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Journal articles on the topic 'Peer helpers'
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Morrill, Correen M., Judy Nicely Leach, Muriel Rogie Radebaugh, William C. Shreeve, Sharon J. Colby, and David E. Johnson. "Peer Helpers: Overview and Caution." International Journal of Adolescence and Youth 1, no. 1 (January 1987): 33–37. http://dx.doi.org/10.1080/02673843.1987.9747623.
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McCue, Maureen, and Larry Anna Afifi. "Using Peer Helpers for Tuberculosis Prevention." Journal of American College Health 44, no. 4 (January 1996): 173–76. http://dx.doi.org/10.1080/07448481.1996.9937525.
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Konet, Richard J. "Peer Helpers in the Middle School." Middle School Journal 23, no. 1 (September 1991): 13–15. http://dx.doi.org/10.1080/00940771.1991.11496017.
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Bowman, Robert P., and Robert D. Myrick. "Students as Peer Helpers: An Untapped Resource." Children & Schools 7, no. 2 (1985): 124–33. http://dx.doi.org/10.1093/cs/7.2.124.
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Racz, Jozsef, and Zsuzsa Lacko. "Peer Helpers in Hungary: A Qualitative Analysis." International Journal for the Advancement of Counselling 30, no. 1 (December 18, 2007): 1–14. http://dx.doi.org/10.1007/s10447-007-9040-y.
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Birol, Zehra Nesrin. "The Content of Peer Helping Program." European Journal of Social Sciences Education and Research 1, no. 1 (May 1, 2014): 262. http://dx.doi.org/10.26417/ejser.v1i1.p262-267.
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With the study, which is a collection of the overall literature, the aim is to explain the concept of peer helping and its content. It is also our aim to enlighten people who are interested in the topic about where and how peer helping programs might be used. Peer helping concept consists of the idea that peers advise each other spontenaously and while doing this, active listening, problem solving skills, mental health and human development knowledge are naturally used. Peer helping is a system of counseling in which peers who are at the same age and status might help each other (Birol, 2005). The study aims to provide sufficient knowledge for the ones who are in the arena about what and how to establish a qualified peer helping program and of its principles. Additionally, how to choose peer helpers and the methods are partly discussed. It is known that the election of peer helpers has various applications. One way is applying for it voluntarily (Baginsky, 2004), second is being a nominee by others (Cartwright 2005), third is choosing a selective course (Myrick ve Folk:1991), fourth is interviews (Birol;2005) or applying some tests. The interview method has its own standards and also in the study the characteristics of peer helpers are examined as they have to be qualified and able to conduct the counseling sessions in an appropriate way. The study also mentions about the aim of peer helping. It presents us a brief information about the relation between peer helping and preventional guidance. Peer helping is a useful method for it is used in various fields and it facilitates people who work in the arena to reach many individuals at schools or other educational institutions.
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Marick, Josephine. "HIV/AIDS Peer Education: A Rural Health Project." Journal of School Nursing 18, no. 1 (February 2002): 41–47. http://dx.doi.org/10.1177/10598405020180010801.
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This article describes a program conducted by a group of adolescents in a rural western Nebraska high school that was designed to inform their peers about the risk of HIV/AIDS. The program was funded by state and county agencies. An AIDS Task Force composed of community health leaders developed the guidelines for the program. The Task Force met annually to plan for the coming year, implement changes, and evaluate the program. A community health nurse served as the coordinator of the program and also served as a rural school nurse. A group of students called peer helpers carried out the HIV/AIDS program. Peer helpers created an awareness of HIV/AIDS with dissemination of factual information and also served as a referral resource for their peers. A number of recommendations are provided for future implementation of programs designed to help adolescents develop a healthy lifestyle.
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Dechman, Margaret Kathleen. "Peer helpers’ struggles to care for “others” who inject drugs." International Journal of Drug Policy 26, no. 5 (May 2015): 492–500. http://dx.doi.org/10.1016/j.drugpo.2014.12.010.
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Aladağ, Mine, and Esin Tezer. "Effects of a Peer Helping Training Program on Helping Skills and Self-Growth of Peer Helpers." International Journal for the Advancement of Counselling 31, no. 4 (September 16, 2009): 255–69. http://dx.doi.org/10.1007/s10447-009-9082-4.
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DeMello, M. M., B. M. Pinto, S. Mitchell, S. I. Dunsiger, and K. Stein. "Peer support for physical activity adoption among breast cancer survivors: Do the helped resemble the helpers?" European Journal of Cancer Care 27, no. 3 (April 10, 2018): e12849. http://dx.doi.org/10.1111/ecc.12849.
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Higgins, N. C., and Joanne K. Shaw. "ATTRIBUTIONAL STYLE MODERATES THE IMPACT OF CAUSAL CONTROLLABILITY INFORMATION ON HELPING BEHAVIOR." Social Behavior and Personality: an international journal 27, no. 3 (January 1, 1999): 221–35. http://dx.doi.org/10.2224/sbp.1999.27.3.221.
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The helping behavior of individuals with supportive (i.e., the tendency to view others' misfortunes as uncontrollable by the targets) and unsupportive (i.e., the tendency to view others' misfortunes as controllable by the targets) attributional styles was investigated in a natural setting, under conditions of high and low controllability of a target's need. Helping behavior was a function of the perceived controllability of the target's need for help and the helper's attributional style. While non-negligent targets were helped more than the negligent – supporting an attributional model of helping behavior (B. Weiner, 1980a, 1995) – the attributional style of potential helpers moderated that effect. Individuals with a supportive style helped a needy peer at the same rate irrespective of the controllability of the need. In contrast, unsupportive style individuals were very kind to the needy peer if the reason was legitimate, and highly neglectful if the peer was negligent. Thus, the causal structure of the situation was more influential in determining the behavior of unsupportive than supportive style respondents. The finding that attributional styles moderated helping reactions demonstrates that the attributional model of helping behavior is incomplete and that person variables must be considered in tandem with situational variables in attributional models of social behavior.
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Mabizela, S. E. "Peer helpers’ construction of their role in an open distance-learning institution." African Journal of Health Professions Education 10, no. 3 (October 3, 2018): 166. http://dx.doi.org/10.7196/ajhpe.2018.v10i3.1029.
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Toseland, Ronald W., and Gregory C. Smith. "Effectiveness of individual counseling by professional and peer helpers for family caregivers of the elderly." Psychology and Aging 5, no. 2 (1990): 256–63. http://dx.doi.org/10.1037/0882-7974.5.2.256.
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Bernecker, Samantha L., Joseph Jay Williams, Norian A. Caporale-Berkowitz, Akash R. Wasil, and Michael J. Constantino. "Nonprofessional Peer Support to Improve Mental Health: Randomized Trial of a Scalable Web-Based Peer Counseling Course." Journal of Medical Internet Research 22, no. 9 (September 21, 2020): e17164. http://dx.doi.org/10.2196/17164.
