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1
Fulton, Diane. "Peer mediation : conflict resolution or problem management?" Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24079.
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The purpose of this study is to describe and provide a critical review of a program called peer mediation currently adapted by a Montreal Area Anglophone School Board or MAASB. This program was implemented to address the growing incidence of violence and conflict within MAASB high schools. This study focuses on the objectives that the MAASB established in addressing the problem of violence in their high schools and the peer mediation programs' ability to meet these objectives based on the claims it purports to. Described and examined in this study is the setting in which peer mediation becomes a suitable "response" to conflict and violence in high schools and including: the role and responsibilities of schools; some of the sources and causes of violence; some of the challenges facing adolescents; and the links between violence as the problem, peer mediation as a possible solution, and the role schools play to make this happen. Of specific interest and addressed in this study is whether or not the peer mediation program is resolving violence and conflict at the source, or if the program serves primarily as problem management. Following a qualitative approach to research, observation and interviews were conducted using semi-structured and open-ended methods. This study also includes some recommendations for further research.
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Grillini, Matteo. "Il peer tutoring come strumento per lo sviluppo del problem solving in matematica." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18531/.
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L’educazione fra pari o peer education è una delle modalità di insegnamento che meglio si sposa con la didattica inclusiva. Nella tesi si vuole elaborare un’attività di peer tutoring rivolta allo sviluppo del problem solving in matematica. Nel mondo di oggi la capacità di sfruttare le proprie conoscenze per affrontare problemi nuovi e situazioni non standard si rivela fondamentale, perciò proporre un’attività agli studenti che sviluppi il problem solving è molto utile e usare la modalità dell’educazione fra pari permette di coinvolgere gli studenti.
La tesi si articola su quattro capitoli: nel primo si propone una breve panoramica storica sull’educazione fra pari, segue un’analisi di questa modalità di insegnamento con un focus sul peer tutoring e sulla matematica. Nel secondo capitolo viene presentata l’Alternanza scuola-lavoro: dopo una breve panoramica storica si mostra come la sua nuova accezione permetta una stretta collaborazione fra università e scuole secondarie di secondo grado; si evidenzia ciò tramite la presentazione di un progetto dell’università di Bologna finalizzato a ottimizzare i propri rapporti con le scuole secondarie. Nel terzo capitolo si analizzano, sfruttando le lenti teoriche presentate nel primo capitolo, le attività disciplinari in essere nei licei scientifici statali di Bologna e si presenta una iniziativa di natura non disciplinare focalizzata alla prevenzione sanitaria. Nel quarto capitolo vengono proposti gli studi di Kohler e Polya sul problem solving e si propone, alla luce di quanto emerso nei capitoli precedenti, un’attività di peer tutoring incentrata sullo sviluppo della competenza di problem solving in matematica.
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Smith, Benjamin William. "Problem behavior within the context of peer delivered consequences /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986761.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-157). Also available for download via the World Wide Web; free to University of Oregon users.
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Lu, Chengye. "Peer to peer English/Chinese cross-language information retrieval." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26444/1/Chengye_Lu_Thesis.pdf.
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Peer to peer systems have been widely used in the internet. However, most of the peer to peer information systems are still missing some of the important features, for example cross-language IR (Information Retrieval) and collection selection / fusion features. Cross-language IR is the state-of-art research area in IR research community. It has not been used in any real world IR systems yet. Cross-language IR has the ability to issue a query in one language and receive documents in other languages. In typical peer to peer environment, users are from multiple countries. Their collections are definitely in multiple languages. Cross-language IR can help users to find documents more easily. E.g. many Chinese researchers will search research papers in both Chinese and English. With Cross-language IR, they can do one query in Chinese and get documents in two languages. The Out Of Vocabulary (OOV) problem is one of the key research areas in crosslanguage information retrieval. In recent years, web mining was shown to be one of the effective approaches to solving this problem. However, how to extract Multiword Lexical Units (MLUs) from the web content and how to select the correct translations from the extracted candidate MLUs are still two difficult problems in web mining based automated translation approaches. Discovering resource descriptions and merging results obtained from remote search engines are two key issues in distributed information retrieval studies. In uncooperative environments, query-based sampling and normalized-score based merging strategies are well-known approaches to solve such problems. However, such approaches only consider the content of the remote database but do not consider the retrieval performance of the remote search engine. This thesis presents research on building a peer to peer IR system with crosslanguage IR and advance collection profiling technique for fusion features. Particularly, this thesis first presents a new Chinese term measurement and new Chinese MLU extraction process that works well on small corpora. An approach to selection of MLUs in a more accurate manner is also presented. After that, this thesis proposes a collection profiling strategy which can discover not only collection content but also retrieval performance of the remote search engine. Based on collection profiling, a web-based query classification method and two collection fusion approaches are developed and presented in this thesis. Our experiments show that the proposed strategies are effective in merging results in uncooperative peer to peer environments. Here, an uncooperative environment is defined as each peer in the system is autonomous. Peer like to share documents but they do not share collection statistics. This environment is a typical peer to peer IR environment. Finally, all those approaches are grouped together to build up a secure peer to peer multilingual IR system that cooperates through X.509 and email system.
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Lu, Chengye. "Peer to peer English/Chinese cross-language information retrieval." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26444/.
Full textAbstract:
Peer to peer systems have been widely used in the internet. However, most of the peer to peer information systems are still missing some of the important features, for example cross-language IR (Information Retrieval) and collection selection / fusion features. Cross-language IR is the state-of-art research area in IR research community. It has not been used in any real world IR systems yet. Cross-language IR has the ability to issue a query in one language and receive documents in other languages. In typical peer to peer environment, users are from multiple countries. Their collections are definitely in multiple languages. Cross-language IR can help users to find documents more easily. E.g. many Chinese researchers will search research papers in both Chinese and English. With Cross-language IR, they can do one query in Chinese and get documents in two languages. The Out Of Vocabulary (OOV) problem is one of the key research areas in crosslanguage information retrieval. In recent years, web mining was shown to be one of the effective approaches to solving this problem. However, how to extract Multiword Lexical Units (MLUs) from the web content and how to select the correct translations from the extracted candidate MLUs are still two difficult problems in web mining based automated translation approaches. Discovering resource descriptions and merging results obtained from remote search engines are two key issues in distributed information retrieval studies. In uncooperative environments, query-based sampling and normalized-score based merging strategies are well-known approaches to solve such problems. However, such approaches only consider the content of the remote database but do not consider the retrieval performance of the remote search engine. This thesis presents research on building a peer to peer IR system with crosslanguage IR and advance collection profiling technique for fusion features. Particularly, this thesis first presents a new Chinese term measurement and new Chinese MLU extraction process that works well on small corpora. An approach to selection of MLUs in a more accurate manner is also presented. After that, this thesis proposes a collection profiling strategy which can discover not only collection content but also retrieval performance of the remote search engine. Based on collection profiling, a web-based query classification method and two collection fusion approaches are developed and presented in this thesis. Our experiments show that the proposed strategies are effective in merging results in uncooperative peer to peer environments. Here, an uncooperative environment is defined as each peer in the system is autonomous. Peer like to share documents but they do not share collection statistics. This environment is a typical peer to peer IR environment. Finally, all those approaches are grouped together to build up a secure peer to peer multilingual IR system that cooperates through X.509 and email system.
