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Relevant bibliographies by topics / Peer Helper

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Academic literature on the topic 'Peer Helper'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Peer Helper"

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Miyamoto, Yuki, and Tamaki Sono. "Lessons from Peer Support Among Individuals with Mental Health Difficulties: A Review of the Literature." Clinical Practice & Epidemiology in Mental Health 8, no. 1 (2012): 22–29. http://dx.doi.org/10.2174/1745017901208010022.

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We conducted a comprehensive narrative review and used a systematic search strategy to identify studies related to peer support among adults with mental health difficulties. The purposes of this review were to describe the principles, effects and benefits of peer support documented in the published literature, to discuss challenging aspects of peer support and to investigate lessons from peer support. Fifty-one studies, including 8 review articles and 19 qualitative studies, met the inclusion criteria for this review. Most of the challenges for peer support were related to “role” and “relationship” issues; that is, how peer support providers relate to people who receive peer support and how peer support providers are treated in the system. The knowledge gained from peer support relationships, such as mutual responsibility and interdependence, might be a clue toward redefining the helper-helper relationship as well as the concepts of help and support.

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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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Lewis, Max W., and Arleen C. Lewis. "Peer Helping Programs: Helper Role, Supervisor Training, and Suicidal Behavior." Journal of Counseling & Development 74, no. 3 (1996): 307–13. http://dx.doi.org/10.1002/j.1556-6676.1996.tb01871.x.

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Christopher, Jeanette Smith, David J. Hansen, and Virginia M. Macmillan. "Effectiveness of a Peer-Helper Intervention to Increase Children's Social Interactions." Behavior Modification 15, no. 1 (1991): 22–50. http://dx.doi.org/10.1177/01454455910151002.

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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 (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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Reid Rudy, Robin, Lawrence B. Rosenfeld, John P. Galassi, Joanna Parker, and Rachel Schanberg. "Participants' Perceptions of a Peer-Helper, Telephone-Based Social Support Intervention for Melanoma Patients." Health Communication 13, no. 3 (2001): 285–305. http://dx.doi.org/10.1207/s15327027hc1303_4.

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이승연. "An Exploratory Study for the Development of Peer-Helper Gatekeeper Programs for Adolescent Suicide Prevention." Korea Journal of Youth Counseling 16, no. 2 (2008): 17–31. http://dx.doi.org/10.35151/kyci.2008.16.2.002.

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SMART, LAURA S. "The Marital Helping Relationship Following Pregnancy Loss and Infant Death." Journal of Family Issues 13, no. 1 (1992): 81–98. http://dx.doi.org/10.1177/019251392013001006.

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Few studies have examined the therapeutic helping relationship within married couples, and those that have done so have considered stressor events that affect one spouse more than the other. This qualitative study of couples who experienced pregnancy loss and infant death explores the emotional support that spouses give to their partner. A minority of couples did not provide support to each other. In most couples, however, the support was described by both partners as mutual. Among all couples who provided mutual support, most of these perceived a fairly even exchange; some saw the husband as providing more support than he received, and one couple felt that the wife had been the primary helper. Couples who provided very little support to each other were helped by attending a peer support group.

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Clarke, Joanne L., Jenny Ingram, Debbie Johnson, 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 (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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이길주, 김연경, and 함은혜. "The Effect of Peer Helper Program on Domestic Students’ Empathy and Multicultural Acceptability in Multicultural Classrooms." Korean Journal of Elementary Education 29, no. 3 (2018): 163–79. http://dx.doi.org/10.20972/kjee.29.3.201809.163.

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Dissertations / Theses on the topic "Peer Helper"

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Kumar, Vivekanandan Suresh. "Helping the helper in peer help networks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ63891.pdf.

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Aladag, Mine. "Developing A Peer Helping Program And Testing Its Effectiveness." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606220/index.pdf.

