Journal articles: '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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de Souza, Rebecca, Kim Nichols Dauner, Ryan Goei, et al. "An Evaluation of the Peer Helper Component of Go !: A Multimessage, Multi-“step” Obesity Prevention Intervention." American Journal of Health Education 45, no. 1 (2014): 12–19. http://dx.doi.org/10.1080/19325037.2013.853001.

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Jung, Hyun-Ok, Hoy-Ok Song, Mi-Hyang Kim, and Hee-Sook Kim. "Effects of Peer Helper Training Program on Existential Spiritual Well-being, Peer Relationship, and Depression for Students Attending a Specialized Girls Vocational High School." Journal of Korean Academy of Psychiatric and Mental Health Nursing 24, no. 4 (2015): 310. http://dx.doi.org/10.12934/jkpmhn.2015.24.4.310.

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Berkley-Patton, Jannette, Stephen B. Fawcett, Adrienne Paine-Andrews, and Lori Johns. "Developing Capacities of Youth as Lay Health Advisors: A Case Study with High School Students." Health Education & Behavior 24, no. 4 (1997): 481–94. http://dx.doi.org/10.1177/109019819702400407.

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Youth lay health advising, a form of support or helping, is an important potential resource for preventive intervention. This article describes a case study of a youth lay health advising program designed to provide high school students with support and guidance to handle challenges and concerns related to their health and quality of life. First, the planning, program development, and implementation of the approach are described. Second, a rapid formative evaluation presents quantitative and qualitative information on adolescent issues faced, the types and content of interactions, and peer helper satisfaction with the program. Third, the strengths and challenges of the peer helping program and the role of youth as lay health advisors are discussed. The article concludes with a discussion of the implications for practitioners on this approach to building the capacity of adolescents as lay advisors for community health.

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Biggs, Laura J., Helen L. McLachlan, Touran Shafiei, Rhonda Small, and Della A. Forster. "Peer supporters’ experiences on an Australian perinatal mental health helpline." Health Promotion International 34, no. 3 (2018): 479–89. http://dx.doi.org/10.1093/heapro/dax097.

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SummaryPerinatal mental health is an important public health issue, and peer support is a potentially important strategy for emotional well-being in the perinatal period. PANDA Perinatal Anxiety & Depression Australia provides support to individuals impacted by perinatal mental health issues via the National Perinatal Anxiety & Depression Helpline. Callers receive peer support from volunteers and counselling from paid professional staff. The views and experiences of PANDA peer support volunteers have not previously been studied. We conducted two focus groups and an online survey to explore the experiences of women providing volunteer peer support on the Helpline. Data collection took place in October and November 2013. Two social theories were used in framing and addressing the study aims and in interpreting our findings: the Empathy–Altruism Hypothesis, and the Helper Therapy Principle. All PANDA volunteers were invited to participate (n = 40). Eight volunteers attended a focus group, and 11 survey responses were received. Descriptive statistics were used to analyse quantitative data. All survey respondents ‘strongly agreed’ that they felt positive about being part of PANDA. Thematic analysis of data from focus groups and open-ended survey responses identified the following themes: motivated to help others, supported to support callers, helping to make a difference and emotional impacts for volunteers. Respondents described a strong desire to support others experiencing emotional distress as a motivator to volunteer. Although perinatal peer support services are designed to benefit those who receive support, this study suggests volunteers may also experience personal benefits from the role.

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Padget, Alison, Mary Lou Bell, Stephen R. Shamblen, and Chris Ringwalt. "Effects on High School Students of Teaching a Cross-Age Alcohol Prevention Program." Journal of Drug Education 35, no. 3 (2005): 201–16. http://dx.doi.org/10.2190/7904-rexe-1kq8-83pa.

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This study examined the impact on high school students who taught elementary students MADD's Protecting You/Protecting Me (PY/PM), an alcohol use prevention and vehicle safety program. High school students ( N = 188) enrolled in a peer helping course completed surveys before and after teaching PY/PM, and a comparison group of peer helper students ( N = 141) from matched schools completed surveys at the same times. Results indicated that, relative to the comparison group, those exposed to PY/PM gained knowledge of alcohol's effects, increased their perceptions of the risks of high levels of alcohol use, gained teaching skills, and showed less frequent episodes of binge drinking. No effects were found for attitudes toward future drinking, perceptions of the risk of low levels of alcohol use, alcohol use, or vehicle safety. This cross-age prevention program may be successful in changing high school students' knowledge, attitudes, and behaviors regarding high levels, but not low levels, of alcohol use.

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Jolly, Kate, Jenny Ingram, Joanne Clarke, et al. "Protocol for a feasibility trial for improving breast feeding initiation and continuation: assets-based infant feeding help before and after birth (ABA)." BMJ Open 8, no. 1 (2018): e019142. http://dx.doi.org/10.1136/bmjopen-2017-019142.