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Background Millions of people worldwide are underserved by the mental health care system. Indeed, most mental health problems go untreated, often because of resource constraints (eg, limited provider availability and cost) or lack of interest or faith in professional help. Furthermore, subclinical symptoms and chronic stress in the absence of a mental illness diagnosis often go unaddressed, despite their substantial health impact. Innovative and scalable treatment delivery methods are needed to supplement traditional therapies to fill these gaps in the mental health care system. Objective This study aims to investigate whether a self-guided web-based course can teach pairs of nonprofessional peers to deliver psychological support to each other. Methods In this experimental study, a community sample of 30 dyads (60 participants, mostly friends), many of whom presented with mild to moderate psychological distress, were recruited to complete a web-based counseling skills course. Dyads were randomized to either immediate or delayed access to training. Before and after training, dyads were recorded taking turns discussing stressors. Participants’ skills in the helper role were assessed before and after taking the course: the first author and a team of trained research assistants coded recordings for the presence of specific counseling behaviors. When in the client role, participants rated the session on helpfulness in resolving their stressors and supportiveness of their peers. We hypothesized that participants would increase the use of skills taught by the course and decrease the use of skills discouraged by the course, would increase their overall adherence to the guidelines taught in the course, and would perceive posttraining counseling sessions as more helpful and their peers as more supportive. Results The course had large effects on most helper-role speech behaviors: helpers decreased total speaking time, used more restatements, made fewer efforts to influence the speaker, and decreased self-focused and off-topic utterances (ds=0.8-1.6). When rating the portion of the session in which they served as clients, participants indicated that they made more progress in addressing their stressors during posttraining counseling sessions compared with pretraining sessions (d=1.1), but they did not report substantive changes in feelings of closeness and supportiveness of their peers (d=0.3). Conclusions The results provide proof of concept that nonprofessionals can learn basic counseling skills from a scalable web-based course. The course serves as a promising model for the development of web-based counseling skills training, which could provide accessible mental health support to some of those underserved by traditional psychotherapy.
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Abarna, K. T. Meena, and T. Suresh. "Enrich multi-channel P2P VoD streaming based on dynamic replication strategy." International Journal of Advances in Applied Sciences 9, no. 2 (June 1, 2020): 110. http://dx.doi.org/10.11591/ijaas.v9.i2.pp110-116.
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Peer-to-Peer Video-on-Demand (VoD) is a favorable solution which compromises thousands of videos to millions of users with completeinteractive video watching stream. Most of the profitable P2P streaming groupsPPLive, PPStream and UUSee have announced a multi-channel P2P VoD system that approvals user to view extra one channel at a time. The present multiple channel P2P VoD system resonant a video at a low streaming rate due to the channel resource inequity and channel churn. In order to growth the streaming capacity, this paper highlights completely different effective helpers created resource balancing scheme that actively recognizes the supply-and-demand inequity in multiple channels. Moreover, peers in an extra channel help its unused bandwidth resources to peers in a shortage channel that minimizes the server bandwidth consumption. To provide a desired replication ratio for optimal caching, it develops a dynamic replication strategy that optimally tunes the number of replicas based on dynamic popularity in a distributed and dynamic routine. This work accurately forecasts the varying popularity over time using Auto-Regressive Integrated Moving Average (ARIMA) model, an effective time-series forecasting technique that supports dynamic environment. Experimental assessment displays that the offered dynamic replication strategy which should achieves high streaming capacity under reduced server workload when associated to existing replication algorithms.
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Lifeso, Natasha, Matthew Hicks, and Chloe Joynt. "45 Helping the Helpers: Peer Critical Incident Stress Management for NICU Health Care Providers to Improve Resilience, Burnout and Patient Safety." Paediatrics & Child Health 25, Supplement_2 (August 2020): e19-e19. http://dx.doi.org/10.1093/pch/pxaa068.044.
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Abstract Introduction/Background Health care providers in neonatal intensive care units (NICU) experience critical or distressing events that can overwhelm their usual coping skills and lead to significant stress. Ineffective support for health care providers dealing with critical incidents can lead to poor unit resilience, staff burnout and compromised patient care behaviours. A formalized peer program and process to address critical workplace incidents and support care providers, “Critical Incident Stress Management (CISM)” is used in many first responder professions. While there is growing interest in implementing peer CISM teams in critical care units, there is a lack of research describing the impact of CISM in NICU. Objectives This study examined the effect of implementing a multidisciplinary NICU health care provider peer CISM team on resilience, burnout, and team/safety culture in a tertiary NICU. Design/Methods Multidisciplinary team members were peer selected and formally CISM trained. Change management strategies were employed to introduce CISM to the NICU. All health care providers were invited to complete an anonymous online or paper survey before and 1 year after NICU CISM team implementation. The survey contained validated measures of resilience, burnout, and team/safety culture that were analyzed pre and post intervention. Results The response rate pre-intervention was 66% (114/172 staff) and 32% post (60/186 staff). Stress recognition significantly improved as fewer staff reported being less effective at work when feeling stressed post incident (74% vs 61%, pre and post CISM respectively, p<0.05) (Table 1). Fewer staff reported feeling burned out from their work (41% vs 31%, p=0.4), trending towards improved resilience (Table 1). Communication in the NICU significantly improved as staff indicated debriefing methods met their needs (38% vs 57%, p<0.05) and felt comfortable speaking up about safety concerns (66% vs 78%) (Table 1). Post-intervention, despite feelings of increased workload indicated by a significant decrease in agreement that “NICU staff levels were sufficient for patient load” (54% vs 33%, p<0.001), a majority of staff reported a supportive environment in the NICU (59% vs 77%, p=0.08) (Table 1). Work culture significantly improved as staff felt rewarded and recognized for improving quality (13% vs 31%, p<0.05) (Table 1). Conclusion Implementation of a peer CISM team led to improved NICU care provider resilience, stress recognition, and team culture, all of which can mitigate the effects of increased patient load. Findings from this research and knowledge gained from the CISM implementation process should be shared with other health care environments.
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Lund, Adam, Nadia Lund, Ron Scott, Quinn Yu, Stephen Chui, and Sheila Turris. "Mass Gatherings and Youth Peer Volunteerism." Prehospital and Disaster Medicine 34, s1 (May 2019): s148. http://dx.doi.org/10.1017/s1049023x19003303.