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Foot, T. "The influence of peer interaction in micro-computer based problem-solving." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374863.
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Hunter, Tracey A., and n/a. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060309.114836.
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A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.
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Hunter, Tracey A. "A Longitudinal Path Model of Children's Depression and Externalising Problems as Outcomes of Behaviours, Peer Rejection, and Peer-Related Attributions and Perceptions." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366979.
Full textAbstract:
A model of social behaviours, peer rejection, social cognitions and psychosocial outcomes in children aged 9 to 12 was investigated. Two studies, including one pilot study (Study 1) and a longitudinal study with two waves and a 6-month lag between assessments (Study 2A and Study 2B), were conducted to examine the cross-sectional and longitudinal relationships pertaining to the antecedents and consequences of peer rejection as children approach adolescence. In Study 1, perceptions of relationships, peer-related attributions, and depressive symptoms were examined as consequences of peer rejection among 208 Grade 5 and 6 children aged 9 to 11 from one primary school. The findings from this study indicated that social cognitions play a partial mediating role linking peer rejection to depressive symptoms. The interaction between peer rejection and social cognitions did not contribute to the prediction of depressive symptoms, therefore a diathesis-stress model of depression was not supported. Study 2A and 2B were cross-sectional and longitudinal examinations of Study 1. A model of social behaviours, peer rejection, social cognitions and children's functioning was proposed and tested. In these studies, perceptions of relationships and perceived social acceptance were indicators of social cognitions. Participants were 334 Grade 5 to 7 children mostly aged 9 to 12, with 308 participants completing both assessments of the longitudinal study. Results of Study 2A provided further support for the mediating role of social cognitions between peer rejection and depressive symptoms. Positive associations between peer rejection, relational aggression and withdrawal, and a negative association between peer rejection and prosocial behaviour were also found. Significant associations of externalising behaviour with physical aggression and peer rejection were also found, suggesting separate pathways to depression and externalising behaviour via children's behaviours and peer rejection. In the longitudinal study, earlier relational aggression and withdrawal were associated with later peer rejection. No support for a longitudinal mediation effect for social cognitions in the peer rejection-depression relationship was observed, although a bidirectional association between social cognitions and depressive symptoms over time was found. Gender differences and moderation were also tested, but few effects were found. It was concluded that children's cognitions regarding peer relationships and perceived social acceptance are important factors in understanding the pathways from peer difficulties to depression during late childhood. Furthermore, evidence was found for specific pathways linking children's social behaviours to depression and externalising behaviour. Implications for theory, research and practice are discussed, including the importance of considering the child's perceptions of their peer functioning as well as actual peer status, and the need for future research to examine social cognitive factors relevant to aggression as well as withdrawal. Possible directions for targeted interventions are also described.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Lai, Kin-Yi, and 黎建儀. "Effect of peer guided questioning on the problem based learning approach of IES." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/b44383757.
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Morganstein, Tamara. "Peer relations and self-perceptions of boys with behavioral problems." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37787.
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The purpose of this study was to examine the impact of three interventions on boys' peer relationships, self-perceptions, and undesirable behavior. In addition, boys' perceptions were compared to those of parents' and teachers'. Participants included parents and teachers of 29 students who were exhibiting aggression, noncompliance, or both. Schools were randomly assigned to one of three interventions: conjoint behavioral consultation (CBC), self-administered videotape therapy (VT), or conjoint behavioral consultation plus videotape therapy (CBC+VT). The three interventions improved boys' social interactions both directly and indirectly. CBC, VT, and CBC+VT impacted boys directly by reducing their aggressive and noncompliant behaviors, allowing them to get along better with peers. The interventions affected boys' friendships in an indirect manner by (a) improving parental awareness regarding the importance of children interacting with same age, same sex peers, (b) made parents more at ease about letting their sons play at friends' houses; and (c) reduced undesirable parental behavior which in turn modified the children's conduct with peers. At postintervention, boys perceived themselves more positively and exhibited fewer behavior difficulties. Moderate correlations were found between boys' and parents' perceptions of students' peer acceptance at preintervention (r = .545) and postintervention (r = .529). Findings are discussed in terms of the implications for school psychologists who work with students with behavioral difficulties.
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Dutta, Atri. "Optimal cooperative and non-cooperative peer-to-peer maneuvers for refueling satellites in circular constellations." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28082.
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Thesis (M. S.)--Aerospace Engineering, Georgia Institute of Technology, 2009.Committee Chair: Panagiotis Tsiotras; Committee Member: Eric Feron; Committee Member: Joseph Saleh; Committee Member: Ryan Russell; Committee Member: William Cook
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Brewer, Betty Powers III. "The Effects of Conflict Mediation Training on Attitudes Toward Conflict and Interpersonal Problem-Solving Strategies of Middle School Students." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30439.
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Numerous research studies have documented the benefits of a conflict mediation program as one component of a school-based violence prevention program. The major purpose of this study was to determine the possible effects of participation in a conflict mediation training program and serving as a peer mediator on the attitude a student has toward conflict and the interpersonal problem-solving strategies employed by a student. Secondly, this study sought to determine if students trained in conflict mediation skills assimilate the skills into their daily lives by examining attitudes and behaviors of students when faced with conflict outside the school environment.
The population in this study were 40 students enrolled in three grade levels in a middle school located in a suburban southwestern Virginia county . These students were named as possible mediators by the school faculty during the 1995-96 school term.
The independent variable in this study was training in conflict mediation skills. The dependent variables were attitude toward conflict as measured by the Thomas-Kilmann Conflict Mode Instrument and interpersonal problem-solving skills as measured by the Alternative Solutions Test. Parents and teachers of all participants documented observed behavior by completing the problem scales of the Child Behavior Checklist and the Teacher's Response Form. Qualitative data were collected through the use of a focus group.
Measures of central tendency and standard deviations were calculated for the experimental and control groups for each dependent variable tested. Analysis of variance and t-tests were conducted to determine if significant effects were present following the treatment. All test results were analyzed at the p< .05 level.
Based on the data analysis, it was concluded that students trained in conflict mediation chose to utilize collaboration and compromise when faced with situations of conflict whenever possible. The students receiving no training chose avoiding or accommodating most frequently. In addition, it was concluded that training affected the problem-solving skills of students by empowering them and encouraging the development of confidence in their abilities to solve problems. Students trained in conflict mediation generated a significantly greater number of solutions to problems presented than did the untrained students.Ed. D.
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Brent, Meredith L. "The Effects of a School-Wide Peer-Administered Praise Intervention on Student Problem Behavior." DigitalCommons@USU, 2003. https://digitalcommons.usu.edu/etd/6168.
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This study evaluated the effects of a peer-administered positive behavioral support intervention on a school-wide problem behavior. Utilizing the differential reinforcement of incompatible behaviors method (DRl), peer monitors praised incidences of walking in order to decrease incidences of running in the hallway. A multiple baseline design across two hallway settings was used to evaluate the effect of peer monitors administering verbal praise and praise notes to students who demonstrated the desired behavior, walking. A lottery drawing in which recipients of praise notes received small prizes was conducted at the end of each week during the treatment phase. Results indicated that incidences of running significantly decreased following implementation of the peer-administered positive behavioral support intervention in both settings. In addition, a maintenance phase suggested that treatment effects were maintained when the peer-administered intervention was withdrawn in the two hallway settings. Results were socially validated by teachers who indicated that they were generally satisfied with the intervention four weeks after termination of the treatment phase. Implications for research and practice are discussed.