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IntroductionBreast feeding improves the health of mothers and infants; the UK has low rates, with marked socioeconomic inequalities. While trials of peer support services have been effective in some settings, UK trials have not improved breast feeding rates. Qualitative research suggests that many women are alienated by the focus on breast feeding. We propose a change from breast feeding-focused interactions to respecting a woman’s feeding choices, inclusion of behaviour change theory and an increased intensity of contacts in the 2 weeks after birth when many women cease to breast feed. This will take place alongside an assets-based approach that focuses on the positive capability of individuals, their social networks and communities.We propose a feasibility study for a multicentre randomised controlled trial of the Assets feeding help Before and After birth (ABA) infant feeding service versus usual care.Methods and analysisA two-arm, non-blinded randomised feasibility study will be conducted in two UK localities. Women expecting their first baby will be eligible, regardless of feeding intention. The ABA infant feeding intervention will apply a proactive, assets-based, woman-centred, non-judgemental approach, delivered antenatally and postnatally tailored through face-to-face contacts, telephone and SMS texts. Outcomes will test the feasibility of delivering the intervention with recommended intensity and duration to disadvantaged women; acceptability to women, feeding helpers and professionals; and feasibility of a future randomised controlled trial (RCT), detailing recruitment rates, willingness to be randomised, follow-up rates at 3 days, 8 weeks and 6 months, and level of outcome completion. Outcomes of the proposed full trial will also be collected. Mixed methods will include qualitative interviews with women/partners, feeding helpers and health service staff; feeding helper logs; and review of audio-recorded helper–women interactions to assess intervention fidelity.Ethics and disseminationStudy results will inform the design of a larger multicentre RCT. The National Research Ethics Service Committee approved the study protocol.Trial registration numberISRCTN14760978; Pre-results.

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Marshall, Robert C. "“What Doraemon, the Earless Blue Robot Cat from the 22nd Century, Can Teach Us About How Japan’s Elderly and Their Human Caregivers Might Live with Emotional Care Robots.”." Anthropology & Aging 37, no. 1 (2016): 27–40. http://dx.doi.org/10.5195/aa.2016.124.

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While immense literatures examine aging and robots in Japan separately, reality has not yet reached the point where robotic care for the elderly can be examined comprehensively. Disciplining imagination with method, structural analysis of the popular Japanese children’s animation series Doraemon, in which a slightly defective blue robot cat sent from the 22nd century becomes the helper and companion to a similarly slightly defective ten-year-old boy, lets us peer into one possible future of this nexus. If Japan’s robotics engineers would consider Doraemon as a plausible model for a socially assistive robot (SAR), their result might replace today’s fraught, infantilizing relationships with youthful, elder-focused care relationships.

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Hill, Barry C., David R. Black, and Cleveland G. Shields. "Barbershop Prostate Cancer Education: Factors Associated With Client Knowledge." American Journal of Men's Health 11, no. 5 (2017): 1415–25. http://dx.doi.org/10.1177/1557988315607958.

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The purpose of this paper is to identify characteristics of Black barbershop clients and barbers in an urban Midwestern city participating in a health promotion program called Affecting Cancer Together (ACT) that are associated with client knowledge about prostate cancer. Statistical analyses examined client and barber characteristics for their potential association with client prostate cancer knowledge, while controlling for ACT variables. Study findings suggested clients who are married (β = 0.99; CI [0.38, 1.59]; p < .01) and have higher levels of education (β = 0.34; CI [0.01, 0.67]; p = .04) may be more likely to know more about prostate cancer. Barbers with at least “some college” education may be more effective in increasing client knowledge (β = 0.85; CI [0.05, 1.64]; p = .04). Trained peer-helper programs may consider prioritizing limited educational resources for barbers with at least some college education and incorporating the social support of spouses for making informed decisions. Considering the potential of barbershop programs to reach Black men about a serious racially disproportionate health issue, ameliorating adoption, implementation, effectiveness, and sustainment are an important public health priority for underserved populations.

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Hill, Barry C., David R. Black, and Cleveland G. Shields. "Barbershop Prostate Cancer Education." American Journal of Men's Health 11, no. 1 (2016): 116–25. http://dx.doi.org/10.1177/1557988316632979.

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The purpose of this article is to identify characteristics of Black barbershop clients and barbers in an urban Midwestern city participating in a health promotion program called Affecting Cancer Together (ACT) that are associated with client knowledge about prostate cancer. Statistical analyses examined client and barber characteristics for their potential association with client prostate cancer knowledge, while controlling for ACT variables. Study findings suggested clients who are married (β = 0.99; confidence interval [CI] = 0.38, 1.59; p < .01) and have higher levels of education (β = 0.34; CI = 0.01, 0.67; p = .04) may be more likely to know more about prostate cancer. Barbers with at least “some college” education may be more effective in increasing client knowledge (β = 0.85; CI = 0.05, 1.64; p = .04). Trained peer-helper programs may consider prioritizing limited educational resources for barbers with at least some college education and incorporating the social support of spouses for making informed decisions. Considering the potential of barbershop programs to reach Black men about a serious racially disproportionate health issue, ameliorating adoption, implementation, effectiveness, and sustainment are an important public health priority for underserved populations.

