs) at three discrete ages-15-, 18-, and 21-years-old. Biometric models revealed that genetic influences increased with age. New genetic influences appeared during late adolescence, and no new genetic influences emerged by age 21. Environmental influences shared by sibling pairs decreased with age, while the proportion of nonshared environmental effects unique to each individual remained relatively stable over the course of development. Shared environmental influences were largely age-overlapping whereas nonshared environmental influences were largely age-specific. In summary, this study found variance in affiliation with deviant peers is explained by shared and nonshared environment effects as well as by genetic influences (46% by age 21), supporting the role of genetically influenced selection factors. The shared environment was almost exclusively responsible for the stability in late adolescence, while genetic influences were primarily responsible for stability in early adulthood. PMID:24015689

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.

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.

"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.

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'…

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).

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…

Responses to Interpersonal Stress: Normative Changes Across Childhood and the Impact of Peer Victimization.

PubMed

Troop-Gordon, Wendy; Sugimura, Niwako; Rudolph, Karen D

2017-03-01

This research examined the development of stress responses across second to sixth grades and whether exposure to peer victimization alters stress response trajectories. Youth (338 girls; 298 boys; M age  = 7.97 years, SD = .37) reported on stress responses; teachers and youth reported on peer victimization. Latent growth curve modeling revealed an increase in effortful engagement responses and a decrease in disengagement and involuntary engagement responses during this period. Peer victimization disrupted these normative trajectories, resulting in less effortful engagement and more effortful disengagement and involuntary stress responses in early adolescence. These findings suggest that early peer victimization sensitizes youth to stress by interfering with the development of effective coping and fostering maladaptive stress responses. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

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 negative effects of prejudice on interpersonal relationships within adolescent peer groups.

PubMed

Poteat, V Paul; Mereish, Ethan H; Birkett, Michelle

2015-04-01

Social development theories highlight the centrality of peer groups during adolescence and their role in socializing attitudes and behaviors. In this longitudinal study, we tested the effects of group-level prejudice on ensuing positive and negative interpersonal interactions among peers over a 7-month period. We used social network analysis to identify peer groups based on sociometric nominations, followed by multilevel modeling of the effects of sexual prejudice at the group level on interpersonal interactions among individuals in these groups. As hypothesized, the interpersonal interactions in peer groups with stronger group-level sexual prejudice were distinct from and poorer than those in groups with weaker group-level sexual prejudice. Moreover, longitudinal models indicated that adolescents in groups with stronger initial sexual prejudice reported worse interpersonal interactions with their peers seven months later. These findings provide a contextual understanding of prejudice and its negative effects on how adolescents come to relate with one another over time. (c) 2015 APA, all rights reserved).

Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

PubMed

Burgess, Annette; Roberts, Chris; van Diggele, Christie; Mellis, Craig

2017-12-04

The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines. The PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students' professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students' skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students' awareness and understanding of the various roles of health professionals.

Physician Perceptions of Performance Feedback in a Quality Improvement Activity.

PubMed

Eden, Aimee R; Hansen, Elizabeth; Hagen, Michael D; Peterson, Lars E

Physician performance and peer comparison feedback can affect physician care quality and patient outcomes. This study aimed to understand family physician perspectives of the value of performance feedback in quality improvement (QI) activities. This study analyzed American Board of Family Medicine open-ended survey data collected between 2004 and 2014 from physicians who completed a QI module that provided pre- and post-QI project individual performance data and peer comparisons. Physicians made 3480 comments in response to a question about this performance feedback, which were generally positive in nature (86%). Main themes that emerged were importance of accurate feedback data, enhanced detail in the content of feedback, and ability to customize peer comparison groups to compare performance to peers with similar patient populations or practice characteristics. Meaningful and tailored performance feedback may be an important tool for physicians to improve their care quality and should be considered an integral part of QI project design.

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.

Transactional Associations between Youths' Responses to Peer Stress and Depression: The Moderating Roles of Sex and Stress Exposure

ERIC Educational Resources Information Center

Agoston, Anna M.; Rudolph, Karen D.

2011-01-01

This study examined transactional associations between responses to peer stress and depression in youth. Specifically, it tested the hypotheses that (a) depression would predict fewer effortful responses and more involuntary, dysregulated responses to peer stress over time; and (b) fewer adaptive and more maladaptive responses would predict…

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.

Peer Victimization in Middle Childhood Impedes Adaptive Responses to Stress: A Pathway to Depressive Symptoms

PubMed Central

Troop-Gordon, Wendy; Rudolph, Karen D.; Sugimura, Niwako; Little, Todd D.

2015-01-01

Although associations between peer victimization in childhood and later psychopathology are well documented, surprisingly little research directly examines pathways accounting for these enduring effects. The present study addresses this issue by examining whether maladaptive responses to peer aggression (less effortful engagement coping and more involuntary responses) mediate associations between peer victimization and later depressive symptoms. Data were collected on 636 children (338 girls, 298 boys; M =8.94 years, SD =.37) for three consecutive years beginning in 3rd grade. Findings supported the proposition that peer victimization predicts lower levels of effortful engagement coping and higher levels of involuntary engagement and disengagement responses to stress. Moreover, these responses to stress helped to explain the link between 3rd-grade peer victimization and 5th-grade depressive symptoms. No sex differences in these linkages emerged. These findings build on prior theory and research by providing a more nuanced understanding of how and why peer victimization serves as an early risk factor for depressive symptoms. PMID:24730449

Peer victimization in middle childhood impedes adaptive responses to stress: a pathway to depressive symptoms.

PubMed

Troop-Gordon, Wendy; Rudolph, Karen D; Sugimura, Niwako; Little, Todd D

2015-01-01

Although associations between peer victimization in childhood and later psychopathology are well documented, surprisingly little research directly examines pathways accounting for these enduring effects. The present study addresses this issue by examining whether maladaptive responses to peer aggression (less effortful engagement coping and more involuntary responses) mediate associations between peer victimization and later depressive symptoms. Data were collected on 636 children (338 girls, 298 boys; M = 8.94 years, SD = .37) for three consecutive years beginning in 3rd grade. Findings supported the proposition that peer victimization predicts lower levels of effortful engagement coping and higher levels of involuntary engagement and disengagement responses to stress. Moreover, these responses to stress helped to explain the link between 3rd-grade peer victimization and 5th-grade depressive symptoms. No sex differences in these linkages emerged. These findings build on prior theory and research by providing a more nuanced understanding of how and why peer victimization serves as an early risk factor for depressive symptoms.

The Divided Self: Overcoming the Internal Divisions in the Ethnographic Participant/Observer Role.

ERIC Educational Resources Information Center

Narney, Pam

A composition scholar conducted a study of peer response groups in a freshmen composition course to determine what leads to conflict among students in these groups. In the course of her study, however, she found herself deeply perplexed by conflicting roles she had to play as a participant/observer. The ethnographer as a participant/observer is,…

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.

College students' responses to mental health status updates on Facebook.

PubMed

Egan, Katie G; Koff, Rosalind N; Moreno, Megan A

2013-01-01

Facebook is widely used by the college population, and previous research has shown that mental health references on Facebook are common. Focus groups of college students were held to determine their views of mental health references seen in their peers' Facebook profiles. Students' views of mental health references varied from being serious calls for help, to being jokes or attention-seeking behavior. Responses to mental health references depended on the participants' offline relationship with the poster. Students would contact close friends through a phone call or in-person conversation, but would not approach acquaintances. The prevalence of mental health references on Facebook, and the awareness of these references by college students, may present opportunities for future peer intervention efforts.

"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…

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...

Long-term oxytocin administration enhances the experience of attachment.

PubMed

Bernaerts, Sylvie; Prinsen, Jellina; Berra, Emmely; Bosmans, Guy; Steyaert, Jean; Alaerts, Kaat

2017-04-01

The neuropeptide 'oxytocin' (OT) is known to play a pivotal role in a variety of complex social behaviors by promoting a prosocial attitude and interpersonal bonding. Previous studies showed that a single-dose of exogenously administered OT can affect trust and feelings of attachment insecurity. With the present study, we explored the effects of two weeks of daily OT administration on measures of state and trait attachment using a double-blind between-subjects randomized placebo-controlled design. In 40 healthy young adult men state and trait attachment were assessed before and after two weeks of daily intranasal OT (24 IU) or placebo using the State Adult Attachment Scale and the Inventory of Parent and Peer Attachment. Mood, social responsiveness and quality of life were additionally assessed as secondary outcome measures. Reductions in attachment avoidance and increases in reports of attachment toward peers were reported after two weeks of OT treatment. Further, treatment-induced changes were most pronounced for participants with less secure attachment towards their peers. indicating that normal variance at baseline modulated treatment response. OT treatment was additionally associated with changes in mood, indicating decreases in feelings of tension and (tentatively) anger in the OT group, not in the placebo group. Further, at the end of the two-week trial, both treatment groups (OT, placebo) reported to experience an increase in social responsiveness and quality of life, but the effects were only specific to the OT-treatment in terms of reports on 'social motivation'. In summary, the observed improvements on state and trait dimensions of attachment after a multiple-dose treatment with OT provide further evidence in support of a pivotal role of OT in promoting the experience of attachment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Learning partnership--the experience of peer tutoring among nursing students: a qualitative study.

PubMed

Loke, Alice J T Yuen; Chow, Filomena L W

2007-02-01

Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do. This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme. Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process. Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment. Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

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.

Effects of Providing Peer Support on Diabetes Management in People With Type 2 Diabetes

PubMed Central

Yin, Junmei; Wong, Rebecca; Au, Shimen; Chung, Harriet; Lau, Maggie; Lin, Laihar; Tsang, Chiuchi; Lau, Kampiu; Ozaki, Risa; So, Wingyee; Ko, Gary; Luk, Andrea; Yeung, Roseanne; Chan, Juliana C. N.

2015-01-01

PURPOSE We examined the effects of participating in a “train-the-trainer” program and being a peer supporter on metabolic and cognitive/psychological/behavioral parameters in Chinese patients with type 2 diabetes. METHODS In response to our invitation, 79 patients with fair glycemic control (HbA1c <8%) agreed to participate in a “train-the-trainer” program to become peer supporters. Of the 59 who completed the program successfully, 33 agreed to be peer supporters (“agreed trainees”) and were each assigned to support 10 patients for 1 year, with a voluntary extension period of 3 additional years, while 26 trainees declined to be supporters (“refused trainees”). A group of 60 patients with fair glycemic control who did not attend the training program and were under usual care were selected as a comparison group. The primary outcome was the change in average HbA1c levels for the 3 groups from baseline to 6 months. RESULTS At 6 months, HbA1c was unchanged in the trainees (at baseline, 7.1 ± 0.3%; at 6 months, 7.1 ± 1.1%) but increased in the comparison group (at baseline, 7.1 ± 0.5%; at 6 months, 7.3 ± 1.1%. P = .02 for between-group comparison). Self-reported self-care activities including diet adherence and foot care improved in the trainees but not the comparison group. After 4 years, HbA1c remained stable among the agreed trainees (at baseline, 7.0 ± 0.2%; at 4 years: 7.2 ± 0.6%), compared with increases in the refused trainees (at baseline, 7.1 ± 0.4%; at 4 years, 7.8 ± 0.8%) and comparison group (at baseline, 7.1 ± 0.5%; at 4 years, 8.1 ± 0.6%. P = .001 for between-group comparison). CONCLUSIONS Patients with diabetes who engaged in providing ongoing peer support to other patients with diabetes improved their self-care while maintaining glycemic control over 4 years. PMID:26304971

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…

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

PubMed Central

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

2011-01-01

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 self-identification predicted their self-reported relational and physical aggression 1 year later. METHODS 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. RESULTS 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. CONCLUSIONS 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. PMID:20529198

Children's Perceptions of Their Teacher's Responses to Students' Peer Harassment: Moderators of Victimization-Adjustment Linkages

ERIC Educational Resources Information Center

Troop-Gordon, Wendy; Quenette, Andrea

2010-01-01

Children's relational schemas have been found to account for, and moderate, links between peer victimization and psychosocial difficulties. The present study extends this research by examining whether children's mental representations of their teachers' responses to students' peer harassment moderate associations between peer victimization and…

Mapping Psychology Students' Perspective on Group Peer-Tutoring in Statistics

ERIC Educational Resources Information Center

Cantinotti, Michael; Désormeaux-Moreau, Marjorie; Balbinotti, Marcos

2017-01-01

Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain…

Vygotsky and the Teaching of Writing.

ERIC Educational Resources Information Center

Everson, Barbara J.

1991-01-01

Describes the writing theories of Lev Vygotsky, and how they are borne out by modern research. Asserts the Vygotsky's ideas show why cooperative learning strategies such as peer response groups fit into the beginning stages of the composing process. Discusses Vygotsky's zone of proximal development. (PRA)

Peer-to-Peer Science Data Environment

NASA Astrophysics Data System (ADS)

Byrnes, J. B.; Holland, M. P.

2004-12-01

The goal of P2PSDE is to provide a convenient and extensible Peer-to-Peer (P2P) network architecture that allows: distributed science-data services-seamlessly incorporating collaborative value-added services with search-oriented access to remote science data. P2PSDE features the real-time discovery of data-serving peers (plus peer-groups and peer-group services), in addition to the searching for and transferring of science data. These features are implemented using "Project JXTA", the first and only standardized set of open, generalized P2P protocols that allow arbitrary network devices to communicate and collaborate as peers. The JXTA protocols standardize the manner in which peers discover each other, self-organize into peer groups, advertise and discover network services, and securely communicate with and monitor each other-even across network firewalls. The key benefits include: Potential for dramatic improvements in science-data dissemination; Real-time-discoverable, potentially redundant (reliable), science-data services; Openness/Extensibility; Decentralized use of small, inexpensive, readily-available desktop machines; and Inherently secure-with ability to create variable levels of security by group.

Homeless Veterans' Use of Peer Mentors and Effects on Costs and Utilization in VA Clinics.

PubMed

Yoon, Jean; Lo, Jeanie; Gehlert, Elizabeth; Johnson, Erin E; O'Toole, Thomas P

2017-06-01

The study compared health care utilization and costs among homeless veterans randomly assigned to peer mentors or usual care and described contacts with peer mentors. Homeless patients at four Department of Veterans Affairs clinics were randomly assigned to a peer mentor (N=195) or to usual care (N=180). Administrative data on utilization and costs over a six-month follow-up were combined with peer mentors' reports of patient contacts. Most patients (87%) in the peer mentor group had at least one peer contact. Patients in this group spent the largest proportions of time discussing housing and health issues with peer mentors and had more outpatient encounters than those in usual care, although differences were not significant. No other between-group differences were found in utilization or costs. Although significant impacts of peer mentors on health care patterns or costs were not detected, some patients had frequent contact with peer mentors.

Children's responses to hypothetical provocation by peers: coordination of assertive and aggressive strategies.

PubMed

Dirks, Melanie A; Suor, Jennifer H; Rusch, Dana; Frazier, Stacy L

2014-10-01

Children often respond to aggression by peers with assertive bids or aggressive retaliation. Little is known, however, about whether and how children coordinate these strategies across different types of provocation. The present study examined endorsement of aggressive and assertive responses to hypothetical physical, relational, and verbal provocation in a sample of lower-income children (N = 402, M age = 10.21, SD = 1.46). Latent-profile analysis revealed 3-class models for both aggression and assertion, each reflecting low, moderate, and high levels of endorsement. There was no association between children's reported use of aggression and assertion. For example, children who endorsed high levels of aggression were equally likely to be classified as low, moderate, or high on assertive responding. For both assertion and aggression, parental ratings of children's externalizing behavior and social skills differed across the low and high groups. No such differences were found between the low and moderate groups, despite the latter groups endorsing markedly higher levels of assertive and aggressive responses. This pattern of findings may be due, in part, to the situation specificity of children's responding. Our findings hint at the complexity of children's behavioral repertoires and contribute to a growing literature that suggests the need for intervention models that consider both social skills and social situations.

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

PubMed

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

2016-03-01

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

Young Adults' Support Strategies when Peers Disclose Suicidal Intent

ERIC Educational Resources Information Center

Dunham, Katherine

2004-01-01

In response to the growing suicide rate among adolescents and young adults, researchers have noted the importance of peer responses to suicidal disclosures in this population. The most adaptive response is to inform a responsible adult about the suicidal peer, but existing data indicate that most adolescents and young adults choose to talk to the…

Retrospective accounts of self-stigma experienced by young people with attention-deficit/hyperactivity disorder (ADHD) or depression.

PubMed

McKeague, Lynn; Hennessy, Eilis; O'Driscoll, Claire; Heary, Caroline

2015-06-01

Little is known about self-stigma experienced by young people with mental health problems, despite the fact that research has demonstrated its existence. In the present study, we sought to investigate the experiences of self-stigma in childhood and adolescence, and particularly the nature of change in self-stigma across this developmental period. Young adults diagnosed with attention-deficit/hyperactivity disorder (ADHD) or depression before their 18th birthdays were interviewed about their experiences within their peer groups during childhood and adolescence. This qualitative study involved open-ended interviews with 16 young adults aged 18-30 years. Interviews focused on the experience of stigmatization, responses to stigma, and how these changed over time. Three main themes pertaining to self-stigma emerged: (a) being different, (b) peer stigmatization and associated experiences of self-stigma, and (c) selective disclosure and a move toward greater openness. The findings also suggested that the passing of time and changes in young people's social networks and/or degrees of recovery were associated with changes in their experiences of self-stigma. During childhood and adolescence, self-stigma is characterized by a sense of being different from peers and negative self-evaluation as a consequence of that difference. However, our findings also demonstrated that some young people were prepared to challenge the stigma they experienced. Further research is needed to understand the factors that contribute to these differing responses and to develop antistigma interventions that facilitate the inclusion of young people with mental health problems in their peer groups. (c) 2015 APA, all rights reserved).

What Are Middle School Students Talking about during Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

ERIC Educational Resources Information Center

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-01-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on…

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

PubMed

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

2016-09-01

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

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.

Vitamin D intake, serum 25-hydroxyvitamin D status and response to moderate vitamin D3 supplementation: a randomised controlled trial in East African and Finnish women.

PubMed

Adebayo, Folasade A; Itkonen, Suvi T; Öhman, Taina; Skaffari, Essi; Saarnio, Elisa M; Erkkola, Maijaliisa; Cashman, Kevin D; Lamberg-Allardt, Christel

2018-02-01

Insufficient vitamin D status (serum 25-hydroxyvitamin D (S-25(OH)D)0·05 for differences between ethnic groups). In conclusion, high prevalence of vitamin D insufficiency existed among East African women living in Finland, despite higher vitamin D intake than their Finnish peers. Moderate vitamin D3 supplementation was effective in increasing S-25(OH)D in both groups of women, and no ethnic differences existed in the response to supplementation.

Peer effects on risk behaviour: the importance of group identity.

PubMed

Gioia, Francesca

2017-01-01

This paper investigates whether and to what extent group identity plays a role in peer effects on risk behaviour. We run a laboratory experiment in which different levels of group identity are induced through different matching protocols (random or based on individual painting preferences) and the possibility to interact with group members via an online chat in a group task. Risk behaviour is measured by using the Bomb Risk Elicitation Task and peer influence is introduced by giving subjects feedback regarding group members' previous decisions. We find that subjects are affected by their peers when taking decisions and that group identity influences the magnitude of peer effects: painting preferences matching significantly reduces the heterogeneity in risk behaviour compared with random matching. On the other hand, introducing a group task has no significant effect on behaviour, possibly because interaction does not always contribute to enhancing group identity. Finally, relative riskiness within the group matters and individuals whose peers are riskier than they are take on average riskier decisions, even when controlling for regression to the mean.

A qualitative analysis exploring preferred methods of peer support to encourage adherence to a Mediterranean diet in a Northern European population at high risk of cardiovascular disease.

PubMed

Erwin, Christina M; McEvoy, Claire T; Moore, Sarah E; Prior, Lindsay; Lawton, Julia; Kee, Frank; Cupples, Margaret E; Young, Ian S; Appleton, Katherine; McKinley, Michelle C; Woodside, Jayne V

2018-02-05

Epidemiological and randomised controlled trial evidence demonstrates that adherence to a Mediterranean diet (MD) can reduce cardiovascular disease (CVD) risk. However, methods used to support dietary change have been intensive and expensive. Peer support has been suggested as a possible cost-effective method to encourage adherence to a MD in at risk populations, although development of such a programme has not been explored. The purpose of this study was to use mixed-methods to determine the preferred peer support approach to encourage adherence to a MD. Qualitative (focus groups) and quantitative methods (questionnaire and preference scoring sheet) were used to determine preferred methods of peer support. Sixty-seven high CVD risk participants took part in 12 focus groups (60% female, mean age 64 years) and completed a questionnaire and preference scoring sheet. Focus group data were transcribed and thematically analysed. The mean preference score (1 being most preferred and 5 being least preferred) for group support was 1.5, compared to 3.4 for peer mentorship, 4.0 for telephone peer support and 4.0 for internet peer support. Three key themes were identified from the transcripts: 1. Components of an effective peer support group: discussions around group peer support were predominantly positive. It was suggested that an effective group develops from people who consider themselves similar to each other meeting face-to-face, leading to the development of a group identity that embraces trust and honesty. 2. Catalysing Motivation: participants discussed that a group peer support model could facilitate interpersonal motivations including encouragement, competitiveness and accountability. 3. Stepping Stones of Change: participants conceptualised change as a process, and discussed that, throughout the process, different models of peer support might be more or less useful. A group-based approach was the preferred method of peer support to encourage a population at high risk of CVD to adhere to a MD. This finding should be recognised in the development of interventions to encourage adoption of a MD in a Northern European population.

2015 Focus Groups on Sexual Assualt and Response Among Active Duty Members (2015 FGSAPR)

DTIC Science & Technology

2016-03-01

Restricted—most of the time—because it’s shameful and sometimes the peer group might think the person is just making it up and it can affect...comments to [female members e.g.]’you’re a fat [expletive]’ [or] just anything of a sexual nature. Eventually [a female member] got fed up, went to

Peer Response as an Effective Writing Strategy

ERIC Educational Resources Information Center

Austria, Mark Anthony B.

2017-01-01

This paper presents the peer response as an effective strategy in the teaching of college writing. In the textual analyses, feedback conference and through the evaluation questionnaire, peer response strategy was assessed as dynamic and successful and that editors and writers worked constantly with each other as a matter of scaffolding wherein…

Peer Support for the Hardly Reached: A Systematic Review.

PubMed

Sokol, Rebeccah; Fisher, Edwin

2016-07-01

Health disparities are aggravated when prevention and care initiatives fail to reach those they are intended to help. Groups can be classified as hardly reached according to a variety of circumstances that fall into 3 domains: individual (e.g., psychological factors), demographic (e.g., socioeconomic status), and cultural-environmental (e.g., social network). Several reports have indicated that peer support is an effective means of reaching hardly reached individuals. However, no review has explored peer support effectiveness in relation to the circumstances associated with being hardly reached or across diverse health problems. To conduct a systematic review assessing the reach and effectiveness of peer support among hardly reached individuals, as well as peer support strategies used. Three systematic searches conducted in PubMed identified studies that evaluated peer support programs among hardly reached individuals. In aggregate, the searches covered articles published from 2000 to 2015. Eligible interventions provided ongoing support for complex health behaviors, including prioritization of hardly reached populations, assistance in applying behavior change plans, and social-emotional support directed toward disease management or quality of life. Studies were excluded if they addressed temporally isolated behaviors, were limited to protocol group classes, included peer support as the dependent variable, did not include statistical tests of significance, or incorporated comparison conditions that provided appreciable social support. We abstracted data regarding the primary health topic, categorizations of hardly reached groups, program reach, outcomes, and strategies employed. We conducted a 2-sample t test to determine whether reported strategies were related to reach. Forty-seven studies met our inclusion criteria, and these studies represented each of the 3 domains of circumstances assessed (individual, demographic, and cultural-environmental). Interventions addressed 8 health areas, most commonly maternal and child health (25.5%), diabetes (17.0%), and other chronic diseases (14.9%). Thirty-six studies (76.6%) assessed program reach, which ranged from 24% to 79% of the study population. Forty-four studies (94%) reported significant changes favoring peer support. Eleven strategies emerged for engaging and retaining hardly reached individuals. Among them, programs that reported a strategy of trust and respect had higher participant retention (82.8%) than did programs not reporting such a strategy (48.1%; P = .003). In 5 of the 6 studies examining moderators of the effects of peer support, peer support benefits were greater among individuals characterized by disadvantage (e.g., low health literacy). Peer support is a broad and robust strategy for reaching groups that health services too often fail to engage. The wide range of audiences and health concerns among which peer support is successful suggests that a basis for its success may be its flexible response to different contexts, including the intended audience, health problems, and setting. The general benefits of peer support and findings suggesting that it may be more effective among those at heightened disadvantage indicate that peer support should be considered in programs intended to reach and benefit those too often hardly reached. Because engendering trust and respect was significantly associated with participant retention, programs should emphasize this strategy.

A case of collective responsibility: who else was to blame for the Columbine high school shootings?

PubMed

Lickel, Brian; Schmader, Toni; Hamilton, David L

2003-02-01

Two studies examined perceptions of collective responsibility for the April 20, 1999, shootings at Columbine High School in Littleton, Colorado. Collective responsibility refers to the perception that others, besides the wrongdoers themselves, are responsible for the event. In Study 1, the authors assessed perceptions of the shooters' parents and their peer group (the Trenchcoat Mafia), whereas Study 2 tested perceptions of collective responsibility across a range of groups. In both studies, perceptions of a target group's entitativity predicted judgments of collective responsibility. This relationship was mediated by two situational construals that justify applying collective responsibility: responsibility by commission (encouraging or facilitating the event) and responsibility by omission (failing to prevent the event). Study 2 also determined that perceptions of authority predicted judgments of collective responsibility for the Columbine shootings and was mediated by inferences of omission. Future directions in collective responsibility research are discussed. Copyright 2003 Society for Personality and Social Psychology, Inc.

Problem-based writing with peer review improves academic performance in physiology.

PubMed

Pelaez, Nancy J

2002-12-01

The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review, a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students "passed" three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as (1) problems recognizing levels of organization, (2) problems with cause/effect, and (3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture.

Positive Psychology: Transforming Young Lives

ERIC Educational Resources Information Center

Brendtro, Larry K.; Mitchell, Martin L.

2011-01-01

To reach responsible independence, young people must become invested in setting their life course. A rich history of research and practice shows that democratic group climates foster autonomy and prosocial behavior. This article explores principles and practices for creating positive peer cultures to develop strengths and help youth meet their…

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…

Trauma-informed Temporary Assistance for Needy Families (TANF): A Randomized Controlled Trial with a Two-Generation Impact.

PubMed

Booshehri, Layla G; Dugan, Jerome; Patel, Falguni; Bloom, Sandra; Chilton, Mariana

2018-01-01

Temporary Assistance for Needy Families (TANF) has limited success in building self-sufficiency, and rarely addresses exposure to trauma as a barrier to employment. The objective of the Building Wealth and Health Network randomized controlled trial was to test effectiveness of financial empowerment combined with trauma-informed peer support against standard TANF programming. Through the method of single-blind randomization we assigned 103 caregivers of children under age six into three groups: control (standard TANF programming), partial (28-weeks financial education), and full (same as partial with simultaneous 28-weeks of trauma-informed peer support). Participants completed baseline and follow-up surveys every 3 months over 15 months. Group response rates were equivalent throughout. With mixed effects analysis we compared post-program outcomes at months 9, 12, and 15 to baseline. We modeled the impact of amount of participation in group classes on participant outcomes. Despite high exposure to trauma and adversity results demonstrate that, compared to the other groups, caregivers in the full intervention reported improved self-efficacy and depressive symptoms, and reduced economic hardship. Unlike the intervention groups, the control group reported increased developmental risk among their children. Although the control group showed higher levels of employment, the full intervention group reported greater earnings. The partial intervention group showed little to no differences compared with the control group. We conclude that financial empowerment education with trauma-informed peer support is more effective than standard TANF programming at improving behavioral health, reducing hardship, and increasing income. Policymakers may consider adapting TANF to include trauma-informed programming.

Development of performance test instrument in the experiment of law of conservation mass using self and peer assessment’s technique

NASA Astrophysics Data System (ADS)

Siswaningsih, W.; Nahadi; Firmansyah, D. R.

2018-05-01

The purpose of this research is to develop the instrument of performance assessment of law of mass conservation using self and peer assessment technique that meet valid and reliable criteria. The instrument components consist of task and rubric. The method used is development and validation.Value of the instrument reliability obtained from twice observations that are at four and six students every group with three same observers. Cronbach alpha value for four and six students every group consecutively are 0.94 and 0.76, indicating that value shows that the instrument is reliable. Optimum amount of the students that can be observed are four students. The implementation of the instrument to limited group of students showed that All of the students give positive responses to the instrument used with the interpretation of questionnaire scores >90% that categorized as good.

An Efficacy Trial of Carescapes: Home-Based Child-Care Practices and Children's Social Outcomes.

PubMed

Rusby, Julie C; Jones, Laura B; Crowley, Ryann; Smolkowski, Keith

2016-07-01

This study reported findings from a longitudinal randomized controlled trial of Carescapes, a professional development program for home-based child-care providers in promoting children's social competence. Participants included 134 child-care providers and 310 children, ages 3-5 years, in Oregon. The Carescapes intervention group made significant improvements in observed caregiver responsiveness and monitoring, and showed decreased caregiver-reported child problem behavior and improved parent-reported peer relationships compared to the control group. Increased caregiver-reported cooperation skills were found for the intervention group at follow-up. No differences in condition were found for kindergarten teacher-reported social-behavioral, classroom, and academic skills. Moderation effects on children's behavior and peer relations were found for child age and exposure to the intervention child care. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Evaluation of youth peer-to-peer impaired driving programs

DOT National Transportation Integrated Search

1995-08-01

Author's abstract: More than 16,000 high schools in the United States have youth peer-to-peer groups that encourage students to refrain from drinking, drinking and driving, and riding in a vehicle with a drinking driver. While each of these groups is...

Pressure to drink but not to smoke: disentangling selection and socialization in adolescent peer networks and peer groups.

PubMed

Kiuru, Noona; Burk, William J; Laursen, Brett; Salmela-Aro, Katariina; Nurmi, Jari-Erik

2010-12-01

This paper examined the relative influence of selection and socialization on alcohol and tobacco use in adolescent peer networks and peer groups. The sample included 1419 Finnish secondary education students (690 males and 729 females, mean age 16 years at the outset) from nine schools. Participants identified three school friends and described their alcohol and tobacco use on two occasions one year apart. Actor-based models simultaneously examined changes in peer network ties and changes in individual behaviors for all participants within each school. Multi-level analyses examined changes in individual behaviors for adolescents entering new peer groups and adolescents in stable peer groups, both of which were embedded within the school-based peer networks. Similar results emerged from both analytic methods: Selection and socialization contributed to similarity of alcohol use, but only selection was a factor in tobacco use. Copyright © 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Family Decision-Making Style, Peer Group Affiliation and Prior Academic Achievement as Predictors of the Academic Achievement of African American Students

ERIC Educational Resources Information Center

Engerman, Kimarie

2006-01-01

A study analyzed family decision-making style, peer group affiliation, and academic achievement in 10th grade as predictors of academic achievement of African American students in 12th grade. Findings indicated that though peer groups were known to influence academic performance, affiliation with learning oriented peers in 10th grade did not…

The Impact of Peer Review on Writing in a Psychology Course: Lessons Learned

ERIC Educational Resources Information Center

Bhullar, Naureen; Rose, Karen C.; Utell, Janine M.; Healey, Kathryn N.