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Introduction:Music and sporting events are mass gatherings with unique risks related to participation. “All-ages” events, which include participants below the age of majority (18 in many jurisdictions), have been observed to have an over-representation of patient presentations in the youth category. Peer helpers may lower the barrier to seeking on-site care. Youth (peer-aged) volunteerism provides opportunities for exposure to new environments, skills, and mentorship. Medical volunteerism may promote personal satisfaction through prosocial behavior (i.e., helping others), community engagement and immersion into a potential health professions career path.Methods:We conducted an observational pilot feasibility study with feedback forms and semi-structured interviews. The pilot program paired youth with parents/guardians/responsible adults as health care volunteers at special events.Results:Youth/adult dyads volunteered for a variety of events in Canada during the 2018 event season. All participants in the “Juniors Program” completed at least a Standard First Aid course, including orientation to personal safety and confidentiality. Each pair worked in one of two areas: first aid or Festival Health (the harm reduction space at music events) providing peer-to-peer and “all-ages” support. Post-event feedback from the dyads revealed many positive experiences and universally called for more opportunities.Discussion:A strong volunteer base is an asset to any community. In this pilot study, the volunteer experiences were supervised by a team of credentialed health care professionals. The authors report on qualitative feedback in themes based on patient perspective, volunteer perspective, team perspective, and event management perspective. More research is needed to measure the outcomes of the Junior’s Program. More Investigation is needed to determine not only the long-term benefits of participation on event medical teams, but also to identify factors that shape a positive experience for youth, their parents, and the event participants that they support.
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Shulman, Dennis G. "The Quality of Helpfulness: A Research Approach." Psychological Reports 58, no. 1 (February 1986): 236–38. http://dx.doi.org/10.2466/pr0.1986.58.1.236.
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Sociometric rating scales assessing such dimensions as empathic sensitivity, open-mindedness, trustworthiness, and helpfulness were completed by 202 subjects in 16 peer groups. On the basis of these sociometric questionnaires, the 16 subjects rated as most helpful and least helpful (top and bottom four percent of the distribution) were selected for further study. These subjects completed additional questionnaires and participated in a small-group, structured exercise which allowed trained judges to assess the subjects' behavior on a number of variables. The results were (a) that those subjects seen as helpful and unhelpful by members of the long-term peer groups were similarly seen as helpful and unhelpful by relative strangers indicating the identifiability and stability of helpfulness as a personal characteristic and (b) there was strong agreement between sociometric ratings of personality dimensions and judge-rated behavioral assessments of the same dimensions indicating the validity of peer perceptions. These findings are discussed in terms of their implications for the training and selection of professional helpers and in terms of their methodological significance.
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Clarke, Joanne L., Jenny Ingram, Debbie Johnson, Gill Thomson, Heather Trickey, Stephan U. Dombrowski, Alice Sitch, et al. "An assets-based intervention before and after birth to improve breastfeeding initiation and continuation: the ABA feasibility RCT." Public Health Research 8, no. 7 (April 2020): 1–156. http://dx.doi.org/10.3310/phr08070.
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Background The UK has low levels of breastfeeding initiation and continuation, with evident socioeconomic disparities. To be inclusive, peer-support interventions should be woman-centred rather than breastfeeding-centred. Assets-based approaches to public health focus on the positive capabilities of individuals and communities, rather than their deficits and problems. The Assets-based feeding help Before and After birth (ABA) intervention offers an assets-based approach based on behaviour change theory. Objective To investigate the feasibility of delivering the ABA infant feeding intervention in a randomised controlled trial. Design This was an individually randomised controlled feasibility trial; women were randomised in a 1 : 1 ratio to either the intervention group or the comparator (usual care) group. Setting Two separate English sites were selected because they had an existing breastfeeding peer support service, relatively high levels of socioeconomic disadvantage and low rates of breastfeeding. Participants Women aged ≥ 16 years who were pregnant with their first child, irrespective of feeding intention (n = 103), were recruited by researchers in antenatal clinics. Interventions Proactive, woman-centred support, using an assets-based approach and including behaviour change techniques, was provided by an infant-feeding helper (a breastfeeding peer supporter trained in the ABA intervention) and delivered through face-to-face contact, telephone conversations and text messages. The intervention commenced at around 30 weeks’ gestation and could continue until 5 months postnatally. Main outcome measures The main outcome measures were feasibility of intervention delivery with the requisite intensity and duration; acceptability to women, infant-feeding helpers and maternity services; and feasibility of a future randomised controlled trial. Outcomes included recruitment rates and follow-up rates at 3 days, 8 weeks and 6 months postnatally, and outcomes for a future full trial were collected via participant questionnaires. A mixed-methods process evaluation included qualitative interviews with women, infant-feeding helpers and maternity services; infant-feeding helper logs; and audio-recordings of antenatal contacts to check intervention fidelity. Results Of the 135 eligible women approached, 103 (76.3%) agreed to participate. The study was successful in recruiting teenagers (8.7%) and women living in areas of socioeconomic disadvantage (37.3% resided in the most deprived 40% of small areas in England). Postnatal follow-up rates were 68.0%, 85.4% and 80.6% at 3 days, 8 weeks and 6 months, respectively. Feeding status at 8 weeks was obtained for 95.1% of participants. Recruitment took place from February 2017 until August 2017. It was possible to recruit and train existing peer supporters to the infant-feeding helper role. The intervention was delivered to most women with relatively high fidelity. Among the 50 women in the intervention group, 39 received antenatal visits and 40 received postnatal support. Qualitative data showed that the intervention was acceptable. There was no evidence of intervention-related harms. Limitations Birth notification delays resulted in delays in the collection of postnatal feeding status data and in the offer of postnatal support. In addition, the intervention needs to better consider all infant-feeding types and did not adequately accommodate women who delivered prematurely. Conclusion It is feasible to deliver the intervention and trial. Future work The intervention should be tested in a fully powered randomised controlled trial. Trial registration Current Controlled Trials ISRCTN14760978. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 7. See the NIHR Journals Library website for further project information.
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Marshall, Carley, Myra Piat, and Michel Perreault. "Exploring the psychological benefits and challenges experienced by peer-helpers participating in take-home naloxone programmes: A rapid review." Drugs: Education, Prevention and Policy 25, no. 3 (January 17, 2017): 280–91. http://dx.doi.org/10.1080/09687637.2016.1269724.
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Matthews, Lynsay, Juliana Pugmire, Laurence Moore, Mark Kelson, Alex McConnachie, Emma McIntosh, Sarah Morgan-Trimmer, et al. "Study protocol for the ‘HelpMeDoIt!’ randomised controlled feasibility trial: an app, web and social support-based weight loss intervention for adults with obesity." BMJ Open 7, no. 10 (October 2017): e017159. http://dx.doi.org/10.1136/bmjopen-2017-017159.