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Ladyshewsky, Richard Kaban. "A Quasi-Experimental Study of the Effects of a Reciprocal Peer Coaching Strategy on Physiotherapy Students' Clinical Problem Solving Skills." Thesis, Curtin University, 2000. http://hdl.handle.net/20.500.11937/1518.
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This research was carried out to further the theoretical and practical understanding of peer assisted learning in undergraduate physiotherapy clinical education. A quasi-experimental study, with both a control group and an experimental group, was developed to examine the effects of peer assisted learning on the cognitive, psychomotor and affective components of clinical competence.On a more specific level, the main aim of the study was to investigate two models of clinical learning used in physiotherapy: the individualistic and reciprocal peer coaching models. Differences in history taking, physical examination and clinical reasoning were studied by having individual students, and pairs of students, complete an assessment of a simulated patient followed by a clinical reasoning test. A conceptual framework illustrates the main theoretical implications of this study. This framework incorporated current knowledge about clinical reasoning in medicine and the allied health sciences, in particular, reasoning from a novice practitioner's perspective. The conceptual framework, however, was expanded to demonstrate how peer assisted learning can influence the knowledge, cognitive and metacognitive aspects of clinical reasoning and performance.The main findings of the study were that reciprocal peer coaching led to statistically significant improvements in performance and clinical reasoning in the experimental group. In most cases, positive effect size differences appeared in favour of the experimental group. Most noteworthy differences were in the areas of physical examination and overall thoroughness of the patient encounter. Subjects in the experimental group also outperformed subjects in the control group on the overall clinical reasoning test to a statistically significant degree. A similar outcome was also noted in terms of patient management, that is, the planning and development of treatment interventions. Low achieving students in the reciprocal peer coaching group outperformed low achieving students who worked independently. Qualitative differences in the learning atmosphere of both models were also reported by subjects. While the actual clinical reasoning process did not appear to differ across both groups, practical differences in the actual learning experience did appear. Students in the experimental group reported being less anxious than students in the control group. The reciprocal peer coaching process was also an effective means of creating a supportive learning environment. These results are consistent with the major conclusions in the literature. Specifically, that peer assisted learning methods can increase achievement in learners (Goldschmid & Goldschmid, 1976; Johnson et al., 1998; Milson & Laatsch, 1996; Riggio et al., 1991; Riggio et al., 1994; Topping, 1996).
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Bullock, Bernadette Marie. "Twin deviant peer association and problem behavior : a test of genetic and environmental influence /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055674.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 104-116). Also available for download via the World Wide Web; free to University of Oregon users.
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Mason, Craig Alan. "The effects of neighborhood problem behavior, father absence, and peer antisocial behavior upon adolescent problem behavior : a risk and protective factors model /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/9193.
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Tochon, François Victor. "Group problem solving in a complex verbal production with expert, postulant teacher, and peer regulation." Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/4166.
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Dans le but d'elucider la dynamique de l'apprentissage de groupe, nous analysons la resolution de probleme en termes de strategies et d'accomplissement en situation. Les strategies sont observees au cours de la resolution d'un probleme creatif complexe et peu defini, et des notes de nature biographique sont prises sur le contexte d'implantation et d'experience de ces strategies. Nous proposons une definition originale des strategies de resolution de probleme. Les strategies sont definies comme un ensemble de choix reflexifs et regulateurs etablis en connexion avec le contexte de la tache et en coherence avec des buts sociaux. Ces choix sont operes dans chaque groupe d'apprentissage en accord avec un regulateur different: pair, stagiaire, ou expert. Ces regulateurs se preparent, interviennent en un discours pedagogique dont des extraits sont analyses, et reflechissent a voix haute apres l'action sur ses implications. L'objectif general de la recherche est de determiner par des moyens quantitatifs et qualitatifs quelles strategies d'apprentissage, lors de la resolution d'un probleme en groupe, sont reliees a la reussite de la tache et aux progres des eleves: (a) Determiner la relation entre l'organisation observee dans des groupes regules par une enseignante experte, une novice ou un pair, et la reussite d'une tache verbale complexe sur le plan des savoirs, des procedures, et de l'experience; (b) Decrire le traitement de l'information dans la resolution du probleme pose dans chaque groupe en indiquant le role des informations issues de l'environnement de la tache, des modeles de situation interiorises par les eleves, des dispositions et des buts sociaux-affectifs; (c) Interpreter les resultats en termes d'optimalisation de l'apprentissage en groupe. Le probleme analyse consiste a enregistrer, en groupe, un message original et creatif sur un repondeur telephonique (message sortant). Pendant l'experimentation, la regulation dans la resolution de probleme porte sur plusieurs episodes strategiques: ecouter ou lire les consignes, reflechir, planifier, explorer, appliquer et verifier. L'ensemble du processus d'apprentissage est influence par des situations particulieres: experience anterieure, implicite ou explicite, modeles de situation (maniere dont les enfants se representent ce qu'ils font), biographies individuelles et de groupe. (Abstract shortened by UMI.)
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Sanchez, Sindy. "Evaluating Check-In Check-Out with Peer Tutors for Children with Attention Maintained Problem Behaviors." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4762.
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An educational framework known as School Wide Positive Behavior Support being implemented in school systems across the country provides the schools with three tiers of support to address both academic and behavior challenges. The purpose of this study was to evaluate the use of peer tutors when applied to a Tier 2 intervention known as Check-In Check-Out (CICO). Peer tutors performed the morning check-in with the tutees by setting the expectations for the day and giving the tutees their Daily Progress Report (DPR) form. Throughout the day, the tutees took the DPR form to each class where they received a score from the teacher. At the end of the class period, the peer tutors provided the tutees with feedback on the scores received on the DPR form. Once the school day finished, the peer tutees checked-out with the tutors and received a reward if they met their percentage goal. The results of this study showed that CICO implemented by peers improved classroom behavior for all three participants.
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Walker, Alison L. "Effects of Noncontingent Peer Attention on Problem Behaviors in Students with Autism in General Education Settings." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1320.
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Many students with autism spectrum disorders (ASD) display problem behaviors that are maintained by teacher attention. Although noncontingent reinforcement (NCR) can be effective in reducing attention maintained problem behavior, it can be difficult for general education teachers, who have many other students in their classrooms, to implement NCR interventions when teacher attention is the maintaining reinforcer. In this study, we evaluated the effect of an NCR intervention in which peers delivered social attention to two students with ASD in Grades 3-6 whose problem behavior was shown to be maintained by teacher attention. The results of the study demonstrated that the Peer NCR intervention resulted in a clinically significant decrease in problem behavior and that it can be effectively implemented in a general education classroom environment.
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Ladyshewsky, Richard Kaban. "A Quasi-Experimental Study of the Effects of a Reciprocal Peer Coaching Strategy on Physiotherapy Students' Clinical Problem Solving Skills." Curtin University of Technology, Faculty of Education, 2000. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9420.