2014-01-01

The authors assessed the impact of peer review on student writing in four sections of an undergraduate Developmental Psychology course. They hypothesized that peer review would result in better writing in the peer review group compared to the group with no peer review. Writing was rated independently by two instructors who were blind to the…

Using peer support groups to enhance community integration of veterans in transition.

PubMed

Drebing, Charles E; Reilly, Erin; Henze, Kevin T; Kelly, Megan; Russo, Anthony; Smolinsky, John; Gorman, Jay; Penk, Walter E

2018-05-01

Peer support groups, also known as "self-help groups," provide a unique tool for helping veterans working through the military-to-civilian transition to achieve higher levels of social support and community integration. The number and variety of community-based peer support groups has grown to the point that there are now more visits to these groups each year than to mental health professionals. The focus of these groups on the provision of social support, the number and variety of groups, the lack of cost, and their availability in the community make them a natural transition tool for building community-based social support. A growing literature suggests that these groups are associated with measurable improvements in social support, clinical symptoms, self-efficacy and coping. For clinical populations, the combination of peer support groups and clinical care results in better outcomes than either alone. Given this evidence, we suggest clinical services use active referral strategies to help veterans engage in peer support groups as a means of improving community reintegration and clinical outcomes. Finally, suggestions for identifying appropriate peer support groups and assisting with active referrals are provided. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A comparison of peer and non-peer exposure to unwanted early sexual experiences among students in South Africa and Belgium.

PubMed

Revell, Arlynn T; Nicholas, Lionel J

2013-01-01

This study examined peer and non-peer unwanted early sexual experiences (UESE) among 3,689 university students to establish whether peer UESE is as coercive and bothersome as non-peer UESE. A self-report checklist was administered to all consenting students attending an orientation programme at one South African (SA) and one Belgian university. Of the respondents 21% indicated that they had UESE before their 16th birthday (39.2% SA and 13.5% Belgians). Of respondents indicating UESE, 22.4% (173) reported that they had UESE with a person where the age difference was greater than 5 years and 54.2% (418) reported UESE with an age difference less than 5 years. Overall, a statistically significant difference was found between peer exposed and non-peer exposed groups at the time the UESE occurred related to bothersomeness of the UESE. SA men and women experienced more psychological pressure or physical force among the non-peer exposed group than the peer exposed group.

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

NASA Astrophysics Data System (ADS)

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-02-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

PubMed Central

Tayem, Yasin I.; James, Henry; Al-Khaja, Khalid A. J.; Razzak, Rima L. A.; Potu, Bhagath K.; Sequeira, Reginald P.

2015-01-01

Objectives: Peer assessment (PA) is believed to support learning and help students develop both professionally and personally. The aim of this study was to examine medical students’ perceptions of intragroup PA in a problem-based learning (PBL) setting. Methods: This study was carried out between September and November 2014 and involved six random groups of fourth-year undergraduate medical students (n = 60) enrolled at the Arabian Gulf University in Manama, Bahrain. While working on set tasks within a curriculum unit, each student evaluated a randomly selected peer using an English language adapted assessment tool to measure responsibility and respect, information processing, critical analysis, interaction and collaborative skills. At the end of the unit, students’ perceptions of PA were identified using a specifically-designed voluntary and anonymous self-administered questionnaire in English. Results: A total of 55 students participated in the study (response rate: 92%). The majority of students reported that their learning (60%), attendance (67%), respect towards group members (70%) and participation in group discussions (71%) improved as a result of PA. Regarding problem analysis skills, most participants believed that PA improved their ability to analyse problems (65%), identify learning needs (64%), fulfil tasks related to the analysis of learning needs (72%) and share knowledge within their group (74%). Lastly, a large proportion of students reported that this form of assessment helped them develop their communication (71%) and self-assessment skills (73%), as well as collaborative abilities (75%). Conclusion: PA was well accepted by the students in this cohort and led to self-reported improvements in learning, skills, attitudes, engagement and other indicators of personal and professional development. PA was also perceived to have a positive impact on intragroup attitudes. PMID:26355668

The Resourceful Facilitator: Teacher Leaders Constructing Identities as Facilitators of Teacher Peer Groups

ERIC Educational Resources Information Center

Allen, David

2016-01-01

The use of teacher peer groups is a prevalent strategy for school-based professional development and instructional improvement. Facilitation of such groups is an increasingly vital dimension of teacher leadership as a component of school improvement efforts. Drawing on a qualitative study of facilitation of teacher peer groups, the article…

Social group dynamics predict stress variability among children in a New Zealand classroom.

PubMed

Spray, Julie; Floyd, Bruce; Littleton, Judith; Trnka, Susanna; Mattison, Siobhan

2018-03-27

Previous research proposes stress as a mechanism for linking social environments and biological bodies. In particular, non-human primate studies investigate relationships between cortisol as a measure of stress response and social hierarchies. Because human social structures often include hierarchies of dominance and social status, humans may exhibit similar patterns. Studies of non-human primates, however, have not reached consistent conclusions with respect to relationships between social position and levels of cortisol. While human studies report associations between cortisol and various aspects of social environments, studies that consider social status as a predictor of stress response also report mixed results. Others have argued that perceptions of social status may have different implications for stress response depending upon social context. We propose here that characteristics of children's social networks may be a better predictor of central tendencies and variability of stress response than their perceptions of social status. This is evaluated among 24 children from 9.4 to 11.3 years of age in one upper middle-class New Zealand primary school classroom, assessed through observation within the classroom, self-reports during semi-structured interviews and 221 serial saliva samples provided daily over 10 consecutive school days. A synthetic assessment of the children's networks and peer-relationships was developed prior to saliva-cortisol analysis. We found that greater stability of peer-relationships within groups significantly predicts lower within-group variation in mid-morning cortisol over the two-week period, but not overall within-group differences in mean cortisol. Copyright © 2018 Elsevier GmbH. All rights reserved.

[Peer teaching and peer assessment are appropriate tools in medical education in otorhinolaryngology].

PubMed

Kemper, M; Linke, J; Zahnert, T; Neudert, M

2014-06-01

The use of student tutors (peers) is an accepted method in medical education. In 2011, final year students of the otorhinolaryngology (ORL) department of the University Hospital in Dresden were appointed as peers for the clinical ORL examination. They assisted in the instruction of the clinical ORL examination (peer teaching, PT) and served as examiners (peer assessment, PA) in the final objective structured clinical examination (OSCE). The effect on the quality of education and examination was examined. 248 medical students (5(th) year) were divided in 2 groups. They were trained and finally examined in the standardized clinical ORL examination by peers and/or physicians. Group I (n=118) was exclusively trained and examined by physicians and group II (n=130) by peers and physicians. The results of the OSCE were stratified for the 2 groups and in group II for the subgroups according to the instructors' and examiners' qualification (peer or physician). The students evaluated the internship and the instructors' and examiners' quality with a validated questionnaire. In the OSCE, group I scored in the mean 59.9±4.9 points (max. 65). In group II the mean score was 58.3±4.3 points examined by the peers and 59.5±4.8 points for same performance assessed by the physicians. There were no statistical significant differences in the examination results when stratified for the instructors' and examiners' qualification. The evaluation results were consistently positive and identical when compared to the previous year without use of PT and PA and between the 2 groups and subgroups. When using a standardized clinical examination routine peers can be used for PT and PA to appropriate tools in student's medical education without any decrease in the teaching and examination quality. © Georg Thieme Verlag KG Stuttgart · New York.

School Psychologists' Perceptions of Priorities for Dealing with the Dropout Problem.

ERIC Educational Resources Information Center

Egyed, Carla J.; McIntosh, David E.; Bull, Kay S.

1998-01-01

A sample of 444 nationally certified school psychologists were surveyed to determine which causes of dropping out should be national priorities. The five factors that emerged are criminal/victimization, different from peer group, school conflict, dysfunctional family/lack of support, and family responsibilities. School psychologists perceived…

Do First and Later Borns Agree with Psychologists?

ERIC Educational Resources Information Center

Cohen, Diane

Research has found firstborns to be more ambitious, rule-oriented, authority-oriented, helpful, and responsible, and less oriented toward peers, their own needs, social activities, and group cooperation than are laterborns. To explore whether those occupying different birth order positions perceive themselves as psychologists have described them,…

Embracing the Black English Vernacular: Response to Koch and Gross.

ERIC Educational Resources Information Center

Burnett, Myra N.; Burlew, Randi; Hudson, Glenetta

1997-01-01

Reviews the findings of L. Koch and A. Gross (1997) and suggests that the positive perceptions of black children toward Black English reflect the dominant linguistic standard within their peer groups. Retention of the Black English vernacular is advocated because it is an expressively rich form of communication. (SLD)

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…

Culturally Responsive Computing in Urban, After-School Contexts: Two Approaches

ERIC Educational Resources Information Center

Eglash, Ron; Gilbert, Juan E.; Taylor, Valerie; Geier, Susan R.

2013-01-01

The academic performance and engagement of youth from under-represented ethnic groups (African American, Latino, and Indigenous) in science, technology, engineering, and mathematics (STEM) show statistically large gaps in comparison with their White and Asian peers. Some of these differences can be attributed to the direct impact of economic…

Childhood ADHD and Adolescent Substance Use: An Examination of Deviant Peer Group Affiliation as a Risk Factor

PubMed Central

Marshal, Michael P.; Molina, Brooke S. G.; Pelham, William E.

2009-01-01

Deviant peer group affiliation was evaluated as a risk factor for substance use in adolescents with childhood attention-deficit/hyperactivity disorder (ADHD). Results showed that deviant peer affiliation mediated the relationship between ADHD and substance use, suggesting that children with ADHD are more likely than children without ADHD to become involved with deviant peers and, as a result, more likely to use substances. Moreover, the relationship between deviant peer affiliation and substance use was stronger for adolescents with ADHD, suggesting that once they are immersed in a deviant peer group, adolescents with ADHD are more vulnerable to the negative social influences of that group. This study is the first step in identifying high-risk pathways from childhood ADHD to substance use in adolescence. PMID:14640825

The Mortality Peer Review Panel: a report on the deaths on operations of UK Service personnel 2002-2013.

PubMed

Russell, Robert; Hunt, N; Delaney, R

2014-06-01

Review of adverse outcomes is an essential element of healthcare governance. For each operational death, the post-mortem is attended by a member of Academic Department of Military Emergency Medicine and the case is assessed by a Mortality Peer Review Panel comprised of Defence Professors and other clinical and technical experts. A search was conducted of the Joint Theatre Trauma Registry (JTTR) for all UK military death reviews held from January 2002 to November 2013 and the judgement made by the Mortality Peer Review panel. Cases are awarded a 'salvageability' rating between S1 (salvageable) and S4 (not salvageable). Cases graded S1-3 are then assessed further for tactical, clinical or equipment factors that affected the outcome. There were 621 deaths recorded on the JTTR and 517 (83.3%) were due to hostile action. The Killed in Action to Died of Wounds ratio is 6.28 : 1. Explosive mechanisms of injury were responsible for 55.65% of combat deaths and penetrating mechanisms 28.71%. An average of 10.56 injuries was recorded per casualty and the mean number of body regions affected was 3.34. The Peer Review Panel decided that 91.1% cases were not salvageable (S4); this figure is 93.5% if the deaths due to hostile action are considered separately. The severity of modern military trauma is overwhelming in nature and, along with trauma scoring systems, clinical peer review is an essential part of healthcare governance. The process also helps inform and direct research within clinical and force protection fields. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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.

Factors Influencing Students' Peer Evaluation in Cooperative Learning.

ERIC Educational Resources Information Center

Persons, Obeua S.

1998-01-01

In an accounting class in which 25% of grades were derived from group work, students completed peer evaluations. Regression analyses revealed that accounting majors and students with higher grade point averages received higher peer evaluations. Higher group homework and class participation grades were associated with higher peer evaluations. (SK)

7 CFR 3411.10 - Establishment and operation of peer review groups.

Code of Federal Regulations, 2011 CFR

2011-01-01

... INSTITUTE OF FOOD AND AGRICULTURE NATIONAL RESEARCH INITIATIVE COMPETITIVE GRANTS PROGRAM Scientific Peer Review of Research Grant Applications § 3411.10 Establishment and operation of peer review groups. Subject to § 3411.5, the Administrator shall adopt procedures for the conduct of peer reviews and the...

A Pilot Study of a Peer-Group Lifestyle Intervention Enhanced With mHealth Technology and Social Media for Adults With Serious Mental Illness.

PubMed

Aschbrenner, Kelly A; Naslund, John A; Shevenell, Megan; Kinney, Elizabeth; Bartels, Stephen J

2016-06-01

This pilot study examined the preliminary effectiveness of a peer-group lifestyle intervention enhanced with mobile health technology and social media for obese individuals with serious mental illness. Thirty-two participants with a body mass index of 30 or higher received a 24-week intervention designed to facilitate peer support for lifestyle change through experiential learning and use of wearable activity tracking devices, smartphone applications, and Facebook to reinforce physical activity, healthy eating, and group participation between sessions. The primary outcome was weight loss. Secondary measures included fitness and participants' perceptions of peer-group support. Most participants (72%) lost weight, including 28% achieving clinically significant weight loss, and 17% of participants showed clinically significant improvements in cardiovascular fitness. Weight loss was associated with perceived peer-group support. This evaluation demonstrated the preliminary effectiveness of a potentially scalable peer-group lifestyle intervention delivered in community mental health settings for obese individuals with serious mental illness.

Children's reasoning about evaluative feedback.

PubMed

Heyman, Gail D; Fu, Genyue; Sweet, Monica A; Lee, Kang

2009-11-01

Children's reasoning about the willingness of peers to convey accurate positive and negative performance feedback to others was investigated among a total of 179 6- to 11-year-olds from the USA and China. In Study 1, which was conducted in the USA only, participants responded that peers would be more likely to provide positive feedback than negative feedback, and this tendency was strongest among the younger children. In Study 2, the expectation that peers would preferentially disclose positive feedback was replicated among children from the USA, and was also seen among younger but not older children from China. Participants in all groups took the relationship between communication partners into account when predicting whether peers would express evaluative feedback. Results of open-ended responses suggested cross-cultural differences, including a greater emphasis by Chinese children on the implications of evaluative feedback for future performance, and reference by some older Chinese children to the possibility that positive feedback might make the recipient 'too proud'.

An investigation into social information processing in young people with Asperger syndrome.

PubMed

Flood, Andrea Mary; Julian Hare, Dougal; Wallis, Paul

2011-09-01

Deficits in social functioning are a core feature of autistic spectrum disorders (ASD), being linked to various cognitive and developmental factors, but there has been little attempt to draw on normative models of social cognition to understand social behaviour in ASD. The current study explored the utility of Crick and Dodge's (1994) information processing model to studying social cognition in ASD, and examined associations between social information processing patterns, theory of mind skills and social functioning. A matched-group design compared young people with Asperger syndrome with typically developing peers, using a social information processing interview previously designed for this purpose. The Asperger syndrome group showed significantly different patterns of information processing at the intent attribution, response generation and response evaluation stages of the information processing model. Theory of mind skills were found to be significantly associated with parental ratings of peer problems in the Asperger syndrome group but not with parental ratings of pro-social behaviour, with only limited evidence of an association between social information processing and measures of theory of mind and social functioning. Overall, the study supports the use of normative social information processing approaches to understanding social functioning in ASD.

Underreporting Discrimination among Arab American and Muslim American Community College Students: Using Focus Groups to Unravel the Ambiguities within the Survey Data

ERIC Educational Resources Information Center

Shammas, Diane

2017-01-01

Using a mixed methods approach, the researcher gathered a set of narrative responses from focus groups that supported the claim of underreporting campus discrimination on a survey. Multiple studies have shown that underrepresented minority students are likely to bond with same-ethnic peers in a racially tense campus climate. This mixed method is a…

Impact of support groups on well-being of older women.

PubMed

Segrist, Kathleen A

2008-01-01

The goal of this study was to determine whether differences in incidence of depression and level of well-being are manifested between older women, aged 60 and older, who attend either (a) a peer-run support group, (b) a staff-run support group, or (c) a comparison group (i.e., who do not attend a support group). Thirty-six women participating in peer-run and staff-run support groups and 9 women receiving nongroup support were administered the Geriatric Depression Scale and the Philadelphia Geriatric Center Morale Scale. Separate analyses of variance were employed on each scale to determine the significance of differences in scores according to facilitator type (i.e., peer-run vs. staff-run vs. comparison group). Analysis of scores on the Geriatric Depression Scale indicated significant differences between women in the peer-run groups and women in the comparison group, but no significant differences between women in the peer-run groups and women in the staff-run groups or between women in the staff-run groups and women in the comparison group. Analysis of scores on the Philadelphia Geriatric Center Morale Scale did not indicate any significant differences between women based on facilitator type. Results of this study have implications for those who run face-to-face support groups for older adults, for those who train peer group facilitators, and for community agencies that desire to initiate a support group system for their clientele.

The Potential of Forgiveness as a Response for Coping with Negative Peer Experiences

ERIC Educational Resources Information Center

Flanagan, Kelly S.; Vanden Hoek, Kristin K.; Ranter, Jennifer M.; Reich, Holly A.

2012-01-01

Coping strategies employed by adolescents in response to negative peer experiences are related to their adjustment. This study examines the potential of forgiveness as a coping response for negative peer experiences in early adolescence. Participants were 616 6th through 8th grade students at a middle school (46% girls) who completed self-report…

Assessing stimulus control and promoting generalization via video modeling when teaching social responses to children with autism.

PubMed

Jones, JoAnna; Lerman, Dorothea C; Lechago, Sarah

2014-01-01

We taught social responses to young children with autism using an adult as the recipient of the social interaction and then assessed generalization of performance to adults and peers who had not participated in the training. Although the participants' performance was similar across adults, responding was less consistent with peers, and a subsequent probe suggested that the recipient of the social behavior (adults vs. peers) controlled responding. We then evaluated the effects of having participants observe a video of a peer engaged in the targeted social behavior with another peer who provided reinforcement for the social response. Results suggested that certain irrelevant stimuli (adult vs. peer recipient) were more likely to exert stimulus control over responding than others (setting, materials) and that video viewing was an efficient way to promote generalization to peers. © Society for the Experimental Analysis of Behavior.

Social Skills and Social Acceptance in Children with Anxiety Disorders.

PubMed

Scharfstein, Lindsay A; Beidel, Deborah C

2015-01-01

Whereas much is known about the deficits in social behaviors and social competence in youth with social anxiety disorder (SAD), less is known about those characteristics among youth with generalized anxiety disorder (GAD). This study aimed to better elucidate the social repertoire and peer acceptance of youth with SAD and youth with GAD, relative to normal control (NC) youth. The sample consisted of 58 primarily Caucasian children, ages 6 to 13 years: 20 SAD (12 female), 18 GAD (12 female), and 20 NC (9 female). Diagnoses were based on Anxiety Disorders Interview Schedule for DSM-IV: Children and Parent Versions interviews. A multimodal assessment strategy included parent and child reports, observer ratings of social performance, computer-based analysis of vocal qualities of speech, and peer ratings of likeability and friendship potential. Whereas self- and parental report did not differentiate the two diagnostic groups, differences on observable behaviors were apparent. Children with SAD exhibited anxious speech patterns, extended speech latencies, a paucity of speech, few spontaneous vocalizations, and ineffective social responses; they were perceived by peers as less likeable and socially desirable. Children with GAD had typical speech patterns and were well liked by their peers but displayed fewer spontaneous comments and questions than NC children. Parent and child reports are less sensitive to what could be important differences in social skill between youth with SAD and GAD. Direct observations, computer-based measures of speech quality, and peer ratings identify specific group differences, suggesting the need for a comprehensive evaluation to inform treatment planning.

Peer Group Affiliation of Children: The Role of Perceived Popularity, Likeability, and Behavioral Similarity in Bullying

ERIC Educational Resources Information Center

Witvliet, Miranda; Olthof, Tjeert; Hoeksma, Jan B.; Goossens, Frits A.; Smits, Marieke S. I.; Koot, Hans M.

2010-01-01

To understand children's peer group affiliation, this study examined to what extent children in naturally occurring groups resemble each other on bullying, likeability, and perceived popularity. Participants were fourth- to sixth-grade pupils (N = 461). Peer groups were identified using the social cognitive map procedure. Resemblance on bullying,…

42 CFR 52h.7 - What matters must be reviewed for grants?

Code of Federal Regulations, 2010 CFR

2010-10-01

... SCIENTIFIC PEER REVIEW OF RESEARCH GRANT APPLICATIONS AND RESEARCH AND DEVELOPMENT CONTRACT PROJECTS § 52h.7... reviewed by a peer review group in accordance with the provisions of this part and the group has made... appropriate peer review group, in accordance with the provisions of this part, and the group has made...

Effects of Peer Instruction on State College Student Achievement in an Introductory Biology Unit in Genetics

NASA Astrophysics Data System (ADS)

McKnight, Holly Nicole

The purpose of this study was to examine the effects of Peer Instruction (PI) in a state college biology classroom. Students discussed biological concepts in the area of genetics among their peers during class time. Conceptual questions were delivered to the student in the form of ConcepTests, conceptual questions designed to uncover students' misconceptions in the material. Students first answered a question projected from the computer to an overhead screen on their own. Depending on the percentage of students that answered correctly, students then discussed their answers with their peers (PI). These discussions allowed students to uncover their misunderstandings in the material by asking them to think about what they know and what they don't know. Students' initial and secondary responses to the related questions gave the instructor a real time instant view of the collective class' conceptual understanding of concepts being covered. This study was a quasi-experimental, pretest-posttest, control group design. The sample consisted of 134 students enrolled in General Biology (BSCC 1010) a Eastern Florida State College (EFSC) in Palm Bay, Florida. Both control N = 62 and experimental groups N = 72 were comprised of whole intact classes during the Fall 2014 semester. The control groups received traditional lecture content during the course of the study. They had access to conceptual questions but they were not used in a Peer Instruction format during class time. A statistical analysis was conducted after the completion of pre-tests and posttests during the Fall 2014 semester. Although there was an increase in test scores in the experimental group compared to the control, the results were not significant with p = 0.0687 at an alpha level of .05. No significant difference was found in retention p= 0.5954, gender p = 0.4487 or past science coursework p = 0.6695 between classes that engaged in PI and classes that were taught in traditional lecture-based classes. There were, however, significant differences in correct answers on the individual ConcepTests between the first and second time they answered questions after participating in Peer Instruction, p = .0008.

Moderating Effects of Group Status, Cohesion, and Ethnic Composition on Socialization of Aggression in Children's Peer Groups

ERIC Educational Resources Information Center

Shi, Bing; Xie, Hongling

2014-01-01

We explored the effects of 3 group features (i.e., status, cohesion, and ethnic composition) on socialization processes of aggression in early adolescents' natural peer social groups. Gender differences in these effects were also determined. A total of 245 seventh-grade individuals belonging to 65 peer groups were included in the analyses. All 3…

Aggression in Children with Conduct Problems and Callous-Unemotional Traits: Social Information Processing and Response to Peer Provocation.

PubMed

Helseth, Sarah A; Waschbusch, Daniel A; King, Sara; Willoughby, Michael T

2015-11-01

Callous/unemotional traits (CU) moderate children's conduct problems (CP) in numerous domains, including social functioning. The present study examined whether CU traits also moderate the aggressiveness of children's social information processing (SIP) and responses to varying intensities of peer provocation. Sixty elementary school-age children (46 males) were grouped into those without CP or CU (controls, n = 32), those with CP but not CU (CP-only; n = 14), and those with both CP and CU (CPCU, n = 14). Participants completed a task that measured two aspects of SIP (response generation and hostile attribution bias) and a computerized reaction time task (CRTT) that measured behavior, affect, and communication before and after provocation under instrumental and hostile aggressive conditions. Children with CPCU generated more aggressive responses than controls on measures of SIP. On the CRTT, all children exhibited reactive aggression following high provocation, but only children with CPCU exhibited proactive aggression, and reactive aggression following low provocation; no differences in affect were found. In a series of exploratory analyses, CPCU children communicated antisocially, while CP-only communicated prosocially. Finally, children with CPCU did not seem to hold a grudge following the final instance of provocation, instead gradually returning to baseline like their non-CU peers. These distinct social cognitive and behavioral profiles hint at different etiologies of CP and CPCU, underscoring the variability of aggression in these populations.

Labelling effects and adolescent responses to peers with depression: an experimental investigation.

PubMed

Dolphin, Louise; Hennessy, Eilis

2017-06-24

The impact of illness labels on the stigma experiences of individuals with mental health problems is a matter of ongoing debate. Some argue that labels have a negative influence on judgments and should be avoided in favour of information emphasising the existence of a continuum of mental health/illness. Others believe that behavioral symptoms are more powerful influencers of stigma than labels. The phenomenon has received little attention in adolescent research, despite the critical importance of the peer group at this developmental stage. This study employs a novel experimental design to examine the impact of the depression label and continuum information on adolescents' responses to peers with depression. Participants were 156 adolescents, 76 male, 80 female (M = 16.25 years; SD = .361), assigned to one of three conditions (Control, Label, Continuum). Participants respond to four audio-visual vignette characters (two clinically depressed) on three occasions. Outcome measures included judgment of the mental health of the vignette characters and emotional responses to them. Neither the provision of a depression label or continuum information influenced perceptions of the mental health of the characters in the audio-visual vignettes or participants' emotional responses to them. The findings have implications for the design of interventions to combat depression stigma with adolescents. Interventions should not necessarily target perceptions of psychiatric labels, but rather perceptions of symptomatic behaviour.

Estimating the Peer Effect on Youth Overweight and Inactivity Using an Intervention Study

ERIC Educational Resources Information Center

Quinto Romani, Annette

2014-01-01

Background: Understanding peer effect is potentially important for finding ways to combat the obesity epidemic. Nevertheless, it is not clear whether a peer effect exists because of the composition of the peer group, because the group members have similar, unobserved individual characteristics, or because of an endogenous effect. Methods: This…

Focusing on Content: Discourse in L2 Peer Review Groups

ERIC Educational Resources Information Center

Vorobel, Oksana; Kim, Deoksoon

2014-01-01

Recent studies on peer review groups in second language classes have focused on various topics, including collaboration (Carr, 2008) and the effect of peer review versus teacher feedback on students' writing (Zhang, 1995). One area that has received little attention is the content of students' speech during peer review. This longitudinal case…

Multi-Disciplinary Peer-Mark Moderation of Group Work

ERIC Educational Resources Information Center

Willmot, Peter; Pond, Keith

2012-01-01

Self and peer assessment offers benefits for enhancing student learning. Peer moderation provides a convenient solution for awarding individual marks in group assignments. This paper provides a significant review of peer-mark moderation, and describes an award winning, web-based tool that was developed in the UK and is now spreading across the…

Group Projects in Interior Design Studio Classes: Peer Feedback Benefits

ERIC Educational Resources Information Center

Jurado, Juan A.

2011-01-01

Group projects have been shown to be effective for providing peer feedback in classrooms. While students in regular enrollment classes benefit from peer feedback, low-enrollment classes face many challenges. This study compares peer feedback effectiveness between two interior design studio classes with different design projects. In one class,…

Relations among Chronic Peer Group Rejection, Maladaptive Behavioral Dispositions, and Early Adolescents' Peer Perceptions

ERIC Educational Resources Information Center

Ladd, Gary W.; Ettekal, Idean; Kochenderfer-Ladd, Becky; Rudolph, Karen D.; Andrews, Rebecca K.

2014-01-01

Adolescents' perceptions of peers' relational characteristics (e.g., support, trustworthiness) were examined for subtypes of youth who evidenced chronic maladaptive behavior, chronic peer group rejection, or combinations of these risk factors. Growth mixture modeling was used to identify subgroups of participants within a normative…

An Analysis of Peer Feedback Exchanged in Group Supervision

ERIC Educational Resources Information Center

Wahesh, Edward; Kemer, Gulsah; Willis, Ben T.; Schmidt, Christopher D.

2017-01-01

The authors examined the peer feedback exchanged in 2 supervision groups of counselors-in-training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight-oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and…

Self, Peer and Group Assessment in E-Learning

ERIC Educational Resources Information Center

Roberts, Tim S.

2006-01-01

Contributions from researchers and practitioners involved in self, peer and group assessment in an online or e-learning environment investigate how assessment practices can be used to assist and improve the learning process. The book describes the principal characteristics of self, peer and group assessment; presents guidelines for effective…

42 CFR 52h.6 - Availability of information.

Code of Federal Regulations, 2010 CFR

2010-10-01

... a peer review group will be available for public inspection and copying to the extent provided by... regulations (45 CFR parts 5, 5b). (b) Meetings of peer review groups reviewing grant applications or contract... by peer review groups that contain trade secrets or commercial or financial information obtained from...

The Collaborative Peer Supervision Group Project: A Continuing Education Model to Promote Professional Competence

ERIC Educational Resources Information Center

Thomasgard, Michael; Warfield, Janeece

2005-01-01

Thomasgard, a physician, and Warfield, a psychologist, describe the multidisciplinary Collaborative Peer Supervision Group Project, originally developed and implemented in Columbus, Ohio. Collaborative Peer Supervision Groups (CPSGs) foster the development of case-based, interdisciplinary, continuing education. CPSGs are designed to improve the…

Perceived peer drinking norms and responsible drinking in UK university settings.

PubMed

Robinson, Eric; Jones, Andrew; Christiansen, Paul; Field, Matt

2014-09-01

Heavy drinking is common among students at UK universities. US students overestimate how much their peers drink and correcting this through the use of social norm messages may promote responsible drinking. We tested whether there is an association between perceived campus drinking norms and usual drinking behavior in UK university students and whether norm messages about responsible drinking correct normative misperceptions and increase students' intentions to drink responsibly. 1,020 UK university students took part in an online study. Participants were exposed to one of five message types: a descriptive norm, an injunctive norm, a descriptive and injunctive norm, or one of two control messages. Message credibility was assessed. Afterwards participants completed measures of intentions to drink responsibly and we measured usual drinking habits and perceptions of peer drinking. Perceptions of peer drinking were associated modestly with usual drinking behavior, whereby participants who believed other students drank responsibly also drank responsibly. Norm messages changed normative perceptions, but not in the target population of participants who underestimated responsible drinking in their peers at baseline. Norm messages did not increase intentions to drink responsibly and although based on accurate data, norm messages were not seen as credible. In this UK based study, although perceived social norms about peer drinking were associated with individual differences in drinking habits, campus wide norm messages about responsible drinking did not affect students' intentions to drink more responsibly. More research is required to determine if this approach can be applied to UK settings.