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Jankowiak, Barbara, and Agata Matysiak-Błaszczyk. "Ryzyko i ochrona w środowisku rówieśniczym. Czyli o znaczeniu relacji koleżeńskich w życiu nastolatków." Studia Edukacyjne, no. 53 (June 15, 2019): 59–73. http://dx.doi.org/10.14746/se.2019.53.4.

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This article is devoted to the issue of peer relations, which are an important developmental factor and affect the welfare of adolescent boys and girls. According to many authors, relationships with peers during adolescence carry not only risk as a consequence of peer pressure to undertake unfavourable behaviors, but may also potentially contribute to well-being and life success. The analysis of available research results helped to distinguish two main risk factors resulting from peer relations, which include: mutual influence and modelling of disadaptive behaviours and rejection by peers. The protective factors, in turn, included: mutual influence and modelling of adaptive behaviours, a sense of happiness resulting from peer relations and compensating for other difficulties through peer relations.

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Birol, Zehra Nesrin. "The Content of Peer Helping Program." European Journal of Social Sciences Education and Research 1, no. 1 (2014): 262. http://dx.doi.org/10.26417/ejser.v1i1.p262-267.

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With the study, which is a collection of the overall literature, the aim is to explain the concept of peer helping and its content. It is also our aim to enlighten people who are interested in the topic about where and how peer helping programs might be used. Peer helping concept consists of the idea that peers advise each other spontenaously and while doing this, active listening, problem solving skills, mental health and human development knowledge are naturally used. Peer helping is a system of counseling in which peers who are at the same age and status might help each other (Birol, 2005). The study aims to provide sufficient knowledge for the ones who are in the arena about what and how to establish a qualified peer helping program and of its principles. Additionally, how to choose peer helpers and the methods are partly discussed. It is known that the election of peer helpers has various applications. One way is applying for it voluntarily (Baginsky, 2004), second is being a nominee by others (Cartwright 2005), third is choosing a selective course (Myrick ve Folk:1991), fourth is interviews (Birol;2005) or applying some tests. The interview method has its own standards and also in the study the characteristics of peer helpers are examined as they have to be qualified and able to conduct the counseling sessions in an appropriate way. The study also mentions about the aim of peer helping. It presents us a brief information about the relation between peer helping and preventional guidance. Peer helping is a useful method for it is used in various fields and it facilitates people who work in the arena to reach many individuals at schools or other educational institutions.

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Dixit, Tanmay, Sinead English, and Dieter Lukas. "The relationship between egg size and helper number in cooperative breeders: a meta-analysis across species." PeerJ 5 (November 24, 2017): e4028. http://dx.doi.org/10.7717/peerj.4028.

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BackgroundLife history theory predicts that mothers should adjust reproductive investment depending on benefits of current reproduction and costs of reduced future reproductive success. These costs and benefits may in turn depend on the breeding female’s social environment. Cooperative breeders provide an ideal system to test whether changes in maternal investment are associated with the social conditions mothers experience. As alloparental helpers assist in offspring care, larger groups might reduce reproductive costs for mothers or alternatively indicate attractive conditions for reproduction. Thus, mothers may show reduced (load-lightening) or increased (differential allocation) reproductive investment in relation to group size. A growing number of studies have investigated how cooperatively breeding mothers adjust pre-natal investment depending on group size. Our aim was to survey these studies to assess, first, whether mothers consistently reduce or increase pre-natal investment when in larger groups and, second, whether these changes relate to variation in post-natal investment.MethodsWe extracted data on the relationship between helper number and maternal pre-natal investment (egg size) from 12 studies on 10 species of cooperatively breeding vertebrates. We performed meta-analyses to calculate the overall estimated relationship between egg size and helper number, and to quantify variation among species. We also tested whether these relationships are stronger in species in which the addition of helpers is associated with significant changes in maternal and helper post-natal investment.ResultsAcross studies, there is a significant negative relationship between helper number and egg size, suggesting that in most instances mothers show reduced reproductive investment in larger groups, in particular in species in which mothers also show a significant reduction in post-natal investment. However, even in this limited sample, substantial variation exists in the relationship between helper number and egg size, and the overall effect appears to be driven by a few well-studied species.DiscussionOur results, albeit based on a small sample of studies and species, indicate that cooperatively breeding females tend to produce smaller eggs in larger groups. These findings on prenatal investment accord with previous studies showing similar load-lightening reductions in postnatal parental effort (leading to concealed helper effects), but do not provide empirical support for differential allocation. However, the considerable variation in effect size across studies suggests that maternal investment is mitigated by additional factors. Our findings indicate that variation in the social environment may influence life-history strategies and suggest that future studies investigating within-individual changes in maternal investment in cooperative breeders offer a fruitful avenue to study the role of adaptive plasticity.