Full textAbstract:
This research was carried out to further the theoretical and practical understanding of peer assisted learning in undergraduate physiotherapy clinical education. A quasi-experimental study, with both a control group and an experimental group, was developed to examine the effects of peer assisted learning on the cognitive, psychomotor and affective components of clinical competence.On a more specific level, the main aim of the study was to investigate two models of clinical learning used in physiotherapy: the individualistic and reciprocal peer coaching models. Differences in history taking, physical examination and clinical reasoning were studied by having individual students, and pairs of students, complete an assessment of a simulated patient followed by a clinical reasoning test. A conceptual framework illustrates the main theoretical implications of this study. This framework incorporated current knowledge about clinical reasoning in medicine and the allied health sciences, in particular, reasoning from a novice practitioner's perspective. The conceptual framework, however, was expanded to demonstrate how peer assisted learning can influence the knowledge, cognitive and metacognitive aspects of clinical reasoning and performance.The main findings of the study were that reciprocal peer coaching led to statistically significant improvements in performance and clinical reasoning in the experimental group. In most cases, positive effect size differences appeared in favour of the experimental group. Most noteworthy differences were in the areas of physical examination and overall thoroughness of the patient encounter. Subjects in the experimental group also outperformed subjects in the control group on the overall clinical reasoning test to a statistically significant degree. A similar outcome was also noted in terms of patient management, that is, the planning and ++development of treatment interventions. Low achieving students in the reciprocal peer coaching group outperformed low achieving students who worked independently. Qualitative differences in the learning atmosphere of both models were also reported by subjects. While the actual clinical reasoning process did not appear to differ across both groups, practical differences in the actual learning experience did appear. Students in the experimental group reported being less anxious than students in the control group. The reciprocal peer coaching process was also an effective means of creating a supportive learning environment. These results are consistent with the major conclusions in the literature. Specifically, that peer assisted learning methods can increase achievement in learners (Goldschmid & Goldschmid, 1976; Johnson et al., 1998; Milson & Laatsch, 1996; Riggio et al., 1991; Riggio et al., 1994; Topping, 1996).
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Ley, Davis Luann. "Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111913.
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The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, focused, and structured set of standards to prepare students in the 21st century to be college and career ready upon exiting the high school system. To meet these increased expectations, this investigation sought to determine the effects of peer-mediated schema based instruction on the number of correct steps of a task analysis to solve the change problem type of mathematical word problems with middle school students with moderate/severe intellectual disabilities (MS/ID). Additionally, this study investigated the effects of peer-mediated schema based instruction on the number of correct mathematical problems solved, the ability of students with MS/ID to discriminate between addition and subtraction in word problems for the change problem type, and if students with MS/ID were able to generalize the learned mathematical skills to an unfamiliar peer. Finally, this study examined the effects of peer-mediated instruction on both tutors’ and tutees’ social attitudes and perceptions of one another before and after the study was completed. The findings of this study demonstrated a functional relation between peer-mediated schema-based instruction (SBI) on the number of correct steps of a task analysis. Results also provided several implications for practice, offers suggestions for future research in this area, and discusses the social and academic benefits of using peer-mediated instruction for students with MS/ID.
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Smith, Ryan Elizabeth. "Weight concern in at-risk early adolescent girls : the role of problem behavior and peer processes /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3080599.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 66-77). Also available for download via the World Wide Web; free to University of Oregon users.
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Duchak, Valerie L. "Peer collaboration in primary school mathematics : the effects on inter-individual interaction on pupils' problem solving abilities." Thesis, University of Strathclyde, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288055.
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Ochoa, Robert. "Antecedents and antisocial behavioral outcomes of deviant peer involvement in elementary school /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/9002.
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Hunter, Monica Middleton Renée A. "The effects of peer tutoring and group counseling on academic achievement and behavior of at-risk junior high males." Auburn, Ala., 2005. http://hdl.handle.net/10415/1279.
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Au, Yuk-har Grace. "The application of labelling and differential association theory to an understanding of the school drop-out problem of out-reach clients /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991656.
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Hendricks, Gaironeesa. "The effect of peer pressure and leisure boredom on substance use among adolescents in low-income communities in Cape Town." University of the Western Cape, 2015. http://hdl.handle.net/11394/4180.
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Magister Artium (Psychology) - MA(Psych)The adolescence period is a time of high risk for health and social problems such as substance use globally and in South Africa. Past research has shown that there is a need to investigate factors such as peer pressure, leisure boredom and substance use as they pose a threat to the social, psychological and physical wellbeing of adolescents in general. Thus, the overall aim of the study is to determine whether peer pressure and leisure boredom influence substance use among adolescents in low-income communities in Cape Town. Accordingly, the current study is guided by the theoretical framework of Jessor’s problem-behaviour theory. This exploratory study employed a correlational research design. The measurement tools included the Drug Use Disorders Identification Test, the Resistance to Peer Influence measure and the Leisure Boredom Scale. Non-probability sampling was used to select 296 adolescents between the ages 16 – 18 years from schools located in two low-income communities. Data analysis techniques included descriptive statistics, t-test, linear regression and multiple regression. Linear regression revealed that leisure boredom is not a significant predictor of substance use whereas peer pressure is a significant predictor of substance use. Multiple regression showed that the combined influence of peer pressure and leisure boredom predicted substance use, while peer pressure emerged as a stronger predictor than leisure boredom of substance use among adolescents. Gender did not moderate the relationship between peer pressure, leisure boredom and substance use among adolescents
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Newman, Nellis Leah M. "The effects of peer interaction and cognitive ability on the planning skills of preschool children." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/952812.
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The ability related differences and the role of peer interaction in preschool children's planning skill on a sociocultural task was investigated. Shopping routes through a model grocery store were planned by 50 children ranging in age from 3 years, 2 months to 5 years, 11 months. There were 30 children with average ability (Differential Ability Scales GCA score 85-115) and 20 children with high ability (DAS scores above 120). All subjects planned a total of five shopping trips. The first and last trips were completed alone, while the three middle trips were either completed alone, with a same-ability peer, or with a mixed-ability peer.Data were analyzed with a series of multivariate analyses of variance (MANOVA) with a within-subjects factor representing the measures of planning skill across Lists 2, 3, and 4. Preschool-aged children did not differ in planning skill on the basis of cognitive ability at the onset of the task. Dyads planned more efficient routes than individuals and also employed a more mature item location strategy. Children of average ability improved in planning performance from List One to List Five regardless of the ability level of their partner during Lists 2, 3, and 4. High ability preschoolers performed equally well when working alone, with a peer of same ability, or with a peer of less ability.Dyads of average children working together engaged in arguments and disagreements concerning the task but planned less efficient routes than did dyads of high-ability children. Mixed-ability dyads and those of high ability peers planned more efficient routes but engaged in little discussion. Thus, average children working together may have experienced growth in social competence as a result of social conflict concerning the social problem solving task. Such advances were most likely minimal for children in mixed-ability and high ability dyads. Advances in social competence may be of primary importance for preschool aged children. Future research should seek to clarify the relationship between ability and peer interaction in an effort to identify the features of social interaction which are necessary for cognitive growth.Department of Educational Psychology
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Watts, Kathleen Louise. "The Bethesda relational healing model and student Peer Governance Program : a mixed-method study of their effects on behavior, relationships, and climate in a Christian school /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1860334641&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Comeau, Colleen. "Impact of school context on the relations between deviant peer affiliations and problem behaviors during the middle school years : an exploratory analysis using hierarchical linear modeling /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190510.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-113). Also available for download via the World Wide Web; free to University of Oregon users.