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IntroductionHelpMeDoIt! will test the feasibility of an innovative weight loss intervention using a smartphone app and website. Goal setting, self-monitoring and social support are three key facilitators of behaviour change. HelpMeDoIt! incorporates these features and encourages participants to invite ‘helpers’ from their social circle to help them achieve their goal(s).AimTo test the feasibility of the intervention in supporting adults with obesity to achieve weight loss goals.Methods and analysis12-month feasibility randomised controlled trial and accompanying process evaluation. Participants (n=120) will be adults interested in losing weight, body mass index (BMI)>30 kg/m2and smartphone users. The intervention group will use the app/website for 12 months. Participants will nominate one or more helpers to support them. Helpers have access to the app/website. The control group will receive a leaflet on healthy lifestyle and will have access to HelpMeDoIt! after follow-up. The key outcome of the study is whether prespecified progression criteria have been met in order to progress to a larger randomised controlled effectiveness trial. Data will be collected at baseline, 6 and 12 months. Outcomes focus on exploring the feasibility of delivering the intervention and include: (i) assessing three primary outcomes (BMI, physical activity and diet); (ii) secondary outcomes of waist/hip circumference, health-related quality of life, social support, self-efficacy, motivation and mental health; (iii) recruitment and retention; (iv) National Health Service (NHS) resource use and participant borne costs; (v) usability and acceptability of the app/website; and (vi) qualitative interviews with up to 50 participants and 20 helpers on their experiences of the intervention. Statistical analyses will focus on feasibility outcomes and provide initial estimates of intervention effects. Thematic analysis of qualitative interviews will assess implementation, acceptability, mechanisms of effect and contextual factors influencing the intervention.Ethics and disseminationThe protocol has been approved by the West of Scotland NHS Research Ethics Committee (Ref: 15/WS/0288) and the University of Glasgow MVLS College Ethics Committee (Ref: 200140108). Findings will be disseminated widely through peer-reviewed publication and conference presentations.Trial registration numberISRCTN85615983.
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Jolly, Kate, Jenny Ingram, Joanne Clarke, Debbie Johnson, Heather Trickey, Gill Thomson, Stephan U. Dombrowski, et al. "Protocol for a feasibility trial for improving breast feeding initiation and continuation: assets-based infant feeding help before and after birth (ABA)." BMJ Open 8, no. 1 (January 2018): e019142. http://dx.doi.org/10.1136/bmjopen-2017-019142.
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IntroductionBreast feeding improves the health of mothers and infants; the UK has low rates, with marked socioeconomic inequalities. While trials of peer support services have been effective in some settings, UK trials have not improved breast feeding rates. Qualitative research suggests that many women are alienated by the focus on breast feeding. We propose a change from breast feeding-focused interactions to respecting a woman’s feeding choices, inclusion of behaviour change theory and an increased intensity of contacts in the 2 weeks after birth when many women cease to breast feed. This will take place alongside an assets-based approach that focuses on the positive capability of individuals, their social networks and communities.We propose a feasibility study for a multicentre randomised controlled trial of the Assets feeding help Before and After birth (ABA) infant feeding service versus usual care.Methods and analysisA two-arm, non-blinded randomised feasibility study will be conducted in two UK localities. Women expecting their first baby will be eligible, regardless of feeding intention. The ABA infant feeding intervention will apply a proactive, assets-based, woman-centred, non-judgemental approach, delivered antenatally and postnatally tailored through face-to-face contacts, telephone and SMS texts. Outcomes will test the feasibility of delivering the intervention with recommended intensity and duration to disadvantaged women; acceptability to women, feeding helpers and professionals; and feasibility of a future randomised controlled trial (RCT), detailing recruitment rates, willingness to be randomised, follow-up rates at 3 days, 8 weeks and 6 months, and level of outcome completion. Outcomes of the proposed full trial will also be collected. Mixed methods will include qualitative interviews with women/partners, feeding helpers and health service staff; feeding helper logs; and review of audio-recorded helper–women interactions to assess intervention fidelity.Ethics and disseminationStudy results will inform the design of a larger multicentre RCT. The National Research Ethics Service Committee approved the study protocol.Trial registration numberISRCTN14760978; Pre-results.
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He, Yifeng, and Ling Guan. "Improving Streaming Capacity in Multi-Channel P2P VoD Systems via Intra-Channel and Cross-Channel Resource Allocation." International Journal of Digital Multimedia Broadcasting 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/807520.
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Multi-channel Peer-to-Peer (P2P) Video-on-Demand (VoD) systems can be categorized intoindependent-channelP2P VoD systems andcorrelated-channelP2P VoD systems. Streaming capacity for a channel is defined as the maximal streaming rate that can be received by every user of the channel. In this paper, we study the streaming capacity problem in multi-channel P2P VoD systems. In an independent-channel P2P VoD system, there is no resource correlation among channels. Therefore, we can find the average streaming capacity for the independent-channel P2P VoD system by finding the streaming capacity for each individual channel, respectively. We propose a distributed algorithm to solve the streaming capacity problem for a single channel in an independent-channel P2P VoD system. The average streaming capacity for a correlated-channel P2P VoD system depends on both the intra-channel and cross-channel resource allocation. To better utilize the cross-channel resources, we first optimize the server upload allocation among channels to maximize the average streaming capacity and then propose cross-channel helpers to enable cross-channel sharing of peer upload bandwidths. We demonstrate in the simulations that the correlated-channel P2P VoD systems with both intra-channel and cross-channel resource allocation can obtain a higher average streaming capacity compared to the independent-channel P2P VoD systems with only intra-channel resource allocation.
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Draper, CE, A. Prioreschi, LJ Ware, S. Lye, and SA Norris. "Pilot implementation of Bukhali: A preconception health trial in South Africa." SAGE Open Medicine 8 (January 2020): 205031212094054. http://dx.doi.org/10.1177/2050312120940542.
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Objectives: This article describes the learnings from the pilot phase of the Healthy Life Trajectories Initiative, a preconception health trial for 18- to 25-year-old women in Soweto, South Africa. Methods: The study compares two arms focussed on either physical and mental health (intervention; delivered by community health workers – ‘Health Helpers’) or standard of care plus (control; standard access to healthcare plus additional telephonic input on ‘life skills’; delivered by call centre assistants). These are collectively referred to as Bukhali. Data on the pilot implementation of the Bukhali trial (n = 1655) were collected from (1) weekly team meetings, (2) two focus groups (one with the intervention team Health Helpers, n = 7; one with intervention participants, n = 8) and one paired interview with control call centre assistants (n = 2), (3) notes from eight debrief sessions with Health Helpers and (4) quantitative trial monitoring data. Qualitative data were thematically analysed. Results: The findings clustered within three themes: (1) challenges for young women in Soweto, (2) priorities for young women in Soweto and (3) implementation challenges and perceptions of the intervention. Challenges were mostly related to tough socioeconomic circumstances and less prioritisation of living a healthier life. The priorities of employment and educational opportunities reflected the socioeconomic challenges, where health was not recognised as priority. The main challenge to participation and compliance with the trial was that young women in Soweto generally wanted a tangible and preferably financial and immediate benefit. Community peer sessions, despite being recommended by young women as part of the intervention development, were not successful. Many women also moved between multiple households within Soweto, which flagged concerns for a cluster trial and risk of contamination. Conclusion: Preconception health trials should consider socioeconomic challenges present in urban poor contexts. Learnings from the pilot phase significantly affected the design and implementation of the main Bukhali trial.