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ABSTRACT DEVELOPING A PEER HELPING PROGRAM AND TESTING ITS EFFECTIVENESS Aladag, Mine Ph. D., Educational Sciences Supervisor: Prof. Dr. Esin Tezer 2005, 290 pages The main purpose of this three-phase study was to develop a peer helping program. The purpose of the first phase was to plan a peer helping program with its goal and content. The purpose of the second phase was to develop a peer helping training program and to investigate its effectiveness on improving the helping skills and self-growth of the peer helpers. The purpose of the third phase was to understand the peer helpers&rsquo<br>and helpees&rsquo<br>evaluations of the peer helping program. In the first phase of the study, a need assessment study was carried out with a sample of 316 (168 females, 148 males) students from Faculty of Education of Ege University. Results indicated that students preferred peer helpers among other helping agents<br>they preferred both non-directive helping styles (empathic responses) and directive helping styles (instrumental responses)<br>they seemed to believe the helpfulness of the program<br>they tended to apply to the program<br>and they wanted the program to concentrate on their career, academic, and interpersonal relationships concerns. In the second phase of the study, in order to investigate the effect of peer helping training program on improving peer helpers&rsquo<br>helping skills and the self-growth, a pre-test post-test control group experimental design study was carried out with a sample of 31 participants (15 experimental group and 16 control group). The participants were also administered six-month follow-up test. The data were gathered by administering five instruments: Communication Skills Evaluation Scale (CSES), Empathic Skill Scale-B Form (ESS-B), Reflection Skills Evaluation Form (RSEF), Rosenberg Self-Esteem Scale (RSS) and Self-Acceptance Inventory (SAI). After testing the equivalence of the pre-test scores of CSES, ESS-B, RSS, and SAI of the experimental and the control group participants, a series of 2 (experimental-control groups) X 3 (pre-post-follow up tests) repeated measure of analysis of variance (ANOVA) was employed to the CSES, ESS-B, RSS, and SAI scores of the participants. An analysis of covariance (ANCOVA) using pre-test as covariate was employed to the post-test and follow-up test scores of the RSEF of the participants. The results indicated that a peer helping training program was more effective on improving both the empathic and the reflection skills of the experimental group participants as compared to the control group participants. The results also indicated that there was a significant increase in the experimental group participants&rsquo<br>self-esteem scores from the pre-test to the follow-up test and also a significant increase in the experimental group participants&rsquo<br>self-acceptance scores from the pretest to the posttest. In the third phase of the research, a study, mainly based on qualitative data, was carried out with 15 peer helpers and 33 volunteered students/peer helpees (17 females, 16 males) who received peer helping services. All peer helpees were administered Peer Helping Service Evaluation Form and 15 peer helpers were also administered Peer Helping Program Evaluation Form. The analysis of the qualitative data indicated that most of the above mentioned areas were positively evaluated by both peer helpers and peer helpees.

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Kanes, Theodora Petronella. "Riglyne vir die implementering van 'n portuurhelperprogram in sekondêre skole in Suid-Afrika / Theodora Petronella Kanes." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1079.

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In South African secondary schools there are learners who undergo a daily struggle with social and emotional problems. The problems learners struggle with include problems like drug and alcohol abuse, suicide, domestic violence, peer pressure, anorexia, bulimia, stress, bullying, and many more. These problems often result in learners experiencing a great deal of pressure. They sometimes feel hopeless as they fail to find suitable solutions for their problems. They often feel alone and as though there is no one whom they can share their problems with and who truly understands. A Peer Helper Programme is a programme that focuses on training a selective group of learners to be peer helpers. A peer helper is someone who understands or someone of more or less the same age as the person seeking for help, has empathy, good listening and communication skills, and offers help and understanding in times of need. A literature study has been undertaken to give the precise description of the concept of peer help, to determine the task and function of a peer helper and to establish what exactly the training of a peer helper should encompass. The results obtained from this information allowed the setting of guidelines for the implementing of a peer helper programme for the effective training of peer helpers. An empirical study was executed to establish the nature and scope of the problems learners in secondary schools in the Klerksdorp school district experience and their needs concerning peer helping. From this study it was concluded that a need exists for peer helping programmes as well as guidelines for the design and implementation of a peer helper programme. Questionnaires were used and the following can be concluded from the investigation: There is an existing need for a peer helper programme as learners who experience problems will rather share this with a peer before telling an older person. A set of guidelines need to be put into place for the implementation of a peer helper programme. To conclude the recommendation is made at the end of this study that a peer helper programme needs to be implemented in every school in the various school districts and that it should stand under the management of the school principle and the assistance of the guidance teacher.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

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Young, Jaclyn. "An evaluation of the breastfeeding peer helper program in Ohio's special supplemental nutrition program for women, infants and children." Connect to resource, 2009. http://hdl.handle.net/1811/36902.