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Norwood, S. "From being a problem to being part of the solution : the experience of peer facilitators of Hearing Voices groups." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/970169/.
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User-led services set out to challenge the idea that people with mental health difficulties are non-contributors and to make use of individuals' previously undervalued skills and experience. The first section of this thesis is a review of recent literature on evaluations of user-led services. The review takes an inclusive approach, considering studies that utilise a range of different methodologies, so as to fully capture the wide range of potential benefits of involvement. A prominent example of a user-led service is the Hearing Voices Network, an association of mutual support groups for people who hear voices. An important aspect of the Hearing Voices approach is that the groups are run by people with personal experience of hearing voices. The second section of this thesis is an empirical paper reporting a participatory study into the experiences of peer facilitators of Hearing Voices groups. Working in partnership with the Hearing Voices Network, interviews were conducted with voice hearer facilitators using the methodology of Interpretative Phenomenological Analysis. The third section is a critical appraisal that reviews the study against value-based guidelines for using participatory research methods with mutual support organisations.
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Dirks, Denise. "Mediation and a Problem Solving Approach to Junior Primary Mathematics." University of the Western Cape, 1996. http://hdl.handle.net/11394/8379.
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Magister Educationis - MEdThis study argues that not all children in the Junior Primary phase benefit from the Problem Centred Approach in mathematics that was adapted by the Research, Unit for Mathematics at the University of Stellenbosch (RUMEUS). \One of the reasons could be that not all pupils can construct their own knowledge and methods. There are the highly capable pupils who cope well with this approach. These pupils are able to solve mathematical problems with little or no teacher interaction. Then there are the average and weaker pupils who cannot solve a mathematical problem on their own. These pupils need strategies and skills to solve problems and they need the teacher to mediate these strategies and skills to them, which will help these pupils to become autonomous problem solvers. ,Working in groups can, to some extent, supplement mediation or teacher interaction. Peer group teaching can be effective, whereby pupils are placed in groups so that the more capable pupils can teach concepts or make concepts clearer to the average or weaker pupils). There is, however, the possibility that when pupils of mixed abilities are placed in groups of four there might be one pupil who might refuse to work with the group. This pupil will work on her own and will not share ideas with the other members of the group. If this happens, mediation is necessary for those pupils who cannot solve a mathematical problem on their own. The purpose of this study is to investigate how exposure to mediation can improve pupils' problem solving abilities. As directions for my research I've chosen the first six criteria of Feuerstein's Mediated Learning Experiences (MLE). The first three parameters: intentionality and reciprocity, mediation of transcendence and mediation of meaning _are conditions for an interaction to qualify as MLE. Mediation of competence and regulation of behaviour are functions of specific experiences that combine with the first three to make an adult-child interaction one of mediated learning. Mediation of sharing behaviour . can be added. Here the child and the mediator are engaged in a shared quest for structural change in the child. In addition to this, the five mechanisms of mediational teaching, i.e. process questioning; challenging or asking reasons; bridging; teaching about rules; and emphasising order, predictability, system, sequence and strategy are also used in the implementation of mediation as described by Haywood. Two methods of investigation were chosen. The pupils' problem solving abilities were studied by means of eight word sums, of which the first four word sums were done in the pre-test and the other four word sums in the post-test. After the pre-test and before the post-test there was a period of mediational teaching for the experimental group. During this period and during the post-test the control group was denied mediation. After this research, mediation was also available for the control group. Two pupils from the experimental group were then chosen for further in-depth, think-aloud, person-to-person interviews. The aim of the interviews was to determine why these pupils could not solve the problem in the pre-test, but could successfully solve the post-test question. The results of the word sums in the pre-test and the post-test were compared. The role of strategies and thinking skills is concentrated on in the results. Mediation was not equally successful in all of the four different types of problem sums. Questions one and five contained two or more numbers and here pupils tended to either plus or minus these numbers. Questions two and six also contained numbers, but this is a problem situated in a real life situation. Questions three and seven contained no numbers and questions four and eight compelled pupils to first work out a plan. Mediation was most successful in problem sums situated in a real life situation, followed by problem sums which compelled pupils to first work out a plan, and then by problem sums where there were no numbers. Mediation was least; successful in problem sums that contained two or more numbers. Analysis of these results shows that with mediation there is an improvement in the pupils' problem solving abilities; Mediation can be viewed as S-H-O-H-R, in which the human mediator (H) is interposed between the stimulus (S) and the organism (0), and between the organism and the response (R). We can argue that the Problem Centred Approach without mediation can produce individuals who are little, if at all, affected by their encounter and interaction with new situations. Due to the lack of support in the Problem Centred Approach to Mathematics, it is the aim of this mini-thesis to propose mediation as an essential component in the Problem Centred Approach to Mathematics in the Junior Primary phase.
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Davidson, Duncan. "Social problem solving, cognitive defusion and social identification in wellness recovery action planning." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33141.
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Objective: The concept of recovery has become an integral part of modern mental health care. Understanding the outcomes and underlying mechanisms of key recovery interventions, such as Wellness Recovery Action Planning (WRAP), is essential in order to expand the theoretical understanding of recovery and inform how to target recovery in treatment. Therefore a systematic review of the literature was conducted to evaluate the mental health outcomes of WRAP for adults. The empirical study then explored three constructs in relation to WRAP and recovery. These were social problem solving, cognitive defusion and social identification. Method: The systematic review of the mental health outcomes of WRAP was conducted by searching four databases, contacting the authors of WRAP research and seeking evaluative information from organisations that deliver WRAP. Fourteen relevant studies met the inclusion criteria. Whereas, the empirical study recruited participants on a trans-diagnostic basis from across Scotland. Using a quantitative cross sectional design, 109 participant's completed 5 self-report questionnaires. These were the Knowledge, Attitudes and Beliefs about WRAP Questionnaire (WRAP beliefs), the Recovery Assessment Scale - Short (RAS-S), the Social Problem Solving Inventory - Revised - Short (SPSI-R-S), the Four Item Measure of Social Identification (FISI) and the Cognitive Fusion Questionnaire (CFQ). Correlation, regression and mediation analysis were used to explore relationships, and in particular, the predictors and mediators of recovery. Results: The systematic review provided strong evidence that WRAP has a significant positive impact on hope and also reduces the symptoms of mental illness. However, whether WRAP improves personal levels of recovery was unclear and a possible risk of disempowerment was found. Promising preliminary mental health outcomes in the areas of confidence in managing mental health, quality of life, service use, self-advocacy and knowledge attitudes and beliefs about recovery were highlighted. Only studies that did not use peer facilitators failed to find significant increases in hope compared to treatment as usual control groups. In the empirical study, the results indicated that all the constructs examined were correlated to recovery. In the regression analysis, WRAP beliefs, social problem solving and cognitive defusion also demonstrated a predictive relationship with recovery. Mediation analysis indicated that, social problem solving mediated two distinct relationships. One between WRAP beliefs and recovery, and another between cognitive defusion and recovery. The social problem solving subscales also showed how the two predictors relate to recovery through social problem solving in different ways. Social identification with the WRAP group did not significantly predict or mediate recovery. Conclusions: The systematic review indicated having peer facilitators delivering WRAP is key to helping participants foster hope and that a further randomised control trial could help clarify if improved personal recovery is an outcome of WRAP. It additionally suggested how the relationship between WRAP beliefs and recovery could be explored, as per the design of the empirical study. Findings from the empirical study implied that improving participants' social problem solving and cognitive defusion should be specifically targeted in WRAP delivery. The studies combined indicate that to achieve the best recovery results interventions, like WRAP, should target inspiring hope through peer support, improving knowledge, attitudes and beliefs about recovery and cognitive defusion from unhelpful thoughts.