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Bonnami, Alain. "Recognizing experiential knowledge in the process of qualification of peer helpers: an analysis of an educational program for service users in France." Social Work Education 38, no. 1 (January 2, 2019): 129–41. http://dx.doi.org/10.1080/02615479.2018.1563590.
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Madkour, Aubrey Spriggs, Alison Swiatlo, Allison Talan, Kendra LeSar, Marsha Broussard, Carl Kendall, and David Seal. "Sources of Help for Dating Violence Victims: A Qualitative Inquiry Into the Perceptions of African American Teens." Journal of Interpersonal Violence 34, no. 21-22 (October 24, 2016): 4404–20. http://dx.doi.org/10.1177/0886260516675467.
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Although teen dating violence victims’ reticence in seeking help from adults is well documented, little is known about youths’ comparative perceptions of the types of help offered by and effectiveness of various sources. This qualitative study solicited teens’ perceptions of sources of help for victims using in-depth interviews with African American youth (ages 13-18) in two public high schools in New Orleans ( N = 38). Participants were recruited purposively by researchers during lunchtime and via referral by school personnel. Interviews were transcribed verbatim and coded independently by two study team members. Thematic content analyses were conducted. Teens reported that victims were most likely to seek help from friends, who were largely expected to provide advice and comfort. Nearly half reported that teens would be likely to seek help from family, who would provide more active responses to dating violence (i.e., reporting to authorities, confronting the abuser). Fewer respondents believed teens would seek help from other adults, such as school personnel, who were also perceived as likely to enlist outside authorities. Fears about lack of confidentiality and over-reaction were the main perceived barriers to accessing help from adults. Furthermore, although respondents believed teens would be less likely to seek help from adults, adults were perceived as more effective at stopping abuse compared with peers. Interventions that train peer helpers, explain confidentiality to teens, increase school personnel’s ability to provide confidential counseling, and promote use of health services may improve access to help for teen dating violence victims.
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Mahajan, Sourabh S., and S. K. Pathan. "A Self-Orgnizing Model for Peer-to-Peer Systems using Trust Relations." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 14, no. 1 (December 4, 2014): 5394–97. http://dx.doi.org/10.24297/ijct.v14i1.2128.
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Peer-to-Peer systems enables the interactions of peers to accomplish tasks. Attacks of peers with malicious can be reduced by establishing trust relationship among peers. In this paper we presents algorithms which helps a peer to reason about trustworthiness of other peers based on interactions in the past and recommendations. Local information is used to create trust network of peers and does not need to deal with global information. Trustworthiness of peers in providing services can be describedby Service metric and recommendation metric. Parameters considered for evaluating interactions and recommendations are Recentness, Importance and Peer Satisfaction. Trust relationships helps a good peer to isolate malicious peers.
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Mervis, J. "A peek at peer review helps young scientists." Science 352, no. 6292 (June 16, 2016): 1379. http://dx.doi.org/10.1126/science.352.6292.1379.
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Jankowiak, Barbara, and Agata Matysiak-Błaszczyk. "Ryzyko i ochrona w środowisku rówieśniczym. Czyli o znaczeniu relacji koleżeńskich w życiu nastolatków." Studia Edukacyjne, no. 53 (June 15, 2019): 59–73. http://dx.doi.org/10.14746/se.2019.53.4.
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This article is devoted to the issue of peer relations, which are an important developmental factor and affect the welfare of adolescent boys and girls. According to many authors, relationships with peers during adolescence carry not only risk as a consequence of peer pressure to undertake unfavourable behaviors, but may also potentially contribute to well-being and life success. The analysis of available research results helped to distinguish two main risk factors resulting from peer relations, which include: mutual influence and modelling of disadaptive behaviours and rejection by peers. The protective factors, in turn, included: mutual influence and modelling of adaptive behaviours, a sense of happiness resulting from peer relations and compensating for other difficulties through peer relations.
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Capkun, S., J. P. Hubaux, and L. Buttyan. "Mobility helps peer-to-peer security." IEEE Transactions on Mobile Computing 5, no. 1 (January 2006): 43–51. http://dx.doi.org/10.1109/tmc.2006.12.
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Dixit, Tanmay, Sinead English, and Dieter Lukas. "The relationship between egg size and helper number in cooperative breeders: a meta-analysis across species." PeerJ 5 (November 24, 2017): e4028. http://dx.doi.org/10.7717/peerj.4028.
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BackgroundLife history theory predicts that mothers should adjust reproductive investment depending on benefits of current reproduction and costs of reduced future reproductive success. These costs and benefits may in turn depend on the breeding female’s social environment. Cooperative breeders provide an ideal system to test whether changes in maternal investment are associated with the social conditions mothers experience. As alloparental helpers assist in offspring care, larger groups might reduce reproductive costs for mothers or alternatively indicate attractive conditions for reproduction. Thus, mothers may show reduced (load-lightening) or increased (differential allocation) reproductive investment in relation to group size. A growing number of studies have investigated how cooperatively breeding mothers adjust pre-natal investment depending on group size. Our aim was to survey these studies to assess, first, whether mothers consistently reduce or increase pre-natal investment when in larger groups and, second, whether these changes relate to variation in post-natal investment.MethodsWe extracted data on the relationship between helper number and maternal pre-natal investment (egg size) from 12 studies on 10 species of cooperatively breeding vertebrates. We performed meta-analyses to calculate the overall estimated relationship between egg size and helper number, and to quantify variation among species. We also tested whether these relationships are stronger in species in which the addition of helpers is associated with significant changes in maternal and helper post-natal investment.ResultsAcross studies, there is a significant negative relationship between helper number and egg size, suggesting that in most instances mothers show reduced reproductive investment in larger groups, in particular in species in which mothers also show a significant reduction in post-natal investment. However, even in this limited sample, substantial variation exists in the relationship between helper number and egg size, and the overall effect appears to be driven by a few well-studied species.DiscussionOur results, albeit based on a small sample of studies and species, indicate that cooperatively breeding females tend to produce smaller eggs in larger groups. These findings on prenatal investment accord with previous studies showing similar load-lightening reductions in postnatal parental effort (leading to concealed helper effects), but do not provide empirical support for differential allocation. However, the considerable variation in effect size across studies suggests that maternal investment is mitigated by additional factors. Our findings indicate that variation in the social environment may influence life-history strategies and suggest that future studies investigating within-individual changes in maternal investment in cooperative breeders offer a fruitful avenue to study the role of adaptive plasticity.
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Qamar, Zubaida. "Assessment of the Peer Educators' Involvement in Learning Experiences for an Upper Division Nutrition Course." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 605. http://dx.doi.org/10.1093/cdn/nzaa048_011.