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Jones, Leslie D. "Effectiveness of Filial/Play Therapy Training on High School Students' Empathic Behavior with Young Children." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2754/.

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This study was designed to determine the effectiveness of a filial/play therapy training model with high school juniors and seniors enrolled in a Peer Assistance and Leadership program (PALs). Filial/play therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The high students are trained to be a therapeutic change agent for primary school children identified as having adjustment difficulties by utilizing basic child-centered play therapy skills in weekly play sessions with young children. Specifically, this study is designed to determine the effectiveness of filial therapy in increasing: 1) the high school students' observed empathic behavior with young children, 2) the high school students' observed attitude of acceptance toward young children, 3) the high school students' observed ability to allow self-direction in young children, and 4) the high school students' observed level of involvement with young children. The experimental group, consisting of 16 volunteer high school students enrolled in a PALs class for high school credit, received a total of 24 weeks of filial/play therapy didactic training, application, and supervision for the playtimes they conducted with pre-kindergarten/kindergarten students identified with adjustment difficulties. The comparison group consisted of 15 volunteer high school students enrolled in a PALs class for high school credit. The comparison group received the standard PALs class curriculum. All students were videotaped playing with a young child 4 to 6 years of age before and after the training as a means of measuring empathic behavior with young children. An Analysis of Covariance revealed statistically significant findings in all four hypotheses. Specifically, the experimental group of high school students exhibited statistically significant increases in empathic interactions with young children when compared to the comparison group. The experimental group also exhibited statistically significant increases in communication of acceptance of young children's feelings and behaviors, acceptance and behavioral willingness to follow young children's lead rather than attempt to control their behavior, and attention to and participation in young children's play. This study supports the use of filial/play therapy as an effective training model for increasing high school students' empathic behavior with young children. Filial/play therapy offers significant possibilities for training high school students in a developmentally appropriate model for working with young children identified with school adjustment difficulties, in order to prevent future problems.

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Wagner, Wendy. "Evaluation of a peer counseling program and perceptions of its peer helpers." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998wagnerw.pdf.

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Staempfli, Marianne Barbara. "The association between extracurricular involvement, self-esteem and leadership skills among University of Guelph peer helpers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ56369.pdf.

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Du, Plooy Riana. "Riglyne vir die implementering van 'n portuurhelpersprogram in universiteitskoshuise / Riana du Plooy." Thesis, North-West University, 2005. http://hdl.handle.net/10394/612.

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The purpose of this study is to provide a comprehensive description of what a peer helper programme is and to set guidelines for the design and implementation of a peer helping programme for university residence students. In order to achieve these objectives a literature study was firstly conducted to attain a good understanding of the problems that students of tertiary institutions are currently experiencing. The conclusion was made that students are today faced with a lot of frustrations, problems and challenges resulting in a need for care, support and effective help. Secondly the terms "peer helping", "peer helper" and "peer helper programmes" were defined and peer helping was consequently identified as an effective way of addressing the need for help in the student community. This was followed by a description of guidelines for the design and implementation of a peer helper programme for students in university residences. Plomp's general educational design model was used as a point of reference in the setting of these guidelines. An empirical study was done in the form of a case study as it was exercised only at the Potchefstroom Campus of the North-West University. The aims of the empirical research were to determine firstly if there was a real need for the implementation of a peer helper programme among students in university residences; secondly, to look into and examine the guidelines set for the design and implementation of a peer helpers' programme in university residences, and finally to evaluate the efficacy of the training of peer helpers for university residences. Questionnaires, observations and semi structured interviews were used in the empirical study in order to come to the following general conclusions: Students tend to confide in friends when they experience problems of a more serious nature. In other words they share their problems and concerns with people whom they are in a close relationship with. There is a definite need for a peer helpers' programme in university residence environments. Students are willing to take part and make use of such a programme and students want to take the lead in organising and managing such a programme. In order to design and implement a peer helpers' programme successfully in a university residence, the set guidelines for the effective designing and implementation of such a programme should be followed. Finally it is recommended that a peer helpers' programme should be implemented in every residence or on the campus of every university or tertiary institution in South Africa in order to address the growing need for help among students, effectively. Various recommendations for further research were made.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

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Spiritova, Marketa. "Peter Hallama: Nationale Helden und jüdische Opfer. Tschechische Repräsentationen des Holocaust." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2016. https://slub.qucosa.de/id/qucosa%3A34814.