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Aguilar, Beatriz E. "The effect of individual versus collective creative problem solving experiences on fourth- and fifth-grade students' compositional products." Thesis, connect to online resource, 2004. http://www.library.unt.edu/theses/all/Dec2004/aguilar%5Fbeatriz%5Fe/index.htm.
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Snead, Kara E. "Mediational Effects of Perceived Child Control and Parental Coping Assistance on Peer Problem Outcomes in Families of Children with Developmental Disabilities." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_theses/39.
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Literature to date suggests that child coping is often a direct result of coping assistance provided by parents. Findings have not considered aspects of the stressor that may impact what the parent suggests; specifically, the child’s role, and the controllability of the stressor particularly for children with intellectual disabilities. The current study examines how the child’s disability status and parental perceptions of the child’s control over a peer problem influence the type of coping suggestions parents offer and how specific types of coping assistance affect the outcome of the coping situation. Results indicated that mothers of children with mental retardation provided more passive coping assistance and perceived their children as having less control over peer problems. Coping assistance was not directly linked to problem outcomes which suggests future studies should incorporate measures of factors such as direct parent and teacher assistance and child’s willingness or ability to implement coping suggestions.
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Saravalli, Susan K. "Adolescent contraceptive problem-solving skills and contraceptive behavior : the relation of cognitive level, locus of control, self-esteem and peer influence /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346338939.
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Blanco-Oilar, Christiane. "Ethnic minority adolescents' substance use and risky sexual behavior : the influence of child problem behavior, peer relations, and acculturation-related factors /." Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1617376021&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 108-118). Also available in ProQuest, free to University of Oregon users.
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Marchand, Erica J. 1977. "Predicting when adolescent risky sexual behavior does not co-occur with other problem behaviors: A prospective study of family, peer, and individual factors." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11160.
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xvi, 108 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Risky sexual behavior (RSB) places adolescents at risk for unplanned pregnancy and sexually transmitted infection, and research is needed to understand the predictors of adolescent RSB and targets for future intervention. The current study used the social contextual model of problem behavior development to examine family, peer, and individual influences on adolescents' sexual behavior and the relationship between RSB and other problem behaviors. Data were previously collected from 998 adolescents and their families. First, I examined the level of agreement between adolescents' and parents' perceptions of family relationships, parental monitoring, and adolescents' friendships and which perceptions were more strongly related to adolescent problem behavior. Pearson bivariate correlations between parent and adolescent perceptions were small. Hierarchical multiple regression analyses indicated that adolescent report was a better predictor of problem behavior than was parent report. Second, I assessed whether positive family relations, parental monitoring, family conflict, and parent-adolescent communication about sex in earlier adolescence were related to RSB in later adolescence. Structural equation modeling results suggested that the timing and frequency of parent-adolescent communication about sex and parent monitoring in earlier adolescence were related to RSB in later adolescence among the sample as a whole; results varied somewhat by gender. Third, I examined participants' membership in four risk behavior groups in late adolescence (low problem behavior, RSB only, substance use only, and RSB plus substance use), identified family, peer, and individual factors that differentiated teens in each group, and explored differences by sex and ethnicity. Females were more likely than males to report engaging in a combination of RSB and patterned substance use, and African Americans of both sexes were more likely than European Americans to report engaging in RSB in the absence of other behaviors. The variable that most reliably distinguished among risk groups for both males and females was friend drug use in late adolescence. Discussion considers reasons for these findings and highlights the roles of parent monitoring, parent-adolescent communication about sex, and gender and sociocultural factors in RSB prevention.
Committee in charge: Ellen McWhirter, Chairperson, Counseling Psychology and Human Services; Joe Stevens, Member, Educational Methodology, Policy, and Leadership; Elizabeth Stormshak, Member, Counseling Psychology and Human Services; Anthony Biglan, Member, Not from U of O; Yvonne Braun, Outside Member, Sociology
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Kelly, Darrell Scott. "IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861.
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Wema, Evans F. "Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/10918.
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The aim of the research was to develop a training course that inculcated infonnation literacy that could be implemented by staff at the University of Dar es Salaam library (Tanzania), in order to provide students with appropriate infonnation literacy skills to meet their educational goals. The course was developed from an integration of knowledge from infonnation behaviour research and educational theory with current perspectives of infonnation literacy from Infonnation and Library Science (ILS). The ultimate goal of the research was to create a framework that would be used by public university libraries in Tanzania to teach infonnation literacy courses. The study was carried out in two parts. In the first implementation "pilot" programme, the course was tested by involving librarians who took the entire course, in order to see whether the same course structure could be used to implement to the Masters of Education students. Following adaptations made on the first course, a second course programme was implemented to Masters of Education students by two librarians who attended the first implementation "pilot" programme. Therefore, the success of the course was partly judged on whether it effectively enabled knowledge transfer from the librarians to students. Data collection methods were predominantly qualitative, although quantitative methods in tenns of diagnostic tests were also used. The tests were used to evaluate trainees' knowledge ofinfonnation literacy before and after the course to provide an indication of changes in knowledge. Qualitative methods used included semistructured interviews with librarians and academic staff at the University of Dar es Salaam in Tanzania in order to make sure that assumptions made about students' knowledge of infonnation literacy and the kind of problems experienced by students were correct. Other methods included quizzes, exercises, group reflection and presentations that related to each stage in the course. These methods served to indicate trainees' understanding of what was taught, reflections on the leaming process and provided feedback for improvements on the course. The major findings showed that there was a recognized need for infonnation literacy and that problems such as unfamiliarity with categories of infonnation sources, analysis, synthesis, evaluation and use, were experienced in Tanzania as was the case in other "Western" countries. In addition, librarians were able to transfer skills learned to students, who in turn used the same course materials to teach fellow students who did not participate in the course. Furthermore, the design of the course was facilitated by the integration of Information and library science (ILS) approaches to information literacy with the knowledge of information behaviour and pedagogic theory. The thesis provides recommendations for the library and information curricula to introduce information literacy, teaching information literacy in a holistic way and with librarians participating in teaching and research. In addition, the study recommended that librarians should facilitate the development of information literacy in primary and secondary schools.
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Fogelklou, Oswald. "Computer-Assisted Proofs and Other Methods for Problems Regarding Nonlinear Differential Equations." Doctoral thesis, Uppsala universitet, Analys och tillämpad matematik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-161314.
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This PhD thesis treats some problems concerning nonlinear differential equations. In the first two papers computer-assisted proofs are used. The differential equations there are rewritten as fixed point problems, and the existence of solutions are proved. The problem in the first paper is one-dimensional; with one boundary condition given by an integral. The problem in the second paper is three-dimensional, and Dirichlet boundary conditions are used. Both problems have their origins in fluid dynamics. Paper III describes an inverse problem for the heat equation. Given the solution, a solution dependent diffusion coefficient is estimated by intervals at a finite set of points. The method includes the construction of set-valued level curves and two-dimensional splines. In paper IV we prove that there exists a unique, globally attracting fixed point for a differential equation system. The differential equation system arises as the number of peers in a peer-to-peer network, which is described by a suitably scaled Markov chain, goes to infinity. In the proof linearization and Dulac's criterion are used.