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Abstract Objectives To conduct summative assessment to determine the impact of peer educators in an upper division nutrition course for students’ learning and exam preparation Methods An online survey was administered to students (n = 43) in a 3 credit Advanced Nutrition course in Fall 2019 to evaluate the impact of peer educators on students’ learning of the course materials and exam preparation. Students (n = 20), response rate = 46.5%) completed the survey which included 6 quantitative and 1 qualitative question with responses on a Likert scale. Throughout the semester, 3 peer educator sessions, 30 minutes each, were implemented and students who performed exceptionally in the first exam, volunteered to lead as peer educators for the remainder of the semester. Results Students (70%) strongly agreed or agreed that the peer educator sessions helped them prepare for the exams. Furthermore, 75% of students strongly agreed or agreed that the peer sessions helped them understand the materials better. Majority of the participants found the sessions to be useful with varying levels of usefulness with the exception of only 5% who did not find the sessions to be at all useful. With regards to attending these sessions, 55% of participants were unlikely or extremely unlikely to attend the peer educator sessions if no extra credit was granted. Particularly for engagement with their peers, 95% students (mean ± SD = mean 1.45 ± 0.74, with 1 being extremely likely and 5 being extremely unlikely) indicated willingness to interact with their peers to succeed in a course. The students 'preference varied with 50% students preferring the instructor vs. 20% preferring peers to lead the sessions while 30% of participants indicated no preference. Via the open-ended question, students provided feedback on improving the sessions such as more time than 30 minutes, providing digital outlines for what was covered and instructor and student co-facilitating a session to maximize impact which warrants further exploration. Conclusions Peer educator sessions can be successful strategies to engage students with their peers in enhancing their learning and exam preparation. More pedagogical research is needed in understanding the role of peer educators in higher level nutrition courses. Funding Sources N/A
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Elboshi, Atif. "Web-Enhanced Peer Feedback in ESL Writing Classrooms A Literature Review." English Language Teaching 14, no. 4 (March 29, 2021): 66. http://dx.doi.org/10.5539/elt.v14n4p66.
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This paper aims to review literature on the impact of using web-based technology such as blogs and social networks to facilitate and promote peer feedback in ESL writing classrooms. It also investigates how giving and receiving comments from peer students can improve students’ performance in writing as well as their critical thinking skills. A combination of 47 peer reviewed studies were included in this review. All these studies were found on MUN online library and the selection criteria I used in searching was studies that are relevant to: ESL writing, the importance of peer feedback and the role that web-based technology can do to facilitate peer feedback in ESL writing classrooms. The results showed that reflective assessment of peers’ writing helps students develop their peers’ and their own writing performance. They also stressed the role of web-based technology in providing a stimulating environment for students to reflect on peers’ written work. However, some studies revealed the challenges that might affect using this technology such as students’ reluctance, fear of sharing writing online and their sensitivity to being criticized publicly.
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Rees, Gareth. "Introduction: The 11th International Circumpolar Remote Sensing Symposium." Polar Record 48, no. 1 (November 29, 2011): 1. http://dx.doi.org/10.1017/s0032247411000659.
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The 11th International Circumpolar Remote Sensing Symposium (ICRSS) was held at the Scott Polar Research Institute in Cambridge from 20 to 24 September 2010. The ICRSS series began in Yellowknife in 1990 and has been held biennially since then. The 2010 meeting was the sixth time it had been held in Europe and the second time in the UK, but the first time in Cambridge. 35 people attended the meeting, from 11 countries, and over 20 oral presentations were made in addition to a well-attended poster session. The majority of the oral presentations have been developed into papers and appear in this issue of Polar Record, having been subjected to the normal peer review and editorial process, and they give a fair idea of the range of topics covered at this lively meeting. Sessions at the symposium were organised around the themes of cross-platform observations, ice and snow, topography, vegetation and observations of animals. The last theme produced three fascinating presentations on the monitoring of penguins, seals and fish from spaceborne and airborne platforms. The papers in this issue address two broad areas: terrestrial ice and snow, and high-latitude vegetation (sea ice, and polar zoology, were also represented at the meeting). All of them deal to a greater or lesser extent with technological innovation in assessing, mapping and monitoring these aspects of the polar regions, and several of them focus strongly on the development of new methods, or the assessment of newly available datasets. This issue of Polar Record thus provides a limited snapshot of the ‘state of the art’ in remote sensing of polar regions. It is the result of sustained effort by the authors of the papers, and the team of anonymous reviewers. I am glad here to record my gratitude to all of them, and to the helpers at the symposium, particularly Katya Shipigina, Allen Pope and Claire Lampitt.
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Zinger, Lana, and Alicia Sinclair. "Using Service Learning As A Method Of Transferring Health Knowledge." Contemporary Issues in Education Research (CIER) 3, no. 5 (March 22, 2013): 21. http://dx.doi.org/10.19030/cier.v3i5.7709.
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High school students enrolled in a College Now health education class were taught the importance of regular calcium consumption and then were trained on how to act as peer educators to disseminate the calcium information to their peers. This program empowered students through service learning to choose more dairy in their daily diet. Service learning is defined as education in action where students serve their communities by offering their knowledge, skills and time. As a result of this project, students reported success in applying the knowledge and skills taught by peer educators which helped students translate nutrition education into peer education.
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Baker, Charlene K. "What Role Do Peers Play in Adolescent Dating? Insights From Adolescents With a History of Dating Violence." Violence Against Women 23, no. 2 (July 9, 2016): 178–201. http://dx.doi.org/10.1177/1077801216638769.
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Prior research suggests that peers are important to adolescent dating experiences. However, questions remain about the role peers play in adolescent relationships, including dating violence. To fill this gap, eight sex-specific focus groups were conducted with 39 high school–aged teens, all of whom had experienced prior relationship problems. Participants described how peers helped them initiate dating relationships, but once in the relationship, peers would spread rumors and create dramas that led to jealousy, discord, and violence between the couple. Prevention programs should focus on cultivating peers as helpful bystanders and counteracting peer actions that lead to dating violence.
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Kumar, Dinesh, Rajasekhar S.S.S.N, and Raveendranath Veeramani. "Perceiving the effectiveness of structured peer observation of teaching among anatomy postgraduate students– single institutional experience." Research and Development in Medical Education 9, no. 1 (March 7, 2020): 1. http://dx.doi.org/10.34172/rdme.2020.001.