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Durruthy-Durruthy, Robert [Verfasser], Stefan [Akademischer Betreuer] Heller, Peter [Akademischer Betreuer] Neubauer, Roland [Akademischer Betreuer] Lauster, and Juri [Akademischer Betreuer] Rappsilber. "Reconstruction of the mouse otocyst and early neuroblast lineage at single cell resolution / Robert Durruthy-Durruthy. Betreuer: Stefan Heller. Gutachter: Peter Neubauer ; Roland Lauster ; Juri Rappsilber ; Stefan Heller." Berlin : Technische Universität Berlin, 2014. http://d-nb.info/1077818637/34.

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Books on the topic "Peer Helper"

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Dean, Gray H., ed. Peer power: Becoming an effective peer helper. 2nd ed. Accelerated Development, 1985.

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Peer power. Book 2, applying peer helper skills. 2nd ed. Accelerated Development, 1985.

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Tindall, Judith A. Peer power, book two: Strategies for the professional leader : applying peer helper skills. 3rd ed. Routledge, 2008.

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Tindall, Judith A. Peer power, book 2, strategies for the professional leader: Applying peer helper skills. 2nd ed. Accelerated Development, 1994.

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How to be a people helper. Tyndale House Publishers, 1995.

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Tindall, Judith A. Peer power, book one: Strategies for the professional leader : becoming an effective peer helper and conflict mediator. 4th ed. Brunner-Routledge, 2008.

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Canada, Canada Health. Peer helper initiatives for out-of-the mainstream youth: A report and compendium. Health Canada, 1996.

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1942-, Tindall Judith A., ed. Peer counseling: In-depth look at training peer helpers. 2nd ed. Accelerated Development, 1985.

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Dean, Gray H., ed. Peer counseling: In-depth look at training peer helpers. 3rd ed. Accelerated Development Inc., 1989.

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Friends helping friends: A handbook for helpers. 2nd ed. Educational Media Corp., 2003.

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Book chapters on the topic "Peer Helper"

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Kumar, Vive. "User models for helping the helper in peer help networks." In CISM International Centre for Mechanical Sciences. Springer Vienna, 1999. http://dx.doi.org/10.1007/978-3-7091-2490-1_41.

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Grant, Emily A., Nathan Swink, Crystal Reinhart, and Scott Wituk. "The Development and Implementation of a Statewide Certified Peer Specialist Program." In Mental Health Self-Help. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6253-9_9.

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Salzer, Mark S. "Certified Peer Specialists in the United States Behavioral Health System: An Emerging Workforce." In Mental Health Self-Help. Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6253-9_8.

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Hung, Sik Hin, and Jennifer Yim Shui Wa. "Dharma Therapy: A Buddhist Counselling Approach to Acknowledging and Enhancing Perspectives, Attitudes and Values." In International Perspectives in Values-Based Mental Health Practice. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_35.

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AbstractIn the modern world, psychological problems like anxiety and depression are common phenomena in society. Dharma therapy is a Buddhist teaching-based therapeutic intervention which utilizes the Buddhist model of ending suffering to help clients to deal with psychological issues. In many cases, it has been shown to be effective. The present case study illustrates how the client, Mr. Peter Chan, who was suffering from anxiety, benefited from going through the intervention of Dharma Therapy. The article will describe what is Dharma Therapy, Mr. Chan’s psychological issues and how the seven steps of Dharma Therapy helped Mr. Chan to deal with his sufferings. Psychological tests administered before and after the therapeutic intervention showed improvement in all aspects of anxiety.

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"EXERCISE 5.6 RATING THE HELPER." In Peer Power, Book One. Routledge, 2008. http://dx.doi.org/10.4324/9780203893616-18.

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"EXERCISE 3.2 IMAGINING MY HELPER." In Peer Power, Book One. Routledge, 2008. http://dx.doi.org/10.4324/9780203893616-13.

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"SELF-EVALUATION FOR THE PEER HELPER." In Peer Power, Book Two. Routledge, 2008. http://dx.doi.org/10.4324/9780203893548-28.

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"Roles for Peer Helpers." In Peer Power, Book One. Routledge, 2008. http://dx.doi.org/10.4324/9780203893609-8.