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Conlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
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Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
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Navarro-Andersson, Alejandra, and Helene Edhammar. "Parents and Peers: The Social Context of Interpersonal Relationships that Predict Changes inDelinquent Behavior." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-72385.
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Delinquent behavior is often a consequence of complex interactions between social contexts. In this study, we examined if the quality of relationships with mothers or fathers and relationships with delinquent peers predicted change in adolescents’ delinquent behavior. We used a sample of 2024 Swedish adolescents between the ages of 13 and 18 years (M = 14.8, SD = .71). We analyzed the data using hierarchical regressions, testing interactions intended to determine if the relationships with peers moderated the association of peers’ delinquent behavior with changes in adolescents’ own delinquent behavior. We further tested if this interaction was moderated by the quality of relationships with parents. The results suggested that association with delinquent peers was moderated by the quality of the relationship with peers. We did not find, however, evidence that the relationships with mothers or fathers predicted change in delinquent behavior or moderated the association of peer variables with delinquent behavior. While having delinquent peers matters for predicting delinquent behavior, when the relationships are high-quality relationships there is a greater increase in delinquent behavior than when the relationships are lower quality. The results of this study have implications for practice and further research on delinquent behavior, particularly for creating and improving prevention and intervention programs.Delinquent beteende är ofta en konsekvens av komplexa interaktioner mellan sociala sammanhang. I denna studie undersökte vi om kvaliteten på relationerna med mödrar eller fäder och relationer med brottsliga kamrater förutspådde förändring av ungdomars brottsliga beteende. Vi använde ett urval av 2024 svenska ungdomar mellan 13 och 18 år (M = 14.8, SD = .71). Vi analyserade datan genom att använda hierarkiska regressioner, testande interaktioner som avsåg att avgöra om relationerna med kamrater modererade associeringen av kamraternas brottsliga beteenden med förändring av ungdomars egna brottsliga beteende. Vi testade fortsättningsvis om denna interaktion var modererad av kvaliteten på relationerna med föräldrarna. Resultaten föreslår att association med delinquenta kamrater modererades av kvaliteten på relationen med kamrater. Vi hittade emellertid inte bevis för att relationerna med mödrar eller fäder förutspådde förändring i delinquent beteende eller modererade associeringen av kompisars variabler med delinquent beteende. Relationen med delinquenta kamrater är betydelsefull för att förutsäga delinquent beteende, där högkvalitativa relationer modererade en kraftigare ökning av delinquent beteende än de relationer som var lågkvalitativa. Resultaten av denna studie har implikationer för praktik och vidare forskning i brottsligt beteende, särskilt för att skapa och förbättra prevention och interventionsprogram.
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Askins, Martha Ann. "Perceptions of Social Support among Children with Attention Deficit Hyperactivity Disorder, Pre- and Post-Parent Training." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278643/.
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The literature demonstrates that children with Attention Deficit Hyperactivity Disorder (ADHD) often experience peer rejection as a result of their difficulties with interpersonal interactions. The manner in which children with ADHD process social information and the extent to which social difficulties may adversely impact these children has remained unclear. In the first part of the study, the perceptions of social support between boys (ages 7 to 11 years) with and without ADHD were compared. An analysis of variance procedure (ANOVA) was performed and children with ADHD were found to perceive significantly lower levels of social support from their classmates than normal peers at pretreatment. The groups did not differ significantly with regard to perceptions of parent, teacher, and close friend support. In the second part of the study, the role of ADHD parent training and its effectiveness in decreasing problem-behaviors, ameliorating social problems, and enhancing perceptions of social support was examined. Repeated measures MANOVAs revealed a significant rater (mother and teacher) by time (pretreatment and posttreatment) interaction effect for total behavior problems, externalizing behavior problems, internalizing behavior problems, and social problems. On each scale, mothers reported more behavior problems than teachers at pretreatment, but fewer problems than teachers at posttreatment assessment. Main effects were not detected. ANOVAs performed on social support ratings by children with ADHD demonstrated a significant increase in their perceptions of parental support between pretreatment and posttreatment. Children's ratings of teacher, close friend, and classmate support did not differ significantly between pretreatment and posttreatment. The findings suggest that children with ADHD are socially perspicacious and sensitive to subtle changes within their social support systems. The parent training program appeared to help with the amelioration of problem behaviors in the home, but results did not indicate generalization of improvements to the classroom. Implications of the findings were discussed and suggestions were made for providing assistance to children with ADHD.
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Lauer, Brea Anne M. "Accuracy of the Peer Informant: What Characteristics Are Related to the Ability to Detect Behavior Problems in Peers?" Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5387.
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Victimization and rejection by peers leads to and exacerbates behavior problems in children and adolescents. Given the implications of problematic peer relations for adolescents who experience behavior problems, the present study examined factors that may be related to how adolescents perceive peers who exhibit such problems. Specifically, the present study examined the relationship of adolescent peer informants' socioeconomic status, their prior exposure to psychopathology, their own social competence, and their own behavior problems to their perceptions of peer internalizing and externalizing behavior problems, their liking of individuals who exhibit such problems, and their attributions for the etiology of such problems when portrayed by fictitious adolescents of the same age. In particular, adolescents were asked to rate a set of vignettes that portray internalizing and externalizing behavior problems that are seen commonly in peers and to complete a set of brief questionnaires. Results revealed that adolescents are able to accurately detect the presence of both internalizing and externalizing behavior problems in vignette characters. Additionally, vignette characters who display behavior problems received significantly lower liking ratings. Finally, although adolescents endorsed both internal and external etiological factors, ratings were related to the gender of the depicted vignette character and the nature of the portrayed behavior problems. Participants' own externalizing problems, social competence, and previous exposure to behavior problems in others related uniquely to adolescents' perceptions of the vignette characters. Overall, this study provided additional evidence that, although peers can serve as valuable informants, they also tended to reject adolescents who display behavior problems.ID: 031001434; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Kimberly Renk.; Title from PDF title page (viewed June 24, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 63-76).
M.S.
Masters
Psychology
Sciences
Psychology Clinical
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Luz, Ramiro Batista da. "A influência do dojo de programação no ensino de práticas ágeis." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/735.