When Elementary Students Change Peer Groups: Intragroup Centrality, Intergroup Centrality, and Self-Perceptions of Popularity

ERIC Educational Resources Information Center

Jones, Martin H.; Estell, David B.

2010-01-01

The current study follows two cohorts of fourth and fifth graders across 1 school year to better understand why some students change peer groups. The study focuses on popularity and intragroup social status. We examined whether differences between individuals' and group members' self-perceptions of popularity were related to changing peer groups.…

Implementing peer tutoring in a graduate medical education programme.

PubMed

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

2010-06-01

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

7 CFR 3400.10 - Establishment and operation of peer review groups.

Code of Federal Regulations, 2011 CFR

2011-01-01

... INSTITUTE OF FOOD AND AGRICULTURE SPECIAL RESEARCH GRANTS PROGRAM Scientific Peer Review of Research Grant Applications § 3400.10 Establishment and operation of peer review groups. Subject to § 3400.5, the...

Expanding Group Peer Review: A Proposal for Medical Education Scholarship.

PubMed

Dumenco, Luba; Engle, Deborah L; Goodell, Kristen; Nagler, Alisa; Ovitsh, Robin K; Whicker, Shari A

2017-02-01

After participating in a group peer-review exercise at a workshop presented by Academic Medicine and MedEdPORTAL editors at the 2015 Association of American Medical Colleges Medical Education Meeting, the authors realized that the way their work group reviewed a manuscript was very different from the way by which they each would have reviewed the paper as an individual. Further, the group peer-review process yielded more robust feedback for the manuscript's authors than did the traditional individual peer-review process. This realization motivated the authors to reconvene and collaborate to write this Commentary to share their experience and propose the expanded use of group peer review in medical education scholarship.The authors consider the benefits of a peer-review process for reviewers, including learning how to improve their own manuscripts. They suggest that the benefits of a team review model may be similar to those of teamwork and team-based learning in medicine and medical education. They call for research to investigate this, to provide evidence to support group review, and to determine whether specific paper types would benefit most from team review (e.g., particularly complex manuscripts, those receiving widely disparate initial individual reviews). In addition, the authors propose ways in which a team-based approach to peer review could be expanded by journals and institutions. They believe that exploring the use of group peer review potentially could create a new methodology for skill development in research and scholarly writing and could enhance the quality of medical education scholarship.

Peer-led and professional-led group interventions for people with co-occurring disorders: a qualitative study.

PubMed

Pallaveshi, Luljeta; Balachandra, Krishna; Subramanian, Priya; Rudnick, Abraham

2014-05-01

This pilot study evaluated the experience of people with co-occurring disorders (mental illness and addiction) in relation to peer-led and professional-led group interventions. The study used a qualitative (phenomenological) approach to evaluate the experience of a convenience sample of 6 individuals with co-occurring disorders who participated in up to 8 sessions each of both peer-led and professional-led group interventions (with a similar rate of attendance in both groups). The semi-structured interview data were coded and thematically analyzed. We found 5 themes within and across the 2 interventions. In both groups, participants experienced a positive environment and personal growth, and learned, albeit different things. They were more comfortable in the peer-led group and acquired more knowledge and skills in the professional-led group. Offering both peer-led and professional-led group interventions to people with co-occurring disorders may be better than offering either alone.

Evaluation of a peer-led drug abuse risk reduction project for runaway/homeless youths.

PubMed

Fors, S W; Jarvis, S

1995-01-01

The purpose of this study was to evaluate the Drug Prevention in Youth risk reduction program that was implemented in shelters for runaway/homeless youths in the Southeastern United States. The program focuses on knowledge, attitudes and skills that can help this group of high risk young people minimize the serious negative consequences of drug abuse. An evaluation strategy was developed so comparisons could be made between peer-led, adult-led and non-intervention groups. Dependent samples t tests and least squares ANCOVAS were used to measure pretest-posttest differences both within and between groups. Results indicate that the peer-led groups were more successful than the other two groups, and that program effects were the most powerful with the youngest group of shelter clients. Process evaluation revealed important factors related to group leader training and group management. It is concluded that well-trained and motivated peer/near peer leaders have particularly valuable contributions to make with regard to drug abuse risk reduction for shelter clients.

Young Children’s Affective Responses to Acceptance and Rejection From Peers: A Computer-based Task Sensitive to Variation in Temperamental Shyness and Gender

PubMed Central

Howarth, Grace Z.; Guyer, Amanda E.; Pérez-Edgar, Koraly

2013-01-01

This study presents a novel task examining young children’s affective responses to evaluative feedback—specifically, social acceptance and rejection—from peers. We aimed to determine (1) whether young children report their affective responses to hypothetical peer evaluation predictably and consistently, and (2) whether young children’s responses to peer evaluation vary as a function of temperamental shyness and gender. Four- to seven-year-old children (N = 48) sorted pictures of unknown, similar-aged children into those with whom they wished or did not wish to play. Computerized peer evaluation later noted whether the pictured children were interested in a future playdate with participants. Participants then rated their affective responses to each acceptance or rejection event. Children were happy when accepted by children with whom they wanted to play, and disappointed when these children rejected them. Highly shy boys showed a wider range of responses to acceptance and rejection based on initial social interest, and may be particularly sensitive to both positive and negative evaluation. Overall, the playdate task captures individual differences in affective responses to evaluative peer feedback and is potentially amenable to future applications in research with young children, including pairings with psychophysiological measures. PMID:23997429

Overweight during childhood and internalizing symptoms in early adolescence: The mediating role of peer victimization and the desire to be thinner.

PubMed

Pryor, Laura; Brendgen, Mara; Boivin, Michel; Dubois, Lise; Japel, Christa; Falissard, Bruno; Tremblay, Richard E; Côté, Sylvana M

2016-09-15

Overweight is associated with depression and anxiety among adults. It is unclear whether this association begins in childhood. Overweight among children is associated with a higher risk of peer victimization, and may mediate an association between overweight and internalizing symptoms. No study has tested this hypothesis in a longitudinal population-based sample using developmental trajectories of overweight in middle childhood. Data was drawn from the population-based Quebec Longitudinal Study of Child Development. A three-group trajectory model of overweight development (6-12 years) was previously identified using a semi-parametric group-based approach (n=1678): "early-onset" (11.0%), "late-onset" (16.6%) and "never overweight" (72.5%). Mediation models tested the link between overweight status and child-reported depression and anxiety at 13 years via peer victimization and body dissatisfaction. Children on an early-onset overweight trajectory were at increased risk for both depression (B=.318, 95% CI=.141;.496) and anxiety (B=.262, 95% CI=.09;.44) at 13 years. These direct associations were mediated by peer victimization and subsequent desire to be thinner. Children on a late-onset childhood overweight trajectory were at increased risk for both depression (B=.332, 95% CI=.187;.477) and anxiety (B=.215; 95% CI=.072;.358) at 13 years, mediated by the desire to be thinner. We were unable to control for previous levels of body dissatisfaction. Our measure of peer victimization was not specific to weight-based teasing. Overweight during middle childhood increases risk of early adolescence internalizing symptoms. Peer victimization and body dissatisfaction are partly responsible for this link. Copyright © 2016 Elsevier B.V. All rights reserved.

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.

Friendship Quality, Peer Group Affiliation, and Peer Antisocial Behavior as Moderators of the Link Between Negative Parenting and Adolescent Externalizing Behavior

PubMed Central

Lansford, Jennifer E.; Criss, Michael M.; Pettit, Gregory S.; Dodge, Kenneth A.; Bates, John E.

2009-01-01

Quality of peer relationships and perceived peer antisocial behavior were examined as moderators of the link between negative parenting and externalizing behavior problems in school from middle childhood to early adolescence. Data on negative parenting (i.e., unilateral parental decision making, low supervision and awareness, and harsh discipline) were collected from 362 parents in the summer preceding the adolescents’ entry into Grade 6. Adolescent reports of positive peer relationships and peer antisocial behavior were assessed in the winter of Grade 7. The outcome measure was teacher report of adolescent externalizing behavior in the spring of Grade 7, controlling for externalizing behavior in Grade 5. High levels of friendship quality and peer group affiliation attenuated the association between unilateral parental decision making and adolescent externalizing behavior in school; this was particularly true when adolescents associated with peers perceived to be low in antisocial behavior. In addition, having low-quality peer relationships and having peers perceived to be highly antisocial further amplified the association between unilateral parental decision making and adolescent externalizing behavior problems. Finally, high levels of friend and peer group antisocial behavior exacerbated the predictiveness of harsh discipline for adolescents’ externalizing behavior. PMID:20209019

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.

Gender influences on preschool children's social problem-solving strategies.

PubMed

Walker, Sue; Irving, Kym; Berthelsen, Donna

2002-06-01

The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.

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.

A new peer instruction method for teaching practical skills in the health sciences: an evaluation of the 'Learning Trail'.

PubMed

Dollman, James

2005-01-01

The 'Learning Trail' is an innovative application of peer-mediated instruction designed to enhance student learning in large practical classes. The strategy specifically seeks to improve participants' attention to details of protocol that are often difficult to observe during teacher-centered demonstrations to large groups. Students (n=68) at the University of South Australia trialed this strategy, in which instruction in anthropometric techniques is initiated by an instructor to a group of 3-4 students and then sent in 'waves' from one student group to the next. The final group in the sequence demonstrates the techniques to the instructor, who notes any departures from technical accuracy. As each technical module is flowing from group to group, the instructor initiates the next 'wave' with the first group, and the process is repeated until all of the relevant skills are processed. The final stage is a full class discussion during which sources of technical error are identified and resolved. In this trial, students taught skinfold measurement by the peer instructed method (PI; n=33) were compared with a traditionally instructed group (TI; n=35), in which the instructor was responsible for all information transfer. For each participant, technical errors of measurement (TEM) were calculated; the intra-tester TEM as a measure of reliability, and the inter-tester TEM, in which the student's measures are compared with those of a criterion anthropometrist to give an indication of validity. There were no differences between TI and PI groups on intra-tester TEM (p=0.24), but the PI group had a lower inter-tester TEM for pooled skinfold sites (p=0.006) and for one individual site (triceps; p=0.007), but not the other three sites. The time taken to complete the whole set of instructions did not differ between delivery modes. The results of this trial suggest that the peer-mediated strategy may be more effective than teacher-centered instruction in terms of technical accuracy in anthropometry.

Adolescents Misperceive and Are Influenced by High-Status Peers' Health Risk, Deviant, and Adaptive Behavior

ERIC Educational Resources Information Center

Helms, Sarah W.; Choukas-Bradley, Sophia; Widman, Laura; Giletta, Matteo; Cohen, Geoffrey L.; Prinstein, Mitchell J.

2014-01-01

Most peer influence research examines socialization between adolescents and their best friends. Yet, adolescents also are influenced by popular peers, perhaps due to misperceptions of social norms. This research examined the extent to which out-group and in-group adolescents misperceive the frequencies of peers' deviant, health risk, and…

In Peer Matters, Teachers Matter: Peer Group Influences on Students' Engagement Depend on Teacher Involvement

ERIC Educational Resources Information Center

Vollet, Justin W.; Kindermann, Thomas A.; Skinner, Ellen A.

2017-01-01

This study focused on the joint effects of teachers and peer groups as predictors of change in students' engagement during the first year of middle school, when the importance of peer relationships normatively increases and the quality of teacher-student relationships typically declines. To explore cumulative and contextualized joint effects, the…

Group Peer Assessment for Summative Evaluation in a Graduate-Level Statistics Course for Ecologists

ERIC Educational Resources Information Center

ArchMiller, Althea; Fieberg, John; Walker, J.D.; Holm, Noah

2017-01-01

Peer assessment is often used for formative learning, but few studies have examined the validity of group-based peer assessment for the summative evaluation of course assignments. The present study contributes to the literature by using online technology (the course management system Moodle™) to implement structured, summative peer review based on…

The Features of Peer Argumentation in Middle School Students' Scientific Inquiry

ERIC Educational Resources Information Center

Kim, Heekyong; Song, Jinwoong

2006-01-01

This study examined the features of peer argumentation in middle school students' scientific inquiry. Participants were two boys and six girls in grade 8 of a middle school in Seoul, Korea. Students engaged in open inquiry activities in small groups. Each group prepared the report for peer review and then, during the peer discussion, presented…

Adolescents' Internalizing Symptoms as Predictors of the Content of Their Facebook Communication and Responses Received from Peers.

PubMed

Ehrenreich, Samuel E; Underwood, Marion K

2016-09-01

This research examined how adolescents' internalizing symptoms, such as depression, anxiety, and loneliness, relate to the content of their Facebook communication and the responses they receive from peers on Facebook. Participants ( n = 125, 56 female, age 18) reported on their internalizing symptoms in the summer following 12 th grade, and downloaded an application to their Facebook account that stored the content of all of their Facebook communication to secure, online archive. Two months of participants' status updates and comments and peers' comments were coded for content. Relations between internalizing symptoms and Facebook communication differed for girls and boys. For girls, internalizing symptoms predicted several types of Facebook content: negative affect, somatic complaints and eliciting support. In contrast, internalizing symptoms were not related to boys' Facebook posts. Relations between internalizing symptoms and peers' responses on Facebook also differed by gender. For girls, internalizing symptoms positively predicted receiving more peer comments expressing negative affect, and peer responses offering support. For boys, internalizing symptoms did not predict any of the measured peer responses. These findings suggest that girls prone to internalizing symptoms use Facebook in ways that appear similar to co-rumination, by expressing problems to friends and receive possibly reinforcing feedback in return.

Scholarly Mentor Program: Supporting Faculty in the Writing and Publication Process

ERIC Educational Resources Information Center

Smith, Diane K.; Martinez, AnaMaria Diaz; Lanigan, Jane; Wells-Moses, Kayla; Koehler, Christian

2018-01-01

The WSU Extension Scholarly Writing Group (ESWG) is a one-year faculty development mentoring program designed to support faculty on tenure or promotion track. The ESWG was created in response to increased expectations for Extension county-based faculty to contribute to the scientific literature within their fields through peer-reviewed…

What Teaching Teaches: Mentoring and the Performance Gains of Mentors

ERIC Educational Resources Information Center

Amaral, Katie E.; Vala, Martin

2009-01-01

A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the…

Teacher Response to the Methylphenidate (Ritalin) versus Placebo Status of Hyperactive Boys in the Classroom.

ERIC Educational Resources Information Center

Whalen, Carol K.; And Others

1981-01-01

Teacher behaviors toward hyperactive boys on methylphenidate (ritalin), toward hyperactive boys on placebo, and toward normal comparison peers were compared. Teachers were more intense and controlling toward hyperactive boys on placebo, but no differences emerged between comparison and medicated groups. Need for broader monitoring of treatment…

Informal Social Support Interventions and their Role in Violence Prevention: An Agenda for Future Evaluation

ERIC Educational Resources Information Center

Budde, Stephen; Schene, Patricia

2004-01-01

There is increasing interest among policymakers and practitioners in tapping the potential of family, friends, volunteers, peer support groups, and mutual aid organizations to help prevent violence. The popularity of these informal social support (ISS) interventions stems, in part, from their flexibility, responsiveness to individual needs, and…

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…

78 FR 38331 - Media Bureau Invites Comments on Study Submitted by the Minority Media and Telecommunications...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-26

... questions than responses from the other group of stations.\\5\\ \\5\\ In the survey research literature this... appreciative of the survey design and evaluation guidance received from MMTC's volunteer peer reviewers--Dr... McGannon Communication Research Center; and Allen Hammond, Esq., Associate Dean for Faculty Development...

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

PubMed

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

2012-03-01

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

The Negative Effects of Prejudice on Interpersonal Relationships within Adolescent Peer Groups

ERIC Educational Resources Information Center

Poteat, V. Paul; Mereish, Ethan H.; Birkett, Michelle

2015-01-01

Social development theories highlight the centrality of peer groups during adolescence and their role in socializing attitudes and behaviors. In this longitudinal study, we tested the effects of group-level prejudice on ensuing positive and negative interpersonal interactions among peers over a 7-month period. We used social network analysis to…

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.

Dynamic online peer evaluations to improve group assignments in nursing e-learning environment.

PubMed

Adwan, Jehad

2016-06-01

The purpose of this research was to evaluate the use of online peer evaluation forms for online group activities in improving group project outcomes. The investigator developed and used a web-based Google Forms® self and peer evaluation form of 2 group assignments' rubric for junior and senior nursing students. The form covered elements of the assignments including: research activity, analysis of the literature, writing of report, participation in making of presentation, overall contribution to the project, and participation in the weekly group discussions. Items were rated from 1 (did not contribute) to 5 (outstanding contribution) in addition to NA when one activity did not apply. The self and peer evaluation process was conducted twice: once after group assignment 1 and once after group assignment 2. The group assignments final products were done in the form of VoiceThread online presentations that were shared with the rest of the class reflecting the groups' work on a health informatics topic of interest. Data collected as the students completed self and peer evaluations for group assignments 1 and 2. Also, optional comments regarding member performance were collected to add contextual information in addition to ratings. Students received credit for completing the peer evaluations and the grade for the particular assignment was affected by their performance based on peer evaluations of their contributions. Students' peer evaluations showed in a color-coded spreadsheet which enabled the course faculty to view real time results of students' ratings after each assignment. The faculty provided timely and tailored feedback to groups or individuals as needed, using positive feedback and commending high performance while urging struggling individual students and groups to improve lower ratings in specific areas. Comparing evaluations of both assignments, there were statistically significant improvements among all students. The mean scores of the entire sample were skewed toward the higher end of the scale, suggesting an overall high performance group. However, analysis of the lower performing individuals showed consistent and statistically significant improvements in all areas of the evaluation criteria. Anonymous peer evaluation activities and timely faculty feedback in e-Learning environment can be a useful tool to faculty to improve group performance over time by engaging the learners within their groups. Peer evaluations provided real time view of group mid-semester formative evaluations that allowed the faculty to provide timely and tailored feedback on student performance which allowed for better outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition.

PubMed

Kasari, Connie; Dean, Michelle; Kretzmann, Mark; Shih, Wendy; Orlich, Felice; Whitney, Rondalyn; Landa, Rebecca; Lord, Catherine; King, Bryan

2016-02-01

Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher-child relationship were analyzed for 137 children with ASD across four sites. On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher-child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher-child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher-child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher-child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. © 2015 Association for Child and Adolescent Mental Health.

Response to Mackenzie

ERIC Educational Resources Information Center

Peers, Chris

2014-01-01

Chris Peers begins his response to Jim Mackenzie's article, "Peers on Socrates and Plato" by asking "What is the 'masculine imaginary?'" Peers defines the term "imaginary" as it is applied in his article, "Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning" (2012) and draws…

Do Peer Relations in Adolescence Influence Health in Adulthood? Peer Problems in the School Setting and the Metabolic Syndrome in Middle-Age

PubMed Central

Gustafsson, Per E.; Janlert, Urban; Theorell, Töres; Westerlund, Hugo; Hammarström, Anne

2012-01-01

While the importance of social relations for health has been demonstrated in childhood, adolescence and adulthood, few studies have examined the prospective importance of peer relations for adult health. The aim of this study was to examine whether peer problems in the school setting in adolescence relates to the metabolic syndrome in middle-age. Participants came from the Northern Swedish Cohort, a 27-year cohort study of school leavers (effective n = 881, 82% of the original cohort). A score of peer problems was operationalized through form teachers’ assessment of each student’s isolation and popularity among school peers at age 16 years, and the metabolic syndrome was measured by clinical measures at age 43 according to established criteria. Additional information on health, health behaviors, achievement and social circumstances were collected from teacher interviews, school records, clinical measurements and self-administered questionnaires. Logistic regression was used as the main statistical method. Results showed a dose-response relationship between peer problems in adolescence and metabolic syndrome in middle-age, corresponding to 36% higher odds for the metabolic syndrome at age 43 for each SD higher peer problems score at age 16. The association remained significant after adjustment for health, health behaviors, school adjustment or family circumstances in adolescence, and for psychological distress, health behaviors or social circumstances in adulthood. In analyses stratified by sex, the results were significant only in women after adjustment for covariates. Peer problems were significantly related to all individual components of the metabolic syndrome. These results suggest that unsuccessful adaption to the school peer group can have enduring consequences for metabolic health. PMID:22761778

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.

Changing climates of conflict: A social network experiment in 56 schools.

PubMed

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M

2016-01-19

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school's social network, randomly selected seed groups of 20-32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more "social referent" students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative.

Clickers or Flashcards: Is There Really a Difference?

NASA Astrophysics Data System (ADS)

Lasry, N.

2008-04-01

A growing number of physics teachers are currently turning to instructional technologies such as wireless handheld response systems—colloquially called clickers. Two possible rationales may explain the growing interest in these devices. The first is the presumption that clickers are more effective instructional instruments. The second rationale is somewhat reminiscent of Martin Davis' declaration when purchasing the Oakland Athletics: "As men get older, the toys get more expensive." Although personally motivated by both of these rationales, the effectiveness of clickers over inexpensive low-tech flashcards remains questionable. Thus, the first half of this paper presents findings of a classroom study comparing the differences in student learning between a Peer Instruction group using clickers and a Peer Instruction group using flashcards. Having assessed student learning differences, the second half of the paper describes differences in teaching effectiveness between clickers and flashcards.

Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style.

PubMed

Ellis, Wendy; Zarbatany, Lynne; Chen, Xinyin; Kinal, Megan; Boyko, Lisa

2018-01-01

Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M age  = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were observed in a limited-resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Evaluation of the Inhalation Carcinogenicity of Ethylene Oxide ...

EPA Pesticide Factsheets

EPA is seeking peer review of the scientific basis supporting the human health hazard and dose-response assessment of ethylene oxide (cancer) that will appear in the Integrated Risk Information System (IRIS) database. EPA seeks external peer review on how the Agency responded to the SAB panel recommendations, the exposure-response modeling of epidemiologic data, including new analyses since the 2007 external peer review, and on the adequacy, transparency, and clarity of the revised draft. The peer review will include an opportunity for the public to address the peer reviewers.

Neural correlates of prosocial peer influence on public goods game donations during adolescence.

PubMed

Van Hoorn, Jorien; Van Dijk, Eric; Güroğlu, Berna; Crone, Eveline A

2016-06-01

A unique feature of adolescent social re-orientation is heightened sensitivity to peer influence when taking risks. However, positive peer influence effects are not yet well understood. The present fMRI study tested a novel hypothesis, by examining neural correlates of prosocial peer influence on donation decisions in adolescence. Participants (age 12-16 years; N = 61) made decisions in anonymous groups about the allocation of tokens between themselves and the group in a public goods game. Two spectator groups of same-age peers-in fact youth actors-were allegedly online during some of the decisions. The task had a within-subjects design with three conditions: (1) EVALUATION: spectators evaluated decisions with likes for large donations to the group, (2) Spectator: spectators were present but no evaluative feedback was displayed and (3) Alone: no spectators nor feedback. Results showed that prosocial behavior increased in the presence of peers, and even more when participants received evaluative feedback from peers. Peer presence resulted in enhanced activity in several social brain regions including medial prefrontal cortex, temporal parietal junction (TPJ), precuneus and superior temporal sulcus. TPJ activity correlated with donations, which suggests similar networks for prosocial behavior and sensitivity to peers. These findings highlight the importance of peers in fostering prosocial development throughout adolescence. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Challenging Gender Stereotypes: Theory of Mind and Peer Group Dynamics

PubMed Central

Mulvey, Kelly Lynn; Rizzo, Michael T.; Killen, Melanie

2016-01-01

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. PMID:26395753

The ethics of peer review in bioethics.

PubMed

Wendler, David; Miller, Franklin

2014-10-01

A good deal has been written on the ethics of peer review, especially in the scientific and medical literatures. In contrast, we are unaware of any articles on the ethics of peer review in bioethics. Recognising this gap, we evaluate the extant proposals regarding ethical standards for peer review in general and consider how they apply to bioethics. We argue that scholars have an obligation to perform peer review based on the extent to which they personally benefit from the peer review process. We also argue, contrary to existing proposals and guidelines, that it can be appropriate for peer reviewers to benefit in their own scholarship from the manuscripts they review. With respect to bioethics in particular, we endorse double-blind review and suggest several ways in which the peer review process might be improved. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Neural Responses to Peer Rejection in Anxious Adolescents: Contributions from the Amygdala-Hippocampal Complex

ERIC Educational Resources Information Center

Lau, Jennifer Y. F.; Guyer, Amanda E.; Tone, Erin B.; Jenness, Jessica; Parrish, Jessica M.; Pine, Daniel S.; Nelson, Eric E.

2012-01-01

Peer rejection powerfully predicts adolescent anxiety. While cognitive differences influence anxious responses to social feedback, little is known about neural contributions. Twelve anxious and twelve age-, gender- and IQ-matched, psychiatrically healthy adolescents received "not interested" and "interested" feedback from unknown peers during a…

Response Switching and Self-Efficacy in Peer Instruction Classrooms

ERIC Educational Resources Information Center

Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-01-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide…

Conversational Responsiveness of Speech- and Language-Impaired Preschoolers.

ERIC Educational Resources Information Center

Hadley, Pamela A.; Rice, Mabel L.

1991-01-01

This study of 18 preschoolers' conversational responsiveness in an integrated classroom setting during free play found that language-impaired and speech-impaired children were ignored by their peers and responded less often when a peer initiated to them. Results suggest that peer interaction difficulties may be concomitant consequences of early…

Item Response Theory for Peer Assessment

ERIC Educational Resources Information Center

Uto, Masaki; Ueno, Maomi

2016-01-01

As an assessment method based on a constructivist approach, peer assessment has become popular in recent years. However, in peer assessment, a problem remains that reliability depends on the rater characteristics. For this reason, some item response models that incorporate rater parameters have been proposed. Those models are expected to improve…

Pressure to Drink but Not to Smoke: Disentangling Selection and Socialization in Adolescent Peer Networks and Peer Groups

ERIC Educational Resources Information Center

Kiuru, Noona; Burk, William J.; Laursen, Brett; Salmela-Aro, Katariina; Nurmi, Jari-Erik

2010-01-01

This paper examined the relative influence of selection and socialization on alcohol and tobacco use in adolescent peer networks and peer groups. The sample included 1419 Finnish secondary education students (690 males and 729 females, mean age 16 years at the outset) from nine schools. Participants identified three school friends and described…

Workplace peer educators and stress.

PubMed

Dickinson, David; Kgatea, Kabelo Duncan

2008-11-01

Peer educators form an important component of company responses to HIV and AIDS. Based on interviews with peer educators working in and around a mining company in South Africa's North-West Province, the study examines the relationship between involvement in peer education and stress. The paper discusses how becoming a peer educator can be a response to the often personal stress brought about by the HIV epidemic. In addition, structural difficulties, skills deficiencies and other obstacles to effective communication with their peers can create stress. The stress that active peer education brings to individuals is discussed, particularly in regard to the embeddedness of peer educators within their communities. The need for confidentiality also magnifies stress in the case of individuals who disregard peer educators' advice. Peer educators face many stresses in managing and supporting their own lives, thus their (voluntary) work as peer educators should not be taken out of context. Using this approach, we discuss how the role of peer educator should be conceptualised and how they can be organised and supported in order that their stress be minimised and effective engagement maximised.

Peer assisted learning: teaching dental skills and enhancing graduate attributes.

PubMed

Cameron, D A; Binnie, V I; Sherriff, A; Bissell, V

2015-09-25

This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

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.

Peering is not a formal indicator of subordination in bonobos (Pan paniscus).

PubMed

Stevens, Jeroen M G; Vervaecke, Hilde; De Vries, Han; Van Elsacker, Linda

2005-03-01

It has been suggested that peering behavior in bonobos is a formal signal acknowledging social dominance status. We investigated whether peering meets the published criteria for a formal signal of subordination in five captive groups of bonobos. The degree of linearity in the set of peering relationships was significantly high in all study groups, and a linear rank order was found. However, unidirectionality was low, and there was little correspondence between the peering order and the agonistic dominance rank. Therefore, peering does not satisfy the criteria of a formal subordination indicator. We also studied the relation between peering and agonistic dominance rank, age, and sex. Animals directed peering significantly more often at high-ranking animals in four of the groups. We suggest that peering is indirectly related to dominance rank by the resource-holding potential of individuals. In contexts where dominant individuals can monopolize resources, peerers may direct their attention at those high-ranking animals. When resources are distributed more evenly, high-ranking animals may peer down the hierarchy. We speculate on the reasons why a formal dominance or subordination signal appears to be absent in bonobos. Copyright (c) 2005 Wiley-Liss, Inc.

On Leadership and Fitting in: Dominant Understandings of Masculinities within an Early Primary Peer Group

ERIC Educational Resources Information Center

Keddie, Amanda

2003-01-01

This paper argues the importance of examining the collective dimension of masculinities in the early school years through a description of a study into children's (young males') peer group relations. Specifically, the paper attends to the significance of the peer group in shaping behaviour, and in particular exaggerated "masculine"…

Regimes of Risk: The Need for a Pedagogy for Peer Groups

ERIC Educational Resources Information Center

Hickey, Christopher; Fitzclarence, Lindsay

2004-01-01

Peer groups matter more than we think. In this paper we assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is, we argue, inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence…

Comparative Financial Statistics for Public Two-Year Colleges: FY 1991 Peer Groups Sample.

ERIC Educational Resources Information Center

Dickmeyer, Nathan; Cirino, Anna Marie

Comparative financial information, derived from two national surveys of 503 public two-year colleges, is presented in this report for fiscal year (FY) 1990-91. The report includes statistics for the national sample and six peer groups, space for colleges to compare their institutional statistics with national and peer groups, and tables, bar…

Position in the Peer Group's Perceived Organizational Structure: Relation to Social Status and Friendship.

ERIC Educational Resources Information Center

Lease, A. Michele; Axelrod, Jennifer L.

2001-01-01

Compared adolescent's position in the perceived peer group organization with measures of social status and mutual friendship among fourth- through sixth-graders. Found that peer group members who were marginal in the perceived structure were more likely than others to have a rejected status and be friendless. However, most rejected students were…

Factors associated with acceptance of peers with mental health problems in childhood and adolescence.