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Background: Peer observation is one method of honing teaching skills by evaluating the presentation skills of others with a two-way process of improvement based on critical reflection.Structuring the process of peer observation helps identify gaps where individual students may err while teaching. The main aim of this initiative is to evaluate the quality of teaching among postgraduate students in one department using the principles of peer, near-peer, and faculty observation. Methods: Structured peer observation of postgraduate seminars was conducted where students’teaching skills were critically commented upon by peers, near-peers, and faculty. Measurements included perceived confidence of students in the feedback process, self-appraisal of competence in selected teaching behaviours and participants’ attitude towards the process of observation using quantitative methodologies. The results were analysed using descriptive statistical methods and expressed as measures of central tendency. Results: Overall outcomes were highly positive in terms of confidence and appraisal abilities of students in the feedback process. The attitudinal perceptions of students were also positive. Conclusion: Using feedback from peer and near-peer evaluation, students can develop the teaching skills which will later manifest as beneficial teaching practices in long run. By repeatedly observing and then enacting teaching practices, the gap existing between the current state and the desired state of performance can be reduced.
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Setiani, Rulik. "PEER ASSESSMENT EFFECT ON STUDENTS’ WRITING PERFORMANCE." Edukasi Lingua Sastra 19, no. 1 (April 28, 2021): 15–23. http://dx.doi.org/10.47637/elsa.v19i1.310.
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The aim of this study is to investigate peer assessment effect on students’ writing performance. Writing is one of activities that students should be learnt to achieve language ability especially in English, but the fact they often face difficulties when they write because they have to be able in organization, content, grammar, vocabulary, and mechanics, so it is important for them needs interaction and collaboration from their friends or peers to solve those difficulties together, it called as peer assessment. Peer assessment is a common activity used in writing classroom and it can increase students’ writing performance, it also can be beneficial for both writer and teacher. For the teacher, it helps him saving time in checking students’ works, further for students, peer assessment can assist and gain their performance quantitatively and/or qualitatively by stimulating the peers to discuss, reflect, and collaborate well. Peer assessment is very effective and to be more active and productive by interacting each other students and intended communication relates the error of poor organization, misuse of punctuation, the use of faulty sentences, inappropriate the diction and capitalization. It presents the students improvement of the writing performance.
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Andalibi, Nazanin, and Madison K. Flood. "Considerations in Designing Digital Peer Support for Mental Health: Interview Study Among Users of a Digital Support System (Buddy Project)." JMIR Mental Health 8, no. 1 (January 4, 2021): e21819. http://dx.doi.org/10.2196/21819.
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Background Peer support is an approach to cope with mental illness, and technology provides a way to facilitate peer support. However, there are barriers to seeking support in offline and technology-mediated contexts. Objective This study aims to uncover potential ways to design digital mental health peer support systems and to outline a set of principles for future designers to consider as they embark on designing these systems. By learning how existing systems are used by people in daily life and by centering their experiences, we can better understand how to design mental health peer support technologies that foreground people’s needs. One existing digital peer support system is Buddy Project, the case study in this paper. Methods This paper reports on an interview study with Buddy Project users (N=13). Data were analyzed using the constant comparative approach. Results Individuals matched through Buddy Project developed supportive friendships with one another, leading them to become each other’s peer supporters in their respective journeys. It was not only the mental health peer support that was important to participants but also being able to connect over other parts of their lives and identities. The design of Buddy Project provided a sense of anonymity and separation from pre-existing ties, making it easier for participants to disclose struggles; moreover, the pairs appreciated being able to browse each other’s social media pages before connecting. Buddy Project has an explicit mission to prevent suicide and demonstrates this mission across its online platforms, which helps reduce the stigma around mental health within the peer support space. Pairs were matched based on shared interests and identities. This choice aided the pairs in developing meaningful, compatible, and supportive relationships with each other, where they felt seen and understood. However, the pairs were concerned that matching based on a shared mental health diagnosis may lead to sharing unhealthy coping mechanisms or comparing themselves and the severity of their experiences with their peers. Conclusions The results of this study shed light on desirable features of a digital mental health peer support system: matching peers based on interests and identities that they self-identify with; having an explicit mental health–related mission coupled with social media and other web-based presences to signal that discussing mental health is safe within the peer support ecosystem; and not matching peers based on a broad mental health diagnosis. However, if the diagnosis is important, this matching should account for illness severity and educate peers on how to provide support while avoiding suggesting unhelpful coping mechanisms; allowing for some degree of anonymity and control over how peers present themselves to each other; and providing relevant information and tools to potential peers to help them decide if they would like to embark on a relationship with their matched peer before connecting with them.
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Kaakinen, Pirjo, Marjo Suhonen, Sonja Lutovac, and Raimo Kaasila. "Students experiences of peer-support during a Master’s thesis process." Clinical Nursing Studies 5, no. 1 (January 16, 2017): 22. http://dx.doi.org/10.5430/cns.v5n1p22.
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Working as an expert in health care requires peer-support skills. The aim of the study is to describe students’ (n = 8) experiences of peer-support from other students during their Master’s thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master’s thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students’ feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master’s thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.
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Smith, Michelle K., Caleb Trujillo, and Tin Tin Su. "The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses." CBE—Life Sciences Education 10, no. 1 (March 2011): 14–17. http://dx.doi.org/10.1187/cbe.10-09-0114.
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Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an 11-student Embryology course at the University of Colorado, Boulder. Student performance data, observations of peer discussion, and interviews with students revealed that adding clickers to a small-enrollment course 1) increases the chance students will do the required reading before class, 2) helps the instructor engage all students in the class, and 3) gives students a focused opportunity to share thinking and to learn from their peers.
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Wu, Martin G. H. "Optimal Risk Trade-Off in Relative Performance Evaluation." Journal of Management Accounting Research 31, no. 1 (February 1, 2018): 247–59. http://dx.doi.org/10.2308/jmar-52060.
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ABSTRACT In this study, I consider a company's optimal use of relative performance evaluation (RPE) in principal/agent relations to filter out common risk. I construct a risk-parity aggregate of the company's peer group to be the sum of the ratios of the common- and idiosyncratic-risk components of the group of peers' outputs, scaled by the variance of the common risk. I demonstrate that this aggregate embodies the peer group's informativeness about the common risk, so it captures precisely the group's innate capability to trade off optimally between the common- and idiosyncratic-risk components of those peers' outputs. The optimal use of RPE therefore entails a partial substitution of the common risk with the peers' idiosyncratic risks. Moreover, the risk-parity aggregate enables us to identify a boundary condition, which helps us rule out ineffective uses of RPE that completely eliminate the common risk, thereby improving the statistical power of a strong-form RPE test. JEL Classifications: J3; M2.
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HOLLANDERS, ROMAIN, DANIEL F. BERNARDES, BIVAS MITRA, RAPHAËL M. JUNGERS, JEAN-CHARLES DELVENNE, and FABIEN TARISSAN. "Data-driven traffic and diffusion modeling in peer-to-peer networks: A real case study." Network Science 2, no. 3 (November 18, 2014): 341–66. http://dx.doi.org/10.1017/nws.2014.23.