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Morrill, Correen M., Judy Nicely Leach, Muriel Rogie Radebaugh, William C. Shreeve, Sharon J. Colby, and David E. Johnson. "Peer Helpers: Overview and Caution." International Journal of Adolescence and Youth 1, no. 1 (1987): 33–37. http://dx.doi.org/10.1080/02673843.1987.9747623.

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DeMello, M. M., B. M. Pinto, S. Mitchell, S. I. Dunsiger, and K. Stein. "Peer support for physical activity adoption among breast cancer survivors: Do the helped resemble the helpers?" European Journal of Cancer Care 27, no. 3 (2018): e12849. http://dx.doi.org/10.1111/ecc.12849.

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Qamar, Zubaida. "Assessment of the Peer Educators' Involvement in Learning Experiences for an Upper Division Nutrition Course." Current Developments in Nutrition 4, Supplement_2 (2020): 605. http://dx.doi.org/10.1093/cdn/nzaa048_011.

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Abstract Objectives To conduct summative assessment to determine the impact of peer educators in an upper division nutrition course for students’ learning and exam preparation Methods An online survey was administered to students (n = 43) in a 3 credit Advanced Nutrition course in Fall 2019 to evaluate the impact of peer educators on students’ learning of the course materials and exam preparation. Students (n = 20), response rate = 46.5%) completed the survey which included 6 quantitative and 1 qualitative question with responses on a Likert scale. Throughout the semester, 3 peer educator sessions, 30 minutes each, were implemented and students who performed exceptionally in the first exam, volunteered to lead as peer educators for the remainder of the semester. Results Students (70%) strongly agreed or agreed that the peer educator sessions helped them prepare for the exams. Furthermore, 75% of students strongly agreed or agreed that the peer sessions helped them understand the materials better. Majority of the participants found the sessions to be useful with varying levels of usefulness with the exception of only 5% who did not find the sessions to be at all useful. With regards to attending these sessions, 55% of participants were unlikely or extremely unlikely to attend the peer educator sessions if no extra credit was granted. Particularly for engagement with their peers, 95% students (mean ± SD = mean 1.45 ± 0.74, with 1 being extremely likely and 5 being extremely unlikely) indicated willingness to interact with their peers to succeed in a course. The students 'preference varied with 50% students preferring the instructor vs. 20% preferring peers to lead the sessions while 30% of participants indicated no preference. Via the open-ended question, students provided feedback on improving the sessions such as more time than 30 minutes, providing digital outlines for what was covered and instructor and student co-facilitating a session to maximize impact which warrants further exploration. Conclusions Peer educator sessions can be successful strategies to engage students with their peers in enhancing their learning and exam preparation. More pedagogical research is needed in understanding the role of peer educators in higher level nutrition courses. Funding Sources N/A

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Marick, Josephine. "HIV/AIDS Peer Education: A Rural Health Project." Journal of School Nursing 18, no. 1 (2002): 41–47. http://dx.doi.org/10.1177/10598405020180010801.

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This article describes a program conducted by a group of adolescents in a rural western Nebraska high school that was designed to inform their peers about the risk of HIV/AIDS. The program was funded by state and county agencies. An AIDS Task Force composed of community health leaders developed the guidelines for the program. The Task Force met annually to plan for the coming year, implement changes, and evaluate the program. A community health nurse served as the coordinator of the program and also served as a rural school nurse. A group of students called peer helpers carried out the HIV/AIDS program. Peer helpers created an awareness of HIV/AIDS with dissemination of factual information and also served as a referral resource for their peers. A number of recommendations are provided for future implementation of programs designed to help adolescents develop a healthy lifestyle.

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Zinger, Lana, and Alicia Sinclair. "Using Service Learning As A Method Of Transferring Health Knowledge." Contemporary Issues in Education Research (CIER) 3, no. 5 (2013): 21. http://dx.doi.org/10.19030/cier.v3i5.7709.

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High school students enrolled in a College Now health education class were taught the importance of regular calcium consumption and then were trained on how to act as peer educators to disseminate the calcium information to their peers. This program empowered students through service learning to choose more dairy in their daily diet. Service learning is defined as education in action where students serve their communities by offering their knowledge, skills and time. As a result of this project, students reported success in applying the knowledge and skills taught by peer educators which helped students translate nutrition education into peer education.

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Baker, Charlene K. "What Role Do Peers Play in Adolescent Dating? Insights From Adolescents With a History of Dating Violence." Violence Against Women 23, no. 2 (2016): 178–201. http://dx.doi.org/10.1177/1077801216638769.