PubMed

Swords, Lorraine; Heary, Caroline; Hennessy, Eilis

2011-09-01

Research suggests that children's reactions to peers with mental health problems are related to the maintenance and outcomes of these problems. However, children's perceptions of such peers, particularly those with internalising problems, are neither well researched nor understood. The present study aimed to test a series of models relating socio-demographic and attributional variables to the acceptance of hypothetical boys and girls with attention deficit hyperactivity disorder (ADHD) and depression. A sample of 595 participants, drawn from five different age-groups spanning early childhood to late adolescence, completed a booklet of questions in response to two vignettes describing the behaviour of hypothetical target peers with depression and ADHD. The sample was drawn from schools randomly selected in the east of Ireland. The models indicated that age and gender of the participant, and the perceived responsibility of the target character for his/her condition, were the three most important predictors of acceptance in all models. However, the relationship between these variables and acceptance varied depending on the gender of the target child and the condition (depression or ADHD) in the models tested. The findings of the study suggest that the relationships between socio-demographic and attributional variables and acceptance of peers with mental health problems depend on the type of mental health problem under consideration. The findings have implications for the development of information and education programmes to improve the integration of children with mental health problems. © 2011 The Authors. Journal of Child Psychology and Psychiatry © 2011 Association for Child and Adolescent Mental Health.

Associations between maternal negative affect and adolescent's neural response to peer evaluation

PubMed Central

Tan, Patricia Z.; Lee, Kyung Hwa; Dahl, Ronald E.; Nelson, Eric E.; Stroud, Laura J.; Siegle, Greg J.; Morgan, Judith K.; Silk, Jennifer S.

2016-01-01

Parenting is often implicated as a potential source of individual differences in youths’ emotional information processing. The present study examined whether parental affect is related to an important aspect of adolescent emotional development, response to peer evaluation. Specifically, we examined relations between maternal negative affect, observed during parent–adolescent discussion of an adolescent-nominated concern with which s/he wants parental support, and adolescent neural responses to peer evaluation in 40 emotionally healthy and depressed adolescents. We focused on a network of ventral brain regions involved in affective processing of social information: the amygdala, anterior insula, nucleus accumbens, and subgenual anterior cingulate, as well as the ventrolateral prefrontal cortex. Maternal negative affect was not associated with adolescent neural response to peer rejection. However, longer durations of maternal negative affect were associated with decreased responsivity to peer acceptance in the amygdala, left anterior insula, subgenual anterior cingulate, and left nucleus accumbens. These findings provide some of the first evidence that maternal negative affect is associated with adolescents’ neural processing of social rewards. Findings also suggest that maternal negative affect could contribute to alterations in affective processing, specifically, dampening the saliency and/or reward of peer interactions during adolescence. PMID:24613174

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

PubMed

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

2017-09-01

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

Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

PubMed Central

Briggs, Charlotte L.; Doubleday, Alison F.

2016-01-01

Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning. PMID:29349309

Students with reading and spelling disabilities: peer groups and educational attainment in secondary education.

PubMed

Kiuru, Noona; Haverinen, Kaisa; Salmela-Aro, Katariina; Nurmi, Jari-Erik; Savolainen, Hannu; Holopainen, Leena

2011-01-01

The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities were assessed at age 16 with the Finnish dyslexia screening test. The students also completed a sociometric nomination measure that was used to identify their peer groups. Register information on participants' school grades also was available, and educational attainment in secondary education was recorded 5 years after completion of the 9 years of basic education. The results revealed that the members of adolescent peer groups resembled each other in reading disabilities but not in those of spelling. Reading disabilities and academic achievement shared within the peer group also contributed to educational attainment in secondary education. Finally, reading disabilities played a larger role in educational attainment among males than among females.

Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs.

PubMed

Briggs, Charlotte L; Doubleday, Alison F

2016-01-01

Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.

Response switching and self-efficacy in Peer Instruction classrooms

NASA Astrophysics Data System (ADS)

Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-06-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or to reduce stressful experiences (i.e., high-stakes testing) early in the semester, in the hope that this will improve student learning in Peer Instruction classrooms.

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.

Observations of adolescent peer resistance skills following a classroom-based healthy relationship program: a post-intervention comparison.

PubMed

Wolfe, David A; Crooks, Claire V; Chiodo, Debbie; Hughes, Raymond; Ellis, Wendy

2012-04-01

This study examines peer resistance skills following a 21-lesson classroom-based intervention to build healthy relationships and decrease abusive and health-risk behaviors among adolescents. The Fourth R instructs students in positive relationship skills, such as negotiation and delay, for navigating challenging peer and dating scenarios. Observational data from 196 grade 9 students participating in a larger cluster randomized controlled trial were used to evaluate post-intervention acquisition of peer resistance skills. Pairs of students engaged in a role play paradigm with older student actors, where they were subjected to increasing pressure to comply with peer requests related to drugs and alcohol, bullying, and sexual behavior. Specific and global measures of change in peer resistance responses were obtained from two independent sets of observers, blinded to condition. Specific peer resistance responses (negotiation, delay, yielding to pressure, refusal, and compliance) were coded by research assistants; global peer resistance responses were rated by teachers from other schools (thinking / inquiry, application, communication, and perceived efficacy). Students who received the intervention were more likely to demonstrate negotiation skills and less likely to yield to negative pressure relative to controls. Intervention students were also more likely to use delay than controls; control girls were more likely to use refusal responses; the number of times students complied with peer requests did not differ. Teacher ratings demonstrated significant main effects favoring intervention youth on all measures. Program and research implications are highlighted.

Coping with Aging and Amputation

MedlinePlus

... Find Support Certified Peer Visitor (CPV) Program Support Group Network Support Group Meeting Calendar Hospital/Rehab Facility Partners ... Find Support Certified Peer Visitor (CPV) Program Support Group Network Support Group Meeting Calendar Hospital/Rehab Facility Partners ...

Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder.

PubMed

Estes, Annette; Munson, Jeffrey; John, Tanya St; Dager, Stephen R; Rodda, Amy; Botteron, Kelly; Hazlett, Heather; Schultz, Robert T; Zwaigenbaum, Lonnie; Piven, Joseph; Guralnick, Michael J

2018-04-01

Preschool-aged siblings of children with ASD are at high-risk (HR) for ASD and related challenges, but little is known about their emerging peer competence and friendships. Parents are the main providers of peer-relationship opportunities during preschool. Understanding parental challenges supporting early peer relationships is needed for optimal peer competence and friendships in children with ASD. We describe differences in peer relationships among three groups of preschool-aged children (15 HR-ASD, 53 HR-NonASD, 40 low-risk, LR), and examine parent support activities at home and arranging community-based peer activities. Children with ASD demonstrated precursors to poor peer competence and friendship outcomes. Parents in the HR group showed resilience in many areas, but providing peer opportunities for preschool-age children with ASD demanded significant adaptations.

Comparison of instructor-led versus peer-led debriefing in nursing students.

PubMed

Roh, Young Sook; Kelly, Michelle; Ha, Eun Ho

2016-06-01

Despite its widespread support, the most effective simulation-based debriefing method has little evidence to support its efficacy. In this study, we compared the effect of peer-led and instructor-led debriefing among nursing students. The study was conducted with a non-equivalent control group using a pretest-post-test design. A convenience sample of third-year nursing students was used for the study, where 65 students enrolled in a 2-week clinical placement rotation were randomly assigned to the instructor-led group or peer-led group. The quality of cardiopulmonary resuscitation skills, satisfaction with simulation, and quality of debriefing in the peer-led group were compared to those in the instructor-led group. Group differences at each testing interval were analyzed using independent t-test. Nursing students in the instructor-led debriefing group showed better subsequent cardiopulmonary resuscitation performance, more satisfaction with simulation experience, and higher debriefing scores compared to the peer-led group. From our study, instructor-led debriefing is an effective method in improving skills performance, inducing favorable satisfaction, and providing better quality of debriefing among nursing students. © 2016 John Wiley & Sons Australia, Ltd.

Emotional hyperreactivity in response to childhood abuse by primary caregivers in patients with borderline personality disorder.

PubMed

Lobbestael, Jill; Arntz, Arnoud

2015-09-01

One of the core postulated features of borderline personality disorder (BPD) is extreme emotional reactivity to a wide array of evocative stimuli. Findings from previous experimental research however are mixed, and some theories suggest specificity of hyper emotional responses, as being related to abuse, rejection and abandonment only. The current experiment examines the specificity of emotional hyperreactivity in BPD. The impact of four film clips (BPD-specific: childhood abuse by primary caregivers; BPD-nonspecific: peer bullying; positive; and neutral) on self-reported emotional affect was assessed in three female groups; BPD-patients (n = 24), cluster C personality disorder patients (n = 17) and non-patient controls (n = 23). Results showed that compared to the neutral film clip, BPD-patients reacted with more overall negative affect following the childhood abuse clip, and with more anger following the peer bullying clip than the two other groups. The current study was restricted to assessment of the impact of evocative stimuli on self-reported emotions, and the order in which the film clips were presented to the participants was fixed. Results suggest that BPD-patients only react generally excessively emotional to stimuli related to childhood abuse by primary caregivers, and with excessive anger to peer-bullying stimuli. These findings are thus not in line with the core idea of general emotional hyperreactvity in BPD. Copyright © 2015 Elsevier Ltd. All rights reserved.

7 CFR 3400.14 - Proposal review.

Code of Federal Regulations, 2010 CFR

2010-01-01

... SERVICE, DEPARTMENT OF AGRICULTURE SPECIAL RESEARCH GRANTS PROGRAM Scientific Peer Review of Research... employees of the Department, the respective peer review group, and ad hoc reviewers, as required. Written...-depth discussions will be provided by peer review group members prior to recommending applications for...

Synchronous Symmetrical Support: A Naturalistic Study of Live Online Peer-to-Peer Learning via Software Videoconferencing

ERIC Educational Resources Information Center

Scott, Peter; Castaneda, Linda; Quick, Kevin; Linney, Jon

2009-01-01

This paper reports on a naturalistic study of peer-to-peer learning, in a live, online video meeting context. Over a six-month period a group of international students of animation attended 99 live, online "study group" events amounting to around 120 hours of live "broadcast meeting time". Some meetings were very large, with up to 34 participants,…

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

Specialized disaster behavioral health training: Its connection with response, practice, trauma health, and resilience

PubMed Central

Atkins, Christiana D.; Burnett,, Harvey J.

2016-01-01

Abstract This study examined the relationship between having training in key disaster behavioral health (DBH) interventions and trauma health (compassion fatigue, burnout and compassion satisfaction), resilience, the number of crisis responses participated in within the last year, and the frequency of assembling to practice crisis interventions skills. Data was collected from a convenience sample of disaster behavioral health responders (N = 139) attending a training conference in Michigan. Measures included the Professional Quality of Life Scale, the 14-item Resilience Scale, and a demographic questionnaire. Point biserial correlations revealed that having training in large and small group crisis interventions and individual and peer crisis interventions was significantly correlated with higher resilience and lower levels of burnout. Psychological First Aid was not significantly associated with any of the trauma health variables or with resilience. Compassion fatigue and compassion satisfaction were not significantly associated with DBH training. Chi-square tests for independence found no significant association between key DBH training strategies and the number of crisis responses participated in within the past year and the frequency of assembling to practice crisis interventions skills. These findings suggest that completing training in both, large and small group and individual and peer crisis intervention techniques may help to increase resiliency and reduce burnout among disaster behavioral health providers. PMID:28229015

Associations among Children's Social Goals, Responses to Peer Conflict, and Teacher-Reported Behavioral and Academic Adjustment at School

ERIC Educational Resources Information Center

Ojanen, Tiina; Smith-Schrandt, Heather L.; Gesten, Ellis

2013-01-01

This study examined associations among children's agentic (social influence, status, power) and communal (relationship, affiliation) goals for peer interaction, cognitive and affective responses to hypothetical peer conflict, and teacher-reported achievement and behavior at school ("N" = 367; "M" age = 9.9 years). Agentic goals…

Exploring Students' Emotional Responses and Participation in an Online Peer Assessment Activity: A Case Study

ERIC Educational Resources Information Center

Cheng, Kun-Hung; Hou, Huei-Tse; Wu, Sheng-Yi

2014-01-01

In the social interactions among individuals of learning communities, including those individuals engaged in peer assessment activities, emotion may be a key factor in learning. However, research regarding the emotional response of learners in online peer assessment activities is relatively scarce. Detecting learners' emotion when they make…

Blog-Based Peer Response for L2 Writing Revision

ERIC Educational Resources Information Center

Pham, Vu Phi Ho; Usaha, Siriluck

2016-01-01

Few studies have been conducted to see how blog-based peer response helps students to improve their writing revisions. The present study investigates peer comments made through blogs, the nature of the comments and their areas of focus, and the ratios of students incorporating suggestions made through blog-based comments into revisions of their…

Maternal Influences on Youth Responses to Peer Stress

ERIC Educational Resources Information Center

Abaied, Jamie L.; Rudolph, Karen D.

2011-01-01

Understanding how youths develop particular styles of responding to stress is critical for promoting effective coping. This research examined the prospective, interactive contribution of maternal socialization of coping and peer stress to youth responses to peer stress. A sample of 144 early adolescents (mean age = 12.44 years, SD = 1.22) and…

Identity development as a buffer of adolescent risk behaviors in the context of peer group pressure and control.

PubMed

Dumas, Tara M; Ellis, Wendy E; Wolfe, David A

2012-08-01

We examined identity development as a moderator of the relation between peer group pressure and control and adolescents' engagement in risk behaviors. Participants (n=1070; M(age)=15.45 years) completed a self-report measure of identity exploration, the degree to which they have explored a variety of self-relevant values, beliefs and goals, and identity commitment, the degree to which they have secured a personal identity. Participants further reported on their frequency of risk behaviors (substance use and general deviancy) and experienced peer group pressure and control. Results confirmed that identity commitment was a buffer of substance use and identity exploration was a buffer of general deviancy in more pressuring peer groups. In more controlling peer groups, teens with greater identity commitment engaged in less risk behavior than teens with low-identity commitment. Thus, identity development may be a suitable target to deter negative effects of peer pressure in high-risk adolescents. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Evaluation of the peer teaching program at the University Children´s Hospital Essen - a single center experience.

PubMed

Büscher, Rainer; Weber, Dominik; Büscher, Anja; Hölscher, Maite; Pohlhuis, Sandra; Groes, Bernhard; Hoyer, Peter F

2013-01-01

Since 1986 medical students at the University Children's Hospital Essen are trained as peers in a two week intensive course in order to teach basic paediatric examination techniques to younger students. Student peers are employed by the University for one year. Emphasis of the peer teaching program is laid on the mediation of affective and sensomotorical skills e.g. get into contact with parents and children, as well as manual paediatric examination techniques. The aim of this study is to analyse whether student peers are able to impart specific paediatric examination skills as good as an experienced senior paediatric lecturer. 123 students were randomly assigned to a group with either a senior lecturer or a student peer teacher. Following one-hour teaching-sessions in small groups students had to demonstrate the learned skills in a 10 minute modified OSCE. In comparison to a control group consisting of 23 students who never examined a child before, both groups achieved a significantly better result. Medical students taught by student peers almost reached the same examination result as the group taught by paediatric teachers (21,7±4,1 vs. 22,6±3,6 of 36 points, p=0,203). Especially the part of the OSCE where exclusively practical skills where examined revealed no difference between the two groups (7,44±2,15 vs. 7,97±1,87 of a maximum of 16 points, p=0,154). The majority of students (77%) evaluated peer teaching as stimulating and helpful. The results of this quantitative teaching study reveal that peer teaching of selected skills can be a useful addition to classical paediatric teaching classes.

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.

TOO COOL FOR SCHOOL? VIOLENCE, PEER STATUS, AND HIGH SCHOOL DROPOUT*

PubMed Central

Staff, Jeremy; Kreager, Derek A.

2014-01-01

Research shows that peer status in adolescence is positively associated with school achievement and adjustment. However, subculture theories of juvenile delinquency and school-based ethnographies suggest that (1) disadvantaged boys are often able to gain some forms of peer status through violence and (2) membership in violent groups undermines educational attainment. Building on these ideas, we use peer network data from the National Longitudinal Study of Adolescent Health (Add Health) to examine whether peer status within highly violent groups increases male risks of high school dropout. Consistent with the subcultural argument, we find that disadvantaged boys with high status in violent groups are at much greater risks of high school dropout than other students. PMID:25484458

An Examination of Reciprocal Associations Between Social Preference, Popularity, and Friendship during Early Adolescence.

PubMed

Stotsky, Miriam T; Bowker, Julie C

2018-04-03

Getting along with peers becomes increasingly important to health and well-being during early adolescence (10-14 years). Young adolescents may succeed with peers when they are well-liked by and popular among the larger peer group (or at the group-level of social complexity). They might also fare well with peers when they are able to form numerous mutual and high quality friendships (at the dyadic-level of social complexity). Theory emphasizes the interrelatedness of different types of peer experiences, but few longitudinal studies have examined the interplay among and between group- and dyadic-level peer experiences in the same study. As a result, it is not known whether group-level peer experiences are predictors of dyadic-level peer experiences, and/or vice versa. To address this limitation, this study examined the prospective and reciprocal relations between four indices of peer experiences, preference (or being highly liked and not disliked by peers), popularity (or having a reputation as popular), friendship quantity (or having many mutual friends), and friendship or relationship quality, during early adolescence. Participants were 271 adolescents (49% girls; M age  = 11.52 years) who completed peer nominations of preference and popularity, a self-report measure of friendship quality, and nominated friends at two waves (Wave 1: November, Grade 6; Wave 2: October, Grade 7). Structural equation modeling indicated that friendship quantity predicted increases in preference and popularity and that friendship quality predicted increases in friendship quantity. Initial popularity was associated with decreases in preference. The importance of these findings for future research is discussed along with study limitations.

Evaluation of the Inhalation Carcinogenicity of Ethylene Oxide ...

EPA Pesticide Factsheets

EPA is initiating a public comment period prior to peer review of the scientific basis supporting the human health hazard and dose-response assessment of ethylene oxide (cancer) that will appear in the Integrated Risk Information System (IRIS) database. EPA seeks external peer review on how the Agency responded to the SAB panel recommendations, the exposure-response modeling of epidemiologic data, including new analyses since the 2007 external peer review, and on the adequacy, transparency, and clarity of the revised draft. The peer review will include an opportunity for the public to address the peer reviewers.

Adolescents' Information Behavior When Isolated from Peer Groups: Lessons from New Immigrant Adolescents' Everyday Life Information Seeking

ERIC Educational Resources Information Center

Koo, Joung Hwa

2013-01-01

Purpose: The purpose of this study is to investigate how isolated immigrant adolescents seek and use necessary information when they are not able to use significant information sources--their peer groups--in the period of transition before new peer groups are established. Method: To achieve the study's purpose, sixteen recently arrived (three…

Sociometric Status and Social Drinking: Observations of Modelling and Persuasion in Young Adult Peer Groups

ERIC Educational Resources Information Center

Bot, Sander M.; Engels, Rutger C. M. E.; Knibbe, Ronald A.; Meeus, Wim H. J.

2007-01-01

Because young adult drinking occurs primarily in peer groups, this should be taken into account when studying influences on drinking behaviour. This paper aimed to assess influences on drinking by observing existing peer groups in a naturalistic setting. We first analysed the basic levels at which two types of influence take place. The first,…

Online and offline peer led models against bullying and cyberbullying.

PubMed

Palladino, Benedetta Emanuela; Nocentini, Annalaura; Menesini, Ersilia

2012-11-01

The aim of the present study is to describe and evaluate an ongoing peer-led model against bullying and cyberbullying carried out with Italian adolescents. The evaluation of the project was made through an experimental design consisting of a pre-test and a post-test. Participants in the study were 375 adolescents (20.3% males), enrolled in 9th to 13th grades. The experimental group involved 231 students with 42 peer educators, and the control group involved 144 students. Results showed a significant decrease in the experimental group as compared to the control group for all the variables except for cyberbullying. Besides, in the experimental group we found a significant increase in adaptive coping strategies like problem solving and a significant decrease in maladaptive coping strategies like avoidance: these changes mediate the changes in the behavioural variables. In particular, the decrease in avoidance predicts the decrease in victimization and cybervictimization for peer educators and for the other students in the experimental classes whereas the increase in problem solving predicts the decrease in cyberbullying only in the peer educators group. Results are discussed following recent reviews on evidence based efficacy of peer led models.

The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment

PubMed Central

Alt, Mary; Spaulding, Tammie

2011-01-01

Purpose The purpose of this study was to measure the effect of time to response in a fast-mapping word learning task for children with Specific Language Impairment (SLI) and children with typically-developing language skills (TD). Manipulating time to response allows us to examine decay of the memory trace, the use of vocal rehearsal, and their effects on word learning. Method Participants included 40 school-age children: half with SLI and half with TD. The children were asked to expressively and receptively fast-map 24 novel labels for 24 novel animated dinosaurs. They were asked to demonstrate learning either immediately after presentation of the novel word or after a 10-second delay. Data were collected on the use of vocal rehearsal and for recognition and production accuracy. Results Although the SLI group was less accurate overall, there was no evidence of decay of the memory trace. Both groups used vocal rehearsal at comparable rates, which did not vary when learning was tested immediately or after a delay. Use of vocal rehearsal resulted in better accuracy on the recognition task, but only for the TD group. Conclusions A delay in time to response without interference was not an undue burden for either group. Despite the fact that children with SLI used a vocal rehearsal strategy as often as unimpaired peers, they did not benefit from the strategy in the same way as their peers. Possible explanations for these findings and clinical implications will be discussed. PMID:21885056

Factors influencing consistency of triage using the Australasian Triage Scale: implications for guideline development.

PubMed

Gerdtz, Marie F; Chu, Matthew; Collins, Marnie; Considine, Julie; Crellin, Dianne; Sands, Natisha; Stewart, Carmel; Pollock, Wendy E

2009-08-01

To examine the influence of the nurse, the type of patient presentation and the level of hospital service on consistency of triage using the Australasian Triage Scale. A secondary analysis of survey data was conducted. The main study was undertaken to measure the reliability of 237 scenarios for inclusion in a national training programme. Nurses were recruited from a quota sample of Australian ED according to peer group. Analysis was performed to determine concordance: the percentage of responses in the modal triage category. Analysis of variance (anova) and Pearson correlations were used to investigate associations between the explanatory variables and concordance. A total of 42/50 (84%) participants returned questionnaires, providing 9946 scenario responses for analysis. Significant differences in concordance were observed by variables describing the type of patient presentation and level of urgency. Mean scores for the comparison group (adult pain; 70.7%) were higher than the groups involving a mental health or pregnancy presentations (61.4%; P

Perceived peer and school norm effects on youth antisocial and prosocial behaviours through intergroup contact in Northern Ireland.

PubMed

McKeown, Shelley; Taylor, Laura K

2018-04-16

In adolescence, youth spend a high proportion of their time with their peers and in school; it is hardly surprising therefore that perceptions of peer and school norms have a strong influence on their attitudes and behaviours. These norms, however, do not always influence youth in the same way. Building on past research, the present study examines the role of peer norms and school norms in influencing the quantity and quality of intergroup contact, as well as the impact of such contact on positive and negative intergroup behaviours. Youth (aged 14-16) living in Northern Ireland (N = 466, evenly split by religion and gender) were recruited through their school as part of a two-wave study and completed a series of survey measures including intergroup contact (quality and quantity), norms (peer and school), and participation in sectarian antisocial behaviour and outgroup prosocial behaviour. Mediation analysis was conducted in Mplus. Controlling for wave 1 responses on contact and behavioural outcomes, findings demonstrate that more positive peer norms are associated with less participation in antisocial behaviour and more participation in prosocial outgroup behaviours through increased and better quality intergroup contact. Positive school norms were also associated with increased prosocial behaviour, but only though better quality contact. Findings demonstrate the relative importance of peer norms compared to school norms for this age group. The results have implications for school-based interventions that aim to improve intergroup relations and highlight the importance of peer networks to promote more positive outgroup behaviours in divided societies such as Northern Ireland. © 2018 The British Psychological Society.

Adolescent personality factors in self-ratings and peer nominations and their prediction of peer acceptance and peer rejection.

PubMed

Scholte, R H; van Aken, M A; van Lieshout, C F

1997-12-01

In this study, the robustness of the Big Five personality factors in adolescents' self-ratings and peer nominations was investigated. Data were obtained on 2,001 adolescents attending secondary school (885 girls; 1,116 boys; M age = 14.5 years). Exploratory and confirmatory factor analyses on the self-ratings confirmed the Big Five personality factors. In contrast, exploratory analysis on the peer nominations revealed five different factors: Aggression-Inattentiveness, Achievement-Withdrawal, Self-Confidence, Sociability, and Emotionality-Nervousness. It is suggested that peers evaluate group members not in terms of their personality but in terms of their group reputation. Peer evaluations contributed substantially to the prediction of peer acceptance and rejection; the Big Five personality factors based on self-ratings did not.

The effect of peer assisted learning (PAL) on anatomic competencies of prospective student’s biology teachers

NASA Astrophysics Data System (ADS)

Diana, S.

2018-05-01

Research about the effect of Peer Assisted Learning (PAL) strategy on Plant Anatomy Course, which aims to improve anatomic competencies of prospective student’s biology teacher, has been done. This study used a quasi-experimental pre-test post-test control group design. The draft includes a group of students who were given a pre-test which is then followed by observing the PAL treatment process and post-test. The other students group (control) was given the pre-test and post-test only. The PAL program began with a discussion between the lecturer and the tutor about the pretest results and then discussion between the tutors and their tutees in the class about the responses items. After that, all students were assigned to answer a set of response items, and then did the posttest. The results showed that the PAL strategy can increase student’s anatomic literacy significantly and can increase student’s anatomic lab skills no significantly. Thus the PAL strategy implementation has a potential to improve student’s anatomic competencies. The generally students weaknesses were they lack practice in interpreting of research results in the graphs form and rarely shared about anatomic lab skills. All students respond positively to the PAL strategy.

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

PubMed

Ramm, Dianne; Thomson, Anna; Jackson, Andrew

2015-06-01

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

Web-Enhanced General Chemistry Increases Student Completion Rates, Success, and Satisfaction

ERIC Educational Resources Information Center

Amaral, Katie E.; Shank, John D.; Shibley, Ivan A., Jr.; Shibley, Lisa R.

2013-01-01

General Chemistry I historically had one of the highest failure and withdrawal rates at Penn State Berks, a four-year college within the Penn State system. The course was completely redesigned to incorporate more group work, the use of classroom response systems, peer mentors, and a stronger online presence via the learning management system…

Opening the Black Box of Social Cognitive Mapping

ERIC Educational Resources Information Center

Neal, Zachary P.; Neal, Jennifer Watling

2013-01-01

This article provides Zachary P. Neal and Jennifer Watling Neal's response to Thomas W. Farmer and Hongling Xie's commentary on Neal and Neal's "Multiple Meanings of Peer Groups in Social Cognitive Mapping." Neal and Neal assert that many of Farmer and Xie's comments highlight the motivation behind their original…

Awareness of Audiences' Needs: A Charade.

ERIC Educational Resources Information Center

Spector, Ann D.

1982-01-01

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: LEVEL: High school and college. AUTHOR'S COMMENT: I used this mini-unit to initiate the class in working effectively as a peer group. Moreover, the task I assigned demands that students develop an awareness of their audience's needs by providing an immediate and concrete response. THE APPROACH: (1)…

Peer Reviewers of Academic Journals: Who Is Responsible for Our Professional Literature

ERIC Educational Resources Information Center

Francis, Mary

2013-01-01

Scholarly journals provide a record of the research, issues, and concerns of a field. Authors have their names associated with their individual articles, while editors are connected with a publication. However, there is another group of individuals who are often left out of the record, although their contributions are just as critical in the…

Individual and Organizational Trust in a Reciprocal Peer Coaching Context

ERIC Educational Resources Information Center

Cox, Elaine

2012-01-01

This paper explores organizational and peer dynamics that impact the potential for productive, trusting peer relationships. An in-depth phenomenological study of five peer coaching dyads was undertaken to examine the establishment and maintenance of peer coaching. Joint interviews were used to promote co-construction of responses. Findings…

The Structure of Male Adolescent Peer Networks and Risk for Intimate Partner Violence Perpetration: Findings from a National Sample

PubMed Central

Casey, Erin A.; Beadnell, Blair

2015-01-01

Although peer networks have been implicated as influential in a range of adolescent behaviors, little is known about relationships between peer network structures and risk for intimate partner violence (IPV) among youth. This study is a descriptive analysis of how peer network “types” may be related to subsequent risk for IPV perpetration among adolescents using data from 3,030 male respondents to the National Longitudinal Study of Adolescent Health. Sampled youth were a mean of 16 years of age when surveyed about the nature of their peer networks, and 21.9 when asked to report about IPV perpetration in their adolescent and early adulthood relationships. A latent class analysis of the size, structure, gender composition and delinquency level of friendship groups identified four unique profiles of peer network structures. Men in the group type characterized by small, dense, mostly male peer networks with higher levels of delinquent behavior reported higher rates of subsequent IPV perpetration than men whose adolescent network type was characterized by large, loosely connected groups of less delinquent male and female friends. Other factors known to be antecedents and correlates of IPV perpetration varied in their distribution across the peer group types, suggesting that different configurations of risk for relationship aggression can be found across peer networks. Implications for prevention programming and future research are addressed. PMID:20422351

THE FAMILY AND PEER GROUP INFLUENCES IN AGGRESSION

PubMed Central

Talwar, Prashant

1998-01-01

This study attempts to find a relationship between factors in the family, peer group, and levels of adolescent aggression. 148 adolescents and their mothers were studied. It was found that negative parenting and exposure to deviant peers influenced aggression among the adolescents. PMID:21494499

Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD.

PubMed

McVey, Alana J; Schiltz, Hillary; Haendel, Angela; Dolan, Bridget K; Willar, Kirsten S; Pleiss, Sheryl; Karst, Jeffrey S; Carson, Audrey M; Caiozzo, Christina; Vogt, Elisabeth; Van Hecke, Amy Vaughan

2017-07-01

A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212-230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N = 177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS ® knowledge (TASSK/TYASSK, p = .494), direct interactions (QSQ, p = .762), or social responsiveness (SRS, p = .689; SSIS-RS, p = .482). Thus, females and males with ASD respond similarly to the PEERS ® intervention.

Pathways to recovery (PTR): impact of peer-led group participation on mental health recovery outcomes.

PubMed

Fukui, Sadaaki; Davidson, Lori J; Holter, Mark C; Rapp, Charles A

2010-01-01

This study examined the positive effects on recovery outcomes for people with severe and persistent mental illness using peer-led groups based on Pathways to Recovery: A Strengths Recovery Self-Help Workbook (PTR). PTR translates the evidence-supported practice of the Strengths Model into a self-help approach, allowing users to identify and pursue life goals based on personal and environmental strengths. A single-group pretest-posttest research design was applied. Forty-seven members in 6 consumer-run organizations in one Midwestern state participated in a PTR peer-led group, completing a baseline survey before the group and again at the completion of the 12-week sessions. The Rosenberg Self-Esteem Scale, the General Self-Efficacy Scale, Multidimensional Scale of Perceived Social Support, the Spirituality Index of Well-Being, and the Modified Colorado Symptom Index were employed as recovery outcomes. Paired Hotelling's T-square test was conducted to examine the mean differences of recovery outcomes between the baseline and the completion of the group. Findings revealed statistically significant improvements for PTR participants in self-esteem, self-efficacy, social support, spiritual well-being, and psychiatric symptoms. This initial research is promising for establishing PTR as an important tool for facilitating recovery using a peer-led group format. The provision of peer-led service has been emphasized as critical to integrating consumers' perspectives in recovery-based mental health services. Given the current federal funding stream for peer services, continued research into PTR and other peer-led services becomes more important.