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Dojo de Programação é uma atividade dinâmica e colaborativa inspirada em artes marciais onde é possível praticar programação, especialmente técnicas relacionadas a métodos ágeis. Os métodos de ensino atuais tratam todos os alunos da mesma forma. Cada pessoa tem uma história, experiências, habilidades, conhecimentos. Raramente as particularidades de cada indivíduo são respeitadas. Buscamos verificar qual a influência do Dojo de Programação como atividade de ensino a fim de promover a interação entre os alunos. O Dojo de Programação oferece os recursos necessários para ensino acadêmico de programação de computadores? Para responder a questão foram realizados questionários com leigos e participantes ativos de Dojo de Programação, participantes espontâneos de grupos de Dojo de Programação e participantes compulsórios de alunos que participaram de Dojo de Programação em aula de disciplina regular de especialização na Universidade Tecnológica Federal do Paraná. Foram realizadas entrevistas com especialistas organizadores de encontros de Dojo de Programação. Pontos positivos, como a participação dos alunos e negativos, como o fato de não ser uma atividade adequada para apresentação de assuntos teóricos, foram ponderados. Os resultados obtidos sugerem que a atividade pode ser utilizada de forma complementar em disciplinas de programação de computadores a fim de aumentar a participação dos alunos e permitir ao professor conhecer as dificuldades e facilidades de cada aluno individualmente.Coding Dojo is a dynamic and collaborative activity inspired by martial arts where you can practice programming, especially techniques related to agile methods. The existing teaching methods treat all students the same way. Each person has a story, experiences, skills, knowledge. Rarely the particularities of each individual are respected. The purpose of this research is to verify the influence of the Coding Dojo in teaching agile practices. The Coding Dojo offers the required resources to academic teaching computer programming? To answer the question surveys were conducted with novice and active participants of Coding Dojo, also spontaneous participants in groups of Coding Dojo and students who attended compulsorily in a Coding Dojo during a class of a regular discipline of one specialization course in Federal Technological University of Paraná. Interviews were conducted with experts organizers of meetings of Coding Dojo. Strengths, such as student participation and weaknesses, as not being a suitable practice for presenting theoretical contents were considered. The obtained results suggest that the activity can be used complementary in computer programming disciplines to increase student participation and allow the teacher to know the difficulties and facilities of each student individually.
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Ehrlich, Katherine Babcock. "Conflict at home and problems with peers family-peer linkages and the role of adolescent depressive symptoms and gender /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8203.
Full textAbstract:
Thesis (M.S.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Damons, Lynne Nesta. "Enhancing a sense of self in a group of socially marginalised adolescent boys through participatory action research." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86657.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This dissertation sought to understand the experience of six participants as members of a cluster group of socially marginalised youth in a farmworker community. Through a collaborative process, the study sought to reframe the perceptions around the behavioural outcomes of membership to such an outcast group. Theories of empowerment through active participation underpinned the whole study. The study was qualitative in nature and used a Participatory Action research methodology which created the space for creative exploration with enabling methodologies such as the Youth Engagement Cycle and Activity Theory. Data were collected through focus group- and semi-structured interviews; participant observation and participant generated artefacts. Six adolescent males who were part of an already established cluster group of socially marginalised youth at a school were purposively selected into the study. The analysis of data was an ongoing and iterative process informed by the theories that underpinned the study and through content analysis of emerging themes. The study revealed that the cluster group was not formed with delinquent intent. Instead, it was created as a space that allowed its members to feel a sense of belonging, security and being valued. However, the group dynamic caused individual self-efficacy to become so enmeshed with collective agency that if left unchecked, it had the potential to propel its members along a trajectory to delinquency. The dissertation recommends understanding cluster groups as unique heterogeneous entities that show insight and empathy into the challenges their cohorts experience. Recognising that this elevates the peer group's influence above that of adults the study recommends a collaborative, well-structured and strategic intervention that allows individuals to experience success and self-influence in attaining mastery within the group dynamic.
AFRIKAANSE OPSOMMING: Hierdie verhandeling het ten doel gehad om ses deelnemers se ervaring as lede van 'n 'cluster' groep gemarginaliseerde jongmense binne 'n plaaswerker gemeenskap te probeer verstaan. Deur middel van 'n proses van samewerking, het die studie gepoog om die persepsies rakende die gedragsuitkomste van lidmaatskap binne so 'n geïsoleerde groep te herformuleer. Die hele studie is gebaseer op teorie van bemagtiging deur middel van aktiewe deelname. Die verhandeling was kwalitatief van aard en het gebruik gemaak van 'n Deelnemende Aksie Navorsingsmetodologie wat ruimte geskep het vir kreatiewe ontdekking met bemagtigende metodologieë soos bv. "Youth Engagement Cycle" en "Activity Theory". Data is ingesamel deur middel van 'n fokusgroep en semi-gestruktureerde onderhoude; deelnemer waarneming en deelnemer gegenereerde artefakte. Ses adolessente mans wat reeds deel was van 'n gevestigde groep sosiaal-gemarginaliseerde jongmense by 'n skool, is doelbewus geselekteer vir die studie. Die analise van die data was 'n deurlopende en iteratiewe proses wat belig is deur die teorieë waarop die studie gebaseer was asook deur inhoudsanalise van die ontluikende temas. Die studie het getoon dat die 'cluster' groep nie gevorm is met misdaad as doel nie. Inteendeel, die groep het ontstaan as 'n ruimte wat sy lede toegelaat het om 'n mate van geborgenheid, sekuriteit en waardering te ervaar. Die groepsdinamiek het individuele self-doeltreffendheid toegelaat om so verbonde te raak met kollektiewe agentskap dat indien dit nie gekontroleer was nie, dit die potensiaal getoon het om sy lede op 'n trajek van jeugmisdaad te plaas. Die verhandeling beveel dus aan dat 'n 'cluster' groep gesien word as 'n unieke heterogene entiteit wat insig en empatie toon met die uitdagings wat lede ervaar. Op grond van die feit dat dit die portuurgroep se invloed bo die van die volwassenes verhef, wil die studie 'n samewerkende, goedgestruktureerde en strategiese bemiddeling aanbeveel wat die individu sal toelaat om sukses en selfgelding te ervaar met die bereiking van bemeestering binne die dinamiek van die groep.
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Lojk, Manca. "Promoting peer interactions of preschool children with behavior problems : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36073.
Full textAbstract:
Behavior problems are quite common in preschool. Without effective intervention, children with behavior problems are at risk for rejection by teachers, peers and academic failure. But many children in preschool are not diagnosed and are not getting the support they need. At the age of two, children can show both prosocial and aggressive behavior with peers. Researchers stress the importance of positive peer relationships in childhood, because early childhood is the time children learn how to interact with each other. Through peer interactions children develop social, cognitive and language skills. The aim of this systematic literature review is to identify, and critically analyze, special support in preschool which promote peer interaction of children with behavior problems (age of 2-5 years). Five studies, with different interventions have been found through the search procedure. The results show that all the implemented interventions had positive effect on peer interactions and did reduce behavior problems in the classrooms. The results show that the studies focused on different behavior problems, but aggression was found in all the articles. The studies were focused on different participants in order to influence behavior problems and peer interactions. Four major groups of special support orientations were found: Teacher oriented support, Team-based oriented support, Peer oriented support and Support oriented toward target children. This review presents a good overview on available special support in preschool settings, however more research still needs to be done.
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Placì, Simone. "Modelli per il Train Timetabling Problem." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019.
Find full textAbstract:
Il treno è uno dei principali mezzi di trasporto grazie al quale ogni giorno si spostano miliardi di persone. É fondamentale quindi che gli orari dei treni siano organizzati nel miglior modo possibile, aumentando la soddisfazione dei viaggiatori. In questa tesi, dopo aver analizzato il problema del Train Timetabling Problem, è stato sviluppato un modello matematico di Programmazione Lineare Intera per trovare la schedulazione ottima dei treni in una rete ferroviaria utilizzando dati reali che ci sono stati forniti dalle ferrovie olandesi (NS, Netherlands Railways).