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Prior research suggests that peers are important to adolescent dating experiences. However, questions remain about the role peers play in adolescent relationships, including dating violence. To fill this gap, eight sex-specific focus groups were conducted with 39 high school–aged teens, all of whom had experienced prior relationship problems. Participants described how peers helped them initiate dating relationships, but once in the relationship, peers would spread rumors and create dramas that led to jealousy, discord, and violence between the couple. Prevention programs should focus on cultivating peers as helpful bystanders and counteracting peer actions that lead to dating violence.

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McCue, Maureen, and Larry Anna Afifi. "Using Peer Helpers for Tuberculosis Prevention." Journal of American College Health 44, no. 4 (1996): 173–76. http://dx.doi.org/10.1080/07448481.1996.9937525.

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Konet, Richard J. "Peer Helpers in the Middle School." Middle School Journal 23, no. 1 (1991): 13–15. http://dx.doi.org/10.1080/00940771.1991.11496017.

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Kaakinen, Pirjo, Marjo Suhonen, Sonja Lutovac, and Raimo Kaasila. "Students experiences of peer-support during a Master’s thesis process." Clinical Nursing Studies 5, no. 1 (2017): 22. http://dx.doi.org/10.5430/cns.v5n1p22.

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Working as an expert in health care requires peer-support skills. The aim of the study is to describe students’ (n = 8) experiences of peer-support from other students during their Master’s thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master’s thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students’ feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master’s thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.

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Higgins, N. C., and Joanne K. Shaw. "ATTRIBUTIONAL STYLE MODERATES THE IMPACT OF CAUSAL CONTROLLABILITY INFORMATION ON HELPING BEHAVIOR." Social Behavior and Personality: an international journal 27, no. 3 (1999): 221–35. http://dx.doi.org/10.2224/sbp.1999.27.3.221.

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The helping behavior of individuals with supportive (i.e., the tendency to view others' misfortunes as uncontrollable by the targets) and unsupportive (i.e., the tendency to view others' misfortunes as controllable by the targets) attributional styles was investigated in a natural setting, under conditions of high and low controllability of a target's need. Helping behavior was a function of the perceived controllability of the target's need for help and the helper's attributional style. While non-negligent targets were helped more than the negligent – supporting an attributional model of helping behavior (B. Weiner, 1980a, 1995) – the attributional style of potential helpers moderated that effect. Individuals with a supportive style helped a needy peer at the same rate irrespective of the controllability of the need. In contrast, unsupportive style individuals were very kind to the needy peer if the reason was legitimate, and highly neglectful if the peer was negligent. Thus, the causal structure of the situation was more influential in determining the behavior of unsupportive than supportive style respondents. The finding that attributional styles moderated helping reactions demonstrates that the attributional model of helping behavior is incomplete and that person variables must be considered in tandem with situational variables in attributional models of social behavior.

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Sari, Dian Puspita, and Yoga Pamungkas Susani. "THE ROLE OF SENIOR PEERS IN STUDENTS’ TRANSITION TO CLINICAL CLERKSHIPS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 7, no. 2 (2018): 143. http://dx.doi.org/10.22146/jpki.39113.

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Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained interactions with senior peer students and these interactions were captured in 38 excerpts. These excerpts were analyzed further to understand the role of senior peer students during the transition.Results: Senior peer students helped to ease out transition to clinical clerkship by serving three roles: (1) transferring information on ways of working in a clinical environment, on social aspects of clinical environments and on learning issues; (2) providing exemplars in performing clinical tasks as well as learning tasks; (3) as co-workers who provided access and support students’ participation. Conclusions: Senior peer students in a clinical clerkship helped newcomers to navigate themselves in a clinical environment by helping them to build situational awareness, by supporting vicarious learning and supporting students’ participation in a clinical environment.

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Hayes, Douglas. "How peer reviewing has helped my career." INFORM International News on Fats, Oils, and Related Materials 30, no. 4 (2019): 38–39. http://dx.doi.org/10.21748/inform.04.2019.38.

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Bowman, Robert P., and Robert D. Myrick. "Students as Peer Helpers: An Untapped Resource." Children & Schools 7, no. 2 (1985): 124–33. http://dx.doi.org/10.1093/cs/7.2.124.

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Racz, Jozsef, and Zsuzsa Lacko. "Peer Helpers in Hungary: A Qualitative Analysis." International Journal for the Advancement of Counselling 30, no. 1 (2007): 1–14. http://dx.doi.org/10.1007/s10447-007-9040-y.

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Janssen, L., I. Boden, F. Ruppelt, J. Kummetat, T. Bock, and G. Sielaff. "“Helfen, ein Gegenüber zu bleiben”." Nervenheilkunde 34, no. 04 (2015): 253–57. http://dx.doi.org/10.1055/s-0038-1627583.