Conformity to peer pressure in preschool children.

PubMed

Haun, Daniel B M; Tomasello, Michael

2011-01-01

Both adults and adolescents often conform their behavior and opinions to peer groups, even when they themselves know better. The current study investigated this phenomenon in 24 groups of 4 children between 4;2 and 4;9 years of age. Children often made their judgments conform to those of 3 peers, who had made obviously erroneous but unanimous public judgments right before them. A follow-up study with 18 groups of 4 children between 4;0 and 4;6 years of age revealed that children did not change their "real" judgment of the situation, but only their public expression of it. Preschool children are subject to peer pressure, indicating sensitivity to peers as a primary social reference group already during the preschool years. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Peer-Led, Empowerment-Based Approach to Self-Management Efforts in Diabetes (PLEASED): A Randomized Controlled Trial in an African American Community.

PubMed

Tang, Tricia S; Funnell, Martha M; Sinco, Brandy; Spencer, Michael S; Heisler, Michele

2015-08-01

We compared a 3-month diabetes self-management education (DSME) program followed by a 12-month peer support intervention with a 3-month DSME program alone in terms of initial and sustained improvements in glycated hemoglobin (HbA1c). Secondary outcomes were risk factors for cardiovascular disease (CVD), diabetes distress, and social support. We randomized 106 community-dwelling African American adults with type 2 diabetes to a 3-month DSME program followed by 12 months of weekly group sessions and supplementary telephone support delivered by peer leaders or to a 3-month DSME program with no follow-up peer support. Assessments were conducted at baseline, 3, 9, and 15 months. No changes in HbA1c were observed at 3 months or at 15 months for either group. The peer support group either sustained improvement in key CVD risk factors or stayed the same while the control group worsened at 15 months. At 15 months, the peer-support group had significantly lower low-density lipoprotein cholesterol levels (-15 mg/dL, P = .03), systolic blood pressure (-10 mm Hg, P = .01), diastolic blood pressure (-8.3 mm Hg, P = .001), and body mass index (-0.8 kg/m(2), P = .032) than the DSME-alone group. In this population of African American adults, an initial DSME program, whether or not followed by 12 months of peer support, had no effect on glycemic control. Participants in the peer-support arm of the trial did, however, experience significant improvements in some CVD risk factors or stay approximately the same while the control group declined. © 2015 Annals of Family Medicine, Inc.

Peer-to-Peer Training Facilitator’s Guide: Development and Evaluation

DTIC Science & Technology

2009-09-01

from similar social groupings, who are not professional teachers, helping each other to learn (Topping, 2005). Often P2P training is led by a...applications. Hewlett (2004) reported on the effectiveness of instructional techniques through quantitative program evaluations of Peer- Led Team Learning...course such as chemistry to become discussion group leaders in the course (Peer- Led Team Learning Workshop Project, 2007). Notably, others outlined

Sport Motor Competencies and the Experience of Social Recognition among Peers in Physical Education--A Video-Based Study

ERIC Educational Resources Information Center

Grimminger, Elke

2013-01-01

Background: Being recognized as a competent and accepted member in the peer group is one of the most important basic human needs for children and youth. However, it is the peer group itself that decides which competencies are estimated and which are not, and through this process, a social order as well as peer power constellations is created.…

Where It's at! The Role of Best Friends and Peer Group Members in Young Adults' Alcohol Use

ERIC Educational Resources Information Center

Overbeek, Geertjan; Bot, Sander M.; Meeus, Wim H. J.; Sentse, Miranda; Knibbe, Ronald A.; Engels, Rutger

2011-01-01

We examined the hypothesis that best friends and members from a broader peer group would not differ in the amount of influence they have on young adults' alcohol consumption and that what counts would be the mere presence of drinking peers in a given context--irrespective of the type of relationship such peers would have with the target young…

Slowed Search in the Context of Unimpaired Grouping in Autism: Evidence from Multiple Conjunction Search.

PubMed

Keehn, Brandon; Joseph, Robert M

2016-03-01

In multiple conjunction search, the target is not known in advance but is defined only with respect to the distractors in a given search array, thus reducing the contributions of bottom-up and top-down attentional and perceptual processes during search. This study investigated whether the superior visual search skills typically demonstrated by individuals with autism spectrum disorder (ASD) would be evident in multiple conjunction search. Thirty-two children with ASD and 32 age- and nonverbal IQ-matched typically developing (TD) children were administered a multiple conjunction search task. Contrary to findings from the large majority of studies on visual search in ASD, response times of individuals with ASD were significantly slower than those of their TD peers. Evidence of slowed performance in ASD suggests that the mechanisms responsible for superior ASD performance in other visual search paradigms are not available in multiple conjunction search. Although the ASD group failed to exhibit superior performance, they showed efficient search and intertrial priming levels similar to the TD group. Efficient search indicates that ASD participants were able to group distractors into distinct subsets. In summary, while demonstrating grouping and priming effects comparable to those exhibited by their TD peers, children with ASD were slowed in their performance on a multiple conjunction search task, suggesting that their usual superior performance in visual search tasks is specifically dependent on top-down and/or bottom-up attentional and perceptual processes. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

The peer group as a context: moderating effects on relations between maternal parenting and social and school adjustment in chinese children.

PubMed

Chen, Xinyin; Chang, Lei; He, Yunfeng; Liu, Hongyun

2005-01-01

This 2-year longitudinal study examined, in a sample of Chinese children (initial M age = 11 years), the moderating effects of the peer group on relations between maternal supportive parenting and social and school adjustment. Data were collected from multiple sources including peer assessments, teacher ratings, school records, and maternal reports. It was found that whereas group prosocial-cooperative functioning strengthened the role of supportive parenting in helping children develop social and school competence, group antisocial-destructive functioning undermined the contributions of supportive parenting to children's social and academic achievement. The results indicated the significance of the peer group as a social context for socialization and development in Chinese children.

A contextual approach to social skills assessment in the peer group: who is the best judge?

PubMed

Kwon, Kyongboon; Kim, Elizabeth Moorman; Sheridan, Susan M

2012-09-01

Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.e., likability, peer- and teacher-assessed popularity, reciprocated friendships, clique centrality) and positive school functioning (i.e., school liking and academic competence). Peer-assessed social skills, not teacher-assessed social skills, demonstrated consistent incremental validity in predicting various indicators of social status outcomes; peer- and teacher-assessed social skills alike showed incremental validity in predicting positive school functioning. The relation between contextually relevant social skills and study outcomes did not vary by child gender. Findings are discussed in terms of the significance of peers in the assessment of children's social skills in the peer group as well as the usefulness of a contextual approach to social skills assessment.

Validity and reliability assessment of a peer evaluation method in team-based learning classes.

PubMed

Yoon, Hyun Bae; Park, Wan Beom; Myung, Sun-Jung; Moon, Sang Hui; Park, Jun-Bean

2018-03-01

Team-based learning (TBL) is increasingly employed in medical education because of its potential to promote active group learning. In TBL, learners are usually asked to assess the contributions of peers within their group to ensure accountability. The purpose of this study is to assess the validity and reliability of a peer evaluation instrument that was used in TBL classes in a single medical school. A total of 141 students were divided into 18 groups in 11 TBL classes. The students were asked to evaluate their peers in the group based on evaluation criteria that were provided to them. We analyzed the comments that were written for the highest and lowest achievers to assess the validity of the peer evaluation instrument. The reliability of the instrument was assessed by examining the agreement among peer ratings within each group of students via intraclass correlation coefficient (ICC) analysis. Most of the students provided reasonable and understandable comments for the high and low achievers within their group, and most of those comments were compatible with the evaluation criteria. The average ICC of each group ranged from 0.390 to 0.863, and the overall average was 0.659. There was no significant difference in inter-rater reliability according to the number of members in the group or the timing of the evaluation within the course. The peer evaluation instrument that was used in the TBL classes was valid and reliable. Providing evaluation criteria and rules seemed to improve the validity and reliability of the instrument.

Development of a Twitter-based intervention for smoking cessation that encourages high-quality social media interactions via automessages.

PubMed

Pechmann, Cornelia; Pan, Li; Delucchi, Kevin; Lakon, Cynthia M; Prochaska, Judith J

2015-02-23

The medical field seeks to use social media to deliver health interventions, for example, to provide low-cost, self-directed, online self-help groups. However, engagement in online groups is often low and the informational content may be poor. The specific study aims were to explore if sending automessages to online self-help groups encouraged engagement and to see if overall or specific types of engagement related to abstinence. We conducted a Stage I Early Therapy Development Trial of a novel social media intervention for smoking cessation called Tweet2Quit that was delivered online over closed, 20-person quit-smoking groups on Twitter in 100 days. Social media such as Twitter traditionally involves non-directed peer-to-peer exchanges, but our hybrid social media intervention sought to increase and direct such exchanges by sending out two types of autocommunications daily: (1) an "automessage" that encouraged group discussion on an evidence-based cessation-related or community-building topic, and (2) individualized "autofeedback" to each participant on their past 24-hour tweeting. The intervention was purposefully designed without an expert group facilitator and with full automation to ensure low cost, easy implementation, and broad scalability. This purely Web-based trial examined two online quit-smoking groups with 20 members each. Participants were adult smokers who were interested in quitting and were recruited using Google AdWords. Participants' tweets were counted and content coded, distinguishing between responses to the intervention's automessages and spontaneous tweets. In addition, smoking abstinence was assessed at 7 days, 30 days, and 60 days post quit date. Statistical models assessed how tweeting related to abstinence. Combining the two groups, 78% (31/40) of the members sent at least one tweet; and on average, each member sent 72 tweets during the 100-day period. The automessage-suggested discussion topics and participants' responses to those daily automessages were related in terms of their content (r=.75, P=.012). Responses to automessages contributed 22.78% (653/2867) of the total tweets; 77.22% (2214/2867) were spontaneous. Overall tweeting related only marginally to abstinence (OR 1.03, P=.086). However, specific tweet content related to abstinence including tweets about setting of a quit date or use of nicotine patches (OR 1.52, P=.024), countering of roadblocks to quitting (OR 1.76, P=.008) and expressions of confidence about quitting (OR 1.71, SE 0.42, P=.032). Questionable, that is, non-evidence-based, information about quitting did not relate to abstinence (OR 1.12, P=.278). A hybrid social media intervention that combines traditional online social support with daily automessages appears to hold promise for smoking cessation. This hybrid approach capitalizes on social media's spontaneous real-time peer-to-peer exchanges but supplements this with daily automessages that group members respond to, bolstering and sustaining the social network and directing the information content. Highly engaging, this approach should be studied further. Clinicaltrials.gov NCT01602536; https://clinicaltrials.gov/ct2/show/NCT01602536 (Archived by WebCite at http://www.webcitation.org/6WGbt0o1K).

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

7 CFR 3415.10 - Establishment and operation of peer review groups.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 15 2011-01-01 2011-01-01 false Establishment and operation of peer review groups. 3415.10 Section 3415.10 Agriculture Regulations of the Department of Agriculture (Continued) NATIONAL INSTITUTE OF FOOD AND AGRICULTURE BIOTECHNOLOGY RISK ASSESSMENT RESEARCH GRANTS PROGRAM Scientific Peer...

7 CFR 3411.10 - Establishment and operation of peer review groups.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE NATIONAL RESEARCH INITIATIVE COMPETITIVE GRANTS PROGRAM Scientific Peer Review of Research Grant Applications § 3411.10 Establishment and operation of peer review groups. Subject to § 3411.5, the Administrator shall adopt procedures...

7 CFR 3400.10 - Establishment and operation of peer review groups.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE SPECIAL RESEARCH GRANTS PROGRAM Scientific Peer Review of Research Grant Applications § 3400.10 Establishment and operation of peer review groups. Subject to § 3400.5, the Administrator will adopt procedures for the...

42 CFR 52h.5 - Conflict of interest.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS SCIENTIFIC PEER REVIEW OF...) This section applies only to conflicts of interest involving members of peer review groups. This... Executive Order 11222, as amended. For those federal employees serving on peer review groups, in accordance...

42 CFR 52h.5 - Conflict of interest.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS SCIENTIFIC PEER REVIEW OF...) This section applies only to conflicts of interest involving members of peer review groups. This... Executive Order 11222, as amended. For those federal employees serving on peer review groups, in accordance...

42 CFR 52h.5 - Conflict of interest.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS SCIENTIFIC PEER REVIEW OF...) This section applies only to conflicts of interest involving members of peer review groups. This... Executive Order 11222, as amended. For those federal employees serving on peer review groups, in accordance...

The effect of peer support on breast-feeding duration among primiparous women: a randomized controlled trial.

PubMed

Dennis, Cindy-Lee; Hodnett, Ellen; Gallop, Ruth; Chalmers, Beverley

2002-01-08

Most mothers stop breast-feeding before the recommended 6 months post partum. A systematic review showed that breast-feeding support programs by health care professionals did not substantially improve breast-feeding outcomes beyond 2 months post partum. We conducted a randomized controlled trial to evaluate the effect of peer (mother-to-mother) support on breast-feeding duration among first-time breast-feeding mothers. We recruited 256 breast-feeding mothers from 2 semi-urban community hospitals near Toronto and randomly assigned them to a control group (conventional care) or a peer support group (conventional care plus telephone-based support, initiated within 48 hours after hospital discharge, from a woman experienced with breast-feeding who attended a 2.5-hour orientation session). Follow-up of breast-feeding duration, maternal satisfaction with infant feeding method and perceptions of peer support received was conducted at 4, 8 and 12 weeks post partum. Significantly more mothers in the peer support group than in the control group continued to breast-feed at 3 months post partum (81.1% v. 66.9%, p = 0.01) and did so exclusively (56.8% v. 40.3%, p = 0.01). Breast-feeding rates at 4, 8 and 12 weeks post partum were 92.4%, 84.8% and 81.1% respectively among the mothers in the peer support group, as compared with 83.9%, 75.0% and 66.9% among those in the control group (p < or = 0.05 for all time periods). The corresponding relative risks were 1.10 (95% confidence interval [CI] 1.01-2.72) at 4 weeks, 1.13 (95% CI 1.00-1.28) at 8 weeks and 1.21 (95% CI 1.04-1.41) at 12 weeks post partum. In addition, when asked for an overall rating of their feeding experience, significantly fewer mothers in the peer support group than in the control group were dissatisfied (1.5% v. 10.5%) (p = 0.02). Of the 130 mothers who evaluated the peer support intervention, 81.6% were satisfied with their peer volunteer experience and 100% felt that all new breast-feeding mothers should be offered this peer support intervention. The telephone-based peer support intervention was effective in maintaining breast-feeding to 3 months post partum and improving satisfaction with the infant feeding experience. The high satisfaction with and acceptance of the intervention indicates that breast-feeding peer support programs, in conjunction with professional health services, are effective.

The effect of peer support on breast-feeding duration among primiparous women: a randomized controlled trial

PubMed Central

Dennis, Cindy-Lee; Hodnett, Ellen; Gallop, Ruth; Chalmers, Beverley

2002-01-01

Background Most mothers stop breast-feeding before the recommended 6 months post partum. A systematic review showed that breast-feeding support programs by health care professionals did not substantially improve breast-feeding outcomes beyond 2 months post partum. We conducted a randomized controlled trial to evaluate the effect of peer (mother-to-mother) support on breast-feeding duration among first-time breast-feeding mothers. Methods We recruited 256 breast-feeding mothers from 2 semi-urban community hospitals near Toronto and randomly assigned them to a control group (conventional care) or a peer support group (conventional care plus telephone-based support, initiated within 48 hours after hospital discharge, from a woman experienced with breast-feeding who attended a 2.5-hour orientation session). Follow-up of breast-feeding duration, maternal satisfaction with infant feeding method and perceptions of peer support received was conducted at 4, 8 and 12 weeks post partum. Results Significantly more mothers in the peer support group than in the control group continued to breast-feed at 3 months post partum (81.1% v. 66.9%, p = 0.01) and did so exclusively (56.8% v. 40.3%, p = 0.01). Breast-feeding rates at 4, 8 and 12 weeks post partum were 92.4%, 84.8% and 81.1% respectively among the mothers in the peer support group, as compared with 83.9%, 75.0% and 66.9% among those in the control group (p ≤ 0.05 for all time periods). The corresponding relative risks were 1.10 (95% confidence interval [CI] 1.01–2.72) at 4 weeks, 1.13 (95% CI 1.00–1.28) at 8 weeks and 1.21 (95% CI 1.04–1.41) at 12 weeks post partum. In addition, when asked for an overall rating of their feeding experience, significantly fewer mothers in the peer support group than in the control group were dissatisfied (1.5% v. 10.5%) (p = 0.02). Of the 130 mothers who evaluated the peer support intervention, 81.6% were satisfied with their peer volunteer experience and 100% felt that all new breast-feeding mothers should be offered this peer support intervention. Interpretation The telephone-based peer support intervention was effective in maintaining breast-feeding to 3 months post partum and improving satisfaction with the infant feeding experience. The high satisfaction with and acceptance of the intervention indicates that breast-feeding peer support programs, in conjunction with professional health services, are effective. PMID:11800243

Changing climates of conflict: A social network experiment in 56 schools

PubMed Central

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M.

2016-01-01

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school’s social network, randomly selected seed groups of 20–32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more “social referent” students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative. PMID:26729884

Divergence of Age-Related Differences in Social-Communication: Improvements for Typically Developing Youth but Declines for Youth with Autism Spectrum Disorder.

PubMed

Wallace, Gregory L; Dudley, Katerina; Anthony, Laura; Pugliese, Cara E; Orionzi, Bako; Clasen, Liv; Lee, Nancy Raitano; Giedd, Jay N; Martin, Alex; Raznahan, Armin; Kenworthy, Lauren

2017-02-01

Although social-communication difficulties and repetitive behaviors are hallmark features of autism spectrum disorder (ASD) and persist across the lifespan, very few studies have compared age-related differences in these behaviors between youth with ASD and same-age typically developing (TD) peers. We examined this issue using SRS-2 (Social Responsiveness Scale-Second Edition) measures of social-communicative functioning and repetitive behaviors in a stratified cross-sectional sample of 324 youth with ASD in the absence of intellectual disability, and 438 TD youth (aged 4-29 years). An age-by-group interaction emerged indicating that TD youth exhibited age-related improvements in social-communication scores while the ASD group demonstrated age-related declines in these scores. This suggests that adolescents/adults with ASD may fall increasingly behind their same-age peers in social-communicative skills.

Muscle Dysmorphia and the Perception of Men's Peer Muscularity Preferences.

PubMed

Lin, Linda; DeCusati, Frank

2016-11-01

Research suggests that peer muscularity norms preferences are related to men's body image, but little information is known about how perceptions of specific peer group norms preferences are related to men's body image disturbances and specific health behaviors. This study investigated how men perceived the muscularity preferences of male, female, close, and distant peers and whether the perceptions of specific peer preferences were related to muscle dysmorphia and steroid use. Data on muscle dysmorphia and the perceptions of peer muscularity norms were collected from 117 male college students. Results indicated that men perceived distant and male peers as having the most exaggerated preferences for muscularity and that those perceptions were not an accurate reflection of their distant male peers' reported preferences. Results also indicated that perceptions of close female peer muscularity preferences were predictive of symptoms of muscle dysmorphia, but this relationship did not exist for other peer groups, suggesting that the perceptions of close female peer preferences may play a role in the development of muscle dysmorphia. No relationship was found between perceptions of peer muscularity preferences and steroid use. © The Author(s) 2015.

Preventing Violence by Promoting the Development of Competent Conflict Resolution Skills: Exploring Roles and Responsibilities.

ERIC Educational Resources Information Center

Chen, Dora W.

2003-01-01

Explores the relationship between conflict and violence by reviewing literature about young children's peer conflict, focusing on questions about the nature of peer conflict and teachers' responses. Concludes that peer conflicts do not necessarily lead to violence, but when children are unable to resolve their own conflict and are not supported in…

The Reasons behind Early Adolescents' Responses to Peer Victimization

ERIC Educational Resources Information Center

Bellmore, Amy; Chen, Wei-Ting; Rischall, Emily

2013-01-01

Victims of school-based peer harassment face a range of risks including psycho-social, physical, and academic harm. The aim of the present study was to examine the behavioral coping responses used by early adolescents when they face peer victimization. To meet this aim, 216 sixth grade students (55% girls) from two urban middle schools and 254…

Manufacturing Phenomena or Preserving Phenomena? Core Issues in the Identification of Peer Social Groups with Social Cognitive Mapping Procedures

ERIC Educational Resources Information Center

Farmer, Thomas W.; Xie, Hongling

2013-01-01

In this commentary on the "Multiple Meanings of Peer Groups in Social Cognitive Mapping," Thomas W. Farmer and Hongling Xie discuss core issues in the identification of peer social groups in natural settings using the social cognitive mapping (SCM) procedures. Farmer and Xie applaud the authors for their efforts to advance the study of…

Social Preference, Social Prominence, and Group Membership in Late Elementary School: Homophilic Concentration and Peer Affiliation Configurations

ERIC Educational Resources Information Center

Farmer, Thomas W.; Irvin, Matthew J.; Leung, Man-Chi; Hall, Cristin M.; Hutchins, Bryan C.; McDonough, Erin

2010-01-01

This study investigated the social preference and social prominence of 622 5th graders (290 boys, 332 girls) in relation to peer group membership. The sample was recruited from 11 elementary schools in a southeastern state. The ethnicity of participants was 55% European American, 41% African American, and 4% other. Peer groups were classified on…

Pupils Making a Difference: Enhancing the Power of the Student Peer Group to Promote Positive Social, Emotional and Behavioural Outcomes

ERIC Educational Resources Information Center

Cooper, Paul; Jacobs, Barbara

2011-01-01

In this paper, the authors review empirical evidence on the effects of peer groups on social, emotional and behavioural functioning. The paper shows that an understanding of the ways in which peer groups can influence the development of deviance and subvert the positive effects of interventions can be exploited in the promotion of positive social…

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 effects of psychoeducation on thought-action fusion, thought suppression, and responsibility.

PubMed

Marino-Carper, Teresa; Negy, Charles; Burns, Gillian; Lunt, Rachael A

2010-09-01

The current study examined the effects of a psychoeducational intervention designed to target thought-action fusion (TAF) on TAF, thought suppression, and responsibility cognitions. 139 undergraduate students (25 male; 114 female) who were relatively high in TAF with respect to their peers served as participants. Immediately following intervention, individuals who had received psychoeducation regarding TAF reported significantly lower morality TAF scores than individuals who had received psychoeducation regarding thoughts in general and individuals in the control group. At the two-week follow-up assessment, the likelihood TAF scores of those who had received psychoeducation regarding TAF were significantly lower than those of the control group. In addition, the group that received psychoeducation regarding TAF was the only group that did not experience a significant increase in thought suppression from baseline to post-intervention, and was also the only group to experience an increase in both frequency of and belief in low-responsibility thoughts from baseline to follow-up. Implications are discussed. (c) 2010 Elsevier Ltd. All rights reserved.

Effects of self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors.

PubMed

Park, Kyung Min; Park, Heeok

2015-03-01

The purpose of this study was to investigate the effects of a self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors. This study is a quasi-experimental study with a nonequivalent control group pretest-post-test design. A total of 47 fourth grade elementary school students participated in this study. The program was provided for 45 minutes once a week; a total of 12 sessions were completed with a group in the classroom for the experimental group. Child Problem-Behavior Screening Questionnaire was used to measure problematic behavior. Self-esteem was measured using the Rosenberg's Self-esteem Questionnaire, and peer attachment was measured using the Inventory of Parent and Attachment. Measuring was performed right after the program was done (post 1) and 1 month after the program was finished (post 2). To compare the differences in self-esteem and peer attachment between groups, repeated measures analysis of variance was used. Most participants in the experimental group were 10 years old (62.5%, range 10-11), male (52.0%) and with middle grade point average (64.0%). The self-esteem scores in the experimental group were significantly higher than those of the control group (F = 26.64, p < .001). The peer attachment scores in the experimental group were significantly higher than those of the control group (F = 6.48, p = .014). The self-esteem improvement program in this study improved the self-esteem and peer attachment in elementary school children. The self-esteem program helped acknowledge the peer's name and increased their connections. The program needs to be considered as a formal and consistent program. Copyright © 2015. Published by Elsevier B.V.

Peer pressure, psychological distress and the urge to smoke.

PubMed

Tsai, Yi-Wen; Wen, Yu-Wen; Tsai, Chia-Rung; Tsai, Tzu-I

2009-06-01

Psychology and addiction research have found that cigarette smokers react with subjective and automatic responses to stimuli associated with smoking. This study examines the association between the number of cigarettes smokers consume per month and their response to cues derived from peer and psychological distress. We studied 1,220 adult past and current smokers drawn from a national face-to-face interview survey administered in 2004. We defined two types of cues possibly triggering a smoker to have a cigarette: peer cues and psychological cues. We used ordinary least square linear regressions to analyze smoking amount and response to peer and psychological distress cues. We found a positive association between amount smoked and cue response: peer cues (1.06, 95%CI: 0.74-1.38) and psychological cues (0.44, 95%CI = 0.17-0.70). Response to psychological cues was lower among male smokers (-1.62, 95%CI = -2.26-(-)0.98), but response to psychological cues were higher among those who had senior high school level education (0.96, 95%CI = 0.40-1.53) and who began smoking as a response to their moods (1.25, 95%CI = 0.68-1.82). These results suggest that both peer cues and psychological cues increase the possibility of contingent smoking, and should, therefore, be addressed by anti-smoking policies and anti-smoking programs. More specifically, special attention can be paid to help smokers avoid or counter social pressure to smoke and to help smokers resist the use of cigarettes to relieve distress.

Associations between maternal negative affect and adolescent's neural response to peer evaluation.

PubMed

Tan, Patricia Z; Lee, Kyung Hwa; Dahl, Ronald E; Nelson, Eric E; Stroud, Laura J; Siegle, Greg J; Morgan, Judith K; Silk, Jennifer S

2014-04-01

Parenting is often implicated as a potential source of individual differences in youths' emotional information processing. The present study examined whether parental affect is related to an important aspect of adolescent emotional development, response to peer evaluation. Specifically, we examined relations between maternal negative affect, observed during parent-adolescent discussion of an adolescent-nominated concern with which s/he wants parental support, and adolescent neural responses to peer evaluation in 40 emotionally healthy and depressed adolescents. We focused on a network of ventral brain regions involved in affective processing of social information: the amygdala, anterior insula, nucleus accumbens, and subgenual anterior cingulate, as well as the ventrolateral prefrontal cortex. Maternal negative affect was not associated with adolescent neural response to peer rejection. However, longer durations of maternal negative affect were associated with decreased responsivity to peer acceptance in the amygdala, left anterior insula, subgenual anterior cingulate, and left nucleus accumbens. These findings provide some of the first evidence that maternal negative affect is associated with adolescents' neural processing of social rewards. Findings also suggest that maternal negative affect could contribute to alterations in affective processing, specifically, dampening the saliency and/or reward of peer interactions during adolescence. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

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.

Effective variations of peer instruction: The effects of peer discussions, committing to an answer, and reaching a consensus

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris

2016-08-01

Peer Instruction (PI) is a widely used student-centered pedagogy, but one that is used differently by different instructors. While all PI instructors survey their students with conceptual questions, some do not allow students to discuss with peers. We studied the effect of peer discussion by polling three groups of students (N = 86) twice on the same set of nine conceptual questions. The three groups differed in the tasks assigned between the first and second poll: the first group discussed, the second reflected in silence, and the third was distracted so they could neither reflect nor discuss. Comparing score changes between the first and second poll, we find minimal increases in the distraction condition (3%), sizable increases in the reflection condition (10%), and significantly larger increases in the peer discussion condition (21%). We also examined the effect of committing to an answer before peer discussion and reaching a consensus afterward. We compared a lecture-based control section to three variations of PI that differed in their requirement to commit to an answer or reach consensus (N = 108). We find that all PI groups achieve greater conceptual learning and traditional problem solving than lecture-based instruction. We find one difference between these groups: the absence of consensus building is related to a significant decrease in expert views and beliefs. Our findings can therefore be used to make two recommendations: always use peer discussions and consider asking students to reach a consensus before re-polling.

Recent Findings on Peer Group Influences on Adolescent Smoking

ERIC Educational Resources Information Center

Simons-Morton, Bruce G.; Farhat, Tilda

2010-01-01

This review addresses peer group influences on adolescent smoking with a particular focus on recently published longitudinal studies that have investigated the topic. Specifically, we examine the theoretical explanations for how social influence works with respect to adolescent smoking; discuss the association between peer and adolescent smoking;…

When Is Peer Rejection Justifiable? Children's Understanding across Two Cultures

ERIC Educational Resources Information Center

Park, Yoonjung; Killen, Melanie

2010-01-01

This study investigated how Korean (N = 397) and U.S. (N = 333) children and adolescents (10 and 13 years of age) evaluated personality (aggression, shyness) and group (gender, nationality) characteristics as a basis for peer rejection in three contexts (friendship rejection, group exclusion, victimization). Overall, peer rejection based on…

Peer Study Groups as Catalyst for Vocational Exploration

ERIC Educational Resources Information Center

Arendale, David R.; Hane, Amanda R.

2016-01-01

Postsecondary peer assisted learning programs often cite improving academic achievement for students. This qualitative study investigated the potential effect of serving as student facilitators of a peer study group on their future vocation. This was a replication of previous studies of personal and professional outcomes for study group…

An Expectancy Theory Motivation Approach to Peer Assessment

ERIC Educational Resources Information Center

Friedman, Barry A.; Cox, Pamela L.; Maher, Larry E.

2008-01-01

Group projects are an important component of higher education, and the use of peer assessment of students' individual contributions to group projects has increased. The researchers employed an expectancy theory approach and an experimental design in a field setting to investigate conditions that influence students' motivation to rate their peers'…

Paired Comparison Evaluations of Managerial Effectiveness by Peers and Supervisors.

ERIC Educational Resources Information Center

Siegel, Laurence

1982-01-01

Solicited paired comparison evaluations for a group of savings and loan association branch managers. Peer evaluations were obtained from 16 of these managers; supervisory evaluations were obtained from four officers. Interjudge agreement (both within and between groups) was high. Peer-generated evaluations assisted officers in making acceptable…

Peer-assisted learning and orthopaedic evaluation psychomotor skills.

PubMed

Weidner, Thomas G; Popp, Jennifer K

2007-01-01

Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool. To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL. Randomized, pretest-posttest experimental design. Athletic Training Research and Education Laboratory. Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors). Review sessions led by either an Approved Clinical Instructor or peer tutor. We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL. Differences in the pretest-posttest skill scores were noted in both groups (P < .05). No differences in the posttest skills scores or the times to perform the skills were seen between the groups. The Athletic Training Peer-Assisted Learning Assessment Survey revealed that most (n = 19, 70.4%) of the subjects felt less anxious when practicing psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor. Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into athletic training education programs to enhance student learning and collaboration.