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Cartwright, Netta. "Combatting Bullying in School: The Role of Peer Helpers." In Peer Counselling in Schools. Routledge, 2017. http://dx.doi.org/10.4324/9781315276144-8.

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"EXERCISE 12.4 PLAN OF ACTION TO ASSIST HELPEE IN PROBLEM SOLVING." In Peer Power, Book One. Routledge, 2008. http://dx.doi.org/10.4324/9780203893616-30.

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Conference papers on the topic "Peer Helper"

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Wang, Jiajun, and Kannan Ramchandran. "Enhancing peer-to-peer live multicast quality using helpers." In 2008 15th IEEE International Conference on Image Processing. IEEE, 2008. http://dx.doi.org/10.1109/icip.2008.4712251.

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Hao Zhang, Jiajun Wang, Minghua Chen, and Kannan Ramchandran. "Scaling Peer-to-Peer Video-on-Demand systems using helpers." In 2009 16th IEEE International Conference on Image Processing ICIP 2009. IEEE, 2009. http://dx.doi.org/10.1109/icip.2009.5414399.

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Zhang, Hao, and Kannan Ramchandran. "A reliable decentralized Peer-to-Peer Video-on-Demand system using helpers." In 2009 Picture Coding Symposium (PCS). IEEE, 2009. http://dx.doi.org/10.1109/pcs.2009.5167390.

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Souza, Cleyton, Jonathas Magalhaes, Evandro Costa, and Joseama Fechine. "Routing Questions in Twitter: An Effective Way to Qualify Peer Helpers." In 2013 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2013. http://dx.doi.org/10.1109/wi-iat.2013.16.

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Joshi, Nikhita, Justin Matejka, Fraser Anderson, Tovi Grossman, and George Fitzmaurice. "MicroMentor: Peer-to-Peer Software Help Sessions in Three Minutes or Less." In CHI '20: CHI Conference on Human Factors in Computing Systems. ACM, 2020. http://dx.doi.org/10.1145/3313831.3376230.

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Beasley, Zachariah, and Les Piegl. "HeLPS: A Domain-Specific Lexicon for CAD Peer Review." In CAD'20. CAD Solutions LLC, 2020. http://dx.doi.org/10.14733/cadconfp.2020.21-25.

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Umar, A., A. Sasongko, Sugiharto Sugiharto, Y. Christanti, A. Bawono, and Hariyatno Hariyatno. "Peer to Peer Lending Platform can Influence investors to help Capital for Small Business Enterprise." In Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG. EAI, 2019. http://dx.doi.org/10.4108/eai.26-1-2019.2283129.

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"Reduction Over Time: Easing the Burden of Peer-to-Peer Barter Relationships to Facilitate Mutual Help." In The 2nd International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0002578000280037.

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Venkataramanujam, Venkatesh, and Pierre Larochelle. "Panther Peer: A Web-Based Tool for Peer and Self Evaluation." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63807.

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Panther Peer is a novel web based tool for peer evaluation. It has been developed at the Florida Institute of Technology to enable students (specifically those involved in capstone design projects) to give one another anonymous feedback on their team performance. Panther Peer is simple to implement and completely automated. Panther Peer automates the process of peer evaluation and minimizes the workload for both instructors and students. With the benefits of automation students can gain feedback more quickly. Moreover, the reduction in workload for course instructors enables them to encourage peer evaluations. The primary advantage of this system is the feedback students receive from their peers which helps them identify their weaknesses and focus on their strengths. The automated process means that the collection and dissemination of information is highly efficient. From the peer evaluations by students, instructors can have a fair idea about the teams progress and intervene where deemed necessary.

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Singh, V., M. B. Twidale, and D. Rathi. "Open Source Technical Support: A Look at Peer Help-Giving." In Proceedings of the 39th Annual Hawaii International Conference on System Sciences (HICSS'06). IEEE, 2006. http://dx.doi.org/10.1109/hicss.2006.370.

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Reports on the topic "Peer Helper"

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Jacobs, Elizabeth, Jane Mahoney, KyungMann Kim, et al. Testing a Peer Support Program That Helps Older Adults Age in Their Own Homes. Patient-Centered Outcomes Research Institute (PCORI), 2020. http://dx.doi.org/10.25302/07.2020.cer.131007844.