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ZusammenfassungHamburg hat an zehn klinischen Standorten erste Erfahrungen mit systematischer Peer- Beratung von Angehörigen für Angehörige gesammelt. Für deren Ausbildung wurde in Anlehnung an das bewährte EX-IN-Curriculum ein eigenes Curriculum entwickelt und im Laufe der Erfahrungen weiter angepasst. Systematische Programme mit Peer-Beratung durch Angehörige gibt es bisher nicht – mit wenigen Ausnahmen in den USA und Australien (www.eppic.org.au/Family-peer-sup port). In diesem Beitrag wird das Curriculum für Angehörigen-Peer-Arbeit erstmals vorgestellt und in Beziehung gesetzt zu Rückmeldungen der Peer-Berater nach mehrjähriger Tätigkeit und zur ersten Resonanz bei den Nutzern.

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Maya Beristain, Cynthia, and Judith Wiener. "Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder." Canadian Journal of School Psychology 35, no. 4 (2020): 280–98. http://dx.doi.org/10.1177/0829573520931679.

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The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.

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Dermineur, Elise M. "Peer-to-peer lending in pre-industrial France." Financial History Review 26, no. 3 (2019): 359–88. http://dx.doi.org/10.1017/s0968565019000143.

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This article explores the world of informal financial transactions and informal networks in pre-industrial France. Often considered merely as simple daily transactions made to palliate a lack of cash in circulation and to smooth consumption, the examination of private transactions reveals not only that they served various purposes, including productive investments, but also that they proved to be dynamic. The debts they incurred helped to smooth consumption but also helped to make investments. Some lenders were more prominent than others, although no one really dominated the informal market. This article also compares informal transactions with formal ones through the study of probate inventories and notarial records respectively. It compares these two credit circuits, their similarities and different characteristics, and their various networks features. The debts incurred in the notarial credit market were more substantial but did not serve a different purpose than in the informal market. Here too, the biggest lenders did not monopolise the extension of capital. Perhaps the most striking result lies in the fact that the total volume of exchange between the informal credit market and the notarial credit market (after projection) was similar.

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Asngari, Asngari, and Sumaryanto Sumaryanto. "Peer teaching: a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (2019): 215. http://dx.doi.org/10.29407/js_unpgri.v5i2.13186.

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The learning process through peer teaching model is the teaching strategy used in physical education. Through interaction with peers or across the same age, the learning could occur in various domains. Physical education learning with various students characteristics results in the ability in absorbing the learning material as well. It causes the imbalance of psychomotor performance and social interaction. States that physical education in it also contains several demands change in the cognitive, affective, and psychomotor domains at the individual micro level. The purpose of the critical literature review of the writer is to find out that peer teaching is as a solution to overcome the imbalance of psychomotor performance and social interaction in physical education learning. This review contains a collection of international journals dealing with the topic of discussion collected and reviewed in this article. There are 10 international journals appropriate for the topic. The main finding of this review is that peer teaching is one of learning models which could be used to overcome the imbalance of psychomotor performance and social interaction. Peer teaching concept that has been compiled by Metzler using peer assistance contributes to the implementation of physical education learning. The students’ psychomotor performances which have not been evenly distributed could be helped by peer likewise social interaction.

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Elfiyanto, Sonny, and Seiji Fukazawa. "Effect of teacher and peer written corrective feedback on writing components in EFL classrooms." JEES (Journal of English Educators Society) 5, no. 2 (2020): 185–91. http://dx.doi.org/10.21070/jees.v5i2.826.

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This study aimed to investigate the impact of teacher and peer written corrective feedback (WCF) on Indonesian senior high school students’ writing performance. A total of 71 Indonesian senior high school students from Grade X participated in this study; 36 were provided teacher WCF and 35 peers WCF. To collect and data, the participants were asked to write a legend essay. Using qualitative data analysis, we aimed to reveal the effectiveness of teacher and peer WCF in improving students’ writing performance. Adapted scoring rubric was employed to measure students’ overall writing performance, and competencies in relation to writing components such as content, organization, grammar, vocabulary, and mechanics. The results revealed that peer WCF can better enhance students’ writing abilities compared to teacher WCF. Furthermore, students who received teacher WCF showed substantial improvement in performance relating to all writing components except mechanics. In contrast, peer WCF enhanced students’ organization and vocabulary related performance. HIGHLIGHTS:  Peer WCF is more effective than teacher WCF in enhancing Indonesian senior high school students’ writing performance, especially in writing legend texts. Teacher WCF helped significantly improve four components of writing competence: content, organization, vocabulary, and language, while peer WCF positively impacted organization and vocabulary components. Combining both teacher and peer WCF could be more beneficial in improving students’ writing achievement than either type of WCF alone. 

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Fabbrichesi, Marco. "Peer review in high-energy physics: a return to the origins?" Journal of Science Communication 02, no. 03 (2003): F04. http://dx.doi.org/10.22323/2.02030904.

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I still remember very clearly my first encounter with peer review: I was a Ph. D. student in physics and I had written my first paper, submitted it to a journal and - after what seemed to me a very long time - received a reply with the request for few changes and corrections I was supposed to include in my paper before it could be considered for publication. These very simple steps: the writing up of some original research results in a paper, its submission to a journal and the process of the work being read and judged by someone reputed to be an expert in the field is what we call peer review - the judging of scientific work by your peers - and it is an essential part of what science is. No scientific achievement can be considered as such until has been recognized by the community at large and such a recognition mainly comes from the peer review process. The presence of this check has arguably helped and fostered the constant and cumulative growth of science.