Learning in clinical practice: Stimulating and discouraging response to social comparison.

PubMed

Raat, Janet; Kuks, Jan; Cohen-Schotanus, Janke

2010-01-01

Social comparison theory is relevant for learning in general. In a clinical context, we examined four hypotheses concerning: preferred other to compare with, preferred direction of comparison, response to social comparison and influence of personal social comparison orientation (SCO). To investigate the relevance of social comparison for clinical workplace learning. Students (n = 437) from nine different hospitals completed two questionnaires measuring their SCO and the direction of and response to their comparisons. t-tests were used to analyse the data. Students substantially did compare. They preferred to compare with peer students more than with residents or staff, and with peers doing better more than with peers doing worse. Their response to social comparison was more often stimulating for learning than discouraging. Students high in SCO reported a stronger stimulating and discouraging response to their comparisons than students low in SCO. Social comparison does play a role in clinical workplace learning. The mainly stimulating response to social comparison indicates a positive learning influence. The preferred comparison with peers emphasizes the role of peers in the learning process. Further research should focus on student comparison behaviour and on situations that strengthen the positive effects of social comparison and reduce the negative or obstructing ones.

Adolescents, parents, and peers: what is one with or without the other?

PubMed

Valiant, G L

1983-06-01

The present study investigates the relationship between Asian and white adolescents, resident in Britain, and their parents and peers. Ninety Asian and 81 white youths aged between 11 and 16 years, completed questionnaires concerning the quality of relations with parents; conflict between parents and peers; and willingness to approach parents, peers, siblings, teachers, and religious leaders in particular situations. In addition, diaries of time spent with peers were kept for a one week period. The data tend to show that relations among youths and groups of would-be advisers are influenced by both age and cultural background. Also, they would further support the view that relations with parents and peers do not represent mutually exclusive domains, but must be seen as developing from both a consideration of the appropriateness of each group in particular circumstances as well as the availability of other groups of "significant" persons.

A replication and extension of the PEERS intervention: examining effects on social skills and social anxiety in adolescents with autism spectrum disorders.

PubMed

Schohl, Kirsten A; Van Hecke, Amy V; Carson, Audrey Meyer; Dolan, Bridget; Karst, Jeffrey; Stevens, Sheryl

2014-03-01

This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596-606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11-16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD.

Peer Standing and Substance Use in Early-Adolescent Grade-Level Networks: A Short-Term Longitudinal Study

PubMed Central

Killeya-Jones, Ley A.; Nakajima, Ryo; Costanzo, Philip R.

2009-01-01

Two competing hypotheses were tested concerning the associations between current alcohol and cigarette use and measures of individual, group and network peer standing in an ethnically-diverse sample of 156 male and female adolescents sampled at two time points in the seventh grade. Findings lent greater support to the person hypothesis, with early regular substance users enjoying elevated standing amongst their peers and maintaining this standing regardless of their maintenance of or desistance from current use later in the school year. In the fall semester, users (n=20, 13%) had greater social impact, were described by their peers as more popular, and were more central to the peer network than abstainers (i.e., those who did not report current use). Conversely, in the spring semester, there were no differences between users (n=22, 13%) and abstainers in peer ratings of popularity or social impact. Notably, the spring semester users group retained fewer than half of the users from the fall semester. Further, students who had reported current use in the fall, as a group, retained their positions of elevated peer standing in the spring, compared to all other students, and continued to be rated by their peers as more popular and as having greater social impact. We discuss the findings in terms of the benefit of employing simultaneous systemic and individual measures of peer standing or group prominence, which in the case of peer-based prevention programs, can help clarify the truly influential from the “pretenders” in the case of diffusion of risk-related behaviors. PMID:17013672

The socialization of dominance: peer group contextual effects on homophobic and dominance attitudes.

PubMed

Poteat, V Paul; Espelage, Dorothy L; Green, Harold D

2007-06-01

Using the framework of social dominance theory, the current investigation tested for the contextual effects of adolescent peer groups on individuals' homophobic and social dominance attitudes. Results from multilevel models indicated that significant differences existed across peer groups on homophobic attitudes. In addition, these differences were accounted for on the basis of the hierarchy-enhancing or -attenuating climate of the group. A group socialization effect on individuals' social dominance attitudes over time was also observed. Furthermore, the social climate of the peer group moderated the stability of individuals' social dominance attitudes. Findings support the need to examine more proximal and informal group affiliations and earlier developmental periods in efforts to build more comprehensive theoretical models explaining when and how prejudiced and dominance attitudes are formed and the way in which they are perpetuated. (c) 2007 APA, all rights reserved.

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

PubMed Central

Kamps, Debra; Thiemann-Bourque, Kathy; Heitzman-Powell, Linda; Schwartz, Ilene; Rosenberg, Nancy; Mason, Rose; Cox, Suzanne

2015-01-01

The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with Autism Spectrum Disorders (ASD). Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. PMID:25510450

Adolescents' perception of peer groups: Psychological, behavioral, and relational determinants.

PubMed

Lee, Seungyoon; Foote, Jeremy; Wittrock, Zachary; Xu, Siyu; Niu, Li; French, Doran C

2017-07-01

Adolescents' social cognitive understanding of their social world is often inaccurate and biased. Focusing on peer groups, this study examines how adolescents' psychological, behavioral, and relational characteristics influence the extent to which they accurately identify their own and others' peer groups. Analyses were conducted with a sample of 1481 seventh- and tenth-grade Chinese students who are embedded with 346 peer groups. Overall, females and older students had more accurate perceptions. In addition, lower self-esteem, higher indegree centrality, and lower betweenness centrality in the friendship network predicted more accurate perception of one's own groups, whereas higher academic performance and lower betweenness centrality in the friendship network predicted more accurate perception of others' groups. Implications for understanding the connection between adolescents' psychological and behavioral traits, social relationships, and social cognition are discussed. Copyright © 2016 Elsevier Inc. All rights reserved.

Using peer-assisted learning and role-playing to teach generic skills to dental students: the health care simulation model.

PubMed

El Tantawi, Maha M A; Abdelaziz, Hytham; AbdelRaheem, Amira S; Mahrous, Ahmed A

2014-01-01

Increasing importance is attached to teaching generic skills to undergraduate students in various disciplines. This article describes an extracurricular, student-led activity for teaching generic skills using the Model United Nations over three months. The activity used the Health Care Simulation Model (HCSM) with peer learning and role-playing to accomplish its objectives. An interview was used to select from undergraduate and postgraduate dental students at Alexandria University, Alexandria, Egypt, to develop a group of staff to act as peer teachers after receiving training (n=77). These peer teachers provided training for 123 undergraduate dental students to serve as delegates who acted as trainees or peer learners. At the end of the training sessions, a conference was held in which the students played the roles of delegates representing officials responsible for health care systems in ten countries. The students reported improvement in generic skills, enjoyed several aspects of the experience, and disliked other aspects of the model to a lesser extent. In multivariate analysis, perceived usefulness of the HCSM was significantly greater for staff than delegates and increased as self-reported improvement in knowledge of health care systems increased. This study suggests that innovative, student-centered educational methods can be effective for teaching generic skills and factual information.

The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children.

PubMed Central

Pigott, H E; Fantuzzo, J W; Clement, P W

1986-01-01

We evaluated the effects of reciprocal peer tutoring combined with group reinforcement contingencies on the arithmetic performance of 12 underachieving fifth-grade students. Results indicated that the intervention increased the students' arithmetic performance to a level indistinguishable from their classmates during treatment and 12-week follow-up phases. Pre-, post-, and follow-up sociometric data indicated that the students who participated in the treatment groups increased their amount of peer affiliation with other treatment group members. PMID:3710952

Naming Game on Networks: Let Everyone be Both Speaker and Hearer

PubMed Central

Gao, Yuan; Chen, Guanrong; Chan, Rosa H. M.

2014-01-01

To investigate how consensus is reached on a large self-organized peer-to-peer network, we extended the naming game model commonly used in language and communication to Naming Game in Groups (NGG). Differing from other existing naming game models, in NGG everyone in the population (network) can be both speaker and hearer simultaneously, which resembles in a closer manner to real-life scenarios. Moreover, NGG allows the transmission (communication) of multiple words (opinions) for multiple intra-group consensuses. The communications among indirectly-connected nodes are also enabled in NGG. We simulated and analyzed the consensus process in some typical network topologies, including random-graph networks, small-world networks and scale-free networks, to better understand how global convergence (consensus) could be reached on one common word. The results are interpreted on group negotiation of a peer-to-peer network, which shows that global consensus in the population can be reached more rapidly when more opinions are permitted within each group or when the negotiating groups in the population are larger in size. The novel features and properties introduced by our model have demonstrated its applicability in better investigating general consensus problems on peer-to-peer networks. PMID:25143140

Naming Game on Networks: Let Everyone be Both Speaker and Hearer

NASA Astrophysics Data System (ADS)

Gao, Yuan; Chen, Guanrong; Chan, Rosa H. M.

2014-08-01

To investigate how consensus is reached on a large self-organized peer-to-peer network, we extended the naming game model commonly used in language and communication to Naming Game in Groups (NGG). Differing from other existing naming game models, in NGG everyone in the population (network) can be both speaker and hearer simultaneously, which resembles in a closer manner to real-life scenarios. Moreover, NGG allows the transmission (communication) of multiple words (opinions) for multiple intra-group consensuses. The communications among indirectly-connected nodes are also enabled in NGG. We simulated and analyzed the consensus process in some typical network topologies, including random-graph networks, small-world networks and scale-free networks, to better understand how global convergence (consensus) could be reached on one common word. The results are interpreted on group negotiation of a peer-to-peer network, which shows that global consensus in the population can be reached more rapidly when more opinions are permitted within each group or when the negotiating groups in the population are larger in size. The novel features and properties introduced by our model have demonstrated its applicability in better investigating general consensus problems on peer-to-peer networks.

Parental management of peer relationships and early adolescents' social skills.

PubMed

Mounts, Nina S

2011-04-01

Despite a growing body of research on parental management of peer relationships, little is known about the relationship between parental management of peers and early adolescents' social skills or the precursors to parental management of peer relationships. The goals of this short-term longitudinal investigation were to examine the relationship between parental management of peers (consulting and guiding), conflict about peers, and adolescents' social skills (cooperation, assertion, responsibility, empathy, and self-control) and to examine potential precursors (goals of improving peer relationships and beliefs about authority over peer relationships) to parental management of peer relationships. A predominantly White sample (71%) of 75 seventh-graders (57% female) and their primary caregivers participated in the 9-month investigation. Caregivers completed questionnaires regarding goals of improving their adolescents' peer relationships, beliefs about parental authority over peer relationships, parental management of peers, and adolescents' social skills. Adolescents completed questionnaires regarding their social skills. Path analyses suggest that a greater number of caregivers' goals of improving peer relationships and higher beliefs about parental authority over peers were related to higher levels of consulting, guiding, and conflict about peers. Higher levels of conflict about peers in conjunction with higher levels of consulting were related to lower levels of assertion and responsibility in peer relationships over time. When parents reported having a greater number of goals of improving peer relationships, adolescents reported higher levels of cooperation, assertion, empathy, and self control over time. Findings suggest that caregivers' goals and beliefs are important in predicting parental management of peer relationships and adolescents' social skills over time, and that conflict about peers undermines caregivers' efforts to be positively involved in adolescents' peer relationships.

An Investigation into How Students Respond to Being Victimized by Peer Aggression

ERIC Educational Resources Information Center

Sulkowski, Michael L.; Bauman, Sheri A.; Dinner, Stephanie; Nixon, Charisse; Davis, Stan

2014-01-01

This study investigates how students respond to peer aggression. Results indicate that boys tend to use more retaliatory responses to peer aggression compared with girls, who are more likely to confide in their friends. The use of humor in response to being victimized also was found to be a promising way to respond to being victimized, especially…

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

PubMed

Harakeh, Zeena; van Nijnatten, Carolus H C J

2016-11-09

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

Deliberative Assessment of Surrogate Consent in Dementia Research

PubMed Central

Kim, Scott Y. H.; Uhlmann, Rebecca A.; Appelbaum, Paul S.; Knopman, David S.; Kim, H. Myra; Damschroder, Laura; Beattie, Elizabeth; Struble, Laura; De Vries, Raymond

2009-01-01

Background Research involving incapacitated persons with dementia involves complex scientific, legal, and ethical issues, making traditional surveys of layperson views regarding the ethics of such research challenging. We therefore assessed the impact of democratic deliberation (DD)—involving balanced, detailed education and peer deliberation—on the views of those responsible for persons with dementia. Methods 178 community-recruited caregivers or primary decision-makers for persons with dementia were randomly assigned to either an all-day DD session group or a control group. Educational materials used for the DD session were vetted for balance and accuracy by an interdisciplinary advisory panel. We assessed the acceptability of family surrogate consent for dementia research (‘surrogate-based research’ or SBR) from a societal policy perspective as well as from the more personal perspectives of deciding for a loved one or for oneself (surrogate and self perspectives), assessed at baseline, immediately post-DD session, and a month after DD date, for 4 research scenarios of varying risk-benefit profiles. Results At baseline, a majority in both DD and control groups supported a policy of family consent for dementia research for all research scenarios. The support for a policy of family consent for SBR increased for the DD group, but not for the control group; the change in the DD group was maintained one month later. In the DD group, there were transient changes in attitudes from surrogate or self perspectives; in the control group, there were no changes from baseline in attitude toward surrogate consent from any perspective. Conclusions Intensive, balanced, and accurate education along with peer deliberation provided by democratic deliberation leads to a sustained increase in support for a societal policy of family consent for dementia research among those responsible for dementia patients. PMID:20188635

Deliberative assessment of surrogate consent in dementia research.

PubMed

Kim, Scott Y H; Uhlmann, Rebecca A; Appelbaum, Paul S; Knopman, David S; Kim, H Myra; Damschroder, Laura; Beattie, Elizabeth; Struble, Laura; De Vries, Raymond

2010-07-01

Research involving incapacitated persons with dementia entails complex scientific, legal, and ethical issues, making traditional surveys of layperson views on the ethics of such research challenging. We therefore assessed the impact of democratic deliberation (DD), involving balanced, detailed education and peer deliberation, on the views of those responsible for persons with dementia. One hundred and seventy-eight community-recruited caregivers or primary decision-makers for persons with dementia were randomly assigned to either an all-day DD session group or a control group. Educational materials used for the DD session were vetted for balance and accuracy by an interdisciplinary advisory panel. We assessed the acceptability of family-surrogate consent for dementia research ("surrogate-based research") from a societal policy perspective as well as from the more personal perspectives of deciding for a loved one or for oneself (surrogate and self-perspectives), assessed at baseline, immediately post-DD session, and 1 month after DD date, for four research scenarios of varying risk-benefit profiles. At baseline, a majority in both the DD and control groups supported a policy of family consent for dementia research in all research scenarios. The support for a policy of family consent for surrogate-based research increased in the DD group, but not in the control group. The change in the DD group was maintained 1 month later. In the DD group, there were transient changes in attitudes from surrogate or self-perspectives. In the control group, there were no changes from baseline in attitude toward surrogate consent from any perspective. Intensive, balanced, and accurate education, along with peer deliberation provided by democratic deliberation, led to a sustained increase in support for a societal policy of family consent in dementia research among those responsible for dementia patients. Copyright 2010 The Alzheimer

Health-Related Quality of Life in Children and Adolescents with Hereditary Bleeding Disorders and in Children and Adolescents with Stroke: Cross-Sectional Comparison to Siblings and Peers

PubMed Central

Neuner, Bruno; von Mackensen, Sylvia; Holzhauer, Susanne; Funk, Stephanie; Klamroth, Robert; Kurnik, Karin; Krümpel, Anne; Halimeh, Susan; Reinke, Sarah; Frühwald, Michael; Nowak-Göttl, Ulrike

2016-01-01

Objectives. To investigate self-reported health-related quality of life (HrQoL) in children and adolescents with chronic medical conditions compared with siblings/peers. Methods. Group 1 (6 treatment centers) consisted of 74 children/adolescents aged 8–16 years with hereditary bleeding disorders (HBD), 12 siblings, and 34 peers. Group 2 (one treatment center) consisted of 70 children/adolescents with stroke/transient ischemic attack, 14 siblings, and 72 peers. HrQoL was assessed with the “revised KINDer Lebensqualitätsfragebogen” (KINDL-R) questionnaire. Multivariate analyses within groups were done by one-way ANOVA and post hoc pairwise single comparisons by Student's t-tests. Adjusted pairwise comparisons were done by hierarchical linear regressions with individuals nested within treatment centers (group 1) and by linear regressions (group 2), respectively. Results. No differences were found in multivariate analyses of self-reported HrQoL in group 1, while in group 2 differences occurred in overall wellbeing and all subdimensions. These differences were due to differences between patients and peers. After adjusting for age, gender, number of siblings, and treatment center these differences persisted regarding self-worth (p = .0040) and friend-related wellbeing (p < .001). Conclusions. In children with HBD, HrQoL was comparable to siblings and peers. In children with stroke/TIA HrQoL was comparable to siblings while peers, independently of relevant confounder, showed better self-worth and friend-related wellbeing. PMID:27294108

What Drives the Association between Weight Conscious Peer Groups and Disordered Eating? Disentangling Genetic and Environmental Selection from Pure Socialization Effects

PubMed Central

O’Connor, Shannon M.; Burt, S. Alexandra; VanHuysse, Jessica L.; Klump, Kelly L.

2015-01-01

Previous studies suggest strong associations between exposure to weight conscious peer groups and increased levels of disordered eating. This association has been attributed to socialization effects (i.e., membership leads to disordered eating); however, selection effects (i.e., selecting into peer groups based on genetic and/or environmental predispositions toward disordered eating) could contribute to or even account for these associations. The current study was the first to use a co-twin control design to disentangle these types of selection factors from socialization effects. Participants included 610 female twins (ages 8–14) drawn from the Michigan State University Twin Registry. To comprehensively examine a range of eating pathology, several disordered eating attitudes and behaviors (e.g., body dissatisfaction, binge eating) were examined via self-report questionnaires. Questionnaires also were used to assess peer group emphasis on body weight and shape. Replicating previous results, significant individual-level associations were found between membership in weight conscious peer groups and disordered eating. However, co-twin control analyses indicated that these associations were largely due to genetic and/or shared environmental selection factors rather than pure socialization effects. Importantly, results remained unchanged when controlling for pubertal status, suggesting that effects do not vary across developmental stage. Overall, these findings question whether associations between weight conscious peer groups and disordered eating are due entirely to socialization processes. Future studies are needed to identify the specific genetic and/or shared environmental factors that may drive selection into weight conscious peer groups. PMID:27043917

Outcomes of a Peer Mentor Implemented Fitness Program in Older Adults: A Quasi-Randomized Controlled Trial

PubMed Central

Dorgo, Sandor; King, George A.; Bader, Julia O.; Limon, John S.

2013-01-01

Objectives To investigate the effectiveness of different applications of mentoring in an older adult exercise program, this study compared the physical fitness scores, the retention and participation rates of older adults trained by student mentors, peer mentors, peer mentors working independently of the researchers, and a non-exercising control group. Methods 106 older adults were recruited and assigned to one of the groups using quasi-randomization. All three experimental groups completed a 14-week intervention. Pre- and post-training assessments of fitness were completed, and retention and participation rates were compared. Results High retention and participation rates, as well as significant improvements in fitness scores from baseline to post-test were observed in all three mentored groups. While the control group showed improvement only in one fitness test, subjects in the mentored groups improved similarly in all measures, regardless of the type of mentoring received. Discussion These findings indicated effectiveness of the peer mentor model and suggested that with adequate preparation peer mentors may be capable of guiding older adult participants effectively without assistance from professional staff. PMID:23279966

Peer video review and feedback improve performance in basic surgical skills.

PubMed

Vaughn, Carolyn J; Kim, Edward; O'Sullivan, Patricia; Huang, Emily; Lin, Matthew Y C; Wyles, Susannah; Palmer, Barnard J A; Pierce, Jonathan L; Chern, Hueylan

2016-02-01

Incorporation of home-video assessments allows flexibility in feedback but requires faculty time. Peer feedback (PF) may provide additional benefits while avoiding these constraints. Twenty-four surgical interns completed a 12-week skills curriculum with home-video assignments focused on knot tying and suturing. Interns were randomized into 2 groups: PF or faculty feedback (FF). Peers and faculty provided feedback on home videos with checklists, global rating, and comments. Learners' skills were assessed at baseline, during, and at the conclusion of the curriculum. Performance of the 2 groups as rated by experts was compared. FF and PF were compared. Both groups improved from baseline, and the highest rated scores were seen on their home-video assessments. The PF group performed better at the final assessment than the FF group (effect size, .84). When using a checklist, there was no significant difference between scores given by peers and faculty. The PF group performed better at the final assessment, suggesting reviewing and analyzing another's performance may improve one's own performance. With checklists as guidance, peers can serve as raters comparable to faculty. Copyright © 2016 Elsevier Inc. All rights reserved.

Effect of peer education on self-management and psychological status in type 2 diabetes patients with emotional disorders.

PubMed

Liu, Yan; Han, Ying; Shi, Jieli; Li, Ruixia; Li, Sufen; Jin, Nana; Gu, Yong; Guo, Honglei

2015-07-01

The purpose of the present study was to assess the effect of peer education in type 2 diabetes patients with emotional disorders on the metabolic index and psychological status. Educators use psychological scales to screen type 2 diabetes patients with emotional disorders. Participants were divided into usual and peer education groups. Both groups received usual diabetes education. Peer leaders were recruited to provide support with the peer education group for 6 months. The metabolic index, diabetes knowledge, self-management, diabetes-related distress, emotional status and quality of life were compared at the end of the study. A total of 127 patients participated in the study. There were 20 peer leaders engaged in the study as volunteers for peer education. All participants completed the study and fulfilled the scales. Improvements in the peer education group were significant compared with the usual education group with respect to anxiety (49.0 ± 9.65 vs 54.0 ± 8.48), depression (51.3 ± 7.97 vs 55.8 ± 7.52), diabetes knowledge (18.8 ± 2.46 vs 16.3 ± 2.08), distress (2.67 ± 0.55 vs 3.02 ± 0.56), self-management (66.5 ± 4.26 vs 62.4 ± 5.88) and quality of life (-1.98 ± 0.82 vs -2.50 ± 0.71), whereas no significant difference existed with respect to the metabolic index. Peer education, providing more attention to diabetes patients with emotional disorders, is a preferred model for delivering care.

Effect of peer education on self-management and psychological status in type 2 diabetes patients with emotional disorders

PubMed Central

Liu, Yan; Han, Ying; Shi, Jieli; Li, Ruixia; Li, Sufen; Jin, Nana; Gu, Yong; Guo, Honglei

2015-01-01

Aims/Introduction The purpose of the present study was to assess the effect of peer education in type 2 diabetes patients with emotional disorders on the metabolic index and psychological status. Materials and Methods Educators use psychological scales to screen type 2 diabetes patients with emotional disorders. Participants were divided into usual and peer education groups. Both groups received usual diabetes education. Peer leaders were recruited to provide support with the peer education group for 6 months. The metabolic index, diabetes knowledge, self-management, diabetes-related distress, emotional status and quality of life were compared at the end of the study. Results A total of 127 patients participated in the study. There were 20 peer leaders engaged in the study as volunteers for peer education. All participants completed the study and fulfilled the scales. Improvements in the peer education group were significant compared with the usual education group with respect to anxiety (49.0 ± 9.65 vs 54.0 ± 8.48), depression (51.3 ± 7.97 vs 55.8 ± 7.52), diabetes knowledge (18.8 ± 2.46 vs 16.3 ± 2.08), distress (2.67 ± 0.55 vs 3.02 ± 0.56), self-management (66.5 ± 4.26 vs 62.4 ± 5.88) and quality of life (−1.98 ± 0.82 vs −2.50 ± 0.71), whereas no significant difference existed with respect to the metabolic index. Conclusions Peer education, providing more attention to diabetes patients with emotional disorders, is a preferred model for delivering care. PMID:26221528

E-learning and near-peer teaching in electrocardiogram education: a randomised trial.

PubMed

Davies, Andrew; Macleod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane

2016-06-01

Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students' mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching. © 2015 John Wiley & Sons Ltd.

Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

PubMed

Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

2018-04-16

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Giving and Receiving Advice in Computer-Mediated Peer Response Activities

ERIC Educational Resources Information Center

Tsai, Mei-Hsing; Kinginger, Celeste

2015-01-01

In synchronous computer-mediated contexts, peer-to-peer interaction at the microlevel has received little scrutiny. In applying a conversation analysis approach, this study scrutinizes the precise nature of peer-to-peer advice giving and receiving. In this process, an advice giver can be viewed at certain moments as more competent to evaluate a…

Clinician-led, peer-led, and internet-delivered dissonance-based eating disorder prevention programs: Acute effectiveness of these delivery modalities.

PubMed

Stice, Eric; Rohde, Paul; Shaw, Heather; Gau, Jeff M

2017-09-01

Because independent trials have provided evidence for the efficacy and effectiveness of the dissonance-based Body Project eating disorder prevention program, the present trial tested whether clinicians produce the largest intervention effects, or whether delivery can be task-shifted to less expensive undergraduate peer educators or to Internet delivery without effect size attenuation, focusing on acute effects. In this study, 680 young women (M age = 22.2 years, SD = 7.1) recruited at colleges in 2 states were randomized to clinician-led Body Project groups, peer-led Body Project groups, the Internet-based eBody Project, or an educational video control condition. Participants in all 3 variants of the Body Project intervention showed significantly greater reductions in eating disorder risk factors and symptoms than did educational video controls. Participants in clinician-led and peer-led Body Project groups showed significantly greater reductions in risk factors than did eBody Project participants, but effects for the 2 types of groups were similar. Eating disorder onset over 7-month follow-up was significantly lower for peer-led Body Project group participants versus eBody Project participants (2.2% vs. 8.4%) but did not differ significantly between other conditions. The evidence that all 3 dissonance-based prevention programs outperformed an educational video condition, that both group-based interventions outperformed the Internet-based intervention in risk factor reductions, and that the peer-led groups showed lower eating disorder onset over follow-up than did the Internet-based intervention is novel. These acute-effects data suggest that both group-based interventions produce superior eating disorder prevention effects than does the Internet-based intervention and that delivery can be task-shifted to peer leaders. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Using benchmarking techniques and the 2011 maternity practices infant nutrition and care (mPINC) survey to improve performance among peer groups across the United States.

PubMed

Edwards, Roger A; Dee, Deborah; Umer, Amna; Perrine, Cria G; Shealy, Katherine R; Grummer-Strawn, Laurence M

2014-02-01

A substantial proportion of US maternity care facilities engage in practices that are not evidence-based and that interfere with breastfeeding. The CDC Survey of Maternity Practices in Infant Nutrition and Care (mPINC) showed significant variation in maternity practices among US states. The purpose of this article is to use benchmarking techniques to identify states within relevant peer groups that were top performers on mPINC survey indicators related to breastfeeding support. We used 11 indicators of breastfeeding-related maternity care from the 2011 mPINC survey and benchmarking techniques to organize and compare hospital-based maternity practices across the 50 states and Washington, DC. We created peer categories for benchmarking first by region (grouping states by West, Midwest, South, and Northeast) and then by size (grouping states by the number of maternity facilities and dividing each region into approximately equal halves based on the number of facilities). Thirty-four states had scores high enough to serve as benchmarks, and 32 states had scores low enough to reflect the lowest score gap from the benchmark on at least 1 indicator. No state served as the benchmark on more than 5 indicators and no state was furthest from the benchmark on more than 7 indicators. The small peer group benchmarks in the South, West, and Midwest were better than the large peer group benchmarks on 91%, 82%, and 36% of the indicators, respectively. In the West large, the Midwest large, the Midwest small, and the South large peer groups, 4-6 benchmarks showed that less than 50% of hospitals have ideal practice in all states. The evaluation presents benchmarks for peer group state comparisons that provide potential and feasible targets for improvement.

Minnesota State Teacher Development, Evaluation, and Peer Support Model Evaluation Report

ERIC Educational Resources Information Center

Dretzke, Beverly; Ingram, Debra; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Baker, Julia; Crampton, Anne; Farnsworth, Elyse; Lim, Alicia Zhi Hoon; Yap, Shannen

2015-01-01

Minnesota Statutes 122A.40, Subdivision 8 and 122A.41, Subdivision 5, require that all districts evaluate teachers beginning in the 2014-2015 school year. In response to the statutes, the Minnesota Department of Education (MDE) convened a work group in early winter 2011 to consult with the MDE Commissioner to develop a state model for teacher…

Peer Interaction, Cognitive Conflict, and Anxiety on a Grammar Awareness Course for Language Teachers

ERIC Educational Resources Information Center

Svalberg, Agneta Marie-Louise

2012-01-01

This study explored some MA students' perceptions of a Grammar Awareness course for language teachers. The aim was to understand how group tasks might help students build Grammar Awareness. Two cohorts of students were surveyed and interviewed. In this paper, the survey responses are discussed in some depth. While the first cohort was left to…

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

Audiological findings in Noonan syndrome.

PubMed

Tokgoz-Yilmaz, Suna; Turkyilmaz, Meral Didem; Cengiz, Filiz Basak; Sjöstrand, Alev Pektas; Kose, Serdal Kenan; Tekin, Mustafa

2016-10-01

The aim of this study was to evaluate audiologic properties of patients with Noonan syndrome and compare these findings with those of unaffected peers. The study included 17 children with Noonan syndrome and 20 typically developing children without Noonan syndrome. Pure tone and speech audiometry, immitancemetric measurement, otoacoustic emissions measurement and auditory brainstem response tests were applied to all (n = 37) children. Hearing thresholds of children with Noonan syndrome were higher (poorer) than those observed unaffected peers, while the hearing sensitivity of the both groups were normal limits (p = 0.013 for right, p = 0.031 for left ear). Transient evoked otoacoustic emissions amplitudes of the children with Noonan syndrome were lower than the children without Noonan syndrome (p = 0.005 for right, p = 0.002 for left ear). Middle ear pressures and auditory brainstem response values were within normal limits and there was no difference between the two groups (p > 0.05). General benefit of the present study is to characterize the audiologic findings of children with Noonan syndrome, which is beneficial in clinics evaluating children with Noonan syndrome. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Final Report from the External Peer Review of the IRIS ...

EPA Pesticide Factsheets

This document is the final report for the 2004 external peer review for the EPA IRIS Reassessment of the Inhalation Carcinogenicity of Naphthalene, prepared by the Office of Research and Development's National Center for Environmental Assessment (NCEA), for the Integrated Risk Information System (IRIS) Database. A panel of external peer reviewers met to discuss the IRIS report and their responses to the charge questions on July 30, 2004. This document contains the final written comments of the external peer reviewers. This document is the final report for the 2004 external peer review for the IRIS Reassessment of the Inhalation Carcinogenicity of Naphthalene, prepared by the U.S. Environmental Protection Agency (EPA), National Center for Environmental Assessment (NCEA), for the Integrated Risk Information System (IRIS). A panel of external peer reviewers met to discuss their responses to the charge questions on July 30, 2004. This document contains the final written comments of the external peer reviewers.