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AbstractPeer-to-peer systems have driven a lot of attention in the past decade as they have become a major source of Internet traffic. The amount of data flowing through the peer-to-peer network is huge and hence challenging both to comprehend and to control. In this work, we take advantage of a new and rich dataset recording the peer-to-peer activity at a remarkable scale to address these difficult problems. After extracting the relevant and measurable properties of the network from the data, we develop two models that aim to make the link between the low-level properties of the network, such as the proportion of peers that do not share content (i.e., free riders) or the distribution of the files among the peers, and its high-level properties, such as the Quality of Service or the diffusion of content, which are of interest for supervision and control purposes. We observe a significant agreement between the high-level properties measured on the real data and on the synthetic data generated by our models, which is encouraging for our models to be used in practice as large-scale prediction tools. Relying on them, we demonstrate that spending efforts to reduce the amount of free riders indeed helps to improve the availability of files on the network. We observe however a saturation of this phenomenon after 60% of free riders.
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Sari, Dian Puspita, and Yoga Pamungkas Susani. "THE ROLE OF SENIOR PEERS IN STUDENTS’ TRANSITION TO CLINICAL CLERKSHIPS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 7, no. 2 (July 30, 2018): 143. http://dx.doi.org/10.22146/jpki.39113.
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Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained interactions with senior peer students and these interactions were captured in 38 excerpts. These excerpts were analyzed further to understand the role of senior peer students during the transition.Results: Senior peer students helped to ease out transition to clinical clerkship by serving three roles: (1) transferring information on ways of working in a clinical environment, on social aspects of clinical environments and on learning issues; (2) providing exemplars in performing clinical tasks as well as learning tasks; (3) as co-workers who provided access and support students’ participation. Conclusions: Senior peer students in a clinical clerkship helped newcomers to navigate themselves in a clinical environment by helping them to build situational awareness, by supporting vicarious learning and supporting students’ participation in a clinical environment.
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Douglas, Gloria. "Peer as social support: a practitioner's approach to developing a school-based peer helper program." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 69–90. http://dx.doi.org/10.1017/s1037291100003770.
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It has been observed that young people seek peer assistance before approaching adult counsellors for help. A program where older students were trained to provide “helping friend” support for others was developed. Senior students received skills training in basic counselling, adolescent coping, conflict resolution, and group facilitation. The program was designed to tap into the natural helping behaviours of adolescents, the resourcefulness adolescents display in providing support for each other, and the influence which the peer group has during adolescence. This paper describes the process taken in program development and implementation. This included a review of research into adolescent concerns, resources they access, and factors which contribute to coping, personal effectiveness and resiliency. An evaluation of the specific needs of the school community is also outlined.
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Hayes, Douglas. "How peer reviewing has helped my career." INFORM International News on Fats, Oils, and Related Materials 30, no. 4 (April 1, 2019): 38–39. http://dx.doi.org/10.21748/inform.04.2019.38.
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Tancinco, Noel P., and Carlos B. Garcia. "Academic Performance And Level Of Life Support Skills Among Working Students In Naval State University, Naval, Biliran." Advances in Social Sciences Research Journal 7, no. 6 (July 8, 2020): 768–80. http://dx.doi.org/10.14738/assrj.76.8520.
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This study sought to determine the academic performance and life support skills among working students enrolled in Naval State University during School Year 2016-2017. The respondents of the study were college working students enrolled in six colleges with different courses offered, the parents, teachers and employers were included. The descriptive-correlational research design was employed using a questionnaire to gather information on the respondents. Frequency, percentage and mean were used to describe the respondents’ profile, t-test was used to describe the difference between the academic performance and life support skills, and chi-square test was used to describe the relationship of the variables.
The findings of the study revealed that the biggest number of working students were in the College of Industrial, Information and Communications Technology and employed as house helpers, working with an average of 4-5 hours with a very low monthly salary, and a moderately favorable attitude towards work. Moreover, the attitude towards schooling of the working students was moderately favorable, effectiveness of the teachers moderately effective and most of them were affiliated with Youth for Christ and have low attitude towards peers. The heads of the family of the working students were only high school graduates mostly with a low monthly family income. As to the number of siblings, most of them had 3-4 siblings with their own house. Majority of the parents were skilled workers and most of the working student-respondents were living with their parents and obtained with a very good academic performance. For life support skills, most of the teacher-respondents, parents, employers and the working students perceived cognitive, socialization and affective oriented profile as satisfactory. The cognitive life support skills were significantly related to salary, the socialization-related life support skills were significantly related to nature of work, and the affective-oriented life support skills were significantly related to nature of the work and salary. The cognitive life support skills and attitude towards schooling were significantly related to academic performance, socialization-related life support skills were significantly related to academic performance, attitude towards schooling and effectiveness of teachers. Peer profile was not significantly related to cognitive socialization and affective oriented life support skills. The cognitive life support skills were significantly related to the nature of parents’ work and number of siblings. Socialization-related life support skills were significantly related to highest educational attainment of head of the family. Likewise, affective-oriented life support skills were not significantly related to family profile. Thus, the study found out that the best predictors of the level of life support skills among working students through multiple regression analysis of the variables were nature of work, attitude towards schooling and academic performance. The study recommends special attention should be paid to working students by providing them a mechanism to increase and develop their life support skills.
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Maya Beristain, Cynthia, and Judith Wiener. "Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder." Canadian Journal of School Psychology 35, no. 4 (September 4, 2020): 280–98. http://dx.doi.org/10.1177/0829573520931679.
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The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.
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Lewis, Max W., and Arleen C. Lewis. "Peer Helping Programs: Helper Role, Supervisor Training, and Suicidal Behavior." Journal of Counseling & Development 74, no. 3 (January 2, 1996): 307–13. http://dx.doi.org/10.1002/j.1556-6676.1996.tb01871.x.
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Asngari, Asngari, and Sumaryanto Sumaryanto. "Peer teaching: a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (November 1, 2019): 215. http://dx.doi.org/10.29407/js_unpgri.v5i2.13186.
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The learning process through peer teaching model is the teaching strategy used in physical education. Through interaction with peers or across the same age, the learning could occur in various domains. Physical education learning with various students characteristics results in the ability in absorbing the learning material as well. It causes the imbalance of psychomotor performance and social interaction. States that physical education in it also contains several demands change in the cognitive, affective, and psychomotor domains at the individual micro level. The purpose of the critical literature review of the writer is to find out that peer teaching is as a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning. This review contains a collection of international journals dealing with the topic of discussion collected and reviewed in this article. There are 10 international journals appropriate for the topic. The main finding of this review is that peer teaching is one of learning models which could be used to overcome the imbalance of psychomotor performance and social interaction. Peer teaching concept that has been compiled by Metzler using peer assistance contributes to the implementation of physical education learning. The students’ psychomotor performances which have not been evenly distributed could be helped by peer likewise social interaction.