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Kast, Felipe, Stephan Meier, and Dina Pomeranz. Under-Savers Anonymous: Evidence on Self-Help Groups and Peer Pressure as a Savings Commitment Device. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18417.

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Jones, Michael, Julie Gassaway, and Mark Sweatman. Using One-on-One Peer Mentors to Help Patients with a Spinal Cord Injury Transition from Rehabilitation to Home. Patient-Centered Outcomes Research Institute (PCORI), 2020. http://dx.doi.org/10.25302/07.2020.ih.12115106.

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Ben‐Zeev, Dror, Rachel Brian, Geneva Jonathan, et al. Comparing a Smartphone Program with a Peer‐Led Program to Help People with Serious Mental Illness Manage Their Symptoms. Patient‐Centered Outcomes Research Institute (PCORI), 2019. http://dx.doi.org/10.25302/4.2019.cer.140311403ic.

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Jones, Michael, Julie Gassaway, and Mark Sweatman. Using One-on-One Peer Mentors to Help Patients With a Spinal Cord Injury Transition from Rehabilitation to Home. Patient-Centered Outcomes Research Institute® (PCORI), 2020. http://dx.doi.org/10.25302/05.2020.ih.12115106.

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DeTurk, Patricia. Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1095.

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Raei, Lamia. Exploring the Links: Youth participation and employment opportunities in Jordan. Oxfam IBIS, 2021. http://dx.doi.org/10.21201/2021.7981.

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Oxfam partners with the Jordanian Hashemite Fund for Human Development (JOHUD) through its Youth Participation and Employment (YPE) programme in order to connect with communities and train local community-based organizations (CBOs). JOHUD’s aim is to build the job-seeking capacity of youth in four governorates in Jordan. The programme organizes informal activities involving peer-to-peer education to help young people engage in the community as volunteers, and links them to various governmental and non-governmental institutions. COVID-19 and the associated lockdowns have altered the organization’s operations, with most projects shifting online. JOHUD has adopted a youth-led initiative aimed at matching young people’s skills with labour-market demand in each governorate where the programme operates. This case study presents examples of how the programme has helped young people transform into professionals, and how youth-led employment centres can contribute to youth development activities.

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Brekke, John, Erin Kelly, Lei Duana, Heather Cohena, Holly Kigera, and Laura Pancake. Can People Who Have Experience with Serious Mental Illness Help Peers Manage Their Health Care? Patient-Centered Outcomes Research Institute (PCORI), 2019. http://dx.doi.org/10.25302/4.2019.ad.13046650.

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Ferreyra, Maria Marta, Carlos Garriga, Juan D. Martin-Ocampo, and Angélica María Sánchez Díaz. Raising College Access and Completion: How Much Can Free College Help? Banco de la República de Colombia, 2021. http://dx.doi.org/10.32468/be.1155.

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Free college proposals have become increasingly popular in many countries of the world. To evaluate their potential effects, we develop and estimate a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort, has a direct effect on class completion, and an indirect effect in mitigating the risk of not completing a class or not remaining in college. We estimate the model using rich, student-level administrative data from Colombia, and use the estimates to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places a greater risk on students but is precisely this feature that delivers better outcomes. Nonetheless, the modest increase in graduation rates suggests that additional, complementary policies might be required to elicit the large effort increase needed to raise graduation rates.

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DiAngelo, Lucy, Libby Lowry, Kayla McDaniel, Clare Sauser, Shelby Terry, and Erin Williams. Increasing Confidence and Mental Health in Caregivers. University of Tennessee Health Science Center, 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0011.

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The purpose of our critically appraised topic is to synthesize the highest-level evidence available regarding interventions for increasing confidence and mental health outcomes in caregivers taking loved ones home from inpatient rehabilitation. The final portfolio contains six research articles from peer-reviewed journals. Study designs include randomized control trials, a systematic review, and a pretest-posttest without a control group. All studies relate directly to the components of the PICO question. Four of the articles discussed both caregiver confidence and mental health while two articles discussed only mental health. There is strong evidence to support that in-person hands on training, in person discussion-based training, and/or virtual resources helped increase confidence in caregivers of patients. There is mixed evidence and only limited improvement to support mental health. The findings from this critically appraised topic will be used to draft new ideas for practice guidelines for addressing caregiver education and caregiver mental health in an inpatient rehabilitation facility.

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