Peer mentoring and financial incentives to improve glucose control in African American veterans: a randomized trial.

PubMed

Long, Judith A; Jahnle, Erica C; Richardson, Diane M; Loewenstein, George; Volpp, Kevin G

2012-03-20

Compared with white persons, African Americans have a greater incidence of diabetes, decreased control, and higher rates of microvascular complications. A peer mentorship model could be a scalable approach to improving control in this population and reducing disparities in diabetic outcomes. To determine whether peer mentors or financial incentives are superior to usual care in helping African American veterans decrease their hemoglobin A(1c) (HbA(1c)) levels. A 6-month randomized, controlled trial. (ClinicalTrials.gov registration number: NCT01125956) Philadelphia Veterans Affairs Medical Center. African American veterans aged 50 to 70 years with persistently poor diabetes control. 118 patients were randomly assigned to 1 of 3 groups: usual care, a peer mentoring group, and a financial incentives group. Usual care patients were notified of their starting HbA(1c) level and recommended goals for HbA(1c). Those in the peer mentoring group were assigned a mentor who formerly had poor glycemic control but now had good control (HbA(1c) level ≤7.5%). The mentor was asked to talk with the patient at least once per week. Peer mentors were matched by race, sex, and age. Patients in the financial incentive group could earn $100 by decreasing their HbA(1c) level by 1% and $200 by decreasing it by 2% or to an HbA(1c) level of 6.5%. Change in HbA(1c) level at 6 months. Mentors and mentees talked the most in the first month (mean calls, 4; range, 0 to 30), but calls decreased to a mean of 2 calls (range, 0 to 10) by the sixth month. Levels of HbA(1c) decreased from 9.9% to 9.8% in the control group, from 9.8% to 8.7% in the peer mentor group, and from 9.5% to 9.1% in the financial incentive group. Mean change in HbA(1c) level from baseline to 6 months relative to control was -1.07% (95% CI, -1.84% to -0.31%) in the peer mentor group and -0.45% (CI, -1.23% to 0.32%) in the financial incentive group. The study included only veterans and lasted only 6 months. Peer mentorship improved glucose control in a cohort of African American veterans with diabetes. National Institute on Aging Roybal Center.

Adolescents' Construction of Social Reality: The Impact of Television and Peers.

ERIC Educational Resources Information Center

Peterson, Gary W.; Peters, David F.

1983-01-01

Draws upon ideas about "television effects" and the adolescent peer group to illustrate how interconnections between these two socializing agents contribute to the adolescent's "construction of social reality." Examines how gender, sexual, consumer, and occupational roles as enacted by teenagers are a product of media and peer group influences.…

42 CFR 52h.9 - What matters must be reviewed for unsolicited contract proposals?

Code of Federal Regulations, 2010 CFR

2010-10-01

... SERVICES GRANTS SCIENTIFIC PEER REVIEW OF RESEARCH GRANT APPLICATIONS AND RESEARCH AND DEVELOPMENT CONTRACT... covered by this part unless the proposal has been reviewed by a peer review group in accordance with the... proposal. (b) Except to the extent otherwise provided by law, peer review group recommendations are...

Street "Doctory" among a Group of Heroin Addicts in India: Naturalistic Peer Learning

ERIC Educational Resources Information Center

Dhand, Amar

2009-01-01

Street "doctory" is a form of peer-based medical care performed in street settings among a group of heroin addicts in Yamuna Bazaar, New Delhi. Using participant observation and semi-structured interviews, this study describes three components of the practice, and suggests that each contained peer learning processes. First, participants…

The Organization of Children's Same-Sex Peer Relationships.

ERIC Educational Resources Information Center

Benenson, Joyce; Apostoleris, Nicholas; Parnass, Jodi

1998-01-01

Uses a sociometric analysis to explore the differential organization of boys' and girls' peer groups. Finds that boys structure their peer groups by creating a large central cluster composed of smaller integrated clusters, whereas girls form small clusters unrelated to one another. Nevertheless, girls are aware of and sensitive to the status of…

Peer Groups and Substance Use: Examining the Direct and Interactive Effect of Leisure Activity

ERIC Educational Resources Information Center

Thorlindsson, Thorolfur; Bernburg, Jon Gunnar

2006-01-01

This paper explores the relationships among adolescent leisure activities, peer behavior, and substance use. We suggest that peer group interaction can have a differential effect on adolescent deviant behavior depending on the type of leisure pattern adolescents engage in. We analyze data from a representative national sample of Icelandic…

Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities

ERIC Educational Resources Information Center

Nijs, Sara; Penne, Anneleen; Vlaskamp, Carla; Maes, Bea

2016-01-01

Background: Children with profound intellectual and multiple disabilities (PIMD) meet other children with PIMD in day care centres or schools. This study explores the peer-directed behaviours of children with PIMD, the peer interaction-influencing behaviour of the direct support workers and the children's positioning. Method: Group activities for…

Peer Group Mentoring Programmes in Finnish Higher Education--Mentors' Perspectives

ERIC Educational Resources Information Center

Skaniakos, Terhi; Penttinen, Leena; Lairio, Marjatta

2014-01-01

Peer mentoring is one of the most important guidance practices for first-year students entering higher education and academic life. We are interested in mentors' roles and apply the ideas of group counseling in order to increase the understanding of peer mentoring. Other aspects of guidance--content, methods, and collaboration--are approached on…

Understanding the role of peer group membership in reducing HIV-related risk and vulnerability among female sex workers in Karnataka, India.

PubMed

Bhattacharjee, Parinita; Prakash, Ravi; Pillai, Priya; Isac, Shajy; Haranahalli, Mohan; Blanchard, Andrea; Shahmanesh, Maryam; Blanchard, James; Moses, Stephen

2013-01-01

In Karnataka state, South India, we analyzed the role of membership in peer groups in reducing HIV-related risk and vulnerability among female sex workers (FSWs). Data from three surveys conducted in Karnataka, a behavioral tracking survey and two rounds of integrated biological and behavioral assessments (IBBAs), were analyzed. Using propensity score matching, we examined the impact of group membership on selected outcomes, including condom use, experience of violence, access to entitlements, and the prevalence of sexually transmitted infections, including HIV infection. Focus group discussions were conducted with the FSWs to better understand their perceptions regarding membership in peer groups. Peer group members participating in the IBBAs had a lower prevalence of gonorrhea and/or chlamydia (5.2 vs 9.6%, p<0.001), and of syphilis (8.2 vs 10.3%, p<0.05), compared to non-members. The average treatment effect for selected outcome measures, from the propensity score matching, showed that FSWs who were members of any peer group reported significantly less experience of violence in the past six months, were less likely to have bribed police to avoid trouble in the past six months, and were more likely to have obtained at least one formal identification document in the past five years, compared to non-members. In focus group discussions, group members indicated that they had more confidence in dealing with situations of forced sex and violence. Including community mobilization and peer group formation in the context of HIV prevention programing can reduce HIV-related risk and vulnerability among FSWs.

Estimating the heterogeneous relationship between peer drinking and youth alcohol consumption in Chile using propensity score stratification.

PubMed

Han, Yoonsun; Grogan-Kaylor, Andrew; Delva, Jorge; Xie, Yu

2014-11-17

When estimating the association between peer and youth alcohol consumption, it is critical to account for possible differential levels of response to peer socialization processes across youth, in addition to variability in individual, family, and social factors. Failure to account for intrinsic differences in youth's response to peers may pose a threat of selection bias. To address this issue, we used a propensity score stratification method to examine whether the size of the association between peer and youth drinking is contingent upon differential predicted probabilities of associating with alcohol-consuming friends. Analyzing a Chilean youth sample (N = 914) of substance use, we found that youths are susceptible to the detrimental role of peer drinkers, but the harmful relationship with one's own drinking behavior may be exacerbated among youth who already have a high probability of socializing with peers who drink. In other words, computing a single weighted-average estimate for peer drinking would have underestimated the detrimental role of peers, particularly among at-risk youths, and overestimated the role of drinking peers among youths who are less susceptible to peer socialization processes. Heterogeneous patterns in the association between peer and youth drinking may shed light on social policies that target at-risk youths.

Error detection and response adjustment in youth with mild spastic cerebral palsy: an event-related brain potential study.

PubMed

Hakkarainen, Elina; Pirilä, Silja; Kaartinen, Jukka; van der Meere, Jaap J

2013-06-01

This study evaluated the brain activation state during error making in youth with mild spastic cerebral palsy and a peer control group while carrying out a stimulus recognition task. The key question was whether patients were detecting their own errors and subsequently improving their performance in a future trial. Findings indicated that error responses of the group with cerebral palsy were associated with weak motor preparation, as indexed by the amplitude of the late contingent negative variation. However, patients were detecting their errors as indexed by the amplitude of the response-locked negativity and thus improved their performance in a future trial. Findings suggest that the consequence of error making on future performance is intact in a sample of youth with mild spastic cerebral palsy. Because the study group is small, the present findings need replication using a larger sample.

Ambulatory assessment of skin conductivity during first thesis presentation: lower self-confidence predicts prolonged stress response.

PubMed

Elfering, Achim; Grebner, Simone

2011-06-01

In this field study self-confidence was tested to predict the course of galvanic electrodermal stress response prior, during and after public speaking. Ten graduate students initially rated their self-confidence and afterwards presented their thesis proposals orally in a 10-min presentation to their supervisor and peers. Galvanic skin response level was measured throughout and analysed for 10 min prior to, during, and 10 min after the presentation. Two major galvanic electrodermal stress response types were observed. Five students showed a 'healthy response', i.e. an anticipatory increase in electrodermal conductance, followed by a decrease after termination of the presentation. The other five students showed a steady increase of skin conductance during and after their presentation ('prolonged response'). In line with the allostatic load model the 'prolonged response' group reported significantly lower self-confidence before presentation than the 'healthy response' group (p < 0.01). Self-confidence is a resource in novices facing an unfamiliar stressor.

The potential of forgiveness as a response for coping with negative peer experiences.

PubMed

Flanagan, Kelly S; Vanden Hoek, Kristin K; Ranter, Jennifer M; Reich, Holly A

2012-10-01

Coping strategies employed by adolescents in response to negative peer experiences are related to their adjustment. This study examines the potential of forgiveness as a coping response for negative peer experiences in early adolescence. Participants were 616 6th through 8th grade students at a middle school (46% girls) who completed self-report measures of bullying and victimization experiences, general coping strategies in response to bullying, social anxiety, self-esteem, and a measure of forgiveness to a self-identified experience of being bullied or hurt by a peer. Forgiveness was positively associated with conflict resolution, advice and support seeking strategies, and negatively associated with revenge seeking. Forgiveness was also positively associated with concurrent self-esteem and negatively associated with social anxiety. Further, forgiveness was related to social anxiety and self-esteem after accounting for bullying behavior and victimization experiences, general coping responses, and gender. Developmental considerations of forgiveness and implications for this response are considered. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. All rights reserved.

Individual Popularity, Peer Group Popularity Composition and Adolescents' Alcohol Consumption.

PubMed

Gommans, Rob; Müller, Christoph M; Stevens, Gonneke W J M; Cillessen, Antonius H N; Ter Bogt, Tom F M

2017-08-01

Previous studies have convincingly shown associations between popularity and adolescent drinking. This study examined whether the popularity composition of the peer group and the relative difference in popularity between adolescents and their peers are also associated with adolescent drinking. Participants were 800 adolescents (M age  = 14.73; SD age  = 1.00; 51.6 % girls) from 31 classrooms who completed peer ratings of popularity and self-reports of alcohol consumption. Results showed that drinking was higher among popular than unpopular adolescents, higher among popular adolescents surrounded by less popular classmates, and lower in classrooms with more variability in popularity. Thus, beyond individual popularity, peer group popularity composition also should be taken into account when investigating antisocial and health risk behaviors in adolescence such as drinking.

Measuring Changes in Social Behavior during a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder

PubMed Central

McMahon, Camilla M.; Vismara, Laurie A.; Solomon, Marjorie

2013-01-01

The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants’ vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants’ interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers, and spent marginally less time interacting with a leader. Gender, age, and intervention attendance effects on social behavior are also noted. PMID:23239098

Peer support for patients with type 2 diabetes: cluster randomised controlled trial.

PubMed

Smith, S M; Paul, G; Kelly, A; Whitford, D L; O'Shea, E; O'Dowd, T

2011-02-15

To test the effectiveness of peer support for patients with type 2 diabetes. Cluster randomised controlled. 20 general practices in the east of the Republic of Ireland. 395 patients (192 in intervention group, 203 in control group) and 29 peer supporters with type 2 diabetes. All practices introduced a standardised diabetes care system. The peer support intervention ran over a two year period and contained four elements: the recruitment and training of peer supporters, nine group meetings led by peer supporters in participant's own general practice, and a retention plan for the peer supporters. HbA(1c); cholesterol concentration; systolic blood pressure; and wellbeing score. There was no difference between intervention and control patients at baseline. All practices and 85% (337) of patients were followed up. At two year follow-up, there were no significant differences in HbA(1c) (mean difference -0.08%, 95% confidence interval -0.35% to 0.18%), systolic blood pressure (-3.9 mm Hg, -8.9 to 1.1 mm Hg), total cholesterol concentration (-0.03 mmol/L, -0.28 to 0.22 mmol/L), or wellbeing scores (-0.7, -2.3 to 0.8). While there was a trend towards decreases in the proportion of patients with poorly controlled risk factors at follow-up, particularly for systolic blood pressure (52% (87/166) >130 mm Hg in intervention v 61% (103/169) >130 mm Hg in control), these changes were not significant. The process evaluation indicated that the intervention was generally delivered as intended, though 18% (35) of patients in the intervention group never attended any group meetings. A group based peer support intervention is feasible in general practice settings, but the intervention was not effective when targeted at all patients with type 2 diabetes. While there was a trend towards improvements of clinical outcomes, the results do not support the widespread adoption of peer support. Trial registration Current Controlled Trials ISRCTN42541690.

Addictive behaviors and psychological distress among adolescents and emerging adults: A mediating role of peer group identification.

PubMed

Savolainen, Iina; Kaakinen, Markus; Sirola, Anu; Oksanen, Atte

2018-06-01

Research suggests the sense of belonging to primary groups functions as an important social resource for youth well-being, but it can be compromised among those dealing with addiction. The current study examined how adolescents' and emerging adults' identification with a primary peer group consisting of friends, mediates the relationship between addictive behaviors and psychological distress. The study utilized demographically balanced survey data on 1200 Finnish participants aged 15 to 25 (mean age 21.29, 50% female). Measures were included for psychological distress, excessive drinking, excessive drug use, excessive gambling, excessive Internet use, and peer group identification. All forms of addictive behaviors had a significant direct relationship with higher psychological distress. Excessive drug use, gambling and Internet use were associated with a weaker identification with a peer group, which predicted higher psychological distress. Contrary to the above findings, excessive drinking was linked to stronger peer group identification, mediating psychological distress downwards. These findings support past research and provide a mediation model explanation onto how weaker social relations add to negative well-being consequences in different addictive behaviors, thus underlining the importance of expanding our understanding of social group outcomes among young individuals.

Determining a cost effective intervention response to HIV/AIDS in Peru.

PubMed

Aldridge, Robert W; Iglesias, David; Cáceres, Carlos F; Miranda, J Jaime

2009-09-18

The HIV epidemic in Peru is still regarded as concentrated -- sentinel surveillance data shows greatest rates of infection in men who have sex with men, while much lower rates are found in female sex workers and still lower in the general population. Without an appropriate set of preventive interventions, continuing infections could present a challenge to the sustainability of the present programme of universal access to treatment. Determining how specific prevention and care strategies would impact on the health of Peruvians should be key in reshaping the national response. HIV/AIDS prevalence levels for risk groups with sufficient sentinel survey data were estimated. Unit costs were calculated for a series of interventions against HIV/AIDS which were subsequently inputted into a model to assess their ability to reduce infection transmission rates. Interventions included: mass media, voluntary counselling and testing; peer counselling for female sex workers; peer counselling for men who have sex with men; peer education of youth in-school; condom provision; STI treatment; prevention of mother to child transmission; and highly active antiretroviral therapy. Impact was assessed by the ability to reduce rates of transmission and quantified in terms of cost per DALY averted. Results of the analysis show that in Peru, the highest levels of HIV prevalence are found in men who have sex with men. Cost effectiveness varied greatly between interventions ranging from peer education of female commercial sex workers at $US 55 up to $US 5,928 (per DALY averted) for prevention of mother to child transmission. The results of this work add evidence-based clarity as to which interventions warrant greatest consideration when planning an intervention response to HIV in Peru. Cost effectiveness analysis provides a necessary element of transparency when facing choices about priority setting, particularly when the country plans to amplify its response through new interventions partly funded by the GFATM.

Determining a cost effective intervention response to HIV/AIDS in Peru

PubMed Central

Aldridge, Robert W; Iglesias, David; Cáceres, Carlos F; Miranda, J Jaime

2009-01-01

Background The HIV epidemic in Peru is still regarded as concentrated - sentinel surveillance data shows greatest rates of infection in men who have sex with men, while much lower rates are found in female sex workers and still lower in the general population. Without an appropriate set of preventive interventions, continuing infections could present a challenge to the sustainability of the present programme of universal access to treatment. Determining how specific prevention and care strategies would impact on the health of Peruvians should be key in reshaping the national response. Methods HIV/AIDS prevalence levels for risk groups with sufficient sentinel survey data were estimated. Unit costs were calculated for a series of interventions against HIV/AIDS which were subsequently inputted into a model to assess their ability to reduce infection transmission rates. Interventions included: mass media, voluntary counselling and testing; peer counselling for female sex workers; peer counselling for men who have sex with men; peer education of youth in-school; condom provision; STI treatment; prevention of mother to child transmission; and highly active antiretroviral therapy. Impact was assessed by the ability to reduce rates of transmission and quantified in terms of cost per DALY averted. Results Results of the analysis show that in Peru, the highest levels of HIV prevalence are found in men who have sex with men. Cost effectiveness varied greatly between interventions ranging from peer education of female commercial sex workers at $US 55 up to $US 5,928 (per DALY averted) for prevention of mother to child transmission. Conclusion The results of this work add evidence-based clarity as to which interventions warrant greatest consideration when planning an intervention response to HIV in Peru. Cost effectiveness analysis provides a necessary element of transparency when facing choices about priority setting, particularly when the country plans to amplify its response through new interventions partly funded by the GFATM. PMID:19765304

Depression in Groups of Bullies and Victims: Evidence for the Differential Importance of Peer Status, Reciprocal Friends, School Liking, Academic Self-Efficacy, School Motivation and Academic Achievement

ERIC Educational Resources Information Center

Stefanek, Elisabeth; Strohmeier, Dagmar; Yanagida, Takuya

2017-01-01

The goals of this study were (1) to identify groups of bullies and victims, (2) to investigate level differences in depression, peer relationships, and academic variables, and (3) to examine how peer relationships and academic variables were associated with depression in these groups. The sample comprised 1,451 students (48.6% girls) aged 10-15…

Supervising undergraduate research: a collective approach utilising groupwork and peer support.

PubMed

Baker, Mary-Jane; Cluett, Elizabeth; Ireland, Lorraine; Reading, Sheila; Rourke, Susan

2014-04-01

Nursing education now requires graduate entry for professional registration. The challenge is to ensure that students develop independence and team working in a resource effective manner. The dissertation is one opportunity for this. To evaluate changing from individual dissertation supervision to group peer supervision. Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed. Group supervision did not adversely affect dissertation outcomes (p=0.85). 88% of students reported peer supervision to be helpful, with themes being 'support and sharing', and 'progress and moving forward'. Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

Small group gender ratios impact biology class performance and peer evaluations.

PubMed

Sullivan, Lauren L; Ballen, Cissy J; Cotner, Sehoya

2018-01-01

Women are underrepresented in science, technology, engineering, and mathematics (STEM) disciplines. Evidence suggests the microclimate of the classroom is an important factor influencing female course grades and interest, which encourages retention of women in STEM fields. Here, we test whether the gender composition of small (8-9 person) learning groups impacts course performance, sense of social belonging, and intragroup peer evaluations of intellectual contributions. Across two undergraduate active learning courses in introductory biology, we manipulated the classroom microclimate by varying the gender ratios of learning groups, ranging from 0% female to 100% female. We found that as the percent of women in groups increased, so did overall course performance for all students, regardless of gender. Additionally, women assigned higher peer- evaluations in groups with more women than groups with less women. Our work demonstrates an added benefit of the retention of women in STEM: increased performance for all, and positive peer perceptions for women.

The situation specificity of youth responses to peer provocation.

PubMed

Dirks, Melanie A; Treat, Teresa A; Weersing, V Robin

2007-01-01

Previous studies have identified peer provocation as a challenging class of situations for youth. The work presented here builds on previous methods of assessing peer provocation by (a) increasing the contextual detail of the vignettes; (b) developing a reliable, descriptive coding system of the range of youth responses to physical, verbal, and relational provocation; and (c) assessing the relevance of these situations for a sample (N = 76) of ethnically diverse, economically disadvantaged youth ages 12 to 14. The vignettes were used to examine the situation specificity of youth responses to provocation. Situation and identity of aggressor were both predictors of youth responses. For example, participants "matched" physical aggression to physical provocation. These findings are consistent with previous studies demonstrating the situation specificity of social information processing, even within the relatively homogeneous category of peer provocations.

Chronic disease management for recently homeless veterans: a clinical practice improvement program to apply home telehealth technology to a vulnerable population.

PubMed

Gabrielian, Sonya; Yuan, Anita; Andersen, Ronald M; McGuire, James; Rubenstein, Lisa; Sapir, Negar; Gelberg, Lillian

2013-03-01

Although vulnerable populations may benefit from in-home health information technologies (HIT) that promote disease self-management, there is a "digital divide" in which these groups are often unlikely to use such programs. We describe the early phases of applying and testing an existing Veterans Affairs (VA) HIT-care management program, Care Coordination Home Telehealth (CCHT), to recently homeless Veterans in the US Department of Housing and Urban Development-VA Supportive Housing (HUD-VASH) program. Peers were used to support patient participation. CCHT uses in-home messaging devices to provide health education and daily questions about clinical indicators from chronic illness care guidelines, with patient responses reviewed by VHA nurses. Patients could also receive adjunctive peer support. We used medical record review, Veteran interviews, and staff surveys to "diagnose" barriers to CCHT use, assess program acceptability, explore the role of peer support, and inform future quality improvement. Fourteen eligible Veterans in HUD-VASH agreed to CCHT participation. Ten of these Veterans opted to have adjunctive peer support and the other 4 enrolled in CCHT usual care. Although barriers to enrollment/engagement must be addressed, this subset of Veterans in HUD-VASH was satisfied with CCHT. Most Veterans did not require support from peers to engage in CCHT but valued peer social assistance amidst the isolation felt in their scattered-site homes. HIT tools hold promise for in-home care management for recently housed Veterans. Patient-level barriers to enrollment must be addressed in the next steps of quality improvement, testing and evaluating peer-driven CCHT recruitment.

Use of an Audience Response System during Peer Teaching among Physical Therapy Students in Human Gross Anatomy: Perceptions of Peer Teachers and Students

ERIC Educational Resources Information Center

Wait, Kevin R.; Cloud, Beth A.; Forster, Lindsey A.; Jones, Tiffany M.; Nokleby, Jessica J.; Wolfe, Cortney R.; Youdas, James W.

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals.…

Asymmetric peer selections among Blacks, Asians, and Whites in a virtual environment: Preliminary evidence for triangulated threat theory.

PubMed

Tawa, John

2017-01-01

Black, Asian, and White participants (N = 210) created self-resembling avatars and engaged in peer-selection tasks during social events in the virtual world, Second Life, that were designed to simulate various types of resource competition. Participants in merit-based resource competition settings had less diversity in their peer groups compared to participants in settings where no resource competition was present, and Asian participants had lower preference for Black peers. Furthermore, these relationships were mediated by out-group discomfort. Results are discussed in relation to partial support for triangulated threat theory of group relations among Blacks, Asians, and Whites.

[Peer harassment in primary school: the role of peers and its relationship with sociometric status].

PubMed

Lucas Molina, Beatriz; Pulido Valero, Rosa; Solbes Canales, Irene

2011-04-01

During the last decade, there has been a change in peer harassment research from a focus on the characteristics of the Aggressor-Victim dyad to the recognition of peer harassment as a whole group process, with most of children playing some kind of role. This study uses a shortened adaptation of the Participant-Role Questionnaire approach to identify these roles in 2,050 Spanish children aged 8 to 13 years. These Participant Roles were related to belonging to one of the five sociometric status groups. Factor analysis revealed four different roles, indicating that the adapted scale remains a reliable way of distinguishing the Aggressor, Victim, Defender of the victim, and Outsider roles. Boys played the roles of Aggressor and Victim significantly more frequently. The children's Participant Role was found to be related to their sociometric status. Progress in the measurement of peer harassment as a group process and the success of intervention strategies may depend on finding clearer distinctions among the different peer roles, mobilizing peer pressure, and isolating aggressors from their social support.

Increasing Anonymity in Peer Assessment by Using Classroom Response Technology within Face-to-Face Higher Education

ERIC Educational Resources Information Center

Raes, Annelies; Vanderhoven, Ellen; Schellens, Tammy

2015-01-01

Peer assessment is becoming more popular in higher education, however it often goes together with undesirable social effects like peer pressure and favoritism, especially when students need to evaluate peers in a face-to-face setting. The present study was set up to investigate increased anonymity in peer assessment to counter these undesirable…

Validity of Peer Evaluation for Team-Based Learning in a Dental School in Japan.

PubMed

Nishigawa, Keisuke; Hayama, Rika; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Ueda, Mayu; Inoue, Miho; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2017-12-01

The aim of this study was to determine the validity of peer evaluation for team-based learning (TBL) classes in dental education in comparison with the term-end examination records and TBL class scores. Examination and TBL class records of 256 third- and fourth-year dental students in six fixed prosthodontics courses from 2013 to 2015 in one dental school in Japan were investigated. Results of the term-end examination during those courses, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), group assignment projects (GAP), and peer evaluation of group members in TBL classes were collected. Significant positive correlations were found between all combinations of peer evaluation, IRAT, and term-end examination. Individual scores also showed a positive correlation with group score (total of GRAT and GAP). From the investigation of the correlations in the six courses, significant positive correlations between peer evaluation and individual score were found in four of the six courses. In this study, peer evaluation seemed to be a valid index for learning performance in TBL classes. To verify the effectiveness of peer evaluation, all students have to realize the significance of scoring the team member's performance. Clear criteria and detailed instruction for appropriate evaluation are also required.

Sociometric status and social drinking: observations of modelling and persuasion in young adult peer groups.

PubMed

Bot, Sander M; Engels, Rutger C M E; Knibbe, Ronald A; Meeus, Wim H J

2007-12-01

Because young adult drinking occurs primarily in peer groups, this should be taken into account when studying influences on drinking behaviour. This paper aimed to assess influences on drinking by observing existing peer groups in a naturalistic setting. We first analysed the basic levels at which two types of influence take place. The first, modelling (imitating others' drinking), was found to significantly influence individual drinking, whereas for the second one, persuasion (drinking resulting from others offering drinks), no predictions were found. Subsequently, we examined whether peer group members' sociometric status in the group affected the amount of influence and persuasion exerted and received. No indications were found that sociometric status had an impact on influence in alcohol consumption within a drinking situation. Features and weaknesses of the study are discussed.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

The Impact of Peer Mentoring on Pupils' Emotional Literacy Competencies

ERIC Educational Resources Information Center

O'Hara, Donna

2011-01-01

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive…

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

Adolescent Academic Achievement and School Engagement: An Examination of the Role of School-Wide Peer Culture

ERIC Educational Resources Information Center

Lynch, Alicia Doyle; Lerner, Richard M.; Leventhal, Tama

2013-01-01

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to…

Integrating Teacher- and Peer-Assessments of Group Coursework Assignments in Business Education: Some Innovative Methods

ERIC Educational Resources Information Center

Onyia, Okey Peter

2014-01-01

This paper is a sequel to an earlier one that examines "the efficacy of two innovative peer-assessment templates ("PET" and "PACT") introduced to enable students provide evidence of their fairness in evaluating peer contributions to group project work" (Onyia, O. P. and Allen, S., 2012). In the present paper, three…

The Effects of Peer Instruction on Students' Conceptual Learning and Motivation

ERIC Educational Resources Information Center

Gok, Tolga

2012-01-01

The aim of this study was to investigate the effects of peer instruction on college students' conceptual learning, motivation, and self-efficacy in an algebra-based introductory physics course for nonmajors. Variables were studied via a quasi-experiment, Solomon four-group design on 123 students. Treatment groups were taught by peer instruction.…

Conformity to Peer Pressure in Preschool Children

ERIC Educational Resources Information Center

Haun, Daniel B. M.; Tomasello, Michael

2011-01-01

Both adults and adolescents often conform their behavior and opinions to peer groups, even when they themselves know better. The current study investigated this phenomenon in 24 groups of 4 children between 4;2 and 4;9 years of age. Children often made their judgments conform to those of 3 peers, who had made obviously erroneous but unanimous…

Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

Students' Perceptions on Self- and Peer-Assessment in Enhancing Learning Experience

ERIC Educational Resources Information Center

Siow, Lee-Fong

2015-01-01

This study reports the effectiveness of self- and peer-assessment in improving students' learning experience. Students in a group of four were required to submit two self-assessments, one after the first submission and the other during the final submission of the assignment. An anonymous assignment was then given to each group for a peer-based…

The Group as Teacher: The Gestalt Peer-Learning Community as a Vehicle for Organisational Healing.

ERIC Educational Resources Information Center

Barber, Paul

The possibility of using a Gestalt-informed peer learning community to facilitate reflective learning and organizational change was explored. A peer learning community model exists that is based on two approaches to working with mental illness--therapeutic community practice (which is based on treating the community group rather than individuals…

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…

The Effectiveness of a Peer-Helping Programme That Increases Subjective Well-Being

ERIC Educational Resources Information Center

Eryilmaz, Ali

2017-01-01

The present study aims to investigate the effectiveness of a peer-helping programme in increasing the subjective well-being of a group of university students compared with a control group with the same characteristics who did not receive the intervention. The intervention recipients consisted of 13 male and 17 female participants. The peer helpers…

Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

ERIC Educational Resources Information Center

Fong, Lin Siew

2016-01-01

Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies…

A Roy Model of Social Interactions. NBER Working Paper No. 16880

ERIC Educational Resources Information Center

Cicala, Steve; Fryer, Roland G., Jr.; Spenkuch, Jorg L.