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Froldova, Vladimira. "Paper-pen peer-correction versus wiki-based peer-correction." Journal of Language and Cultural Education 4, no. 1 (2016): 140–53. http://dx.doi.org/10.1515/jolace-2016-0012.

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Abstract This study reports on the comparison of the students’ achievement and their attitudes towards the use of paper-pen peer-correction and wiki-based peer-correction within English language lessons and CLIL Social Science lessons at the higher secondary school in Prague. Questionnaires and semi-structured interviews were utilized to gather information. The data suggests that students made considerable use of wikis and showed higher degrees of motivation in wiki-based peer-correction during English language lessons than in CLIL Social Science lessons. In both cases wikis not only contributed to developing students’ writing skills, but also helped students recognize the importance of collaboration.

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Vongraven, Dag, Andrew E. Derocher, and Alyssa M. Bohart. "Polar bear research: has science helped management and conservation?" Environmental Reviews 26, no. 4 (2018): 358–68. http://dx.doi.org/10.1139/er-2018-0021.

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Wildlife management is predicated upon the use of scientific research to assist decision-making. However, assessment of the effectiveness of the management–research relationship is rarely undertaken. Polar bears (Ursus maritimus) have benefitted from an international agreement that required each of the countries within the species’ range to manage them using the best available scientific data. The objective of this paper is to conduct a systematic review of peer-reviewed literature on polar bears to describe research trends and to assess how effectively research has met management needs. We analyzed 1191 peer-reviewed scientific papers from 1886–2016 covering 24 research topics. Annual counts of papers within each research topic were assessed for temporal trends, spatial coverage, and the extent to which they have facilitated management and monitoring needs. The annual number of papers increased from <10 in the early 1960s to >50 in recent years with a mean of 2.2 papers per subpopulation per year with great variation between the 19 global subpopulations. We conclude that there is an imbalance in the geographic and thematic focus of peer-reviewed research in recent years, and that only four subpopulations appear to have had a research focus covering most parameters essential for conservation and sound management.

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Wongpayak, Panjaporn, Orapan Meesungnoen, Somchai Saejang, and Pakpoom Subsoontorn. "A highly effective and self-transmissible CRISPR antimicrobial for elimination of target plasmids without antibiotic selection." PeerJ 9 (September 6, 2021): e11996. http://dx.doi.org/10.7717/peerj.11996.

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The use of CRISPR/Cas (Clustered Regularly Interspaced Short Palindromic Repeats/CRISPR associated protein) for sequence-specific elimination of bacteria or resistance genes is a powerful tool for combating antibiotic resistance. However, this approach requires efficient delivery of CRISPR/Cas DNA cassette(s) into the targeted bacterial population. Compared to phage transduction, plasmid conjugation can deliver DNA to a broader host range but often suffers from low delivery efficiency. Here, we developed multi-plasmid conjugation systems for efficient CRISPR/Cas delivery, target DNA elimination and plasmid replacement. The CRISPR/Cas system, delivered via a broad-host-range R1162 mobilizable plasmid, specifically eliminated the targeted plasmid in recipient cells. A self-transmissible RK2 helper plasmid facilitated the spread of mobilizable CRISPR/Cas. The replacement of the target plasmid with another plasmid from the same compatibility group helped speed up target plasmid elimination especially when the target plasmid was also mobilizable. Together, we showed that up to 100% of target plasmid from the entire recipient population could be replaced even at a low (1:180) donor-to-recipient ratio and in the absence of transconjugant selection. Such an ability to modify genetic content of microbiota efficiently in the absence of selection will be critical for future development of CRISPR antimicrobials as well as genetic tools for in situ microbiome engineering.

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Abarna, K. T. Meena, and T. Suresh. "Enrich multi-channel P2P VoD streaming based on dynamic replication strategy." International Journal of Advances in Applied Sciences 9, no. 2 (2020): 110. http://dx.doi.org/10.11591/ijaas.v9.i2.pp110-116.

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Peer-to-Peer Video-on-Demand (VoD) is a favorable solution which compromises thousands of videos to millions of users with completeinteractive video watching stream. Most of the profitable P2P streaming groupsPPLive, PPStream and UUSee have announced a multi-channel P2P VoD system that approvals user to view extra one channel at a time. The present multiple channel P2P VoD system resonant a video at a low streaming rate due to the channel resource inequity and channel churn. In order to growth the streaming capacity, this paper highlights completely different effective helpers created resource balancing scheme that actively recognizes the supply-and-demand inequity in multiple channels. Moreover, peers in an extra channel help its unused bandwidth resources to peers in a shortage channel that minimizes the server bandwidth consumption. To provide a desired replication ratio for optimal caching, it develops a dynamic replication strategy that optimally tunes the number of replicas based on dynamic popularity in a distributed and dynamic routine. This work accurately forecasts the varying popularity over time using Auto-Regressive Integrated Moving Average (ARIMA) model, an effective time-series forecasting technique that supports dynamic environment. Experimental assessment displays that the offered dynamic replication strategy which should achieves high streaming capacity under reduced server workload when associated to existing replication algorithms.