2011-01-01

We develop a Roy model of social interactions in which individuals sort into peer groups based on comparative advantage. Two key results emerge: First, when comparative advantage is the guiding principle of peer group organization, the effect of moving a student into an environment with higher-achieving peers depends on where in the ability…

Using Multimodal Presentation Software and Peer Group Discussion in Learning English as a Second Language

ERIC Educational Resources Information Center

Wang, Mei-jung

2011-01-01

This paper reports an application of multimedia in a blended learning environment in which students engaged in multimodal presentations and peer group discussion. Students' presentation files were commented upon by their peers on the discussion board and scored by the researcher, based on questions developed by Levy and Kimber (2009) to apply…

Buffering social influence: neural correlates of response inhibition predict driving safety in the presence of a peer.

PubMed

Cascio, Christopher N; Carp, Joshua; O'Donnell, Matthew Brook; Tinney, Francis J; Bingham, C Raymond; Shope, Jean T; Ouimet, Marie Claude; Pradhan, Anuj K; Simons-Morton, Bruce G; Falk, Emily B

2015-01-01

Adolescence is a period characterized by increased sensitivity to social cues, as well as increased risk-taking in the presence of peers. For example, automobile crashes are the leading cause of death for adolescents, and driving with peers increases the risk of a fatal crash. Growing evidence points to an interaction between neural systems implicated in cognitive control and social and emotional context in predicting adolescent risk. We tested such a relationship in recently licensed teen drivers. Participants completed an fMRI session in which neural activity was measured during a response inhibition task, followed by a separate driving simulator session 1 week later. Participants drove alone and with a peer who was randomly assigned to express risk-promoting or risk-averse social norms. The experimentally manipulated social context during the simulated drive moderated the relationship between individual differences in neural activity in the hypothesized cognitive control network (right inferior frontal gyrus, BG) and risk-taking in the driving context a week later. Increased activity in the response inhibition network was not associated with risk-taking in the presence of a risky peer but was significantly predictive of safer driving in the presence of a cautious peer, above and beyond self-reported susceptibility to peer pressure. Individual differences in recruitment of the response inhibition network may allow those with stronger inhibitory control to override risky tendencies when in the presence of cautious peers. This relationship between social context and individual differences in brain function expands our understanding of neural systems involved in top-down cognitive control during adolescent development.

Buffering Social Influence: Neural Correlates of Response Inhibition Predict Driving Safety in the Presence of a Peer

PubMed Central

Cascio, Christopher N.; Carp, Joshua; O'Donnell, Matthew Brook; Tinney, Francis J.; Bingham, C. Raymond; Shope, Jean T.; Ouimet, Marie Claude; Pradhan, Anuj K.; Simons-Morton, Bruce G.; Falk, Emily B.

2016-01-01

Adolescence is a period characterized by increased sensitivity to social cues, as well as increased risk-taking in the presence of peers. For example, automobile crashes are the leading cause of death for adolescents, and driving with peers increases the risk of a fatal crash. Growing evidence points to an interaction between neural systems implicated in cognitive control and social and emotional context in predicting adolescent risk. We tested such a relationship in recently licensed teen drivers. Participants completed an fMRI session in which neural activity was measured during a response inhibition task, followed by a separate driving simulator session 1 week later. Participants drove alone and with a peer who was randomly assigned to express risk-promoting or risk-averse social norms. The experimentally manipulated social context during the simulated drive moderated the relationship between individual differences in neural activity in the hypothesized cognitive control network (right inferior frontal gyrus, BG) and risk-taking in the driving context a week later. Increased activity in the response inhibition network was not associated with risk-taking in the presence of a risky peer but was significantly predictive of safer driving in the presence of a cautious peer, above and beyond self-reported susceptibility to peer pressure. Individual differences in recruitment of the response inhibition network may allow those with stronger inhibitory control to override risky tendencies when in the presence of cautious peers. This relationship between social context and individual differences in brain function expands our understanding of neural systems involved in top–down cognitive control during adolescent development. PMID:25100217

Peer Exclusion and Victimization: Processes That Mediate the Relation Between Peer Group Rejection and Children's Classroom Engagement and Achievement?

ERIC Educational Resources Information Center

Buhs, Eric S.; Ladd, Gary W.; Herald, Sarah L.

2006-01-01

Longitudinal data from a study of kindergarten through 5th graders were used to estimate a structural model in which chronic peer exclusion and chronic peer abuse were hypothesized to mediate the link between children's early peer rejection, later classroom engagement, and achievement. Peer exclusion and abuse were expected to predict changes in 2…

Necessary Social Skills Related to Peer Acceptance. Review of Research.

ERIC Educational Resources Information Center

Kim, Yanghee A.

2003-01-01

Differentiates behaviors of peer-rejected and peer-neglected children at the early childhood level. Offers suggestions for teaching alternative behaviors to aggressive or withdrawn children, direct entry behaviors, positive responses to peers' initiation, verbal assertiveness, engagement in complex pretend play, and ways to show positive affection…

Associations between peer victimization, self-reported depression and social phobia among adolescents: the role of comorbidity.

PubMed

Ranta, Klaus; Kaltiala-Heino, Riittakerttu; Pelkonen, Mirjami; Marttunen, Mauri

2009-02-01

Associations of peer victimization with adolescent depression and social phobia (SP), while controlling for comorbidity between them, have not been sufficiently explored in earlier research. A total of 3156 Finnish adolescents aged 15-16 years participated in a survey study. Self-reported peer victimization, as well as self-reported depression (Beck Depression Inventory), SP (Social Phobia Inventory), and selected background variables were assessed. Frequency of overt and covert peer victimization was examined among four groups: (1) adolescents with depression non-comorbid with SP (DEP), (2) those with SP non-comorbid with depression (SP), (3) those with both SP and depression (SP+DEP), and (4) controls, with neither. A logistic regression analysis controlling for confounding familial (family moving, parental unemployment), and psychopathology (delinquency, aggressiveness, general anxiety) covariates was conducted to confirm the associations between peer victimization and the four groups. Among boys the comorbid SP+DEP group reported the highest rates of both overt and covert victimization, these being significantly higher than among both DEP and SP groups. Among girls covert victimization was again most frequent in the SP+DEP group, but overt victimization was not more frequent in the comorbid group than it was in the DEP and SP groups. In the logistic regression analysis depression without SP did not maintain an independent association with either type of victimization. Instead, SP without depression with ORs from 2.8 to 4.3, and SP comorbid with depression, with ORs between 3.2 and 11.4 had independent associations with peer victimization. In conclusion, overt and covert peer victimization seem to be associated with SP, rather than depression, among adolescents.

Observations of Adolescent Peer Group Interactions as a Function of Within- and Between-Group Centrality Status

ERIC Educational Resources Information Center

Ellis, Wendy E.; Dumas, Tara M.; Mahdy, Jasmine C.; Wolfe, David A.

2012-01-01

Observations of adolescent (n = 258; M age = 15.45) peer group triads (n = 86) were analyzed to identify conversation and interaction styles as a function of within-group and between-group centrality status. Group members' discussions about hypothetical dilemmas were coded for agreements, disagreements, commands, and opinions. Interactions during…

Group Influences on Individual Aggression and Prosociality: Early Adolescents Who Change Peer Affiliations

ERIC Educational Resources Information Center

Berger, Christian; Rodkin, Philip C.

2012-01-01

The present study addresses the influence that group norms exert on individual aggressive and prosocial behavior. The study hypothesis is that for early adolescents who change their peer group affiliations, the characteristics of the group they are leaving (departing-group influence) are not as influential as those of the group that they are…

Romantic Relationship Advice from Anonymous Online Helpers: The Peer Support Adolescents Exchange

ERIC Educational Resources Information Center

Kim, Jung-Eun; Weinstein, Emily C.; Selman, Robert L.

2017-01-01

This empirical study investigates adolescents' responses to peers' personal accounts of romantic relationship difficulties posted to an online forum. We analyze 440 anonymous responses to personal accounts of four romantic relationship issues: controlling partners, break-ups, trust issues, and partner cruelty. Responses were categorized, in order…

Active defending and passive bystanding behavior in bullying: the role of personal characteristics and perceived peer pressure.

PubMed

Pozzoli, Tiziana; Gini, Gianluca

2010-08-01

This study examined the role of pro-victim attitudes, personal responsibility, coping responses to observations of bullying, and perceived peer normative pressure in explaining defending the victim and passive bystanding behavior in bullying. A total of 462 Italian early adolescents (mean age = 13.4 years, SD = 9 months) participated in the study. The behaviors were measured through two informants: each individual student and the teachers. The findings of a series of hierarchical regressions showed that, regardless of the informant, problem solving coping strategies and perceived peer normative pressure for intervention were positively associated with active help towards a bullied peer and negatively related to passivity. In contrast, distancing strategies were positively associated with passive bystanding, whereas they were negatively associated with teacher-reported defending behavior. Moreover, self-reported defending behavior was positively associated with personal responsibility for intervention, but only under conditions of low perceived peer pressure. Finally, the perception of peer pressure for intervention buffered the negative influence of distancing on passive bystanding tendencies. Future directions are discussed.

Peer HIV/AIDS education with volunteer trishaw drivers in Yaan, People's Republic of China: process evaluation.

PubMed

Shuguang, Wang; Van de Ven, Paul

2003-08-01

Peer-based HIV prevention education has become increasingly popular in China. Few studies have explored culturally appropriate strategies or the effectiveness of this approach among the growing population of Chinese self-employed young people--a group quite vulnerable to HIV and other sexually transmissible infections. The findings presented here are from a process evaluation of a peer-led demonstration project with self-employed trishaw drivers in Yaan, China. This study examines sexual health message diffusion from 150 volunteers in a direct training group to 705 peers in an indirect training group. A key finding was that success in diffusing sexual health messages was significantly related to drivers' attachment to their subculture. The successful elements of the project augur well for the development of HIV peer education in the broader arena of self-employed young people in China and pose a challenge to the traditional approach of "official-led" peer education with its uniform prescription of officially sanctioned printed materials.

Socialization and Selection Effects in the Association between Weight Conscious Peer Groups and Thin-Ideal Internalization: A Co-Twin Control Study

PubMed Central

Burt, S. Alexandra; O’Connor, Shannon; Thompson, J. Kevin; Klump, Kelly L.

2016-01-01

Affiliation with weight conscious peer groups is theorized to increase thin-ideal internalization through socialization processes. However, selection effects could contribute if genetic and/or environmental predispositions lead to affiliation with weight conscious peers. Co-twin control methodology was used to examine socialization and selection effects in 614 female twins (ages 8–15) from the Michigan State University Twin Registry (MSUTR). Thin-ideal internalization and peer group characteristics were assessed via self-report questionnaires. Results suggested the presence of both socialization and selection effects. In terms of socialization, twins who reported increased exposure to weight conscious peers relative to their co-twins had elevated thin-ideal internalization scores, regardless of zygosity. However, associations between weight conscious peers and thin-ideal internationalization within twin pairs were attenuated, suggesting that genetic and shared environmental selection effects also contribute. Findings significantly extend previous work by confirming the presence of socialization processes and highlighting selection processes to be examined in future longitudinal research. PMID:26859605

Reciprocal benefit to senior and junior peers: An outcome of a pilot research workshop at medical university.

PubMed

Ahsin, Sadia; Abbas, Seyyeda; Zaidi, Noshin; Azad, Nadia; Kaleem, Fatima

2015-08-01

A study was planned to explore and evaluate the role of senior peers in the learning process of their juniors during a Research Methodology workshop, and to assess educational advantages for seniors in leading roles. Twenty medical students participated with 15 juniors (1st to 3rd year) and 5 seniors (final/fourth year) divided into 5 groups with one senior student each at Foundation University Medical College, Islamabad, Pakistan. The seniors supervised and engaged the groups to develop research questions, formulate objectives, review literature, outline study designs, develop study tools/questionnaire and finally shape their projects in synopsis. Overall advantages to both juniors and seniors through this peer-assisted learning model were assessed by feedback proformas with open and closed-ended questions. Senior peers' facilitation was effective in the learning process of junior peers. Senior peers also gained academic benefit by exercising their leadership qualities through teaching and maintaining group dynamics.

Peer-led versus teacher-led AIDS education for female high-school students in Yazd, Islamic Republic of Iran.

PubMed

Baghianimoghadam, M H; Forghani, H; Zolghadr, R; Rahaei, Z; Khani, P

2012-04-01

Peer-led programmes on AIDS prevention have shown a good level of effectiveness when tested among high-risk populations. This study compared peer-led and teacher-led methods of education about HIV/AIDS among female high-school students in Yazd city, Islamic Republic of Iran. In 2009 students in 3 high schools were trained by their classmates (peer-led), by the research team (teacher-led) or had no education (controls); 180 students completed a specially designed questionnaire based on the health belief model, before and after the intervention. Post-intervention mean knowledge scores increased 2-fold in the peer-led group, and this was significantly higher than the increase in the teacher-led group scores (1.5-fold). Control group scores were unchanged. In the peer-led programme all of the components of the model were significantly improved whereas in the teacher-led programme, only perceived severity and perceived barriers scored significantly higher after the intervention.

The effects of a confidant and a peer group on the well-being of single elders.

PubMed

Gupta, V; Korte, C

1994-01-01

A study of 100 elderly people was carried out to compare the predictions of well-being derived from the confidant model with those derived from the Weiss model. The confidant model predicts that the most important feature of a person's social network for the well-being of that person is whether or not the person has a confidant. The Weiss model states that different persons are needed to fulfill the different needs of the person and in particular that a confidant is important to the need for intimacy and emotional security while a peer group of social friends is needed to fulfill sociability and identity needs. The two models were evaluated by comparing the relative influence of the confidant variable with the peer group variable on subject's well-being. Regression analysis was carried out on the well-being measure using as predictor variables the confidant variable, peer group variable, age, health, and financial status. The confidant and peer group variables were of equal importance to well-being, thus confirming the Weiss model.

Analysis of dental students' written peer feedback from a prospective peer assessment protocol.

PubMed

Tricio, J; Woolford, M; Escudier, M

2016-11-01

Peer assessment and feedback is encouraged to enhance students' learning. The aim of this study was to quantitatively and qualitatively analyse pre-clinical and clinical dental students' written peer feedback provided as part of a continuous, formative and structured peer assessment protocol. A total of 309 Year-2 and Year-5 dental students were invited to participate in a peer assessment and peer feedback protocol. Consenting volunteer students were trained to observe each other whilst working in the skills laboratory (Year-2) and in the dental clinic (Year-5). Subsequently, they followed a structured protocol of peer assessment and peer feedback using specially designed work-based forms during a complete academic year. The content of their written feedback was coded according to the UK General Dental Council domain, sign (positive or negative), specificity (task specific or general), and grouped into themes. A total of 108 participants (40 Year-2 and 68 Year-5) completed 1169 peer assessment work-based forms (516 pre-clinical and 653 clinical); 94% contained written feedback. The large majority (82%) of Year-2 feedback represented the clinical domain, 89% were positive, 77% were task specific, and they were grouped into 14 themes. Year-5 feedback was related mostly to Management and Leadership (37%) and Communication (32%), 64% were positive, 75% task specific, and they were clustered into 24 themes. The content of the feedback showed notable differences between Year-2 and Year-5 students. Senior students focused more on Communication and Management and Leadership skills, whilst juniors were more concerned with clinical skills. Year-5 students provided 13% negative feedback compared to only 2% from Year-2. Regulatory focus theory is discussed to explain these differences. Both groups provided peer feedback on a wide and different range of themes. However, four themes emerged in both groups: efficiency, infection control, time management and working speed. A structured peer assessment framework can be used to guide pre-clinical and clinical students to provide peer feedback focused on different domains, and on contrasting signs and specificities. It can also present an opportunity to complement tutors' feedback. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Depression socialization within friendship groups at the transition to adolescence: the roles of gender and group centrality as moderators of peer influence.

PubMed

Conway, Christopher C; Rancourt, Diana; Adelman, Caroline B; Burk, William J; Prinstein, Mitchell J

2011-11-01

Tests of interpersonal theories of depression have established that elevated depression levels among peers portend increases in individuals' own depressive symptoms, a phenomenon known as depression socialization. Susceptibility to this socialization effect may be enhanced during the transition to adolescence as the strength of peer influence rises dramatically. Socialization of depressive symptoms among members of child and adolescent friendship groups was examined over a 1-year period among 648 youth in grades six through eight. Sociometric methods were utilized to identify friendship groups and ascertain the prospective effect of group-level depressive symptoms on youths' own depressive symptoms. Hierarchical linear modeling results revealed a significant socialization effect and indicated that this effect was most potent for (a) girls and (b) individuals on the periphery of friendship groups. Future studies would benefit from incorporating child and adolescent peer groups as a developmentally salient context for interpersonal models of depression.

Depression Socialization Within Friendship Groups at the Transition to Adolescence: The Roles of Gender and Group Centrality as Moderators of Peer Influence

PubMed Central

Conway, Christopher C.; Rancourt, Diana; Adelman, Caroline B.; Burk, William J.; Prinstein, Mitchell J.

2012-01-01

Tests of interpersonal theories of depression have established that elevated depression levels among peers portend increases in individuals’ own depressive symptoms, a phenomenon known as depression socialization. Susceptibility to this socialization effect may be enhanced during the transition to adolescence as the strength of peer influence rises dramatically. Socialization of depressive symptoms among members of child and adolescent friendship groups was examined over a 1-year period among 648 youth in grades six through eight. Sociometric methods were utilized to identify friendship groups and ascertain the prospective effect of group-level depressive symptoms on youths’ own depressive symptoms. Hierarchical linear modeling results revealed a significant socialization effect and indicated that this effect was most potent for (a) girls and (b) individuals on the periphery of friendship groups. Future studies would benefit from incorporating child and adolescent peer groups as a developmentally salient context for interpersonal models of depression. PMID:21842961

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.

Modeling and testing maternal and newborn care mHealth interventions: a pilot impact evaluation and follow-up qualitative study in Guatemala

PubMed Central

Zuleta, Clara; Rodríguez, Jorge Tulio

2017-01-01

Objective: To develop a descriptive model of structural characteristics of mHealth in the context of newborn nutrition, and to assess the effects of illustrative interventions through a mixed-methods study consisting of an impact evaluation and a qualitative assessment. Materials and Methods: We conducted a 23-week intervention with 100 mothers in rural Guatemala in 2013 and 2014. In group 1 (n = 24), participants received health-promoting text messages. In group 2 (n = 32), peer-to-peer groups were formed. In group 3 (n = 30), peer-to-peer groups were formed, a health professional participated in the discussions, and participants received health-promoting messages. In the control group (n = 14), participants were simply given a mobile phone. We measured changes in knowledge and self-reported behavior. Four focus groups in 2015 showed the perceptions of 44 additional women and the potential of the previously tested interventions in other marginalized areas. Results: Significant relationships were found between group membership and changes in knowledge (P < .001), and between changes in knowledge and self-reported behavior (P = .010). Within peer-to-peer groups, 3665 text messages were shared; discussions covered topics such as breastfeeding practices, health concerns, and emotional issues. Focus groups revealed a deficit of support for mothers, a precariousness of public services, different cultural barriers affecting access to care, and the potential for scaling up. Discussion: The complementarity of structural arrangements of mHealth interventions can play an important role in helping to encourage recommended breastfeeding attitudes along with providing rich information about challenges in rural areas. Conclusion: A mixed-methods study was appropriate to compare the effects and assess the potential of mHealth strategies in a complex rural setting. PMID:27474102

Identifying indicators of illegal behaviour: carnivore killing in human-managed landscapes.

PubMed

St John, Freya A V; Keane, Aidan M; Edwards-Jones, Gareth; Jones, Lauren; Yarnell, Richard W; Jones, Julia P G

2012-02-22

Managing natural resources often depends on influencing people's behaviour, however effectively targeting interventions to discourage environmentally harmful behaviours is challenging because those involved may be unwilling to identify themselves. Non-sensitive indicators of sensitive behaviours are therefore needed. Previous studies have investigated people's attitudes, assuming attitudes reflect behaviour. There has also been interest in using people's estimates of the proportion of their peers involved in sensitive behaviours to identify those involved, since people tend to assume that others behave like themselves. However, there has been little attempt to test the potential of such indicators. We use the randomized response technique (RRT), designed for investigating sensitive behaviours, to estimate the proportion of farmers in north-eastern South Africa killing carnivores, and use a modified logistic regression model to explore relationships between our best estimates of true behaviour (from RRT) and our proposed non-sensitive indicators (including farmers' attitudes, and estimates of peer-behaviour). Farmers' attitudes towards carnivores, question sensitivity and estimates of peers' behaviour, predict the likelihood of farmers killing carnivores. Attitude and estimates of peer-behaviour are useful indicators of involvement in illicit behaviours and may be used to identify groups of people to engage in interventions aimed at changing behaviour.

The Lived Experience of MRKH: Sharing Health Information with Peers.

PubMed

Ernst, Michelle E; Sandberg, David E; Keegan, Catherine; Quint, Elisabeth H; Lossie, Amy C; Yashar, Beverly M

2016-04-01

To examine the process and emotional effect of disclosing a personal diagnosis of Mayer-Rokitansky-Küster-Hauser syndrome (MRKH) to peers during adolescence and young adulthood. Qualitative study using semistructured telephone interviews. Nine women diagnosed with MRKH, aged 21-31 years, recruited via patient support groups. Motivators and barriers to self-disclosure of a diagnosis of MRKH to peers and partners. Motivators to tell peers about a diagnosis included significant trust in the relationship (whether platonic or romantic), needing to unload the experienced burden of diagnosis, and a sense of responsibility to be forthcoming if a long-term romantic future was desired. The most common barrier to telling others was fear of rejection or being labeled a "freak." Although most participants did not receive guidance from a health care provider regarding approaches to sharing diagnostic information with others, almost all participants reported wishing they had received such counseling. A diagnosis of MRKH elicits recurring anxieties about disclosure and the effect on relationships that are inadequately addressed by health care providers. Guidance and support on disclosure to friends and romantic partners should be provided whenever possible. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Peer Group Socialization of Homophobic Attitudes and Behavior during Adolescence

ERIC Educational Resources Information Center

Poteat, V. Paul

2007-01-01

A social developmental framework was applied to test for the socialization of homophobic attitudes and behavior within adolescent peer groups (Grades 7-11; aged 12-17 years). Substantial similarity within and differences across groups were documented. Multilevel models identified a group socializing contextual effect, predicting homophobic…

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

Power of Peer Support to Change Health Behavior to Reduce Risks for Heart Disease and Stroke for African American Men in a Faith-Based Community.

PubMed

Lee, Sohye; Schorr, Erica; Hadidi, Niloufar Niakosari; Kelley, Robin; Treat-Jacobson, Diane; Lindquist, Ruth

2018-02-01

Peer support has powerful potential to improve outcomes in a program of health behavior change; yet, how peer support is perceived by participants, its role, and how it contributes to intervention efficacy is not known, especially among African Americans. The purpose of this study was to identify the subjectively perceived experience and potential contributions of peer support to the outcomes of a peer group behavioral intervention designed to change health behavior to reduce risks for heart disease and stroke in African American men in a faith-based community. A peer support group intervention was implemented to increase health knowledge and to improve health behaviors in line with the American Heart Association's Life Simple 7 domains (get active, control cholesterol, eat better, manage blood pressure, lose weight, reduce blood sugar, and stop smoking). Fourteen peer group sessions and eight follow-up interviews with program participants were recorded, transcribed, and analyzed. Seven key themes emerged, including (1) enhancing access to health behavior information and resources, (2) practicing and applying problem-solving skills with group feedback and support, (3) discussing health behavior challenges and barriers, (4) sharing health behavior changes, (5) sharing perceived health outcome improvements and benefits, (6) feelings of belonging and being cared for, and (7) addressing health of family and community. Qualitative findings revealed a positive perception of peer support and greater understanding of potential reasons why it may be an effective strategy for African American men.

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

PubMed

Markovic, Andrea; Bowker, Julie C

2015-04-01

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

What do peer support workers do? A job description.

PubMed

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

2012-07-19

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

Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.

PubMed

Lynch, Alicia Doyle; Lerner, Richard M; Leventhal, Tama

2013-01-01

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed.

Using Portable Video Modeling Technology to Increase the Compliment Behaviors of Children with Autism During Athletic Group Play.

PubMed

Macpherson, Kevin; Charlop, Marjorie H; Miltenberger, Catherine A

2015-12-01

A multiple baseline design across participants was used to examine the effects of a portable video modeling intervention delivered in the natural environment on the verbal compliments and compliment gestures demonstrated by five children with autism. Participants were observed playing kickball with peers and adults. In baseline, participants demonstrated few compliment behaviors. During intervention, an iPad(®) was used to implement the video modeling treatment during the course of the athletic game. Viewing the video rapidly increased the verbal compliments participants gave to peers. Participants also demonstrated more response variation after watching the videos. Some generalization to an untrained activity occurred and compliment gestures also occurred. Results are discussed in terms of contributions to the literature.

Peers' Perceptions of Gender Nonconformity: Associations with Overt and Relational Peer Victimization and Aggression in Early Adolescence

ERIC Educational Resources Information Center

Toomey, Russell B.; Card, Noel A.; Casper, Deborah M.

2014-01-01

The current study used reports from 318 early adolescents to examine the associations of peer-reported gender nonconformity with peer- and self-reported overt and relational victimization and aggression, and possible sex differences in these associations. Multiple-group structural equation modeling revealed that higher levels of peer-reported…

Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Sreckovic, Melissa A.; Hume, Kara; Able, Harriet

2017-01-01

Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network…

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,…

Beyond situational ambiguity in peer conflict: unique and combined effects of cues from an antagonist and a best friend.

PubMed

Smith-Schrandt, Heather L; Ojanen, Tiina; Gesten, Ellis; Feldman, Marissa A; Calhoun, Casey D

2011-01-01

In accord with increasing recognition of the situation specificity of childhood social behaviors, individual and contextual differences in children's responses to potential peer conflict were examined (hostile attribution, behavioral strategies, and affective reactions; N = 367, 9-12 years, 197 girls). Situational cues from 2 sources, the antagonist and a witnessing best friend, were designed to suggest the antagonist's intentions. Multilevel modeling indicated that children's responses generally varied more according to cues from the antagonist than friend, but the latter also affected responses, especially when conflicting with other situational information. Cognitive and affective responses were also influenced by gender, social goals, friendship quality, and self-efficacy for peer interaction. Findings provide theoretical insight on the context of peer conflict. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Peer education training for sexual health and well-being in public high schools in South Africa: Is it enough to change peer educators themselves?

PubMed

Mason-Jones, Amanda J; Flisher, Alan J; Mathews, Catherine

2013-01-01

To evaluate the effects of a high school peer educator training programme on the sexual behaviour and related psychosocial outcomes of peer educators. A total of 728 students from 15 randomly selected public high schools in the Western Cape, South Africa, with a peer education programme and 15 matched comparison schools were recruited, comprising 295 students in the intervention group and 433 students in the comparison arms of the study respectively. Age of sexual debut, use of condom at last sex and psychosocial outcomes such as decision making, goal orientation, critical thinking and self-esteem were measured at baseline and follow-up 18 months later. At follow-up, there were no significant differences in the age of sexual debut, use of condom at last sex, goal orientation, critical thinking and self-esteem scores of the peer educators compared to students in the comparison group. Decision-making scores were significantly higher in the peer educators, compared to students in the comparison group (adjusted difference between means 0.14, 95% CI 0.02 to 0.26). Even a highly intensive peer education training programme had limited effects for the peer educators themselves. It is clear that community factors, gendered power relations and poverty need to be addressed to have a lasting impact.

Focus groups for developing a peer mentoring program to improve self-management in pediatric inflammatory bowel disease.

PubMed

Mackner, Laura M; Ruff, Jessica M; Vannatta, Kathryn

2014-10-01

Inflammatory bowel disease (IBD) presents challenges for self-management in many areas. A peer mentoring program may offer advantages over other forms of self-management interventions because youth may be more receptive to learning self-management skills from a peer than from a parent or professional. The purpose of the present study was to identify themes from focus groups to inform development of a peer mentoring program for improving self-management in pediatric IBD. Focus groups were conducted for youth ages 12 to 17, stratified by age (3 groups; n = 14), young adults ages 18 to 20 (1 group; n = 5), and parents of the youth (3 groups; n = 17). Broad questions covered program goals, general program characteristics, mentor/mentee characteristics, and family involvement, and transcriptions were analyzed via directed content analysis, with the a priori codes specified as the broad questions above. Participants identified the primary goals of a program as support, role model, information/education, and fun. They described a program that would include a year-long, 1-on-1 mentor relationship with a peer who has had IBD for at least a year, educational group activities, fun activities that are not focused on IBD, expectations for in-person contact 1 to 2 times per month, and mentor-to-mentor and parent support. Many of the suggestions from the focus groups correspond with research findings associated with successful mentoring programs. Using participants' suggestions and empirically based best practices for mentoring may result in an effective peer mentoring program for improving self-management in youth with IBD.

Software Test Handbook: Software Test Guidebook. Volume 2.

DTIC Science & Technology

1984-03-01

system test phase for usually one or more of the following three reasons. a. To simulate stress and volume tests (e.g., simulating the actions of 100...peer reviews that differ in formality, participant roles and responsibilities, output produced, and input required. a. Information Input. The input to...form (containing review summary and group decision). - Inspection- Inspection schedule and memo (defining individual roles and respon- sibilities

Adaptive Response of Children and Adolescents with Autism to the 2009 Earthquake in L'Aquila, Italy

ERIC Educational Resources Information Center

Valenti, Marco; Ciprietti, Tiziana; Di Egidio, Claudia; Gabrielli, Maura; Masedu, Francesco; Tomassini, Anna Rita; Sorge, Germana

2012-01-01

The literature offers no descriptions of the adaptive outcomes of people with autism spectrum disorder (ASD) after natural disasters. Aim of this study was to evaluate the adaptive behaviour of participants with ASD followed for 1 year after their exposure to the 2009 earthquake in L'Aquila (Italy) compared with an unexposed peer group with ASD,…

Conflict Resolution in the Parent-Child, Marital, and Peer Contexts and Children's Aggression in the Peer Group: A Process-Oriented Cultural Perspective

ERIC Educational Resources Information Center

Feldman, Ruth; Masalha, Shafiq; Derdikman-Eiron, Ruth

2010-01-01

Theories of socialization propose that children's ability to handle conflicts is learned at home through mechanisms of participation and observation--participating in parent-child conflict and observing the conflicts between parents. We assessed modes of conflict resolution in the parent-child, marriage, and peer-group contexts among 141 Israeli…

The Effectiveness of Peer Taught Group Sessions of Physiotherapy Students within the Clinical Setting: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Scott, Dee; Jelsma, Jennifer

2014-01-01

The study aimed to investigate whether learning from peers, learning from a clinical educator, or being the peer teacher during clinical group sessions was more effective at enhancing student learning outcomes for different health conditions. A secondary aim was to determine which method students found more satisfactory. Physiotherapy students at…