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Dechman, Margaret Kathleen. "Peer helpers’ struggles to care for “others” who inject drugs." International Journal of Drug Policy 26, no. 5 (2015): 492–500. http://dx.doi.org/10.1016/j.drugpo.2014.12.010.

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Aladağ, Mine, and Esin Tezer. "Effects of a Peer Helping Training Program on Helping Skills and Self-Growth of Peer Helpers." International Journal for the Advancement of Counselling 31, no. 4 (2009): 255–69. http://dx.doi.org/10.1007/s10447-009-9082-4.

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Ahmed, Ejaz, Zaimuariffudin Shukri Nordin, Sayyed Rashid Shah, and Mansoor Ahmed Channa. "Peer Observation: A Professional Learning Tool for English Language Teachers in an EFL Institute." World Journal of Education 8, no. 2 (2018): 73. http://dx.doi.org/10.5430/wje.v8n2p73.

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The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peerobservation as a tool for professional development that is implemented in an English Language Institute of a SaudiArabian university. This paper reviews literature on peer observation to develop a conceptual and theoreticalunderstanding of peer observation systems in different contexts. It utilizes a mix-method approach and applies aquestionnaire and semi-structured interviews as data collection tools. Questionnaire is used to get information aboutEFL teachers’ perceptions whereas semi-structured interviews provide an insight into their practices in the form ofpeer observation and future amendments for PD. The participants share their lived experiences who consider thecurrent practice of peer observation a consistent professional challenge due to several factors, i.e. their lack ofautonomy in deciding about the peers, trust deficit between administration and EFL teachers, rarely heldpre-observation conferences due to the loads of teaching hours, observers’ insufficient training and qualifications inconducting PO, and the element of threat and insecurity. Based on the findings, recommendations are made toimprove the existing peer observation system for the benefit of the EFL teachers, English language learners and theinstitute.

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Petrini, M., MT Quaranta, U. Testa, et al. "Expression of selected human HOX-2 genes in B/T acute lymphoid leukemia and interleukin-2/interleukin-1 beta-stimulated natural killer lymphocytes." Blood 80, no. 1 (1992): 185–93. http://dx.doi.org/10.1182/blood.v80.1.185.185.

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Abstract Although the key role of human homeobox (HOX) genes in development is well established, their function in adult cells is still under scrutiny. We have analyzed, in normal adult blood cell subpopulations, acute lymphoid leukemia (ALL) cells lines, and primary blasts, the RNA expression of all HOX-2 cluster genes (5′-2.5, 2.4, 2.3, 2.2, 2.1, 2.6, 2.7, 2.8, 2.9, 3′) and nine genes in the HOX-1, -3, and -4 cluster by Northern blotting, RNAse protection, and/or reverse transcriptase polymerase chain reaction (RT-PCR). The analyzed HOX-1, -3, and -4 genes were never expressed in all tested cell populations. Natural killer (NK) cells activated in interleukin-2 (IL-2)/IL-1 beta-treated cultures exhibit a gradually increasing, abundant expression of three HOX-2 genes (2.2, 2.6, 2.8), while three other genes (2.3, 2.1, 2.7) are expressed at a lower level at late culture times. However, no HOX-2 gene is expressed in quiescent lymphocytes (NK, B and T [T-cell receptor (TCR) alpha/beta, gamma/delta lymphocytes, thymocytes] cells), granulocytes, and monocytes. In B- and T-ALL cell lines, HOX-2 genes are expressed according to different patterns: (1) widespread transcription (seven of nine genes, including 2.3 and 2.6) in the Peer line bearing the TCR gamma/delta; (2) expression of 2.5, 2.2, and 2.6 in the SEZ 627 line, which derives from an HTLV-1+ T-helper leukemia; (3) transcription of 2.3 and 2.6 in both the T-ALL CEM line and four B- ALL lines (interestingly, CALLA- B-ALL lines are constantly 2.3/2.6 RNA+); (4) no HOX-2 gene expression was detected in one T- and two B- ALL lines. Primary blasts from five T- and five pre-B-ALL showed selective expression of one or more HOX-2 genes, namely 2.5, 2.2, 2.6, and 2.7. Our data are compatible with the hypothesis that selected HOX- 2 genes play a role in the IL-2/IL-1 beta-induced activation and/or proliferation of normal NK lymphocytes and possibly in the oncogenetic process of some T- and B-ALL.

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Journal articles on the topic 'Peer Helper'

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